Our school was 40.

I heard 40 as well. Do you think it was different for every school?

Wow, I didn't get the letter becasue my kid didn't get in but my school said 40.

The required score as 33. It said that in the letter.

My son had 95 and also was not selected. I was told this Inview score was high enough and that was why he was assessed. However, he did not pass the 5 part logic test. I was told that a score of 40 was needed or you were automatically eliminated. Problem is that the grading of it was very subjective, included the grading of verbal responses by different teachers. There was no double grading or comparisons across county as to whether or not the assesment scores seems statistically logically. I get it if Seven Locks or Bells Mill has 50% of the students in the class with some "others" with 0%, but when you see some of the distributions at schools with the same general mix of students some with 25% or more students in the class and some with 1-2%, you can easily see that the mix can not have been graded consistently. Shame on the principal and resource teachers at the low schools for not fixing it and fighting for their students! At our school of over 100 kids this is this is 22 students missing out.

What quant Inview did your kids get who are in compacted math? Mine had 94 on quant Inview which was too low I was told. Also-that was the only standardized test that they looked at when making placement decisions.

Anonymous wrote:Do you mind telling me what school and how many kids are in your compacted Math for 4th grade with your child? I undersatnd if you do not want to but I am so upset and maybe that information would be helpful. If his current class size was 20 instead of 30, it would be different but how the heck is a teacher going to challenge the top 25% with the bottom 25% in there too. I don't think my son is a genius by any means, I am sure that his assessment was correct, I just am 100% confident he would be better moving up just a mere 1/2 grade. Thanks if you can.......

Less than 20 kids (maybe 18). Somerset.

Do you mind telling me what school and how many kids are in your compacted Math for 4th grade with your child? I undersatnd if you do not want to but I am so upset and maybe that information would be helpful. If his current class size was 20 instead of 30, it would be different but how the heck is a teacher going to challenge the top 25% with the bottom 25% in there too. I don't think my son is a genius by any means, I am sure that his assessment was correct, I just am 100% confident he would be better moving up just a mere 1/2 grade. Thanks if you can.......

Anonymous wrote:Not true that other criteria are used than the 5 part assessment that is subjectively graded. My son was recommended by his teacher, scored 480 on his Math MSA, 230 on his MAP-M last Spring but did not get in to compacted Math. 1 Kid in our school quailified dispite the fact our school does exceptionally well county wide on all county tests. The school told me their hands are tied because he didn't score high enough on the assessment so he now is in a class of 30 instead going at one pace. They can recommend to be assessed based on other factors (not everyone is even assessed) but without a baseline minimum score on the exercise, you are excluded. Does anyone have additional information is my principal deflecting and feeding me a line? This is not right, and it is clear that the in-school assessments grading significantly varied by school. 50% of the assessment is the verbal answer you know. Maybe the kid just hasn't had enough practice, thought that was what learning was for.........

Wow--those MSA and Map-M scores are excellent. My child, who is in compact math, received scores that were much lower. It doesn't make sense.

Our school eliminated kids from taking the 5 part test based on how they did on the quant section of the Inview and teacher recommendation. They did not disclose how high it was necessary to score to have an acceptable Inview, but I was told the bar was high. The 5 part test was, best I can tell, not tied to any math curriculum they might have been exposed to in MCPS by spring of third grade. The kids had to work on logic problems that seemed to me to be closer to high school level.

Anonymous wrote:I would be very happy if my third-grader had no homework.

The problem was that I had no idea what they were doing in school and the school didn't do any assessments that they were willing to share. I had no way of knowing if my kid was learning or not. I suspected some (milder) learning issues, especially in math, but thanks to complete lack of feedback or any tracking of performance by the teacher, had no information to go on. I don't believe in lots of homework, but I believe in it for math.

We got a letter at the end of last yr for my DS (who is in 4th grade, now in compacted 4/5 Math due to the letter at the end of last year, recommending him).

It was a separate classroom assessment - "based on the 5 strands of UCARE (understanding, computation, application, reasoning and engagement); meeting the benchmark based on points scored; needs would be better met through quicker pace of instruction" states the letter we received that qualified him for this instruction.

Not true that other criteria are used than the 5 part assessment that is subjectively graded. My son was recommended by his teacher, scored 480 on his Math MSA, 230 on his MAP-M last Spring but did not get in to compacted Math. 1 Kid in our school quailified dispite the fact our school does exceptionally well county wide on all county tests. The school told me their hands are tied because he didn't score high enough on the assessment so he now is in a class of 30 instead going at one pace. They can recommend to be assessed based on other factors (not everyone is even assessed) but without a baseline minimum score on the exercise, you are excluded. Does anyone have additional information is my principal deflecting and feeding me a line? This is not right, and it is clear that the in-school assessments grading significantly varied by school. 50% of the assessment is the verbal answer you know. Maybe the kid just hasn't had enough practice, thought that was what learning was for.........

The information came with the notification letter/permission slip. But how common are the different options? My child is at an HGC and they are taught by an advanced math teacher. Kids in math 4 (but in HGC) stay with the HGC teacher.

Anonymous wrote:

Anonymous wrote:The timing of the HGC center ms busses would be all wrong (for many kids). Our MS bus picked up at 6:25 to go from Rockville to Blair where kids board a second bus to their ms. If a math student only needed to get to the local ms school, they would be an hour early. Why would they not just take their regular neighborhood ms bus?

Agree.

I am the 9:55 poster, sorry, we are trying to figure it out too. It all starts tomorrow, so we'll see...