Grassy Lake ElementaryMid Year LBA Review2013 - 2014

PDCA Instructional Cycle

PLAN

ACT

DO

CHECK

• Data Disaggregation

• Calendar Development• Direct Instructional

Focus

• Tutorials

• Enrichment

• Assessment

• Maintenance

• Monitoring

The Purpose of Data• Data….

▫ Measures student progress and program

effectiveness

▫ Identifies students in need of assistance

▫ Guides curriculum development

▫ Maintains educational focus

▫ Allocates resources effectively

▫ Reports progress to all stakeholders

▫ Promotes accountability

Using Data to Make Decisions •Leads to quality instruction for all

students

•Ensures quality for all subgroups

•Helps to identify root causes of problems

•Replaces hunches with facts

•Supports efforts to close the

achievement gap

Where Do We Get Our Data?The Lake Benchmark Assessments (LBAs) were developed as part of Lake

County’s Continuous Improvement Model to monitor the progress of

students’ mastery of the current Florida standards. The questions will be

individually analyzed for validity and reliability after each administration

based

on extensive item analysis of student results. The purpose of this test is

to allow

teachers and schools to use the results to identify areas of strengths and

weaknesses so they may differentiate instruction to improve student

performance.

What Do the Lake Benchmark Assessments tell us?

Grassy Lake Elementary LBA Mid Year Data

Reading Lake Benchmark Assessment

Math Lake Benchmark Assessment

Science Lake Benchmark Assessment

Writing Lake Benchmark Assessment

Reading Yearly Comparison Data

Math Yearly Comparison Data

Science Yearly Comparison Data

Writing Yearly Comparison

• Florida’s AMOs streamline the federal and state accountability systems into one rigorous, cohesive system that increases standards and holds schools, districts, and the state accountable for the achievement of all students including those that are struggling the most.

• Because Florida’s AMOs are part of the School Grades system classifications that determine financial rewards and what actions schools and districts must take to improve student achievement, the new AMOs will be more meaningful and consistent measures of academic progress for Florida's schools and students.

Annual Measureable ObjectivesWhat are They?

What Are the Subgroups?Students are included in the following subgroups if there are at least 10

members inthe following categories:

• American Indian

• Asian

• Black

• Hispanic

• White

• Economically Disadvantage

• English Language Learners

• Students with Disabilities

• All Students

How do the new AMOs for reading and math work?

• All schools and subgroups will be evaluated to determine whether they meet their Annual Measurable Objectives for proficiency in reading and math.

• AMO targets will be established for each subgroup and all students.

• The AMO target will show whether the subgroup is making enough progress in the current year to be on track to reduce its percentage of non-proficient students by half by 2016-17.

• The 2010-2011 AYP data was used as the baseline calculations.

Grassy Lake Elementary AMO LBA Mid Year Data

3rd Grade Reading AMO Growth

4th Grade Reading AMO Growth

5th Grade Reading AMO Growth

3rd Grade Math AMO Growth

4th Grade Math AMO Growth

5th Grade Math AMO Growth

Midyear Reading & AMO Goals

Midyear Math & AMO Goals

Additional Strategies•Data is delivered to the grade levels for disaggregation

to discover any gaps in instruction (PLCs)

•Small group instruction is based on student skill deficit

•Coaching is delivered to those teachers in need of additional support

Mrs. Hillary3rd Grade

Reading Sample Question

Math Sample Question

Mrs. Haynes4th Grade

Benchmark LA.4.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.

The student will analyze the word or phrase to determine small, subtle differences in meaning between related words (e.g., glance, glare, and peek all refer to the concept of looking, but each word has a different meaning or connotation).

by Emma Chichester Clark

Miss Bilberry lived in a pale yellow house at the base of the great blue mountains with a dog named Cecilie, a cat called Chester, and two birds called Chitty and Chatty. Every morning Miss Bilberry had breakfast in the shade of a broad-leaved tree, looking out at her beautiful view of the mountains. After breakfast she swept the path and fed the birds and animals. She watered the flowers and vegetables growing in her garden. Then she had a light lunch on the veranda.1

In the afternoon she had a nap in her hammock between two swaying palms. And sometimes in the evening she played her violin and sang a few songs before she went to bed. It was a lovely life, and Miss Bilberry would have been completely happy, except for one thing. She just couldn’t stop wondering whether she might not be even happier if she lived on the other side of the mountains. The more she looked, the more she wondered.

1 veranda: a porch covered by a roof

One day, Miss Bilberry could stand it no longer. “Everybody up!” she called to Cecilie, Chester, and Chitty and Chatty. “Today’s the day! We’re going to move! Let’s start packing!” Not wanting to be left behind, they all helped fill boxes, baskets, and bags and put everything from the little yellow house onto a wobbly old cart. Then they waved good-bye to the house and the garden, the broad-leaved tree and the two swaying palms, and set off toward the blue mountains. “I just can’t wait to get to the other side!” cried Miss Bilberry. But Chester looked back sadly. They walked and walked, pushing the heavy cart for many miles, through fields, and forests, through rain, and sunshine, uphill, and downhill. They reached a place where the flowers were taller than Miss Bilberry! They could hardly see where they were going. “This is the wrong way,” snarled Chester. “No it isn’t,” snapped Cecilie. Miss Bilberry climbed a tree, but she still wasn’t sure where they were. “Told you so,” said Chester. “Everything is going to be fine when we get to the other side,” said Miss Bilberry. On and on they went. Chester grumbled, Cecilie moaned, but Miss Bilberry just kept going. Chitty and Chatty tried to help by flying ahead. “They’re hopeless!” snarled Chester. But soon Chitty and Chatty returned. “We’ve found a lovely house,” they cried, “with trees and flowers! Follow us!” And there it was . . .

“Oh my!” gasped Miss Bilberry. “It’s perfection. It’s just as I thought it would be!” “Thank goodness for that,” sighed Chester. Chester and Cecilie ran the rest of the way. When Miss Bilberry caught up they all unpacked the boxes and emptied the bags. In between loads Chester sniffed the air. It’s strange, he thought, but I feel as if I’ve been here before. Miss Bilberry was so tired that she slept all afternoon in her hammock, which she strung between two swaying palms, exactly as before. Then she made a stew from the vegetables growing in the garden, and they all began to feel better. Each morning when the sun shone in her window, Miss Bilberry leapt out of bed. Her life seemed better than ever. Her breakfast seemed more delicious and the mountains seemed more beautiful. It was a lovely life and she was happy. But there were some things that bothered Miss Bilberry . . . . . . she didn’t say anything, but she just couldn’t stop wondering. It seemed to her that even though they had traveled a very long way, everything was much the same. Even the mountains, which should really have been at the back of the house, were still in front. It was a mystery to Miss Bilberry, and she sometimes worried about it. Chester, the clever cat, smiled to himself. He knew the answer, but he would never tell Miss Bilberry. He liked their quiet life in the pale yellow house with its broad-leaved tree, its two swaying palms, and its cool veranda.

Sample Item 46 Shades of Meaning

1.Read these sentences from the passage.

“This is the wrong way,” snarled Chester. “No it isn’t,” snapped Cecilie.

By using the word snapped instead of “said” or “replied” in the

sentence above, the author shows that Cecilie is

A. cross B. daring C. strong D. worried

MA.4.G.3.3 Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve real-world area problems.

• Students will find the area of a rectangle by multiplying the base by the height.

• Students will solve problems involving the area of a rectangle or a composite shape composed of adjacent rectangles, such as L- or E-shaped figures.

Mrs. Mabry5th Grade

Read these lines from the poem.As the blinding showers fallAs the rays diminishUnder evenings cloak they allRoll away and vanish

Why does the poem refer to the evening having a cloak?a)To hint that the evening will be coldb)To indicate that the evening is trying to hidec)To suggest that the evening covers everythingd)To show that the evening seeks protection from the rain

Christy wanted to find the surface area of a square pyramid. She wrote the expression shown below

(24 x 5) ÷ 2 + 62

What is the value of the above expression?

Roger collected four rock samples and wrote a description of how each was formed.Which of the following rocks that Roger collected is a metamorphic rock?