81. TfHS Virginia English and processes for the standards of learning for your Please note that the TfHS testshave been carefully referenced to the standards, as demonstrated by http://www.tfhs.net/vaenglish.htm

Samples from the Tests for Higher Standards in English All files are in Adobe Acrobat .pdf format. Grade-Level Tests Any use of the TfHS Grade-Level Tests will do at least two things: · provide students with practice for the state-mandated SOL tests, and · give teachers the chance to see SOL content embodied in actual test items. Test Coverage The Tests for Higher Standards Grade-Level Tests in the areas of Mathematics, Science, English (Reading and Writing), and History and Social Science for grades Kindergarten through eleven have been developed to help teachers focus instruction on the content and processes of the Virginia Standards of Learning. Because TfHS Grade-Level Tests closely match Virginia Standards of Learning, their value is to help teachers plan, teach, and assess, providing information about student and program strengths and weaknesses. Test Description TfHS Grade-Level Tests are criterion-referenced, four-alternative, multiple-choice tests. Each test generally contains some fifty to eighty items - three to six items per Standard - and can be administered in one or two sittings. Each test Item (question) has been designed to measure one or more aspects of a single Standard. The resulting TfHS Grade-Level Tests are content valid in that test items are clearly referenced to individual Standards and measure them directly.

82. WSLS.com - Poll Shows Mixed Feelings About SOL's for what goes on and the learning that takes place. . in Virginia meet the same academicstandards. Thirtyeight with the statement the SOL tests help improve http://www.wsls.com/news/education/MGBVHL2521D.html

83. Testimony Of Ms. Jane Massey-Wilson Teachers are including more technology in the curriculum. With the new Standardsof learning assessment, we are using criterionreferenced tests. http://edworkforce.house.gov/hearings/106th/ecyf/esea6999/massey-wilson.htm

Prepared for the U.S. House of Representatives Committee on Education and the Workforce ACADEMIC ACCOUNTABILITY IN WEST POINT PUBLIC SCHOOLS REASONS FOR SUCCESS Jane Massey-Wilson, Ed. D. Superintendent West Point Public Schools West Point, VA 23181 June 1999 Mr. Castle, Members of the Committee Thank you for inviting me to speak on "Academic Accountability." It is a topic near and dear to my heart, and I appreciate the work you are doing to improve academic accountability in our schools. I come to you today in support of high academic standards, high expectations, and accountability in public schools. Our students deserve no less. American businesses deserve no less. Our children are our most valuable resource for the future. We want to make certain that our students are competitive in the state, the nation, the world. We keep hearing from the business world that students are not prepared in the basics and that businesses are spending large amounts of money teaching recent high school graduates to read and write. We keep hearing from businesses that we need to teach the core academics, and they will train employees in specifics of the job. We must make certain that our students are well educated and have a competitive edge. I support the Virginia K-12 Education Reform to raise student achievement.

84. NAESP - Communicator, September 2000 - One Size Does Not Fit All the test and not on active, engaged learning. that the demands to raise standardsare responsible official platform position on standardized tests by visiting http://www.naesp.org/comm/c0900.htm

85. Mar 26 and social science standards of learning, adopted Friday subject and pass the SOLtests, said state appointed committee that revised the standards, said Mali http://home.rica.net/airedale/easier.htm

Mar 26, 2001 Were tests made easier? Some critics still saying exam's detail makes learning trivial BY JASON WERMERS TIMES-DISPATCH STAFF WRITER Virginia's new history and social science Standards of Learning, adopted Friday, will make it easier for more students to understand the subject and pass the SOL tests, said state officials and some educators. Kirk T. Schroder, president of the Virginia Board of Education, said the 41-page document of revised standards was "significantly improved in many areas over the old document." "It already has wide acceptance from educators, curriculum specialists, scholars, parents and citizens," he said. The new standards are expected to be in place at all state public schools by this fall. On the other hand, the standards still are so detailed that they reduce the study of history to a trivialized list of names and events, said Roxanne Grossman, of the grassroots group Parents Across Virginia United to Reform the SOLs. "The basic problem is still the basic problem: There is still too much weight being put on the test," Grossman said. "If there was not so much weight put on the test, you wouldn't have people fearing, and rightly so, that every single item that is not in [the standards] will not get taught." Several educators have said they generally were satisfied with the new standards for kindergarten through third grade. The only major sticking point for some was the inclusion of the early West African empire of Mali in third grade. Several teachers, both black and white, questioned Mali and were concerned they would not be able to find textbooks that reference that civilization.

86. T.H.E. Journal Online: Print Article students did not pass the SOL tests at the and helped me facilitate individualizedlearning in my National Council of Teachers of Mathematics (NCTM) standards. http://www.thejournal.com/magazine/vault/articleprintversion.cfm?aid=3161

87. Parent Power January 2003 -- Helping You Make Sense Of Schooling Today The students' success, as reflected in their scores on the Virginia Standardsof learning (SOL) tests is the result of a concerted effort from the http://edreform.com/parentpower/03jan/newyear.htm

Helping you make sense of schooling today A new year has begun, and with it come many educational changes and challenges. To start this issue of Parent Power! , we offer advice to help you ensure that your elected officials, many of whom are new themselves, follow through on the education promises they made while on the campaign trail. 2003 also promises to see the acceleration of a drive to make middle schools more fertile places for learning. Middle school reform is an issue we look at in-depth this issue, and we take you on a little visit to a Virginia middle school that's doing things right. Managing Editor Caralee Adams Published by The Center for Education Reform Jeanne Allen President 1001 Connecticut Ave., NW Suite 204 Washington, DC 20036 Fax: 202-822-5077 parentpower@edreform.com

88. ELibrary.com - The Washington Post, '. . . And In Fairfax, Myths eLibrary is the subscription based online library for fun or research. Find out more about securing your guaranteed Free 7day trial with your credit card and retrieve '. . . And in Fairfax, Myths About the (sols)' from The Washington Post now. http://redirect-west.inktomi.com/click?u=http://ask.elibrary.com/getdoc.asp%3Fpu

89. We Are Pleased You Wish To Consider Pursuing Licensure Eligibility Through Virgi The Office of Academic Services (Oliver Hall Room 2087, 8281927)in the School of Education has information about these tests. http://www.soe.vcu.edu/home_department/ted/licensure/Erly Elem LICENSURE.htm

We are pleased you wish to consider pursuing licensure eligibility through Virginia Commonwealth University. Deciding to pursue a teacher preparation program is an important decision and we want you to have as much information as possible as you make it. We have developed these materials to help explain procedures toward achieving licensure and endorsement in the areas we offer. If you don't find sufficient information here you may call our office (828-1305) for additional help or to register for one of the general information sessions which we offer on a monthly basis. How does one acquire licensure eligibility The most common route is through a university's approved program ; there are two alternate routes as well (see Appendix A). In either the approved program route or an alternate route, one must complete the required examinations specified by the Commonwealth of Virginia. Currently these are PRAXIS I and the specialty area test in the endorsement area in which licensure is sought. In the approved program individuals must have passed PRAXIS I before being admitted to Teacher Preparation.

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