Reply to MAP-R & Reading Group Assignment

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]When my dd was younger, she was stuck on a reading level for a while and I asked the teacher about it.  She said she was good at oral reading and discussing the book, but her reading level was constrained by her writing-- the measure for reading level was based on a written response, and her responses weren't meeting the expectation in various ways (I think it was about not writing enough details, etc though I don't recall exactly).  So it could be that the skills tested in MAP-R aren't the same as the skills for reading-level assignment.  It is a good question to ask at the November conferences, along with what skills you can work on to move her up.[/quote]
Regardless of your opinion about your daughters writing ability OP, this is the most likely reason for the current reading level placement. All of my kids were advanced readers and several actual reading levels above their assigned reading group because their analysis skills as demonstrated by their written responses didn't match their reading level. Sure, they were bored by their reading group books, but they had plenty of other reading books at higher levels they read at the same time. It's not going to hurt your daughter to be in the assigned reading group.[/quote]

The most likely reason is the child's previous teacher had them at the previous level last year and this is the next step in the progression. I remember [b]when my DS was in first grade the teacher assured me they were at the right level even when I was skeptical. A few months later the resource teacher does an honest assessment and "oops your child is seven levels higher than we previously thought..."[/b][/quote]

[b]The problem is your child spent months in a lower group learning absolutely nothing[/b]. The county failed to provide them with the education to which they're entitled largely because of sloppy assessment practices.

Unfortunately, this is all too common. The school is doing their best but not infallible.  Things like this happen and it's your job as a parent to advocate for your children when you are aware of it. 
[/quote]

That’s a problem if your child learns absolutely nothing even in a group lower than what their own decoding skills are. There is always something to be learned. New vocabulary, inferencing skills, predicting skills etc. It’s complete BS that you believe there’s nothing to be learned. Look deeper. Decoding is one skill. [/quote]

Well in my DS's case he was in a group 7 levels below his actual level. It wasn't until the resource teacher assessed him they realized this. It possible he may have learned something, but nowhere near what he would've learned if they had bothered to assess him correctly at the beginning of the year. As far as I can tell, this started when the teacher just rubber stamped the assessment from the previous year which is probably fine in a lot of cases but wasn't in this case. The real tragedy is I tried to bring this to their attention but was dismissed, but ultimately the resource teacher vindicated my instincts. This is something she came to on her own without any input from us. The point being is this process is flawed and kids often fall through the cracks. The upshot of these failures is kids don't always receive the rigorous education to which their entitled and this could be avoided if the school was more receptive to parental input.[/quote]

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