1. Louisiana High School Redesign Commission Jo Lynne DeMary Director of the Center for School Improvement December 15, 2006

2. Architecture of Virginia’s Accountability System  Standards of Learning, K-12, in all core academic content areas  An assessment program that measures student achievement of the Standards of Learning  Accountability for student achievement results for schools and students (SOA)  Support for schools in need of improvement  High quality standards for instructional personnel through licensure regulations aligned with Standards of Learning program  Annual School Performance Report Card to inform parents and the community on how our schools are doing

3. Implementation Timeline  Content rich standards – Adopted by BOE in 1995  Criterion Referenced Tests based on SOL content- Administered for the first time in 1998  Standard credits for graduation effective with ninth graders in 1998-99 and later  Verified credits effective with ninth graders in 2000-01 and later (A verified credit is credit awarded for a course in which a student earns a standard unit of credit and achieves a passing score on a corresponding end of course test.)

4. Graduation Requirements  Standard Diploma –To graduate with a Standard Diploma, students must earn at least 22 standard units of credit by passing required courses and electives, and earn at least six verified credits by passing end-of-course SOL tests or other assessments approved by the Board of Education.  Advanced Studies Diploma –To graduate with an Advanced Studies Diploma, students must earn at least 24 standards units of credit by passing required courses and electives, and earn at least nine verified credits by passing end-of course SOL tests or other assessments approved by the Board of Education.  Adjustments made for transfer students from other states.  Other diploma options – modified standard diploma and IEP diploma available only to students with disabilities; General Achievement Diploma (limited use)

5. Standard Diploma Discipline AreaStandard CreditsVerified Credits English42 Mathematics31 Lab Science31 History/SS31 Health/PE2 FA/CTE1 Electives6 Student Selected Test1 Total226

6. Advanced Studies Diploma English42 Mathematics42 Lab Science42 History/SS42 Foreign Language3 Health/PE2 Fine Arts/CTE1 Electives2 Student Selected Test 1 Total249

7. End of Course Tests  English: Reading*  English: Writing*  Algebra I  Algebra II  Geometry  Earth Science  Biology  Chemistry  World History I  World History II  Virginia & US History  World Geography

8. End of Course Tests  Criterion referenced  Untimed  Multiple choice, except for writing  Must take EOC test if take course  May be counted as part of grade  Paper/pencil and online  Expedited retakes

9. Costs Involved  Annual Testing Contract - $39 million dollars a year (includes item/test development, field testing, comparability studies, online/paper/writing/alternative, multiple forms, special forms, scoring, reports by district, school and student)  Administrative cost per student/per test – $3.00  Online tests Administered over 1 million tests online during 2005-2006 school year (47,000 in a single day.) Administered over 1 million tests online during 2005-2006 school year (47,000 in a single day.) $56 million dollars a year for technology infrastructure improvements (equipment notes issued by the Virginia Public School Authority; 20% matching funds by school divisions.)

10. The Tests Count for Students  The BOE set 2004 as the year when students would have to demonstrate proficiency on a least six SOL tests in order to earn a diploma.  Transition period (2004-2006)– 2 (reading and writing) + 4 (Student selected)  After 2006 – two tests in reading and writing, one test each in mathematics, science, history and one of their own choosing.

11. The Tests Count for Schools  A school must have at least 70% of its students pass the SOL tests in each of the four SOL content areas (mathematics, science, English, and history/SS) in order for that school to retain its accreditation (75% in English grades 3 through 5; 50% for grade 3 science and history).  No individual school lost its accreditation because of poor performance by its students until the 2006-07 school year.

12. Project Graduation We will maintain standards and walk the extra mile with our students. Former Gov Mark R. Warner  Brochures and videos  Regional academies – multiple opportunities for retesting  Online Tutorials – include diagnostic tool with lessons and exercises tailored to the needs of each student (Princeton Review)  Practice tests/released test items  Special Project Graduation Web site  Continuation academies

13. District/School Supports.  Standards of Learning Curriculum Frameworks for English, Mathematics, Science, History and Social Science  Standards of Learning Enhanced Sample Scope and Sequence Guides for English, Science, Mathematics, History and Social Science  Standards of Learning Test Blueprints  Virginia Electronic Practice Assessment Tool  Standards of Learning Released Test Items

14. How Do We Know It’s Working  High school graduation rate has held steady – 94.3%  The percentage of students enrolled in the 9 th grade and graduating four years later – 73.5%  The percentage of Virginia students who graduated with an Advanced Studies Diplomas increased for a third consecutive year (50.7 %)  Nine out of ten Virginia schools are fully accredited  The Commonwealth, 72% of its divisions, and 73 % of its schools met or exceeded NCLB achievement objectives

15. It’s Working  Virginia has one of the highest participation rates in the nation on the SAT (73%).  The number of students taking advanced placement examinations and qualifying for college credit, including students who tend to be underrepresented in these courses, has increased significantly. (12% in 2005-2006)  The average ACT composite score among Virginia high school graduates increased significantly this year as the number of test takers in the state continued to rise.  Commonwealth was the only state in the nation in which students on the national science test (NAEP) increased their level of achievement on all three components of the test (Earth science, physical science, life science)

16. Lessons Learned  Real reform takes time – Educators, parents, business and community leaders, legislators and other stakeholders have to be an integral part of the reform effort.  Listen to legitimate concerns and be receptive to changes that strengthen reform policy  Prepare public for early failure rates – In 1998, the first year of SOL testing, only 2 percent of the schools met the standard for full accreditation.  Resist efforts to lower the bar or postpone the consequences

17. Lessons Learned  Instructional supports to schools should come early in the reform.  Validity and reliability of tests are critical in a high stakes environment.

18. Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it’s the only thing that ever has. Margaret Mead