Voicemail from school re: SOL scores

[Anonymous]

Anonymous wrote:
Don't do it. He's only in third grade. Don't put him through this for no good reason (there is absolutely no good reason to do it!). No way.

It's a test - there's an upside that he will pass, the student, teacher, school and district can show one more student passed. Other than being stubborn, what's the point of not taking the test?

[Anonymous]

Anonymous wrote:

Don't do it. He's only in third grade. Don't put him through this for no good reason (there is absolutely no good reason to do it!). No way.


It's a test - there's an upside that he will pass, the student, teacher, school and district can show one more student passed. Other than being stubborn, what's the point of not taking the test?

Because, as you alluded, it's not just about the student (as it should be); it's about the teacher, school, and district counting beans.

And what if he fails on the second attempt? Why go through that?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Don't do it. He's only in third grade. Don't put him through this for no good reason (there is absolutely no good reason to do it!). No way.


It's a test - there's an upside that he will pass, the student, teacher, school and district can show one more student passed. Other than being stubborn, what's the point of not taking the test?

Because, as you alluded, it's not just about the student (as it should be); it's about the teacher, school, and district counting beans.

And what if he fails on the second attempt? Why go through that?

+1. I signed that my child would not retake the test.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Don't do it. He's only in third grade. Don't put him through this for no good reason (there is absolutely no good reason to do it!). No way.


It's a test - there's an upside that he will pass, the student, teacher, school and district can show one more student passed. Other than being stubborn, what's the point of not taking the test?

Because, as you alluded, it's not just about the student (as it should be); it's about the teacher, school, and district counting beans.

And what if he fails on the second attempt? Why go through that?

+1. I signed that my child would not retake the test.

+2 No way would I put my child through those tests again, only to fail once more. It's not like they're being shown what they did wrong so they can then do better on the retest. It's ridiculous and doesn't help the child at all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

My DD was in an after school "remediation" class for weeks prior to the SOLs. Apparently, they did some kind of assessment and were concerned she might not pass. Was I supposed to turn it down because her friends might find out and she'd feel humiliated by it? Heck no. All her friends were in the same class. She had a great time.

And if she still doesn't pass the SOL and they want her to re-test, they have my blessing. We've always told our kids that the SOLs are a reflection on the school's teaching methods rather than the students' ability. It's all smoke and mirrors.

Glad to hear that your DD enjoyed her SOL remediation classes based on the worry that she might not pass it. Since you feel they are a reflection on the school's teaching methods, what were the methods that caused your DD to have to be in after school remediation?

Agree with this.

They were concerned enough about her passing the SOLs that they decided to remediate just at the end of the school year before the tests. Why were they not concerned the entire school year? Why did they not notify you by the end of the first quarter or at least during the second quarter? They should have put in place extra supports, but you know why they didn't? She's on grade level right? They didn't want to go through the IEP process to put formal extra supports in place. Why would they? At grade level means it's not worth the extra money, your child is passing and that's good enough.

But when the school will be graded, they don't want to take the chance. All of the sudden, extra supports 'unofficially' pop up and they are fine with it, since they won't have to do it again until next SOL season.

+1,000,000
I'm the PP whose DC went to the before-school SOL remediation classes in April and May. DC is on grade level in all subjects - not a standout student, but gets 3s and 4s on report card, so not bad either. However, obviously something isn't clicking because DC didn't do well at all on the practice SOLs; thus the "invitation" to "Math and Reading Workshops". If there was a problem, wouldn't you think DC would be doing poorly in schoolwork throughout the year? Nope - it's just the f-ing SOLs which have tripped up DC and which suddenly seem to warrant concern from the administration.

I am so over FCPS.

It's a cumulative test. Maybe she just needs some review of concepts learned earlier in the year. It's amazing how many parents balk at extra help given to their children. Or perhaps your teachers really aren't good and just keep giving 3's and 4's. Better to know though than be in the dark.

I'm all for extra help (I'm the PP). When I asked the teacher if she could either work with DC after school or recommend a tutor, she said she couldn't do either one. So it's just after finding out DC didn't do well on the practice SOLs that the teacher/administration decided to have the SOL cram session - during which everything was raced through and barely touched upon. Extra help would have meant so much more if it had been offered during the year, when it was critical to understanding the work, rather than at the very end, simply in the hopes of getting a kid to pass the SOL so the school would look good.

I agree. There are just so many people against these tests and my fear is that your child wouldn't get the help needed if the tests went away. It seems like the tests are the only indicator that propels these teachers to work more with your child.

I'm the PP and I think you may have misunderstood what I was saying. I'm very much NOT in favor of the SOLs, because of the reasons I stated. I don't believe the school/teachers do nearly enough remediation throughout the year, when it could actually help. Instead, they wait until SOL season and do these SOL bootcamps, in the hopes of getting their struggling students to pass, when what would have really made a difference was helping these students when they first started having trouble.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

My DD was in an after school "remediation" class for weeks prior to the SOLs. Apparently, they did some kind of assessment and were concerned she might not pass. Was I supposed to turn it down because her friends might find out and she'd feel humiliated by it? Heck no. All her friends were in the same class. She had a great time.

And if she still doesn't pass the SOL and they want her to re-test, they have my blessing. We've always told our kids that the SOLs are a reflection on the school's teaching methods rather than the students' ability. It's all smoke and mirrors.

Glad to hear that your DD enjoyed her SOL remediation classes based on the worry that she might not pass it. Since you feel they are a reflection on the school's teaching methods, what were the methods that caused your DD to have to be in after school remediation?

Agree with this.

They were concerned enough about her passing the SOLs that they decided to remediate just at the end of the school year before the tests. Why were they not concerned the entire school year? Why did they not notify you by the end of the first quarter or at least during the second quarter? They should have put in place extra supports, but you know why they didn't? She's on grade level right? They didn't want to go through the IEP process to put formal extra supports in place. Why would they? At grade level means it's not worth the extra money, your child is passing and that's good enough.

But when the school will be graded, they don't want to take the chance. All of the sudden, extra supports 'unofficially' pop up and they are fine with it, since they won't have to do it again until next SOL season.

+1,000,000
I'm the PP whose DC went to the before-school SOL remediation classes in April and May. DC is on grade level in all subjects - not a standout student, but gets 3s and 4s on report card, so not bad either. However, obviously something isn't clicking because DC didn't do well at all on the practice SOLs; thus the "invitation" to "Math and Reading Workshops". If there was a problem, wouldn't you think DC would be doing poorly in schoolwork throughout the year? Nope - it's just the f-ing SOLs which have tripped up DC and which suddenly seem to warrant concern from the administration.

I am so over FCPS.

It's a cumulative test. Maybe she just needs some review of concepts learned earlier in the year. It's amazing how many parents balk at extra help given to their children. Or perhaps your teachers really aren't good and just keep giving 3's and 4's. Better to know though than be in the dark.

I'm all for extra help (I'm the PP). When I asked the teacher if she could either work with DC after school or recommend a tutor, she said she couldn't do either one. So it's just after finding out DC didn't do well on the practice SOLs that the teacher/administration decided to have the SOL cram session - during which everything was raced through and barely touched upon. Extra help would have meant so much more if it had been offered during the year, when it was critical to understanding the work, rather than at the very end, simply in the hopes of getting a kid to pass the SOL so the school would look good.

I agree. There are just so many people against these tests and my fear is that your child wouldn't get the help needed if the tests went away. It seems like the tests are the only indicator that propels these teachers to work more with your child.

I'm the PP and I think you may have misunderstood what I was saying. I'm very much NOT in favor of the SOLs, because of the reasons I stated. I don't believe the school/teachers do nearly enough remediation throughout the year, when it could actually help. Instead, they wait until SOL season and do these SOL bootcamps, in the hopes of getting their struggling students to pass, when what would have really made a difference was helping these students when they first started having trouble.

How would not having the SOL's have made sure your child got the help they needed throughout the year? If they went away, how would your child benefit? My children have rarely even gotten a problem wrong, but I still think they are valuable to us to see if my kids have retained concepts throughout the year and thought they would be more valuable for a struggling student.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Your child will be pulled out to retake a test he has already taken. Why put your child in the position of having all his friends know he failed the first time and so has to retake. Not worth it since there's no real benefit to him from retaking the test.

I'm pretty sure you have to have "already taken" a test in order to REtake it. No wonder you people's kids are failing tests on state minimum requirements...

The point was their friends know they've already taken the test

[Anonymous]

Anonymous wrote:The teachers should be using their performance on homework, regular tests, etc. throughout the year to determine if extra help is needed. If a kid a is regularly performing well throughout the year and demonstrating an understanding of the subject, but then doesn't perform well on the SOL practices, my assumption is the issue is not a lack of mastering the subject.

If a student hasn't performed well throughout the year and hasn't demonstrated an understanding of the subject, cramming in remediation right before SOLs isn't going to have lasting impact. The student will likely retain the information just long enough to pass the test and not much else.

+1

[Anonymous]

Anonymous wrote:

Anonymous wrote:
I agree. There are just so many people against these tests and my fear is that your child wouldn't get the help needed if the tests went away. It seems like the tests are the only indicator that propels these teachers to work more with your child.


I believe your fear is unfounded. If the tests went away, the teachers would still teach and still help students learn. It's what they do.


So why did this child need remedial help at the end? Do you think it was unnecessary? This parent is wondering why she wasn't told of any issues earlier.

It's hard to know the answer to this question without knowing other variables. For example, was the student present for all lessons during the year? Was the student moved into the school during the year? Which items did the student miss on the test? How exactly were those items presented on the test (the missed ones) and how were the same content items presented in the class? Did the class complete the entire curriculum for the year? Was the same teacher present for the entire year? Does the student frequently have problems with tests or did this come as a "surprise"? Does the student experience anxiety during testing situations?

I'm skeptical that a student would learn enough during a short remediation period to pass a test that is supposed to be cumulative over the whole year and, if the student could be remediated in order to "pass", would such a quick "fix" benefit the student in the long run. Wouldn't it be wiser to use the test data to help the student learn over the summer or the next year and not bother retaking the test (which would just be wasting the student's time)?

The fact that students pass in the very same class where others fail negates the idea that the teacher is the one at fault or that the teacher needs to be "propelled" somehow.

Are you kidding me? You can have a poor teacher and some kids will still do well. Some kids are academically more advanced than others, some kids have parents who spend a lot of time working with them at home, and some kids have outside tutors.

[Anonymous]

How would not having the SOL's have made sure your child got the help they needed throughout the year? If they went away, how would your child benefit? My children have rarely even gotten a problem wrong, but I still think they are valuable to us to see if my kids have retained concepts throughout the year and thought they would be more valuable for a struggling student.

Here is your answer from another post:

The teachers should be using their performance on homework, regular tests, etc. throughout the year to determine if extra help is needed. If a kid a is regularly performing well throughout the year and demonstrating an understanding of the subject, but then doesn't perform well on the SOL practices, my assumption is the issue is not a lack of mastering the subject.

If a student hasn't performed well throughout the year and hasn't demonstrated an understanding of the subject, cramming in remediation right before SOLs isn't going to have lasting impact. The student will likely retain the information just long enough to pass the test and not much else.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

My DD was in an after school "remediation" class for weeks prior to the SOLs. Apparently, they did some kind of assessment and were concerned she might not pass. Was I supposed to turn it down because her friends might find out and she'd feel humiliated by it? Heck no. All her friends were in the same class. She had a great time.

And if she still doesn't pass the SOL and they want her to re-test, they have my blessing. We've always told our kids that the SOLs are a reflection on the school's teaching methods rather than the students' ability. It's all smoke and mirrors.

Glad to hear that your DD enjoyed her SOL remediation classes based on the worry that she might not pass it. Since you feel they are a reflection on the school's teaching methods, what were the methods that caused your DD to have to be in after school remediation?

Agree with this.

They were concerned enough about her passing the SOLs that they decided to remediate just at the end of the school year before the tests. Why were they not concerned the entire school year? Why did they not notify you by the end of the first quarter or at least during the second quarter? They should have put in place extra supports, but you know why they didn't? She's on grade level right? They didn't want to go through the IEP process to put formal extra supports in place. Why would they? At grade level means it's not worth the extra money, your child is passing and that's good enough.

But when the school will be graded, they don't want to take the chance. All of the sudden, extra supports 'unofficially' pop up and they are fine with it, since they won't have to do it again until next SOL season.

+1,000,000
I'm the PP whose DC went to the before-school SOL remediation classes in April and May. DC is on grade level in all subjects - not a standout student, but gets 3s and 4s on report card, so not bad either. However, obviously something isn't clicking because DC didn't do well at all on the practice SOLs; thus the "invitation" to "Math and Reading Workshops". If there was a problem, wouldn't you think DC would be doing poorly in schoolwork throughout the year? Nope - it's just the f-ing SOLs which have tripped up DC and which suddenly seem to warrant concern from the administration.

I am so over FCPS.

It's a cumulative test. Maybe she just needs some review of concepts learned earlier in the year. It's amazing how many parents balk at extra help given to their children. Or perhaps your teachers really aren't good and just keep giving 3's and 4's. Better to know though than be in the dark.

I'm all for extra help (I'm the PP). When I asked the teacher if she could either work with DC after school or recommend a tutor, she said she couldn't do either one. So it's just after finding out DC didn't do well on the practice SOLs that the teacher/administration decided to have the SOL cram session - during which everything was raced through and barely touched upon. Extra help would have meant so much more if it had been offered during the year, when it was critical to understanding the work, rather than at the very end, simply in the hopes of getting a kid to pass the SOL so the school would look good.

I agree. There are just so many people against these tests and my fear is that your child wouldn't get the help needed if the tests went away. It seems like the tests are the only indicator that propels these teachers to work more with your child.

I'm the PP and I think you may have misunderstood what I was saying. I'm very much NOT in favor of the SOLs, because of the reasons I stated. I don't believe the school/teachers do nearly enough remediation throughout the year, when it could actually help. Instead, they wait until SOL season and do these SOL bootcamps, in the hopes of getting their struggling students to pass, when what would have really made a difference was helping these students when they first started having trouble.

How would not having the SOL's have made sure your child got the help they needed throughout the year? If they went away, how would your child benefit? My children have rarely even gotten a problem wrong, but I still think they are valuable to us to see if my kids have retained concepts throughout the year and thought they would be more valuable for a struggling student.

Remember, SOLs are the state standards, not just the tests. The tests could go away and we could still maintain the standards.

[Anonymous]

Got a called from DC's (3rd grade) principal. DC failed the math SOL with a 379.

Principal offered a retake, but before that happens, DC will be enrolled in a fast track remediation class (pull out) during the school day with a resource teacher.

I just can't decide what to do. DC was very anxious taking the test, came home in tearsconcerned that she failed.

Told principal that DC can go to remediation class, but would have to decide about retake. DC gets 3s and 4s and is an average student.

Help!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Don't do it. He's only in third grade. Don't put him through this for no good reason (there is absolutely no good reason to do it!). No way.


It's a test - there's an upside that he will pass, the student, teacher, school and district can show one more student passed. Other than being stubborn, what's the point of not taking the test?

Because, as you alluded, it's not just about the student (as it should be); it's about the teacher, school, and district counting beans.

And what if he fails on the second attempt? Why go through that?

Give up...that's one strategy....

[Anonymous]

Got a called from DC's (3rd grade) principal. DC failed the math SOL with a 379.
In response to the below post:

Principal offered a retake, but before that happens, DC will be enrolled in a fast track remediation class (pull out) during the school day with a resource teacher.

I just can't decide what to do. DC was very anxious taking the test, came home in tearsconcerned that she failed.

Told principal that DC can go to remediation class, but would have to decide about retake. DC gets 3s and 4s and is an average student.

Help!


My response:
if it was my daughter i would let her go to the remediation classes and let her go through the tests. Please support her at home through out the time and build her confidence. Let her know it is ok if she does not do well. I 100% believe that if as parents we support them and help them they will be able to pass the sol's. This will also build their confidence and teach them the "can do" attitude and how to deal with failures.

[Anonymous]

Anonymous wrote:Got a called from DC's (3rd grade) principal. DC failed the math SOL with a 379.

Principal offered a retake, but before that happens, DC will be enrolled in a fast track remediation class (pull out) during the school day with a resource teacher.

I just can't decide what to do. DC was very anxious taking the test, came home in tearsconcerned that she failed.

Told principal that DC can go to remediation class, but would have to decide about retake. DC gets 3s and 4s and is an average student.

Help!

I would not consent to the pullout or the retake. Get a 3rd-4th grade math bridge type workbook and have her do a page each day this summer.