Anonymous wrote:Anonymous wrote:I believe she said that to you at the time and meant it regarding the pilot programs, but it didn't actually happen for the newest classes.
So in other words, you're saying that MCPS will consider a student's special ed status (whether 504 or IEP) and use it against them in the selection process. I would imagine that if they were just neutral, then they would not have included it on the criteria list.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Anonymous wrote:Here's an official write-up:
What data was used to evaluate my child?
1) Grade 3 report card,
2) local assessments MAP-R and MAP-M
3) reading level
4) access to math enrichment,
5) instructional need, a non-scored student questionnaire,
6) an outside assessment: Cognitive Test of Abilities Test (CogAT): Screener,
7) current student services such as receiving special education services, ESOL-English for Speakers of Other Languages, 504 accommodations plan and Free and Reduced Meals
.
https://bit.ly/2qTW9sp
At our school, we were told that reading levels are no longer specifically assessed. Kids read "at", below or ahead. They don't do further assessment than this. Can a teacher chime in to let us know if this is true. I don't really care about CES, but just curious if teachers are still assessing students quarterly like they had in the past. Additionally, I don't see any type of "math enrichment" given. DS scored extremely high on MAP-M and he does the exact same thing others kids do. FWIW, I don't have an issue with this, but the criteria provided above seems outdated.
4 is definitely an odd thing to take in to account since it is school dependent, but it's possible your child did not make the cut. At our school they took only kids with 99th+ percentile scores for enrichment. A lot of parents who presumably have kids with 90+ percentile scores assume there isn't enrichment since I have heard them grumble about it but there is.
I'm the PP you had responded to. My DS has always been 99%, usually 2-3 grades up. I know the MAP-P doesn't count for much because it's K-2nd, but he also took the MAP-M in 3rd and scored somewhere 99% for 6th graders. And he definitely does not get any enrichment.
Anonymous wrote:I believe she said that to you at the time and meant it regarding the pilot programs, but it didn't actually happen for the newest classes.
Anonymous wrote:FARMS, ESOL yes a leg up. But not special needs. The program is not set up to accommodate many students' special needs so they want to limit them and make sure they can handle those needs. There is also the GT LD program for students who are gifted but have special needs.
Anonymous wrote:FARMS, ESOL yes a leg up. But not special needs. The program is not set up to accommodate many students' special needs so they want to limit them and make sure they can handle those needs. There is also the GT LD program for students who are gifted but have special needs.
Anonymous wrote:Anonymous wrote:Anonymous wrote:Here's an official write-up:
What data was used to evaluate my child?
1) Grade 3 report card,
2) local assessments MAP-R and MAP-M
3) reading level
4) access to math enrichment,
5) instructional need, a non-scored student questionnaire,
6) an outside assessment: Cognitive Test of Abilities Test (CogAT): Screener,
7) current student services such as receiving special education services, ESOL-English for Speakers of Other Languages, 504 accommodations plan and Free and Reduced Meals
.
https://bit.ly/2qTW9sp
At our school, we were told that reading levels are no longer specifically assessed. Kids read "at", below or ahead. They don't do further assessment than this. Can a teacher chime in to let us know if this is true. I don't really care about CES, but just curious if teachers are still assessing students quarterly like they had in the past. Additionally, I don't see any type of "math enrichment" given. DS scored extremely high on MAP-M and he does the exact same thing others kids do. FWIW, I don't have an issue with this, but the criteria provided above seems outdated.
4 is definitely an odd thing to take in to account since it is school dependent, but it's possible your child did not make the cut. At our school they took only kids with 99th+ percentile scores for enrichment. A lot of parents who presumably have kids with 90+ percentile scores assume there isn't enrichment since I have heard them grumble about it but there is.
Anonymous wrote:Anonymous wrote:Here's an official write-up:
What data was used to evaluate my child?
1) Grade 3 report card,
2) local assessments MAP-R and MAP-M
3) reading level
4) access to math enrichment,
5) instructional need, a non-scored student questionnaire,
6) an outside assessment: Cognitive Test of Abilities Test (CogAT): Screener,
7) current student services such as receiving special education services, ESOL-English for Speakers of Other Languages, 504 accommodations plan and Free and Reduced Meals
.
https://bit.ly/2qTW9sp
At our school, we were told that reading levels are no longer specifically assessed. Kids read "at", below or ahead. They don't do further assessment than this. Can a teacher chime in to let us know if this is true. I don't really care about CES, but just curious if teachers are still assessing students quarterly like they had in the past. Additionally, I don't see any type of "math enrichment" given. DS scored extremely high on MAP-M and he does the exact same thing others kids do. FWIW, I don't have an issue with this, but the criteria provided above seems outdated.
Anonymous wrote:Here's an official write-up:
What data was used to evaluate my child?
1) Grade 3 report card,
2) local assessments MAP-R and MAP-M
3) reading level
4) access to math enrichment,
5) instructional need, a non-scored student questionnaire,
6) an outside assessment: Cognitive Test of Abilities Test (CogAT): Screener,
7) current student services such as receiving special education services, ESOL-English for Speakers of Other Languages, 504 accommodations plan and Free and Reduced Meals
.
https://bit.ly/2qTW9sp
Anonymous wrote:Here's an official write-up:
What data was used to evaluate my child?
1) Grade 3 report card,
2) local assessments MAP-R and MAP-M
3) reading level
4) access to math enrichment,
5) instructional need, a non-scored student questionnaire,
6) an outside assessment: Cognitive Test of Abilities Test (CogAT): Screener,
7) current student services such as receiving special education services, ESOL-English for Speakers of Other Languages, 504 accommodations plan and Free and Reduced Meals
.
https://bit.ly/2qTW9sp
What data was used to evaluate my child?
1) Grade 3 report card,
2) local assessments MAP-R and MAP-M
3) reading level
4) access to math enrichment,
5) instructional need, a non-scored student questionnaire,
6) an outside assessment: Cognitive Test of Abilities Test (CogAT): Screener,
7) current student services such as receiving special education services, ESOL-English for Speakers of Other Languages, 504 accommodations plan and Free and Reduced Meals
.