Download - FCCPS Assessment Update; 2007-2008
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FCCPS Assessment Update;2007-2008
Falls Church City Public Schools
Guba, GloriaAsst. SuperintendentCurriculum, Instruction & Assessment
Briscoe, JuanitaDivision Testing Coordinator
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Testing Program - FCCPS
School Administration PALS (Required by VDOE) DRA QRI SRI
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PALS – Phonological Awareness Literacy Screening
Grades K - 3 Fall administrations (Sep./Oct.)
Grades 1-3 tested two weeks, Grade K tested six weeks after start school
Spring retest (May) To meet VDOE’s Early Intervention
Reading Initiative (1997) screening requirements
Used by VDOE to determine on-grade Reading, grades K-2, for NCLB
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DRA – Developmental Reading Assessment
Grades 1, 2 Fall & Spring administrations (Sep. &
May) Stand-alone, adjusts to different abilities
and testing levels Determines independent reading level
and guides instruction Uses accuracy rate, comprehension and
reading stage
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QRI – Quality Reading Inventory
Grades 3-5 Fall and Spring administrations
(Sep. & May) Informal reading assessment
Narrative & expository passages Questions to assess prior knowledge,
word lists Individual administration
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SRI – Scholastic Reading Inventory
Grades 5-7, extended to high school Benchmark/Interval administrations Informal reading assessment
Embedded completion Authentic text passages
Computer adaptive, individual
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Testing Program - FCCPS
Division Administration CogAT SDRT Stanford 10 ELP (Required by NCLB) SOL (Required by VDOE & NCLB) NAEP
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CogAT – Cognitive Ability Test
Grades 1, 3 Form 6 – grade 1 in ’06, grade 3 in ‘07
Fall administration (Oct.) Appraises “cognitive development”
General and specific reasoning abilities Efficiency of processes and strategies (learning
new tasks, solving problems) in absence direct instruction
No pass/fail Verbal, Quantitative & Nonverbal subtests
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Percentile Rank of Grade 1 Scores:By Battery by Year
66 67
787375 76
83 8277 75
82 8277 77
84 8278 78
85 84
69 68
8076
0102030405060708090
100
Verb. Quant. NonVerb. Comp.
2002
2003
2004
2005
2006
2007
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Percentile Rank of CogAT Grade 3 Scores: By Battery by Year
79 81 82 84
7781 79
8387
82 8387
84 83 838685
66
84 8380
59
8077
0102030405060708090
100
Verb. Quant. NonVerb. Comp.
2002
2003
2004
2005
2006
2007
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SDRT - Stanford Diagnostic Reading Test (4th Edition)
Grade 7 - Fall administration (Oct.) Long-established, standardized, timed
test, national norms Subtests – Vocabulary + Comprehension
+ Scanning = Total score Recreational, Textual and Functional texts Initial understanding, Interpretation, Critical
analysis and Process strategies
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Percentile Rank of SDRT Grade 7 Scores: By Subtest by Year
7680
70
8077 79
747880 81
73
8080 8075
8076
79
7177
74 76
65
74
0
10
20
30
40
50
60
70
80
90
100
Vocab. Comp. Scan. Total
Per
cen
tile
Ran
k 2002
2003
2004
2005
2006
2007
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Stanford Achievement Test - 10
Grades 4 & 6 - Fall administration (Sep./Oct.); Grade 9 was discontinued
Grade 2 – Mid-Year administration (Feb.)
Long-established, standardized untimed test, national norms
Formerly part of VDOE assessment program (Stanford 9)
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Percentile Rank of Stanford 10 Grade 2 Scores: By Subtest by Year
79 80
69
7782 84
68
8082 81 80 7780 8083
7778 80 807674
79 77 74
0
10
20
30
40
50
60
70
80
90
100
Read. Math. Lang. Battery
Per
cen
tile
Ran
k 2002
2003
2004
2005
2006
2007
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Percentile Rank of Stanford 10 Grade 4 Scores: By Subtest by Year
8387
81 8282 80 80 7975
69 697373
68 6671
7774 72
7576 75 7678
0
10
20
30
40
50
60
70
80
90
100
Read. Math. Lang. Battery
Per
cen
tile
Ran
k 2002
2003
2004
2005
2006
2007
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Percentile Rank of Stanford 10 Grade 6 Scores: By Subtest by Year
81 83
748183
88
72
8277
81 78 787983
75 7876 76 74 7378 81 79 78
0
10
20
30
40
50
60
70
80
90
100
Read. Math. Lang. Battery
Per
cen
tile
Ra
nk 2002
2003
2004
2005
2006
2007
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SELP - Stanford English Language Proficiency Test
Grades 2-12 (grades K,1 used portfolio) Spring administration (Mar./Apr.) English language learners-ELL/ESOL/ESL
LEP levels 1-4, Monitor yrs.1&2 To meet NCLB requirements for ELLs
Improve performance (VDOE target=40%) Exit LEP (VDOE target=30%)
SP’09 = World-class Instructional Design & Assessment (WIDA) Access for ELLs
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SELP Progress
01020304050607080
Inc Prof Prof Target Exit LEP Exit Target
2007 2008
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Standards of Accreditation (SOA):Standards of Learning (SOL)
Grades 3 - 8, 11 (End-of-Course) Main (SOL), Alternative (VGLA & VSEP)
and Alternate (VAAP) forms Blueprints
Reporting Categories
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Standards of Accreditation:Standards of Learning (SOL)
Main (grades 3 - 12) Writing (Multiple choice and Direct writing);
grades 5, 8 & 11; Cumulative Reading & Mathematics (grades 3-8 & EOC),
Science (grades 3, 5, 8 & EOC) and History Multiple choice (M/C); Summer, Fall and
Spring administrations Spring testing windows
Three for M/C; start April 07, May 05 or May 19
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Standards of Accreditation:Standards of Learning (SOL)
Virginia Grade Level Alternative (grades 3-8) & Virginia Substitute Evaluation Program (EOC) IEP; Disability prevents indication true
performance on current multiple choice format, with or without accommodations
LEP; levels 1&2 for Reading (grades 3-8) Portfolio; All tested SOLs; VGLA scored locally, VSEP scored by VDOE
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Standards of Accreditation:Standards of Learning (SOL)
Virginia Alternate Assessment Program (grades 3 – 8 & 11) IEP; Severe cognitive disability Portfolio; Aligned SOLs (similar to SOL
reporting categories); Scored locally 1% passing included in AYP; >1%
reassigned as failing in school and division AYP calculations (does not impact student)
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Student Scores Required to Pass SOL: Multiple Choice (revised April 2008)
Grade Reading Math. History Science
3 66% 70% 68% 68%
4 66% 62% 63%
5 68% 70% 63% 65%
6 62% 68% 58%
7 62% 62% 53%
8 64% 64% 50% 58%
11 57% 54-60% 50-51% 52-60%
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Exemptions or Adjustments
Any student enrolled in a class with an associated SOL should be tested
LEP Students may be/have Exempt Reading if first year in US school SOA adjustment if <11 semesters Alternative tests for Levels 1&2
Transfer (enter after 30 September*) SOA adjustment, AYP adjustment
Special Education (based on IEP) Alternate or alternative assessments
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School Accreditation Pass Rates Set by VDOE (Adopted October 2006)
Year Grade(s) Read. Math. Hist. Sci.
2009-10
3 & 4 75% 70% 50% 50%
5 75% 70% 70% 70%
6 - 12 70% 70% 70% 70%
2010 +
All 75% 70% 70% 70%
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No Child Left Behind (NCLB) and Adequate Yearly Progress (AYP)
Annual Measurable Objectives (AMO) Participation (>=95%) Performance targets (100% in year
2013/14 ) Reading and Mathematics (grades 3-8,
EOC), Science (elem., mid. & high) Subgroups (All students, Black,
Hispanic, White, Special Education, ELL, Economically disadvantaged)
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No Child Left Behind (NCLB) and Adequate Yearly Progress (AYP)
Other Indicator Attendance (94%), Science, History or
Writing (70%) Graduation in high (61% in 2008)
Safe Harbor Group met participation but not
performance target Group reduced failure rate by 10% Group met Other Indicator target
Small N (50 or 1%)
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No Child Left Behind (NCLB) and Adequate Yearly Progress (AYP)
AYP Target 2008 Reading = 77% Mathematics = 75% Science = 70%
AYP Target 2009 Reading = 81% Mathematics = 79% Science = 70%
AYP Target 2014 Reading =100% Mathematics =100%
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SOL Pass Rate, FCCPS: By Subtest by Year
0
10
20
30
40
50
60
70
80
90
100
Read. Write Math. Hist. Science
Pa
ss R
ate
%
2003
2004
2005
2006
2007
2008
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SOL Pass Rate, Thomas Jefferson; Spring 2008
0
20
40
60
80
100
Asian Black Hisp. White SpEd ELL Econ. All AYP
Read. Math. Sci.
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SOL Pass Rate, Mary E. Henderson; Spring 2008
0
20
40
60
80
100
Asian Black Hisp. White SpEd ELL Econ. All AYP
Read. Math. Sci.
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SOL Pass Rate, George Mason; Spring 2008
0
20
40
60
80
100
Asian Black Hisp. White SpEd ELL Econ. All AYP
Read. Math. Sci.
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SOL Pass Rate, FCCPS; Spring 2008
0
20
40
60
80
100
Asian Black Hisp. White SpEd ELL Econ. All AYP
Read. Math. Sci.
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Division SOL Reading Gap; Spring 2007 & 2008
93
76 75
96
82 80
68
939384
73
95
7281
73
93
0
20
40
60
80
100
Asian Black Hisp White SpEd ELL Econ FCCPS
2007 2008
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Division SOL Mathematics Gap; Spring 2007 & 2008
90
7468
91
66
7768
8895
7971
92
71
84 8190
0
20
40
60
80
100
Asian Black Hisp White SpEd ELL Econ FCCPS
2007 2008
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Division SOL Reading, Pass Advanced; Spring 2007 & 2008
51
29 28
63
37
23
15
57
47
32
16
59
31
1613
53
0
10
20
30
40
50
60
70
Asian Black Hisp White SpEd ELL Econ FCCPS
2007 2008
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Division SOL Mathematics, Pass Advanced; Spring 2007 & 2008
45
2623
46
2430
21
4348
27 25
46
20
36
24
43
0
10
20
30
40
50
60
70
Asian Black Hisp White SpEd ELL Econ FCCPS
2007 2008
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SOL Reporting Categories – Grades 3-8 Reading 2008
SubgroupWord Analysis (8-
12)Comprehension
(27-38)
Asian
Black Grade(s) 6, 8
Hisp. Grade(s) 3, 6 Grade(s) 3, 5
White
SpEd. Grade(s) 3, 6 Grade(s) 3,
ELL Grade(s) 3, 7
Econ. Grade(s) 3, 6, 7 Grade(s) 3, 5, 6
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SOL Reporting Categories – Grades 3-8 Mathematics, 2008
SubgroupNumber (13-7)
Compute (12-7)
Measure(12)
Stats.(7-12)
Alg.(7-16)
Asian
BlackGrade(s) 8
Grade(s) 6
Grade(s) 8
Hisp.Grade(s) 6
Grade(s) 4
Grade(s) 8
Grade(s) 3, 4, 6, 8
Grade(s) 8
White
SpEd.Grade(s) 6, 7
Grade(s) 4, 7, 8
Grade(s) 6, 8
Grade(s) 3
Grade(s) 7, 8
ELLGrade(s) 6
Grade(s) 6
Econ.Grade(s) 4, 6
Grade(s) 6
Grade(s) 6
Grade(s) 3, 6, 8
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On-Time Graduation – Spring 2008 (VDOE data)
Group#
2008Adv.
%IB%
Std.%
Mod.%
Over-all %
None%
Female 83 58 21 18 1 98 2
Male 83 39 16 42 1 98 2
Asian 28 46 25 25 0 96 4
Black 5 0 0 80 20 100 0
Hisp. 14 50 7 36 7 100 0
White 117 50 18 29 0 97 3
SpEd. 15 27 0 60 13 100 0
ELL 13 23 15 62 0 100 0
Econ. 8 25 13 63 0 100 0
Total 166 48 18 30 1 98 2
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Estimate of Current Grade 7 Student “Cohort” Progress
CogAT, FA 2002-03 G1 - 134 Verbal = 66%ile Quant = 67%ile
S10, MidYr 2003-04 G2 - 133 Read = 82%ile Math = 84%ile
CogAT, FA 2004-05 G3 - 120 Verbal = 87%ile Quant = 82%ile
SOL SP 2004-05 G3 - 136 Read = 85% Math = 94%
S10, FA 2005-06 G4 - 134 Read = 73%ile Math = 68%ile
SOL SP 2005-06 G4 - 133 Read = 95% Math = 78%
SOL SP 2006-07 G5 - 139 Read = 95% Math = 93%
S10, FA 2007-08 G6 - 141 Read = 64%ile Math = 64%ile
SOL SP 2007-08 G6 - 149 Read = 92% Math = 79%
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NAEP Schools selected by stratified “random”
sample Grades 4, 8, 12; State and National only Reading, Mathematics, Science and
other subjects Thomas Jefferson participated January
2007 (grade 4 Read, Math, Sci) 30 students randomly assigned to each
content TJ and George Mason (grade 8) to
participate January/February 2009
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NAEP Results by State & National VA performance
Reading Grade 4 = 38% Proficient Mathematics Grade 4 = 42% proficient Grade 4 performance in Mathematics higher
than 28 jurisdictions, lower than 6, same as 17
Grade 8 about 3% points lower than Grade 4 NAEP “proficient” performance consistent
with SOL “advanced”
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National Assessment of Educational Progress (NAEP)
Schools selected by stratified “random” sample
Grades 4, 8, 12; State and National only Reading, Mathematics, Science and
other subjects Thomas Jefferson participated January
2007 (grade 4 Read, Math, Sci) 30 students randomly assigned to each
content TJ and George Mason (grade 8) to
participate January/February 2009
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Comments
FCCPS Strategic Plan implementation Increasing AYP targets, static
performance Numeracy and/or literacy Expectation of Algebra I by 8th grade On-time graduation Subgroups needing attention
Hispanic, Economic
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Comments
“We have some cultural biases in North America around math skills.
People who would never dream of telling others they are unable to read, will proclaim publicly they flunked math.” Daniel Ansari Canada Research Chair in Developmental
Cognitive Neuroscience Dept. of Psych., Univ. of Western Ontario,
Canada ScienceDaily (Sep. 26, 2008)
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Questions?