Its not fair to use an adaptive test as
Part of a classroom grade!!!! This is crazy.

The new 100 point scaled SOL should not be adaptive. Everyone should be taking the same test so that their score reflects the grade that they earned.

Anonymous wrote:

Anonymous wrote:Discrimination against kids with IEPs. This better not stand muster if challenged.

Are kids with IEPs not able to do well on SOLs?

Sometimes no. It depends completely on why they have the IEP. My daughter has a learning disability that specifically impacts math. She has high reading scores and passes every other SOL with ease, but can’t crack 375 in a math SOL. It also disproportionately would affect EL kids because ALL of these tests are delivered in English. So any SOL becomes first and foremost for them a test of their English proficiency. I teach a lot of kids who know math and science content in their home language but fail to pass the SOL because the first barrier to any of that is taking a LONG standardized test written entirely in English, in which they may or may not be proficient.

Anonymous wrote:Discrimination against kids with IEPs. This better not stand muster if challenged.

Are kids with IEPs not able to do well on SOLs?

Discrimination against kids with IEPs. This better not stand muster if challenged.

Anonymous wrote:Even if my kids get pass advanced, I’m still not sure what the point of it is? Is it bc they think kids blow off the SOLs (either by not taking them or not caring about score)?

My guess would be that the legislature realized once Youngkin was elected that promising to make VDOE have more rigorous standards was a winning campaign issue. So they passed this bill. The idea is (probably) that a standardized test is a good counterweight to rampant grade inflation.

The problem will come when it's implemented and grades tank and it's actually a loosing issue because every parent wants all the other kids not to be subject to grade inflation, but doesn't mind their own kid's grade being inflated. Then VDOE will be scrambling to make sure that 10% is a full 10% for every kid while still looking like they're being "rigorous."

This is why the cut scores for pass and pass advanced ping pong around on the SOL.

Even if my kids get pass advanced, I’m still not sure what the point of it is? Is it bc they think kids blow off the SOLs (either by not taking them or not caring about score)?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What a crazy idea. I know, like a PP said, my kids often have a strong A in a class but only pass proficient on the SOL. I think this is because the teachers don't teach to the SOL exactly so some questions are worded differently or approached differently than they see all year. I think the current system is fine - it shows that they have a basic understanding of the subject without the teachers having to "teach the test" all year and creating added stress of having it count as a formal grade. 10% is A LOT!

Teachers are teaching to the test. They have entire SOL prep sessions for the month before the SOL. that was when my kid had Lexia and ST Math homework in ES, the month before the SOL. In MS, he has an entire series of homework and in class assignment grades that are labeled SOL Prep 1-10. I would be concerned if my kid had an A in a class and passed proficient on the SOL.

I disagree. I'll use my older sons scores as an example. He has had strong As in every one of these classes and goes to one of the highest regarded FCPS high schools
Biology SOL 471
Geometry SOL 454
Algebra 1 SOL 447
Grade 8 Math SOL 469
Grade 8 Science SOL 496
Grade 8 Reading 484
And he got a 96 on the IATT (Iowa)

Clearly those a year of As in one of our top 10 Virginia high schools doesn't always translate to a pass advance on an SOL.

And isn’t the science SOL over 2 years or 3 or science? A lot of kids forget what they learn after a month (or week or day!), would think science would need to be completely changed too.

Yes, I think the 8th grade science SOL covers material from 6th-8th grade.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:This doesn’t seem fair. For example, my child had an A in English but only passed the reading SOL (not pass advanced). Does this mean his class grade now suffers?

As currently presented in govt by both parties answer is yes, the SoL is to count 10% so yes, would bring grade down, but as others say here, a lot to be figured out. Will there need to be adjustments for SPED kids taking SOL or ESOL and what will those be? On the other end will be some parents concerned will impact grades that will be presented to colleges. Will kids still be able to opt out? Will kids be able to retake even if don’t fail to try to up score? Will SOL now be only final? Will courses that don’t have SOL now start being required to have SOL?

Do you know about articles and prepositions in the English language? The word "the" makes paragaphs like yours much easier to read. Try it sometime!

Sorry. No, I don’t. Went to FCPS and wasn’t taught that. Be glad I could almost spell.

+2

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What a crazy idea. I know, like a PP said, my kids often have a strong A in a class but only pass proficient on the SOL. I think this is because the teachers don't teach to the SOL exactly so some questions are worded differently or approached differently than they see all year. I think the current system is fine - it shows that they have a basic understanding of the subject without the teachers having to "teach the test" all year and creating added stress of having it count as a formal grade. 10% is A LOT!

Teachers are teaching to the test. They have entire SOL prep sessions for the month before the SOL. that was when my kid had Lexia and ST Math homework in ES, the month before the SOL. In MS, he has an entire series of homework and in class assignment grades that are labeled SOL Prep 1-10. I would be concerned if my kid had an A in a class and passed proficient on the SOL.

I disagree. I'll use my older sons scores as an example. He has had strong As in every one of these classes and goes to one of the highest regarded FCPS high schools
Biology SOL 471
Geometry SOL 454
Algebra 1 SOL 447
Grade 8 Math SOL 469
Grade 8 Science SOL 496
Grade 8 Reading 484
And he got a 96 on the IATT (Iowa)

Clearly those a year of As in one of our top 10 Virginia high schools doesn't always translate to a pass advance on an SOL.

And isn’t the science SOL over 2 years or 3 or science? A lot of kids forget what they learn after a month (or week or day!), would think science would need to be completely changed too.

Anonymous wrote:

Anonymous wrote:What a crazy idea. I know, like a PP said, my kids often have a strong A in a class but only pass proficient on the SOL. I think this is because the teachers don't teach to the SOL exactly so some questions are worded differently or approached differently than they see all year. I think the current system is fine - it shows that they have a basic understanding of the subject without the teachers having to "teach the test" all year and creating added stress of having it count as a formal grade. 10% is A LOT!

Teachers are teaching to the test. They have entire SOL prep sessions for the month before the SOL. that was when my kid had Lexia and ST Math homework in ES, the month before the SOL. In MS, he has an entire series of homework and in class assignment grades that are labeled SOL Prep 1-10. I would be concerned if my kid had an A in a class and passed proficient on the SOL.

I disagree. I'll use my older sons scores as an example. He has had strong As in every one of these classes and goes to one of the highest regarded FCPS high schools
Biology SOL 471
Geometry SOL 454
Algebra 1 SOL 447
Grade 8 Math SOL 469
Grade 8 Science SOL 496
Grade 8 Reading 484
And he got a 96 on the IATT (Iowa)

Clearly those a year of As in one of our top 10 Virginia high schools doesn't always translate to a pass advance on an SOL.

Anonymous wrote:What a crazy idea. I know, like a PP said, my kids often have a strong A in a class but only pass proficient on the SOL. I think this is because the teachers don't teach to the SOL exactly so some questions are worded differently or approached differently than they see all year. I think the current system is fine - it shows that they have a basic understanding of the subject without the teachers having to "teach the test" all year and creating added stress of having it count as a formal grade. 10% is A LOT!

Teachers are teaching to the test. They have entire SOL prep sessions for the month before the SOL. that was when my kid had Lexia and ST Math homework in ES, the month before the SOL. In MS, he has an entire series of homework and in class assignment grades that are labeled SOL Prep 1-10. I would be concerned if my kid had an A in a class and passed proficient on the SOL.

What a crazy idea. I know, like a PP said, my kids often have a strong A in a class but only pass proficient on the SOL. I think this is because the teachers don't teach to the SOL exactly so some questions are worded differently or approached differently than they see all year. I think the current system is fine - it shows that they have a basic understanding of the subject without the teachers having to "teach the test" all year and creating added stress of having it count as a formal grade. 10% is A LOT!

No one knows. They're going to have to revamp the entire scoring process since right now the scoring is somewhat dynamic based on whether you get low, medium, or high questions correct. Students can pass with a 400 only getting 19 questions correct. Out of 48. Translating that to a straight numerical score would result in a failing grade for what used to be considered a pass. The only alternative is to completely adjust the scale they use so that it's out of 100 but still isn't an actual percent.

Anonymous wrote:We have no idea. VDOE under Youngkin loves to come up with stuff like this with like, zero details about how it’ll be realistically implemented. Same with all this random literacy training they shoved on us last minute this year to the tune of like 32 hours. They just say stuff and make districts scramble to figure it out.

Blame the legislature for both of those things. The reading bill in particular passed unanimously.