a & s meeting january 11, 2011. agenda ayp fy11 and fy12 for nclb edw usage aligning instruction...
TRANSCRIPT
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