They're stronger. More confident. Well-prepared.
They have created a solid craft as writers in the months we have shared.
I'm not worried. My stomach isn't twisted in knots.
This is a strange phenomenon.
By all accounts, I probably should be concerned.
Even though what they have learned is solid, it's possible they haven't grown enough to pass at the state standard. They came to me struggling to learn. They arrived such a short time ago, with low self esteems that often got in the way of their own success -- and this had to be tended to before we could do anything else.
So. We've grown by leaps and bounds. They are proud of their writing -- where once it was difficult to write a coherent sentence, now there are paragraphs of well-thought sentences.
I could not be more proud of them, each and every one. And results from this test won't shake that away.
We finished our State Math tests before break and I spet time explaining to students that the sum of their learning isn't the number before them...we have another round and I have mixed feelings...
ReplyDeleteKelly,
ReplyDeleteWhat a great perspective you bring to this very difficult part of the school year. Most of my work is with kids that struggle, and every year, at this time, I feel 1) elated at the growth kids have made. 2) Discouraged by the fact that even though they have grown by leaps and bounds they still probably won't be proficient on the dang state tests.
I especially love this sentence.
"They arrived such a short time ago, with low self esteems that often got in the way of their own success -- and this had to be tended to before we could do anything else."How often people forget the attitude piece! I agree with you- if kids don't believe they can read or write, you have to address that before you can address anything else. Thanks for a great post.
The trouble lies with measuring something so complex on a standardized, timed assessment that is narrow in so many ways. The trouble is NOT with students or teachers.
ReplyDelete