MCPS is cuttting compacted math and cohorted literacy enrichment

[Anonymous]

Anonymous wrote:Just so you all know how it used to be, DS was split out based on testing for accelerated math in 1st grade, then compacted math, then acceleration through middle school and high school.

Today he’s at an Ivy studying for a PhD.

Guess what, some kids actually are gifted not just privileged.

Of course, but the question is and has always been "Is MCPS able to identify kids who are gifted but NOT privileged?"

[Anonymous]

Anonymous wrote:Per email correspondence several folks have received from central office now, current 4th graders in compacted will continue on in compacted math (rest of 5th, all of 6th) next year if and only if they are proficient on the MCAP…. And then in 6th they may drop to “accelerated 6th” instead of prealgebra if their scores don’t hold…

They have to get a 4 (highly proficient) on the MCAP to continue in the 5th grade cohort, or a 3 (proficient)? I am guessing a 3 for this year's 4th graders because otherwise the cohorts would be too small (but that they will tighten the criteria after that.)

[Anonymous]

Anonymous wrote:

Anonymous wrote:Per email correspondence several folks have received from central office now, current 4th graders in compacted will continue on in compacted math (rest of 5th, all of 6th) next year if and only if they are proficient on the MCAP…. And then in 6th they may drop to “accelerated 6th” instead of prealgebra if their scores don’t hold…

They have to get a 4 (highly proficient) on the MCAP to continue in the 5th grade cohort, or a 3 (proficient)? I am guessing a 3 for this year's 4th graders because otherwise the cohorts would be too small (but that they will tighten the criteria after that.)

There is no compacting after next year (and only 5th grade next year). 3 is considered proficient so I’m betting that will be the criteria.

[Anonymous]

This is literally the same thing they tried with Curriculum 2.0 (they said it was so every kid can learn the material more deeply, or some such nonsense) and that was such a complete and utter failure.

Has anyone gone back to look at the data and teacher feedback on that? Why repeat mistakes (and bad ones at that)?

[Anonymous]

They really ought to simply focus on meeting budget not rolling out new experimental programs.

[Anonymous]

Anonymous wrote:Where is the teacher’s union on this?

Love the way they frame this as cutting accelerated math but it’s really forcing teachers into differentiated instruction which is impossible.

MCEA only shows up when there are issues about the school calendar/makeup days. Differentiated instruction at the level they're proposing is impossible and teachers won't be able to do it. There's nothing to negotiate there. MCPS will just realize this the hard way.

My kid's grade 4 ES classroom has 31 kids in it--there's no differentiated instruction going on there except for math. There's little going on for reading--I've asked repeatedly, and the teacher says they all do the same assignments--occasionally with the option for different level texts, but not usually.

[Anonymous]

MCPS should contract with RSM/AoPS and fire all those nikki porters. My kids are enrolled in rsm and get 99s on map M and 4 on mcap.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Where is the teacher’s union on this?

Love the way they frame this as cutting accelerated math but it’s really forcing teachers into differentiated instruction which is impossible.

MCEA only shows up when there are issues about the school calendar/makeup days. Differentiated instruction at the level they're proposing is impossible and teachers won't be able to do it. There's nothing to negotiate there. MCPS will just realize this the hard way.

My kid's grade 4 ES classroom has 31 kids in it--there's no differentiated instruction going on there except for math. There's little going on for reading--I've asked repeatedly, and the teacher says they all do the same assignments--occasionally with the option for different level texts, but not usually.

Exactly my point. They’ll roll out the claims that “all students will engage more deeply with the curriculum this way” very soon, if they have not already.

What it really means is that the teachers will teach either to the bottom or the middle. Kids who can’t keep up lose the most, as do the bored gifted and talented students. Proven time and time again to NOT work.who is making these decisions?

Is this just for equity reasons, to punish the privileged? They aren’t the ones who will lose the most.

[Anonymous]

Anonymous wrote:Just so you all know how it used to be, DS was split out based on testing for accelerated math in 1st grade, then compacted math, then acceleration through middle school and high school.

Today he’s at an Ivy studying for a PhD.

Guess what, some kids actually are gifted not just privileged.

What point are you making? That we are screwing kids now more than ever? What does that have to do with privilege?

My kid is VERY smart (highest MAP our school has ever seen) and there was still no acceleration until 4th grade. The enrichment they got in class was nothing. The teachers are struggling and just trying to make it through the day. And it sounds like there will be even less for my younger kids.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I have been seeing that state guidance indicated those with a MCAP score of 4 should be accelerated. When will those scores be available for those in 3rd grade? Wouldn't we need them now to be able to advocate for class placement? I think they still have some testing dates coming up though.

It’s pretty hard to get a 4 on mcaps. I just pulled up my kid’s most recent report. He did get a 4, and it said only 3 percent of kids in the state did. The school average was just barely a low 3 and it’s a pretty well performing school. This kid has never gotten a MAP score below 99th percentile in his entire life.

And that’s about the right percentage of students that should continue being accelerated further.

If kids that were getting 4’s previously start were accelerated and then started getting 3’s, particular in the mid to high range, then they are at the correct level. This is not a decline in math ability or scoring but appropriate leveling.