Department of Research and Planning

November 14, 2011

Performance Assessment Measures

Each year public schools earn accountability ratings for:

State Accreditation

NCLB-Adequate Yearly Progress (AYP)

Standards of Accreditation

Student performance in one year provides the basis for a school’s state accreditation rating the following year.

All tests within a content area are combined to create a pass rate for each of four core content areas—language arts, math, social studies, science. A three year calculation will be used if needed.

Accreditation calculation example

Pass rates are not an average, but are based upon a sum of those who passed the tests divided by the sum of those who took the tests.

EnglishGrade 3 Reading

Grade 4 Reading

Grade 5 Reading

Grade 5 Writing  

English Subtotal  

Remed. Recov.

English Sub-Total

w/RR VGLA VAAPEnglish Total

Pass Rate

Percent Passing 2011 67.09% 73.08% 91.49% 75.00%   77.23%   100.00% 77.93%   100.00% 78.59% 78.59%

# Passing 53 57 86 72 268 11 279   11 290  

# Taking the Test 79 78 94 96 347 11 358   11 369  

AYP Performance Framework

Multiple targets must be met for divisions and schools to make AYP. Targets are based upon

Reading (required performance measure)

Math (required performance measure)

Other academic indicator (selected by the elementary and middle school)

○ Writing, history, science, attendance

Other academic indicator (required for high schools)

○ Graduation rate

Participation in the assessment program

AYP Targets

Test YearReading %

Prof.Math %

Prof.Other Ind. Part. Attend. Grad. Rate

2010-11 86 85 70 95 94 80

2011-12 91 90 70 95 94 80

2012-13 96 95 70 95 94 80

2013-14 100 100 70 95 94 80

AYP Performance Framework

Schools and seven groups must meet performance and participation AYP targets in reading and math. The school as a whole must meet the target for the other academic indicator.

If there are less than 50 in a group, the participation and performance requirements do not apply.

AYP Performance Framework NCLB – Safe HarborNCLB – Safe Harbor

If schools or groups If schools or groups do notdo not meet performance targets and meet performance targets and dodo meet meet participation targets, safe harbor calculations can be used.participation targets, safe harbor calculations can be used.

Safe harbor applies to the group that does not meet the minimum Safe harbor applies to the group that does not meet the minimum performance target but has a 10% or greater reduction in the failure performance target but has a 10% or greater reduction in the failure rate. When applied, Safe Harbor considers the values for the rate. When applied, Safe Harbor considers the values for the “other academic indicator” for that group.“other academic indicator” for that group.

Schools using writing, history or science must achieve a 70% pass Schools using writing, history or science must achieve a 70% pass rate for the group in question.rate for the group in question.

Schools using attendance must have at least a 94% attendance Schools using attendance must have at least a 94% attendance rate for the group in question.rate for the group in question.

High Schools must show an increase in graduation rate for the High Schools must show an increase in graduation rate for the group in question.group in question.

AYP Participation Example

AYP Performance Example

SAFE HARBOR

AYP Performance Example

Analyzing SOL Data

Reporting Category Scores The scaled score for a reporting category uses a

different scale from the one used to report the total test score. Ranges from 0 – 50.

Reporting category data is provided to schools in the 34 report. Both test and teacher information is provided.

34 ReportThe 34 Report must be used in conjunction

with the SOL Blueprints!

23% 77%

SPBQ Report The Student Performance by Question Report is

available for each test and student.

Use these reports to identify SOL strands where:

At least 70% or fewer students responded correctly, or

The school’s performance is 10 percentage points below the division.

SPBQ Report

SOL Data Analysis Activity

Teacher Report

Achievement Status and Growth (ASG) Summary

2011 Normative Data Reference

Status Norms of RIT Scores

Cut Scores for Remediation -Reading

Cut Scores for Remediation - Math

1. Draw a star beside all RIT scores that are within 3 points of the grade-level mean. (Mean = 207, 204-210) On grade level

2. Go to percentile (%ile) column, draw a line at the 96th percentile. Gifted and talented

3. Draw a line at the RTI cut scores to identify remediation students (<193)

4. In the summary data, highlight the highest standard deviation. Largest academic diversity

5. Draw a box around the highest and lowest median RIT. Area of strength, area of weakness

FALL ASG REPORT

1. What are some possible reasons that the projections are different for the students?

2. How might you begin to talk with your students about the differences?

3. What impact might this have on the teachers?

4. How can teachers help parents understand the concept of academic growth?

Spring ASG REPORT

1. Which students exceeded the growth projection by the highest value?

2. Which student was the furthest from meeting his/her growth projection?

3. Did any student exactly meet their growth projection?

4. What is the percentage of students who met or exceeded their Target RIT?

5. How might you use this report?