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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]What is the difference between cohorted Advanced CKLA vs the old ELC?  And how does it compare to CES (which just seem like a way to bus kids to improve numbers elsewhere).

Assuming it's cohorted, is the new cohorted advanced CKLA just as good?

[/quote]

Model 1 (cohorted advanced class) is replacement for ELC. It is a new curriculum — that is the difference.

No one is going to be able to answer whether it is just as good unless they have seen the new curriculum. CKLA is strong so in theory a cohorted class that moves at a faster pace and incorporates enrichment throughout is strong — but the specifics of what is in the curriculum, and how it is implemented, matter. [/quote]

Anyone can see what is in the baseline CKLA 4th and 5th grade curriculum.  Here is 4th: https://literacy.amplify.com/wp-content/uploads/sites/3/2021/01/CKLA_G4_Scope_and_Sequence.pdf and here is 5th: https://literacy.amplify.com/wp-content/uploads/sites/3/2021/01/CKLA_G5_Scope_and_Sequence.pdf   Would be curious to hear how it compares to ELC.[/quote]

Any thoughts on this?  Would this plus novel studies be fairly comparable to the curriculum, or not really?[/quote]

Would the linked CKLA 4th and 5th grade curriculum with some added novel studies be fairly comparable to the ELC curriculum, I mean?  Or are there other major things it's missing?[/quote]

For many of us the curriculum itself isn’t the issue. I liked CKLA this year. The problem is the cohorting or lack thereof. [/quote]

Agree. Need to keep the kids who can't read away and let them get prepared bag groceries so mine can get better prepared for success. [/quote]

That’s extreme and not what the person said or meant. Differentiation is challenging for teachers with such varying skills. Cohorted groups can make it more manageable for students get the intervention/enrichment they need. [/quote]

Tomato, tamato.[/quote]

No that's not tomato, tomato.  We believe kids can succeed.  Even those who might not be ahead currently.  What we want is to be sure that teachers and students have the supports in place to allow for that.  Cohort can allow for this.  So can on-ramps and off-ramps for acceleration.  You on the other hand believe you child is somehow inherently better.[/quote]

The literal definition of equity is everyone gets what they need. Gifted and high performing students need challenge and deeper thought. They do not need to be tutors for students who are not grasping the material which is what they often get assigned to do (my child has reported this). Differentiation is just as important at the top as at the bottom [/quote]

DP.
Aren’t you guys agreeing?
Cohorted classes gives everyone what they need. Kids can move everyone in and out as needed.
It is not a one-size-fits-all approach.[/quote]

Slow kids can be in the slow group
Fast kids in the fast group
Move around as needed

Mixing is bad for both bc it makes the teachers job harder. I know. I'm an MCPS teacher[/quote]

That is what teachers do every day? Nobody has a group of learners all the same level. [/quote]

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