CES results posted in ParentVue

[Anonymous]

Anonymous wrote:

Anonymous wrote:How do many kids get high 90 in MAP R, especially 99 percent? Tutoring or extra reading? I am shocked that many gets high 90 score?

My child just loves to read. Whenever he is at home, he just reads. Or will read in the car while going to activities.
And we go to the library whenever we don't have any plans over the weekend.

Ours bounces around in the high 90s (99 in the fall, 96 this past winter) and this is it for us as well. She likes to read, she likes to be read to, it's what she does with her time. We don't do anything conscious to support it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:How do many kids get high 90 in MAP R, especially 99 percent? Tutoring or extra reading? I am shocked that many gets high 90 score?

My child just loves to read. Whenever he is at home, he just reads. Or will read in the car while going to activities.
And we go to the library whenever we don't have any plans over the weekend.

My husband continues to read with DD every night with complex books. It means she loves reading and can dissect complex concepts. It helps that she also has a high processing speed and IQ (via WISC testing last year)

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do many kids get high 90 in MAP R, especially 99 percent? Tutoring or extra reading? I am shocked that many gets high 90 score?

My child just loves to read. Whenever he is at home, he just reads. Or will read in the car while going to activities.
And we go to the library whenever we don't have any plans over the weekend.

Ours bounces around in the high 90s (99 in the fall, 96 this past winter) and this is it for us as well. She likes to read, she likes to be read to, it's what she does with her time. We don't do anything conscious to support it.

Do kids reading themselves improve writing & comprehension? Jump dump books in front of them to read without parent involvement ? My kids MAP R is in 80 but he loves to read as well.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do many kids get high 90 in MAP R, especially 99 percent? Tutoring or extra reading? I am shocked that many gets high 90 score?

My child just loves to read. Whenever he is at home, he just reads. Or will read in the car while going to activities.
And we go to the library whenever we don't have any plans over the weekend.

Ours bounces around in the high 90s (99 in the fall, 96 this past winter) and this is it for us as well. She likes to read, she likes to be read to, it's what she does with her time. We don't do anything conscious to support it.

Do kids reading themselves improve writing & comprehension? Jump dump books in front of them to read without parent involvement ? My kids MAP R is in 80 but he loves to read as well.

I think that's something the CES program needs to consider as a factor, kids who love to read.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Sorry...where in ParentVue is this posted?

Click on name of your 3rd grader then select “documents” , and it is listed at the top of documents queue.

Thank you!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do many kids get high 90 in MAP R, especially 99 percent? Tutoring or extra reading? I am shocked that many gets high 90 score?

My child just loves to read. Whenever he is at home, he just reads. Or will read in the car while going to activities.
And we go to the library whenever we don't have any plans over the weekend.

Ours bounces around in the high 90s (99 in the fall, 96 this past winter) and this is it for us as well. She likes to read, she likes to be read to, it's what she does with her time. We don't do anything conscious to support it.

Do kids reading themselves improve writing & comprehension? Jump dump books in front of them to read without parent involvement ? My kids MAP R is in 80 but he loves to read as well.

I'd guess that the answer is that dumping books in front of them works for some kids but not others, which is unhelpful but also true of most approaches. I was also a high achiever in reading as a kid without any kind of support other than that I liked to read, so I'm not surprised that my kid turned out the same way, but I'm also sure there are kids who would get nothing out of that.

I will say my daughter's comprehension is great and her writing is so so. Her writing grades are lower than her reading grades and she tends to do the bare minimum when asked to write at school. I think some of that is usual kid rushing through her work issues, and some of it is that she has trouble with expressing herself; her constant reading hasn't changed that at all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do many kids get high 90 in MAP R, especially 99 percent? Tutoring or extra reading? I am shocked that many gets high 90 score?

My child just loves to read. Whenever he is at home, he just reads. Or will read in the car while going to activities.
And we go to the library whenever we don't have any plans over the weekend.

Ours bounces around in the high 90s (99 in the fall, 96 this past winter) and this is it for us as well. She likes to read, she likes to be read to, it's what she does with her time. We don't do anything conscious to support it.

Do kids reading themselves improve writing & comprehension? Jump dump books in front of them to read without parent involvement ? My kids MAP R is in 80 but he loves to read as well.

I'd guess that the answer is that dumping books in front of them works for some kids but not others, which is unhelpful but also true of most approaches. I was also a high achiever in reading as a kid without any kind of support other than that I liked to read, so I'm not surprised that my kid turned out the same way, but I'm also sure there are kids who would get nothing out of that.

I will say my daughter's comprehension is great and her writing is so so. Her writing grades are lower than her reading grades and she tends to do the bare minimum when asked to write at school. I think some of that is usual kid rushing through her work issues, and some of it is that she has trouble with expressing herself; her constant reading hasn't changed that at all.

I always believe reading more now and writing will come along as they grow older.

[Anonymous]

How different is the curriculum from the normal curriculum? Significantly more challenging? More homework?

[Anonymous]

Anonymous wrote:How are the kids in the same school one get 218 got in and one got 230 didn’t? This is too ridiculous.

I have an idea. They could do away with these BS magnet programs and kids could just stay at their schools instead of being divided up every couple of years. MCPS creates artificial scarcity by gatekeeping their enriched curriculum at CES programs when they could just offer it at all schools.

[Anonymous]

My child who scored a 223 also loves to read and will read everyday on her own. I am trying to get her to read higher level stuff but she re reads Diary of a Wimpy Kid over and over. The biggest thing that I think helped is that her school has WIN time so she is in a small group working on a 4th grade level packet of material. WIN time is roughly 30 minutes 4 days a week.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do many kids get high 90 in MAP R, especially 99 percent? Tutoring or extra reading? I am shocked that many gets high 90 score?

My child just loves to read. Whenever he is at home, he just reads. Or will read in the car while going to activities.
And we go to the library whenever we don't have any plans over the weekend.

Ours bounces around in the high 90s (99 in the fall, 96 this past winter) and this is it for us as well. She likes to read, she likes to be read to, it's what she does with her time. We don't do anything conscious to support it.

[Anonymous]

I'm the PP. Just wanted to add she is in a high farms school. She was in the lottery but didn't get a spot. Her school next year will use CKLA and the higher kids are in the same class. I am assuming it means no more WIN time (at least for her group).

Anonymous wrote:My child who scored a 223 also loves to read and will read everyday on her own. I am trying to get her to read higher level stuff but she re reads Diary of a Wimpy Kid over and over. The biggest thing that I think helped is that her school has WIN time so she is in a small group working on a 4th grade level packet of material. WIN time is roughly 30 minutes 4 days a week.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How do many kids get high 90 in MAP R, especially 99 percent? Tutoring or extra reading? I am shocked that many gets high 90 score?

My child just loves to read. Whenever he is at home, he just reads. Or will read in the car while going to activities.
And we go to the library whenever we don't have any plans over the weekend.

Ours bounces around in the high 90s (99 in the fall, 96 this past winter) and this is it for us as well. She likes to read, she likes to be read to, it's what she does with her time. We don't do anything conscious to support it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our school is doing CKLA but the high achieving kids are grouped together. The teacher who has that class is really good and does some really creative stuff to make learning interesting. She is also very strict so I know the kids behave well for her.

Anonymous wrote:

Anonymous wrote:I'm skeptical that CES is much different from home school.

This will likely depend on what the home school is planning to do for literacy enrichment and whether they continue to offer the ELC or not. What are folks hearing from your schools about that?

This is the new ELC model. Still a separate class for high achievers, but with CKLA and moves faster than "regular" classes to cover more content. Actually seems much better with old ELC curriculum.

Are they actually competing the kids together? When I asked my school they said that there would be a weekly pull-out during the Flex Time for novel studies but not that it would be a separate class. That is mostly why I’m leaning towards accepting the CES spot over staying at the local school. The cohort is so important

That's the other model for enrichment that is not ELC. (There are two models.) If there are enough kids to form a class, then next year at least, they should be offered the new ELC (which is based on CKLA but moves faster -- similar to how 4/5 and 5/6 math move faster).

Okay, so just to confirm, you're saying central office has told schools that starting this coming fall, they have two choices: a weekly pull-out enrichment option, or a cohorted class doing CKLA in an accelerated way? But they are not allowed to choose to offer the old version of ELC (the one that CES does) or any other enrichment option? Is that right?

Yes, that is what they are saying. But anyone who knows MCPS also knows that central office has "guidelines" that schools may or may not follow. So you will definitely want to confirm all this with your local school and the Office of Accelerated and Enriched Instruction.

If this is true, parents should complain. The whole point of ELC was to deliver the same level of curriculum and depth as is offered in the CES. There is no reason that the curriculum used by CES and ELC should be different.

It was never the same. The old ELC has some, but not all, elements of CES. And it is not standards-aligned. CKLA is better, especially when accelerated to cover more content.

[Anonymous]

Anonymous wrote:How are the kids in the same school one get 218 got in and one got 230 didn’t? This is too ridiculous.

I think you need to brush up on your statistics to understand how a lottery works.

[Anonymous]

Anonymous wrote:

Anonymous wrote:How are the kids in the same school one get 218 got in and one got 230 didn’t? This is too ridiculous.

I have an idea. They could do away with these BS magnet programs and kids could just stay at their schools instead of being divided up every couple of years. MCPS creates artificial scarcity by gatekeeping their enriched curriculum at CES programs when they could just offer it at all schools.

They’re really the worst but it’s coming back to bite them. Turns out if you completely ignore the learning needs of the the kids above grade level for long enough, their ability and scores will start to languish and won’t be high enough to mask the scores of students below grade level. That’s where we are now.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our school is doing CKLA but the high achieving kids are grouped together. The teacher who has that class is really good and does some really creative stuff to make learning interesting. She is also very strict so I know the kids behave well for her.

Anonymous wrote:

Anonymous wrote:I'm skeptical that CES is much different from home school.

This will likely depend on what the home school is planning to do for literacy enrichment and whether they continue to offer the ELC or not. What are folks hearing from your schools about that?

This is the new ELC model. Still a separate class for high achievers, but with CKLA and moves faster than "regular" classes to cover more content. Actually seems much better with old ELC curriculum.

Are they actually competing the kids together? When I asked my school they said that there would be a weekly pull-out during the Flex Time for novel studies but not that it would be a separate class. That is mostly why I’m leaning towards accepting the CES spot over staying at the local school. The cohort is so important

That's the other model for enrichment that is not ELC. (There are two models.) If there are enough kids to form a class, then next year at least, they should be offered the new ELC (which is based on CKLA but moves faster -- similar to how 4/5 and 5/6 math move faster).

Do you know if there are specific benchmarks where if a school has over a certain number of qualifying kids they are expected/required to offer a separate class? Or is it just loose guidelines and really the schools can do whatever they want?