By: Megan Lobl
“Dear student: Based on your Galileo math test results, we have determined that you need additional support in math. For the next 5 weeks starting today, you will be attending an access class with either Ms. Laabs, Ms. Zorn, Mr. Alexander or Mr. Piastrelli to receive extra support in math.”
On Wednesday, Feb. 28th, many juniors received this email from Data Specialist Dr. Michelle Lafevre-Bernt. Following the Galileo standardized math exam, students were selected to receive mandatory support sessions during access for five weeks in preparation for the math California Assessment of Student Performance and Progress (CAASPP) exam, a state-wide standardized test taken junior year.
“I would call it an intervention or a support,” Principal Jennifer Larson said. “Last year, the current seniors expressed that they felt that a lot of the content on CAASPP was from classes they took many years ago…so it’s just to make sure [juniors] aren’t going into that test unaware of what is on there.”
Students have had mixed reactions to this required support, many not realizing why they were there at first or having a negative reaction.
“I mean, I was pretty mad when I got put in this,” an anonymous student said. “I have other classes and it just takes up a lot of time when I could be somewhere else for Access. But it has helped me become better.”
Many students who were chosen had done well in math previously, but scored low on Galileo. The support group targets these students in order to bridge the gaps for those who are close to the standard.
“We’re trying to find those students where there is a disconnect and it’s saying that they are getting good grades in their math course, but their Galileo test didn’t reflect that.”
Kimberly Laabs
Math Department Head
“We’re trying to find those students where there is a disconnect and it’s saying that they are getting good grades in their math course, but their Galileo test didn’t reflect that,” math teacher Kimberly Laabs said. “This, specifically, is not targeting the students who are just really not getting the math class that they are in. This isn’t a ‘reteach a subject you aren’t learning’ class, this is for filling in those gaps.”
In this support session, students took a CAASPP Interim practice test. This gave students and teachers a better understanding of which areas to focus on, as well as giving students an opportunity to test out. Students believe that working through these practice problems have been beneficial to their understanding.
“This class has been beneficial and helpful and it’s made me a better learner for the CAASPP test,” a second anonymous student said. “I believe I can probably do better [on the CAASPP] now. We have spent most of our time looking at sample questions and just trying to excel and further our learning to become a greater test taker.”
Since the CAASPP test affects overall school rankings and scores, staff members urge students to take these standardized tests seriously.
“It comes down to this: if schools are looking at applicants and one student comes from a school in the 70th percentile and one comes from a school in the 30th percentile, they can use that to assume which student will be more successful,” Larson said.
While the math intervention students are preparing for the CAASPP exam, Laabs believes that the math department is more concerned with the students’ knowledge, rather than just their test scores.
“It is true that we are doing this with CAASPP in mind, but as math teachers, the most important thing here is we are assessing skills,” Laabs said. “We are not just teaching to a test, we’re using the test to help us gather data on a student’s knowledge base.”
