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.
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.
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.
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.
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.
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.
Anonymous wrote:When did they take this VGA?