state board of education meeting
TRANSCRIPT
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State Board of Education MeetingAddison G. Davis, Superintendent
June 10, 2021
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Preparing Students for Life
Foster Elementary
39% 38%
30%
41%
2016-17 2017-18 2018-19 2020-21
Foster
D DC
F
School Grade Trends
Predicted Score
(iReady 2019 Crosswalk)
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Current School Grade Calculation(Calculation based on students present for Survey 2 and 3)
ELA (3-5) Math (3-5) Science
AchievementProficiency
(0% - 100%)
2019 FSA
24
IReady*
29
2019 FSA
22
iReady
19
2019 FSA
35
Midyear*
45
Learning Gains(0% - 100%)
2019 FSA
37
iReady
52
2019 FSA
33
iReady
36
2019 FSA Points213/700
30%
Lowest QuartileLearning Gains
(0% - 100%)
2019 FSA
32
iReady
71
2019 FSA
30
iReady
33
Total Current Points*285/700
41%
*: Points calculated based on iReady Data (2021 Spring) and Science Midyear
Foster El ementary School
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2020-2021 at a GlanceFoster El ementary School
15%9%
32%18%
25%11%
35%
18%
19%
8%
40%
38%
20%
36%
33%
49%
28%
21%
18%
16%
11%16%
6%
14%
13%22%
5% 9%2%
16%
Fall Spring Fall Spring Fall Spring
Grade 3 Grade 4 Grade 5
3+ GL Below 2 GL Below 1 GL Below Early On GL Mid or Above GL
*Percentages shown are rounded.
18%7%
16%9%
19% 14%
30%
9%
41%
18%
26%
9%
48%
56%
37%
49%
44%
46%
5%
22%
4%
18%
11%
20%
7% 1% 7% 11%
Fall Spring Fall Spring Fall Spring
Grade 3 Grade 4 Grade 5
3+ GL Below 2 GL Below 1 GL Below Early On GL Mid or Above GL
i-Ready Mathi-Ready ELA
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Math Facilitated planning sessions utilizing weekly and monthly assessment data to create individualized student learning paths.
Provided weekly formative feedback through classroom walkthroughs and created individualized action plans based on teacher needs.
Created and delivered content PLCs bi-weekly to build content knowledge and improve instructional efficacy.
Implemented multiple 10-day Coaching Cycles based on administrative walk-through observations and data on individual teacher's needs.
Assistant Principals and MGT Coaches utilized math monthly assessment data to target students based on standards to customize, re-teach, and create enrichment opportunities.
Utilized formative assessment data to strategically select students for participation in daily “lunch bunch” small group sessions focused on targeted standards to increase proficiency.
Incorporated supplemental learning sessions for level 2 students using Envision Intervention Kits, and Triumph Learning’s Florida Performance Coach twice a week, for 1 hour each day, to include Saturday sessions.
Incorporated "FSA Friday" tasks to expose students to various item types in order to increase student mastery.
Instructional Actions Resulting in Student Achievement IncreasesFoster El ementary School
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ELA Collaborated with coaches and administration to streamline planning sessions and optimize productivity.
Increased the number of weekly planning sessions per grade level to focus on whole group and small group instruction.
Accelerated the use of Achieve 3000 targeted lessons during independent work to maximize exposure to complex text and rigorous content.
Modified iReady Language Arts Florida Standards (LAFS) questions to generate FSA style items and tasks.
Implemented intervention plan incorporating: Resource teacher pushed into classrooms in grades 3-5 to facilitate literature circles using novels with proficient students three days
a week, for 30 minutes each day. Classroom teacher supporting level two students in small groups four days a week, for 30 minutes each day using iReady
Scaffolding for Instruction, iReady Teacher Toolkit lessons, and complex text with FSA style questions. Interventionist supported bottom quartile students four times a week, for 30 minutes each day using Mastery Education’s Measuring
Up resources and Triumph Learning’s Florida Coach Support.
Modified student schedules to allow additional time for targeted interventions beyond the literacy block.
Facilitated multiple targeted 10-day coaching cycles with tiered teachers to increase efficacy of instruction based on administrative walk-through observations and data on individual teacher's needs.
Instructional Actions Resulting in Student Achievement IncreasesFoster El ementary School
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Preparing Students for Life
Oak Park Elementary
40%
31%27%
50%
2016-17 2017-18 2018-19 2020-21
Oak Park
D
D
C
F
School Grade Trends
Predicted Score
(iReady 2019 Crosswalk)
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Current School Grade Calculation(Calculation based on students present for Survey 2 and 3)
ELA (3-5) Math (3-5) Science
AchievementProficiency
(0% - 100%)
2019 FSA
24
iReady
30
2019 FSA
20
iReady
36
2019 FSA
30
Midyear
35
Learning Gains(0% - 100%)
2019 FSA
43
iReady
62
2019 FSA
25
iReady
58
2019 FSA Points191/700
27%
Lowest QuartileLearning Gains
(0% - 100%)
2019 FSA
38
iReady
68
2019 FSA
11
iReady
58
Total Current Points347/700
50%
*: Points calculated based on iReady Data (2021 Spring) and Science Midyear
Oak Park El ementary
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Oak Park El ementary
2020-2021 at a Glance
*Percentages shown are rounded.
28%
7%
24%
8%
26%
3%
42%
21%
18%
13%
37%
28%
17%
27%
48%
55%
25%
29%
9%
34%
9%
13%
11%
32%
5% 10%1%
13%2% 7%
Fall Spring Fall Spring Fall Spring
Grade 3 Grade 4 Grade 5
3+ GL Below 2 GL Below 1 GL Below
21%6%
23%9%
23%10%
37%
6%
20%
11%
20%
11%
43%
52%
51%
42%
54%
31%
16%
5%
18%
2%
27%
19%
2%
20%
2%
20%
Fall Spring Fall Spring Fall Spring
Grade 3 Grade 4 Grade 5
3+ GL Below 2 GL Below 1 GL Below Early On GL Mid or Above GL
i-Ready Mathi-Ready ELA
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Designed and facilitated Teacher Math Academy Professional Development Sessions to increase teacher content knowledge and pedagogy in critical concept areas.
Executed daily targeted small group instruction for students in grades 3-5 utilizing the Concrete-Representational-Abstract Model to develop conceptual understanding and procedural fluency.
Implemented a daily 90-minute math instructional block to provide students with more time for independent practice and application.
Modified scope and sequence of the districts' instructional math calendar to enhance coherence and relevance amongst the lowest performing math standards.
Utilized mid-year and APM data to revise current math groupings into 21 customized groups for intervention and acceleration support to provide student opportunities to apply and refine previous learning.
Provided immediate feedback daily through the practice of aggressive monitoring that allowed students to receive specific, targeted, just-in-time scaffolding to improve student application.
Created long range instructional action plans based on monthly assessments and monitored progress with school developed mini-assessments to ensure the effectiveness of reteach lessons.
Instructional Actions Resulting in Increased Student AchievementMath
Oak Park El ementary
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Implemented EL Education, a comprehensive open-source reading curriculum that provides an interdisciplinary approach, utilizing rich literature and complex text focused on the three instructional shifts: engage in complex text, extract and employ evidence, and build knowledge.
Designed asynchronous literacy modules for teachers to refine instructional practices based on observation feedback and student achievement data.
Implemented daily targeted small group instruction for students in grades 3-5 utilizing customized literary resource portfolios that addressed lowest performing standards, concepts and high leverage reading strategies.
Orchestrated Quarterly Module Internalization Professional Development to incorporate a text-first approach to literacy instruction with EL Education text and curriculum resources.
Constructed and implemented 4 additional writing modules to supplement core instruction from January-April that enhanced students' exposure and practice with text-based writing.
Created a multi-week conferencing plan and schedules for every student in 4th and 5th grade that addressed unfinished learning based on student writing performance that was executed by internal and external stakeholders.
Held a Writing Institute for all 4th grade students to accelerate unfinished learning facilitated by Reading Coach and Assistant Principal.
Instructional Actions Resulting in Increased Student AchievementELA
Oak Park El ementary
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Preparing Students for Life
Accelerating Forward2021-2022
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HCPS Support for 2021-2022 School Year• Microsoft Partnership – Creating Microsoft Innovation Academies
focused on programming/curricula in STEM and Technology, including at Oak Park and Foster.
• University Partnership – Over 50 USF students were matched at Oak Park, Foster, and 6 Transformation Schools to support instruction. Plans to scale this partnership for SY21-22 are underway.
• Teacher Recruitment – Efforts to recruit and retain highly effective teachers, guidance counselors, coaches, and staff through tiered district incentives; offering up to $7,500 in differentiated salary.
• Coaching and Small Group Interventions – Plans to double content coaching capacity for Transformation Schools in SY21-22 and increase support for targeted small-group interventions.
• Mental Health Investments – All Transformation Schools will have direct access to mental health clinicians on their campuses starting in SY21-22.
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MGT:● Increase coaching support to 2 full-time coaches at
each school● Initiate Comprehensive Monthly Dashboard● Prioritize coaching and individual student and teacher
supports using monthly dashboard ● Utilize Monthly Leadership Planner● Implement early interventions for teachers needing
pedagogy and data support● Strengthen effectiveness of PLCs● Increase student and teacher ownership of data● Provide coaching to high-need students● Continue ongoing planning with District and BSI● Initiate evidence-based walkthrough form at all schools
Targeted Support for 2021-2022 School Year
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Preparing Students for Life
Appendix
• Appendix A Foster ELA year-to-year comparisons 2018-19 to 2020-21
• Appendix B Foster Math year-to-year comparisons 2018-19 to 2020-21
• Appendix C Foster Science Formative Baseline to Midyear Comparison
• Appendix D Oak Park ELA year-to-year comparisons 2018-19 to 20-21
• Appendix E Oak Park Math year-to-year comparisons 2018-19 to 20-21
• Appendix F Oak Park Science Formative Baseline to Midyear Comparison
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ELA 2018-2019 vs 2020-2021Foster El ementary School
Appendix A
9% 9%
38%
18%26%
11%
28%18%
11%
8%
32%
38%
30%
36%
39%
49%
24%
21%
24%
16%
7%
16%9%
14%
9%22%
5% 9% 9%16%
2018-19 2020-21 2018-19 2020-21 2018-19 2020-21
Grade 3 Grade 4 Grade 5
3+ GL Below 2 GL Below 1 GL Below Early On GL Mid or Above GL
i-Ready
16
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Foster El ementary School
Math 2018-2019 vs 2020-2021
Appendix B
12% 7%18%
9%
26%14%
29%
9%
16%
18%
5%
9%
37%
56%
41%49% 38%
46%
14% 22% 19% 18%
18% 20%
9% 7% 7% 7%14% 11%
2018-19 2020-21 2018-19 2020-21 2018-19 2020-21
Grade 3 Grade 4 Grade 5
3+ GL Below 2 GL Below 1 GL Below Early On GL Mid or Above GL
i-Ready
17
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District - Standards Formative Assessment
Foster El ementary School
Teacher Growth and DevelopmentDistrict Science, Administration, and MGT Coach: Ensured active thinking questions were used daily to strengthen
student's ability to think critically utilizing Nature of Science content.
Provided small group instruction to students not demonstrating progress.
Facilitated data sessions after each 9-weeks assessment to realign students' instructional paths.
Implemented PENDA Learning tool 30 minutes per week to increase knowledge of science content and standards.
Facilitated grade level planning sessions for small groups and student's individual learning paths.
Facilitated bi-weekly content PLCs with teachers to build content knowledge and upcoming content to improve teacher efficacy.
17% 44%
Science Data
Appendix C 18
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Oak Park El ementary
ELA 2018-2019 vs 2020-2021
7% 7%16%
8%18%
3%
22% 21% 6%13%
22%
28%
32%27%
57%55%
39%
29%
26% 34%
15%13%
14%
32%
12% 10% 6%13%
7% 7%
2018-19 2020-21 2018-19 2020-21 2018-19 2020-21
Grade 3 Grade 4 Grade 5
3+ GL Below 2 GL Below 1 GL Below Early On GL Mid or Above GL
i-Ready
Appendix D19
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Oak Park El ementary
Math 2018-2019 vs 2020-2021
Appendix E
i-Ready
6% 6%15%
9%15% 10%
17%6%
13%
11%
21%
11%
43%52%
47%
42%
36%
31%
21%16%
16%
18%
19%
27%
14% 19%9%
20%9%
20%
2018-19 2020-21 2018-19 2020-21 2018-19 2020-21
Grade 3 Grade 4 Grade 5
3+ GL Below 2 GL Below 1 GL Below Early On GL Mid or Above GL
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Science DataDistrict- Standards Formative Assessment Teacher Growth and Development
District Science and MGT Coach:
Implemented a physical student learning lab to create hands-on experiences directly aligned to content.
Provided school-wide professional development through content PLCs to strengthen teachers' instructional delivery.
Facilitated data sessions after each 9-weeks assessment to realign students' instructional paths.
Active thinking questions used daily to strengthen student's ability to think critically utilizing Nature of Science content.
Small group instruction provided by the science coach for students not demonstrating progress.
Oak Park El ementary
Appendix F 21
17% 35%