1. School Report Card Data Summary for Flint Hill Elementary Vienna, VA Part of Fairfax County Public Schools Lauren Hill – EDRD 632 Dr. Vance 2/29/2012

2. Measurements Used  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.

3. AYP and AMO Criteria  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.

4. Demographics Student Membership Demographics by Enrollment Student Membership Demographics by Gender Student Membership Demographics by Ethnicity Student Membership Demographics by English Proficiency

5. Findings 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 3 rd Grade, pass rates have been inconsistent: For 3 rd Grade, pass rates have been inconsistent: Pass Rates 2008-20092009-20102010-2011 English: Reading (All students) 988992 Pass Rates 2008-20092009-20102010-2011 English: Reading (All students) 989697

6. Subgroup Discussion Pass Rates Whole School

7. Subgroup Discussion 3 rd Grade

8. Implications of Data Across the School

9. 3rd Grade Performance by Question

10.  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%. Implications of Data for 3 rd Grade

11. Implications of 3 rd Grade Performance by Question Data 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.

12. Interventions? CLT meetings CLT meetings Common Assessments Common Assessments Common Language Common Language Practice SOL questions throughout the year Practice SOL questions throughout the year Progress Monitoring Progress Monitoring Communication between classroom and resource teachers. Communication between classroom and resource teachers. Intervention groups focused on specific areas of weakness. Intervention groups focused on specific areas of weakness. What else? Turn and talk: What else? Turn and talk:

13. Other things to think about… What reading material is available in our classrooms and in the library? What reading material is available in our classrooms and in the library? What books do boys typically check out at 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? 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) 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)

14. 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? 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) 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) What is the nature of the reading instruction currently provided to struggling readers in our school? (Paratore & McCormack, 2007, p. 11) Other things to think about…

15. References Paratore, J.R. & McCormack, R.L. (2007). Classroom Literacy Assessment: Making Sense of What Students Know and Do. New York: The Guilford Press.