1. Meeting Students’ Needs for Enrichment and Acceleration at the Elementary Level
Betty: Welcome
Good evening and welcome- MCPS parents private and homeschool parents and STUDENTS! Do we have any students here tonight? Fantastic, because this is about you! Thank you for your interest in “Meeting Students’ needs for Enrichment and acceleration at the Elementary Level. We hope that we have planned an informative program for you learn about the opportunities for meeting your child’s needs for enrichment and acceleration.
Parent Presentation
2018

2. Centers for Enriched Studies
Welcome
Enriched and Accelerated
Programming in the local school
Centers for Enriched Studies
Instructional Approach
Academic Environment
Frequently Asked Questions
Timeline
Betty: Overview of the Evening
This evening we have our directors, instructional specialists, a center principal and teacher to give you an overview of all that is available to meet your child’s needs.
This evening:
You will hear about the current enriched and accelerated programming in your local school
The Centers for Enriched Studies (formerly known as the Center Program for the Highly Gifted) and how it differs from what is available at your home school-both in instructional approach and academic environment. Different name, same program!
We will address frequently asked questions- we have tried to anticipate your questions—and we will allow a few moments at the end to ask questions that may not have been answered.
We will review the timeline. You have the timeline and frequently asked questions on your hand-out as well.
It is my pleasure to turn this over to the Director of the Division of Accelerated and Enriched Instruction, Meredith Casper.

3. Enriched and Accelerated Programming in MCPS Elementary Schools
Curriculum 2.0 offers all students the ability to use creative and critical thinking skills through interdisciplinary connections within core content areas of instruction and quarterly inquiry projects.
Additional opportunities for enrichment occur in the core content areas as follows:
Math Enrichment: Weekly opportunities beginning in kindergarten
Math acceleration beginning with Math
4/5 (typically Grade 4)
Director’s Slide
The use of research-based curriculum and instructional practices is an essential part of providing a quality education for ALL students
The CCSS set rigorous benchmarks; however, their impact on student learning depends upon their implementation
Rigor is more than what is taught, it’s how it is taught and how students are able to demonstrate their understanding.
With the CCSS, it becomes critical for us to differentiate for highly able learners within a set of standards that are reasonably rigorous in each subject area.

4. Enriched and Accelerated Programming in All MCPS Elementary Schools
Reading Language Arts
Advanced texts selection within small group reading
Curriculum extension:
Quarterly opportunities to participate in Junior Great Books through questioning, inquiry and discourse skills beginning in kindergarten
Second semester opportunities to participate in William and Mary (intro, partial or full implementation) through advanced texts, writing, research, and theme-based integration beginning in Grade 3
Science and Social Studies
Scientific and historical investigations
Director’s Slide
As the MCPS curriculum is aligned to the Common Core Standards, many of the instructional resources and approaches for advanced learners are integrated into Curr. 2.0
JGB has a strong focus on the use of questioning, reasoning, literary analysis & higher-level discourse using multi-cultural texts and is seen quarterly at all grade levels.
W & M units are theme-based and allow students to examine & discuss concepts and themes across multiple genres through reading advanced novels , conducting issue-based research, and presenting findings and begins at Grade 3 with three levels of implementation based on student need.
The content of science and social studies continues to be engaging and complex and include historical and scientific inquiries, and cross-curricular inquiry projects connecting writing and research.

5. Centers for Enriched Studies
The goal of the program is to provide highly able students with an accelerated and enriched instructional program.
The Centers are designed for students whose needs cannot easily be met in their home school and are seen as outliers amongst their peers.
Director Slide
Although the Standards are strong, they alone are not sufficiently advanced to accommodate the needs of most highly gifted learners. It is critical that we provide a continuum of programs and services to enable gifted students to fully realize their academic potential
There is also a need to enrich the standards by ensuring that there are open-ended opportunities to meet the standards through multiple pathways, more complex thinking applications, and real world problem-solving contexts.
Using research-based instructional practices and program models for GT, the Centers provide an advanced integrated curriculum through:
Use of advanced content and instructional resources that extend and enrich instruction for high-ability learners
Incorporating concepts at higher levels of abstraction or greater complexity
Use of inquiry and student-centered learning experiences across content areas
Development on performance-based and portfolio techniques that are based on higher-level learning outcomes

6. Centers for Enriched Studies
The Centers provide an instructional atmosphere that promotes thinking skills, risk taking, and creative expression to help highly able students realize their potential.
Students enrolled have unique academic profiles and educational needs that are more easily addressed in the Centers.
Director Slide
Although the Standards are strong, they alone are not sufficiently advanced to accommodate the needs of most highly gifted learners. It is critical that we provide a continuum of programs and services to enable gifted students to fully realize their academic potential
There is also a need to enrich the standards by ensuring that there are open-ended opportunities to meet the standards through multiple pathways, more complex thinking applications, and real world problem-solving contexts.
Using research-based instructional practices and program models for GT, the Centers provide an advanced integrated curriculum through:
Use of advanced content and instructional resources that extend and enrich instruction for high-ability learners
Incorporating concepts at higher levels of abstraction or greater complexity
Use of inquiry and student-centered learning experiences across content areas
Development on performance-based and portfolio techniques that are based on higher-level learning outcomes
INTRODUCE PRINCIPAL

7. Who are the Centers designed for?
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.
Programs are currently housed at nine regional sites and four local sites.
Principal’s Slide
Hi. My name is INSERT. I have been the principal of INSERT for blank years. I pleased to talk with you tonight about our 11 Centers for Enriched Studies.
This program was developed by the Division of Accelerated and Enriched Instruction (AEI) to allow participants to engage in rigorous curriculum that supports an instructional atmosphere to promote thinking skills, risk taking, and creative expression to help highly able students realize their potential.

8. Who are the Centers designed for?
Regional Centers*: Lucy V. Barnsley, Chevy Chase, Clear Spring, Cold Spring, Drew, Fox Chapel, Mill Creek Towne and Pine Crest/Oak View elementary schools
Local Centers: Spark M. Matsunaga, Piney Branch, Rachel Carson and Stonegate elementary schools. [Local students only].
* see handout for feeder schools*
Principal’s Slide

9. Centers: Instructional Design
The Common Core State Standards (CCSS) outline the standards that students should access at each grade level. The Centers offer a challenging curriculum that provides opportunities to access grade level standards with above grade level resources.
Addresses standards and objectives in the CCSS while content, processes, and products are enriched or accelerated to meet the needs of highly able students.
Presents curriculum through interdisciplinary units that require integration of concepts and essential ideas across disciplines.
Principal Slide
As you can see from the slide, this program utilizes the Maryland state adopted Common Core state standards for both Grade 4 and 5. The curriculum focuses on interdisciplinary connections between literacy, science and social studies.

10. Centers: Instructional Design
Provides more in-depth examination of topics in the Curriculum 2.0 and examination of concepts related to, but not included in, the CCSS.
Supplements with resources beyond the school setting to provide appropriate educational experiences for gifted and talented students.
Emphasizes the development and application of creative and critical thinking skills to solve a problem, or create a new product, process, or idea.
Principal Slide
When this curriculum was developed in 2014, AEI utilized gifted research and above grade level materials.
Supplemental curriculum resources include but are not limited to advanced novels, Junior Great Books, William and Mary English Language Arts Units, 6+1 Traits of Writing and other identified instructional strategies.
I am pleased to introduce INSERT from INSERT school who will talk with you about our classrooms.
November: Lauren Deshler and Sara Melmed from Oak View Elementary
January:

11. Centers: Academic Environment
The Centers provide a learning environment that enriches, accelerates, and extends the MCPS curriculum.
The Centers provide students opportunities to:
Participate in a learning environment that provides a rigorous academic program.
Engage in problem solving and critical, creative, and evaluative thinking.
Engage in academic dialogue and develop an openness to new ideas.
Discover new problems and new solutions; create authentic products.
Pursue in-depth independent study and acquire advanced research skills.
Teacher’s Slide
Hi! We would like to take a moment to talk with your about our classrooms. At first glance, the physical environment of our classrooms will look very similar to your current third grade classrooms. We have access to technology - chrome books and Promethean boards - and other instructional resources.
What makes our experience different is how our day is structured. A typical day … (Describe your day).
Things you might want to add:
Flexible seating
Team teaching between classrooms

12. Centers: Instructional Approach
Instruction engages the learner, focuses on the use of inquiry as a tool supporting all academic areas, and reflects the complex nature of learning and human expression.
Provides appropriately challenging instruction with advanced materials.
Uses a wide variety of instructional strategies which allow students to become facilitators of their own learning.
Arranges for instructional groupings based on academic needs of the students.
Teacher’s Slide
The units of study are designed around different concepts such as Culture and Journeys. Students engage in reading a variety of texts -books, novels, articles, plays, poetry, and digital materials – and engage in students engage in reflective conversations. In the area of writing, students complete a variety of different products – poems, essays, research projects, and fictional works. Through interdisciplinary connections, reading and writing is applied to social studies and science instructional topics.
An example of things we are working on right now include (describe an activity).
Things you might want to add:
Whole and small group instruction
Thematic instruction
Student choice within a topic for reading and writing

13. Centers: Participation in the Local School
Instructional groups in the Centers are flexible and fluid. Students may switch between Center classrooms for various subjects.
Mathematics instruction follows MCPS math curriculum.
Course recommendations for Grade Four are made by your local third grade teachers in the Spring.
Math classes are made across the Grade Four based on course recommendations.
Teacher Slide
Some of the schools have specific teachers for specific content areas while others remain in a homeroom for the entire schools day.
The Centers for Enriched Studies follow the MCPS mathematics curriculum. Recommendations for Grade 4, Math 4 or Math 4/5 – will be made and communicated from your local school.

14. Centers: Participation in the Local School
All students and their parents/guardians are participating members in the center school and are part of the school community.
Students continue to participate in the school’s weekly specials (art, music, instrumental music, P.E.).
Students participate in grade level and/or Center curriculum based field trips as determined by each Center program.
Students can participate in after school programs (transportation is not provided outside the local school boundary).
Teacher Slide
Accepting a seat in our programs means becoming part of a new school community.
Typically, we go to specials as a class but would attend lunch and recess with the grade level.
Our program is fortunate to be able to take in school and out of school content specific field trips but the majority of the field trips are with our grade level teams.
Our students are provided with opportunities to participate in before and after school programs however transportation is not provided outside of our school boundaries.
Some of the neat things that happen at our school include (Describe your school).

15. Admission Process: System Communication and Procedures
Families of all Grade 3 students were informed about the Centers by mail in September.
In February, all grade 3 students will be reviewed for and notified of eligibility to test for admission for potential programming.
Eligible students participate in an on-line above-grade- level assessment administered at the child’s school.
Information for home school or private school students is available on our website grams.
Betty
You should have received information about the Centers by mail in September. This year, instead of requiring parents to complete an application, all students will be reviewed for eligibility to test for the Center Program.
In February, you will receive notification in the mail as to whether your child will be considered for the Center Program. If so, they will be given an assessment at your child’s school.
You may be aware of the Field Test that was conducted last year involving 2 of our centers: Fox Chapel and Drew--in which no parent application was required. This was done in an effort to increase parent out-reach, as each year we hear from parents too late, saying they did not know about the opportunity.
Instead of an application, in the field test, every grade 3 student’s performance data was centrally reviewed to identify students who may have the potential for additional enrichment and acceleration. The Field test was successful in that it surfaced an increased number of students who were demonstrating the potential, whose families may not have been aware of the opportunity in the past. Therefore, this year there is no application.
In February, all students will be centrally reviewed for potential eligibility for the program. You will be notified by mail if your child will be assessed and the test date. If your child is not recommended for testing, you may still request your child to be tested, by simply returning the form requesting it.
Students will be tested at the end of February, beginning of March at their current school. You will receive information on the date your child will be tested.
Information for homeschool/private school students is available online at our website listed on the slide. In addition, we have copies of the registration forms for non—MCPS students at the front door and you may pick one up on your way out.
Eligible students are given an on-line above grade level assessment at their current school. You will be notified of the date of testing.
Testing will take place at the end of February-first week in March and you will be notified of your child’s test date at the beginning of
February.
A word about testing: If your child wakes up that morning and is sick, please do not send them to school! There is no way they can perform their best if they are not feeling well. Your school will provide a make up test date for them.
If you are a private/home school parent, we will provide a make up date as well.
The test is a reasoning ability test-how your child thinks and processes information. There is no way to prepare. We recommend a good night’s sleep and good breakfast!

16. Admission Process: System Communication and Procedures
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 include academic performance, standardized tests, local peer group, and potential for success with accelerated and enriched instruction.
Families are notified of selection decisions in April via U.S. postal mail.
**There are a limited number of seats in each program**
Betty’s Slide
There are a limited number of seats in each program.
Students who demonstrate an academic need beyond that which can be easily met at their local school will be considered for a seat in the program.
A central committee meets to review the students-examining a variety of data in order to determine those students who needs the program the most—looking at academic performance, standardized tests, local peer group and potential for success with accelerated and enriched instruction.
Decision letters will be mailed in April.

17. Please carefully consider transportation options and responsibilities.
MCPS provides transportation from central stops for students
in the Center Programs.
Transportation is provided for the Center from centralized stops (usually at MCPS schools) determined by the Department of Transportation.
Stops may be several miles from the student’s home.
Parents are responsible for arranging transportation to and from the centralized stops.
Bus trips are usually significantly longer and vary by program and location.
Please carefully consider transportation options and responsibilities.
Betty’s Slide
You need to consider transportation when deciding about the center.
MCPS provides transportation from Central stops, usually MCPS schools.
Stops may be several miles from your home
Parents are responsible for arranging transportation to and from the central stops.
Bus trips can vary in length, but may be up to an hour.

18. Frequently Asked Questions
Q: What data points are being looked at for selection?
A:  The elementary process will include: Measures of Academic Progress, instructional reading level, and student services. A composite of MCPS student performance data (includes report card) will be used at selection in addition to outside assessment tools.

19. Frequently Asked Questions
Q: How will I know which math class my child has been recommended for?
A:  Your elementary school will send home parent communications about the math course recommendations in late May/ June. This information will be sent to the regional center.

20. Frequently Asked Questions
Q: What is the average class size?
A:  The Centers for Enriched Studies follow MCPS class size guidance for Grade 4 and 5. Our average size is 28 students.

21. Frequently Asked Questions
Q: Is it possible to take my local bus to school and then catch the bus to the Center?
A:  No. Transportation is provided from centralized stops. We can not guarantee a that the neighbor buses will get to the schools in time to catch the shuttles.

22. Frequently Asked Questions
Q: With the changes in feeder patterns to the program sites, will my current fourth grader in the CES program be moved next year if our local elementary’ s school catchment changed?
A:  No, your child currently enrolled in the program will complete the CES program at their established site for
1. Will my current fourth grader in the CES program be moved next year if our local elementary’ s school catchment changed?
No, your child will complete the CES program for Grade 5 at their current site for
2. If my rising fourth grader is invited to attend the CES program at a new center site—and I currently have a rising grade 5 student in the program at a different site - can I move both my children to the same site?
Unfortunately, no. Current transportation routes will be phasing out to adjust the changes in the CES feeders and we will no longer have a centralized transportation site for Grade 5.

23. Frequently Asked Questions
Q: With the changes in feeder patterns to the program sites, can I choose which site I would like to attend if I have a child already in the program?
A:  No. We will begin the process of phasing out current transportation from centralized sites to adjust the changes for
1. Will my current fourth grader in the CES program be moved next year if our local elementary’ s school catchment changed?
No, your child will complete the CES program for Grade 5 at their current site for
2. If my rising fourth grader is invited to attend the CES program at a new center site—and I currently have a rising grade 5 student in the program at a different site - can I move both my children to the same site?
Unfortunately, no. Current transportation routes will be phasing out to adjust the changes in the CES feeders and we will no longer have a centralized transportation site for Grade 5.

24. Thank you for attending this evening’s presentation!