A & S Meeting January 11, 2011

Jan 12, 2016

Welcome message from author

This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript

Slide 1

A & S MeetingJanuary 11, 20111AgendaAYP FY11 and FY12 for NCLBEDW usageAligning instruction with FY11 FLDOE testing programs

2AYP

3DA QuestionHow many schools are not DA in 2010-2011 school year?

A - 16B - 26C - 36D - 46

DA QuestionHow many schools will not likely be DA in 2011-2012 school year?

A - 0B - 10C - 20D - 30

AYP in 2011-12AssumptionsProficiency Target Raised Reading - 72 to 79Math - 74 to 80OtherwiseFY11 Same rules FY11 Same resultsDA QuestionHow many schools will not likely be DA in 2011-2012 school year?

A - 0B - 10C - 20D - 30

DA QuestionAbout how many schools may have a change in DA status from 2010-2011 to 2011-2012 school year?

A - 50B - 40C - 30D - 20

Elementary SchoolsFY11 DA StatusFY12 DA Status?

Elementary SchoolsFY11 DA StatusFY12 DA Status?

Middle SchoolsFY11 DA StatusFY12 DA Status?HighSchools

Alternative SchoolsFY11 DA StatusFY12 DA Status?

Charter SchoolsFY11 DA StatusFY12 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 - 52B - 62C - 72D - 82

Past performance is no indication of future achievement.Percent of Schools%%%

* 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., 2000Research-BasedGuaranteed and Viable Curriculum: Opportunity to Learn (OTL) Percentile Gain*OTL affects student achievement more than double other school factors16 Articulates a rigorous curriculumState Standards; Item Specs Scope and Sequence

Monitors extent teachers cover the curriculumLearning Team MeetingsCollaborative Planning Diagnostic Assessments - EDWInterim Benchmark Assessments Has assessments based on the curriculumDiagnostic Assessments - EDWInterim Benchmark Assessments

What to teach?Is it being taught?Are students learning?OTL17EDW Usage

18EDW UsageWinterDiagnosticFallDiagnostic19EDW UsageWinterDiagnosticFallDiagnosticEDW UsageWinterDiagnosticFallDiagnosticNumber of EDW Reports Run per YearActualProjected22 Articulates a rigorous curriculumState Standards; Item Specs Scope and Sequence

Monitors extent teachers cover the curriculumLearning Team MeetingsCollaborative Planning Diagnostic Assessments - EDWInterim Benchmark Assessments Has assessments based on the curriculumDiagnostic Assessments - EDWInterim Benchmark Assessments

What to teach?Is it being taught?Are students learning?OTL23Aligning math instruction with FY11 FLDOE math testing programs

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

.3%9%37%Take FCAT 2.0 and Algebra 1 EOCHere we see the proportion of students who are taking algebra 1 or algebra 1 honors or not taking either course at grades 6, 7, and 8 respectively.

Not surprisingly, more than one third of grade 8 students are enrolled in an algebra 1 course.

All students at grades 6, 7, and 8 take FCAT 2.0, and all students enrolled in an algebra 1 course will also take the algebra 1 EOC.

What are the implications for instruction?Content Overlap Between FCAT 2.0 and Algebra 1 EOC Grade 8 FCAT 2.0Grade 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 EOCTake FCAT 2.0 and Algebra 1 EOC

Content Overlap Between FCAT 2.0 and Algebra 1 EOC Grade 8 FCAT 2.0Alg. 1 EOCGrade 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 students 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

.3%8%Take FCAT 2.0 and Algebra 1 EOCTake FCAT 2.0 and Algebra 1 EOCHere we see the proportion of students who are taking or not taking geometry or geometry honors at grades 7 and 8 respectively.

A relatively small percent of grade 7 and 8 students are enrolled in geometry or geometry honors .

These students will take FCAT 2.0 and also will take the algebra 1 EOC because they took already took algebra.

What are the implications for instruction?

Content Overlap Between FCAT 2.0, Algebra 1 EOC, and GeometryGrade 8 Geometry FCAT 2.0Alg. 1 EOCGrade 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

53%Take Algebra 1 EOC6%Take FCAT and Algebra 1 EOCHere we see the proportion of students who are taking algebra 1 or algebra 1 honors or not taking either course at grades 9 and 10 respectively.

Not surprisingly, more than one half of grade 9 students are enrolled in an algebra 1 course.

All students at grade 9 who are enrolled in an algebra 1 course will take the algebra 1 EOC.

Students at grade 10 will take FCAT and those who are enrolled in an algebra 1 course will also take the algebra 1 EOC.

What are the implications for instruction?

Content Overlap Between FCAT and Algebra 1 EOC Grade 10FCATAlg. 1 EOCGrade 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

35%Take Algebra 1 EOC51%Take FCATHere we see the proportion of students who are taking geometry or geometry honors at grades 9 and 10 respectively.

More than one third of grade 9 students and more than half of the grade 10 students are enrolled in geometry or geometry honors .

Students at grade 9 who are enrolled in geometry or geometry honors will take the algebra 1 EOC.

Students at grade 10 who are enrolled in geometry or geometry honors will take FCAT because they took already took algebra.

What are the implications for instruction?

Content Overlap Between Algebra 1 EOC and GeometryGrade 9 GeometryAlg. 1EOCGrade 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 EOCWhere 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 bellringersTo 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 bellringersMA.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 WorksheetSheet: CooperationLeadershipSchool ClimateParental InvolvementPressure to AchieveMonitoringTimeOpportunity to LearnEast

Related Documents