DATA CHATS/FCAT Explorer Stephannie Wiley Accountability Analyst August 9-10, 2012.

Summer Leadership InstituteDATA CHATS/FCAT Explorer

Stephannie WileyAccountability Analyst

August 9-10, 2012

Common Board ConfigurationDate: August 9 & 10, 2012

Benchmark: Identify students’ strengths and weaknesses; monitor growth continuously.

Bell Ringer: Take copy of DATA CHAT and snapshot and complete form for discussion.

Essential Question: How are DATA CHATS used to improve student performance?

Vocabulary: Achievement Level, Developmental Scale Score, and Learning Gains.

Objective: To enhance the ability to communicate with students about performance, setting goals for improvement, and continuous progress monitoring.

Agenda: Gradual Release

• I Do: Guide creation of DATA CHATS ; assist in data search for content.

• We Do: Locate data needed to complete DATA CHATS; model educator/student conversation.

• You Do: Create DATA CHATS , locate data, perform DATA CHATS .

Summarizing Activity: Class will create DATA CHATS using provided data; perform simulation of student/educator chat for strength/weakness focus.

Homework: Create snapshot of individual students on class roster, complete DATA CHAT form, have discussion with students at start of school. Encourage students to use FCAT Explorer to improve skills.

Learning Goal: Communicate with students about performance, set goals for improvement and monitor students progress all through the school year.

Lake County SchoolsVision Statement A dynamic, progressive and collaborative learning community

embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 Mission Statement The mission of the Lake County Schools is to provide every student

with individual opportunities to excel.

Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

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21st Century Skills Tony Wagner, The Global Achievement Gap

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1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

High Effect Size Indicators

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“The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.”

-Florida Department of Education, 2012

Learning Goal with Scales

Tracking Student Progress

Established Content Standards

Multi-tiered System of Supports

Clear Goals Text Complexity ESOL Students

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School LeadershipHigh Effect Indicators

Classroom TeacherHigh Effect Indicators

Feedback PracticesFacilitating Professional

LearningClear Goals and

Expectations Instructional ResourcesHigh Effect Size Strategies Instructional InitiativesMonitoring Text

Complexity Interventions Instructional AdaptationsESOL Strategies

FCAT-STAR Student Snapshot

Historical page of snapshot

Subtest titles of snapshot

FCAT Explorer• Free program available in August. • Program enables students to work in a ‘game’

setting to improve reading, math and science skills.

• FCAT Explorer is currently offered to students in Grade 3-10.

• FCAT benchmarks and EOC (End-of-Course) benchmarks are available.

• Students, teachers and administrators can monitor progress.

FCAT Explorer/FOCUS

Participant Scale and Reflection(Please complete and turn in)

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0-Not Using

•No understanding or implementation steps taken away

1-Beginning

•Little understanding and inconsistent implementation steps taken away

2-Developing

•Moderate understanding and implementation steps taken away

3-Applying

•Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating

• In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways