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.

• 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.