MCPS - written response for reading assessment?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It is a requirement on the mClass assessments (standardized benchmark assessments given 3 times per year to students in grades K-2) to demonstrate comprehension in writing above a reading level 16. It is not an idiotic standard--do you really think someone has comprehended what they've read if they cannot answer a question in writing about what they've read, citing evidence from the text?

NP here. I have a child who was a very early reader, which I know around here is not unusual. Her reading skills FAR outweigh her writing skills. She's 5 and speeding through chapter books because she just loves to read. I can ask her questions about the book that she answers completely accurately, she gets humor where it is appropriate, she has an incredible memory for facts within the many books she's read long after she has read them. Her writing skills are above average, but not near it would "need" to be be for her to correctly spell out an answer to a question about the book.

Reading and writing are two different skills, why would they have to be tied together?

Because when they are measuring above level 16 (into the letters) they need to group the students based on reading as well as writing. In the reading/writing groups, the students read books that are a bit easier than what they are capable of reading because they also need to write about them. Reading for pleasure is different than being able to read well for school. Reading well for school requires being able to write about what you read. They aren't really separate.

However, the PP's point that measuring reading via writing skills may not truly reflect the child's reading (including reading comprehension skills) is valid. In my son's case, he has a disability that affects small motor skills including the ability to hold a pencil and write. Therefore, his disability impacts is writing skills and what he puts on the paper. If you have him verbally explain the answer, he can go into depth about what he reads much more so than what he can put on paper in the allotted time. Therefore, his reading group does not match up to his reading skill level. We are seeing the same impact in math because of the added demand to write in that subject.

Which is why measuring the writing is important, so that the teachers can assess where he needs help, for your son it is in the fine motor skills. If they cannot identify the issue, how can they solve it?
I am sorry people, reading and writing go hand in hand. Being able to clearly express yourself in written communication is part of the broad definition of reading comprehension. Maybe it would be more palatable to folks if it was called communication skills, encompassing reading, comprehension, written expression.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

However, the PP's point that measuring reading via writing skills may not truly reflect the child's reading (including reading comprehension skills) is valid. In my son's case, he has a disability that affects small motor skills including the ability to hold a pencil and write. Therefore, his disability impacts is writing skills and what he puts on the paper. If you have him verbally explain the answer, he can go into depth about what he reads much more so than what he can put on paper in the allotted time. Therefore, his reading group does not match up to his reading skill level. We are seeing the same impact in math because of the added demand to write in that subject.

That is true but the purpose of testing is to place them in groups. Basically it doesn't matter how well you can read if you can't write. But it's still good to be able to read at a higher level. Then the work in class can focus on writing so that that the student can improve that skill.

You are quite uninformed.

My son has dysgraphia and reads at a level significantly higher than his writing level. In 1st grade, a child is not "required" to pass the written portion of the MClass to be advanced to the next level of reading. In 2nd grade, they must pass the written BCR to advance. I know this because in 1st grade, my child's dysgraphia was obvious, but the school refused to help him because although he was failing the MClass BCRs, he wasn't "officially" failing because no child was yet required to pass any writing objectives. In 2nd grade, all of the sudden the school acknowledged he was "behind grade level" (far behind grade level), because now he was required to pass these BCRS on the MClass in order to advance to the next level. What a difference it could have made if the school could have helped him at the beginning of his problem, instead of waiting.

While it is true that reading and writing abilities are not always at exactly the same level, penalizing kids with disabilities, like my son and the PP's son, by placing them in the class/group which matches their lowest level of ability, as you suggest, is discriminatory and a denial of a free and appropriate education. After going thru the IEP process, the school became obliged to place my son in an appropriate reading group (and math group) and give him appropriate support for his (terrible) writing. His dysgraphia was clearly preventing him from accessing class, because he could not demonstrate his understanding in a written manner. Once given a scribe and/or access to a computer, he was able to demonstrate understanding. Reading is a separate skill from writing. Math is a separate skill from being able to write about math. Not being able to answer a math BCR in writing is not the same as not understanding math. Not being able to write a reading comp BCR in the required format is not the same as not understanding the book.
This is a failure of a specific school that failed to address your child's specific needs.
That is terrible, but not an indictment of the entire system.
If it worked properly, then the assessment would have indicated his need and addressed it.

[Anonymous]

It is not discrimination to require writing to meet the standards of the reading level. I'm glad that your child is being accommodated it.

[Anonymous]

Anonymous wrote:Is your son above grade level in reading?

In 1st grade, my son was reading above grade level (he was fascinated by the first 2 Harry Potter books at the time). To evaluate him, the teacher applied a standard where he read more complex texts and had to write down full sentences to prove reading comprehension. Since he could not write well, he "failed" to meet the above-grade READING level!

Idiotic standard.

aww - Poor tiger mom is disappointed!

I wonder who the REAL idiot is?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Is your son above grade level in reading?

In 1st grade, my son was reading above grade level (he was fascinated by the first 2 Harry Potter books at the time). To evaluate him, the teacher applied a standard where he read more complex texts and had to write down full sentences to prove reading comprehension. Since he could not write well, he "failed" to meet the above-grade READING level!

Idiotic standard.

aww - Poor tiger mom is disappointed!

I wonder who the REAL idiot is?

You, since you answer in this immature way.

For your information, there are many ways to measure reading capabilities without depending so heavily on written expression. Lexile comes to mind.
Even though reading and writing go hand in hand, it is valuable to get separate evaluations of each skill, and critical in the early years to help identify possible learning differences or disabilities.
I find it also it disingenuous of MCPS to use a murky blended assessment so that they can keep as many students as possible in the general group to minimize differentiation and acceleration efforts.

As it turned out, my son was skipped a grade later that same year, despite the fact that his 1st grade teacher simply would not acknowledge that he was reading above grade or doing anything extraordinary anywhere - something his 2nd grade teacher noticed immediately when he was put in her class. DS is so much happier now.

Parents need to know their kid and advocate for them if necessary.

[Anonymous]

yes, I know about reading assessments, especially after administering the Map-R year after year. lexile, RIT

Then there's the DRA and guided reading.

It's so ridiculous to be obsessed over your child's progress.

It's not about your child; it's about you.

Admit it!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Is your son above grade level in reading?

In 1st grade, my son was reading above grade level (he was fascinated by the first 2 Harry Potter books at the time). To evaluate him, the teacher applied a standard where he read more complex texts and had to write down full sentences to prove reading comprehension. Since he could not write well, he "failed" to meet the above-grade READING level!

Idiotic standard.

aww - Poor tiger mom is disappointed!

I wonder who the REAL idiot is?

You, since you answer in this immature way.

For your information, there are many ways to measure reading capabilities without depending so heavily on written expression. Lexile comes to mind.
Even though reading and writing go hand in hand, it is valuable to get separate evaluations of each skill, and critical in the early years to help identify possible learning differences or disabilities.
I find it also it disingenuous of MCPS to use a murky blended assessment so that they can keep as many students as possible in the general group to minimize differentiation and acceleration efforts.

As it turned out, my son was skipped a grade later that same year, despite the fact that his 1st grade teacher simply would not acknowledge that he was reading above grade or doing anything extraordinary anywhere - something his 2nd grade teacher noticed immediately when he was put in her class. DS is so much happier now.

Parents need to know their kid and advocate for them if necessary.

[Anonymous]

I believe a written response is required for the m-class test in level J and above. In K the hightest they used to test for is level 16 (the one right before J). So in first grade is the first exposure to the written test.

My son was several grade levels ahead of reading that his writing at this age. It will come. For boys especially I think it takes a while. He did have one teacher let him read texts above his actual m-class level since he was such a good reader. That actually helped him a lot.

[Anonymous]

Anonymous wrote:
I find it also it disingenuous of MCPS to use a murky blended assessment so that they can keep as many students as possible in the general group to minimize differentiation and acceleration efforts.

As it turned out, my son was skipped a grade later that same year, despite the fact that his 1st grade teacher simply would not acknowledge that he was reading above grade or doing anything extraordinary anywhere - something his 2nd grade teacher noticed immediately when he was put in her class. DS is so much happier now.

Parents need to know their kid and advocate for them if necessary.

Yes, of course the reason MCPS is using this reading assessment is so that they can keep as many students as possible in the general group to minimize differentiation and acceleration efforts! Such as, for example, letting your son skip a grade.