1. Testing Information 2017-2018 PTA Presentation November 2, 2017

2. Kindergarten Readiness Assessment (KRA)
The KRA provides a framework to assess what kindergarten students should know and be able to do when they enter kindergarten to ensure they are ready to learn. It provides data that teachers can use to instruct students and ensure quality early learning opportunities for children by building on the strengths of every child. September 5 – October 6, 2017
A sampling of students are tested, as selected by the state of Maryland.

3. Primary Reading Assessment – Grades Pre-K – 2
An assessment tool designed to help teachers determine a student’s reading performance in terms of meeting benchmarks.
Fall September 9 – October 11
Winter January 3 – February 1
Spring May 4 – May 31

4. MAP-P Measurement of Academic Progress for Primary Grades Gr. K-2
A computer-adaptive achievement test which assesses student’s skill level on different math concepts.
Measures academic growth over time.
Administered to grades K-2 in the fall, winter, and spring.
MAP-P results identify the skills and concepts students have learned and diagnose instructional needs.
Fall Window September 11 – November 3
Winter Window January 2 – February 16
Spring Window April 3 – June 1

5. MAP-R and MAP-M Measures of Academic Progress Assessment in Reading & Math Gr. 3-5
A computer-adaptive achievement test which assesses to student’s skill level in the different reading and mathematics achievement areas.
Measures academic growth over time.
Administered to grades 3-5 in the fall, winter, and spring.
MAP-R and MAP-M results identify the skills and concepts students have learned and diagnose instructional needs.
Schools can use this info to implement interventions to increase the likelihood of students’ scoring proficient or advanced on PARCC.
Fall Window September 11 – November 3
Winter Window January 2 – January 24 (Grade 3)
January 2 – February 16 (Grades 4-5)
Spring Window April 3 – June 1

6. MISA SCIENCE – Grade 5
Maryland Integrated Science Assessment (MISA) is administered to all students in fifth and eighth grade in the spring. It is made up of four “units.” In each of the first three units, students will read information about three separate phenomena and answer questions about each. One question will be a constructed response question, and the other questions will be a combination of multiple choice, fill-in-the-blank, matching, and other technology-enabled item types. The fourth unit will be an extended phenomenon that may include a simulation.
MISA Science Grade 5 March 5 – 23, 2018 (Online)

7. Partnership for the Assessment of Readiness for College and Careers (PARCC)
The PARCC assessments are aligned with the Common Core State Standards (CCSS) and will measure the essential literacy and problem-solving skills that students need to be successful in college and careers. PARCC will test writing skills and critical thinking and problem solving skills in depth. These critical thinking skills are an integral part of the MCPS Curriculum 2.0.
PARCC Performance Based Assessment English/Language Arts/Literacy and Math (0nline)
Grades 3-6 April 23– May 25, 2018
May 29 – June 4, 2018 (make-ups)
The PARCC summative assessments in English Language Arts (ELA)/Literacy and Mathematics will include a rich set of performance-based tasks which will enable teachers, schools, students and their parents to gain important insights into how well critical knowledge, skills and abilities essential for young people to thrive in college and careers are being mastered.
A performance-based assessment component, administered after 90% of the school year
The ELA/Literacy assessment at each grade level will include 4-5 texts, both literary and informational (including social science/historical, scientific, and technical texts at grades 6-11). A number of short-answer comprehension and vocabulary questions will also be associated with each text.
The mathematics PARCC math assessments at each grade level will include both short- and extended-response questions focused on applying skills and concepts to solve problems that require demonstration of the mathematical practices with a focus on modeling, reasoning, and precision. The assessment will focus on conceptual understanding, procedural skills, and application.

8. WIDA (Worldclass Instructional Design & Assessment) ACCESS for ELL
Under the Every Student Succeeds Act (ESSA)legislation, states must measure the development of the English language proficiency skills of their English language learners (ELL) in grades K-12 on an annual basis within the domains of listening, speaking, reading and writing. Members of the WIDA Consortium use ACCESS of ELLs to fulfill the requirement. Therefore, the primary purpose of ACCESS for ELLs is to measure English proficiency growth tied to the criteria of the WIDA Consortium’s English language Proficiency Standards, which are aligned to the academic content area standards of every WIDA state.
January 8 – February 9, 2018
Make – up dates: February 12 – February 23, 2018

9. Testing and Programming
Gifted & Talented
Testing and Programming

10. SIPPI, Rescreening, and New Student Screening
Process
Who is screened?
Data Sources
SIPPI
All Grade 2 students
Reading Performance (April MIRL)
Math Performance (MP Enrichment/Acceleration access)
Teacher Survey (ES Articulation)
Parent Input (paper-scores entered by school staff)
Staff Advocacy (ES Articulation)
InView™ Level 1 (Grades 2 and 3);
InView™ Level 2 (Grades 4 and 5)
InView-Sequencing
InView-Analogies
InView-Quantitative Reasoning
InView-Verbal Reasoning-Words
InView-Verbal Reasoning-Context
Rescreening*
Select students in Grades 3, 4, and 5; those who were identified to be rescreened during previous screening, or any student in grade 3, 4, or 5 not previously identified and recommended for rescreening by parents or staff.
New Student Screening*
Students in grades 3, 4, and 5 new to MCPS or not previously screened in MCPS.
SIPPI, New Student Screening and Rescreening is designed to capture data about students’ strengths for gifted and talented identification and for instructional planning for the next school year. Regardless of the recommendations made, students’ strengths that are demonstrated through these processes and through students’ daily instructional performance will be supported and extended. Although students do not need to be formally identified as gifted and talented to receive enrichment and/or acceleration, this process allows schools to look at a student’s profile more holistically.
The process ensures that a balance of qualitative and quantitative sources are used for identification and instructional planning for all students. This is a best practice for identification, especially for CLED and2E students.
It is also critical that teachers are aware that giftedness can manifest itself differently and is recognized be various characteristics across cultures. So teachers must be aware of these cultural aspects when teaching responsively and when completing the teacher survey.
*Written parent permission is required for 3rd, 4th, and 5th graders who are new students to MCPS or who are being rescreened.

11. Timeframe: September-April
Step 1: Gathering Data
Timeframe: September-April
What data best informs us about the whole child?
Data Collected from a Variety of Sources:
Classroom Performance in Reading and Mathematics
InView™ Cognitive Assessment (5 Subtests)
Parent Input Form
Staff Advocacy
Teacher Survey (Online)
Learning
Motivation
Creativity
Begin looking at reading and math data at the start of the school year.
A variety of data sources are used for SIPPI, Rescreening, and New Student Screening in order to gather information about student strengths from multiple experiences and perspectives:
• Classroom Performance in Reading
• Classroom Performance in Mathematics
•InView™ Cognitive Assessment (5 Subtests-Sequencing, Analogical Reasoning, Quantitative Reasoning, Verbal Reasoning–Words, and Verbal Reasoning–Context)
• Teacher Survey (Completed by classroom teachers of all Grade 2 students, and of students in Grades 3, 4, and 5 participating in Rescreening/New Student Screening)
•Parent Input Form (Available in 7 languages: English, Spanish, Vietnamese, Chinese, Korean, French, Amharic)
• Staff Advocacy(Completed by other professional staff, not classroom teachers)

12. Step 2: Reviewing Data and Making Instructional Decisions
Timeframe: April - May
"What level of instruction is best for each child?”
Diverse committee membership
Discusses and advocates for students
Reviews student data and MCPS considerations
Uses "Discussion Guide for Observed Non-Traditional Behaviors of Students with Gifts and Talents"
Makes instructional recommendations and gifted and talented identification decisions
• In addition to the data formally collected, committee members are encouraged to advocate for student strengths during the SIPPI, Rescreening, and New Student Screening Committee meetings using the Discussion Guide for Observed Non-Traditional Behaviors of Students with Gifts and Talents.
Each elementary school creates a SIPPI Committee to make instructional placement decisions and gifted and talented identification decisions. The committee should include members with multiple and diverse points of view and should be balanced by gender, ethnicity and job title. A similarly diverse committee should be convened to discuss students in grades 3, 4, and 5 who have been screened as part of the Rescreening and the New Student Screening processes.

13. Step 3: Making Articulation Decisions
Timeframe: June - August
How do we ensure that every child is scheduled to best meet his or her instructional needs?
Review customized ES articulation card (myMCPS) with preloaded student data
Utilize committee instructional placement decisions and parent input to inform homeroom/ classroom placement decisions
• GT Liaison enters some data (parent input score, staff advocacy numbers) onto the student’s ES Articulation Card and report card information is populated automatically. Most of this will occur through the SIPPI process and will be completed for the SIPPI Committee meeting. It is important to use all of the student data to make the best decision regarding instruction that will appropriately meet the needs of the student.
The articulation portion of SIPPI is a two part process:
Part 1: Once the SIPPI committees have been held and decisions have been made, teachers will need time complete the teacher information portion of the ES Articulation Card. With instructional recommendations, the GT liaison should provide support and training if necessary to teachers who will need to input this information into the system. This step is necessary to update the ES Articulation Card.
 Part 2: The school’s articulation team (typically made up of the administrators, staff development teacher, counselor, IDA, GT Liaison and others identified by the administrators) use the ES articulation tool to develop class lists. The list are usually presented to teachers during pre-service week. Teachers should make note of students who are identified as GT to monitor & provide students with enriched and accelerated instruction in reading and/or math.

14. Step 4: Communicating Decisions
Timeframe: June
How do we help parents become partners in this process? How do we ensure the next grade level team plans with committee recommendations in mind?
Translated parent communication in 7 languages regarding instructional placement for the upcoming school year
Filed Parent Reports in all cumulative folders
End of year reports and class listings for school personnel
Communication in the essential piece. We want parents to be partners
-The end of the year Parent report/letter is available 7 languages as does the letter in November informing parents about the December InView administration. It is printed from the SIPPI myMCPS page.
-A copy of the parent report/letter must be placed in each students cumulative folder at the end of the school year.
-This information is also be shared with next-year’s teacher, GT Focus teacher, and any school the student may transfer to in elementary school, including out-of-state.

15. Step 5: Monitoring Implementation
Timeframe: Ongoing
How do we know each child is receiving the recommended instruction?
System monitoring tools
Real-time data monitoring tools and data chats with teachers
Discussions during common planning which show evidence that identified students are receiving recommended instruction (reading and/or math)
After the GT Committee holds the spring decision meeting and once a student has been identified and labeled GT, it becomes necessary to monitor the academic progress of the identified students. There are several steps that need to occur at the school level to facilitate the monitoring process.
GT liaisons should create a master list of students in grades 3, 4, and 5 who have been identified as Gifted and Talented and include their class section.
GT liaisons and other staff (as identified by the administrator) should develop a system for monitoring the progress of students identified Gifted and Talented (e.g., identify measureable outcomes and acceptable evidence of mastery at the grade level standard, provide opportunities for students to access accelerated and enriched instruction, review a variety of ongoing formative measures, incorporate opportunities for students to demonstrate exceptional understanding at the grade-level standards, review and discuss reading and math data to determine instructional implications).
GT liaisons and other staff (as identified by the administrator) should provide ongoing support to classroom teachers to help with implementing accelerated and enriched instructional components into the student’s mathematics and reading programs.

16. Center for Enriched Studies (Formerly known as the Highly Gifted Center) Grade 4 & 5
CES is housed in 12 elementary schools.
Information about CES will be posted on the MCPS website at
All grade 3 students will be centrally reviewed for potential candidacy for the CES rather than parents submitting an application.
Winter Measure of Academic Progress-Math (MAP-M) and Measure of Academic Progress-Reading (MAP-R) assessment will be completed by January 24, 2018, to be used for the admission review.
Once the central review is completed, schools will be notified and parents/guardians will receive a letter in early February indicating one of the following:
*Their child will be considered for the CES and take an assessment.
*Their child’s needs can be met at their local school with Curriculum 2.0 and enrichment is needed.
Parents/guardians, upon receiving their letter, may accept the status, decline consideration, or request consideration for the CES. Steps to be taken will be included in the letter.
CES is housed in eight regional centers and four local schools (Barnsley, Chevy Chase, Clearspring, Cold Spring, Drew, Fox Chapel, Pine Crest/Oak View, Rachel Carson, Matsunaga, Piney Branch, and Stonegate).
Information on parent meeting evening information meetings and the CES admission process was mailed from MCPS to all grade 3 students by September 25, 2017.
Students who demonstrate an overall above average academic profile will be considered for one of the seats in the CES and will be assessed in February 2018.

17. Centers for Enriched Studies (CES) at a Glance
Topic
Timeline
Central Review of Grade 3 Students
Late January to early February
All grade 3 students will be reviewed for the CES process and notified in early February Parents will have the option to accept, decline, or request consideration.
Private/home school students interested in being considered for the program should contact DCCAPS at
CES Testing
February 2018 (early) in current elementary schools on the school’s assigned test date.
*Private school students will test in February. Contact DCCAPS.
Selection results mailed to parents
On or about April 20, 2018.
DCCAPS = Division of Consortia Choice and Application Program Services.
Questions or Concerns? Contact Mrs. Budman, your GT Liaison.

18. Centers for Enriched Studies (CES)
Rationale
The Centers are designed for students whose needs cannot easily be met in their home school and are seen as outliers amongst their peers in the local school.
The centers focus on enrichment and acceleration in the areas of reading, language arts, science, and social studies utilizing above grade level materials and instructional standards from gifted research.

19. Centers for Enriched Studies
Instructional Program
Compacted curriculum through structured interdisciplinary units
Research skills are applied in problem-solving, inquiry, communication, and self-expression
Instruction is investigative in nature and encourages creative thought in every discipline
Curriculum includes planned explicit instruction and application of the skills in reading, writing, listening, thinking, communicating, and appropriate use of technology
Curriculum includes one Gemstone project per grade level

20. Centers for Enriched Studies
Families of all Grade 3 students were informed about the centers by mail in the fall.
Information for home school or private school students is available on our website
In January, all Grade 3 students will be reviewed using system surfacing and notified of eligibility to test for admission for potential programming.
Eligible students participate in an external on-line assessment and writing prompt administered in February at the student’s school.

21. Centers for Enriched Studies
Students who demonstrate an academic need beyond their local peer group will be considered for one of the seats in the regional centers.
A committee meets to examine a variety of data sources which includes academic performance, standardized tests, local peer group, and potential for success with accelerated and enriched instruction.
Families are notified of selection results in April.
**There are a limited number of seats in each program**

22. Centers for Enriched Studies
Programs are currently housed at eight regional sites and four local sites.
Regional Centers: Lucy V. Barnsley, Chevy Chase, Clearspring, Cold Spring, Dr. Charles R. Drew, Fox Chapel and Pine Crest/Oak View
Local Centers: Spark M. Matsunaga, Piney Branch, Rachel Carson, and Stonegate [Local students only]

23. Centers for Enriched Studies
Admissions Process and Timeline
Fall/Winter
Hold grade level team meeting with Grade 3 teachers to review students’ progress utilizing spring SIPPI committee recommendations and Universal Alert recommendations for enrichment programing
Highlight mailed parent communication documents about the program during parent teacher conference
Encourage parents attend a regional information meeting to learn more:
November 13th at John F. Kennedy HS; 7 p.m.
January 24th at Richard Montgomery HS; 7 p.m.
November 13 – talking point with teachers at parent teacher conferences

24. Key Points: Centers for Enriched Studies
MCPS is moving to a systemwide non-application approach to gaining entrance to the Centers for Enriched Studies (Formerly Center Program for the Highly Gifted).
• At the end of semester one, the MCPS achievement data for all Grade 3 students across will be looked at and the system will make advocations to for parents to consider potential programming in our regional or local school programs.
All parents will receive direct mailed communication from the system and will have the option to opt in/out of moving forward in the process. (Late January/ Early February)

25. Key Points: Centers for Enriched Studies
External assessments will occur electronically in the local schools under the direction of the STC. (Mid February)
Selection will occur at the central level. (March)
Parents will be notified of results via mail. (End of March)
Contact Betty Shevitz, DCCAPS via Outlook or at for selection questions
Contact Kathryn (Kitty) Williams and Elise Antoine at AEI via Outlook or at for CES instructional programming questions

26. Fall 2017 The GT Screening Process Magnet and Choice Programs Grade 5
Grade 5: Memo Release 10/5/2017
MCPS is engaged in field test for the application to Takoma Park/ Eastern Magnet program similar to our elementary process highlighted above.
•At the end of quarter one, the achievement data for all Grade 5 students in the attendance boundaries to apply for either program will be looked at and the system will make advocations to parents consider potential programming for Takoma Park and/or Eastern magnet program.  (End November)
•All parents will receive direct communication from the system and will have the option to opt in/out of moving forward in the process.  (Mid December)
•External assessments will occur electronically at a centralized location or in the local schools under the direction of the STC. (January 6 (system); January 8 – 21 (local school)
•Selection will occur at the central level. (End of January)
•Parents will be notified of results. (February)
Impact on schools/ GT liaisons/ STCs
•Monitor parent response to decline or request testing in File Maker Pro
•Complete the external online assessments within prospective candidates (STC with GT liaison support) *
•Removal of teacher recommendations
•Removal of report card pull
•Removal of “application folders”

27. Overview of Middle School Options
Visit for information, application materials, and Choice forms

28. Middle School Magnet Programs and Schools of Choice
Admission Magnets
Parent Application
Due November 3
Roberto W. Clemente
Humanities
Mathematics, Science, and Computer Science
System Surfacing
Parent information sent December 12
Eastern: Humanities
Takoma Park: Mathematics, Science, and Computer Science
Choice Magnets:
Middle School Magnet Consortium
Parkland: Aerospace Technology
Argyle: Digital Design and Development
A. Mario Loiederman: Creative and Performing Arts
*Attendance areas for the MSMC include addresses that feed into one of the following elementary schools: Bel Pre, Brookhaven, Georgian Forest, Harmony Hills, Sargent Shriver, Strathmore, Viers Mill, Weller Road, and Wheaton Woods.

29. Middle School Application Programs Grades 6 through 8
Humanities and Communication Magnet Program at Eastern Middle School
Serves the Downcounty Consortium, the Northeast Consortium, B-CC, Churchill, Richard Montgomery, Rockville, Sherwood, WJ, Whitman, Wootton
Mathematics, Science, Computer Science Magnet Program at Takoma Park Middle School
Serves the Downcounty Consortium, the Northeast Consortium, B-CC, Churchill, Richard Montgomery, Rockville, Sherwood, Walter Johnson, Whitman, Wootton
MCPS is implementing a field test for two of the three selective magnet programs, Eastern and Takoma Park Middle Schools, with the removal of the parent application process

30. Eastern and Takoma Park Middle School Magnet Programs
Students who demonstrate an academic need beyond their local peer group will be considered for one of the seats in the regional centers.
A committee meets to examine a variety of data sources which includes: academic performance, standardized tests, local peer group, and potential for success with accelerated and enriched instruction.
Families are notified of selection results in February via mail.
Each program focuses on enrichment and acceleration in the areas of English/Social Studies/Media (Humanities) or Mathematics/Science/Computer Science.
**There are a limited number of seats in each program**

31. Middle School Application Programs Grades 6 through 8
Upcounty Center Programs for the Highly Gifted at Roberto Clemente Middle School
Humanities and Communication
Mathematics, Science, Computer Science
Serves Clarksburg, Damascus, Gaithersburg, Magruder, Northwest, Poolesville, Quince Orchard, Seneca Valley, Watkins Mill
Application to apply due on November 3rd
MCPS testing January 6th
Parent notification in February 2018
Parent information meeting: October 7 p.m.
Parent application due November 3
Complete student folders December 8
Teacher recommendations in reading and math
Report cards
IEP/504/LEP plan
Ensure students are aware of the MCPS test prep materials online
Test administration on Saturday, January 6
Parent notification in February via mail

32. The application programs and application process in brief…
All programs are highly competitive, with limited seats at each site.
All Grade 5 students within the established clusters are eligible to apply.
Students spend 3 courses in magnet classes and the rest of their day in classes with local students.
The selection process considers application information, academic information, teacher recommendations, and magnet test scores.
MCPS is engaged in field test for the application to Takoma Park/ Eastern Magnet program similar to our elementary process.
At the end of quarter one, the MCPS achievement data for all Grade 5 students in the attendance boundaries to apply for either program will be looked at and the system will make advocations for parents to consider potential programming. (End November)
All parents will receive direct communication from the system and will have the option to opt in/out of moving forward in the process. (Mid December)
External assessments will occur electronically in the local schools under the direction of the STC. (Saturday, January 6 (system); January 8 – 21 (local school)
•Selection will occur at the central level. (End of January)
•Parents will be notified of results. (February)

33. The Middle School Magnet Consortium (MSMC)
Argyle Magnet Middle School for Digital Design and Development
A. Mario Loiederman Magnet Middle School for the Creative and Performing Arts
Parkland Magnet Middle School for Aerospace Technology
All MSMC middle schools use a whole school magnet approach.
All MSMC schools offer specialized courses developed specifically for the MSMC.
All Grade 5 students are eligible to participate in the Choice process.*
In boundary students submit a simple Choice form and selection is based on a lottery. No grades, tests, or recommendations.
Out of boundary students will complete a Choice form via student gmail account at bit.ly/choiceMSMC
Non attendance boundaries will not be provided with transportation
Based on enrollment, up to 80 seats may be available at each MSMC middle school for out-of-Consortium students.

34. Middle School Application Programs- Contact List
For MS programs: Contact Emily Tien, DCCAPS via Outlook or at
Contact the MS programs directly:
Roberto Clemente:
Eastern:
Takoma Park:
Argyle:
Loiederman:
Parkland:

35. Resources Admission and Application Programs MSMC
MSMC

36. It is not about a label. It is about…
Access to opportunity ― no gatekeeping, no barriers
Equity in high expectations for all students
Quality of a challenging instructional program
Access + Equity + Quality = Success