Keep in mind that the new base curriculum next year is much more rigorous than Benchmark. I think ELC access will become a lot less important given that. (You can check it out for free at the Core Knowledge Foundation’s website.)

Anonymous wrote:You can call the office about the CES lottery, but it's probably more feasible to ensure ELC membership at your own ES. That's totally on the principal, so just make sure to ask. Fwiw my DC is a high-flyer in reading with scores like yours, and wasn't even identified GT in younger years, let alone CES. ELC can be great with the right teacher. Otherwise it's just fine. CES is of particular interest if your DC is a super outlier and not socially in sync with peers (leaving the home school can provide a fresh start), but there are plenty of other, different opportunities ahead.

(04/26/2024 10:48 poster here)

My school's reading specialist did tell me that if his teacher advocated for him, he could be put in the ELC classroom even if he isn't on the list from Central. Also, they told me that the ELC classroom is fluid, so he could be moved there during the school year if they later on decide that he needs the enrichment. Since I have to do his yearly 504 review with his teacher and guidance counselor anyway, I'll probably discuss it with them then. I know he's a good reader and enjoys reading, but he prefers informational texts over narrative, so I'm mixed on whether ELC would really be something he enjoys anyway.

(Like your daughter, I was also not identified as GT in my younger years, and didn't get into the special programs at either the MS or HS level back when I was in MCPS. Nevertheless I still got a perfect score on the SAT Verbal. Though, if standardized test scores were anything other than a dick measuring contest, I suspect I would be doing a more important job than one that would allow me to shitpost on this forum on a Tuesday afternoon.)

Anonymous wrote:Does ELC distinction really matter if all of 4th and 5th grade is getting it?

Not all MCPS schools are providing ELC to all, and none are really supposed to unless all the kids are identified, one way or another, as needing it.

Does ELC distinction really matter if all of 4th and 5th grade is getting it?

You can call the office about the CES lottery, but it's probably more feasible to ensure ELC membership at your own ES. That's totally on the principal, so just make sure to ask. Fwiw my DC is a high-flyer in reading with scores like yours, and wasn't even identified GT in younger years, let alone CES. ELC can be great with the right teacher. Otherwise it's just fine. CES is of particular interest if your DC is a super outlier and not socially in sync with peers (leaving the home school can provide a fresh start), but there are plenty of other, different opportunities ahead.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There is also teacher input that goes into lottery decision.

Not true.

It is true. I used to be an MCPS teacher and scored students for the CES program many times

Teachers haven’t been involved in four years. Your experience is dated and no longer accurate.

I disagree. In the past 3 years, I’ve had 2 kids put in the lottery and was told teacher input was part of the decision in addition to MAP scores.

Right. They will tell you no teacher input so parents are not pissed at the teacher when their kid doesn't get in to CES. But teacher input counts, after all, they see your kid for several hours each day, know their classroom academic performances, and peer interactions.

FFS, no teacher input is requested or provided. This is a central process that takes place in central office. Schools are given the list of kids who were accepted by central office and they are not able to adjust it or influence it. The gifted and talented identification includes teacher input but that is NOT the same thing and is completely unconnected to CES selection. In fact the gifted and talented identification means nothing at all.