I gave the kids (29 of them) our Unit 5  test.  I spread them around the room with lap boards and gave them the test.  Unit 5 is numbers 6-10.  We are 7 weeks into the school year, we’ve now covered extensively 0-10, our district trimester exams are next week, and if this test was any indication of what’s to come, we are in trouble.   Twelve of my kids totally BOMBED the test.  I did it whole group because I don’t currently have any help in the room and if I’m doing small group, I have to have something for the rest of them to do while I do the small groups.  After they were done, I looked at all the test booklets, put a math video on for the rest of the kids and called kids over who had problem tests or test questions.

In the process of checking their answers, and asking questions,  I found out that a whole bunch of them couldn’t even do one-to-one correspondence.  Some have little to no number recognition, and a couple can’t count to 3.  How is that possible?  Three.   Some of them couldn’t do it in either English OR Spanish.

I have gotten to know and love my kids this year but, this class is NOT my class from last year.  The first grade teachers have told us repeatedly that they have been impressed with the batch of first graders that we gave them.  This year the kids seem more immature, not as ready for school, and we don’t have the support we had last year to help them.  We didn’t make AYP last year and a decision seems to have been made to put all of the focus onto 3rd, 4th and 5th grade to try to hit AYP this year.  So we aren’t getting the  aide-help we got last year, they pulled our aides to work with the older kids. 

I don’t know, it’s just really frustrating when the expectations just seem to get higher and higher, and we are supposed to do it on less and less.  I don’t know a single teacher at our school who doesn’t appear overwhelmed this year.


5 thoughts on “Math……..

  1. Well, I have a great group of mathematical whiz kids this year. Most can count. Many can add. They can graph and do patterns. However, their language skills are the lowest in years. Maybe it’s a trade-off year!

  2. That’s a sin that they pulled your help and gave them to the older grades. Don’t they realize it’s easier to get kids up-to-speed in Kindergarten than to play catch-up in third grade?

    I heard an example as a justification for Response to Intervention that said at the end of K, there’d be two groups: on-level and below. Then they go to first grade, and at the end there’d be three groups: on-level, below, and the kids who were already behind from K. It keeps going so that by 5th grade there could be kids functioning on 6 or 7 different levels, and half of them well below grade level. If we can catch them early, we can stop them from falling behind, and maybe even prevent some kids from ending up with an IEP.

    But you’re right, all they care about is making AYP – even though if they put in some preventive effort in the younger grades now it would pay off in spades later!

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