We started SOL Review a while ago. Spiraling has been a thing in some warmups and on assessments, and after spring break each student was given a personalized SOL review packet to work on during AEP. But real SOL prep started on Monday.

Yesterday and today my students took a 44 question practice SOL. It still amazes me the difference in speeds that these kids work. I had some students finish all 44 questions in about 45 minutes total, and other students only got through about half of the questions in the more than two hours provided to them. It’s a good thing that our students have all day to work because if there was a time limit some of these students would simply not finish (which is an entirely separate issue that I may or may not blog about in the future). The highest score was a 28, but that student was one of the ones that didn’t finish. The lowest score was a 9. It’s worth noting that our current passing threshold for the Algebra I SOL is a 50% as well (again, another issue warranting a different post).

My teaching BFF took the time last year to create a spreadsheet that has the standards related to each question and then I formatted it to tell me each question’s average score. There was one question this year that 88% of my students got correct. Another that 0% got right. ZERO. So you can see how this helps me figure out what needs reviewing.

After school today I took all of these results and figured out which standards could be reviewed in half a day and which would take 1-2 full classes. Then I mapped out the next 14 days and figured out when/how many review games to include as well. We’re going to play Zombie Graveyard, do a Kahoot, and have an auction – hopefully these will all go smoothly! But then I read THIS AWESOME BLOG POST and I’m definitely going to try implementing this during review. It seems like a fun way to keep students from hating life as we review and finish up the school year and to give some more rewards for completing work and doing well during review games.

It gets a little discouraging when a student gets a 9/44 on a practice test, but I can’t let it get to me too much because I have to get the students to overcome that. I think it’s possible. Maybe I’m crazy.