Virginia Reading/Language Arts sol data from the past three years focusing on the school as a whole as well as third grade students and various subgroups


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Virginia Reading/Language Arts SOL data from the past three years focusing on the school as a whole as well as third grade students and various subgroups.

  • Virginia Reading/Language Arts SOL data from the past three years focusing on the school as a whole as well as third grade students and various subgroups.

  • Performance by Question Summary for third grade students.



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

  • The state of Virginia did not make AYP.

  • The school division did not make AYP.

  • Flint Hill did not make AYP for the 2011-2012 school year, but has for the past two years.

  • AMO for Reading/Language Arts is 86.

  • AMO for Math is 85.





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

    • Performance within the entire school has been consistent over the past three years (+/- 2 each year).
    • For 3rd Grade, pass rates have been inconsistent:










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

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

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

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



Specific strands that need attention:

  • Specific strands that need attention:

  • 3.5 The student will demonstrate comprehension of fiction.

  • a) Set a purpose for reading.

  • g) Draw conclusions about character and plot.

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

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

  • d) Draw conclusions.



CLT meetings

  • CLT meetings

  • Common Assessments

  • Common Language

  • Practice SOL questions throughout the year

  • Progress Monitoring

  • Communication between classroom and resource teachers.

  • Intervention groups focused on specific areas of weakness.

  • What else? Turn and talk:



  • What reading material is available in our classrooms and in 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 Reading? Are they geared more towards our female population?

  • 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 different genre; had more or less prior knowledge about the topic? (Paratore & McCormack, 2007, p. 9)



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

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

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

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

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



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

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




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