A & S Meeting January 11, 2011. Agenda AYP FY11 and FY12 for NCLB EDW usage Aligning instruction with FY11 FLDOE testing programs.

A & S MeetingJanuary 11, 2011

Agenda• AYP FY11 and FY12 for NCLB• EDW usage• Aligning instruction with

FY11 FLDOE testing programs

AYP

DA QuestionHow many schools are not DA in 2010-

2011 school year?

• A - 16• B - 26• C - 36• D - 46

DA QuestionHow many schools will not likely be DA in

2011-2012 school year?

• A - 0• B - 10• C - 20• D - 30

AYP in 2011-12• Assumptions

–Proficiency Target Raised • Reading - 72 to 79• Math - 74 to 80

–Otherwise• FY11 Same rules • FY11 Same results

DA QuestionHow many schools will not likely be DA in

2011-2012 school year?

• A - 0• B - 10• C - 20• D - 30

DA QuestionAbout how many schools may have a

change in DA status from 2010-2011 to 2011-2012 school year?

• A - 50• B - 40• C - 30• D - 20

Elementary Schools

FY11 DA Status

FY12 DA Status?

Elementary Schools

FY11 DA Status

FY12 DA Status?

Middle Schools

FY11 DA Status

FY12 DA Status?

HighSchools

Alternative Schools

FY11 DA Status

FY12 DA Status?

Charter Schools

FY11 DA Status

FY12 DA Status?

EDW Path for Review Listing of Schools

>>Families>>Test Results and Other Assessment Information>>FCAT>>Accountability and Monitoring>>Possible FY12 DA Status Report

How Accurate Were Our Predictions?

What percent of schools did we successfully predict for the 2010-2011 school year?

• A - 52• B - 62• C - 72• D - 82

0

20

40

60

80

100

62

20 18

Past performance is no indication of future achievement.

Percent of Schools

%

% %

2

4

8

10

11

12

15

31

0 5 10 15 20 25 30 35

Cooperation

Leadership

School Climate

Parental Involvement

Pressure to Achieve

Monitoring

Time

Opportunity to Learn

* The average gain in percentile points of the average student in the experimental group compared to the average student in the control group.

Marzano, R., 2000; Borman, G.D.; Hewes, G.M. et al., 2000

Research-BasedGuaranteed and Viable Curriculum: Opportunity to Learn (OTL)

Percentile Gain*

OTL affects student achievement more than double other school factors

• Articulates a rigorous curriculum

State Standards; Item Specs Scope and Sequence

• Monitors extent teachers cover the curriculum Learning Team Meetings Collaborative Planning Diagnostic Assessments - EDW Interim Benchmark Assessments

• Has assessments based on the curriculum Diagnostic Assessments - EDW Interim Benchmark Assessments

What to teach?

Is it being taught?

Are students learning?

OTL

EDW Usage

EDW Usage

Aug Sept Oct Nov Dec0

50000

100000

150000

200000

250000

200820092010

WinterDiagnostic

FallDiagnostic

EDW Usage

Aug Sept Oct Nov Dec0

50000

100000

150000

200000

250000

200820092010

WinterDiagnostic

FallDiagnostic

EDW Usage

Aug Sept Oct Nov Dec0

50000

100000

150000

200000

250000

200820092010

WinterDiagnostic

FallDiagnostic

Number of EDW Reports Run per Year

FY09 FY10 FY110

200000

400000

600000

800000

1000000

1200000

1400000

1600000

1800000

Actual Projected

• Articulates a rigorous curriculum

State Standards; Item Specs Scope and Sequence

• Monitors extent teachers cover the curriculum Learning Team Meetings Collaborative Planning Diagnostic Assessments - EDW Interim Benchmark Assessments

• Has assessments based on the curriculum Diagnostic Assessments - EDW Interim Benchmark Assessments

What to teach?

Is it being taught?

Are students learning?

OTL

Aligning math instruction with FY11 FLDOE math testing programs

Middle SchoolFall 2010 Enrolled in Alg. 1 or Alg. 1 Honors

Grade 6 Grade 7 Grade 80%

10%20%30%40%50%60%70%80%90%

100%

13669 12185

8577

40 1213

5002

Not In Alg 1 Regular or Honors

Grade Level

.3% 9% 37%

Take FCAT 2.0 and Algebra 1 EOC

Content Overlap Between FCAT 2.0 and Algebra 1 EOC Grade 8

FCAT 2.0

•Grade 8 students enrolled in Algebra 1 will take both the FCAT 2.0 and the Algebra I EOC.

•Some of the current grade 8 students, when they were in grade 7 during 2009-10, took advanced math, used a Pre-Algebra Book.

• Thus, the content overlap for students who went from grade 7 advanced math to Algebra 1 will be large.

• Use Grade 8 Sample Problem Powerpoints as bellringers to prepare students.

Alg. 1 EOC

Take FCAT 2.0 and Algebra 1 EOC

Content Overlap Between FCAT 2.0 and Algebra 1 EOC Grade 8

FCAT 2.0 Alg. 1 EOC

•Grade 8 students enrolled in Algebra will take both the FCAT 2.0 and the Algebra I EOC.

•Some of the current grade 8 students, when they were in grade 7 during 2009-10, took regular math. These students will not have a strong pre-algebra background.

• Thus, the content overlap for students who went from grade 7 regular math to Algebra 1 will be small.

• For student struggling in Algebra 1, stakeholders may want to reconsider student’s placement in Algebra 1.

• If the student remains in Algebra 1 provide support with both bellringers and Grade 8 Benchmark Focus Worksheets .

Take FCAT 2.0 and Algebra 1 EOC

Middle SchoolFall 2010 Enrolled in Geometry or Geometry Honors

Grade 7 Grade 80%

10%20%30%40%50%60%70%80%90%

100%

13398 12538

46 1041

Not In Geometry orGeometry Honors

Grade Level

.3% 8%

Take FCAT 2.0 and Algebra 1

EOC

Take FCAT 2.0 and Algebra 1

EOC

Content Overlap Between FCAT 2.0, Algebra 1 EOC, and GeometryGrade 8

Geometry

FCAT 2.0

Alg. 1 EOC

•Grade 8 students who are taking Geometry will take both the FCAT 2.0 and the Algebra I EOC.

• As these students have a very strong math background, • exposure to Grade 8 Sample Problem powerpoints (bellringers) should be

sufficient review for these students. And, if there are any deficiencies the bellringers should point them out.

Take FCAT 2.0 and Algebra 1 EOC

High School Fall 2010 Enrollment in Alg. 1 or Alg. 1 Honors

9 100%

10%20%30%40%50%60%70%80%90%

100%

7306

13675

8107

849

Not in Alg 1 or Honors

Grade Level

53%

Take Algebra 1 EOC

6%

Take FCAT and Algebra 1 EOC

Content Overlap Between FCAT and Algebra 1 EOC Grade 10

FCAT Alg. 1 EOC

•Grade 10 students enrolled in Algebra 1 will take both the FCAT and the Algebra I EOC.

•This group needs major support because Algebra 1 covers at most 25% of the FCAT. FCAT has approximately 25% of questions in the category of Geometry and Spatial Sense, 17% Measurement, 17% Data Analysis, 17% Number and Operations and 25% Algebraic Thinking .

• Use Grade 10 FCAT Resources both bellringers and Grade 10 benchmark focus worksheets.

Grade 10 students take FCAT and Algebra 1 EOC

High School Fall 2010 Enrollment in Geometry or Geometry Honors

9 100%

10%20%30%40%50%60%70%80%90%

100%

100537089

53607435

Not in Geometry orGeometry Honors

Grade Level

35%

Take Algebra 1 EOC

51%

Take FCAT

Content Overlap Between Algebra 1 EOC and GeometryGrade 9

GeometryAlg. 1EOC

•Grade 9 students enrolled in Geometry and who have previously taken Algebra 1, will take the Algebra I EOC.

•These students may have varying needs.• Use Algebra 1 bellringers with all.• Differentiate instruction based on knowledge demonstrated with bellringers by

providing Algebra 1 benchmark focus worksheets for students who demonstrate need for further practice.

Grade 9 students enrolled in Geometry and who have previously taken Algebra 1, take the Algebra I EOC

Where do I find these resources?

Learning Village

To find the Grade 10/Retake FCAT Item Specification Sample Problem Power Points, scroll to the bottom of the 2010-2011

Mathematics High School Course page…

Scroll down to the Teacher Resources section of the FCAT Grade 10/Retake Resource page…

Use as bellringers

Select benchmark Item Specification Sample Problem Power Point…

Use as bellringers

To find the new Benchmark Focus Worksheets for FCAT Grade 10/Retake, scroll down to the Focus Lessons section

of the FCAT Grade 10/Retake Resource page…

Select benchmark worksheet…

To find the Grade 8 FCAT NGSSS Item Specification Sample Problem Power Points and the Grade 8 Benchmark Worksheets, scroll to the

bottom of the Mathematics Middle School Course page…

Use as bellringers

MA.8.A.1.1

Sample ppt for bellringer

In the set of data, the

time is the input or the

domain.

In the set of data, the

distance is the output or

the range.

FYI: When given a graph, continuous data is represented by solid lines. Discrete data may be represented by a dotted or dashed line, or strictly

the data points.

Since Sandy is able to measure a distance at any given time, both time and distance are continuous.

There are no gaps in time and no breaks in distance. All values of time occur, but Sandy chose to only record the distance at

whole second intervals.

Sample Benchmark Focus Worksheet