1 New Employee Training Radford City Schools & Virginia Assessment Program August 8, 2016 School Board Office Accountability SOL Testing

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3 Standards of Learning (SOL) Assessments Virginia students in grades 3, 4, 5, 6, 7 and 8 and high school (end of course) take the SOL Assessments. Writing and Multiple choice type format. Given in Spring, Summer and Fall. (EOC and 8 th gr Reading and Math) SOL tests have been developed by Harcourt Brace Educational Measurement working with panels of teachers and other content experts from Virginia. Contract now with Pearson Measurement. Criterion Reference Test (SOL=SOL Tests) Online for End of Course, Multiple Choice Tests and Writing Tests Plain English Math, All Math Algebra I, Algebra II and Geometry Math Tests Computer Assisted Tests (Gr. 3 – 8) this year 4 & 5 added Virginia Alternative Assessment Program (VAAP) Virginia Substitute Evaluation Program (VSEP) Expedited Retakes (3 nd year for grades 3-8)

4 Alternative SOL Tests VAAP VSEP (End of Course)

5 SOL Assessments Grade 3 SOL Tests: English Reading Mathematics (CAT) Grade 3 Alternative Tests Science History Social Studies

6 SOL Assessments Grade 4 SOL Tests: English Reading Mathematics (CAT) History Virginia Studies

7 SOL Assessments Grade 5 SOL Tests: English: Reading, Literature, and Research Mathematics (CAT) Science Grade 5 Alternative Tests Writing Tests

8 SOL Assessments Grade 6 SOL Tests: English: Reading, Mathematics (CAT) Grade 6 Alternative Tests: US History to 1887

9 SOL Assessments Grade 7 SOL Tests: English: Reading, Mathematics (CAT) Civics and Economics

10 SOL Assessments Grade 8 SOL Tests: English: Reading, Literature, and Research English Writing Mathematics (CAT) Science Grade 8 Alternative Tests World History II

11 SOL Assessments End of Course SOL Tests: English: Reading, Literature, and Research English Writing (Grade 11) Algebra I, Algebra II, Geometry (also a Plain English Language version) Earth Science, Biology, Chemistry World History to 1000 A.D. World History from 1000 A. D. VA & U. S. History World Geography

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Virginia Department of Education School / Division / State AMO Detail Report On February 22, 2016, the VDOE issued a Superintendent's indicating that the state would not report performance against AMOs for the assessments in accordance with a U.S. Department of Education (USED) determination regarding AMO calculations under USED's plan to transition from NCLB to ESSA. However, states are still required to identify priority and focus schools for the school year. As such, VDOE will use AMO information solely for the purposes of identifying priority and focus schools. Performance against AMOs will not appear on school report cards. - Gap Group 1 is composed of students with disabilities, students who are economically disadvantaged and students who are English language learners. Gap Group 2 is composed of black students. Gap Group 3 is composed of Hispanic students. - This report is not intended for public release as it may contain small numbers that would allow individual students to be identified. - These final AMO results are based on SOL assessment results and record changes processed by the testing vendor as of 07/22/2016. If the testing vendor has not yet processed all SOL assessment results and record changes for your school or division, the AMO results may not be accurate. - Student counts may vary among participation and pass rates due to LEP and transfer student rules. 22

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Data Slides have been removed Data not official 25

Our Story? An achievement gap still exist between economic disadvantage and non economic disadvantage students in all content areas. An achievement gap still exist between SWD and students without disabilities in all content areas. An achievement gap still exit between ethnic groups (with n > 30) in all content areas. Poverty continues to be the most significant barrier to decreasing the achievement gap. The impact of the revised tests has a negative impact on our test scores and show significant variance within and between test scores. 26

Suggestions Engage in a deepened conversation about poverty and its impact on opportunity and achievement for all students, as well as future impacts on society as a whole. RCPS must be committed to elevating individual and organizational poverty consciousness and eradicating poverty disparities that are predictably evident in academic achievement. Implement programs that address issues related to poverty that are proactive and involve early intervention services such as the Virginia Preschool Initiative. Poverty matters - in society and in our schools. It is critical for organizations and educators to address poverty issues in order to uncover personal and institutional biases that prevent all, especially students living in poverty, from reaching their fullest potential. 27

Suggestions? Create homogeneous classes with equal distribution of Ncode, SWD and other gap groups. Professional Development in areas specific to grade levels, End of Course and content areas showing declining scores. Review each test failed by student to identify strengths and weakness. Review the Individual Student Report and Student Detail Report by Question found in PEMS. Check with your School Testing Coordinator for access. Each teacher should have a solid understanding of the curriculum, blueprints, frameworks, pacing guides, longitudinal data and teaching. Make data driven decisions for each student. Develop individual instructional plans for each student in content area(s) utilizing testing data from PEMS, instructional knowledge and professional experience. Utilize benchmark testing! DEVELOP RELATIONSHIPS!!!! Create a MINDSET based on the belief in change. EMPOWER your students to reach their potential.. 28

Ruby Payne 1. Build relationships of mutual respect. 2. Teach students the hidden rules of school. 3. Analyze the resources of your students, and make interventions based on resources the students have access to. 4. Teach formal register, the language of school and work. 5. Teach abstract processes. 6. Teach mental models. 7. Teach students how to plan. 8. Use the adult voice and reframing to change behaviors. 9. Understand the family resources and dynamics. 10. Teach how to ask questions 29

30 Questions? Principal School Testing Coordinators  BES Tara Grant  JDIS Suzanne Saunders  RHS Rick Cormany Division Director of Testing David Sable Visit DOE Website.