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FCCPS Assessment Update; 2007-2008

FCCPS Assessment Update; 2007-2008. Falls Church City Public Schools Guba, Gloria Asst. Superintendent Curriculum, Instruction & Assessment Briscoe, Juanita Division Testing Coordinator. Testing Program - FCCPS. School Administration PALS (Required by VDOE) DRA QRI SRI.

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FCCPS Assessment Update; 2007-2008

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  1. FCCPS Assessment Update;2007-2008 Falls Church City Public Schools Guba, Gloria Asst. Superintendent Curriculum, Instruction & Assessment Briscoe, Juanita Division Testing Coordinator

  2. Testing Program - FCCPS • School Administration • PALS (Required by VDOE) • DRA • QRI • SRI

  3. 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

  4. 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

  5. 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

  6. 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

  7. Testing Program - FCCPS • Division Administration • CogAT • SDRT • Stanford 10 • ELP (Required by NCLB) • SOL (Required by VDOE & NCLB) • NAEP

  8. 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

  9. Percentile Rank of Grade 1 Scores:By Battery by Year

  10. Percentile Rank of CogAT Grade 3 Scores: By Battery by Year

  11. 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

  12. Percentile Rank of SDRT Grade 7 Scores: By Subtest by Year

  13. 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)

  14. Percentile Rank of Stanford 10 Grade 2 Scores: By Subtest by Year

  15. Percentile Rank of Stanford 10 Grade 4 Scores: By Subtest by Year

  16. Percentile Rank of Stanford 10 Grade 6 Scores: By Subtest by Year

  17. 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

  18. SELP Progress

  19. 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

  20. 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

  21. 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

  22. 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)

  23. Student Scores Required to Pass SOL: Multiple Choice (revised April 2008)

  24. 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

  25. School Accreditation Pass Rates Set by VDOE (Adopted October 2006)

  26. 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)

  27. 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%)

  28. 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%

  29. SOL Pass Rate, FCCPS: By Subtest by Year

  30. SOL Pass Rate, Thomas Jefferson; Spring 2008

  31. SOL Pass Rate, Mary E. Henderson; Spring 2008

  32. SOL Pass Rate, George Mason; Spring 2008

  33. SOL Pass Rate, FCCPS; Spring 2008

  34. Division SOL Reading Gap; Spring 2007 & 2008

  35. Division SOL Mathematics Gap; Spring 2007 & 2008

  36. Division SOL Reading, Pass Advanced; Spring 2007 & 2008

  37. Division SOL Mathematics, Pass Advanced; Spring 2007 & 2008

  38. SOL Reporting Categories – Grades 3-8 Reading 2008

  39. SOL Reporting Categories – Grades 3-8 Mathematics, 2008

  40. On-Time Graduation – Spring 2008 (VDOE data)

  41. Estimate of Current Grade 7 Student “Cohort” Progress

  42. 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

  43. 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”

  44. 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

  45. 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

  46. 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)

  47. Questions?

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