Anonymous wrote:A few useful resources that I think APS doesn’t send because they don’t want to deal with Arlington parents but would be so much better if they did:

1) for DIBELS, the composite score breakdowns are here: https://dibels.uoregon.edu/sites/dibels1.uoregon.edu/files/2021-06/DIBELS8thEditionGoals.pdf
As someone else noted, the tests are different year to year so you can’t look at a K 550 and think “oh, my child is hitting the 3rd grade benchmark!” But you can look at the breakdown and see that a EOY 550 for K is “blue” (the step above green/proficient) which means your kid is very unlikely to need any additional support. DIBELS is really just a way of identifying students who need intervention or not.

2) for Math Inventory, the score ranges are here: https://sbcobbstor.blob.core.windows.net/media/WWWCobb/fgg/4441/Math%20Inventory%203.1%20%20Overview%20for%20Parents.pdf
It’s computer adaptive (which means the questions get harder as a student gets things right). I am not a testing expert, but it makes sense to me that these tests would have more variability across benchmarks (eg from BOY to MOY) because if a kid is having a slightly off day, the assessment will start offering easier questions, and the score would drop, particularly if the child scored very high for the first benchmark.

Anonymous wrote:

Anonymous wrote:A few useful resources that I think APS doesn’t send because they don’t want to deal with Arlington parents but would be so much better if they did:

1) for DIBELS, the composite score breakdowns are here: https://dibels.uoregon.edu/sites/dibels1.uoregon.edu/files/2021-06/DIBELS8thEditionGoals.pdf
As someone else noted, the tests are different year to year so you can’t look at a K 550 and think “oh, my child is hitting the 3rd grade benchmark!” But you can look at the breakdown and see that a EOY 550 for K is “blue” (the step above green/proficient) which means your kid is very unlikely to need any additional support. DIBELS is really just a way of identifying students who need intervention or not.

2) for Math Inventory, the score ranges are here: https://sbcobbstor.blob.core.windows.net/media/WWWCobb/fgg/4441/Math%20Inventory%203.1%20%20Overview%20for%20Parents.pdf
It’s computer adaptive (which means the questions get harder as a student gets things right). I am not a testing expert, but it makes sense to me that these tests would have more variability across benchmarks (eg from BOY to MOY) because if a kid is having a slightly off day, the assessment will start offering easier questions, and the score would drop, particularly if the child scored very high for the first benchmark.

So why do they include the benchmark for the next grade up as well as the current grade? My rising 1st grader's report has their EOY score, and then the benchmarks for EOY 1st grade and EOY 2nd grade. But if it's a totally different test and score range for 2nd grade, how is that even useful information? This was confusing.

Thanks for linking that score breakdown doc, PP, I tracked it down yesterday and found it helpful - especially in trying to figure out the whole grade level thing.

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Anonymous wrote:If your 5th grader was placed in pre-algebra for 6th, what was their Math Inventory score at the end of 4th? Trying to get some sense how my rising 5th grader's score stacks up in the context of APS.

There are a million posts on this and barely anyone ever answers lol. Short answer is. They are getting rid of MI next year so those scores won't matter. But they don't just look at MI they look at SOLs and other scores abs classroom performance and class size and a million things apparently. And it will be different depending on which school you go to.

Anyway whenever we get our placement letter I will come back and tell you lol. Should be soon.

Yeah, I've never seen anyone post a number for an
EOY 4th grade score. Just trying to get a sense.

The classroom performance stuff is crazy subjective. My understanding is that some elementary schools liberally place kids in pre-algebra but others don't at all. I've also been told that zero kids from our elementary were recommended for pre-algebra next year because our gifted teacher doesn't believe in math acceleration. But I guess I'll worry about that next year.

That doesn't make sense because it's not all done at the school level. My school's math coach told me it is in part determined by the math office based on scores and teacher feedback. She is a colleague and I don't think she would lie to me.

Apparently the teacher who supplies the feedback for our school states that none of her students are recommended for pre-algebra in 6th. I'm not sure what's so hard to understand. Some kids do still get placed based on scores and parent requests, but none are recommended based on teacher input.

It’s hard to understand why no kids would be placed based on one gifted teacher’s philosophy when they aren’t the one placing people.

Anonymous wrote:A few useful resources that I think APS doesn’t send because they don’t want to deal with Arlington parents but would be so much better if they did:

1) for DIBELS, the composite score breakdowns are here: https://dibels.uoregon.edu/sites/dibels1.uoregon.edu/files/2021-06/DIBELS8thEditionGoals.pdf
As someone else noted, the tests are different year to year so you can’t look at a K 550 and think “oh, my child is hitting the 3rd grade benchmark!” But you can look at the breakdown and see that a EOY 550 for K is “blue” (the step above green/proficient) which means your kid is very unlikely to need any additional support. DIBELS is really just a way of identifying students who need intervention or not.

2) for Math Inventory, the score ranges are here: https://sbcobbstor.blob.core.windows.net/media/WWWCobb/fgg/4441/Math%20Inventory%203.1%20%20Overview%20for%20Parents.pdf
It’s computer adaptive (which means the questions get harder as a student gets things right). I am not a testing expert, but it makes sense to me that these tests would have more variability across benchmarks (eg from BOY to MOY) because if a kid is having a slightly off day, the assessment will start offering easier questions, and the score would drop, particularly if the child scored very high for the first benchmark.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If your 5th grader was placed in pre-algebra for 6th, what was their Math Inventory score at the end of 4th? Trying to get some sense how my rising 5th grader's score stacks up in the context of APS.

There are a million posts on this and barely anyone ever answers lol. Short answer is. They are getting rid of MI next year so those scores won't matter. But they don't just look at MI they look at SOLs and other scores abs classroom performance and class size and a million things apparently. And it will be different depending on which school you go to.

Anyway whenever we get our placement letter I will come back and tell you lol. Should be soon.

Yeah, I've never seen anyone post a number for an
EOY 4th grade score. Just trying to get a sense.

The classroom performance stuff is crazy subjective. My understanding is that some elementary schools liberally place kids in pre-algebra but others don't at all. I've also been told that zero kids from our elementary were recommended for pre-algebra next year because our gifted teacher doesn't believe in math acceleration. But I guess I'll worry about that next year.

That doesn't make sense because it's not all done at the school level. My school's math coach told me it is in part determined by the math office based on scores and teacher feedback. She is a colleague and I don't think she would lie to me.

Apparently the teacher who supplies the feedback for our school states that none of her students are recommended for pre-algebra in 6th. I'm not sure what's so hard to understand. Some kids do still get placed based on scores and parent requests, but none are recommended based on teacher input.

Anonymous wrote:A few useful resources that I think APS doesn’t send because they don’t want to deal with Arlington parents but would be so much better if they did:

1) for DIBELS, the composite score breakdowns are here: https://dibels.uoregon.edu/sites/dibels1.uoregon.edu/files/2021-06/DIBELS8thEditionGoals.pdf
As someone else noted, the tests are different year to year so you can’t look at a K 550 and think “oh, my child is hitting the 3rd grade benchmark!” But you can look at the breakdown and see that a EOY 550 for K is “blue” (the step above green/proficient) which means your kid is very unlikely to need any additional support. DIBELS is really just a way of identifying students who need intervention or not.

2) for Math Inventory, the score ranges are here: https://sbcobbstor.blob.core.windows.net/media/WWWCobb/fgg/4441/Math%20Inventory%203.1%20%20Overview%20for%20Parents.pdf
It’s computer adaptive (which means the questions get harder as a student gets things right). I am not a testing expert, but it makes sense to me that these tests would have more variability across benchmarks (eg from BOY to MOY) because if a kid is having a slightly off day, the assessment will start offering easier questions, and the score would drop, particularly if the child scored very high for the first benchmark.

Anonymous wrote:Were you guys able to access ParentVUE? I keep getting this annoying message: We are aware of the issue with ParentVUE Notification Emails and have notified the ParentVUE Vendor. Thank you for your patience while we work to resolve the issue.

Wondering how you were able to access the math scores, etc.? TIA

Anonymous wrote:Were you guys able to access ParentVUE? I keep getting this annoying message: We are aware of the issue with ParentVUE Notification Emails and have notified the ParentVUE Vendor. Thank you for your patience while we work to resolve the issue.

Wondering how you were able to access the math scores, etc.? TIA