Parents at a recent Lexington County School District One board meeting raised concerns about grading and fast-paced learning environments.

In November, Mary Gaskins, chief academic officer for the district, told board members about recent changes, which include new ELA and math standards, new instructional materials and grading changes. 

“It can be very difficult to digest, and we do believe it’s going to get easier as these changes become more familiar to everyone,” she said at the meeting. 

The district began using common assessments after an audit showed it needed higher cognitive expectations across the classrooms to align with academic standards. 

The major assessments in grades three through five include two math assessments, two major English Language Arts assessments (which include reading and writing), one science and one social studies assessment per nine-week period. Teachers also use minor assessments, which are smaller. 

Parent Taylor Landis said, “The real issue is the volume of assessments being required at the district level and how that volume is affecting young kids and teachers trying to serve them.”

She told board members that third-graders have had 54 assessments so far, while fourth-graders have had 46.

“The pace has become day one introduce it, day two rush to mastery and day three test and move on,” she said. 

Morgan Smith said her daughter now developed test anxiety because of the number of assessments already conducted. She said her child has taken 59 assessments, and that assignments and tests contain tricky wording appropriate for age ranges above her child's.

“If these children are taking that many assessments, where is the instructional period?” she asked. 

One parent said her fourth grader’s demeanor has changed since the testing changes, saying the demand is too intense.

Jason Carnivale said the district is too focused on testing rather than instruction, saying that students are not receiving enough instructional time. 

“The two words that I continue to use at every meeting are accountability and transparency. Right now, neither is happening,” he said. 

At the November meeting, Gaskins said changes for grades three through five in the second quarter include giving teacher teams flexibility to create their own small, focused checkpoints. If a student misses points on a major assessment, they receive immediate, small-group reteach sessions during class time. Children also have the potential to earn back points during the session.