Anonymous wrote:Anonymous wrote:Anonymous wrote:The crazy thing about the CES system is when we see the students who have been accepted into a program, they're usually not the students with the highest MAP scores. I think we had at least four or five students with higher MAP scores than those that were accepted into the local program.
As far as I’m concerned the CES program should be limited to those who have no cohort or a very limited cohort in their home school. Everyone else can get the instruction at their home school.
Except apparently they’re doing away with ELC outside the CES so our bright and bored students get some worksheets and that’s it. My kid tells me that the only extras are for those who are struggling and need things read to them. I really can’t afford private school and hate the snobbery that brings but I don’t know what else to do for my gifted kid (and yes, we have the WISC scores showing she’s in the highly gifted range)
Anonymous wrote:The crazy thing about the CES system is when we see the students who have been accepted into a program, they're usually not the students with the highest MAP scores. I think we had at least four or five students with higher MAP scores than those that were accepted into the local program.
Anonymous wrote:Anonymous wrote:The crazy thing about the CES system is when we see the students who have been accepted into a program, they're usually not the students with the highest MAP scores. I think we had at least four or five students with higher MAP scores than those that were accepted into the local program.
As far as I’m concerned the CES program should be limited to those who have no cohort or a very limited cohort in their home school. Everyone else can get the instruction at their home school.
Anonymous wrote:The crazy thing about the CES system is when we see the students who have been accepted into a program, they're usually not the students with the highest MAP scores. I think we had at least four or five students with higher MAP scores than those that were accepted into the local program.
Anonymous wrote:Anonymous wrote:Top scoring kids take longer because they enjoy working hard to solve novel problems above their educational level.
To some extent, yes. However, I've had some very bright kids over-analyze questions, freeze, and then just stare at a question for endless amounts of time. There is a point where too much time is not going to be beneficial.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Yes, it's untimed. I've been a teacher for 20 years and typically, the kids who score best usually take about 45-50 minutes. I have some students who fly through the test because they just want to be done and some others who take days to finish. It can be painful to watch a student take two or three blocks of time to finish a 40-43 question test.
How long is each block of time, between setup and tear down during class period?
I've always allocated 1hr 45 to each test. Those who don't finish have to complete it a different day or after lunch/recess if we started in the morning.
Anonymous wrote:Top scoring kids take longer because they enjoy working hard to solve novel problems above their educational level.
Anonymous wrote:Anonymous wrote:Yes, it's untimed. I've been a teacher for 20 years and typically, the kids who score best usually take about 45-50 minutes. I have some students who fly through the test because they just want to be done and some others who take days to finish. It can be painful to watch a student take two or three blocks of time to finish a 40-43 question test.
How long is each block of time, between setup and tear down during class period?
Anonymous wrote:Yes, it's untimed. I've been a teacher for 20 years and typically, the kids who score best usually take about 45-50 minutes. I have some students who fly through the test because they just want to be done and some others who take days to finish. It can be painful to watch a student take two or three blocks of time to finish a 40-43 question test.