Transcript Slide 1
SOL Revisions 1995-Present Problem #2 April 24th, 2004 Chris, Dee, Mike & Scott Virginia Standards of Learning 1995-2004 The primary objectives of the Board of Education in revising the standards were to reaffirm the Board’s commitment to the standards adopted in 1997 and to define a system of consequences and rewards for students, professional personnel, schools, and school divisions. Student achievement on SOL tests will be used as the primary basis of evaluating schools. (from the final regulations establishing standards for accrediting public schools in Virginia) How are changes made? SOL Content Review Committee meets for five days in the summer. The committee is made up of members of Dept. of Education, teachers, and testing companies. One person sits on committee for each grade level. The committee reviews different questions for each test and Field Test data from previous test. Statistical information for each question is reviewed and committee decides whether questions are biased. The committee decides whether to keep each question or delete it from the test. Continuation of SOL Revision Committee in the summer The last three days are spent reviewing Field Tested items that will be assessed next spring. The committee needs to agree on items. (change, add, or delete) The committee has a checklist and writes comments concerning opinions. *****DOE records sessions and documents statements made by committee members. In fall/winter the English committee reconvenes for three days to set passing scores for March testing. -Review Field Test prompts and choose Decide on rubric for writing prompt - Ongoing Evaluation and Revisions Schedule The Board of Education recognizes the need for an ongoing process of evaluation and revision. In September 2000, the board approved the following schedule which adheres to the legislature’s desire that the SOL’s in each subject area undergo review at least once every seven years. English SOL’s 1995Timetable for Revisions CORE 95 English * Math * Science * Social Studies * 01 02 03 04 05 06 07 08 09 10 * * * * * * 11 * * 12 Revisions for Testing English SOL’s 1995- Foundation for SOL Testing Program 1999- Field Tests 2000- Teacher Resource Guide became part of testing framework and testing was now scored with pass/fail 2001- Supplement to TRG called Technical Assistance Document for grades 5-11 2002- SOL’s are changed and explanations are given for each SOL. The new SOL’s combined TRG, SOL’s, and Crosswalk. Revisions for Testing English SOL’s 2003- Testing 1995 SOL’s and TRG is now called Curriculum Framework 2004- In late spring/early summer committee will create Field Tested items for new SOL’s 2005- Testing 1995 SOL’s but will take Field Tested items (two curriculum) 2006- No 1995 SOL’s will be tested. 2002 SOL’s will now be tested. Revisions to English SOL’s K-3: 1) More specific words were added and others were deleted (example: K.3- a. “e.g” was deleted “including” was added) 2) New objectives were added. 3) Objectives were moved from one category to another. 4) Goals in (stem) were changed. 5) Major changes in reading for grade 2 (2.4-2.9) New objectives were added/moved. 6) New SOL 3.11 was added. 3.11 The student will edit writing for correct grammar, capitalization, punctuation, and spelling. Revisions to English SOL’s Grades 4/5: 1) Objectives were moved from one stem to another (example: 4.4 f moved from 4.6). 2) Very few changes in oral language. 3) Poetry introduced in 4th grade with Writing-4.7. 4) Comprehension and nonfiction were introduced in 5th grade (5.5). 5) 5.8 g –Using available technology has been added. 5.9-New SOL Revisions to English SOL’s Grades 6-8: 1) 6.4-Types of comprehension introduced (changed from previous SOL’s). 2) 7.1- Oral presentations was added under oral language. 3) 7.9-New writing SOL 4) 8.7-Under writing, sentence variety was added and prewriting strategies and organizing ideas were added. Revisions for English SOL’s Grades 9-12: 1) 9.4- Gives teacher more flexibility. “to use computer software, assemble or construct models or equipment” was deleted and “assigned project or task” was added 2) 9.6 h.- Final stage of writing process was added to include proofreading and preparing final product. 3) 9.8- Using APA was added 9.9- On-line Resources added 4) 10.1 d.- New objective for oral language 5) 10.11 f.- More specific for accessing information from technology 6) 11.8- New writing SOL 7) 11.10- Major revisions Science SOL’s 1995Timetable for Revisions CORE 95 English * Math * Science * Social Studies * 01 02 03 04 05 06 07 08 09 10 * * * * * * 11 * * 12 Revisions for Science SOL’s K-3: Very few changes. Words were deleted/added. 4/5: 1) Major changes to 4.2 involving characteristics of moving objects. 2) 5.1 g. and h. added 3) 5.3- examples for key concepts deleted Revisions for Science SOL’s 6th grade: Many SOL changes involving 7th grade-Life Science. (6.8 and 6.9 are included in LS.4 and LS.9) 7th grade: Life Science-Few changes other than add/delete words. 8th grade: Physical Science-PS.1 h-j was added 9th grade: Earth Science-ES.2 f was moved to ES.7 ES.4 b-d involving solar system was moved from ES.14 10th grade: Biology-BIO.1 k-l was added for conducting investigations. BIO.4 a was added to key concepts for investigating and understanding relationships between cell structure and function. BIO.8 e was added under key concepts for investigating and understanding populations. 11th grade: Chemistry.1 h/i was added under key concepts in investigating and understanding experiments. CH.6 was deleted. 12th grade: Physics-PH.1 h was added to include technology in investigations. PH.3 d/e were added to include new discoveries and scientific viewpoint. PH.7 duplicated CH.5 and was changed. Math SOL’s 1995Timetable for Revisions CORE 95 English * Math * Science * Social Studies * 01 02 03 04 05 06 07 08 09 10 * * * * * * 11 * * 12 Revisions for Math SOL’s K-3: No major changes or deletions. 4th grade: No standards deleted. 4.17 –New SOL involving geometry. 4.22-New SOL involves patterns, functions, and algebra. 5th grade: 5.2-New SOL involving Number and Number Sense. 5.13-Standard moved from Geometry. 5.15 and 5.16-New SOL’s for Geometry. No deleted standards. th 6 grade: Words added and no deleted standards. Many changes involving related 1995 SOL’s (example: 6.20 use to be 7.16/7.17) 7th grade: 7.13-New Geometry standard. 7.14 was deleted. Many standards were moved to 6 th grade. 8th grade: 8.10 standard was deleted. 8.3 was rewritten to combine 8.1 and 8.4(Computation and Estimation) Algebra I: A.5 standard was rewritten to combine A.5 and A.15. No standards were deleted. Geometry: G.5 was deleted. Algebra II: No standards deleted. Very few changes. Trigonometry: No standards deleted. Very few changes. Computer Mathematics: COM.4 –This standard is covered in the Grade 8 Computer Technology SOL’s. Probability and Statistics: No changes are deletions. Discrete Mathematics: No changes are deletions. Mathematical Analysis: No changes are deletions. Social Studies SOL’s 1995Timetable for Revisions CORE 95 English * Math * Science * Social Studies * 01 02 03 04 05 06 07 08 09 10 * * * * * * 11 * * 12 Social Studies SOL’s 1995-2001 1995 Social Studies SOL’s Background - Created primarily by board Some feel that they were influenced by interest groups Not well received by teachers Critics feel that the standards represent an unbalanced view of history Standards were vague Overall the Social Science standards were the most controversial of all core subjects particularly the US/VA objectives - Social Studies SOL’s 1995-2001 2001 Social Studies SOL’s - More teacher driven Teachers along with other professionals were members of the committees Standards were clearer and better received Curriculum Framework was added to assist teachers From direction of the Board, the new standards emphasize diversity and differing perspectives - The Revision Process 2000 – General Assembly directed Board to establish a cycle for periodic review of standards 2000 – In June the Board appointed a Task Force comprised of educators, legislators, community representatives and Board members. Recommendations of the Task Force were given to the Review Committee. The Revision Process The Review Committee was comprised primarily of public school Social Science educators. Review committees using the Task Force recommendations revised the standards. Revisions were made available for public comment and then approved by the board. Social Studies SOL’s 1995-2001 - - - What was the focus of the revision? (Task Force Recommendations) Quantity of content that can effectively learned and taught in the instructional time provided Sequential development of content knowledge and skills that build on each other and are appropriate in terms of age Increased focus on views and contributions of diverse cultures Social Studies SOL’s 1995-2001 What Really Changed? 1) Many of the standards were reworded or shifted – some to different grades entirely 2) Over 400 standards were shifted, moved, altered or re-categorized - 3) The names of historic persons and events traditionally studied in grades K-3 have been included - 4) Names of individuals and events in grades 4-12 are only included if they are “crucial to the understanding of concepts” according to the Task Force recommendations - Social Studies SOL’s 1995-2001 What Really Changed? - 5) History categories are subdivided within the grade/subject - 6) Removed Computer/Technology Standards from Social Science standards - 7) At the high school level some subjects changed titles and some changed time periods covered. - 8) History standards were designed to “emphasize the intellectual skills required for responsible citizenship.” - 9) In other areas (Civics, Geography) application to real life is emphasized, especially citizenship. Social Studies SOL’s 1995-2001 What Really Changed? * U.S. History – typically studied in 11th grade, was the most controversial of the old standards. 1) Now entitled “Virginia and United States History” - Broken down into 6 chronological categories 2) New “Skills” standards created - an entire new section dealing with the analysis, interpretation and evaluation of information and its application to daily living. 3) New standard created addressing the creation of the constitution including the process, compromises and the influence of previous documents on the U.S. Constitution Social Studies SOL’s 1995-2001 What Really Changed? Notable omissions of the new US/VA Standards: -Military advantages of the Union and the Confederacy -Impact of the expanded role of the government since the 30’s -Strategic and economic factors in Middle East policy -Affirmative action -Comparing conservative and liberal economic strategies -Locate new states as they were added to the Union Notable additions of the new US/VA Standards: -Key features of the Jacksonian Era -Changing US policies toward Asia and Latin America -Geneva Convention and treatment of prisoners -Effects of increased participation of women in workplace -Acknowledging impacts on African Americans (in addition to Native Americans and Europeans) during colonization Where do we go from here? When will we revise again? How does Federal legislation fit in? Core SOL’s 1995Timetable for Revisions CORE 95 English * Math * Science * Social Studies * 01 02 03 04 05 06 07 08 09 10 * * * * * * 11 * * 12 Proposed Changes in SOL’s 2005-2006-“NCLB” mandates grades 3-8 must be tested in reading and math annually. 2007-2008- grades 3-8 for science will be added SOL’s and School Accountability The Virginia SOL’s were adopted in June 1995 Students (grades 3,5,8, and high school) began taking SOL tests in the Spring of the 1997-98 school year. This gave local school divisions nearly three years to realign their curriculum before these tests were administered. The Board determined that all “eligible students” must be tested. The accrediting standards define “eligible students” as any student enrolled in the school at the grade level of the SOL tests except for those whose IEP, 504 plan, or LEP committee excludes them from the testing program. SOL’s and School Accountability Passing scores for the SOL tests were originally set by the Board of Education in the Fall of 1998. These scores were based on the results of the tests administered to students the previous Spring. Student performance will be reported as one of three levels: pass/advanced, pass/proficient, fail. Student performance will be reported as a scaled score (0-600), with 400 required to achieve pass/proficient. Student performance will also be reported for the reporting categories that make up each test, as outlined in the test blueprints. Student performance will be reported as scaled scores so that progress over time may be measured. SOL’s and School Accountability Refinements to the regulations for accrediting public schools in Virginia. – – – – Results on tests such as AP or IB test can count in a school’s pass rates for accreditation purposes. Schools can receive “bonus points” when students are successful in remediation recovery programs. A series of intermediate annual benchmarks for SOL test pass rates in the four core areas between 2000-01 and 2003-04 were established. These annual benchmarks increased in a “stair-step” approach allowing schools to be “Provisionally Accredited”. A new accreditation category, “Provisionally Accredited/Needs Improvement” was established for schools who do not reach the annual benchmarks, but which are within 20 percentage points of the benchmarks. Schools that are more than 20 percentage points below the annual benchmarks will be “Accredited with Warning” in specified academic areas. SOL’s and School Accountability Refinements to the regulations for accrediting public schools in Virginia. – – – – – – There will be an academic review conducted and supervised by the DOE of each school that is “Accredited with Warning”. Each school in this category must also file an annual report detailing its progress in its improvement plan. Schools must achieve pass rates of 70% in all applicable core academic areas to be “Fully Accredited”. The provisionally accredited ratings may not be earned after 200203. Accreditation will be determined using a three-year rolling average of student pass rates or the current year’s scores, whichever is greater. Beginning 2003-04 the pass rate for schools to be fully accredited in third and fifth grade English will be 75%. Beginning 2005-06, only schools that achieve 70% in the four core areas (except third and fifth grade English – 75% and third grade science and History – 50%) will be fully accredited. In summary, From 1998-2004, Virginia schools earned their accreditation based upon an “improvement model”. Beginning in 2004, all schools will be held to a “fixed model”. SOL’s and School Accountability SOL’s and Student Accountability Each student (K-8), where SOL tests are administered, is expected to take the SOL tests. Schools are to use the SOL test results as part of a multiple set of criteria for determining the promotion or retention of students (SOA 8 VAC 20-131-30). Each student in middle and secondary school shall take all applicable end-of-course SOL tests following course instruction. Middle and secondary schools may consider the student’s score in determining the students final course grade (SOA 8 VAC 20-131-30). SOL’s and Student Accountability Students who were below the eighth grade level in the 1998-99 school year are no longer required to pass the Literacy Passport Test in order to receive a standard or advanced studies diploma. Beginning with the 9th graders of the 2000-01 school year, students must pass end-of-course SOL tests to earn verified units of credit towards a high school diploma. – – Six verified credits are required for a standard diploma Nine verified credits are required for an advanced studies diploma SOL passing Scores (cut scores) SOL Test Pass (proficient) Pass (advanced) Grade 3 English Mathematics History & Social Science Science 32 out of 45 items (71%) 36 out of 50 items (72%) **27 out of 40 items (60%) 27 out of 40 items (68%) 42 out of 45 items (93%) 45 out of 50 items (90%) **35out of 40 items (90%) 36 out of 40 items (90%) Grade 5 English: Reading, Literature, & Research English: Writing Mathematics History & Social Science Science Computer/Technology 28 out of 42 items (67%) 32 out of 44 items (73%) 34 out of 50 items (68%) *25 out of 40 items (63%) 26 out of 40 items (65%) 17 out of 30 items (57%) 39 out of 41 out of 46 out of 37 out of 37 out of 27 out of 42 items (93%) 44 items (93%) 50 items (92%) 40 items (93%) 40 items (93%) 30 items (90%) Grade 8 English: Reading, Literature, & Research English: Writing Mathematics History & Social Science Science Computer/Technology 27 out of 42 items (64%) 30 out of 44 items (68%) 37 out of 60 items (62%) *28 out of 50 items (56%) 29 out of 50 items (58%) 26 out of 40 items (65%) 37 out of 41 out of 55 out of 45 out of 45 out of 36 out of 42 items (88%) 44 items (93%) 60 items (92%) 50 items (90%) 50 items (90%) 40 items (90%) 24 out of 37 out of 27 out of 31 out of 27 out of 30 out of 26 out of 27 out of 33 out of 37 out of 49 out of 45 out of 45 out of 41 out of 45 out of 45 out of 45 out of 55 out of 42 items (88%) 54 items (91%) 50 items (90%) 50 items (90%) 45 items (91%) 50 items (90%) 50 items (90%) 50 items (90%) 61 items (90%) High School English: Reading, Literature, & Research English: Writing Algebra I Algebra II Geometry Earth Science Biology Chemistry World History (I) to 1000 A.D. + World Geography World History (II) from 1000 A.D. to the Present + World Geography U. S. History World Geography 42 items (57%) 54 items (69%) 50 items (54%) 50 items (62%) 45 items (60%) 50 items (60%) 50 items (52%) 50 items (54%) 61 items (54%) *32 out of 63 items (51%) 57 out of 63 items (90%) *34 out of 61 items (56%) 28 out of 60 items (47%) 55 out of 61 items (90%) 49 out of 60 items (82%) *Note: These are the passing scores revised by the State Board of Education on November 27,2001. **Note: These are the pasing scores revised by the State Board of Education for 2003-2004. SOL’s and Student Accountability The Board has established a transition period covering students who entered the ninth grade during 2000-03, requiring these students to pass the two end-of-course English tests and any other four tests to earn a standard diploma. To earn an advanced studies diploma students must pass the two end-of-course English tests, two tests each in Math, History, Science, and one test of their own choosing for a total of nine verified credits. SOL’s and Student Accountability Beginning with students entering ninth grade in 2003-04, students must pass the two endof-course English tests, one test each in Math, History, Science, and one other test of their choosing for a standard diploma. Requirements for the advanced studies diploma remain the same (9 verified credits, 2 from English, Math, History, Science and one of their choosing). SOL’s and Student Accountability A verified unit of credit is awarded for a course in which the student earns a standard unit of credit and achieves a passing score on a corresponding end-of-course SOL test or a substitute assessment approved by the Board. Students may retake high school end-of-course tests as often as a local school division’s testing schedule will permit. Students within 25 points of passing or have extenuating circumstances may be eligible to retake a test before the next scheduled administration. Transition students who after remediation and failure of a retake in History or Science, but have scored (375+), may be awarded a verified unit of credit by their local school board pending a review of their work. SOL’s and Student Accountability A modified standard diploma may be earned by students who are unlikely to meet the credit requirements of a standard diploma. – To earn a modified standard diploma, students must earn a total of 20 standard units of credit and verified credits are not required. The student is required to take any end-of-course tests that apply even though it is not required for their diploma. SOL’s and Student Accountability Provisions have been made for students who transfer into Virginia schools and can be found in the SOA (8 VAC 20-131-60). Provisions are also made for students with disabilities who cannot participate in the statewide assessment program. Information on the VAAP can be found at: http://www.pen.k12.va.us/VDOE/Instruction/Sped/spedsol.html SOL’s and Student Accountability Students (K-8), have the right to participate in a remediation recovery program in English and Math or both. Students (9-12), the remediation recovery program includes all retakes of end-of-course SOL Math tests only, however ninth grade participants may be retested on the eighth grade English and Math SOL tests. Future SOL Accountability Annual SOL testing in Reading and Math for grades three through eight by 2005-06, and in Science by 2007-08 to comply with NCLB. Possible revision of the SOL tests so that reporting category scaled scores from different forms and years may be compared. Curriculum Development Since the implementation of tested SOL’s, the state of Virginia has provided several resources to help school divisions align their curriculum to the standards. These include crosswalks, scope and sequence guides, and curriculum frameworks. Crosswalks - Curriculum modification Curriculum Framework - Previously “Teacher Resource Guide” - Alignment of the curriculum to standards Scope and Sequence - Development of new curriculum - Reorganization of current curriculum Best source of curriculum development and alignment …. TEACHERS ! Aligning the Curriculum Step 1: Vertical alignment Involve individuals from all levels of a particular discipline. Use framework, as well as scope and sequence to ensure all SOL’s are covered in at least one grade level or course. Aligning the Curriculum Step 2: Horizontal Alignment Include all individuals who teach a particular grade level or subject. Using the scope and sequence guide, as well as the data from the vertical alignment session, develop a division wide curriculum that includes input from all committee members. SOL’s Curriculum Curriculum SOL’s SOL’s Curriculum SOL’s Curriculum Resources: • • • • • • • • • • • Lewis, Susan -Director of Testing for RCS. Personal Interview. April 13. 2004 McCracken, Dr. Robert. Oliva, Peter. Developing the Curriculum. New York: Addison Wesley Longman. 5th ed. 2001. Payne, Lynn -Dept. Head in English at HVM/Served on State Content Review Committee for English SOL's. Personal Interview. April 14, 2004 Regulations Establishing Standards for Accrediting Public Schools (FAQ), http://www.pen.k12.va.us/VDOE/VA_Board/Standards/soaqa.html SOL Test Results and Promotion Policies, 6/11/99, http://www.pen.k12.va.us/VDOE/suptsmemos/1999/infl20.html Standards of Learning (SOL) Test Scaled Scores and Equating, 11/20/98, http://www.pen.k12.va.us/VDOE/suptsmemos/1998/infl79.html Thurston, Dr. Beverly (DOE). Personal Interview. Virginia DOE website Virginia SOL Passing Scores, 11/27/01, http://www.pen.k12.va.us/VDOE/News/solpass.html Williams, Ben (Roanoke County Schools). Personal Interview.