1658: grade level and school (school pyramid at least)? AAP or LI?

FWIW, Math as a class (National Norms %ile):

94th-99th percentile: 6 students
83rd-87th: 3 students
71st-79th: 4 students
53rd-67th: 5 students
38th-46th: 4 students
29th-36th: 2 students

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If your kid scored below the intervention cut-off, have you heard what the intervention of plan is?

What is the intervention score? is it the overall score or the individual scores?

DP - on DC's score sheet, it states 39 percentile is the intervention score. DC scored in the 20s percentile and has an IEP. DC also failed Spring SOLs. I'm concerned because according to the teacher and IEP progress reports, DC is doing well and making sufficient progress.

Your child needs additional help. I would be asking for an conference and ask why the scores are showing something so different then what the teacher is saying and what they are going to be doing to address the issues. I worry that some Teachers are trying to present a more pretty picture this year.

My question on the intervention is more if a child has one score that is below expectations but is overall, above the 39th percentile, do they receive intervention in the area that they are below expectations.

I would be pissed if I were you and the school was not offering interventions, your child is screaming for help in the exams. Your concern tells me that you are tracking that there is an issue. I hope that your child has their needs addressed.

DP
I’d keep in mind that this is only one assessment. Is it possible the child is making adequate progress towards IEP goals while at the same time scoring below the 39th percentile? I imagine so.
[b]

DC also failed 2 out of 3 SOLs last Spring even though again, the teachers and IEP progress reports states that DC was doing well for last year and 1st quarter of this year. I'm going to request an IEP meeting. They are either saying DC is doing well so they don't provide additional interventions or the current IEP goals do not reflect areas that DC needs help in.

Why do you even believe the school at this point? Take matters into your own hands and don’t just rely on them. Get your kid a tutor for God’s sake!

Tutoring in the DC area, especially for special ed students is about $60-90/hour. Some parents cannot afford that. It is not acceptable that the school is telling a parent the student is doing very well but the students in failing or below grade levels on all their assessments.

But if a student is so far below the norms, the parent is going to have to step up outside of school and make sacrifices to get the extra help. A kid can’t get it all at school in a large group setting.

Do you know how much money that is? Some people really can't. I can and do afford it, but it shouldn't have to be all up to parents. Schools are really failing students.

This is part of being a parent. If it was a medical issue, you would also have to step up financially. If your kid has a severe LD, you must sacrifice and step up and find a way to pay for extra help, just like if it were a serious medical issue.

Please understand that this test is not in line with the county’s curriculum. It is meant to be a screener. It also is a poor format for a test, because if kids get bored or accidentally hit the wrong answer and can’t fix it, it looks like they did worse than they really are capable of. I have seen so many kids just skim the screen and pick an answer to get it over with, especially they think recess time is coming and they might miss it. They won’t, but they think that. This kind of test really depends on the motivation and work habits of the kid, and especially for math, if they took the time to use scrap paper to write a problem out. Don’t panic about these scores.

If you are really concerned, ask for a parent conference and ask to see work samples of what your kid can do in class.

I’ve never seen a teacher pay much attention to these test scores, because we know it’s a poor assessment. The conscientious kids do well, and the others just click away to get done.

Anonymous wrote:If your kid scored below the intervention cut-off, have you heard what the intervention of plan is?

How do you find out what the intervention cut off is? My child scored very low in both math and reading.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:About the same as last year but I am trying to understand what to do with them.

DS was in the 95th percentile for reading (yeah) but below expectations for Phonological Awareness. (boo) So what do I do about the Phonological Awareness issue? I will probably set up a conference with his Teacher. I am happy with his overall progress but this seems to be a major area that is apparently behind and I would like to know how to support his improvement in this area.

And then I figure I sound crazy because overall he is doing great. But I don't want him to not get the support he needs in an important area in LA.

My kid is at 90% for reading but approaching expectations for phonological awareness. Would love to know the best way to improve that.

Maybe your kids headphones didn’t fit right the day of the test so they weren’t able to hear all of the sound differences during the test. Maybe they had the volume down and thought they heard but didn’t really. Maybe they are lacking in phonemic awareness but can decode and understand everything they are readin better then most kids their age anyway because they cracked the code in a different way. Google
Phonemic awareness activities and play some sound games. But be open to the fact that there could have been issues with the test (like not hearing or paying attention) rather than a lack of skills.

What age/grade? Beware that the schools don't really teach phonics, but kids can and are encouraged to memorize a lot of words, which can mask real issues that will catch up to them later. This can also show up as spelling being worse than reading.

Agree there's a possibility it's a testing issue, but I'd want to know for sure.

All About Reading is great:
https://blog.allaboutlearningpress.com/phonological-awareness/

Depends on the school I sat through distance learning Fundations all last year with my grade 1 dc in an FCPS school so they are definitely teaching phonics.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:About the same as last year but I am trying to understand what to do with them.

DS was in the 95th percentile for reading (yeah) but below expectations for Phonological Awareness. (boo) So what do I do about the Phonological Awareness issue? I will probably set up a conference with his Teacher. I am happy with his overall progress but this seems to be a major area that is apparently behind and I would like to know how to support his improvement in this area.

And then I figure I sound crazy because overall he is doing great. But I don't want him to not get the support he needs in an important area in LA.

My friend told me her son once did this part of the test with the speaker turned way down so he couldn’t hear what was being said.

I have LDs and have been worried about similar issues for DS so this feeds into my concerns. I prefer your explanation. I do think I will talk to his Teacher

Most likey they will think you sound crazy, but pursue it anyway, which will probably mean on your own because the school won't care. Ask me how I know. But I also know your gut is extremely likely to be correct that some extra help is needed, particularly with the genetic component.

See also my All About Reading comment above. Reading Rockets has some helpful blogs and videos, too. Garforth Education to explain differ terms to you if you don't know them already.

Educate yourself on science of reading and know that most teachers were not taught this stuff.

*different terms
Phonemic awareness, phonological awareness, etc.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:About the same as last year but I am trying to understand what to do with them.

DS was in the 95th percentile for reading (yeah) but below expectations for Phonological Awareness. (boo) So what do I do about the Phonological Awareness issue? I will probably set up a conference with his Teacher. I am happy with his overall progress but this seems to be a major area that is apparently behind and I would like to know how to support his improvement in this area.

And then I figure I sound crazy because overall he is doing great. But I don't want him to not get the support he needs in an important area in LA.

My friend told me her son once did this part of the test with the speaker turned way down so he couldn’t hear what was being said.

I have LDs and have been worried about similar issues for DS so this feeds into my concerns. I prefer your explanation. I do think I will talk to his Teacher

Most likey they will think you sound crazy, but pursue it anyway, which will probably mean on your own because the school won't care. Ask me how I know. But I also know your gut is extremely likely to be correct that some extra help is needed, particularly with the genetic component.

See also my All About Reading comment above. Reading Rockets has some helpful blogs and videos, too. Garforth Education to explain differ terms to you if you don't know them already.

Educate yourself on science of reading and know that most teachers were not taught this stuff.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:About the same as last year but I am trying to understand what to do with them.

DS was in the 95th percentile for reading (yeah) but below expectations for Phonological Awareness. (boo) So what do I do about the Phonological Awareness issue? I will probably set up a conference with his Teacher. I am happy with his overall progress but this seems to be a major area that is apparently behind and I would like to know how to support his improvement in this area.

And then I figure I sound crazy because overall he is doing great. But I don't want him to not get the support he needs in an important area in LA.

My kid is at 90% for reading but approaching expectations for phonological awareness. Would love to know the best way to improve that.

Maybe your kids headphones didn’t fit right the day of the test so they weren’t able to hear all of the sound differences during the test. Maybe they had the volume down and thought they heard but didn’t really. Maybe they are lacking in phonemic awareness but can decode and understand everything they are readin better then most kids their age anyway because they cracked the code in a different way. Google
Phonemic awareness activities and play some sound games. But be open to the fact that there could have been issues with the test (like not hearing or paying attention) rather than a lack of skills.

What age/grade? Beware that the schools don't really teach phonics, but kids can and are encouraged to memorize a lot of words, which can mask real issues that will catch up to them later. This can also show up as spelling being worse than reading.

Agree there's a possibility it's a testing issue, but I'd want to know for sure.

All About Reading is great:
https://blog.allaboutlearningpress.com/phonological-awareness/

Anonymous wrote:

Anonymous wrote:About the same as last year but I am trying to understand what to do with them.

DS was in the 95th percentile for reading (yeah) but below expectations for Phonological Awareness. (boo) So what do I do about the Phonological Awareness issue? I will probably set up a conference with his Teacher. I am happy with his overall progress but this seems to be a major area that is apparently behind and I would like to know how to support his improvement in this area.

And then I figure I sound crazy because overall he is doing great. But I don't want him to not get the support he needs in an important area in LA.

My kid is at 90% for reading but approaching expectations for phonological awareness. Would love to know the best way to improve that.

Maybe your kids headphones didn’t fit right the day of the test so they weren’t able to hear all of the sound differences during the test. Maybe they had the volume down and thought they heard but didn’t really. Maybe they are lacking in phonemic awareness but can decode and understand everything they are readin better then most kids their age anyway because they cracked the code in a different way. Google
Phonemic awareness activities and play some sound games. But be open to the fact that there could have been issues with the test (like not hearing or paying attention) rather than a lack of skills.

Anonymous wrote:About the same as last year but I am trying to understand what to do with them.

DS was in the 95th percentile for reading (yeah) but below expectations for Phonological Awareness. (boo) So what do I do about the Phonological Awareness issue? I will probably set up a conference with his Teacher. I am happy with his overall progress but this seems to be a major area that is apparently behind and I would like to know how to support his improvement in this area.

And then I figure I sound crazy because overall he is doing great. But I don't want him to not get the support he needs in an important area in LA.

My kid is at 90% for reading but approaching expectations for phonological awareness. Would love to know the best way to improve that.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If your kid scored below the intervention cut-off, have you heard what the intervention of plan is?

What is the intervention score? is it the overall score or the individual scores?

DP - on DC's score sheet, it states 39 percentile is the intervention score. DC scored in the 20s percentile and has an IEP. DC also failed Spring SOLs. I'm concerned because according to the teacher and IEP progress reports, DC is doing well and making sufficient progress.

Your child needs additional help. I would be asking for an conference and ask why the scores are showing something so different then what the teacher is saying and what they are going to be doing to address the issues. I worry that some Teachers are trying to present a more pretty picture this year.

My question on the intervention is more if a child has one score that is below expectations but is overall, above the 39th percentile, do they receive intervention in the area that they are below expectations.

I would be pissed if I were you and the school was not offering interventions, your child is screaming for help in the exams. Your concern tells me that you are tracking that there is an issue. I hope that your child has their needs addressed.

DP
I’d keep in mind that this is only one assessment. Is it possible the child is making adequate progress towards IEP goals while at the same time scoring below the 39th percentile? I imagine so.
[b]

DC also failed 2 out of 3 SOLs last Spring even though again, the teachers and IEP progress reports states that DC was doing well for last year and 1st quarter of this year. I'm going to request an IEP meeting. They are either saying DC is doing well so they don't provide additional interventions or the current IEP goals do not reflect areas that DC needs help in.

Why do you even believe the school at this point? Take matters into your own hands and don’t just rely on them. Get your kid a tutor for God’s sake!

Tutoring in the DC area, especially for special ed students is about $60-90/hour. Some parents cannot afford that. It is not acceptable that the school is telling a parent the student is doing very well but the students in failing or below grade levels on all their assessments.

But if a student is so far below the norms, the parent is going to have to step up outside of school and make sacrifices to get the extra help. A kid can’t get it all at school in a large group setting.

Do you know how much money that is? Some people really can't. I can and do afford it, but it shouldn't have to be all up to parents. Schools are really failing students.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If your kid scored below the intervention cut-off, have you heard what the intervention of plan is?

What is the intervention score? is it the overall score or the individual scores?

DP - on DC's score sheet, it states 39 percentile is the intervention score. DC scored in the 20s percentile and has an IEP. DC also failed Spring SOLs. I'm concerned because according to the teacher and IEP progress reports, DC is doing well and making sufficient progress.

Your child needs additional help. I would be asking for an conference and ask why the scores are showing something so different then what the teacher is saying and what they are going to be doing to address the issues. I worry that some Teachers are trying to present a more pretty picture this year.

My question on the intervention is more if a child has one score that is below expectations but is overall, above the 39th percentile, do they receive intervention in the area that they are below expectations.

I would be pissed if I were you and the school was not offering interventions, your child is screaming for help in the exams. Your concern tells me that you are tracking that there is an issue. I hope that your child has their needs addressed.

DP
I’d keep in mind that this is only one assessment. Is it possible the child is making adequate progress towards IEP goals while at the same time scoring below the 39th percentile? I imagine so.
[b]

DC also failed 2 out of 3 SOLs last Spring even though again, the teachers and IEP progress reports states that DC was doing well for last year and 1st quarter of this year. I'm going to request an IEP meeting. They are either saying DC is doing well so they don't provide additional interventions or the current IEP goals do not reflect areas that DC needs help in.

Why do you even believe the school at this point? Take matters into your own hands and don’t just rely on them. Get your kid a tutor for God’s sake!

Tutoring in the DC area, especially for special ed students is about $60-90/hour. Some parents cannot afford that. It is not acceptable that the school is telling a parent the student is doing very well but the students in failing or below grade levels on all their assessments.

But if a student is so far below the norms, the parent is going to have to step up outside of school and make sacrifices to get the extra help. A kid can’t get it all at school in a large group setting.

Teacher here. I take IReady with a grain of salt. It is one data point on one day. It is also based off common core standards. It isn't a good screener in my opinion.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If your kid scored below the intervention cut-off, have you heard what the intervention of plan is?

What is the intervention score? is it the overall score or the individual scores?

DP - on DC's score sheet, it states 39 percentile is the intervention score. DC scored in the 20s percentile and has an IEP. DC also failed Spring SOLs. I'm concerned because according to the teacher and IEP progress reports, DC is doing well and making sufficient progress.

Your child needs additional help. I would be asking for an conference and ask why the scores are showing something so different then what the teacher is saying and what they are going to be doing to address the issues. I worry that some Teachers are trying to present a more pretty picture this year.

My question on the intervention is more if a child has one score that is below expectations but is overall, above the 39th percentile, do they receive intervention in the area that they are below expectations.

I would be pissed if I were you and the school was not offering interventions, your child is screaming for help in the exams. Your concern tells me that you are tracking that there is an issue. I hope that your child has their needs addressed.

DP
I’d keep in mind that this is only one assessment. Is it possible the child is making adequate progress towards IEP goals while at the same time scoring below the 39th percentile? I imagine so.
[b]

DC also failed 2 out of 3 SOLs last Spring even though again, the teachers and IEP progress reports states that DC was doing well for last year and 1st quarter of this year. I'm going to request an IEP meeting. They are either saying DC is doing well so they don't provide additional interventions or the current IEP goals do not reflect areas that DC needs help in.

Why do you even believe the school at this point? Take matters into your own hands and don’t just rely on them. Get your kid a tutor for God’s sake!

Tutoring in the DC area, especially for special ed students is about $60-90/hour. Some parents cannot afford that. It is not acceptable that the school is telling a parent the student is doing very well but the students in failing or below grade levels on all their assessments.