It seems like the tests are the only indicator that propels these teachers to work more with your child.

This way of thinking is what causes the tests to be used as high stakes instruments that lead to warped strategies in the schools.

Anonymous wrote:
I agree. There are just so many people against these tests and my fear is that your child wouldn't get the help needed if the tests went away. It seems like the tests are the only indicator that propels these teachers to work more with your child.


I believe your fear is unfounded. If the tests went away, the teachers would still teach and still help students learn. It's what they do.


So why did this child need remedial help at the end? Do you think it was unnecessary? This parent is wondering why she wasn't told of any issues earlier.

It's hard to know the answer to this question without knowing other variables. For example, was the student present for all lessons during the year? Was the student moved into the school during the year? Which items did the student miss on the test? How exactly were those items presented on the test (the missed ones) and how were the same content items presented in the class? Did the class complete the entire curriculum for the year? Was the same teacher present for the entire year? Does the student frequently have problems with tests or did this come as a "surprise"? Does the student experience anxiety during testing situations?

I'm skeptical that a student would learn enough during a short remediation period to pass a test that is supposed to be cumulative over the whole year and, if the student could be remediated in order to "pass", would such a quick "fix" benefit the student in the long run. Wouldn't it be wiser to use the test data to help the student learn over the summer or the next year and not bother retaking the test (which would just be wasting the student's time)?

The fact that students pass in the very same class where others fail negates the idea that the teacher is the one at fault or that the teacher needs to be "propelled" somehow.

Anonymous wrote:

I agree. There are just so many people against these tests and my fear is that your child wouldn't get the help needed if the tests went away. It seems like the tests are the only indicator that propels these teachers to work more with your child.

I believe your fear is unfounded. If the tests went away, the teachers would still teach and still help students learn. It's what they do.

Teachers still do separate assessments throughout the school year. SOLs are not the only tests.

Anonymous wrote:

I agree. There are just so many people against these tests and my fear is that your child wouldn't get the help needed if the tests went away. It seems like the tests are the only indicator that propels these teachers to work more with your child.

I believe your fear is unfounded. If the tests went away, the teachers would still teach and still help students learn. It's what they do.

So why did this child need remedial help at the end? Do you think it was unnecessary? This parent is wondering why she wasn't told of any issues earlier.

I agree. There are just so many people against these tests and my fear is that your child wouldn't get the help needed if the tests went away. It seems like the tests are the only indicator that propels these teachers to work more with your child.

I believe your fear is unfounded. If the tests went away, the teachers would still teach and still help students learn. It's what they do.

The teachers should be using their performance on homework, regular tests, etc. throughout the year to determine if extra help is needed. If a kid a is regularly performing well throughout the year and demonstrating an understanding of the subject, but then doesn't perform well on the SOL practices, my assumption is the issue is not a lack of mastering the subject.

If a student hasn't performed well throughout the year and hasn't demonstrated an understanding of the subject, cramming in remediation right before SOLs isn't going to have lasting impact. The student will likely retain the information just long enough to pass the test and not much else.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

My DD was in an after school "remediation" class for weeks prior to the SOLs. Apparently, they did some kind of assessment and were concerned she might not pass. Was I supposed to turn it down because her friends might find out and she'd feel humiliated by it? Heck no. All her friends were in the same class. She had a great time.

And if she still doesn't pass the SOL and they want her to re-test, they have my blessing. We've always told our kids that the SOLs are a reflection on the school's teaching methods rather than the students' ability. It's all smoke and mirrors.

Glad to hear that your DD enjoyed her SOL remediation classes based on the worry that she might not pass it. Since you feel they are a reflection on the school's teaching methods, what were the methods that caused your DD to have to be in after school remediation?

Agree with this.

They were concerned enough about her passing the SOLs that they decided to remediate just at the end of the school year before the tests. Why were they not concerned the entire school year? Why did they not notify you by the end of the first quarter or at least during the second quarter? They should have put in place extra supports, but you know why they didn't? She's on grade level right? They didn't want to go through the IEP process to put formal extra supports in place. Why would they? At grade level means it's not worth the extra money, your child is passing and that's good enough.

But when the school will be graded, they don't want to take the chance. All of the sudden, extra supports 'unofficially' pop up and they are fine with it, since they won't have to do it again until next SOL season.

+1,000,000
I'm the PP whose DC went to the before-school SOL remediation classes in April and May. DC is on grade level in all subjects - not a standout student, but gets 3s and 4s on report card, so not bad either. However, obviously something isn't clicking because DC didn't do well at all on the practice SOLs; thus the "invitation" to "Math and Reading Workshops". If there was a problem, wouldn't you think DC would be doing poorly in schoolwork throughout the year? Nope - it's just the f-ing SOLs which have tripped up DC and which suddenly seem to warrant concern from the administration.

I am so over FCPS.

It's a cumulative test. Maybe she just needs some review of concepts learned earlier in the year. It's amazing how many parents balk at extra help given to their children. Or perhaps your teachers really aren't good and just keep giving 3's and 4's. Better to know though than be in the dark.

I'm all for extra help (I'm the PP). When I asked the teacher if she could either work with DC after school or recommend a tutor, she said she couldn't do either one. So it's just after finding out DC didn't do well on the practice SOLs that the teacher/administration decided to have the SOL cram session - during which everything was raced through and barely touched upon. Extra help would have meant so much more if it had been offered during the year, when it was critical to understanding the work, rather than at the very end, simply in the hopes of getting a kid to pass the SOL so the school would look good.

I agree. There are just so many people against these tests and my fear is that your child wouldn't get the help needed if the tests went away. It seems like the tests are the only indicator that propels these teachers to work more with your child.

My DD has been in a 6-week math remediation program in February-March, as she was struggling in math. I was happy that they offered this, and we also got her some after school math tutoring. She still failed the SOL by a few points, so she was offered extra remediation for another two weeks, which we gratefully accepted, and she will retake the test next week. I didn't have a problem with any of this. If she failed the test, there are clearly areas that she needs to work on, which we are all trying to help her with - at home, with the tutor, and yes, with the at-school remediation. Not sure what the big deal is, and why anyone would ever turn down extra help for their child. I am sure some of it is "teaching to the test", but they surely need to understand the concepts that they are being tested on. I don't want her options to significantly narrow down in the future just because she finds math difficult!

Anonymous wrote:Lots of kids from families that can afford it get private tutoring all year long. This really doesn't sound that different to me, except that it is free to the families. I think it's a good thing that kids can get extra help for free. Yes, the help is aimed at the SOLs, but their general understanding of the subject will be enhanced by the tutoring offered by the school.

Learning is learning, and if we can help kids without charging the parents extra, I think it's a good deal.

I would agree with you if this extra help was offered throughout the year, in order to actually enhance the students' understanding of subject matter. However, this "extra help" is only offered at the very end of the year, in a last ditch effort to get kids to pass the SOLs. The SOL scores are honestly all that matters to the schools, not whether or not kids are slipping through the cracks on a daily basis.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

My DD was in an after school "remediation" class for weeks prior to the SOLs. Apparently, they did some kind of assessment and were concerned she might not pass. Was I supposed to turn it down because her friends might find out and she'd feel humiliated by it? Heck no. All her friends were in the same class. She had a great time.

And if she still doesn't pass the SOL and they want her to re-test, they have my blessing. We've always told our kids that the SOLs are a reflection on the school's teaching methods rather than the students' ability. It's all smoke and mirrors.

Glad to hear that your DD enjoyed her SOL remediation classes based on the worry that she might not pass it. Since you feel they are a reflection on the school's teaching methods, what were the methods that caused your DD to have to be in after school remediation?

Agree with this.

They were concerned enough about her passing the SOLs that they decided to remediate just at the end of the school year before the tests. Why were they not concerned the entire school year? Why did they not notify you by the end of the first quarter or at least during the second quarter? They should have put in place extra supports, but you know why they didn't? She's on grade level right? They didn't want to go through the IEP process to put formal extra supports in place. Why would they? At grade level means it's not worth the extra money, your child is passing and that's good enough.

But when the school will be graded, they don't want to take the chance. All of the sudden, extra supports 'unofficially' pop up and they are fine with it, since they won't have to do it again until next SOL season.

+1,000,000
I'm the PP whose DC went to the before-school SOL remediation classes in April and May. DC is on grade level in all subjects - not a standout student, but gets 3s and 4s on report card, so not bad either. However, obviously something isn't clicking because DC didn't do well at all on the practice SOLs; thus the "invitation" to "Math and Reading Workshops". If there was a problem, wouldn't you think DC would be doing poorly in schoolwork throughout the year? Nope - it's just the f-ing SOLs which have tripped up DC and which suddenly seem to warrant concern from the administration.

I am so over FCPS.

It's a cumulative test. Maybe she just needs some review of concepts learned earlier in the year. It's amazing how many parents balk at extra help given to their children. Or perhaps your teachers really aren't good and just keep giving 3's and 4's. Better to know though than be in the dark.

I'm all for extra help (I'm the PP). When I asked the teacher if she could either work with DC after school or recommend a tutor, she said she couldn't do either one. So it's just after finding out DC didn't do well on the practice SOLs that the teacher/administration decided to have the SOL cram session - during which everything was raced through and barely touched upon. Extra help would have meant so much more if it had been offered during the year, when it was critical to understanding the work, rather than at the very end, simply in the hopes of getting a kid to pass the SOL so the school would look good.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
^ Yeah, I know. I think the poster is a troll. After school remediation for weeks and the child "loved it".

Right.

I'm an elementary teacher, and my school has an after school math club that was offered by invite only to those who we thought might benefit from the extra math practice. A parent might identify this as "after school remediation" while the kid sees nothing but fun math games and hanging out with their friends.

My kid knew exactly what this was for and was devastated to have been "invited". DC knew it was because someone considered him "dumb" and in need of extra help. This was not a fun experience in the least.

Would you rather they not get the extra help and struggle the following year? I know many people who needed extra help as a child and are now very successful. Just tell your child that the teachers are there to help him/her get ready for the next grade.

Yes, of course this is what I told my child. However, it would have been really great had the teacher "helped my child get ready for the next grade" during actual class time instead, and throughout the year, not just during the two weeks prior to SOLs. Or offered extra help throughout the year, when it would have actually helped. Or perhaps really explained things like math well while in class so that my child would understand how to do the homework without me having to research it online and explain it.

Lots of kids from families that can afford it get private tutoring all year long. This really doesn't sound that different to me, except that it is free to the families. I think it's a good thing that kids can get extra help for free. Yes, the help is aimed at the SOLs, but their general understanding of the subject will be enhanced by the tutoring offered by the school.

Learning is learning, and if we can help kids without charging the parents extra, I think it's a good deal.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

My DD was in an after school "remediation" class for weeks prior to the SOLs. Apparently, they did some kind of assessment and were concerned she might not pass. Was I supposed to turn it down because her friends might find out and she'd feel humiliated by it? Heck no. All her friends were in the same class. She had a great time.

And if she still doesn't pass the SOL and they want her to re-test, they have my blessing. We've always told our kids that the SOLs are a reflection on the school's teaching methods rather than the students' ability. It's all smoke and mirrors.

Glad to hear that your DD enjoyed her SOL remediation classes based on the worry that she might not pass it. Since you feel they are a reflection on the school's teaching methods, what were the methods that caused your DD to have to be in after school remediation?

Agree with this.

They were concerned enough about her passing the SOLs that they decided to remediate just at the end of the school year before the tests. Why were they not concerned the entire school year? Why did they not notify you by the end of the first quarter or at least during the second quarter? They should have put in place extra supports, but you know why they didn't? She's on grade level right? They didn't want to go through the IEP process to put formal extra supports in place. Why would they? At grade level means it's not worth the extra money, your child is passing and that's good enough.

But when the school will be graded, they don't want to take the chance. All of the sudden, extra supports 'unofficially' pop up and they are fine with it, since they won't have to do it again until next SOL season.

+1,000,000
I'm the PP whose DC went to the before-school SOL remediation classes in April and May. DC is on grade level in all subjects - not a standout student, but gets 3s and 4s on report card, so not bad either. However, obviously something isn't clicking because DC didn't do well at all on the practice SOLs; thus the "invitation" to "Math and Reading Workshops". If there was a problem, wouldn't you think DC would be doing poorly in schoolwork throughout the year? Nope - it's just the f-ing SOLs which have tripped up DC and which suddenly seem to warrant concern from the administration.

I am so over FCPS.

I have a child with dyslexia. School won't give an IEP for reading (has one for writing) but when it comes time for the tests, what do you know They want me to sign an amendment to her IEP to have the test read to her! Hmmmm. If she's "grade level" why does she need to have the test read to her? So frustrating! (Not FCPS, but another district)

Anonymous wrote:

Anonymous wrote:I wouldn't let my child retake any standardized test. Hell no.

Can't necessarily be done in high school, where students are required to at least pass SOLs to receive course credits for certain classes. Yes, it rots. But parents can't just say, "my child won't retake that" when your child's older, unless you want your child not to get credit for a year's coursework.

So folks: Let's work on getting SOLs cut out or cut way back. It's idiotic for kids taking HS classes to have to pass an SOL on top of doing the course work and the course tests and a final exam. Sure, the SOL should be pretty easy if the kid is doing OK in the class, but the problem is that even if it's easy, it only adds more stress and takes away time from actually preparing for the course final at the same time of year. And yes, I'm the parent of a new HS student who is doing fine but the amount of time spent on SOL prep when they already have course finals coming up -- it's nothing but a test of how much stress they can handle all in the same few months of the year.

Isn't it kind of like a pre-test of sorts? Lets the schools know where the children still need review before a final.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

My DD was in an after school "remediation" class for weeks prior to the SOLs. Apparently, they did some kind of assessment and were concerned she might not pass. Was I supposed to turn it down because her friends might find out and she'd feel humiliated by it? Heck no. All her friends were in the same class. She had a great time.

And if she still doesn't pass the SOL and they want her to re-test, they have my blessing. We've always told our kids that the SOLs are a reflection on the school's teaching methods rather than the students' ability. It's all smoke and mirrors.

Glad to hear that your DD enjoyed her SOL remediation classes based on the worry that she might not pass it. Since you feel they are a reflection on the school's teaching methods, what were the methods that caused your DD to have to be in after school remediation?

Agree with this.

They were concerned enough about her passing the SOLs that they decided to remediate just at the end of the school year before the tests. Why were they not concerned the entire school year? Why did they not notify you by the end of the first quarter or at least during the second quarter? They should have put in place extra supports, but you know why they didn't? She's on grade level right? They didn't want to go through the IEP process to put formal extra supports in place. Why would they? At grade level means it's not worth the extra money, your child is passing and that's good enough.

But when the school will be graded, they don't want to take the chance. All of the sudden, extra supports 'unofficially' pop up and they are fine with it, since they won't have to do it again until next SOL season.

+1,000,000
I'm the PP whose DC went to the before-school SOL remediation classes in April and May. DC is on grade level in all subjects - not a standout student, but gets 3s and 4s on report card, so not bad either. However, obviously something isn't clicking because DC didn't do well at all on the practice SOLs; thus the "invitation" to "Math and Reading Workshops". If there was a problem, wouldn't you think DC would be doing poorly in schoolwork throughout the year? Nope - it's just the f-ing SOLs which have tripped up DC and which suddenly seem to warrant concern from the administration.

I am so over FCPS.

It's a cumulative test. Maybe she just needs some review of concepts learned earlier in the year. It's amazing how many parents balk at extra help given to their children. Or perhaps your teachers really aren't good and just keep giving 3's and 4's. Better to know though than be in the dark.