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Coffee and Curriculum
Standardized Testing
Goal for Meeting
• Have better understanding of the standardized testing administered to Oak Grove students.
• Understand school goals for improving student achievement
CogAT
• Mental ability test (IQ) • Used as part of the eligibility components for
gifted program and for subject area and grade level acceleration.
• Given in Oct.• First, third, and fifth grade students take test• Nationally normed so %tile scores can be
compared to all students in nation• Material on the test is not “taught.” • Scores do not normally come back until late
Nov. or Dec.
Oak Grove CogAT 2008 Average Percentile by Grade
7478
80 8081
63
76 7779 78 79
81
0
10
20
30
40
50
60
70
80
90
Verbal Quantitative Nonverbal Composite
Grade 1
Grade 3
Grade 5
Iowa Test of Basic Skills• Achievement test• Test on concepts that are typically taught in school• Used as part of the eligibility components for gifted program and for
subject area and grade level acceleration• Skills within a subject area are identified (Math Computation,
Estimation, Problem solving, Geometry, etc.)• May be used by teachers to identify areas of strength and weakness• Nationally normed so %tile scores can be compared to all students
in nation• Administered to first, third and fifth grade students in Oct.• Scores do not normally come back to school until late Nov. or Dec.
Oak Grove ITBS 2006 - 2008 Percentile by Grade in Reading
93
89
90
93 93
89
92
91
86
82
84
86
88
90
92
94
Grade 1 Grade 3 Grade 5
Reading Comp. 2006
Reading Comp. 2007
Reading Comp. 2008
Oak Grove ITBS 2006-2008 Average Percentile Complete Composite by Grade Level
92
93
95
91
93
90
87
88
89
90
91
92
93
94
95
96
Grade 1 Grade 3 Grade 5
Comp. Composite 2006
Comp. Composite 2007
Comp. Composite 2008
Criterion Referenced Competency Test
• GA Test• Test to evaluate how well students have attained the
skills outlined in the Georgia Performance Standards (GPS) for each grade level
• Test is specific to Georgia students• Does not generate a %tile rank; students are compared
to a criterion – does not meet, meets, or exceeds• Use to determine AYP status for the school. Failure to
make Adequate Yearly Progress can cause a school to be labeled as “needs improvement.”
Oak Grove CRCT 2009 Grade Level % in Level 3 by Subject
72
82
72
67
5557
62
58
5153
60 59
71
53
76
81
76
71
49
6259
0
10
20
30
40
50
60
70
80
90
1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade
Reading
ELA
Math
Science
Social Studies
Oak Grove Elementary CRCT All Grades Comparison of % in Level 3 2008 to 2009
65.2
47.4
73.8
65.8
62.9 63.8
76
56.66
0
10
20
30
40
50
60
70
80
ELA Math Science Social Studies
2008
2009
Oak Grove CRCT Comparison of First Grade 2008 to Second Grade 2009 % in Level 3
81
61
66
82
6259
0
10
20
30
40
50
60
70
80
90
Reading ELA Math
2008
2009
Oak Grove CRCT Comparison of First Grade in 2007 to Third Grade 2009
71.9
47.9
53.1
83.3
67.7
49
72
58
7169
49
0
10
20
30
40
50
60
70
80
90
Rdg. ELA Math Science S. S.
2007
2008
2009
Oak Grove CRCT Comparison of First Grade in 2006 to Fourth Grade in 2009 % in Level 3
62
41
66
78.9
47.4
40
76
63.5
58.3
68.8
58.3
67
5153
76
62
0
10
20
30
40
50
60
70
80
90
Rdg. ELA Math Science S. S.
2006
2007
2008
2009
Oak Grove CRCT Comparison of First Grade 2005 to Fifth Grade 2009 % in Level 3
74
60
74
69
32
60
65.3
49
63.3
58.261
62.6
46.7
42
76.773.3
5553
76
71
59
0
10
20
30
40
50
60
70
80
90
Rdg. ELA Math Science S.S.
2005
2006
2007
2008
2009
Oak Grove ElementaryCRCT Comparison of 1st Grade Scores
% in Level 3
72
5760
81
61
66
72
48
53
63
42
66
0
10
20
30
40
50
60
70
80
90
Reading ELA Math
2009
2008
2007
2006
How do we assist?
• New goals for Consolidated School Improvement Plan (CSIP) call for 5% increase in the % in level 3 in Rdg./ELA, Math, and Science. 10% increase in Social Studies
Social Studies
• Book list put on website
• More emphasis on characters in classroom
• Usual rebound after change from QCC to GPS
English Language Arts
• More direct instruction of grammar skills
• Writers’ workshops will continue
• Use of Daily Oral Language and grammar websites to have more drill on language skills
• Develop vocabulary used on CRCT so students are familiar with a variety of terms
Reading
• Continued emphasis on reading
• Orton-Gillingham training to strengthen teachers skills in assisting struggling emergent readers
• Emphasis on direct instruction of comprehension skills
Math
• Continued emphasis on learning math facts
• Emphasis on problem solving and math vocabulary
• Rigor for more capable students, remediation for those who struggle
