elementary school essentials
DESCRIPTION
Elementary School Essentials. CAO Meeting February 2013 Dr. Andrews Chief Academic Officer. Dr. Frank Rodriguez, Assistant Superintendent Quality Assurance Mark Howard, Director Research, Evaluation, and Assessment. elementary School accountability. - PowerPoint PPT PresentationTRANSCRIPT
Elementary School Essentials
CAO MeetingFebruary 2013
Dr. AndrewsChief Academic Officer
2
ELEMENTARY SCHOOL ACCOUNTABILITY
Dr. Frank Rodriguez, Assistant SuperintendentQuality AssuranceMark Howard, DirectorResearch, Evaluation, and Assessment
3
How many changes to the FDOE Accountability system in 2012?
A.9B. 17C. 23D.34
Correct Answer
34!
4
ELEMENTARY SCHOOL GRADING MATRIX
Reading Math Writing SciencePerformance
FCAT 2.0, FAA(100 points)
FCAT 2.0, FAA(100 points)
FCAT, FAA(100 points)
FCAT, FAA(100 points)
Learning Gains All Students FCAT 2.0, FAA(100 points)
FCAT 2.0, FAA(100 points)
Low 25% Learning Gains FCAT 2.0
(100 points)FCAT 2.0
(100 points)(300 points) (300 points) (100 points) (100 points)
5
ELEMENTARY SCHOOL GRADE ACCOUNTABILITYPERFORMANCE, LOWEST 25% LEARNING GAINS
FY2013• Reading Performance Penalty• Science – FCAT 2.0
• FCAT 2.0 Achievement Levels• Writing – 3.5 Score, 60 Minutes• Lowest 25% Adequate Progress
Penalty Reinstated
POINTSA 525+B 495 – 524C 435 – 494D 395 – 434F < 395
Grade Scale for Elementary Schools
(Based on a 800-Point Scale)
6
ACCOUNTABLE STUDENTS• ELLs with at least 365 calendar days from initial
day of entry into U.S. school* • FCAT 2.0
• Reading • Mathematics• Writing • Science *365 days: Initial day of
entry to first day of FCAT 2.0 Writing testing – February 26, 2013
7
READING PERFORMANCE (100 pts)•One (1) point for each percent of eligible students scoring
• FCAT 2.0 Achievement Scale Levels 3+• FAA Scale Levels 4+
Emergent
1 2 3
Achieved
4 5 6
Commended
7 8 9
At least 30
students with
valid reading
scores
8
Reading Performance Threshold PenaltySchool grade lowered one letter grade if 25%
Reading Performance threshold not met
Schools that have their grade lowered for not meeting other targets (e.g., Adequate Progress of the Lowest 25%, At-risk Graduation Rate) will not have their grade lowered further.
READING PERFORMANCE (100 pts)
9
Reading: Percent ProficientFY12 Spring to FY13 Winter Diag Difference
All Students Tested
-15.0
-10.0
-5.0
0.0
5.0
10.0
15.0
20.0
25.0
19
10
-10
10
MATH PERFORMANCE (100 pts)
• One (1) point for each percent of eligible students scoring• FACT 2.0 Achievement Scale Levels 3+• FAA Scale Levels 4+
At least 30 students with valid
mathematics scores
11
FCAT Math 2.0: Percent ProficientFY12 Spring to FY13 Winter Diag Difference
All Students Tested
-15
-10
-5
0
5
10
15
20
25
30
12
SCIENCE PERFORMANCE (100 pts)
• One (1) point for each percent of eligible students scoring• FCAT 2.0 Achievement Scale Levels 3+• FAA Scale Levels 4+
New Grade 5 FCAT 2.0 Science Achievement Levels FCAT 2.0 Science Scale Scores (140-260)
Grade Level 1 Level 2 Level 3 Level 4 Level 55 140 – 184 185 – 199 200 – 214 215 – 224 225 - 260
13
Grade 5 Science FCAT 2.0: Percent ProficientFY12 Spring to FY13 Winter Diag Difference
All Students Tested
-25.0
-20.0
-15.0
-10.0
-5.0
0.0
5.0
10.0
15.0
20.0
25.0
14
WRITING PERFORMANCE (100 pts)
• One (1) point for each percent of eligible students scoring
• FCAT Writing Scores 3.5+• FAA Scale Levels 4+
• 60 minutes• Expanded expectations
15
FY12 Grade 4 FCAT 2.0 WritingPercent Scoring 3.5 and 3.0 Difference
Series1
-80
-70
-60
-50
-40
-30
-20
-10
0
16
READING LEARNING GAINS (100 pts)
• FCAT 2.0 (1 point)• Maintain same proficient level• L1 to L2, L1 to L3, or L2 to L3
• Remain L1 & increase Required scale points• Remain L2 & increase Required scale points
Retained students make learning gains by maintaining a proficiency level, increasing a level, or increasing a scale score
Minimum FCAT 2.0 Scale Increases Required to Demonstrate Learning Gains
ReadingGrade 3-4Grade 3-3Grade 4-4
Grade 4-5Grade 5-5
Grade 5-6Grade 6-6
Level 1 12 10 9Level 2 11 9 8
17
READING LEARNING GAINS (100 pts)
• FCAT 2.0 Weighted (1.1 or 1.2 point)• (1.1) Prior year level 1 or 2 & gain Required
plus 33% or more scale points see example• (1.1) Move from lower level into L4• (1.2) Move from lower level into L5
Level 4
1.1
Level 5
1.2Retained students make
learning gains by
maintaining a proficiency
level, increasing a level, or
increasing a scale score
18
READING LEARNING GAINS (100 pts)
• Weighted Learning Gain for retained and non-retained students prior year in FCAT 2.0 L1 or L2
Learning Gain of 1.1 = Required growth + 33% or more
Example: Current year fourth grader, prior year level 1 third graderRequired growth (12) points + 33% (4 points)
12 + 4 = 16 scale points
Minimum FCAT 2.0 Scale Increases Required to Demonstrate Learning Gains
ReadingGrade 3-4Grade 3-3Grade 4-4
Grade 4-5Grade 5-5
Grade 5-6Grade 6-6
Level 1 12 10 9Level 2 11 9 8
19
READING LEARNING GAINS (100 pts)
• FAA (1 point)• Maintain proficient (Levels 4-9)• Improve from prior Level • Remain Levels 1-3 & gain 5 or more
scale points (Required)
• FAA Weighted (1.1 point)• Prior year levels 1-3 & gain Required
plus 33% or more (7+) scale points
20
MATH LEARNING GAINS (100 pts)
• FCAT 2.0 (1 point)• Maintain proficient (L3-L5)• Improve from L1 to L2, L1 to L3, or L2 to L3• Remain L1 & increase common scale score• Remain L2 & increase common scale score
Minimum FCAT 2.0 Scale Increases Required to Demonstrate Learning Gains
MATH Grade 3-4 Grade 4-5 Grade 5-6Level 1 16 10 10Level 2 15 9 9
Retained students make
learning gains by
maintaining a proficiency
level, increasing a level, or
increasing a scale score
21
MATH LEARNING GAINS (100 pts)
• FCAT 2.0 Weighted (1.1 or 1.2 point)• (1.1) Prior year level 1 or 2 & gain Required
plus 33% or more scale points see example• (1.1) Move from lower level into L4• (1.2) Move from lower level into L5
Level 4
1.1
Level 5
1.2
Retained students make
learning gains by
maintaining a proficiency
level, increasing a level, or
increasing a scale score
22
MATH LEARNING GAINS (100 pts)• FAA (1 point)
• Maintain proficient (Levels 4-9)• Improve from prior Level • Remain Levels 1-3 & gain 5 or more
scale points (Required)
• FAA Weighted (1.1 point)• Prior year levels 1-3 & gain Required
plus 33% or more (7+) scale points
23
MATH LEARNING GAINS (100 pts)
• Weighted Learning Gain for retained and non-retained students prior year FCAT 2.0 L1 or L2
Learning Gain of 1.1 = Required growth + 33% or more
Example: Current year fourth grader, prior year level 1 third graderRequired growth (16) points + 33% (5.28 points)
16 + 6 = 22 scale points
Minimum FCAT 2.0 Scale Increases Required to Demonstrate Learning Gains
MATH Grade 3-4 Grade 4-5 Grade 5-6Level 1 16 10 10Level 2 15 9 9
24
LOWEST 25% LEARNING GAINS (200 pts)
Calculating Low 25%• Only students in L1 or L2• Calculate for each student group• The sum of all groups plus other retained students
in prior year L1 and L2
*Students who skip a grade will show Learning Gains by moving up a level or maintaining L3+
Fewer than 30 students L2 or
below, reading and mathematics
gains of all students substitutedGrade Grade Grade3 to 33 to 43 to 5*
4 to 44 to 54 to 6*
5 to 55 to 6*
GroupTotal + Group
Total + GroupTotal = Groups
Total +
Other Retained students
in prior-year Levels 1 and 2
=SchoolTotalL25%
25
LOWEST 25% LEARNING GAINS (100 pts)
Lowest 25% Adequate Progress• At least 50 percent of the Lowest 25% (50% in Reading
and 50% in Mathematics) make Learning Gains or show improvement from the prior year:
• Lowest 25% Adequate Progress Penalty
Lowest 25% Learning Gains
School Grade Related Action
50% + No Grade Reduction
40% - 49% Grade reduced unless improvement of 1% or more is made over the prior year.
39% and Below Grade reduced unless improvement of 5% or more is made over the prior year
26
SUMMMARY OF CHANGES: PERFORMANCE, LOWEST 25% LEARNING GAINS
FY2013• Science – FCAT 2.0
• New Achievement Levels• Writing – 3.5 Score, 60 Minutes
• Reading Performance Penalty• Lowest 25% Progress Penalty Reinstated
27
For Additional Support
ContactMark Howard, DirectorPX: 48781
Nancy Brito, SpecialistPX: 47521
http://www.palmbeachschools.org/assessment/SchoolGrade.asp
28
STRATEGIES AND RESOURCES
Keith Oswald, Assistant SuperintendentCurriculum and Instruction
Elementary Essentials
CAOFebruary 5, 2013
30
Writing Best Practices for Test Readiness
• Students write every day and teachers read students’ writing every day to determine areas of weakness and trends in writing.
• Provide prescriptive feedback to students and monitor progress.
• Teach strategic minilessons based on class needs.
• Pull children together for small group instruction based on similar need.
• Confer with individual students.
• Utilize the Test-Taking unit in Learning Village for planning.
• Utilize the tutorial links on the 4th grade scope in Learning Village.
31
FY12 FCAT 2.0 Writing Elementary School
FY12 Palm Beach County
FY12 State
Mean Score
Uns 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 % 3 & above
% 3.5 & above
% 4 & above
3.3 1 1 1 6 9 33 21 19 5 2 1 0 81 48 27
Mean Score
Uns. 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 % 3 & above
% 3.5 & above
% 4 & above
3.4 1 1 1 4 8 30 23 22 6 2 1 0 85 55 32
The minimum goal for students needs to remain a 4 as at least one scorer needs to believe the essay is a 4 in order to earn a 3.5.
Note: In Palm Beach County, there was a 30 point difference between 3s a 3.5s last year.
32
Moving NARRATIVE
Writers Forward
33
If the writer is a level 1, I could teach…
Focusing closely on the topic of the prompt
Focusing closely on the topic of daily writing
Organizing in a beginning, middle & end pattern.
Adding support to elaborateWriting sentences with a
“who” & a “did what”Spelling word wall words
correctly
If the writer is a level 2, I could teach…
Focusing closely on the topic of the prompt
Focusing closely on the topic of daily writing
Organizing in a beginning, middle & end pattern
Adding support to elaborateWriting sentences with a
“who” & a “did what”Spelling word wall words
correctlyUsing end punctuation
34
If the writer is a level 3, I could teach…
Taking away any extraneous parts
Organizing in scenes Making a clearer beginning &
ending Adding support to elaborate Writing sentences with simple
and compound construction Spelling word wall words
correctly Using end punctuation
correctly Choosing stronger
verbs/specific nouns
If the writer is a level 4, I could teach…
• Determining the most important part of the story
• Eliminating extraneous parts
• Organizing step by step• Developing scenes (events)
with specific actions, dialogue, internal thinking, feelings
• All of the conventions from level 3
35
If the writer is a level 5, I could teach…
• Further development of scenes with specific actions, meaningful dialogue, internal thinking & feelings, and figurative language
• Purposeful vocabulary use• Various sentence structures• More purposeful use of
punctuation
If the writer is a level 6, I could teach…
• Strengthening all of the level 5 components
• This piece will cause the reader to envision scenes through specific elaboration and word choice
36
Moving EXPOSITORY
Writers Forward
37
If the writer is a level 1, I could teach…to move to level 2 Focusing more closely on the
topic of the prompt and daily writing topics
Organizing by introducing the topic, supplying one or more reasons, ways, or kinds of, and concluding the writing
Using simple transitions Adding facts or examples to
support ideas Writing sentences with a “who or
what” that did something Spelling word wall words correctly Writing with a “teaching voice,”
not a “telling voice”
If the writer is a level 2, I could teach…to move to a level 3 Focusing closely on the topic of the
prompt and in daily writing topics Organizing by introducing the topic,
supplying two or more reasons, ways, or kinds of, and concluding the writing
Elaborating on the support with sensory details
Writing sentences that make sense and sound complete
Spelling word wall words correctly, and using basic spelling patterns for chunks of words
Using end punctuation & capitalization
Writing with a “teaching voice,” not a “telling voice”
38
If the writer is a level 3, I could teach…to move to a level 4 Taking away any extraneous
information Organizing with 2 or more reasons,
ways or kinds of Crafting a stronger introduction &
conclusion Using effective transitions between
paragraphs Adding support to elaborate
◦ Examples with elaboration◦ Anecdotes carefully crafted to show how
it supports the idea Writing sentences with simple and
compound construction Using word knowledge and word wall to
spell words correctly Using end punctuation correctly Choosing stronger verbs/specific nouns
If the writer is a level 4, I could teach…to move to a level 5• Crafting a strong introduction that
previews the ideas to be addressed• Crafting a concluding paragraph that
includes the writer’s thoughts or feelings about the topic
• Eliminating extraneous parts• Organizing ideas by importance• Using effective transitions between
and within paragraphs• Including anecdotes that are angled
to match the thesis, and provide sufficient elaboration to create a strong connection
• A variety of sentence structures• Specific and meaningful word choice• Attention to subject/verb agreement
39
If the writer is a level 5, I could teach…to move to a level 6• Further development of
support and elaboration. Each reason, way or kind of, could be supported in multiple ways (definitions, anecdotes, facts, quotes, etc.)
• Purposeful vocabulary use• Various sentence structures• More purposeful use of
punctuation
If the writer is a level 6, I could teach…
• Strengthening all of the level 5 components
• This piece will cause the reader to envision ideas through specific elaboration and word choice
Make Way for Reading
41
• Winter diagnostic results aligned to FCAT tested benchmarks.
• Look closely at the data.• Use Item Specifications to see how the FCAT might
phrase questions per benchmark.
Getting Started
42
Elementary ResourcesLearning VillageElementaryFY12 ReadingGrade LevelScope
43
44
45
CAUTION
46
47
Independent Reading
– Increase the amount of sustained independent reading.
• At the beginning of the day• End of the day• Beyond the reading block
Volume and stamina are the key to success.
48
Reader and TaskTen Guiding Principles
1. Make close reading and rereading of texts central to lessons.
2. Provide scaffolding that does not preempt or replace text.
3. Ask text dependent questions from a range of question types.
4. Emphasize students’ supporting answers based upon evidence from the text.
5. Provide extensive research and writing opportunities (claims and evidence).
49
Reader and TaskTen Guiding Principles
6. Offer regular opportunities for students to share ideas, evidence, and research.
7. Offer systematic instruction in vocabulary.
8. Ensure wide reading from complex text that varies in length.
9. Provide explicit instruction in applied grammar and conventions.
10. Cultivate students’ independence.
50
Administrative Considerations• Capitalize on teachers’ strengths.• Utilize data to monitor progress.
– Classroom Assessments– Core K12– Diagnostics
• Focus on the curriculum and the resources available in Learning Village.
• Maintain a balance between instruction and test prep.
51
Contacts• Barbara Riemer, Manager K-5 Literacy 357-1164 (PX 21164)
• Mary Ann Colbert, Manager Readers & Writers Workshop 434-8854 (PX 48854)
• Kimberly Stansell-Towe, K-5 Reading Program Planner 963-3882 (PX43882)
• Nikki Jones, K-5 Writing Program Planner 432-6399 (PX86399)
52
Elementary Mathematics - Resources
53
FCAT 2.0 Resources for Grades 3-5
• Mathematics instruction of the benchmarks with depth will support FCAT 2.0 preparation.
• Alignment charts and instructional resources are provided on Learning Village.
54
Winter Diagnostics
• Winter diagnostic results aligned to FCAT tested benchmarks.
• Content Focus Report comparisons (FCAT 2.0 2011 and 2012).
• Look closely at the data.
55
56
57
58
59
60MA.3.S.7.1
xx
x
61
62
63
64
65
66
67
68
69
70
ThinkCentral Resources Available for FCAT Review
• Florida Benchmark Practice Book – In the Back of book there is extra practice on the benchmarks
• Extra Practice at the end of each chapter – specifically word problems (Student Practice Book)
• Teacher pages of T.E. has alternate methods of teaching lessons
• Assessment Guide or Online Benchmark Mini-Assessments (student record forms)
• See the Teacher Guide for Correlations to Technology:– Online Florida Intervention (Tutorials and Quiz)– MegaMath (Tutorials and Quiz)
71
5th Grade ePat Practice
Science ResourcesSound Instruction for FCAT 2.0 Science – Grade 5
Plan for Success
Review tested benchmarks taught in 3rd and 4th grades.
Plan for SuccessFCAT-Style Questions
Provide students with exposure to FCAT-style questions (a few per day).
• FCAT Explorer
• FOCUS Mini-Assessments
FCAT
Explorer and Context-
Dependent Sets
Plan for SuccessFCAT-Style Questions
Plan for Success
Utilize simulations and virtual labs to reinforce science concepts.
Plan for Success
Utilize simulations and virtual labs to reinforce science concepts.
Learning Village ResourcesElementary Science – Grade 5
FCAT 2.0Resources
Learning Village ResourcesElementary Science – Grade 5
80
Learning Village ResourcesElementary Science – Grade 5
Instructional Alignment
81
Learning Village ResourcesElementary Science – Grade 5
Winter Diagnostic Response Table
Plan for SuccessGrade FCAT 2.0 Vocabulary Resources
Plan for SuccessScientific Vocabulary
FCAT Vocabulary Cards
Plan for SuccessScientific Vocabulary
Utilize scientific vocabulary on a daily basis to reinforce vocabulary acquisition.
Electronic Flashcards
85
Learning Village ResourcesElementary Science – Grade 5
• Physical Science• Earth/Space Science• Life Science
Content Training Materials
86
Learning Village ResourcesElementary Science – Grade 5
Benchmark Review & Enrichment Lessons
87
Learning Village ResourcesElementary Science – Grade 5
88
Learning Village ResourcesElementary Science – Grade 5
Grade 5 Review Games
89
What Works for Grade 5 Science• Differentiate lessons to meet the needs of all students.• Utilize resources from content trainings conducted by K-12
Curriculum.• Incorporate hands-on learning experiences, virtual labs, and
simulations into lessons.• Review third and fourth grade tested benchmarks as needed.• Use
– FOCUS Mini-Assessments/FCAT Explorer (FCAT-style questions)
– Winter Diagnostic Response Table– Vocabulary Cards and Review Games– Review and Enrichment Lessons– ScienceFusion ThinkCentral Resources
90
English Language Learners
All English Language Learners must have a word to word heritage dictionary from the beginning of the year to use in class and on assessments.
Testing Accommodations
Classroom Accommodations
FY2012Elementary Retentions
92
FY12 Percent of Students Retained*Grades K-2 (May to September)
K 1 20%
5%
10%
15%
20%
25%
3% 3% 3%
6%4% 5%
2% 3% 3%2% 2% 1%
4% 4% 4%3%
4%5%
9%
6%7%
All Black Hispanic White FRL ELL SWD
*May not match FDOE reported values based on TERMS flag
93
FY12 Percent of Students Retained*Grades 3-5 (May to September)
3 4 50%
5%
10%
15%
20%
25%
8%
0% 0%
13%
0% 0%
11%
0% 0%
3%
0% 0%
12%
1% 0%
22%
1% 1%
15%
1% 0%
All Black Hispanic White FRL ELL SWD
*May not match FDOE reported values based on TERMS flag
94
RETENTION
INTERVENTION
95
“Provide Interventions to E.D.G.E. Out Retentions”
EarlyDifferentiatedGuided by AssessmentEffective
96
What Research ShowsCharacteristics of those most likely to be retained:• African American or Hispanic• Single parent home• Immature• ELL• Poor• Minority• Inner city
97
Impact at the Elementary Level• Initial gains may appear in the year of retention.• Consistent research trend shows retained
students decline within 2-3 years of retention.• Retained students either perform equally or
perform worse than similar groups of promoted children.
• Significant increases in behavior problems are noted; this is most obvious when they reach adolescence.
98
English Language Learners
Consider :• English language development level of the
student• Time in U.S. school
We cannot retain an English Language Learner because they don’t speak
English.
99
Social Promotion• Is no more effective than retention• Provides no support for student success• Does not promote better social or cognitive
development
100
Third Grade Mandatory Retention
Florida State Statute 1008.25…if a student’s reading deficiency…is not
remedied by the end of grade 3, as demonstrated by scoring at Level 2 or higher on the statewide assessment test in reading for grade 3, the student must be retained.
101
Strategies for Success• Intensify learning
– Rigorous standards– Rich curriculum– Effective teachers– Meaningful learning
• Attend professional development• Expand learning options• Assess to inform teacher• Intervene early and often
Critical Issue: Beyond Social Promotion and Retention- Five Strategies to Help Students Succeed
102
Gradual Release of Responsibility Model
To With By
Read Shared Guided IndependentAloud Reading Reading Reading
Teacher Responsibility
Student Responsibility
103
Find Out What They Know
Assessments We Use• Oral Language Assessment (OLA)• Early Literacy Behaviors (K-4)• Upper and Lower Case Letter Recognition (K-4)• Beginning Sound Recognition (K-4)• Phonological Awareness (K-4)• High Frequency Words (K-4)• Word Writing Assessment (K-4)• RRR, as applicable (K-4)• FLKRS (ECHOS and FAIR)
104
Small Group Instruction
Provide differentiated instruction based on what is known. Use K-4 assessment information to differentiate instruction.
• Oral language instruction• Small group shared reading• Guided reading
105
Intervene When Necessary
• More frequent small group instruction
• Additional time• One-to-one instruction• Instruction based on need
Don’t wait until it is too late!
106
Student Progression
107
A Final, But Important Thought“For a variety of reasons, some young children
may struggle to learn to read. Research indicates that difficulty with initial literacy acquisition may lead to less practice and
motivation and, hence, to continuing struggles. It is therefore, important that these children be
identified early so that they can be provided with appropriate support.”
Strickland, D.S. (2002). The Importance of Effective Early Intervention. In A.E. Farstrup, & S. Samuels (Eds.), What Research Has to Say About Reading Instruction (pp.69-86).
Neward, DE: International Reading Association
Academic Success Begins With You
A study conducted by Hoy, Sweetland and Smith (2002) found that efficacy “was more important in explaining
student achievement than socio-economic status.”
If you can answer “yes” to the following questions, you are building teacher
efficacy.
109
1. Do you believe that your teachers are capable of successfully teaching Level 1 and Level 2 students?
2. Do you identify and celebrate the individual accomplishments and successes of each teacher?
3. Do you provide appropriate feedback to address weaknesses in a non-threatening way?
4. Are you sure that your feedback to teachers has impacted instructional practices at your school?
110
Academic Success Begins With You
• According to Goddard, Hoy and Hoy, principals must intentionally help teachers develop a sense of efficacy.
• Model the efficacious behaviors that you want to see teachers utilizing in the classroom with their students.
111
Contacts
• Barbara Riemer, Manager K-5 Literacy 357-1164 (PX 21164)
• Kim Thomasson, Manager Multicultural Education 434-8201 (PX 48201)
112
MONITORING FOR SUCCESS IN EDW
Dr. Sandra Raymond-Roberts, ManagerEducational Data Warehouse
Purpose
• Identify accountability data in the Educational Data Warehouse
• Determine specific monitoring tools relative to school and student performance.
How did your school’s tested population
perform on the 2013 Winter Diagnostics– FCAT
2.0?
What assessments are used to measure student performance?
• Winter Diagnostics–Reading – Mathematics
Who are the accountable students in the Performance categories?
• Students reported in Survey 2 (October FTE), Survey 3 (February FTE), and first day of FCAT Writing test
• Students attending public schools– ELL students with at least 365 calendar days in a
U.S. school
BIG PICTURE
MONITORING PROGRESS TOWARD A PLUS GOALS-RTOOA0380
Monitoring Progress Toward A Plus Goals RTOOA0380
Fall and Winter Diagnostic Results
Diagnostic Diamond Report-RTODA0173EOC Diagnostic Diamond Report-RTSDA0474
Step 1: Sort By Benchmark
Question
Focus
Benchmarkss
Diff
Step 2: Sort By Gridded Response
Step 3: Sorted by BenchmarkT1
T2
Similar Patterns
Step 3: Sorted by BenchmarkT1
T2
Dissimilar Patterns
READING MATHEMATICS WRITING SCIENCE
PERFORMANCE
Accountability Reading Profile
Accountability Mathematics Profile
Accountability Writing ProfilePalm Beach Writes
Accountability Science Profile
LEARNING GAINS – ALL STUDENTS
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics Profile
LEARNING GAINS – LOWEST 25%
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics ProfileDiagnostic Math Gains
TOTAL POINTS – 800 Points Possible
300 points 300 points 100 points 100 points
PERFORMANCE
READING MATHEMATICS WRITING SCIENCE
PERFORMANCE
Accountability Reading Profile
Accountability Mathematics Profile
Accountability Writing ProfilePalm Beach Writes
Accountability Science Profile
LEARNING GAINS – ALL STUDENTS
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics Profile
LEARNING GAINS – LOWEST 25%
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics ProfileDiagnostic Math Gains
TOTAL POINTS – 800 Points Possible
300 points 300 points 100 points 100 points
Accountability Reading Profile-RTSFR0280
READING MATHEMATICS WRITING SCIENCE
PERFORMANCE
Accountability Reading Profile
Accountability Mathematics Profile
Accountability Writing ProfilePalm Beach Writes
Accountability Science Profile
LEARNING GAINS – ALL STUDENTS
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics Profile
LEARNING GAINS – LOWEST 25%
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics ProfileDiagnostic Math Gains
TOTAL POINTS – 800 Points Possible
300 points 300 points 100 points 100 points
Accountability Math Profile– RTSFM0281
READING MATHEMATICS WRITING SCIENCE
PERFORMANCE
Accountability Reading Profile
Accountability Mathematics Profile
Accountability Writing ProfilePalm Beach Writes
Accountability Science Profile
LEARNING GAINS – ALL STUDENTS
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics Profile
LEARNING GAINS – LOWEST 25%
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics ProfileDiagnostic Math Gains
TOTAL POINTS – 800 Points Possible
300 points 300 points 100 points 100 points
Accountability Writing Profile—RTSFW0282
Window 5 Performance on the Palm Beach Writes
READING MATHEMATICS WRITING SCIENCE
PERFORMANCE
Accountability Reading Profile
Accountability Mathematics Profile
Accountability Writing ProfilePalm Beach Writes
Accountability Science Profile
LEARNING GAINS – ALL STUDENTS
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics Profile
LEARNING GAINS – LOWEST 25%
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics ProfileDiagnostic Math Gains
TOTAL POINTS – 800 Points Possible
300 points 300 points 100 points 100 points
Accountability Science Profile—RTSFS0332
LEARNING GAINS
READING MATHEMATICS WRITING SCIENCE
PERFORMANCE
Accountability Reading Profile
Accountability Mathematics Profile
Accountability Writing ProfilePalm Beach Writes
Accountability Science Profile
LEARNING GAINS – ALL STUDENTS
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics Profile
LEARNING GAINS – LOWEST 25%
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics ProfileDiagnostic Math Gains
TOTAL POINTS – 800 Points Possible
300 points 300 points 100 points 100 points
Accountability Reading Profile—RTSFR0280
Diagnostic Reading Gains-RTSDR0095
READING MATHEMATICS WRITING SCIENCE
PERFORMANCE
Accountability Reading Profile
Accountability Mathematics Profile
Accountability Writing ProfilePalm Beach Writes
Accountability Science Profile
LEARNING GAINS – ALL STUDENTS
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics Profile
LEARNING GAINS – LOWEST 25%
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics ProfileDiagnostic Math Gains
TOTAL POINTS – 800 Points Possible
300 points 300 points 100 points 100 points
Accountability Math Profile—RTSFR0281
Diagnostic Math Gains-RTSDM0096
LOW 25% LEARNING GAINS
READING MATHEMATICS WRITING SCIENCE
PERFORMANCE
Accountability Reading Profile
Accountability Mathematics Profile
Accountability Writing ProfilePalm Beach Writes
Accountability Science Profile
LEARNING GAINS – ALL STUDENTS
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics Profile
LEARNING GAINS – LOWEST 25%
Accountability Reading ProfileDiagnostic Reading Gains
Accountability Mathematics ProfileDiagnostic Math Gains
TOTAL POINTS – 800 Points Possible
300 points 300 points 100 points 100 points
Accountability Reading Profile—RTSFR0280Performance of the Low 25% in Reading Population
Accountability Math Profile—RTSFR0281
Performance of the Math Low 25% Population
147
Participant’s Discussion• How has your school performed over time (Gains,
Lowest 25%, Math, Reading, Science, Writing)? At each grade level?
• What are the significant changes between Fall and Winter Diagnostic Results?
• What are your school’s strengths?
• What weaknesses do you need to address prior to FCAT and EOC administrations?
149
ACTIVITY
150
151
Activity
• Review school data• Identify opportunities for improvement• Review strategies and resources• Pair and share