Email the reading specialist and explain what you've said here. My school (I teach 3rd grade) had a XX students qualify for ELC, and we are looking through the students who did not qualify and select some to add to the group. We are looking at students who were close to meeting the mark but also those that could benefit from the challenge. Two parents that I know of reached out about it, we had a discussion and explained how it was going to be implemented, and one of the parents requested their child be included (that kid was a likely candidate anyway). So, what I'm trying to say is... go ask your kid's school and find out! Now is the time. I would think most schools would like to offer this to as many students who can rise to the occasion, and at least give them a chance to try. If it doesn't work, they can just go back to the regular curric with the rest of their class, NBD.

They don't use local norming when they are looking at which kids who did not qualify for the magnet lottery to move - they use the national percentiles for that.

I am in the same boat. My kid had a really high score in fall but lower in winter. He didn’t make the lottery and not recommended for elc. I am really pissed about it. However, they all will be in the same reading class jn 6th grade, so whats the point? So my kid won’t get elc but will eventually end up with the kids who did elc. Not sure why they can’t enrich everyone. Like aren’t they actually increasing the achievement gap?
Also, my older kid is in CES 5th grade right now. He was online in 3rd grade snd they only took fall and spring mapr. He qualified for elc/ces based on his fall score. However, his spring percentile went down, below the cut off. So he wouldnt have made it if they used spring scores. To me, it all seems arbitrary. Was he less capable of handling ces in spring vs. fall? Did it even matter?

You’re right. They shouldn’t use the local norming when determining eligibility for ELC because, as you said, they all go to the same school. And you’re right. Using one winter MAP data point or grades from one specific marking period and not considering any kind of trend is silly and unfair. Unfortunately there isn’t always a logical explanation for why they set up these policies. I would absolutely advocate using the Spring MAP scores, particularly if the winter ones were high but just missed the cut due to the norming.

Anonymous wrote:I understand why the percentages are locally normed for CES, but why is it done for ELC? Don't all of the students attend the same school?

Also, my 3rd grader met 3 out of the 4 criteria for ELC, but just missed out with the winter MAP score. Has anyone ever used the spring MAP score to advocate for placement or just wait to try again for 5th grade?

As others have said, the process for determining if a student is eligible for enrichment is the same for CES and ELC (and middle school). But remember that you would have to know your school's locally normed MAP score cut-off. If you know that your child met that target in the fall MAP and meets the target in the spring MAP, but just missed it in the winter MAP, you could certainly use that to make the case for ELC placement in your child's school.

Schools have the discretion to bring more kids into ELC beyond the ones who were identified for the CES lottery. They do not use locally normed scores for that. In some schools, they are moving to an ELC-for-all model and all
Students will receive it (presumably because so many students qualify that it doesn’t make sense to leave out a relatively small number of kids). Reach out to your school’s principal and reading specialist to learn how they are approaching it at your school specifically.

Anonymous wrote:

Anonymous wrote:
I understand why the percentages are locally normed for CES, but why is it done for ELC? Don't all of the students attend the same school?

Enriching education at schools with many high performing students, would increase the Achievement Gap.

I know you have an axe to grind, but they have rolled out the ELC to almost every elementary school in the county. The schools not in this rollout are predominantly on the Eastern side of the county because they are the schools with language immersion.

Anonymous wrote:I understand why the percentages are locally normed for CES, but why is it done for ELC? Don't all of the students attend the same school?

Also, my 3rd grader met 3 out of the 4 criteria for ELC, but just missed out with the winter MAP score. Has anyone ever used the spring MAP score to advocate for placement or just wait to try again for 5th grade?

To your first question, it's just that they use the same system. So, if a child was entered in the CES lottery then they automatically qualify for ELC. As for advocacy, absolutely give it a shot. Send a thoughtful email to the GT coordinator at your school listing the metrics and how your child approached them.

I think you should talk to the admin at your school about the Spring MAP. The biggest deal is the number of students already in the class and whether a new teacher will be required to expand ELC offerings.

Anonymous wrote:
I understand why the percentages are locally normed for CES, but why is it done for ELC? Don't all of the students attend the same school?

Enriching education at schools with many high performing students, would increase the Achievement Gap.

I understand why the percentages are locally normed for CES, but why is it done for ELC? Don't all of the students attend the same school?

Also, my 3rd grader met 3 out of the 4 criteria for ELC, but just missed out with the winter MAP score. Has anyone ever used the spring MAP score to advocate for placement or just wait to try again for 5th grade?