MCPS is cuttting compacted math and cohorted literacy enrichment

[Anonymous]

Anonymous wrote:Looks like MCPS is starting to put out definitions for the different cluster groups. They emphasize that it is not defined by any one factor, but it looks like the MAP scores they're looking for for the top/accelerated group would be at around 90th+ percentile, the second group at 80th percentile MAP scores, the grade level group 40th-80th percentile, below-level 20th-40th, and far below-level (the group that cannot be combined with the top group) as below 20th percentile.

Where can we find this info?

[Anonymous]

Anonymous wrote:Looks like MCPS is starting to put out definitions for the different cluster groups. They emphasize that it is not defined by any one factor, but it looks like the MAP scores they're looking for for the top/accelerated group would be at around 90th+ percentile, the second group at 80th percentile MAP scores, the grade level group 40th-80th percentile, below-level 20th-40th, and far below-level (the group that cannot be combined with the top group) as below 20th percentile.

That still means that kids in the lowest quartile will be in classes with kids who need acceleration. That just means that the acceleration won't happen.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Have they said they are planning cluster grouping for both CKLA and math or just math?

They have mentioned cluster grouping for CKLA, but I think that is basically the same as what was supposed to be going on for "Model 2" this year which didn't seem to work well.

Correct. Model 2 for all. Supposedly the cluster grouping has been happening this year. If so, we haven’t seen any enrichment in our kid’s class.

Mine got it during her intervention block. She read books, did a writing project and is currently doing a play

[Anonymous]

Anonymous wrote:You might want to check out Jeannie Oakes work on tracking and the ultimate problems it causes.

MCPS does not have tracking.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Have they said they are planning cluster grouping for both CKLA and math or just math?

They have mentioned cluster grouping for CKLA, but I think that is basically the same as what was supposed to be going on for "Model 2" this year which didn't seem to work well.

Correct. Model 2 for all. Supposedly the cluster grouping has been happening this year. If so, we haven’t seen any enrichment in our kid’s class.

Mine got it during her intervention block. She read books, did a writing project and is currently doing a play

This is supposed to be happening during the core instruction block, not just during WIN.

[Anonymous]

Is there a timeline that the board has to make final decision by and tell us what it means for all these? Over this summer or early fall 2026 when school starts?

[Anonymous]

Anonymous wrote:Is there a timeline that the board has to make final decision by and tell us what it means for all these? Over this summer or early fall 2026 when school starts?

The Board doesn't have any real say unless they pass a resolution to halt MCPS. MCPS is plowing forward. They are creating the cluster groups as we speak. Go talk to your principal, especially if you have a rising 4th grader.

[Anonymous]

Anonymous wrote:Looks like MCPS is starting to put out definitions for the different cluster groups. They emphasize that it is not defined by any one factor, but it looks like the MAP scores they're looking for for the top/accelerated group would be at around 90th+ percentile, the second group at 80th percentile MAP scores, the grade level group 40th-80th percentile, below-level 20th-40th, and far below-level (the group that cannot be combined with the top group) as below 20th percentile.

Amazing that MCPS/Maryland wastes so much time on MCAP each year and doesn't use it for anything. You think they would consider COGAT too, but no...just a waste of time and money.

[Anonymous]

Anonymous wrote:They will probably require current 3rd graders to have a 4 on MCAP and/or a fairly high MAP or CogAT score (I would guess 95th percentile or higher) to get whatever acceleration is provided next year.

The bar will probably be lower for this year's 4th graders finishing up as a cohort, though. I don't think they will lower it as far as 50th percentile-- I think 85th percentile was what was required to originally qualify and they will probably let them stay as long as they maintain that.

Should a student really be in compacted or advanced math if they are not even within the 85%? I think not, unless there is a documented reason for the lower score (ex. a student at my school lost a close family member the weekend before MCAP — if they scored low on MCAP but are making progress and keeping up with the accelerated pace, obviously they should be allowed to continue to receive advanced math). We have MUTIPLE kids at our school in compacted math (and literacy enrichment) that unfortunately are not able to keep up and this takes away time from the other students who truly excel at math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Have they said they are planning cluster grouping for both CKLA and math or just math?

They have mentioned cluster grouping for CKLA, but I think that is basically the same as what was supposed to be going on for "Model 2" this year which didn't seem to work well.

Correct. Model 2 for all. Supposedly the cluster grouping has been happening this year. If so, we haven’t seen any enrichment in our kid’s class.

Mine got it during her intervention block. She read books, did a writing project and is currently doing a play

This is supposed to be happening during the core instruction block, not just during WIN.

I will write this a million times if I have to, but depending on WIN time for enrichment is VERY problematic for many kids. 1) our school just doesn’t have it for basically any change to thw schedule. 2) many kids need remediation in one subject and enrichment in another and in general remediation happens during WIN so the enrichment just doesn’t happen. I am specifically thinking of kids who are great at math but have dyslexia or other challenges in other subjects. This is actually pretty common but apparently not something that people care about in these pushes to increase access.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Looks like MCPS is starting to put out definitions for the different cluster groups. They emphasize that it is not defined by any one factor, but it looks like the MAP scores they're looking for for the top/accelerated group would be at around 90th+ percentile, the second group at 80th percentile MAP scores, the grade level group 40th-80th percentile, below-level 20th-40th, and far below-level (the group that cannot be combined with the top group) as below 20th percentile.

Amazing that MCPS/Maryland wastes so much time on MCAP each year and doesn't use it for anything. You think they would consider COGAT too, but no...just a waste of time and money.[/quote

MCAP was in it too. I believe top group is 4, second-highest js 3, middle group is 2 or 3, second lowest is 1 or 2, and lowest is 1. Also district assessments and report card. No CogAT.

[Anonymous]

What other district assessments are there besides MAP & MCAP? Is that like a test for people new to the district who wouldn’t have taken the aforementioned tests?

[Anonymous]

Anonymous wrote:What other district assessments are there besides MAP & MCAP? Is that like a test for people new to the district who wouldn’t have taken the aforementioned tests?

No, I think they're just tests all kids do in math and ELA every quarter? (See ie here: )https://www.montgomeryschoolsmd.org/siteassets/district/departments/sharedaccountability/testing/es_assessmenttimeline.pdf) I have never understood what exactly they are, maybe a teacher or someone else more in the know can enlighten us? They are used for a few other purposes as well.

[Anonymous]

Anonymous wrote:What other district assessments are there besides MAP & MCAP? Is that like a test for people new to the district who wouldn’t have taken the aforementioned tests?

Those aren’t considered district assessments. MCPS central office writes their own assessments that are given a few times a year in several subjects. My kids frequently complain that they are really hard to do well on because they are written so poorly. Like, there will be a multiple choice question where two choices are definitely correct, but you can only select one answer so it’s like a coin flip whether the one you picked is the one they will grade as correct.

[Anonymous]

I see a mcps website response that students who are currently enrolled in the Grade 4/5 Compacted Math pathway will continue on that pathway and take Algebra 1 in Grade 7. As with all instructional pathways, there may be individual cases in which students follow a different trajectory based on student data and discussions between schools and families. This is our current practice. What is the math trajectory for kids woth normal math level? I am not familiar with mcps math trajectory.