SOL opt-out

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Every day of the year or every day the test was being held? Our school talks about them the week before and during the tests. I don't think that's too much time.

Just because "they don't talk about" the SOLs, doesn't mean, the teachers, administrators and kids aren't living under the shadow of these tests all year long. Pay close attention. Take a look at the worksheets - the cloze reading practices, the vocabulary matching sheets, the on-screen surveys and practices. It's all test prep. Notice what is missing - field trips, hands-on-learning, smaller classes, double recess, writing projects, writing stories and book reports, creative projects. If you're lucky, your kid's teacher may do one of those per year. Talk to your kid's teachers, the experienced teachers of 5+ years, and ask them how they've had to change their lessons in the past 5 years.

If parents do nothing - nothing will change with the SOLs.

I call that teaching to a curriculum. That's different than test prep. Our school has 3 in class field trips and 3 out of class field trips. It's plenty. The teachers are the ones who aren't into teaching writing BECAUSE THE SOL WRITING TEST WAS REMOVED! And because they are time consuming for teachers so teachers tend to stick with what is required by the curriculum. Recess is once per day because THAT'S WHAT'S REQUIRED BY LAW. FCPS is all about hands on, project based learning. There's something every month which is more than enough.They just have too many kids per class to implement it well. They'd rather spend their money on other things than class size. Reducing class size is not a huge cost and overall FCPS does not have the largest class size in the region. They just give more teachers to the poorer schools. Class size is just not something they're willing to rob Peter to pay Paul. Book reports are a thing of the past because FCPS feels they are not beneficial. It has nothing to do with testing.

40% of teachers' evaluation is based on student achievement. Teachers are force into teaching to the test. Administrators expect that. They force teachers to have weekly meetings to go over the "data", scores from practice tests and other assessments. Clearly - this person above has never, ever taught a day in her/his life. And, wouldn't last a half day on a good day. Students in VA take an average of 7 tests @ year. (SOLs, SOL test prep, Standardized reading, standardized math, enrichment identification, ELL tests and the lists goes on. Look at your districts testing calendar. FCPS testing calendar is 10 PAGES long. Testing has warped the curriculum and stressed out teachers and students.

I didn't think that in fcps or surrounding counties test scores were being used in teacher evaluations. Are they?

Only if the teacher chooses to use them as the metric for his/her SMARTR goal.

00:07 Do you see these responses? I haven't taught before nor am I applying. So I don't have to worry about lasting a day as a teacher. But teachers on this and many other threads and teachers I've met in real life who have worked many days report that the SOL test itself does not count for much of their evaluation. The 40% of the evaluation, which comes from a state guideline on teacher evaluations, discusses using many criteria to show student progress. It's not just SOL tests or SOL test prep. The purpose of school is for students to learn and grow. Are you against 40% of a teacher's grade being related to a student showing progress? It actually seems low to me. You seem to be against many things, not just SOL tests. If you're the same poster who referenced writing this is what I'm getting from your posts.

1. You disagree with requiring state mandated testing
2. You disagree with testing throughout the year to gauge student progress
2. You disagree with focusing on test prep
3. You disagree with teaching to state curriculum standards
4. You disagree with state guidelines that teacher evaluations being tied to student's progress
5. You disagree with FCPS best practices in teaching writing
6. You disagree with the state and FCPS's class size regulations
7. You disagree with FCPS not paying for field trips
8. You disagree with FCPS's recess policy
9. You disagree with FCPS's curriculum materials for teachers
10. You disagree with FCPS's requirements for teacher meetings

Only two of these are related at all to SOLs. You are lumping all of your disagreements with the school being caused by SOL testing, but they are not tied to each other.

[Anonymous]

SOL test data has zero to do with my evaluation. How could it? My evaluation is due the end of May, my kids don't take the SOL until June.

[Anonymous]

My principal dictates the measure we use for the data aspect (weighted 40%) of our evaluation: growth assssments that simulate the SOL.

[Anonymous]

Anonymous wrote:My principal dictates the measure we use for the data aspect (weighted 40%) of our evaluation: growth assssments that simulate the SOL.

Is there any actual tie to your assessment with the actual SOL? Do these growth assessments reflect your teaching to the SOL standards and how much the student can work to these standards?

[Anonymous]

Anonymous wrote:Is there any actual tie to your assessment with the actual SOL? Do these growth assessments reflect your teaching to the SOL standards and how much the student can work to these standards?

Since the tests mimic the SOL, they are effective measures of student learning and my teaching--to a point. Multiple choice questions and even TEI questions (such as "click on all the correct answers") limits the way I can assess my students' understanding of the actual material. I would prefer to also have my students (and my teaching) measured with assessments that reflect higher levels of Bloom's taxonomy. I think a comprehensive assessment would include written responses, at the very least. I feel like 60% of my teaching is depth and breadth of content, and 40% is teaching students how to navigate through test questions in preparation for our many assessments. I'd prefer that the ratio be 80/20 or even 90/10.

I may feel this more acutely than teachers of other content areas because I teach reading. I think it would be a better assessment of my students to also ask them to write an analysis of what they read--the theme, or character development--than to choose an answer from a list. The multiple choice format is an assessment of student learning and we use it because it is the fastest and cheapest way to gather data (no need to design to rubrics or pay scorers to read student work). But is it the most effective?

[Anonymous]

Anonymous wrote:My principal dictates the measure we use for the data aspect (weighted 40%) of our evaluation: growth assssments that simulate the SOL.

It's your goal. You should be the one to set it, not your principal.

[Anonymous]

The SOLs cut scores (pass rate) are set after all the students have taken the test. The VA DOE can set the pass rate at whatever % they want. If they want a perpetual failing rate at 40%, they can do that. Teachers and principals don't know how many questions a student needs to answer correctly to pass the test, because Pearson testing company changes that every year.

The materials on the SOLs is developmentally inappropriate. It includes materials several grade levels above. So, the SOL for a 6th grade English test has high school level text on that. How is that fair?

At the end- students - teachers - principals only recieve a score. Nothing else. Students do not get their answers back; they cannot learn from the test.

The SOLs are are validated with research to show their effectiveness. Yet - 20 years of SOLs have not closed the "achievement gap". The only thing increased is the amount of testing. 3rd - 12th graders take 21 - 24 SOL tests. This doe not include SOL retakes, or the hundreds of practice SOL tests. Time for parents to Opt Out their kids. 3rd - 8th graders do not need the SOLs to advance to the next grade. Keep learning - https://www.facebook.com/NOVAOptOut/

[Anonymous]

Anonymous wrote:The SOLs cut scores (pass rate) are set after all the students have taken the test. The VA DOE can set the pass rate at whatever % they want. If they want a perpetual failing rate at 40%, they can do that. Teachers and principals don't know how many questions a student needs to answer correctly to pass the test, because Pearson testing company changes that every year.

The materials on the SOLs is developmentally inappropriate. It includes materials several grade levels above. So, the SOL for a 6th grade English test has high school level text on that. How is that fair?

At the end- students - teachers - principals only recieve a score. Nothing else. Students do not get their answers back; they cannot learn from the test.

The SOLs are are NOT NOT validated with research to show their effectiveness. Yet - 20 years of SOLs have not closed the "achievement gap". The only thing increased is the amount of testing. 3rd - 12th graders take 21 - 24 SOL tests. This doe not include SOL retakes, or the hundreds of practice SOL tests. Time for parents to Opt Out their kids. 3rd - 8th graders do not need the SOLs to advance to the next grade. Keep learning - https://www.facebook.com/NOVAOptOut/

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Every day of the year or every day the test was being held? Our school talks about them the week before and during the tests. I don't think that's too much time.

Just because "they don't talk about" the SOLs, doesn't mean, the teachers, administrators and kids aren't living under the shadow of these tests all year long. Pay close attention. Take a look at the worksheets - the cloze reading practices, the vocabulary matching sheets, the on-screen surveys and practices. It's all test prep. Notice what is missing - field trips, hands-on-learning, smaller classes, double recess, writing projects, writing stories and book reports, creative projects. If you're lucky, your kid's teacher may do one of those per year. Talk to your kid's teachers, the experienced teachers of 5+ years, and ask them how they've had to change their lessons in the past 5 years.

If parents do nothing - nothing will change with the SOLs.

I call that teaching to a curriculum. That's different than test prep. Our school has 3 in class field trips and 3 out of class field trips. It's plenty. The teachers are the ones who aren't into teaching writing BECAUSE THE SOL WRITING TEST WAS REMOVED! And because they are time consuming for teachers so teachers tend to stick with what is required by the curriculum. Recess is once per day because THAT'S WHAT'S REQUIRED BY LAW. FCPS is all about hands on, project based learning. There's something every month which is more than enough.They just have too many kids per class to implement it well. They'd rather spend their money on other things than class size. Reducing class size is not a huge cost and overall FCPS does not have the largest class size in the region. They just give more teachers to the poorer schools. Class size is just not something they're willing to rob Peter to pay Paul. Book reports are a thing of the past because FCPS feels they are not beneficial. It has nothing to do with testing.

40% of teachers' evaluation is based on student achievement. Teachers are force into teaching to the test. Administrators expect that. They force teachers to have weekly meetings to go over the "data", scores from practice tests and other assessments. Clearly - this person above has never, ever taught a day in her/his life. And, wouldn't last a half day on a good day. Students in VA take an average of 7 tests @ year. (SOLs, SOL test prep, Standardized reading, standardized math, enrichment identification, ELL tests and the lists goes on. Look at your districts testing calendar. FCPS testing calendar is 10 PAGES long. Testing has warped the curriculum and stressed out teachers and students.

I didn't think that in fcps or surrounding counties test scores were being used in teacher evaluations. Are they?

Only if the teacher chooses to use them as the metric for his/her SMARTR goal.

00:07 Do you see these responses? I haven't taught before nor am I applying. So I don't have to worry about lasting a day as a teacher. But teachers on this and many other threads and teachers I've met in real life who have worked many days report that the SOL test itself does not count for much of their evaluation. The 40% of the evaluation, which comes from a state guideline on teacher evaluations, discusses using many criteria to show student progress. It's not just SOL tests or SOL test prep. The purpose of school is for students to learn and grow. Are you against 40% of a teacher's grade being related to a student showing progress? It actually seems low to me. You seem to be against many things, not just SOL tests. If you're the same poster who referenced writing this is what I'm getting from your posts.

1. You disagree with requiring state mandated testing - cause SOLs
2. You disagree with testing throughout the year to gauge student progress - cause SOLs
2. You disagree with focusing on test prep - cause SOLs
3. You disagree with teaching to state curriculum standards - cause SOLs
4. You disagree with state guidelines that teacher evaluations being tied to student's progress - cause SOLs
5. You disagree with FCPS best practices in teaching writing - there are no best practices - test prep has taken over
6. You disagree with the state and FCPS's class size regulations - budget supports $ millions for testing, but not for lowering class size - follow the $
7. You disagree with FCPS not paying for field trips - again - read above
8. You disagree with FCPS's recess policy - cause SOLs
9. You disagree with FCPS's curriculum materials for teachers - cause SOLs
10. You disagree with FCPS's requirements for teacher meetings - cause SOLS

Only two of these are related at all to SOLs. You are lumping all of your disagreements with the school being caused by SOL testing, but they are not tied to each other.

The SOLs and the myriad of other standardized testing is chipping away at public education. The tax payer $ that would go to public schools is going to Private interests. Follow the $.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Is there any actual tie to your assessment with the actual SOL? Do these growth assessments reflect your teaching to the SOL standards and how much the student can work to these standards?

Since the tests mimic the SOL, they are effective measures of student learning and my teaching--to a point. Multiple choice questions and even TEI questions (such as "click on all the correct answers") limits the way I can assess my students' understanding of the actual material. I would prefer to also have my students (and my teaching) measured with assessments that reflect higher levels of Bloom's taxonomy. I think a comprehensive assessment would include written responses, at the very least. I feel like 60% of my teaching is depth and breadth of content, and 40% is teaching students how to navigate through test questions in preparation for our many assessments. I'd prefer that the ratio be 80/20 or even 90/10.

I may feel this more acutely than teachers of other content areas because I teach reading. I think it would be a better assessment of my students to also ask them to write an analysis of what they read--the theme, or character development--than to choose an answer from a list. The multiple choice format is an assessment of student learning and we use it because it is the fastest and cheapest way to gather data (no need to design to rubrics or pay scorers to read student work). But is it the most effective?

We're in Fairfax and my understanding of the ecart tests are that teachers can create their own tests which can include written responses. I'm not sure what grade you teach, but at the elementary level, FCPS children are tested with the DRA which is a comprehension test that includes oral and written analysis.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
Every day of the year or every day the test was being held? Our school talks about them the week before and during the tests. I don't think that's too much time.

Just because "they don't talk about" the SOLs, doesn't mean, the teachers, administrators and kids aren't living under the shadow of these tests all year long. Pay close attention. Take a look at the worksheets - the cloze reading practices, the vocabulary matching sheets, the on-screen surveys and practices. It's all test prep. Notice what is missing - field trips, hands-on-learning, smaller classes, double recess, writing projects, writing stories and book reports, creative projects. If you're lucky, your kid's teacher may do one of those per year. Talk to your kid's teachers, the experienced teachers of 5+ years, and ask them how they've had to change their lessons in the past 5 years.

If parents do nothing - nothing will change with the SOLs.

I call that teaching to a curriculum. That's different than test prep. Our school has 3 in class field trips and 3 out of class field trips. It's plenty. The teachers are the ones who aren't into teaching writing BECAUSE THE SOL WRITING TEST WAS REMOVED! And because they are time consuming for teachers so teachers tend to stick with what is required by the curriculum. Recess is once per day because THAT'S WHAT'S REQUIRED BY LAW. FCPS is all about hands on, project based learning. There's something every month which is more than enough.They just have too many kids per class to implement it well. They'd rather spend their money on other things than class size. Reducing class size is not a huge cost and overall FCPS does not have the largest class size in the region. They just give more teachers to the poorer schools. Class size is just not something they're willing to rob Peter to pay Paul. Book reports are a thing of the past because FCPS feels they are not beneficial. It has nothing to do with testing.

40% of teachers' evaluation is based on student achievement. Teachers are force into teaching to the test. Administrators expect that. They force teachers to have weekly meetings to go over the "data", scores from practice tests and other assessments. Clearly - this person above has never, ever taught a day in her/his life. And, wouldn't last a half day on a good day. Students in VA take an average of 7 tests @ year. (SOLs, SOL test prep, Standardized reading, standardized math, enrichment identification, ELL tests and the lists goes on. Look at your districts testing calendar. FCPS testing calendar is 10 PAGES long. Testing has warped the curriculum and stressed out teachers and students.

I didn't think that in fcps or surrounding counties test scores were being used in teacher evaluations. Are they?

Only if the teacher chooses to use them as the metric for his/her SMARTR goal.

00:07 Do you see these responses? I haven't taught before nor am I applying. So I don't have to worry about lasting a day as a teacher. But teachers on this and many other threads and teachers I've met in real life who have worked many days report that the SOL test itself does not count for much of their evaluation. The 40% of the evaluation, which comes from a state guideline on teacher evaluations, discusses using many criteria to show student progress. It's not just SOL tests or SOL test prep. The purpose of school is for students to learn and grow. Are you against 40% of a teacher's grade being related to a student showing progress? It actually seems low to me. You seem to be against many things, not just SOL tests. If you're the same poster who referenced writing this is what I'm getting from your posts.

1. You disagree with requiring state mandated testing - cause SOLs
2. You disagree with testing throughout the year to gauge student progress - cause SOLs
2. You disagree with focusing on test prep - cause SOLs
3. You disagree with teaching to state curriculum standards - cause SOLs
4. You disagree with state guidelines that teacher evaluations being tied to student's progress - cause SOLs
5. You disagree with FCPS best practices in teaching writing - there are no best practices - test prep has taken over
6. You disagree with the state and FCPS's class size regulations - budget supports $ millions for testing, but not for lowering class size - follow the $
7. You disagree with FCPS not paying for field trips - again - read above
8. You disagree with FCPS's recess policy - cause SOLs
9. You disagree with FCPS's curriculum materials for teachers - cause SOLs
10. You disagree with FCPS's requirements for teacher meetings - cause SOLS

Only two of these are related at all to SOLs. You are lumping all of your disagreements with the school being caused by SOL testing, but they are not tied to each other.

The SOLs and the myriad of other standardized testing is chipping away at public education. The tax payer $ that would go to public schools is going to Private interests. Follow the $.

Way to skirt the question. Spending money on education is not inherently bad nor is spending money on something not produced by a teacher. A teacher can only produce so much written curriculum material. It just matters what the material is.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Is there any actual tie to your assessment with the actual SOL? Do these growth assessments reflect your teaching to the SOL standards and how much the student can work to these standards?

Since the tests mimic the SOL, they are effective measures of student learning and my teaching--to a point. Multiple choice questions and even TEI questions (such as "click on all the correct answers") limits the way I can assess my students' understanding of the actual material. I would prefer to also have my students (and my teaching) measured with assessments that reflect higher levels of Bloom's taxonomy. I think a comprehensive assessment would include written responses, at the very least. I feel like 60% of my teaching is depth and breadth of content, and 40% is teaching students how to navigate through test questions in preparation for our many assessments. I'd prefer that the ratio be 80/20 or even 90/10.

I may feel this more acutely than teachers of other content areas because I teach reading. I think it would be a better assessment of my students to also ask them to write an analysis of what they read--the theme, or character development--than to choose an answer from a list. The multiple choice format is an assessment of student learning and we use it because it is the fastest and cheapest way to gather data (no need to design to rubrics or pay scorers to read student work). But is it the most effective?

To confirm, is there any part of your teacher assessment that is tied to the actual SOL test?

[Anonymous]

https://www.washingtonpost.com/news/answer-sheet/wp/2016/04/21/pearsons-history-of-testing-problems-a-list/

Read more about Pearson's history of testing problems. Pearson is the SOL vendor. Look up Virginia. Taxpayers pay millions for these tests. Time for parents to hold education leadership accountable.

[Anonymous]

Anonymous wrote:

Anonymous wrote:The SOLs cut scores (pass rate) are set after all the students have taken the test. The VA DOE can set the pass rate at whatever % they want. If they want a perpetual failing rate at 40%, they can do that. Teachers and principals don't know how many questions a student needs to answer correctly to pass the test, because Pearson testing company changes that every year.

The materials on the SOLs is developmentally inappropriate. It includes materials several grade levels above. So, the SOL for a 6th grade English test has high school level text on that. How is that fair?

At the end- students - teachers - principals only recieve a score. Nothing else. Students do not get their answers back; they cannot learn from the test.

The SOLs are are NOT NOT validated with research to show their effectiveness. Yet - 20 years of SOLs have not closed the "achievement gap". The only thing increased is the amount of testing. 3rd - 12th graders take 21 - 24 SOL tests. This doe not include SOL retakes, or the hundreds of practice SOL tests. Time for parents to Opt Out their kids. 3rd - 8th graders do not need the SOLs to advance to the next grade. Keep learning - https://www.facebook.com/NOVAOptOut/

If the SOLs are so awful, why do you teach in public school? And why do the parents who so vehemently hate them send their kids to public school? You all can opt out very easily.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The SOLs cut scores (pass rate) are set after all the students have taken the test. The VA DOE can set the pass rate at whatever % they want. If they want a perpetual failing rate at 40%, they can do that. Teachers and principals don't know how many questions a student needs to answer correctly to pass the test, because Pearson testing company changes that every year.

The materials on the SOLs is developmentally inappropriate. It includes materials several grade levels above. So, the SOL for a 6th grade English test has high school level text on that. How is that fair?

At the end- students - teachers - principals only recieve a score. Nothing else. Students do not get their answers back; they cannot learn from the test.

The SOLs are are NOT NOT validated with research to show their effectiveness. Yet - 20 years of SOLs have not closed the "achievement gap". The only thing increased is the amount of testing. 3rd - 12th graders take 21 - 24 SOL tests. This doe not include SOL retakes, or the hundreds of practice SOL tests. Time for parents to Opt Out their kids. 3rd - 8th graders do not need the SOLs to advance to the next grade. Keep learning - https://www.facebook.com/NOVAOptOut/

If the SOLs are so awful, why do you teach in public school? And why do the parents who so vehemently hate them send their kids to public school? You all can opt out very easily.

YES! Opt Out is what we are doing! OptOut of SOLs. It's easy. Send in a letter to your principal and state you are Refusing the Test for your child. SOLs start in MAY. THere is still time to turn in your Opt Out letters.