addressing school improvement through data ii

Addressing School Improvement through Data II

Miami-Dade County Public SchoolsPresented by Dr. Yuwadee Wongbundhit

Curriculum and Instruction2010-2011 (Elementary and Middle Schools) 1

Topics

Overview:•2011 FCAT 2.0 Scores

•Understanding FCAT 2.0/EOC

•Monitoring Tool for FCAT 2.0/EOC Assessed Benchmarks

Hot Links :•FCAT 2.0•EOC Assessments•School Performance Reports•AYP Reports•FCAT Demographic Reports

SIP Part II:•2012 SIP, Part II

•Current and Expected Level of Performance

•Criteria for 2012 Expected Level of Performance

Independent work is to submit SIP, Part I2

http://osi.dadeschools.net/actiondata

Assumptions:You...

are familiar with FCAT 2.0/EOC assessments, school grade and AYP

are familiar with the District Interim Assessments

have some experience looking at the data

love, love, love data!!!

Listen to others.Engage with the ideas presented.Ask questions.Reflect on relevance to you.Next, set your learning into action.

Overview of 2011 FCAT 2.0 Scores

Link to FCAT 2.0 Website

How will scores on the FCAT 2.0 be reported?

Link to Understanding FCAT 2.0 Reports, Spring 20117

Raw Score

Developmental Scale Score(86 to 3008)

Achievement Level

(1 to 5)

Scale Score(100 - 500)

RawScore

Reading Content Scores

Previous FCAT Reading Scores

Scale Score vs. Developmental Scale Score

100 500

86 3008Developmental Scale Scores

100 500

Scale Score

Grade 3 Grade 10

FCAT 1999

FCAT 2001FCAT

2002FCAT 2010

FCAT 2.0

Base scale of FCAT

1996 SSS

Base scale of FCAT 2.0

2007 NGSSS

FCAT 2.0 Equivalent

Scores

FCAT 2.0

2011 FCAT 2.0 Scores

New FCAT 2.0 Scale – 2012:In January 2012, the new achievement-level cut scores for the FCAT 2.0 will be created for the FCAT 2.0 in reading (G3-10) and mathematics (G3-8).

Equipercentile Linking Example• The black and green lines

represent scores on two different assessments

• The lines show how the raw score relates to the percentile rank

• A “black” score of 260 and a “green” score of 340 are both at the 50th percentile rank and are “equivalent”

2011 FCAT 2.0 Scores

•FCAT Equivalent Score

•Achievement Level

•Content Area Scores

Link to FCAT 2.0 FACT Sheet12

RawScore

Reading Content Scores

2011 FCAT 2.0 ScoresRaw Score

Equivalent DSS(86 to 3008)

Equivalent Achievement

Level(1 to 5)

Equivalent Scale Score(100 - 500)

V: VocabularyRA: Reading ApplicationLA: Literary AnalysisIR: Informational Text/Research

Process

Grade Ach. Level 1 Ach. Level 2 Ach. Level 3 Ach. Level 4 Ach. Level 5

3100-258 259-283 284-331 332-393 394-500

4100-274 275-298 299-338 339-385 386-500

5100-255 256-285 286-330 331-383 384-500

6100-264 265-295 296-338 339-386 387-500

7100-266 267-299 300-343 344-388 389-500

8100-270 271-309 310-349 350-393 394-500

9100-284 285-321 322-353 354-381 382-500

10100-286 287-326 327-354 355-371 372-500

Achievement Levels for the FCAT Reading Equivalent Scale Score

Grade Ach. Level 1 Ach. Level 2 Ach. Level 3 Ach. Level 4 Ach. Level 5

3100-258

(158)259-283

(24)284-331

(47)332-393

(61)394-500

4100-274

(174)275-298

(23)299-338

(39)339-385

(46)386-500

5100-255

(155)256-285

(29)286-330

(44)331-383

(53)384-500

6100-264

(164)265-295

(30)296-338

(42)339-386

(47)387-500

7100-266

(166)267-299

(32)300-343

(43)344-388

(44)389-500

8100-270

(170)271-309

(38)310-349

(39)350-393

(43)394-500

9100-284

(184)285-321

(36)322-353

(31)354-381

(27)382-500

10100-286

(186)287-326

(39)327-354

(27)355-371

(16)372-500

Achievement Levels for the FCAT Reading Equivalent Scale Score

Grade Ach. Level 1

Ach. Level 2

Ach. Level 3

Ach. Level 4

Ach. Level 5

386-1045 1046-1197 1198-1488 1489-1865 1866-2514

4295-1314 1315-1455 1456-1689 1690-1964 1965-2638

5474-1341 1342-1509 1510-1761 1762-2058 2059-2713

6 539-1449 1450-1621 1622-1859 1860-2125 2126-2758

7671-1541 1542-1714 1715-1944 1945-2180 2181-2767

8886-1695 1696-1881 1882-2072 2073-2281 2282-2790

9772-1771 1772-1971 1972-2145 2146-2297 2298-2943

10844-1851 1852-2067 2068-2218 2219-2310 2311-3008

Achievement Levels for the FCAT Reading Equivalent DSS

Grade Ach. Level 1

Ach. Level 2

Ach. Level 3

Ach. Level 4

Ach. Level 5

386-1045

(959)1046-1197

(151)1198-1488

(290)1489-1865

(376)1866-2514

4295-1314

(1019)1315-1455

(140)1456-1689

(233)1690-1964

(274)1965-2638

5474-1341

(867)1342-1509

(167)1510-1761

(251)1762-2058

(296)2059-2713

6539-1449

(910)1450-1621

(171)1622-1859

(237)1860-2125

(265)2126-2758

7671-1541

(870)1542-1714

(172)1715-1944

(229)1945-2180

(235)2181-2767

8886-1695

(809)1696-1881

(185)1882-2072

(190)2073-2281

(208)2282-2790

9772-1771

(999)1772-1971

(199)1972-214

(173)2146-2297

(151)2298-2943

10844-1851

(1007)1852-2067

(215)2068-2218

(150)2219-2310

(91)2311-3008

Achievement Levels for the FCAT Reading Equivalent DSS

READINGGrade Ach. Level 1 Ach. Level 2 Ach. Level 3 Ach. Level 4 Ach. Level 5

3 86-1045 1046-1197 1198-1488 1489-1865 1866-2514

2006Raw

Scores

0-17(0% - 38%)

18 – 23 (40% - 51%)

24 – 34(53% - 76%)

35 – 43(78% - 96%)

44 – 45(98% - 100%)

4 295-1314 1315-1455 1456-1689 1690-1964 1965-2638

2005Raw

Scores

0-23(0% - 45%)

24 – 29 (47% - 57%)

30 – 38(59% - 75%)

39 – 45(76% - 88%)

46 – 51(90% - 100%)

5 474-1341 1342-1509 1510-1761 1762-2058 2059-2713

2007Raw

Scores

0-15(0% - 33%)

16 – 21 (36% - 47%)

22 – 31(49% - 69%)

32 – 39(71% - 87%)

40 – 45(89% - 100%)

*Approximate Number of Correct Answers/Points Needed for Each Achievement Level

DSS, Achievement Level, and Raw Scores*

Math, Grades 3, 4, and 5Grade Ach. Level 1 Ach. Level 2 Ach. Level 3 Ach. Level 4 Ach. Level 5

3 375-1078 1079-1268 1269-1508 1509-1749 1750-2225

2006Raw

Scores

0-14(0% - 35%)

15 – 20 (38% - 50%)

21 – 29(53% - 73%)

30 – 36(75% - 90%)

37 – 40(93% - 100%)

4 581-1276 1277-1443 1444-1657 1658-1862 1863-2330

2005Raw

Scores

0-14(0% - 35%)

15 – 20 (38% - 50%)

21 – 30(53% - 75%)

31 – 36(78% - 90%)

37 – 40(93% - 100%)

5 569-1451 1452-1631 1632-1768 1769-1956 1957-2456

3-2007Raw

Scores

0-15(0% - 25%)

16 – 25 (27% - 42%)

26 – 35(43% - 58%)

36 – 47(60% - 78%)

48 – 60(80% - 100%)

Math, Grades 6, 7, and 8Grade Ach. Level

1 Ach. Level 2 Ach. Level 3

Ach. Level 4

Ach. Level 5

6 770-1553 1554-1691 1692-1859 1860-2018 2019-2492

2007Raw

Scores

0 - 13(0% - 29%)

14 – 20 (32% - 45%)

21 – 28(48% - 64%)

29 – 36(66% - 82%)

37 – 44(84% - 100%)

7 958-1660 1661-1785 1786-1938 1939-2079 2080-2572

2006Raw

Scores

0-14(0% - 32%)

15 – 20 (34% - 45%)

21 – 31(48% - 70%)

32 – 39(73% - 89%)

40 – 44(91% - 100%)

8 1025-1732 1733-1850 1851-1997 1998-2091 2092-2605

2005Raw

Scores

0-15(0% - 25%)

16 – 24 (27% - 40%)

25 – 37(42% - 62%)

38 – 46(63% - 77%)

47 – 60(78% - 100%)

Grade Ach. Level 1

Ach. Level 2

Ach. Level 3

Ach. Level 4

Ach. Level 5

3 375-1078 1079-1268 1269-1508 1509-1749 1750-2225

4 581-1276 1277-1443 1444-1657 1658-1862 1863-2330

5 569-1451 1452-1631 1632-1768 1769-1956 1957-2456

6 770-1553 1554-1691 1692-1859 1860-2018 2019-2492

7 958-1660 1661-1785 1786-1938 1939-2079 2080-2572

8 1025-1732 1733-1850 1851-1997 1998-2091 2092-2605

Achievement Levels for the FCAT Math Equivalent DSS

Achievement Level Definitions

Level 5

indicates success with the content on the FCAT by answering most questions correctly.

Level 4

indicates success with the content on the FCAT by answering most questions correctly, except for the most challenging questions.

Level 3 indicates partial success with the content on the FCAT.

Level 2 indicates limited success with the content on the FCAT.

Level 1 indicates little success with the content on the FCAT.

2011 Passing Reading Score

• Students in grade 3 must achieve an FCAT Equivalent Score at Level 2 or higher in Reading, or show good cause, to be eligible for promotion.

• Students in grade 10 who entered grade 9 in the 2009-10 SY must score an FCAT Reading Equivalent DSS of 1926 or above on FCAT 2.0 Reading for graduation purposes.

2011 Content Scores

Reading Reporting Categories Changing

FCAT Reading FCAT 2.0 ReadingWords and Phrases in Context VocabularyMain Idea, Plot, and Purpose Reading ApplicationComparisons and Cause and Effect

Literary Analysis: Fiction and Non Fiction

Reference and Research Informational Text and Research Process

FCAT 2.0 Content Categories - Reading Approximate percentage of raw-score points that will

be derived from each content category

Grade Vocabulary Reading Application

Literary Analysis: Fiction &

Nonfiction

Informational Text& Research

Process

3–7 15-25% 25-35% 25-35% 15-25%

8–10 15-25% 20-30% 20-30% 25-35%

http://fcat.fldoe.org/pdf/designsummary.pdf

Test Length: 50-55 items

FCAT Mathematics Reporting Categories

GradesReporting Category 3 4 5 6 7 8Number Sense, Concepts, and Operations Measurement Geometry and Spatial Sense Algebraic Thinking Data Analysis and Probability

New FCAT 2.0 MathematicsReporting Categories

GradesReporting Category 3 4 5 6 7 8Geometry and Measurement Number: Operations, Problems, and Statistics

Number: Fractions

Number: Operations and Problems

Number: Base Ten and Fractions Expressions, Equations, and Statistics Fractions, Ratios, Proportional Relationships, and Statistics Expressions and Equations Ratios and Proportional Relationships Number: Base Ten Statistics and Probability Expressions, Equations, and Functions

FCAT 2.0 Mathematics, Grade 3 - 5Grade Category %

3 Number: Operations, Problems, and Statistics

Geometry and Measurement 30

Number: Fractions 20

4 Number: Operations and Problems 45

Number: Base Ten and Fractions 25

5 Number: Base Ten and Fractions 50

Expressions, Equations, and Statistics 20 33

6 Fractions, Ratios, Proportional Relationships, and Statistics

Expressions and Equations 40

7 Geometry and Measurement 30

Ratios and Proportional Relationships 25

Number: Base Ten 25

Statistics and Probability 20

8 Expressions, Equations, and Functions 40 Geometry and Measurement 35 Number: Operations, Problems, and Statistics 25

Sample of FCAT 2.0 Reading

Content Area Scores

Sample of FCAT 2.0 Reading, Grade 4 Content Area Scores

123456789

• Improve achievement Levels

• Maintain high standards

• Demonstrate more than one year’s growth (using the developmental scale score gains) when remaining in achievement level 1 or 2 for both years.

Criteria for Making Annual Learning Gains

5 4 3 2 1

1 2 3 4 5

2008 Achievement Level

Grade Reading Math

3 to 4 231 163

4 to 5 167 120

5 to 6 134 96

6 to 7 111 79

7 to 8 93 65

8 to 9 78 55

9 to 10 78 49

Annual Learning

Gains for FCAT

Achievement

Levels 1 and 2 (Do

not use for retained students)

Sample of FCAT 2.0 Reading Content Area Scores

Content Areas Points Earned

Points Possible

Vocabulary – Use multiple strategies to determine the meaning of grade-appropriate vocabulary words. 5 8

Reading Application – Use a variety of strategies to comprehend text suitable for the grade level. 8 16

Literary Analysis: Fiction and Nonfiction – Identify, analyze, and apply knowledge of the elements of a variety of literary texts, both fiction and nonfiction.

Informational Text and Research Process – Comprehend and interpret informational text from a variety of sources.

Sample of FCAT 2.0 Reading Content Area Scores

Content Areas Points Earned

Points Possible %Corr.

Vocabulary – Use multiple strategies to determine the meaning of grade-appropriate vocabulary words. 5 8 63%

Reading Application – Use a variety of strategies to comprehend text suitable for the grade level. 8 16 50%

Literary Analysis: Fiction and Nonfiction – Identify, analyze, and apply knowledge of the elements of a variety of literary texts, both fiction and nonfiction.

7 12 58%

Informational Text and Research Process – Comprehend and interpret informational text from a variety of sources.

5 9 60%41

Sample of FCAT 2.0 Math Content Area Scores

Content Areas (Grade 5) Points Earned

Points Possible

Number: Base Ten and Fractions:Divide multi-digit whole numbers, including solving real-world problems; and add and subtract decimals, fractions, and mixed numbers.

Expressions, Equations, and Statistics: Simplify expressions and use properties of equality to solve equations and real-world problems; and analyze graphs appropriate to the context of the situation.

Geometry and Measurement:Analyze shapes and solve problems related to area, surface area, and volume; and compare units of measure within the same system of measurement; and identify ordered pairs on a coordinate plane.

Points Possible

% Corr.

15 22 68%

6 10 60%

10 14 71%

Number: Operations, Problems, and Statistics:Solve real-world problems using operations on real numbers; and analyze and summarize data sets.

Expressions, Equations, and Functions:Analyze and represent linear functions to solve linear equations and systems of linear equations; and solve and graph inequalities.

Geometry and Measurement:Analyze two- and three-dimensional figures by using distance and angle; and compare and convert units of measure.

Number: Operations, Problems, and Statistics:Solve real-world problems using operations on real numbers; and analyze and summarize data sets.

7 12 58%

Expressions, Equations, and Functions:Analyze and represent linear functions to solve linear equations and systems of linear equations; and solve and graph inequalities.

10 19 53%

Geometry and Measurement:Analyze two- and three-dimensional figures by using distance and angle; and compare and convert units of measure.

10 17 59%

Grade 3Total Test Scores Mean Points Earned

Number of

Students

Mean FCAT Equivalent DSS

Mean FCAT Equivalent Scale Score (100-500)

% in each Achievement Level

By Content

District Name 1 2 3 4 5

Percent in

Achievement Levels 3 and Above

Vocabulary

Reading

Application

Literary

Analysis-

Fiction/Nonfiction

Informatio

nal Text/Research

Process

Number of Points Possible 8 16 12 9

STATE 202,686 1386 314 16 12 33 31 8 72 6 10 9 6

MIAMI DADE 27,217 1334 306 21 12 32 28 7 67 6 10 9 6

2011 FCAT 2.0 Reading Report: District and Schools

Grade 3Total Test Scores Mean Points Earned

Number of

Students

Mean FCAT Equivalent DSS

Mean FCAT Equivalent Scale Score (100-500)

% in each Achievement Level

By Content

District Name 1 2 3 4 5

Percent in

Achievement Levels 3 and Above

Vocabulary

Reading

Application

Literary

Analysis-

Fiction/Nonfiction

Informatio

nal Text/Research

Process

STATE 202,686 1386 314 16 12 33 31 8 72 75% 63% 75% 67%

MIAMI DADE 27,217 1334 306 21 12 32 28 7 67 75% 63% 75% 67%

2011 FCAT 2.0 Reading Report: District and Schools

Practice Handout 1 - Calculate the % correct for each content area.

Student

Points Earned By Content Area % Correct By Content Area

Content 1 Content 2 Content 3 Content 4 Content 1 Content 2 Content 3 Content 4

1 6 17 8 52 5 17 9 53 4 12 7 34 4 13 6 35 5 17 9 56 6 18 9 57 4 13 7 38 4 14 7 49 4 13 7 4

10 5 14 7 411 4 12 7 412 3 10 5 213 4 13 7 314 4 13 7 415 4 11 6 316 4 14 7 417 4 12 7 318 3 11 6 319 4 12 6 320 4 13 6 321 5 13 7 322 5 13 7 423 6 17 9 524 4 12 7 325 5 13 7 3

Practice Handout 1 - Calculate the % correct for each content area.

Student

Points Earned By Content Area % Correct By Content Area

Content 1 Content 2 Content 3 Content 4 Content 1 Content 2 Content 3 Content 4

1 6 17 8 5 86% 81% 73% 83%2 5 17 9 5 71% 81% 82% 83%3 4 12 7 3 57% 57% 64% 50%4 4 13 6 3 57% 62% 55% 50%5 5 17 9 5 71% 81% 82% 83%6 6 18 9 5 86% 86% 82% 83%7 4 13 7 3 57% 62% 64% 50%8 4 14 7 4 57% 67% 64% 67%9 4 13 7 4 57% 62% 64% 67%

10 5 14 7 4 71% 67% 64% 67%11 4 12 7 4 57% 57% 64% 67%12 3 10 5 2 43% 48% 45% 33%13 4 13 7 3 57% 62% 64% 50%14 4 13 7 4 57% 62% 64% 67%15 4 11 6 3 57% 52% 55% 50%16 4 14 7 4 57% 67% 64% 67%17 4 12 7 3 57% 57% 64% 50%18 3 11 6 3 43% 52% 55% 50%19 4 12 6 3 57% 57% 55% 50%20 4 13 6 3 57% 62% 55% 50%21 5 13 7 3 71% 62% 64% 50%22 5 13 7 4 71% 62% 64% 67%23 6 17 9 5 86% 81% 82% 83%24 4 12 7 3 57% 57% 64% 50%25 5 13 7 3 71% 62% 64% 50%

2011 FCAT in pdf. File(Portable Document Format)

Convert 2011 FCAT student data from pdf.

File to Excel file

Input reading and math data into the

template

Built-in Reading, Math Reports and Pivot

Table, including FCAT Content Focus

Instruction for FCAT Action Data

Understanding FCAT 2.0/EOC Assessment

% Reporting Categories

%Type of Items

% Cognitive ComplexityLength of Test

Type of Reading Passage

Test Design Summary of FCAT 2.0/EOC Assessment

http://fcat.fldoe.org/pdf/designsummary.pdf 54

Test Design Summary of FCAT 2.0/EOC Assessment

•Reporting categories with the approximate percentage of raw score points

•Number of words per reading passage by grade level

•Percentage of points by cognitive complexity

•Types of reading passage and percentage of test

http://fcat.fldoe.org/pdf/designsummary.pdf 55

Grade 5 Next Generation Sunshine State StandardsFCAT 2.0 Reading Benchmarks and Reporting Categories

Reporting Categories Benchmarks Description

Vocabulary LA.5.1.6.3 The student will use context clues to determine meanings of unfamiliar words.

Vocabulary LA.5.1.6.7The student will use meaning of familiar base words and affixes to determine meanings of unfamiliar complex words.

Vocabulary LA.5.1.6.8

The student will use knowledge of antonyms, synonyms, homophones, and homographs to determine meanings of words.

Vocabulary LA.5.1.6.9The student will determine the correct meaning of words with multiple meanings in context.

3 Number: Operations, Problems, and Statistics

Number: Fractions 20

4 Number: Operations and Problems 45

Number: Base Ten and Fractions 25

5 Number: Base Ten and Fractions 50

Expressions, Equations, and Statistics 20 57

Points Possible

State Mean

15 25 20

10 15 12

6 10 7

Grade 5 Next Generation Sunshine State StandardsFCAT 2.0 Math Benchmarks and Reporting Categories

Reporting Categories

Benchmarks Description

Number: Base Ten & Fractions

MA.5.A.1.1

Describe the process of finding quotients involving multi-digit dividends using models, place value, properties, and the relationship of division to multiplication.

MA.5.A.1.4

Divide multi-digit whole numbers fluently, including solving real-world problems, demonstrating understanding of the standard algorithm and checking the reasonableness of results.

MA.5.A.2.1Represent addition and subtraction of decimals and fractions with like and unlike denominators using models, place value, or properties.

http://curriculum.dadeschools.net/schoolperformancereports.asp 59

Grade 8 Next Generation Sunshine State StandardsFCAT 2.0 Math Benchmarks and Reporting Categories

Reporting Categories

Benchmarks Description

Expression, Eq., & Functions MA.8.A.1.1

Create and interpret tables, graphs, and models to represent, analyze, and solve problems related to linear equations, including analysis of domain, range, and the difference between discrete and continuous data.

Expression, Eq., & Functions

MA.8.A.1.2Interpret the slope and the x- and y-intercepts when graphing a linear equation for a real-world problem.

Expression, Eq., & Functions

MA.8.A.1.3

Use tables, graphs, and models to represent, analyze, and solve real-world problems related to systems of linear equations.

Monitoring Tool for FCAT 2.0 Content Assessed Benchmark By Reporting Category

Elementary

Middle School

High School

Reading Grade 3 Grade 4 Grade 5

Mathematics Grade 3 Grade 4 Grade 5

Science Grade 5

Click on a subject/grade button below to go to that specific sheet.

Monitoring Tool for FCAT 2.0 Content AssessedGrades 3-5

Interim Assessment Benchmark Mapping

Go to actionable

data website and click on

Interim AssessmentBenchmark

Mapping

Digging into Data

Vocabulary (45%)

LA.5.1.6.7(49%)

Base Words

Items: 2, 5, 655%, 20%,

Items: 4, 1070%, 40%

LA.A.5.1.6.3(48%)

LA.5.1.6.8(41%)

Antonyms

Items: 2, 7, 8, 11

Synonyms

Item 2415%

Content Categories Analysis

Benchmark Analysis

Item Analysis

Identified Students64

Digging into Data

Vocabulary (45%)

LA.5.1.6.7(49%)

Base Words

Items: 2, 5, 655%, 20%,

Items: 4, 1070%, 40%

LA.A.5.1.6.3(48%)

LA.5.1.6.8(41%)

Antonyms

Items: 2, 7, 8, 11

Synonyms

Item 2415%

Content Categories Analysis

Benchmark Analysis

Item Analysis

Identified Students65

FCAT 2.0/EOC Test Item Specifications• Define the content and format of the

test and test items for item writers and reviewers.

• Provide specific guidelines for the development of all test items used in the FCAT 2.0/EOC assessments.

• Provide information about the benchmarks, the stimulus types, and the test items designed to assess the standards for specific grade level.

• serves to provide all stakeholders with information about the scope and function of the FCAT 2.0/EOC assessments.

http://fcat.fldoe.org/fcat2/itemspecs.asp 66

Benchmark Analysis

Year at a Glance

Five-Year FCATFive-Year AYP

Interim Assessment by

Subgroups

Updated School Performance Report on C & I Website

http://curriculum.dadeschools.net/schoolperformancereports.asp 68

Selection of School Report

http://curriculum.dadeschools.net/schoolperformancereports.asp

ReadingSchool Performance Reports

Benchmark List Description

Grade 6

Grade 7

Grade 8

MathematicsSchool Performance Reports

Benchmark List Description

Grade 6

Grade 7

Grade 8

ScienceN/ASchool Performance Reports

Benchmark List Description N/A

Grade 8

Step 2. Click on a subject/grade button below to go to that specific sheet.

Step 1. Select a school from the drop down list below.

School and Subject Selection

List of Schools

Average/Mean Score

Average % Correct

Percent Proficient

What is the difference?

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

r of S

Raw Score Distribution: Grade 3 Math of Fall IA, 2010-11

Average Score is 17.7 or Average % Correct of 59

67% of Students

36% of Students

P at 70% CutoffProficient at 50% Cutoff

3 7 10 13 17 20 23 27 30 33 37 40 43 47 50 53 57 60 63 67 70 73 77 80 83 87 90 93 97 1000

Grade 3

3 5 8 10 13 15 18 20 23 25 28 30 33 35 38 40 43 45 48 50 53 55 58 60 63 65 68 70 73 75 78 80 83 85 88 90 93 95 98 1000

Grade 4

5 Minutes Break

Overview:

• 2011 FCAT 2.0 Scores

• Understanding FCAT 2.0/EOC

• Monitoring Tool for FCAT 2.0/EOC Assessed Benchmarks

Hot Links :

• FCAT 2.0• EOC

Assessments• School

Performance Reports

• AYP Reports• FCAT

Demographic Reports

SIP Part II:

• 2012 SIP, Part II

• Current and Expected Level of Performance

• Criteria for 2012 Expected Level of Performance

2012 Expected Improvements

Part II of SIP – Goal Areas

2011-2012 Statewide Assessment PlanFCAT

Writing (4, 8, 10)

Reading Retakes

(fall, spring)

Math Retakes

(fall, spring) (CBT*)

FCAT 2.0

Reading (3-10) (SS)

*CBT in G7

Math (3-8) (SS)

Science (5, 8) (B)

EOC (CBT*)

Algebra(SS)

Geometry(B)

Biology(B)

US History (FT) Selected

HS*CBT: Computer-Based Testing

Link to 2011-2012 Statewide Assessment Schedule 76

Expected Level of Performance

Student Learning

Reading

Writing

Science

Demographics

Attendance

Suspensions

Dropout Prevention

Parent Involvement

SIP Reading/Math Goals

Overall Proficient

Learning Gains

Sub-groups proficient

• G1 %L3• G2 %L4 &5

• G3 Overall• G4 Lowest25%

• G5A-5D %L3-5

2010-2011 School Improvement Plan Current and Expected Level of Performance

Readin

tingScience

ension

School Accountability

• Meeting High Standards• Learning GainsSchool

• Meeting High Standards• Total and SubgroupsAYP

School GradingGrade Points

A525-800

B495-524

C435-494

D395-434

F0-394

Meeting high standards (400 points)

Reading: %L3-5

Math: %L3-5

Science: %L3-5

Writing: %L4-6

Making learning gains(400 points)

Reading• % Making learning

gains for all

• % Making learning gains for Low25%

Math• % Making learning

gains for all

• % Making learning gains for Low25%

Adequate Yearly Progress

Total Group

Reading (%L3-5)

Math (%L3-5)

Writing (%L3-6)

Graduation Goal

Subgroups

Reading (%L3-5)

Math (%L3-5)

Writing (%L3-6)

Adequate Yearly Progress (AYP) Benchmark

Year%Proficiency Targets

Reading Math

2009-10 65 68

2009-10 72 74

2010-11 79 80

2011-12 86 86

2012-13 93 93

2013-14 100 10083

For a school to meet AYP, how many criteria must be met?

39 Components Criteria (NA, No, Yes)

Participation Met(Tested 95%) Proficiency Met

Reading Math Reading Math

TOTAL 1 1 1 1

WHITE 2 2 2 2

BLACK 3 3 3 3

HISP. 4 4 4 4

ASIAN 5 5 5 5

Am. Ind.

6 6 6 6

ED 7 7 7 7

ELL 8 8 8 8

SWD 9 9 9 9

School Grade

Total Group

Graduation

Total Group

WritingTotal Group

Other AYP Criteria

Number of Schools with % Criteria Met on 2010 AYP Components

100% (39

3527 29 33 32 33 38

3221 26

16 126 2 2 2 1 1

Total Schools: 428

% Criteria Met (Number of Components)

A B C D F NG Total0

3 0 0 0 5

35 15 38

348AYP-Yes AYP-No

2010 AYP Status and 2010 School Grades - District

School Grades

Total number of schools: 428

http://schoolgrades.fldoe.org/default.asp?report=AYP

Percent of AYP Criteria Met is 74%

Divide the result by 39, then multiply by 100

(29 / 39) * 100 = 74.35%

Subtract the number of “No” from 39

39 minus 10 = 29

Counts the number of components with “No”

There are 10 components with “No”

Percent Criteria Calculation

What percent of the criteria was met for this school?

What percent of the criteria was met for this school?Practice Handout 2

Percent of AYP Criteria Met is 77%

Divide the result by 39, then multiply by 100

(30 / 39) * 100 = 76.92%

Subtract the number of “No” from 39

39 minus 9 = 30

Counts the number of components with “No”

There are 9 components with “No”

Percent Criteria Calculation

Which group is eligible for AYP?

SubgroupMath

# of Students % of Students Eligibility

TOTAL 945 Yes

WHITE 55 6% No

BLACK 410 43% Yes

HISP. 475 50% Yes

ASIAN 5 0% No

AM. IND. 0 0% No

ECO DIS. 740 78% Yes

ELL 108 11% Yes

SWD 195 21% Yes

SCHOOL/SUBGROUP ELIGIBILITY

• The number of students with valid test scores in reading/math is > 10.School Eligibility

(Total Group)

• Min. of 30 students and represents more than 15% of tested population, or at least 100 students.

Subgroup Eligibility

Students must be a full-year-enrolled students (October and February FTE)

Growth Model ProvisionApplied if the school or subgroup did not meet the proficiency targets

or the safe harbor proficiency targets

Safe Harbor Provision

Applied if the school or subgroup did not meet the proficiency targets

Annual Proficiency Targets

2011-12: Reading is 86% 2011-12: Math is 86%

Proficiency Targets in Reading/Math

The percent of non-proficient students decreased by at least 10%

from the preceding year in the subject being evaluated.

% Safe Harbor Proficiency Target

Safe Harbor Proficiency Target

2012Target

Proficient

30+7=37%

Non-proficient

70-7=63%

2011Proficient

Proficient

Non-proficient

10% of 70 = 7

Safe Harbor Proficiency Target

2012Target

Proficient

45+5.5=50.5

Non-proficient

55-5.5=49.5

2011Proficient

Proficient

Non-proficient

10% of 55 = 5.5

Safe Harbor Test (Practice Handout 3)

School2010

% Prof.Reading

2010% Non-Proficient

201010% of

Non-Proficient2011 Safe Harbor Proficiency Target

15 30 103

Safe Harbor Test (Answers)

School2010

% Prof.Reading

2010% Non-Proficient

201010% of

Non-Proficient2011 Safe Harbor Proficiency Target

1 47 53 5.3 52.3

2 49 51 5.1 54.1

3 58 42 4.2 62.2

4 45 55 5.5 50.5

5 38 62 6.2 44.2

6 64 36 3.6 67.6

7 50 50 5.0 55.0

8 63 37 3.7 66.7

9 35 65 6.5 41.5

10 20 80 8.0 28.0

11 42 58 5.8 47.8

12 24 76 7.6 31.6

13 38 62 6.2 44.2

14 43 57 5.7 48.7

15 30 70 7.0 37.0 104

School grade is not “D” or “F” (school)

Increase the graduation rate by 2% or maintain at 85% or higher

subgroup(s) and school

Improve performance in writing by 1% or remain at 90% or highersubgroup(s) and school

Attain at least 95% participation rate in reading and math

all subgroups and school

Safe Harbor Gate Keepers(School and subgroup must meet all of the following requirements)

2010 AYP Report

• See your 2010 AYP results online

• Go to http://osi.dadeschools.net/actiondata

• Under “Hot Links”, click “AYP Reports

• See handout pages 5-6

http://schoolgrades.fldoe.org/default.asp?report=AYP

AYP Safe Harbor Sample School

Safe Harbor Section

Growth Model Section

Annual Proficient

Now, let’s take a look

SIP Part II

Current and Expected Level of Performance

SIP Goals for Reading/Math/Science

Goal 1Students achieving proficiency

(FCAT Level 3)

2011Current level of

performance30%

2012Expected level

of performance

Goal 2Students achieving above

proficiency (FCAT Levels 4 and 5)

performance10%

2012Expected level

of performance

(FCAT Level 3)

performance30%

2012Expected level

of performance

performance10%

2012Expected level

of performance

2012 SIP Expected Level of Performance

L34540%

Goal 1: L330%

Goal 2: L4510%

L1260%

10% of L12 = 6

2012 Expected Level of

Performance

L34540+6=46

L330+4.2=

L4510+1.8=

L1260-6=54

10% of 60=6

%L3 Plus 7% of L1&2

%L45 Plus 3% of L1&2

The percent of non-proficient students

decreased by at least 10% from the

preceding year

(FCAT Level 3)

performance30%

2012Expected level

of performance

performance10%

2012Expected level

of performance

(FCAT Level 3)

performance15%

2012Expected level

of performance

performance5%

2012Expected level

of performance

2012 SIP Expected Level of Performance

L34520%

Goal 1: L315%

Goal 2: L455%

L1280%

10% of L1&2 = 8

2012 Expected Level of

Performance

L34520+8=28

L315+5.6=

L455+2.4=

L1280-8=72

10% of 80=8

%L3 Plus 7% of L1&2

%L45 Plus 3% of L1&2

The percent of non-proficient students

decreased by at least 10% from the

preceding year

(FCAT Level 3)

performance15%

2012Expected level

of performance

performance5%

2012Expected level

of performance

2011-2012 SIP Part II – Expected Level of Performance Criteria

Criteria for Elementary and Middle Schools

Criteria for High Schools

Calculation Sheet

Reading (G3-10)/Math G (3-8)/ScienceGoal

CurrentPerformance 2012 Improvement Criteria

1% Level 3

%Levels 3-5 is less than 86% % Level 3 plus by 7% of (Levels 1 and 2)

%Levels 3-5 is at or higher than 86 Maintain

2% Levels 4 and 5

%Levels 3-5 is less than 86%

% Levels 4 and 5 plus by 3% of (Levels 1 and 2)

%Levels 3-5 is at or higher than 86 Maintain

2011 - 2012 Expected Level of Performance – Calculation Sheet

• Go to http://osi.dadeschools.net/actiondata

• Under “Hot Links”, click “FCAT Demographic Reports”

• For school data follow handout pages 7-9

2012 SIP Expected Level of Performance Calculation

Reading and Math Goals (G3-8)

GoalCurrent

Performance 2012 Improvement Criteria

3 &4% of

Students Make

Learning Gains

0% - 60% %Learning Gains plus 10 percentage points

61% - 90% %Learning Gains plus 5 percentage points

91% - 100% Maintain

Reading and Math Goals (G3-8)

Goal CurrentPerformance2012 Improvement Criteria

5A-5DSubgroups

0% - 85% % proficient plus 10% of non-proficient (Levels 1 and 2)

86% - 100% Maintain

Attendance GoalData

Source Goal 1 CurrentPerformance

2012 Improvement Criteria

COGNOS (As of

June 1, 2011)

Average Daily Attendance Rate

P01.00 - 90.99 Increase by 3% points.

P91.00 - 93.99 Increase by 1% point

P94.00 - 96.99 Increase by 0.5% point

P97.00 - 100 Maintain

Excessive Absences (10 or more)

# of Students Reduce by 5 Percent

Excessive Tardiness (10 or more)

# of Students Reduce by 5 Percent

Suspension GoalData

Source Goal 1 CurrentPerformance

2012 Improvement

Criteria

COGNOS (As of June

1, 2011)

In-School Suspensions

Number of Suspensions

Reduce by 10 percent

Number of Students (unduplicated)

Out-of-School Suspensions

Number of Suspensions

Number of Students (unduplicated)

Can you explain the difference between

percent and percentage point?

Percent (%) vs. Percentage Point

Current percent proficient

To increase the current proficiency by 10%, what would be the new percent proficient value?

To increase the current proficiency by 10 percentage points, what would be the new percent proficient value?

10% of 20 = 20*.10=2

20+10=30New % = 20+2=22

10% of 75 = 75*.10=7.5

75+10=85New % = 75+7.5=82.5

Percent (%) vs. Percentage point (HO 4)Current percent

proficient

To increase the current proficient by 10%, what would be the new percent proficient value?

To increase the current proficient by 10 percentage points, what would be the new percent proficient value?

1. 30%

2. 50%

3. 65%

4. 25%

5. 80%

6. 43%

7. 15%

8. 78%

9. 15%

10. 37%126

Percent (%) vs. Percentage point

Current percent

proficient

To increase the current proficient by 10%, what would be the new percent proficient value?

To increase the current proficient by 10 percentage points, what would be the new percent proficient value?

1. 30% 30+(30*10/100)=33 30+10=40

2. 50% 50+(50*10/100)=55 50+10=60

3. 65% 65+(65*10/100)=71.5 65+10=75

4. 25% 25+(25*10/100)=27.5 25+10=35

5. 80% 80+(80*10/100)=88 80+10=90

6. 43% 43+(43*10/100)=47.3 43+10=53

7. 15% 15+(15*10/100)=16.5 15+10=25

8. 78% 78+(78*10/100)=85.8 78+10=88

9. 15% 15+(15*10/100)=16.5 15+10=25

10. 37% 37+(37*10/100)=40.7 37+10=47127

Formulate key questions Obtain data to answer them Find the storyline to bring it all together Determine priority areas for action Share the data with the staff Seek technical assistance if needed Celebrate your achievement results! Use the data to communicate, inform, provoke,

and persuade ... and Improve Your System!

Tips for Analyzing Data

Do you know what your students should know and be able to do each year in

math/reading/science/writing?

Can you identify the gap between where students are right now in relation to high

standards?

What instructional strategies can you use to accelerate students to attain high

standards?

Essential Questions

How prepared are you to effectively use assessment to determine ways to alter

instruction to meet high standards?

Do you have effective classroom-level assessments to help you clearly determine

whether students are meeting high standards?

Essential Questions

Please complete the evaluation

form131

addressing school improvement through data ii

Documents

us 1 corridor improvement program: phase ii

memory, data, & addressing ii

bcs the chartered institute for it · addressing modes are...

beginning an improvement journey ii introduction to...

unit – ii assembly language format - addressing modes

content.kopykitab.com...explain the following addressing...

continuos improvement tools ii

level ii training clinical documentation improvement

8051 ii addressing modes,instructionset pgms(5t unit).pdf

guidelines for performance improvement at nuclear power...

unit ii addressing modes, instruction set and programming

delivering service improvement through addressing -...

addressing school improvement through data, iii

unit ii tqm principles [continuous process improvement]

state systemic improvement plan - phase ii - …...state...

rebuilding for learning enhancing school improvement:...

technical education quality improvement...

23 july english improvement ii

climate rd - community livelihood improvement addressing...

ii pofitae owth profit improvement