Update on the Implementation of a Vertical Scale as a Measure of Growth Virginia Board of Education’s Committee on School and Division Accountability April 23, 2019

Current Use of Progress Tables in Combined Rate for Accountability Calculations for Reading and Mathematics Integrates achievement, growth, and progress for EL students towards gaining proficiency in reading. A student will be counted in the numerator of the reading or mathematics combined rate if: The student passes the assessment*; or The student does not pass the assessment but demonstrates growth using the progress tables; or For the reading assessment only, the student does not pass the assessment or demonstrate growth, but is an EL and demonstrates progress as measured by the ACCESS for ELLs 2.0 assessment. *Includes recovery

Progress Tables

Current SOL Scale Scores on each SOL test are currently reported on a 0 - 600 scale that is specific to that test.

Progress Tables In the Progress Tables student growth is determined by comparing the student’s scaled score in the current year to his/her scaled score from the test taken in the previous year. To facilitate the measurement of student growth, each of the performance levels used for the Standards of Learning (SOL) tests in reading and mathematics, Below Basic, Basic, Proficient, and Advanced, is divided in half to create two sub-levels. The resulting sub-levels are: Low Below Basic, High Below Basic, Low Basic, High Basic, Low Proficient, High Proficient, Low Advanced, and High Advanced.

Current Performance Sub-Levels for Reading Virginia Reading SOL Sub-Level Cut Scores Grade Below Basic Basic Proficient Advanced Low High 3 0-280 281-309 310-361 362-399 400-438 439-499 500-511 512-600 4 0-277 278-302 303-359 360-399 500-512 513-600 5 0-270 271-294 295-360 361-399 6 0-291 292-316 317-364 365-399 400-440 441-499 7 292-314 315-365 366-399 8 0-293 294-316 317-366 367-399 500-507 508-600 The interpolated cuts for sub-performance levels were calculated based on the standard setting forms from the most recent standard setting year. Each performance category has a cut sub-performance level cut score that divides Low and High

Current Performance Sub-levels for Mathematics Virginia Mathematics SOL Cut Scores Test Level Fail/Below Basic Fail/Basic Proficient Advanced Low High 3 0-305 306-330 331-365 366-399 400-433 434-499 500-511 512-600 4 0-310 311-330 331-369 370-399 400-437 438-499 500-514 515-600 5 0-312 313-335 336-370 371-399 400-436 437-499 6 0-331 332-349 350-377 378-399 500-508 509-600 7 0-303 304-328 329-367 368-399 400-430 431-499 8 0-323 324-340 341-376 377-399 400-427 428-499 500-507 508-600 This table lists the specific performance sublevel cuts for each performance level in grades 3 through 8 mathematics and Algebra I. Test Level Fail Proficient Advanced Low High Algebra I 0-375 376-399 400-420 421-499 500-510 511-600

Determination of Student Growth Using Progress Tables Student progress is measured by whether a student who failed the reading and/or mathematics SOL test the previous year has moved at least one sub-level based on the current year’s data. For example, a student whose score on the grade 3 reading test in 2016-2017 was “high below basic” has moved one sub-level if their score on the grade 4 reading test in 2017-2018 was “low basic.”

Progress Table Examples

Vertical Scale

Vertical Scale Example A vertical scale allows for the reporting of scores across SOL tests and can be used to measure student growth along the scale.

Vertical Scale Characteristics Growth is based on comparing a student’s performance to his/her own previous performance. Expectations for growth can be defined so that the teacher and student know what is needed at the beginning of the year. More sensitive measure than progress tables. Understandable and transparent.

Current Status In spring 2016 a study was conducted to “link” the content of the reading tests for grades 3-8 and the mathematics tests for grade 3 – Algebra I together so that a vertical scale could be created. In spring 2018 an additional linking study was conducted to address the change in the mathematics SOL adopted by the Board in 2016.

Timeline for Implementation of Vertical Scales Mathematics 2018-2019 Reading 2019-2020

Transitioning from Progress Tables to Vertical Scale for Mathematics in 2018-2019 2018-2019 will serve as a transition year for the measurement of growth in mathematics. Progress tables will be used to measure growth for mathematics for the last time. 2018-2019 will be the baseline year for the vertical scale.

Growth in Mathematics: 2017-2018 to 2018-2019 New SOL mathematics tests administered in 2018-2019. Scores from the 2018-2019 mathematics test will be mapped onto the scale used for the 2017-2018 tests to facilitate measurement of growth. Resulting scaled score will be called a “transitional scale score.” Used to measure growth in mathematics from 2017-2018 to 2018-2019 only.

Growth Measure for Mathematics: 2018-2019 to 2019-2020 and Beyond Vertical scale scores for 2018-2019 will serve as the first data point in measuring growth in mathematics for 2019-2020 and beyond. Progress tables will no longer be used in mathematics after 2018-2019.

Implementation of Vertical Scale for Reading Same process as mathematics but a year later. Progress tables used to measure growth for reading through 2019-2020. Vertical scale used for growth in 2019-2020 to 2020-2021 and beyond.

Questions?