Anonymous wrote:

Anonymous wrote:For folks who are unaware because they were not in a cohorted class this year, Model 1 was poorly designed and in many schools there was zero enrichment provided to the kids-- it was not required to provide enrichment to them, instead it was just required to move through the CKLA units more quickly but without skipping activities or content, which you can't really do well (it's not the same as math where there is a whole unit on one topic and once the kids get it they can move on-- a day of CKLA has a bunch of individual units and topics and skipping some of it is tricky or impossible.). So no wonder the scores for that were bad.

It's depressing to me that we're even looking at improved MAP scores as the goal of enrichment in reading. The kids who qualify for enriched reading are going to have good reading scores under any model, why worry about improving those? Our fourth grader is in a CES classroom, and what she gets out of it is reading more advanced texts, doing longer term projects, having more in depth discussions. None of that particularly helps her on the MAP, and if you stuck her in a remedial class she'd still do really well on a standardized reading test. It doesn't mean that acceleration hasn't had value.

Anonymous wrote:For folks who are unaware because they were not in a cohorted class this year, Model 1 was poorly designed and in many schools there was zero enrichment provided to the kids-- it was not required to provide enrichment to them, instead it was just required to move through the CKLA units more quickly but without skipping activities or content, which you can't really do well (it's not the same as math where there is a whole unit on one topic and once the kids get it they can move on-- a day of CKLA has a bunch of individual units and topics and skipping some of it is tricky or impossible.). So no wonder the scores for that were bad.

Anonymous wrote:For folks who are unaware because they were not in a cohorted class this year, Model 1 was poorly designed and in many schools there was zero enrichment provided to the kids-- it was not required to provide enrichment to them, instead it was just required to move through the CKLA units more quickly but without skipping activities or content, which you can't really do well (it's not the same as math where there is a whole unit on one topic and once the kids get it they can move on-- a day of CKLA has a bunch of individual units and topics and skipping some of it is tricky or impossible.). So no wonder the scores for that were bad.

Anonymous wrote:

Anonymous wrote:Except in the wealthier schools, many of our kids never got anything in ES or MS.

We're not in a wealthier school and we got compacted math. It was virtual which isn't ideal, but we got it. Are there any places where compacted math isn't available?

Anonymous wrote:So, making current 4th graders repeat content is annoying, but parents may want to keep their eye on the ball here when it comes to math.

The REAL issue is that this model has kids doing Pre-Calculus in 9th grade, but then Calculus A/B and B/C in succession.

For a highly able kid, it makes zero sense to take both A/B and B/C, and pretending that it does make sense is likely covering up the fact that MCPS does not intend to provide those kids with a real math track beyond 10th grade.

Anonymous wrote:So, making current 4th graders repeat content is annoying, but parents may want to keep their eye on the ball here when it comes to math.

The REAL issue is that this model has kids doing Pre-Calculus in 9th grade, but then Calculus A/B and B/C in succession.

For a highly able kid, it makes zero sense to take both A/B and B/C, and pretending that it does make sense is likely covering up the fact that MCPS does not intend to provide those kids with a real math track beyond 10th grade.

Anonymous wrote:Except in the wealthier schools, many of our kids never got anything in ES or MS.

Anonymous wrote:

Anonymous wrote:If you have a gifted or advanced kid, MCPS is basically telling you that it no longer will serve them. Math acceleration will now be within a heterogenous class just like model 2 of the CKLA enrichment this year. And they are getting rid of homogenous groups for CkLA enrichment next year. If you care at all, write to the board today before they discuss this this afternoon: Here is the deck for today’s presentation to the board on math. It looks like they are getting rid of compacted math all together and doing “acceleration” in mixed classrooms (however that will work). 5th graders are going to end up repeating content. They’re also proposing to get rid of cohorted enrichment for ELC. If you are concerned about this like I am, please reach out to the board today before they discuss this afternoon:
https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/DTUE6G38E612/$file/Accelerate%20Enrich%20Learn%20Literacy%20Math%20260507%20PPT.pdf

Mixed classes is "honors for all," which is why students read graphic novels"novels" in high school in English class.

Great job Thomas Taylor. We pay you $360K per year to dismantle excellence in the school district.

Anonymous wrote:If you have a gifted or advanced kid, MCPS is basically telling you that it no longer will serve them. Math acceleration will now be within a heterogenous class just like model 2 of the CKLA enrichment this year. And they are getting rid of homogenous groups for CkLA enrichment next year. If you care at all, write to the board today before they discuss this this afternoon: Here is the deck for today’s presentation to the board on math. It looks like they are getting rid of compacted math all together and doing “acceleration” in mixed classrooms (however that will work). 5th graders are going to end up repeating content. They’re also proposing to get rid of cohorted enrichment for ELC. If you are concerned about this like I am, please reach out to the board today before they discuss this afternoon:
https://go.boarddocs.com/mabe/mcpsmd/Board.nsf/files/DTUE6G38E612/$file/Accelerate%20Enrich%20Learn%20Literacy%20Math%20260507%20PPT.pdf