VGA scores - “At risk”

[Anonymous]

6th grader is “at risk” in both math and English, despite having As in both subjects. Math is the same as the fall, English score dropped by 120 points. How concerning is this and does this mean they need intervention?

[Anonymous]

Where are these scores? sis?

[Anonymous]

They'll be in Parentvue by the end of the day. They are posting them slowly.

[Anonymous]

Similar q here-- would love if a teacher could weigh in on what these scores actually mean (vs. grades in classrooms).

[Anonymous]

I'd say its concerning but not freak-out concerning. I would have a chat with the teacher and get on a waiting list for tutors in both subjects. You can ask the school for recommendations.

[Anonymous]

When did they take this VGA?

[Anonymous]

Anonymous wrote:When did they take this VGA?

In January. OP, I’m not sure. My 4th grader also went way down in math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:When did they take this VGA?

In January. OP, I’m not sure. My 4th grader also went way down in math.

The fall VGA tested on last year's content. The winter VGA tested on current year content which students haven't fully covered yet.

https://www.fcps.edu/student-tests-and-assessments/student-assessment-details/virginia-growth-assessments
"The focus for VGA test content depends on the testing window: Fall VGA tests primarily address content standards from the reading and mathematics courses the student took last year; Winter VGA tests primarily assess content standards for the reading and mathematics courses the student is taking this year."

[Anonymous]

Middle school ELA teacher here. If your student is one that regularly struggles in those classes, or has been a “bubble” kid in terms of standardized testing, then I would reach out to the teacher about additional support (interventions or the like) that is available. Otherwise, if your student is normally average/high achieving (SOL scores around 425+) I wouldn’t be concerned. At my school, we had almost four straight weeks of testing in January between the VGAs for English and math, and the insane NWEA mid year assessments for ELA/math that took almost an entire week to complete due to the length. Kids were BURNED OUT. Even my highest achieving students were simply not invested, and while they still did well, many scores went down because of fatigue or lack of buy-in.

[Anonymous]

Anonymous wrote:Middle school ELA teacher here. If your student is one that regularly struggles in those classes, or has been a “bubble” kid in terms of standardized testing, then I would reach out to the teacher about additional support (interventions or the like) that is available. Otherwise, if your student is normally average/high achieving (SOL scores around 425+) I wouldn’t be concerned. At my school, we had almost four straight weeks of testing in January between the VGAs for English and math, and the insane NWEA mid year assessments for ELA/math that took almost an entire week to complete due to the length. Kids were BURNED OUT. Even my highest achieving students were simply not invested, and while they still did well, many scores went down because of fatigue or lack of buy-in.

TOO MUCH TESTING.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Middle school ELA teacher here. If your student is one that regularly struggles in those classes, or has been a “bubble” kid in terms of standardized testing, then I would reach out to the teacher about additional support (interventions or the like) that is available. Otherwise, if your student is normally average/high achieving (SOL scores around 425+) I wouldn’t be concerned. At my school, we had almost four straight weeks of testing in January between the VGAs for English and math, and the insane NWEA mid year assessments for ELA/math that took almost an entire week to complete due to the length. Kids were BURNED OUT. Even my highest achieving students were simply not invested, and while they still did well, many scores went down because of fatigue or lack of buy-in.

TOO MUCH TESTING.

VGAs are redundant and should be dropped.

[Anonymous]

I completely agree with you. Contact the state. The VGA is state-mandated. Schools are required to give it by Virginia legislation.

[Anonymous]

Anonymous wrote:Middle school ELA teacher here. If your student is one that regularly struggles in those classes, or has been a “bubble” kid in terms of standardized testing, then I would reach out to the teacher about additional support (interventions or the like) that is available. Otherwise, if your student is normally average/high achieving (SOL scores around 425+) I wouldn’t be concerned. At my school, we had almost four straight weeks of testing in January between the VGAs for English and math, and the insane NWEA mid year assessments for ELA/math that took almost an entire week to complete due to the length. Kids were BURNED OUT. Even my highest achieving students were simply not invested, and while they still did well, many scores went down because of fatigue or lack of buy-in.

this is so helpful. My kids scores flopped. Was at risk in reading, now isn't. Wasn't at risk in math, now is. AND, they got a really high score on some other math standardized test so wtheck? I'm not worried. I can see the good math homework. See the KCLA work and it all looks good to me. and they are getting "A"s.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Middle school ELA teacher here. If your student is one that regularly struggles in those classes, or has been a “bubble” kid in terms of standardized testing, then I would reach out to the teacher about additional support (interventions or the like) that is available. Otherwise, if your student is normally average/high achieving (SOL scores around 425+) I wouldn’t be concerned. At my school, we had almost four straight weeks of testing in January between the VGAs for English and math, and the insane NWEA mid year assessments for ELA/math that took almost an entire week to complete due to the length. Kids were BURNED OUT. Even my highest achieving students were simply not invested, and while they still did well, many scores went down because of fatigue or lack of buy-in.

this is so helpful. My kids scores flopped. Was at risk in reading, now isn't. Wasn't at risk in math, now is. AND, they got a really high score on some other math standardized test so wtheck? I'm not worried. I can see the good math homework. See the KCLA work and it all looks good to me. and they are getting "A"s.

The only thing to consider is that a lot of ELA work is done in groups and it's easy to BS because they have google readily available. A lot of kids who can't read get As in English. But I think that if you can see that your kid is a good reader and a good writer that's what matters most in this case.

[Anonymous]

Anonymous wrote:Middle school ELA teacher here. If your student is one that regularly struggles in those classes, or has been a “bubble” kid in terms of standardized testing, then I would reach out to the teacher about additional support (interventions or the like) that is available. Otherwise, if your student is normally average/high achieving (SOL scores around 425+) I wouldn’t be concerned. At my school, we had almost four straight weeks of testing in January between the VGAs for English and math, and the insane NWEA mid year assessments for ELA/math that took almost an entire week to complete due to the length. Kids were BURNED OUT. Even my highest achieving students were simply not invested, and while they still did well, many scores went down because of fatigue or lack of buy-in.

Wouldn't the big factor be that the winter test is testing current year content (not all of which has been taught yet) versus the fall test which tested on last year's content? You'd expect to see scores plunge in winter on that alone unless the student had completed all of the current year content ahead of time on their own.