Broward’s Broward’s Effective Schools Effective Schools

Program:Program:

Committed to Success For All Committed to Success For All StudentsStudents

December 10, 2009December 10, 20091

FCIM

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The intent of this presentation is to provide you with a detailed action plan broken down by content areas.

Consider using this Power Point in the following ways:

With your Leadership TeamIncluded in a PLC SessionDivided by content area for subject area implementationPresented to faculty and staff 3

Focus For Quarter IIIFocus For Quarter III School Grades & No Child Left

Behind/Adequate Yearly Progress (AYP) New This Year Instructional Application in Reading Instructional Application in Mathematics Instructional Application in Science Instructional Application in Writing Information for 2010 FCAT Monitoring Processes and Plans Technology Title I

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School GradesSchool Grades&&

No Child Left BehindNo Child Left BehindAdequate Yearly Adequate Yearly Progress (AYP)Progress (AYP)

Student Assessment

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Your lowest 25 percent in each grade who were at your school during both FTE funding periods (October and February)

Includes SWD and ELL studentsStudents may be different for Reading and

MathematicsRequired Developmental Scale Score

improvements are the same as for learning gains.

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Includes all students who took the FCAT and were enrolled during the October and February FTE surveys

Participation is computed based on students enrolled during the February FTE survey who are still enrolled during testing

Performance by Subgroup Must test at least 95% of each subgroup with 30 or

more students. Must score at least 90% or make at least 1% gain on

Florida Writes! to be eligible to make AYP. Subgroups count for proficiency if:• 30 students and more than 15% of the school’s tested population (valid scores) OR• 100 students (valid scores)•ELL subgroup includes LY and LF students 7

Process Used to IdentifyProcess Used to IdentifyStudents In Each AYP Students In Each AYP

SubgroupSubgroupClick the following link for information on the process used to identify students in each AYP subgroup.

AYP Subgroups Power PointThe information includes:Downloading the ReportDisaggregating the DataRecommendations for Using the Data

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School Grades and AYP are based on separate computational methods.

D or F schools cannot make AYPSchools enter Differentiated Accountability

by missing AYP two consecutive years or by earning a school grade of “D” or “F”

Schools exit DA by making AYP for 2 consecutive years with a school grade of A, B, or C

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New This YearNew This Year

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FAA is designed specifically for students with disabilities who meet FCAT exemption criteria through the IEP process.

FAA assesses the same grade level competencies as the FCAT.

Learning gains for students who take the FAA will be included in School Grade beginning in 2009-10. (A learning gain is defined as an improvement in performance level or the maintenance of a proficiency level)

The FAA has nine separate performance levels, ranging from 1 to 9, with 4 or higher equaling proficient.

FAA scores will count toward AYP and school grades this year!

NEW THIS YEAR FOR SWD SUBGROUP

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Performance Tasks will be removed from the FCAT Science test to be replaced by additional multiple choice and gridded response items.

Florida Writes! essays will be scored by one reader. Therefore, the averaging of two grades will not occur. (An individual score of 3.5 in writing will no longer be possible.)

The average of the percent of students scoring a 3 and above plus the average of students scoring 4 and above will be used to determine points earned

NEW THIS YEAR

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Beginning in 2009-10 schools serving a 9-12 population will be graded on the following criteria:

• 50% on the 8 FCAT components and

• *50% on the school’s:• graduation rate• performance and participation in accelerated courses• graduation rate of at-risk students • post-secondary readiness • growth and decline in the data components from

year to year• performance on state end-of-course assessments

when they become available (beginning with Algebra I)

*see specific criteria at: Student Assessment

NEW THIS YEAR

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Current 800-Current 800-point scalepoint scale

New 1600-point New 1600-point scalescale

AA 525-800525-800 1050-16001050-1600

BB 495-524495-524 990-1049990-1049

CC 435-494435-494 870-989870-989

DD 395-434395-434 790-869790-869

FF Less Than 395Less Than 395 Less Than 790Less Than 790

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FDOE has recently received approval for ELL students enrolled for less than one year to be exempted from the proficiency calculation for AYP.

These students will still be included in participation for AYP. ◦ To count towards participation in Mathematics a

student must take the FCAT◦ To count towards participation in Reading a

student must take the FCAT and/or CELLAThe first year ELL students will be included

in Writing and Graduation rate.

NEW THIS YEAR

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Instructional Instructional Application in Application in ReadingReading

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Targeting Student Targeting Student GroupsGroups

First-Time Level 3 Students First-Time Level 3 Students

Identify the students meeting proficiency for the first time during the 2008-2009 school year to ensure the level of proficiency is maintained or improved.

Identify the students in 8th grade (or 10th grade) meeting proficiency during the previous grade but NOT meeting proficiency during 4th grade (or 8th grade) to determine how well the student responds to performance task items.

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Targeting Student Targeting Student GroupsGroups

First-Time Level 3 Students First-Time Level 3 Students RecommendatioRecommendationsns

These students need intensive tutorials because they could easily regress to Level I or II.

70% of the test is informational; therefore, the identified students should be shared with the Social Studies teachers.

Teachers should use the FLDOE anchor papers to plan instructional activities for 4th, 8th and 10th grade students to provided multiple exposure to performance task items. 18

Identify students who scored at Achievement Level 5; they must maintain their Level 5 in order to obtain a learning gain.

Visit Language Arts, Reading and Social Studies classrooms to look for evidence of performance tasks through oral questioning, small group activities or written assessments. If this is not evident, students could regress because they are not familiar with the questions.

Targeting Student Targeting Student GroupsGroups

Level 5 Students Level 5 Students

RecommendatiRecommendationon

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Identify students who scored at Achievement Level 3 or higher during the 2008-2009 but dropped a level(s).

Targeting Student Targeting Student GroupsGroups

Proficient Students Who Decreased a Proficient Students Who Decreased a Level(s)Level(s)

RecommendatioRecommendationsns

Develop PLCs for teachers with a focus on the Test Item Specifications to develop grade level appropriate questions.

Visit classrooms to ensure the Language Arts curriculum includes instruction in Reading benchmarks that reflect the data of students in Levels 3-5

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Identify the students scoring in the lowest 35% Highlight the students that are within 30 scale

score points of the next achievement level.Highlight the students who were in this category

during the 2008-2009 school year and made a learning gain.

Highlight the students who were in this category- lowest 35th- during the 2008-2009 school year and did NOT make a learning gain.

If your school scored less than 50% learning gains, identify the students who would help meet this criteria.

Students Making Students Making Learning Gains in Learning Gains in

ReadingReading

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Ensure implementation of an enrichment program intended to assist students at levels 3-5 to maintain and/or increase achievement levels.

Include a maintenance piece in the secondary benchmark section of the Instructional Focus Calendar.

Utilize the Social Studies curriculum to support informational text.

Incorporate Short/Extended Response instruction for students across Reading, Language Arts and Social Studies.

Develop PLCs for teachers with a focus on the Test Item Specifications to develop grade level appropriate questions.

These students need intensive tutorials because they could easily regress to Level I or II.

Teachers should use FLDOE anchor papers to plan instructional activities for 4th, 8th and 10th grade students to provide multiple exposure to performance task items.

Summary of Summary of RecommendationsRecommendationsFor Maintenance & EnrichmentFor Maintenance & Enrichment

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Identify the additional subgroups in which ELLs are represented (e.g. Economically Disadvantaged). Even if a school does not have enough students for an ELL subgroup, the students are included in other subgroups.

Pull a LEP Roster Report to identify current LY and LF students.

Analyze BAT scores for areas of need. Identify “bubble” students who will participate in additional tutoring.

Ensure that staff working with ELLs for tutoring are provided appropriate materials and are cognizant of effective ESOL strategies.

Conduct comprehensible data chats with students.

RecommendatioRecommendationsns

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Instructional Instructional Application in Application in MathematicsMathematics

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Targeting Student GroupsTargeting Student GroupsFirst-Time Level 3 Students First-Time Level 3 Students

Identify the students meeting proficiency for the first time during the 2008-2009 school year to ensure the level of proficiency is maintained or improved.

Identify the students in 8th grade (or 10th grade) meeting proficiency during the previous grade but NOT meeting proficiency during 5th grade (or 8th grade) to determine how well the student responds to performance task items.

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Targeting Student Targeting Student GroupsGroups

First-Time Level 3 Students First-Time Level 3 Students RecommendatioRecommendationsns

These students need intensive tutorials because they could easily regress to Level I or II

Teachers should use FLDOE released tests to plan instructional activities for 5th, 8th and 10th grade students to provide multiple exposure to performance task items.

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Identify students who scored at Achievement Level 5; they must maintain their Level 5 in order to obtain a learning gain.

Visit Mathematics classrooms to look for evidence of performance tasks through oral questioning, small group activities or written assessments. If this is not evident, students could regress because they are not familiar with the questions.

Targeting Student Targeting Student GroupsGroups

First-Time Level 5 Students First-Time Level 5 Students

RecommendatiRecommendationon

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Identify students who scored at Achievement Level 3 or higher during the 2008-2009 but dropped a level(s).

Targeting Student GroupsTargeting Student GroupsProficient Students Who Decreased a Proficient Students Who Decreased a

Level(s)Level(s)

RecommendatioRecommendationsns

Develop PLCs for teachers with a focus on the Test Item Specifications to develop grade level appropriate questions.

Visit classrooms to ensure Mathematics curriculum includes instruction in Mathematics benchmarks that reflect the data of students in Levels 3-5.

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Identify the students scoring in the lowest 35% Highlight the students that are within 30 scale

score points of the next achievement level.Highlight the students who were in this category

during the 2008-2009 school year and made a learning gain.

Highlight the students who were in this category- lowest 35th- during the 2008-2009 school year and did NOT make a learning gain.

If your school scored less than 50% learning gains, identify the students who would help meet this criteria.

Students Making Students Making Learning Gains in Learning Gains in

MathematicsMathematics

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Ensure implementation of an enrichment program intended to assist students at levels 3-5 to maintain and/or increase achievement levels.

Provided multiple opportunities to incorporate Short/Extended Response instruction, the use of 4-function calculators and the use of reference sheets.

Develop PLCs for teachers with a focus on the Test Item Specifications to develop grade level appropriate questions.

These students need intensive tutorials because they could easily regress to Level I or II.

Teachers should use FLDOE released tests to plan instructional activities for 5th, 8th and 10th grade students to provide multiple exposure to performance task items.

Summary of Summary of RecommendationsRecommendationsFor Maintenance & EnrichmentFor Maintenance & Enrichment

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Instructional Instructional Application in Application in ScienceScience

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Targeting Student GroupsTargeting Student Groups Identify students predicted proficient from:• BAT I and/or BAT II• Mini Assessment Data• In-House Assessments• Mathematics and Reading FCAT scores (students who are

not predicted proficient in Science but were proficient in Reading and Mathematics the previous year)

RecommendationsRecommendations Identify benchmarks for remediation, maintenance,

enrichment, including the annually assessed benchmarks. (Test Item Specifications)

Develop a plan for the students predicted proficient and a plan for daily review utilizing FLDOE released tests.

Identify strategies for each identified benchmark, such as: FCAT Explorer Demonstrations Quick labs Schedule a timeline for delivery (Pull-outs, Science Dailies,

Science Camps)32

Instructional Instructional Application in Application in WritingWriting

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Targeting Student GroupsTargeting Student GroupsIdentify students who scored less than a

4.0 for School Grade and 3.0 for AYP.

RecommendationsRecommendationsDivide those students into the critical subgroups

(SWD and ELL) to determine if specific strategies need to be addressed.

Saturday CampPull-out, Push-inStudent ConferencingReview Anchor PapersShare Rubrics with Students 34

Information for Information for 2010 FCAT 2010 FCAT

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The 2010 FCAT Mathematics Test will contain field tested questions aligned to the Next Generation Sunshine State Standards.

Grade 5 students will utilize a reference sheet on field tested questions. Formula boxes will NOT be provided.

Gridded response items will appear in grade 4 on field tested questions. This testing session will be 70 minutes. New and old grids will be utilized at grade 5. The new grids will be used on field tested questions.

Grades 3 and 4 students will use rulers on the 2nd session of the 2010 FCAT on field tested questions. The ruler is a 6 inch ruler with both standard and metric units.

Performance Tasks WILL APPEAR in the 2010 FCAT Mathematics (Grade 5, 8 and 10), as in past years.

NEW THIS YEAR

Important FCAT Important FCAT InformationInformation

For MathematicsFor Mathematics

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Performance Tasks WILL NOT APPEAR in the 2010 FCAT Science

Shorter testing sessions in Grades 5, 8 and 11 Grade 5 will be multiple choice only; however, 8th and 11th

will have multiple choice and 4-7 gridded response items A reference sheet will be provided to students during

testing in Grades 8 and 11. Students in Grade 8 and 11 will be allowed to use

calculators to solve formulas.

Important FCAT Important FCAT InformationInformationFor ReadingFor Reading

Important FCAT Important FCAT InformationInformation

For ScienceFor Science

Performance Tasks WILL APPEAR in the 2010 FCAT Reading (Grade 4, 8, 10), as in past years.

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Look at the plan for administering the FCAT. Consider the following:◦ Appropriate proctors and test administrators◦ Familiarize faculty and staff with student

accommodations◦ Scheduling of personnel (push-in, pull-out)◦ Available space◦ Ensuring you meet the 95% participation rate

Realign the available materials and human resources to focus on the targeted students for additional instructional support.

Revisit and realign the Secondary Instructional Focus Calendar based on BAT II data.

Create Winter Break packets for all assessed content areas.

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Identify LY students who will receive accommodations during testing.

Send home Flexible Setting Letter to parents if this accommodation will be offered.

Complete Accommodations Checklist and place in ELLSEP folder.

Ensure there are English-to-Heritage language dictionaries in the identified languages for use during FCAT.

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School Testing Coordinator will inventory the 4-function calculators and submit a request to Student Assessment for the number of replacement calculators required.

Download, print and begin implementation of the reference sheet.

Download, print and begin implementation of the ruler.

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FAA will be administered Jan. 20 – Feb. 19, 2010.The ESE specialist is the FAA point person at the

school.Teachers administering the test must receive

training prior to testing.Ensure all eligible students are tested.Adhere to District testing timeline and

procedures.

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Monitoring Plans and Monitoring Plans and ProcessesProcesses

BAT II data will determine plans and BAT II data will determine plans and processes.processes.

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Continue with P2, C2 and Intervene schoolsC1 and P1 as requested by Area OfficesState visits to targeted schools or schools in

need, as determined by BAT dataFocus will be on targeting instruction for

Quarter III (January-March)Visits will occur monthly for targeted schools

and bi-monthly for non-targeted schools

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Continue with P2, C2 and Intervene schools

Focus will be on supporting targeted instruction for Quarter III (January-March)◦Revising Instructional Focus Calendars◦Developing Quarter III instructional plan◦Assisting with targeting students◦Assisting with developing student groups

(camps, tutorials, push-in and pull-out)Visits will occur on a similar rotation as

previously implemented44

TechnologyTechnology

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Digital Classrooms installed in JanuaryInstructional Technology Facilitators

◦Training – Onsite and within Zones◦Hands-On and Online◦Will contact Principals to arrange

Micro-Technicians◦TLC Conference – “Request for Service”

formDETA Schedule

◦Host at school if requestedGLIDES-Supports enrichment activities

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Title ITitle I

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All Title I DA schools received ELO funds for the following:

Before School TutorialsAfter School TutorialsPush – InsPull – OutsSaturday School Camps

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Extended Learning Four day a week before or after school program: two

hours of academic support by certified teachers. Does not include any support for additional outdoor time

or snack time coverage or associated expenses of such. Organized at the school based on specific subgroup

needs as evidenced by data. SINI Schools - Begin on September 14 and continue

through March 11. Non – SINI – Begin on January 4 – March 5

Saturday Camp Eight weeks on Saturdays: four hours of academic

support by certified teachers. Beginning Saturday, January 16 and ending Saturday,

March 6. Organized at the school level based on specific subgroup

needs as well as individual student needs as identified by data trends.

From 8:00 AM – 12:00 PM at eligible schools. 49