The answer is: it depends. Although we all hope for a smooth academic journey for our children, this isn’t always the case. Occasionally, children need more time to develop skills in certain areas, especially during the foundational years of elementary school. Often, younger students who are mastering one concept will show a temporary decline in another area, which can trigger concerns regarding a potential disability. Or, a student may consistently fail to perform on grade level, even with targeted intervention in place.
In any of these situations, a process known as progress monitoring can be useful, where results are tracked over time to measure growth. (Parents may be familiar with the computer-based IReady and MAPS tests, depending on a specific school or district mandate.) The most common scenario in general elementary education looks something like this: students begin the school year (beginning checkpoint), students return from Winter Break (mid-year checkpoint), and students wrap up their academic year (final checkpoint). These checkpoint scores are measured against grade-based standards, and teachers use the results to screen for a pattern of performance. For middle and high school students, the process morphs into a combination of quarter and semester grades, in addition to high-stakes Spring testing. All students are measured against age and grade-based benchmarks as a means to universally screen for disabilities.
With these kinds of tests, it is not unusual to see scores which vary wildly from the beginning to the end of a school year. As a personal anecdote, my own 6-year-old son obtained a Fall score in the 5th percentile in math, which then turned into a 75th percentile by Spring. The difference? He eventually learned how to use a mouse on a table rather than on his leg! Stories like this remind us that progress monitoring over time provides clarity about the true direction of a student’s performance. However, if a consistent pattern of low test scores is observed throughout a single academic year, it may be time to talk to the school about putting intervention in place. This could be as simple as watchful waiting and increased email communication, or it could include meetings with teachers and administrators to develop a formal plan. Both options are intended as a way to support each student to meet their unique educational needs.
How to help a child who is testing poorly in school
Test scores aside, social and emotional behaviors can be primary indicators of any potential academic difficulties. To make sure that your child is thriving, a few things to watch for as a parent are:
Elementary years:
- Does my child enjoy school?
- Does he or she attempt to avoid attending school at any cost, meaning that morning routines are difficult or emotional?
- Does my child refuse to reach out socially and have difficulty playing cooperatively with peers?
- Is my child sleeping poorly at night?
- Has there been a regression in developmental skills (toileting or verbal skills)?
- Has my child lost interest in previously preferred activities, or are they resistant to playdates?
- Does my child voice a fear of school or performance?
- Have tantrums or defiant behavior increased, or is frustration tolerance a concern?
Middle and High School years:
- Is school refusal or truancy becoming a problem?
- Is my child failing one or multiple classes?
- Does my child have friends and maintain friendships? Is my child a good friend in return?
- How is my child sleeping at night?
- How much screen time/video gaming is my child seeking out each day?
- Has my child lost interest in previously preferred activities, or do they appear isolated?
- Is my child reporting bullying at school?
- Is my child avoiding homework or creating chaos to avoid school?
If a majority of the above questions resonate with you as a parent, it may be time to seek support for your child. Social and emotional health is often the best clue that children can provide as to their need for intervention, both at school and at home.
