School Report Card Data School Report Card Data SummarySummary

for Flint Hill Elementaryfor Flint Hill Elementary

Vienna, VAVienna, VA

Part of Fairfax County Public SchoolsPart of Fairfax County Public Schools

Lauren Hill – EDRD 632

Dr. Vance

2/29/2012

Measurements UsedMeasurements Used Virginia Reading/Language Arts SOL data Virginia Reading/Language Arts SOL data

from the past three years focusing on the from the past three years focusing on the school as a whole as well as third grade school as a whole as well as third grade students and various subgroups.students and various subgroups.

Performance by Question Summary for Performance by Question Summary for third grade students.third grade students.

AYP and AMO CriteriaAYP and AMO Criteria

According to NCLB, Elementary Schools According to NCLB, Elementary Schools must achieve a pass rate of 86% or higher must achieve a pass rate of 86% or higher to meet AYP.to meet AYP.

The state of Virginia did not make AYP.The state of Virginia did not make AYP. The school division did not make AYP.The school division did not make AYP. Flint Hill did not make AYP for the 2011-Flint Hill did not make AYP for the 2011-

2012 school year, but has for the past two 2012 school year, but has for the past two years.years.

AMO for Reading/Language Arts is 86.AMO for Reading/Language Arts is 86. AMO for Math is 85.AMO for Math is 85.

DemographicsDemographicsStudent Membership Demographics by Enrollment

Student Membership Demographics by Gender

Student Membership Demographics by EthnicityStudent Membership Demographics by English Proficiency

FindingsFindings Performance within the entire school Performance within the entire school

has been consistent over the past three has been consistent over the past three years (+/- 2 each year).years (+/- 2 each year).

For 3For 3rdrd Grade, pass rates have been Grade, pass rates have been inconsistent: inconsistent:

Pass RatesPass Rates 2008-20092008-2009 2009-2009-20102010

2010-2010-20112011

English: Reading (All English: Reading (All students)students)

9898 8989 9292

Pass RatesPass Rates 2008-20092008-2009 2009-2009-20102010

2010-2010-20112011

English: Reading (All English: Reading (All students)students)

9898 9696 9797

Subgroup DiscussionSubgroup DiscussionPass Rates Whole School Pass Rates Whole School

0

20

40

60

80

100

120

2008-2009 2009-2010 2010-2011

Hispanics

Students with Disabilities

Economically Disadvantaged

LEP

0

20

40

60

80

100

120

2008-2009 2009-2010 2010-2011

Male

Students with Disabilities

Subgroup DiscussionSubgroup Discussion33rdrd Grade Grade

Implications of DataImplications of DataAcross the SchoolAcross the School

3rd Grade Performance by Question3rd Grade Performance by Question

0 20 40 60 80 100

Apply knowledge of antonyms

Draw conclusions based on informationin text

Identify a question that is answered in aparagraph

Identify an outcome of reading a story

Identify how a word is divided intosyllables

Identify important details in a passage

Identify question answered by aselected text

Identify the best reference source for aspecific task

Identify the purpose of a text element

Identify the purpose of an illustration

Set a purpose for reading a nonfictiontext

Summarize information from selectedparagraphs

Use a dictionary entry to determine themeaning of a word

Use graphic organizers

De

sc

rip

tio

n o

f Q

ue

sti

on

% Correct in Grade

Increase scores in the “male” Increase scores in the “male” subgroup, currently at 86%.subgroup, currently at 86%.

Increase scores for in the “students Increase scores for in the “students with disabilities” subgroup, currently at with disabilities” subgroup, currently at 73%.73%.

Increase percentage of students in the Increase percentage of students in the Advanced Proficient category, Advanced Proficient category, currently at 52%.currently at 52%.

Implications of DataImplications of Datafor 3for 3rdrd Grade Grade

Implications of 3Implications of 3rdrd Grade Performance Grade Performance by Question Databy Question Data

Specific strands that need attention:Specific strands that need attention:

3.5 The student will demonstrate comprehension of 3.5 The student will demonstrate comprehension of fiction.fiction.

a) Set a purpose for reading.a) Set a purpose for reading.

g) Draw conclusions about character and plot.g) Draw conclusions about character and plot.

3.6 The student will continue to read and demonstrate 3.6 The student will continue to read and demonstrate comprehension of nonfiction.comprehension of nonfiction.

c) Ask and answer questions about what is read.c) Ask and answer questions about what is read.

d) Draw conclusions.d) Draw conclusions.

Interventions?Interventions? CLT meetings CLT meetings Common AssessmentsCommon Assessments Common LanguageCommon Language Practice SOL questions throughout the yearPractice SOL questions throughout the year Progress MonitoringProgress Monitoring Communication between classroom and Communication between classroom and

resource teachers.resource teachers. Intervention groups focused on specific Intervention groups focused on specific

areas of weakness.areas of weakness. What else? Turn and talk: What else? Turn and talk:

Other things to think about…Other things to think about…• What reading material is available in our classrooms and in the library?What reading material is available in our classrooms and in the library?

• What books do boys typically check out at the library?What books do boys typically check out at the library?

• In the classroom, what books do we use for Read Alouds and Guided In the classroom, what books do we use for Read Alouds and Guided Reading? Are they geared more towards our female population?Reading? Are they geared more towards our female population?

• Thinking about the passages on the SOL, how might a student’s Thinking about the passages on the SOL, how might a student’s comprehension change if he or she were given an easier passage; read a comprehension change if he or she were given an easier passage; read a different genre; had more or less prior knowledge about the topic? different genre; had more or less prior knowledge about the topic? (Paratore & McCormack, 2007, p. 9)(Paratore & McCormack, 2007, p. 9)

• How do we differentiate reading instruction for our How do we differentiate reading instruction for our Students with Disabilities? GT students?Students with Disabilities? GT students?

• When our Students with Disabilities are not in the When our Students with Disabilities are not in the classroom, are they working on the same standards?classroom, are they working on the same standards?

• How are school resources being used to support How are school resources being used to support struggling readers? (Paratore & McCormack, 2007, p. struggling readers? (Paratore & McCormack, 2007, p. 11)11)

• What is the nature of the reading instruction What is the nature of the reading instruction currently provided to struggling readers in our currently provided to struggling readers in our school? (Paratore & McCormack, 2007, p. 11)school? (Paratore & McCormack, 2007, p. 11)

Other things to think Other things to think about…about…

ReferencesReferences

Paratore, J.R. & McCormack, R.L. (2007). Paratore, J.R. & McCormack, R.L. (2007). Classroom Literacy Classroom Literacy Assessment: Making Sense of What Students Know and Do. Assessment: Making Sense of What Students Know and Do. New York: New York: The Guilford Press.The Guilford Press.