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Comprehensive Assessment Update for FCCPS Schools

Understand the assessment tools used in Falls Church City Public Schools for literacy, cognitive abilities, and English proficiency, in compliance with VDOE and NCLB requirements.

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Comprehensive Assessment Update for FCCPS Schools

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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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