sub goals 1.1.2., 1.1.3., 1.5., mathematics science and technolog … · 2019. 6. 21. ·...

Sub Goals 1.1.2., 1.1.3., 1.5., Mathematics Science and Technolog

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Mathematics, Science, and Technology

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Student Achievement Goals

1.1. Achieve their full academic potential in the core disciplines of:Academics1 1.1.1. English language arts:

1.1.1.1. Reading.1.1.1.2. Writing.

11.1.1.3. Communication.

1.1.2. Math.1.1.3. Science.1 1 4 Social studies

EssentialLife Skills2 1.1.4. Social studies.

1.2. Communicate in at least two languages. 1.3. Explore, understand, and value the fine and

practical arts.Responsibility 1.4. Understand the interrelationship and

interdependence of the countries and cultures of the world.

1.5. Effectively use technology to access, communicate and apply knowledge and to

Responsibilityto the

Community3communicate, and apply knowledge and to foster creativity.

Reflective Questions

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Q

• Of the indicators presented in this report, which data are most useful to the school board? Which data are notschool board? Which data are not useful?

• What are the budget or policy implications of these data?implications of these data?

Measures, Intermediate & Aspirational4

, pPerformance Expectations

1.1.2 Math

Summary Reasonable Interpretation5

Summary Reasonable Interpretation

Students in FCPS will:Students in FCPS will:

• Obtain the mathematical knowledge and skills necessary to reach their academic goals

• Develop their strengths and achieve their full potential in mathematics

• Make connections between mathematics coursework andMake connections between mathematics coursework and their future goals

Approved Indicators6

Approved Indicators

• Mathematics Reasoning Assessment Pilot

• Pass/proficient on Standards of Learning (SOL) or alternative assessments (Elementary & Middle School)

• Completion of Algebra 1 by the end of Grade 8

• Students scoring pass/proficient on SOL End-of-Course (EOC)• Students scoring pass/proficient on SOL End-of-Course (EOC) or alternative assessments (High School)

• Completion of advanced coursework, by subject, reported byCompletion of advanced coursework, by subject, reported by subgroup includes Advanced Placement (AP), International Baccalaureate (IB), and dual enrollment

Performance Measures:7

Elementary & Middle School MathematicsMeasures report on students who performed At or Above p pProficient, as well as those who achieved Advanced levels on approved assessments:

•Percent of Grade 3 students who achieved specified benchmark levels on the FCPS Mathematics Reasoning Assessment (MRA) in Grade 2

•Percent of Grade 6 students who met or exceeded mathematics achievement levels

•Percent of Grade 8 students who met or exceeded mathematics achievement levels

Performance Measures:8

High School MathematicsMeasures report on students who achieved At or AboveMeasures report on students who achieved At or Above Proficient, as well as those who achieved Advanced levels:

•Percent of Grade 12 students who passed at least 1Percent of Grade 12 students who passed at least 1 higher-level mathematics content course beyond Algebra II during high school

•Percent of Grade 12 students who passed at least 1 Advanced Placement (AP), International Baccalaureate (IB), or dual enrollment course during high school

Intermediate Performance Expectations: 9

pElementary Mathematics

Percent of Grade 6 students scoring At or Above Proficient on M th ti SOLMathematics SOLs:

<70% 80% 100%90%Black 47%

Hi i 47% A i 81%

2008 2009 Black 75%

Baseline Hispanic 47%LEP 48%

Fee Waiver 46%Spec Ed 42%

Asian 81%White 80%Total 72%

2008-2009 Hispanic 68%Fee Waiver 69%

Black 75%LEP 70%

Spec Ed 75%Total 86% Asian 92%

White 93%

Black2010-2011 Expectation

BlackHispanic

LEPFee Waiver

Spec Ed

TotalAsianWhite

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Percent of Grade 6 Students Scoring

Group Baseline 2008 09 Change

Pass/Proficient in Mathematics:

Group Baseline 2008-09 Change

Total 72% 86% +14

Asian 83% 92% +9Asian 83% 92% +9

Black 47% 75% +28

Hispanic 47% 68% +21

White 82% 93% +11

LEP 48% 70% +22

Fee Waiver 46% 69% +23

Spec. Ed. 42% 75% +33

Intermediate & Aspirational Performance Expectations:

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p pElementary Mathematics

Percent of Grade 6 students scoring Advanced on the Mathematics SOLsMathematics SOLs:

0% 16% 33% 100%50%

Total 41%Black 18%Hi i 16%

2008 2009 Hispanic 28%

Baseline Hispanic 16%LEP 18%

Fee Waiver 17%Spec Ed 16%

Total 54%

Asian 53%White 50%

2008-2009 Hispanic 28%LEP 30%

Fee Waiver 29%Spec Ed 32%

Black 33% Total 54%Asian 66%White 64%

Black2010-2011 ASPIRATION

BlackHispanic

LEPFee Waiver

Spec Ed

TotalAsianWhite

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Percent of Grade 6 Students Scoring

Group Baseline 2008-09 Change

Pass Advanced in Mathematics:

Group Baseline 2008 09 Change

Total 41% 54% +13

Asian 53% 66% +13Asian 53% 66% +13

Black 18% 33% +15

Hispanic 16% 28% +12

White 50% 64% +14

LEP 18% 30% +12

Fee Waiver 17% 29% +12

Spec. Ed. 16% 32% +16

Intermediate & Aspirational Performance Expectations:

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p pMiddle School Mathematics

Percent of students who by the end of Grade 8 passed the Algebra I End of Co rse Mathematics SOLAlgebra I End-of-Course Mathematics SOL:

0% 16% 33% 100%50%

Total 42%Black 18%LEP 18%

Hispanic 15%Fee Waiver 15%

2008 2009 Black 25%

Baseline LEP 18%Asian 56%White 50%

Fee Waiver 15%Spec Ed 7%

Spec Ed 11%2008-2009 Black 25%Hispanic 21%

LEP 25%Fee Waiver 21%

Total 49% Asian 64%White 58%

Spec Ed 11%

2010-2011 ASPIRATION BlackLEP

TotalAsianWhite

HispanicFee Waiver

Spec Ed

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Percent of Students Passing Al b I EOC SOL b d f G d 8

Group Baseline 2008-2009 Change

Algebra I EOC SOL by end of Grade 8:

Group Baseline 2008 2009 Change

Total 42% 49% +7

Asian 56% 64% +8Asian 56% 64% +8

Black 18% 25% +7

Hispanic 15% 21% +6

White 50% 58% +8

LEP 18% 25% +7

Fee Waiver 15% 21% +6

Spec. Ed. 7% 11% +4

Intermediate Performance Expectations: 15

pHigh School Mathematics

Percent of Grade 12 students who passed a mathematics course b d Al b 2beyond Algebra 2:

<70% 80% 100%90%Total 68%Black 43%

2008 2009

Baseline

Total 69%Bl k 42%

Black 43%Hispanic 41%

LEP 36%Fee Waiver 41%

Spec Ed 24%

Asian 78%White 75%

2008-2009

2010 2011 E t ti

Black 42%Hispanic 40%

LEP 35%Fee Waiver40%Spec Ed 26%

White 76% Asian 80%

Total 2010-2011 Expectation

AsianWhite

BlackHispanic

LEPFee Waiver

Spec Ed

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Percent of Grade 12 Students Passing a C B d Al b 2

Group Baseline 2008-09 Change

Course Beyond Algebra 2:

p g

Total 68% 69% +1

Asian 78% 80% +2

Black 43% 42% -1

Hispanic 41% 40% -1

White 75% 76% +1

LEP 36% 35% -1

Fee Waiver 41% 40% -1

Spec. Ed. 24% 26% +2

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Intermediate & Aspirational Performance Expectations:

MEASURE P t f i h d t l t

p pHigh School Mathematics

MEASURE – Percent of seniors who passed at least 1 AP/IB or dual enrollment course during high school

In 2008-09: Thirty-five percent of grade 12 students successfully completed an AP/IB Mathematics course during their high school career.

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Analysis

• Sixth grade mathematics achievement improved.

Analysis

• Eighth grade mathematics achievement improved.

• Algebra achievement improved in all subgroups for students completing Algebra 1 by the end of grade 8.p g g y g

• The percent of grade 12 students who passed a mathematics course beyond Algebra 2 remains relatively unchanged.

On the Horizon

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On the Horizon

Implementation of the revisedImplementation of the revised 2009 Virginia Mathematics Standards of Learning

• Field test items 2010-2011• Full implementation 2011-2012

Measures, Intermediate & Aspirational20

, pPerformance Expectations

1.1.3 Science

Summary Reasonable Interpretation21

Summary Reasonable Interpretation

Students in FCPS will:Students in FCPS will:

• Demonstrate scientific literacy and mastery of science content and process skills by participating in and reflecting upon inquiry-based learning experiencesupon inquiry-based learning experiences

• Develop 21st Century skills to become informed and engaged citizens

• Complete a science sequence that fulfills their post-graduation goals

Approved Indicators22

Approved Indicators

Pass/proficient on Standards of Learning (SOL) or• Pass/proficient on Standards of Learning (SOL) or alternative assessments

St d t h hi d / fi i t SOL E d f• Students who achieved pass/proficient on SOL End-of-Course (EOC) or alternative assessments

Percent of Grade 12 students who passed at least 1• Percent of Grade 12 students who passed at least 1 Advanced Placement (AP), International Baccalaureate (IB), or dual enrollment course during high school

Performance Measures:23

Elementary & Middle School ScienceMeasures report on students who performed “At or AboveMeasures report on students who performed At or Above Proficient”, as well as those who achieved “Advanced” levels on approved assessments at key “Passage” points:

• Percent of Grade 3 students who met or exceeded achievement levels on Science SOLs

• Percent of Grade 6 students who met or exceeded achievement levels on the Science SOLs

• Percent of Grade 8 students who met or exceeded• Percent of Grade 8 students who met or exceeded achievement levels on the Science SOLs

Performance Measures:24

High School ScienceMeasures report on students who achieved “At or AboveMeasures report on students who achieved At or Above Proficient” levels on standardized tests, as well as those who achieved at advanced levels at key “Passage” points:

• Percent of Grade 12 students who met or exceed achievement levels on the Chemistry End-of-Course SOL

• Percent Grade 12 students who passed at least 1 AP/IB or dual enrollment course during high school

Intermediate Performance Expectations: 25

pElementary Science

Percent of Grade 6 students scoring At or Above Proficient th G d 5 S i SOLon the Grade 5 Science SOL:

<70% 80% 100%90%Black 66%

T t l 86%

2008 2009

Baseline LEP 64%Fee Waiver 65%

Total 86%Asian 89%Hispanic 70%

Spec Ed 72%White 93%

2008-2009 White 94%Black 70% Total 86%Asian 89%

Hispanic 67%LEP 64%

Fee Waiver 65%Spec Ed 63%

2010-2011 Expectation BlackLEP

Fee Waiver

HispanicSpec Ed

TotalAsianWhite

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Percent of Grade 6 Students Scoring

Group Baseline 2008 09 Change

At or Above Pass Proficient in Science:

Group Baseline 2008-09 Change

Total 86% 86% 0

Asian 89% 89% 0Asian 89% 89% 0

Black 66% 70% +4

Hispanic 70% 67% -3

White 93% 94% +1

LEP 64% 64% 0

Fee Waiver 65% 65% 0

Spec. Ed. 72% 63% -9

Intermediate & Aspirational Performance Expectations:

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p pElementary Science

Percent of Grade 6 students scoring Advanced on the Grade 5 Science SOLGrade 5 Science SOL:

0% 16% 33% 100%50%

Total 21%Black 6%Hi i 7%

2008 2009

Baseline Total 21% Asian 23%White 26%

Hispanic 7%LEP 5%

Fee Waiver 6%Spec Ed 10%

Black 9%T t l 25%2008-2009

Black TOTAL

Hispanic 7%LEP 6%

Fee Waiver 7%Spec Ed 13%

Total 25% Asian 27%White 32%

2010-2011 ExpectationBlack

HispanicLEP

Fee WaiverSpec Ed

TOTALAsianWhite

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Percent of Grade 6 Students Scoring

Group Baseline 2008 09 Change

Pass Advanced in Science:

Group Baseline 2008-09 Change

Total 21% 25% +4

Asian 23% 27% +4Asian 23% 27% +4

Black 6% 9% +3

Hispanic 7% 7% 0

White 26% 32% +6

LEP 5% 6% +1

Fee Waiver 6% 7% +1

Spec. Ed. 10% 13% +3

Intermediate & Aspirational Performance Expectations:

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p pHigh School Science

Percent of seniors scoring At or Above Proficient on the Ch i t E d f C SOLChemistry End-of-Course SOL

<70% 80% 100%90%Black 59%

Hispanic 60% Total 81%

2008 2009

Baselinep

Fee Waiver 61%Spec Ed 48%

LEP 53%

Asian 85%White 87%

Black 65%T t l 84%2008-2009 Asian 90%

White 90%Hispanic 68%

Fee Waiver 69%Spec Ed 55%

LEP 58%

Total 84%

Black2010-2011 Expectation Total

AsianWhite

BlackHispanic

Fee WaiverSpec Ed

LEP

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Percent of Grade 12 Students Scoring

G B li 2008 09 Ch

gAt or Above Pass Proficient on Chemistry:

Group Baseline 2008-09 Change

Total 81% 84% +3

Asian 85% 90% +5Asian 85% 90% +5

Black 59% 65% +6

Hispanic 60% 68% +8

White 87% 90% +3

LEP 53% 58% +5

Fee Waiver 61% 69% +8

Spec. Ed. 48% 55% +7

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Intermediate & Aspirational Performance Expectations:

MEASURE Percent of seniors ho passed at least 1 AP/IB

p pHigh School Science

MEASURE – Percent of seniors who passed at least 1 AP/IB or dual enrollment course during high school

In 2008 2009: Thirty four percent of grade 12 studentsIn 2008-2009: Thirty-four percent of grade 12 students successfully completed an AP/IB Science course during their high school career.

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Analysis

• SCIENCE- Just Do It!

Analysis

• SCIENCE- Just Do It!

• Continue providing resourcesContinue providing resources

• Re-examining professional developmentg p p– Process skills tied to content– Inquiry based and tied to engagement

Performance Expectations

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Performance Expectations

1.5 Integrated Technology

Summary Reasonable Interpretation34

y p

• Students in FCPS will:• Acquire and demonstrate skills and proficiencies in the use of

technology to access, communicate and apply knowledge and foster creativity

• Acquire and demonstrate the knowledge and skills to access and navigate relevant technology resources for research and communicate electronically with a variety of information resources

• Use technology tools and software to analyze and present research findings

• Be prepared with the necessary information and technology skills to succeed in the workplace and in society

1.5: Approved Indicators35

pp

• Grade 5 Global Awareness• Grade 5 Global Awareness Technology Project

Global Awareness and Technology

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Global Awareness and Technology

Access • Access • Communicate• ApplyApply• Create

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Next Steps 39

p

• Authentic Learning21 t C t Skill• 21st Century Skills

• K-8 Technology Literacy ScaffoldsScaffolds

• Internet Safety• eCART Resource GrowtheCART Resource Growth• FCPS 24-7

Learning and innovation skills

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Learning and innovation skills increasingly are being recognized as those that separate students who are those that separate students who are prepared for a more and more complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking,

i ti d ll b ti i communication and collaboration is essential to prepare students for the futurefuture.

-Partnership for 21st Century SkillsP21 FrameworkP21 Framework

Reflective Questions

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e ect e Quest o s

• Of the indicators presented in this report, which data are most useful to the school board? Which data are notschool board? Which data are not useful?

• What are the budget or policy implications of these data?implications of these data?