1) What programs are implemented to prepare students for standardized tests?
We spend lots of time helping students prepare for SOL testing. It starts day one of school. Our teachers and staff know that "relationships" are key to student success. We focus on building relationships throughout the year, making sure students know we care about them and their success. We want to work with students and their families through the highs and lows of their middle school experience, especially when it comes to SOLS. This can be a very stressful time for all. The more practice we give students, the better prepared they will be. We design our assessments with the same type of question stems that they will see on SOLs, and we try to format the assessments so they mirror the SOLS. In addition, we have supplemental programs to support teaching and learning. For example, we have an after-school program called YAS (Youth Achieving Success) that is available for all students in grades 6-8. The program is federally funded by a grant for the 21st Century Community Learning Centers Program. This is a competitive grant that supports partnerships between schools and community organizations to provide academic enrichment Monday-Thursday from 3:30-5:45. Maury River Middle School has been a recipient of this grant for at least 10 years. In addition to YAS, we have Opportunity School 3 days a week after school, where teachers stay after school and help students with homework and complete missing work. During the school day, we also have Response to Intervention time. We call this RTI, and it is during this time that students receive targeted instruction in math and reading.
2) Do you believe that standardized tests are an accurate representation of how well students are learning?
I believe SOLs are a snapshot at best and are not a true picture of all that a child can do and all that they can be. Students have multiple ways they learn and can show what they have learned in various ways. Some may show mastery through projects, through visual representations, journals, or portfolios.
3) How do you feel about where this school's scores have been placed in the past, present, and projected future?
The data we analyze from SOL results informs school leaders so that we can make instructional decisions/changes for the upcoming year. SOL scores are great discussion points among all stakeholders. They provide school leadership teams with data that shows what we need to focus on, areas of concern, our accomplishments, and reasons for celebration. The goal is to continuously get better, no matter the scores, past, present, or future.
4) What kinds of struggles do students face when it comes to standardized testing, and what can be done about them?
The biggest struggle I see is test anxiety. Students are aware that results influence outcomes. We never want them to feel the pressure or burden of "test scores," but instead, they need to "show off" what they know. We remind them that they have worked hard for 180 days and that SOL stands for "Show Off what you've Learned." For those who really struggle with test anxiety, we have our counselors meet with those students to provide reassurance and test-taking strategies. We also celebrate efforts and wins throughout the year. Teachers provide a climate that encourages effort and resilience. One other important thing we do is to make sure students are testing in their natural learning environment with a teacher or other staff member they know and feel comfortable with. (Again, this is where the building of those relationships is so important.)
5) Do you think the topic of SOL scores in our local schools is only relevant to people who have children in those schools?
No, I think the topic of SOL scores is relevant to all. Maury River Middle School is a community school, and it takes a village to ensure the success of all our students. Our students are our future, and we all need to be supportive and engaged in their success.
Final Thoughts: "Do the best you can until you know better. Then when you know better, do better."
Maya Angelou
