When SOLs became firmly entrenched, I became hyper-vigilant about ensuring my students were prepared for the year-end test. I combed over every lesson to make sure it was aligned with the state standards. I aligned my pacing guide with the SOL test blueprint (if 20% of the test covered classical civilizations, 20% of my instructional time was going to be spent on Greece and Rome). My tests mimicked the SOL--only longer.
On the first day of school I said, "We only have x-number of days, y-number of class periods until the SOL Test. Some of you should be aiming for 600s. Others for Pass Advanced. Everyone of you should expect to pass the SOL."
Not a single stunted sighed or rolled their eyes. They heard similar messages from their other core teachers and had heard similar messages for most their schooling.
SOL data was--and is--used to sort and categorize our students. Students with scores above 450 were pushed into Honors, AP and Dual Enrollment classes. Since I taught in the Freshman Transition Program (a team of five teachers working with "at-risk" students), most of my students were "sub-400s"
The days leading up the test were filled with review, practice tests, and statements like Look out for this and When you see this, it's asking about...
Students received a comprehensive review packet (10 pages of text, a PowerPoint filled with maps, charts, timelines and hundreds of unanswered questions waiting for students to answer them and honestly I was quite proud of how good this material was; lending it out to the other teachers and constantly tweaking it to make it better).
On the whiteboard was the SOL countdown (X Days Until the Test). To ensure students completed the massive review packet, I made it worth two test grades. Along with another teacher, I ran SOL Prep after school. Other teachers offered extra credit to their students so they were usually well attended (I never offered extra credit but I now cringe at assigning 2 test grades to the SOL Review Packet).
The SOLs mattered. Grades and SOLS. Everything else took a backseat.
On test day, with one final cram session, I brought in fruits and snacks for the students. I'm glad my school never went all out and had a SOL Pep Rally, but we weren't too far off.
One year, I had several students fail the SOL. I was beside myself. Saddened. I feared having to tell them the bad news. These two girls and one boy had made tons of progress. They qualified for expedited retakes but their cumulative SOL history didn't bode well. Comparatively they had actually done pretty well on this test. Individually, I called them to the hallway to share their scores with them. I gave them my best spin. I'm really proud of all you've done this year. You've made so much progress and learned so much...You're so close. With a little work between now and the retake, you can get a 400.
I was sickened with the last part of my min-motivational speech. Saddened that I told my students that the SOL was most important thing, I realized the important message was that I was proud of them. I was thrilled with the progress they made. Why am I so focused on a score?
Educators can argue whether the SOLs or any standardized test measure learning or ability or some combination, but it's clear they don't measure progress. I was proud of the progress--academic, behavioral, and social--these students had made. How did I lose focus on this?
The next year, I quit the SOL Countdown. I minimized test review during class, instead deciding to reallocate the review days leading up to the test to dive deeper into subjects. So, instead of 5 days of review before the test, we spent an extra day on early civilizations and another extra day on Greece, Rome, Islam and the Middle Ages.
I stopped over-emphasizing the importance of the SOL. It was one measure, but I wasn't going to let it be sole barometer measuring my success or the success of my students.
When I made the change I was fearful. I had always told myself, "For my students, my SOL may be their only chance to earn their one verified social studies credit." Not to boast but almost all of my students passed the SOL, so I always viewed their graduation status contingent upon passing my SOL.
In doing so I shifted the focus from preparing the students for a standardized test to preparing them for anything. I'd like to think that they became true learners. With less focus on THE TEST, they read more. They wrote more. They collaborated more. Their questions became deeper and more meaningful. They explored conflicts, challenges and themes. They became better prepared for life.
Every day mattered. With less focus on a test score, I believe every student realized they mattered.
And a funny thing happened, the SOL scores didn't dip. When that day came where I called each student up to the show them their scores, some students reactions became more subdued. Of course, the "bubble" student or the student who rarely passed an SOL score still hooted and hollered when they saw their passing score. For the students who didn't pass, I think they felt better about themselves knowing the SOL wasn't the be all/end all.
As we begin our standardized tests, it's important that we don't lose focus of what matters. None of us became teachers so our students would pass a standardized test. We know AP and SOL scores do matter but let's not lose track of the our purpose.
Need to KnowsTech Newsletter from LEAD featuring a couple of our own!!
Faculty Meeting Google Slide Presentation
Reminders about AP testing - Testing will run from Monday, May 7th through Friday, May 18th. Although AP exams do not begin until 8:00 AM or 12:00 PM, all test takers have been asked to arrive to the cafeteria at 7:30 (AM exams) or 11:45 (PM exams) on test day. Most of AP testing will take place in the small gym, but we will also be testing in the wrestling room and in the counseling office. The tables and chairs that will be set up in the gym will be placed so that we adhere to the spacing requirements set forth by the CollegeBoard (the organization in charge of AP exam). For this reason, once the tables are set up, we do not move them. We are asking that the small gym and wrestling room not be used by other groups (classes, athletic teams, clubs etc) during AP testing. Additionally, the main gym will be closed during Mustang Morning.
Each day I will email a roster of the students who will be testing the next day. The absences will be coded in PowerSchool. School policy for AP testing states that students are excused from their classes on the day of their AP exams, assuming they have given a signed note to attendance. Athletic eligibility is not compromised by this absence, as AP testing qualifies as a school related activity. If a student chooses to attend classes before or after their AP exam, please know that they might be arriving late or leaving early. If a student chooses to attend school before or after an exam they are expected to participate in class. They should not miss your class to study in the media center or spend class time studying for AP exams
Potential Senior Failures Due May 16 Please complete this form for any senior who is at risk of not passing your class at this time. If you have no seniors or have no seniors that you are concerned about, please complete the form and place "None" in the Student Name Section. It is imperative that any senior who is at risk is included in this report. Thank you.
Shout Outs
Great job by all of those involved in the Poetry Slam! As Michelle said in her email it was truly a team effort. Great to see so many students take so much pride in their work!
AP Tests (AM/PM)
May 7: Chemistry/Psychology
May 8: Spanish Lang/Physics
May 9: English Lit (AM)
May 10: Government/Env. Science
May 11: German Language, US History (AM)
May 14: Biology/Physics
May 15: Calculus/French Language, Comp Sci
May 16: English Language/Macroecon
May 17: World History/Stats
May 18: Human Geography/European History, Latin
SOL Tests (AM/PM)
May 8: US History (Rocco, Waidelich)/US History (Lloyd)
May 9: Reading (Stallings/Shephard)/World History II (Reynolds)
May 10: Reading (Yachim)/World History II (Pippin)
May 11: Biology (Parks, Irving, Dove-Standard)/World Geography (Schafer, Team 2021)
May 14: Algebra 2 (Boyce, Eddy, Remchuk)/World Geography (Skelton--AA)
May 15: Algebra 2 (Harveycutter)/World Geography (Waidelich)
May 16: Earth Science (AA/Standard)/Biology (Honors)
May 17: Geometry (Remchuk/Robbins)/Earth Science (Honors)
May 18: Geometry/Chemistry (Honors)
May 21: Algebra I (Parsons)/Chemistry (Adv)
May 22: Algebra I (Lantz/Allen)
May 23: Reading (AP)/Geography (AP Students), World History (AP)
May 24: Chemistry and Biology (HMSA)/US History (AP)
May 25: US History (Dual Enroll)/World History (AP Euro)
Other Calendar Items
May 7: Teacher Appreciation Breakfast
May 8: Interim Period Ends
May 9: National School Nurse Day
May 9: Potential Senior Failures
May 10: Teacher Appreciation Luncheon
May 21: Last Senior A-Day; Improv Night @7pm
May 22: Last Senior B-Day; Awards Assembly (see schedule below)
May 23: Senior Exams, Honor Society Inductions
May 24: Senior Exams
May 25: Senior Make-up Exams
May 29: Special Schedule (see below, no Mustang Morning), Senior Trip
May 31: Senior Awards Night
June 1: Senior Failures Due to Counseling
June 4: Anchor Day (no Mustang Morning, see schedule below)
June 5: B-Day Exams (see schedule below)
June 5: Graduation practice @ 10:30, Senior Picnic Follows
June 6: Senior Grades Due (4pm), A-Day Exams (see schedule below)
June 6: Graduation @ 7pm
June 7: 1/2 Day, Make-up exams (see schedule below)
June 7: Grades due at 4
Birthdays
May 8: Pam Bradley
May 10: Robert Ayres
May 13: Adam Southall
Useful Information
Activity Period Calendar : Club Day
Technology / Website Permission Request Form Please use this form to request use of a website or any resource that requires student log-in if the site is not already on the approved list. DART approved list
Morning Announcement Stream: http://streaming.k12albemarle.org/ACPS/links.htm
Announcement Request: http://tinyurl.com/requestannouncement
Worth Your Time
Tic-Tac-Toe in the Blended Classroom
SAMR Model Simply Explained: Many of you are probably familiar with SAMR, I think this is about as good as any explanation
A Catholic School Tells Girls to Cover Up At Prom or Get A Modesty Poncho, Before Back-Tracking
Bell Schedules
Award Ceremony 2018
May 22, 2018
8:55-10:05 st Period
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10:10-12:10 2nd Period
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12:15-1:20 rd Period
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1:25-2:30 th Period
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2:30-3:50 Award Ceremony
*Classes will be called over the intercom
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AM CATEC: Normal departure, Leave CATEC at 11:15am to return for 2nd lunch
PM CATEC: Depart Monticello at 12:10, Leave CATEC at 2:05 to return for Award Ceremony
May 29-June 1 Bell Schedule
End of Year Bell Schedule
NO Mustang Morning
May 29-June 1
Mondays & Wednesdays: A-Days
Tuesdays & Thursdays: B-Days
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Zero Period: 7:40 – 8:40
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1st Period: 8:55-10:30 (95 minutes)
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2nd Period: 10:35-12:40
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3rd Period: 12:45-2:15 (90)
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4th Period: 2:20-3:50 (90)
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AM CATEC Students: Normal Departure and return from CATEC by 12:15 (at CATEC from 9:10-11:55)
PM CATEC Students: Depart Monticello at 12:45
June 5-6 Bell Schedule
Final Exam Bell Schedule
June 5: B-Day Exams
June 6: A-Day Exams
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1st Period: 8:55-10:25
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2nd Period: 10:30-12:40
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3rd Period: 12:45-2:15
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4th Period: 2:20-3:50
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AM CATEC Students: Normal Departure and return to Monticello High School by 12:05
PM CATEC Students: 12:45pm bus departure
June 7 Bell Schedule
Make-Up Exam Bell Schedule
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Session 1: 8:55-10:30
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Lunch: 10:35-11:05
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Session 2: 11:10-12:50
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AM CATEC Students: Normal Departure and return to Monticello High School by 10:35
PM CATEC Students: Depart at 11:05 and return to Monticello High School by 12:50
