SOL Revisions 1995-Present

1
SOL Revisions 1995-Present

• Problem 2
• April 24th, 2004
• Chris, Dee, Mike Scott

2
Virginia Standards of Learning1995-2004

• The primary objectives of the Board of Education
  in revising the standards were to reaffirm the
  Boards 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)

3
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.

4
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.

5

• 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

6
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 legislatures
  desire that the SOLs in each subject area
  undergo review at least once every seven years.

7
English SOLs 1995-

• Timetable for Revisions

CORE 95 01 02 03 04 05 06 07 08 09 10 11 12
English
Math
Science
Social Studies
8
Revisions for Testing English SOLs

• 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- SOLs are changed and explanations are
  given for each SOL. The new SOLs combined TRG,
  SOLs, and Crosswalk.

9
Revisions for Testing English SOLs

• 2003- Testing 1995 SOLs and TRG is now called
  Curriculum Framework
• 2004- In late spring/early summer committee will
  create Field Tested items for new SOLs
• 2005- Testing 1995 SOLs but will take Field
  Tested items (two curriculum)
• 2006- No 1995 SOLs will be tested. 2002 SOLs
  will now be tested.

10
Revisions to English SOLs

• 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.

11
Revisions to EnglishSOLs

• 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

12
Revisions to English SOLs

• Grades 6-8
• 1) 6.4-Types of comprehension
  introduced (changed from previous SOLs).
• 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.

13
Revisions for English SOLs

• 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

14
Science SOLs 1995-

• Timetable for Revisions

CORE 95 01 02 03 04 05 06 07 08 09 10 11 12
English
Math
Science
Social Studies
15
Revisions for Science SOLs

• 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

16
Revisions for Science SOLs

• 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.

17
Math SOLs 1995-

• Timetable for Revisions

CORE 95 01 02 03 04 05 06 07 08 09 10 11 12
English
Math
Science
Social Studies
18
Revisions for Math SOLs

• 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 SOLs for Geometry. No
  deleted standards.
• 6th grade Words added and no deleted standards.
  Many changes involving related 1995 SOLs
  (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 6th 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 SOLs.
• Probability and Statistics No changes are
  deletions.
• Discrete Mathematics No changes are deletions.
• Mathematical Analysis No changes are deletions.

19
Social Studies SOLs 1995-

• Timetable for Revisions

CORE 95 01 02 03 04 05 06 07 08 09 10 11 12
English
Math
Science
Social Studies
20
Social Studies SOLs 1995-2001

• 1995 Social Studies SOLs 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

21
Social Studies SOLs 1995-2001

• 2001 Social Studies SOLs
• - 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

22
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.

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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.

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Social Studies SOLs 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

25
Social Studies SOLs 1995-2001What Really
Changed?

• Many of the standards were reworded or shifted
  some to different grades entirely
• 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

26
Social Studies SOLs 1995-2001What 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.

27
Social Studies SOLs 1995-2001What Really
Changed?

• U.S. History typically studied in 11th grade,
  was the most controversial of the old standards.
• Now entitled Virginia and United States History
  
• - Broken down into 6 chronological categories
• New Skills standards created - an entire new
  section dealing with the analysis, interpretation
  and evaluation of information and its application
  to daily living.
• New standard created addressing the creation of
  the constitution including the process,
  compromises and the influence of previous
  documents on the U.S. Constitution

28
Social Studies SOLs 1995-2001What 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 30s -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
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Where do we go from here?

• When will we revise again?
• How does Federal legislation fit in?

30
Core SOLs 1995-

• Timetable for Revisions

CORE 95 01 02 03 04 05 06 07 08 09 10 11 12
English
Math
Science
Social Studies
31
Proposed Changes in SOLs

• 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

32
SOLs and School Accountability

• The Virginia SOLs 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.

33
SOLs 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.

34
SOLs 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 schools 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.

35
SOLs 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 2002-03.
• Accreditation will be determined using a
  three-year rolling average of student pass rates
  or the current years 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.

36
SOLs and School Accountability
37
SOLs 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 students
  score in determining the students final course
  grade (SOA 8 VAC 20-131-30).

38
SOLs 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

39
SOL passing Scores (cut scores)
Note These are the passing scores revised by
the State Board of Education on November
27,2001.        Note  Theseare the pasing
scores revised by the State Board of Education
for 2003-2004.                                    
                                                  
                                                  
               
 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  42 items (93) 41 out of  44 items (93) 46 out of  50 items (92) 37 out of  40 items (93) 37 out of  40 items (93) 27 out of  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  42 items (88) 41 out of  44 items (93) 55 out of  60 items (92) 45 out of  50 items (90) 45 out of  50 items (90) 36 out of  40 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     24 out of  42 items (57) 37 out of  54 items (69) 27 out of  50 items (54) 31 out of  50 items (62) 27 out of  45 items (60) 30 out of  50 items (60) 26 out of  50 items (52) 27 out of  50 items (54) 33 out of  61  items (54)     32 out of  63 items (51)     34 out of  61 items (56) 28 out of  60 items (47)     37 out of  42 items (88) 49 out of  54 items (91) 45 out of  50 items (90) 45 out of  50 items (90) 41 out of  45 items (91) 45 out of  50 items (90) 45 out of  50 items (90) 45 out of  50 items (90) 55 out of  61 items (90)     57 out of  63 items (90)     55 out of  61 items (90) 49 out of  60 items (82)
40
SOLs 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.

41
SOLs and Student Accountability

• Beginning with students entering ninth grade in
  2003-04, students must pass the two end-of-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).

42
SOLs 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 divisions
  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.

43
SOLs 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.

44
SOLs 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/spe
  dsol.html

45
SOLs 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.

46
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.

47
Curriculum Development

• Since the implementation of tested SOLs, 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.

48

• 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

49

• Best source of curriculum development and
  alignment .
• TEACHERS !

50
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 SOLs are covered in at least one
  grade level or course.

51
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.

52
SOLs
Curriculum
53
Curriculum
SOLs
54
SOLs
Curriculum
55
SOLs
Curriculum
56
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/in
  fl20.html
• Standards of Learning (SOL) Test Scaled Scores
  and Equating, 11/20/98,
• http//www.pen.k12.va.us/VDOE/suptsmemos/1998/infl
  79.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.