1. A & S Meeting January 11, 2011

2. Agenda AYP FY11 and FY12 for NCLB EDW usage Aligning instruction with FY11 FLDOE testing programs

3. AYP

4. DA Question How many schools are not DA in 2010- 2011 school year? A - 16 B - 26 C - 36 D - 46

5. DA Question How many schools will not likely be DA in 2011-2012 school year? A - 0 B - 10 C - 20 D - 30

6. AYP in 2011-12 Assumptions – Proficiency Target Raised Reading - 72 to 79 Math - 74 to 80 – Otherwise FY11 Same rules FY11 Same results

7. DA Question How many schools will not likely be DA in 2011-2012 school year? A - 0 B - 10 C - 20 D - 30

8. DA Question About how many schools may have a change in DA status from 2010-2011 to 2011-2012 school year? A - 50 B - 40 C - 30 D - 20

9. Elementary Schools FY11 DA Status FY12 DA Status?

10. Elementary Schools FY11 DA Status FY12 DA Status?

11. Middle Schools FY11 DA Status FY12 DA Status? High Schools

12. Alternative Schools FY11 DA Status FY12 DA Status?

13. Charter Schools FY11 DA Status FY12 DA Status?

14. EDW Path for Review Listing of Schools >>Families >>Test Results and Other Assessment Information >>FCAT>>Accountability and Monitoring >>Possible FY12 DA Status Report

15. How Accurate Were Our Predictions? What percent of schools did we successfully predict for the 2010- 2011 school year? A - 52 B - 62 C - 72 D - 82 Past performance is no indication of future achievement. Percent of Schools % % %

16. * The average gain in percentile points of the average student in the experimental group compared to the average student in the control group. Marzano, R., 2000; Borman, G.D.; Hewes, G.M. et al., 2000 Research-Based Guaranteed and Viable Curriculum: Opportunity to Learn (OTL) Percentile Gain* OTL affects student achievement more than double other school factors

17. Articulates a rigorous curriculum  State Standards; Item Specs  Scope and Sequence Monitors extent teachers cover the curriculum  Learning Team Meetings  Collaborative Planning  Diagnostic Assessments - EDW  Interim Benchmark Assessments Has assessments based on the curriculum  Diagnostic Assessments - EDW  Interim Benchmark Assessments What to teach? Is it being taught? Are students learning? OTL

18. EDW Usage

19. Winter Diagnostic Fall Diagnostic

20. EDW Usage Winter Diagnostic Fall Diagnostic

21. EDW Usage Winter Diagnostic Fall Diagnostic

22. Number of EDW Reports Run per Year ActualProjected

23. Articulates a rigorous curriculum  State Standards; Item Specs  Scope and Sequence Monitors extent teachers cover the curriculum  Learning Team Meetings  Collaborative Planning  Diagnostic Assessments - EDW  Interim Benchmark Assessments Has assessments based on the curriculum  Diagnostic Assessments - EDW  Interim Benchmark Assessments What to teach? Is it being taught? Are students learning? OTL

24. Aligning math instruction with FY11 FLDOE math testing programs

25. Middle School Fall 2010 Enrolled in Alg. 1 or Alg. 1 Honors.3%9%37% Take FCAT 2.0 and Algebra 1 EOC

26. Content Overlap Between FCAT 2.0 and Algebra 1 EOC Grade 8 FCAT 2.0 Grade 8 students enrolled in Algebra 1 will take both the FCAT 2.0 and the Algebra I EOC. Some of the current grade 8 students, when they were in grade 7 during 2009-10, took advanced math, used a Pre-Algebra Book. Thus, the content overlap for students who went from grade 7 advanced math to Algebra 1 will be large. Use Grade 8 Sample Problem Powerpoints as bellringers to prepare students. Alg. 1 EOC Take FCAT 2.0 and Algebra 1 EOC

27. Content Overlap Between FCAT 2.0 and Algebra 1 EOC Grade 8 FCAT 2.0 Alg. 1 EOC Grade 8 students enrolled in Algebra will take both the FCAT 2.0 and the Algebra I EOC. Some of the current grade 8 students, when they were in grade 7 during 2009-10, took regular math. These students will not have a strong pre-algebra background. Thus, the content overlap for students who went from grade 7 regular math to Algebra 1 will be small. For student struggling in Algebra 1, stakeholders may want to reconsider student’s placement in Algebra 1. If the student remains in Algebra 1 provide support with both bellringers and Grade 8 Benchmark Focus Worksheets. Take FCAT 2.0 and Algebra 1 EOC

28. Middle School Fall 2010 Enrolled in Geometry or Geometry Honors.3%8% Take FCAT 2.0 and Algebra 1 EOC

29. Content Overlap Between FCAT 2.0, Algebra 1 EOC, and Geometry Grade 8 Geometry FCAT 2.0 Alg. 1 EOC Grade 8 students who are taking Geometry will take both the FCAT 2.0 and the Algebra I EOC. As these students have a very strong math background, exposure to Grade 8 Sample Problem powerpoints (bellringers) should be sufficient review for these students. And, if there are any deficiencies the bellringers should point them out. Take FCAT 2.0 and Algebra 1 EOC

30. High School Fall 2010 Enrollment in Alg. 1 or Alg. 1 Honors 53% Take Algebra 1 EOC 6% Take FCAT and Algebra 1 EOC

31. Content Overlap Between FCAT and Algebra 1 EOC Grade 10 FCAT Alg. 1 EOC Grade 10 students enrolled in Algebra 1 will take both the FCAT and the Algebra I EOC. This group needs major support because Algebra 1 covers at most 25% of the FCAT. FCAT has approximately 25% of questions in the category of Geometry and Spatial Sense, 17% Measurement, 17% Data Analysis, 17% Number and Operations and 25% Algebraic Thinking. Use Grade 10 FCAT Resources both bellringers and Grade 10 benchmark focus worksheets. Grade 10 students take FCAT and Algebra 1 EOC

32. High School Fall 2010 Enrollment in Geometry or Geometry Honors 35% Take Algebra 1 EOC 51% Take FCAT

33. Content Overlap Between Algebra 1 EOC and Geometry Grade 9 Geometry Alg. 1 EOC Grade 9 students enrolled in Geometry and who have previously taken Algebra 1, will take the Algebra I EOC. These students may have varying needs. Use Algebra 1 bellringers with all. Differentiate instruction based on knowledge demonstrated with bellringers by providing Algebra 1 benchmark focus worksheets for students who demonstrate need for further practice. Grade 9 students enrolled in Geometry and who have previously taken Algebra 1, take the Algebra I EOC

34. Where do I find these resources? Learning Village

35. To find the Grade 10/Retake FCAT Item Specification Sample Problem Power Points, scroll to the bottom of the 2010-2011 Mathematics High School Course page…

36. Scroll down to the Teacher Resources section of the FCAT Grade 10/Retake Resource page… Use as bellringers

37. Select benchmark Item Specification Sample Problem Power Point… Use as bellringers

38. To find the new Benchmark Focus Worksheets for FCAT Grade 10/Retake, scroll down to the Focus Lessons section of the FCAT Grade 10/Retake Resource page…

39. Select benchmark worksheet…

40. To find the Grade 8 FCAT NGSSS Item Specification Sample Problem Power Points and the Grade 8 Benchmark Worksheets, scroll to the bottom of the Mathematics Middle School Course page…

41. Use as bellringers

42. MA.8.A.1.1 Sample ppt for bellringer

43. In the set of data, the time is the input or the domain. In the set of data, the distance is the output or the range. FYI: When given a graph, continuous data is represented by solid lines. Discrete data may be represented by a dotted or dashed line, or strictly the data points. Since Sandy is able to measure a distance at any given time, both time and distance are continuous. There are no gaps in time and no breaks in distance. All values of time occur, but Sandy chose to only record the distance at whole second intervals.

44. Sample Benchmark Focus Worksheet