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2012-2013 Mid-Year School Improvement Plan Training (DA Secondary Schools) Office of School Improvement.

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Presentation on theme: "2012-2013 Mid-Year School Improvement Plan Training (DA Secondary Schools) Office of School Improvement."— Presentation transcript:

1 Mid-Year School Improvement Plan Training (DA Secondary Schools) Office of School Improvement

2 TRAINING OBJECTIVES 2

3 Mid-Year Requirement s All “C,” “D,” and “F” schools must submit a Mid-Year Data Report, a Mid-Year Narrative Report, and update the DA Compliance Checklist as applicable to: Reading in grades 6-10; Mathematics in grades 6-8; Algebra I and Geometry; Writing and Science for those grade levels tested; Biology; and Extended Learning Data are required and must be reported as they appear on the District generated data sheet for all students in grades 6-10 for reading, mathematics (including Algebra I and Geometry), science (including Biology), and writing.

4 Completing the Report…………….. 4

5 Locating the Mid-Year Narrative Form 5

6 Getting Started

7 Identifying Subgroups………………………… 7

8 To identify the subgroups which your school must report on, click here.

9 Select your school School Level

10 Click here “C” schools select RED subgroups only. “D” and “F” schools report on ALL Subgroups in both GREEN and RED.

11 81% (30)

12 Locating Your Data 12

13 WINTER BASELINE

14 Click your school level

15 Describe gains/decreases in Student Achievement Percentage Points by looking at “% Proficient.” Grade level Subgroup(s) Percentage points of increase/decrease Reading – Grade 6

16 Winter IA DATA Sheet Winter Interim Assessment

17 READING 17

18

19 19. Reading Data Analysis – All schools will use the first question (S/DA) in formulating a response. 1. Describe the gains and/or decreases in student achievement percentage points that have occurred between the baseline and mid-year assessments. Include specific information about the grade levels or subgroups in which improvements or declines have occurred. (REMEMBER, IF YOU ARE A “D” OR “F” SCHOOL, YOU MUST REPORT ON ALL IDENTIFIED SUBGROUPS.) Please respond using comparisons between the District Baseline and Winter Interim Assessment (Administered January 7 – February 5, 2013). Responses may be written in a narrative or bulleted format. Grade 6 – 10

20 20 When comparing the Baseline Assessment to the District Winter Interim Assessment, data indicates that there has been an increase in student achievement percentage points in grades 6-8. In the sixth and seventh grade, there was a total increase of 13 student achievement percentage points when comparing the District Winter Interim Assessment to the Baseline Assessment. Areas of concern are Vocabulary and Informational Text/Research Process categories. In the eighth grade, there was an decrease of 9 student achievement percentage points when comparing the District Winter Interim Assessment to the Baseline Assessment. The ELL subgroup decreased 10 student achievement percentage points when comparing the District Winter Interim Assessment to the Baseline Assessment. SAMPLE

21 21 2.Describe the specific strategies or school improvement activities that have contributed to increases in student achievement percentage points between the baseline and mid-year assessment. Please be specific for each grade level and/or subgroup. Should be in the past tense. Emphasis on strategies preferably include strategies from the School Improvement Plan (SIP), but may be any strategy, including PD, implemented prior to January 17, Specific Strategies or School Improvement Activities that contributed to increases in Student Achievement Percentage Points (grade level or subgroup) Specific Grade level Subgroup(s) (REMEMBER, IF YOU ARE A “D” OR “F” SCHOOL, YOU MUST REPORT ON ALL IDENTIFIED SUBGROUPS.) Use the wording “student achievement percentage points” when comparing Baseline to Mid-year (District Winter IA) data.

22 22 Specific strategies and school improvement activities that contributed to the increase in students achievement percentage points in reading include the school-wide implementation of the Florida Continuous Improvement Model (FCIM) and the Multi-Tiered Support System/Response to Intervention (MTSS/RtI). After each major assessment, teachers in grades 6 through 8 were provided with Edusoft reports which delineated the progress of each grade and subgroup. Teachers then used the school site data protocols to review the assessments with students and hold “Data Chats.” If the need for extra reinforcement was evident, the student was recommended for the various tutorial opportunities available before and after school and on Saturdays using the Inside Practice books. Another strategy that has proven to be effective is the use of online applications to emphasize reading across the curriculum such as Riverdeep, Reading Plus and FCAT Explorer for students in grades 6 through 8. The promotion of reading is another strategy that has been quite helpful in raising reading scores. The utilization of programs such as Accelerated Reader and STAR Assessments, along with school-wide activities such as Family Literacy Night and Vocabulary Day have all been instrumental in increasing students’ interest in reading. SAMPLE

23 In the sixth grade, teachers used content area and informational text such as National Geographic along with charts and graphs to address the deficiencies in Category 4: Informational Text/Research Process. Seventh grade teachers utilized informational text and content area vocabulary through Social Science classes to target deficiencies in Vocabulary and Category 4: Informational Text/Research Process. All eighth grade classes utilized the content based materials to increase student mastery.

24 24 Changes that will be made prior to FCAT: Students Scoring FCAT Levels 1 or 2 Grade Level and/or Subgroup  Specific strategy (changes)  Changes to instruction  School Improvement Activity (changes) Strategies and/or school improvement activities should align to the School Improvement Plan. Changes are justified by “no increase or minimal gains” as noted in question #1. Your EESAC must review and approve changes to the SIP and be recorded in the EESAC minutes. Refer to the “ SIP Appendices” for additional strategies. 3.Utilizing data from the reading baseline and mid-year assessments, describe the changes to instruction, strategies, and/or school improvement activities that will be made prior to the administration of the FCAT 2.0 to ensure that students scoring FCAT 2.0 Levels 1 or 2 increase achievement to making satisfactory progress (FCAT 2.0 Level 3). Please be specific for each grade level and/or subgroup. Should be written in future tense.

25 25 Changes in the instructional focus will be through analysis of student performance data. The changes to instruction, strategies, and/or school improvement activities, focusing on students who scored Level 1 and 2 on the 2012 FCAT 2.0, will be made prior to the 2013 FCAT 2.0 in order to ensure that students make satisfactory progress. Intervention sessions will target student needs. Instructional planning will be adjusted to allow for an extended focus on strands in preparation for the Common Core Curriculum. Inclusion classrooms will have the assistance of co-teachers in their classrooms five days per week along with the assistance from the Curriculum Support Specialists from the district/region. The Saturday School will be held for all students and will provide support for the ELL subgroup in the areas of Vocabulary, Reading Application, and Informational Text/Research Process. Student progress towards their AMO will be based on data from the District Winter Interim Assessment which will be used to drive instructional decisions. SAMPLE

26 26 Students Scoring FCAT Level 3  Specific Grade Level and/or Subgroup  Specific strategy to increase/maintain satisfactory progress For strategies and/or school improvement activities, refer to the School Improvement Plan. If students scoring Level 3 have shown growth, you may continue to use or intensify current strategies. If there were decreases, implement new strategies. Changes should be reviewed and approved by the EESAC and documented in EESAC minutes. Refer to the “ SIP Appendices” for additional strategies. 4.Utilizing data from the reading baseline and mid-year assessments, describe the specific strategies that will be used for students scoring FCAT 2.0 Level 3 to maintain satisfactory progress and/or increase achievement to above satisfactory progress (FCAT 2.0 Levels 4 or 5). Please be specific for each grade level and/or subgroup. Should be written in future tense.

27 27 Students who scored Level 3 during the 2012 FCAT 2.0 will be monitored using data from the Edusoft reports. This data will be analyzed by comparing progress from the Baseline to the District Winter Interim Assessments. Specific strategies such as before/after school tutorials as well as Wednesday and Saturday School will be implemented for those students and subgroups identified as not making satisfactory progress. Using District Winter Interim Assessment data to guide instruction, these sessions will focus on the re-teaching of non-mastered benchmarks. Teachers may utilize Edusoft data in their Professional Learning Communities to adjust instruction in order to meet students’ needs. Additional software programs such as Compass Learning, FCAT Explorer, and Riverdeep will be utilized to reinforce the strategies that are being taught. Additionally, the following specific strategies aligned to the data will be implemented for the students who showed growth from Baseline to District Winter Interim Assessments: Students in sixth and seventh grades will receive instruction with emphasis on Validity & Reliability; and Students in eighth grade will receive instruction with emphasis on descriptive, idiomatic and figurative language in order to assist them in both reading and writing. SAMPLE

28 5. Utilizing data from the reading baseline and mid-year assessments, describe the activities designed for students scoring FCAT 2.0 Levels 4 or 5 to maintain above satisfactory progress and provide enrichment. Please be specific for each grade level and/or subgroup. Students Scoring FCAT 2.0 Levels 4 or 5  Specific Grade Level and/or Subgroup  Enrichment activities to maintain above satisfactory progress For strategies and/or school improvement activities, refer to the School Improvement Plan. If students Level 4 & 5 have shown growth, you may continue to use or intensify current strategies, or implement new strategies. Changes should be reviewed and approved by the EESAC and documented in EESAC minutes. Refer to the “ SIP Appendices” for additional strategies. 28

29 Students who scored Level 4s and 5 during the 2012 FCAT 2.0 will be closely monitored by gathering data from the Edusoft reports. This data will be analyzed to monitor their progress when comparing the Baseline to the District Winter Interim Assessments. Project-based learning and enrichment strategies will be implemented with students maintaining satisfactory progress. Based on Webb’s Levels of Complexity, Moderate and High Complexity level questions as well as the Socratic Method will be frequently used with these students. Additionally, these students will use the Readers’ Theater: William Shakespeare kit in order to provide them with above grade level materials. The following strategies will be implemented at specific grade levels and subgroups: Students in sixth and seventh grades will concentrate on vocabulary across the curriculum as a means to enrich vocabulary instruction. Students in eighth grade will create original poems, lyrics, and stories to share at a literary café in February. 29 SAMPLE

30 Reading - Hands on

31 MATHEMATICS 31

32 Mathematics Data Analysis – Middle Schools only High schools will not complete this section. Move to the Algebra I and Geometry response. Responses may be written in a narrative or bulleted format. Only Baseline to District Winter Interim Assessment data may be used. Describe gains and/or decreases in the Percent of Students Making Satisfactory Progress by:  Grade level  Subgroup(s) (REMEMBER, IF YOU ARE A “D” OR “F” SCHOOL, YOU MUST REPORT ON ALL IDENTIFIED SUBGROUPS.)  Percentage point(s) of increase/decrease Use the wording “student achievement percentage points” when comparing Baseline to Mid-year (District Winter IA) data. 1.Describe the gains and/or decreases in student achievement percentage points that have occurred between the baseline and mid- year assessments. Include specific information about the grade levels or subgroups where improvements or declines have occurred.

33 33 In the Sixth grade there was an increase of 18 student achievement percentage points when comparing the District Winter Interim Assessment to the Baseline Assessment. Students in the English Language Learner (ELL) subgroup in sixth grade demonstrated an increase of 12 student achievement percentage points in overall progress, and students in the Economically Disadvantaged (ED) subgroup demonstrated an increase of 5 student achievement percentage points. In the Seventh grade there was an increase of 12 student achievement percentage points when comparing the District Winter Interim Assessment to the Baseline Assessment. In the English Language Learner (ELL) subgroup there was an increase of 16 student achievement percentage points, while the Economically Disadvantaged (ED) subgroup in seventh grade demonstrated a decrease of 14 student achievement percentage points in overall satisfactory progress for Ratios/Proportional relationships and, a decrease of 1 percentage point in overall satisfactory progress for Number: Base Ten. Eighth grade demonstrated an increase of 14 student percentage points in overall satisfactory progress when comparing the District Winter Assessment to the Baseline Assessment. However, the ELL subgroup in eighth grade demonstrated a decrease of 12 percentage achievement percentage points, with Expressions, Equations, and Functions being their lowest category, while the ED subgroup demonstrated an increase of 8 student achievement percentage points. SAMPLE

34 34 2.Describe the specific strategies or school improvement activities that have contributed to increases in student achievement percentage points between the baseline and mid-year assessments. Please be specific for each grade level and/or subgroup. Should be written in past tense. If there have been no increases, include a sentence for each grade level and/or subgroup stating so, and the instructional focus will be addressed in subsequent responses. Emphasis on strategies, preferably from the School Improvement Plan (SIP), but may be any strategy, including PD, implemented before January 17, Specific Strategies or School Improvement Activities that contributed to increases in the Percent of Students Making Satisfactory Progress by:  Specific Grade level  Subgroup(s) (REMEMBER, IF YOU ARE A “D” OR “F” SCHOOL, YOU MUST REPORT ON ALL IDENTIFIED SUBGROUPS.) Use the wording “making satisfactory progress” when comparing Baseline to Mid-year (District Winter IA) data.

35 35 Specific strategies and school improvement activities that contributed to the increase in student achievement percentage points in mathematics include the school-wide implementation of the Florida Continuous Improvement Model (FCIM) and the Multi-Tiered Support System/Response to Intervention (MTSS/RtI). After each major assessment, teachers in sixth through eighth grades are provided with custom group reports from Edusoft delineating the progress of each subgroup. Teachers then review the assessments with students and hold “Data Chats”. In each class student groups are reorganized according to deficiencies revealed by the data before specific benchmarks are addressed. If the need for extra reinforcement is evident, the student is recommended for the various tutorial opportunities available before and after school and on Saturdays. Another strategy that has proven to be effective is the use of online applications such as Gizmos, Math Explorer and National Library of Virtual Manipulatives. Tied directly with the success students are experiencing in mathematics is the enrollment of the lowest 25% students in intervention classes as well as identified students participating in enrichment. We have also been providing math tutorials for the ELL subgroup in grades 6-8 after school. SAMPLE

36 36 3.Utilizing data from the mathematics baseline and mid-year assessments, describe the changes to instruction, strategies, and/or school improvement activities that will be made prior to the administration of the FCAT 2.0 to ensure that students scoring FCAT 2.0 Levels 1 or 2 increase achievement to making satisfactory progress (FCAT 2.0 Level 3). Please be specific for each grade level and/or subgroup. Should be written in future tense to reflect changes after January 22, Changes that will be made prior to FCAT (Implement by Feb. 12 th ): Students Scoring FCAT Levels 1 or 2 Grade Level and/or Subgroups  Specific strategy (changes)  Changes to instruction  School improvement Activities (changes) For strategies and/or school improvement activities, refer to the School Improvement Plan. Changes should be reviewed and approved by the EESAC and documented in EESAC minutes. Refer to the “ SIP” Appendices for additional strategies.

37 37 Sixth grade students who scored Level 1 and 2 on the 2012 FCAT 2.0 demonstrated a decrease in percentage points for satisfactory progress in Expressions and Equations. We will enhance visual and kinesthetic models and representations with which students can work. Seventh grade students who scored Level 1 and 2 on the 2012 FCAT 2.0 did not show any decreases in overall percentage points for satisfactory progress; however, students demonstrated a decrease in Number: Base Ten. In order to address this reporting category, professional development will be offered to the teachers and we will increase the frequency and duration of the use of Gizmos. ELL students who scored Level 1 and 2 on the 2012 FCAT 2.0 demonstrated a decrease in percentage points for satisfactory progress in Expressions, Equations, and Functions. In order to address this reporting category, we will increase the frequency and duration of the use of Gizmos. In addition, we will target these areas within the after-school ELL mathematics tutorial program. SAMPLE

38 38 4.Utilizing data from the mathematics baseline and mid-year assessments, describe the specific strategies that will be used for students scoring FCAT 2.0 Level 3 to maintain satisfactory progress and/or increase achievement to above satisfactory progress (FCAT 2.0 Levels 4 or 5). Please be specific for each grade level and/or subgroup. Students Scoring FCAT Level 3  Specific Grade Level and/or Subgroups (REMEMBER, IF YOU ARE A “D” OR “F” SCHOOL, YOU MUST REPORT ON ALL IDENTIFIED SUBGROUPS.)  Specific strategy to increase/maintain satisfactory progress For strategies and/or school improvement activities, refer to the School Improvement Plan. If students who scored Level 3 have shown growth, you may continue to use or intensify current strategies, or implement new strategies. Changes should be reviewed and approved by the EESAC and documented in EESAC minutes. Refer to the “ SIP Appendices” for additional strategies.

39 39 Data gathered from Edusoft reports will be analyzed after the District Winter Interim Assessment and compared to the Baseline assessment. Students who scored Level 3 during the 2012 FCAT 2.0, will be participate in the following activities: Based on academic needs as identified by comparing the Baseline to the District Winter Interim Assessment, students in sixth and seventh grade will be provided with push-in tutoring and classroom teachers will utilize differentiated instruction to address students’ needs. Students in grade eight will use technology based programs such as Riverdeep, FCAT Explorer and Gizmos in the classroom to support mathematics instruction and stimulate critical thinking. Additionally, students will use FCAT Explorer, Gizmos and the National Library of Virtual Manipulatives that include visual stimulus to develop conceptual understanding of numbers. Specific strategies that will be used to target students in the ELL subgroup that scored Level 3 in the 2012 FCAT 2.0 will include in-house intervention, before/after school tutorials as well as Wednesday and Saturday School utilizing graphic organizers, audio/visuals and cooperative learning. Using District Winter Interim Assessment data to guide instruction, the school tutorial sessions are strictly for the re-teaching and emphasis of areas of concern. SAMPLE

40 40 5.Utilizing data from the mathematics baseline and mid-year assessments, describe the activities designed for students scoring FCAT 2.0 Levels 4 or 5 to maintain above satisfactory progress and enrichment. Please be specific for each grade level and/or subgroup. Students Scoring FCAT Levels 4 or 5  Specific Grade Level and/or Subgroup  Enrichment activities to maintain above satisfactory progress For strategies and/or school improvement activities, refer to the School Improvement Plan. If students who scored Levels 4 or 5 have shown growth, you may continue to use or intensify current strategies, or implement new strategies. Changes should be reviewed and approved by the EESAC and documented in EESAC minutes. Refer to the SIP Appendices for additional strategies.

41 41 Following the District Winter Interim Assessment, data gathered from Edusoft reports will be analyzed and compared to the Baseline Assessment. Students who scored Levels 4 and 5 during the 2012 FCAT 2.0 will be provided with additional activities. Teachers will use differentiated Instruction to address the needs of individual students including the following: Open-ended questioning techniques that encourage student inquiry, to encourage students to pose their own questions in order to evaluate the information presented, and to make informed decisions about the information; Exploration and inquiry activities to maintain or increase an understanding of skills through hands-on experiences with grade level appropriate real life problems: Opportunities to develop conceptual understanding of numbers through the use of visual stimuli provided by technology resources such as Gizmos, Riverdeep or the National Library of Virtual Manipulatives. We will schedule in-house Math Bowl competitions among classrooms in order to maintain skills. Particular attention will be provided to students in the SWD subgroup who scored Levels 4 or 5 during the 2012 FCAT 2.0. Through analysis of the Baseline and District Winter Interim Assessment, students who are not making satisfactory progress will be identified and will receive push-in instruction from the SPED teachers. SAMPLE

42 42 ALGEBRA I & GEOMETRY *(Include ALL students who will be administered the End-of-Course Exam.) 1.Describe the gains and/or decreases in student achievement percentage points that have occurred between the baseline and mid-year assessments. Include specific information about the reporting categories in which improvements or declines have occurred. Responses may be written in a narrative or bulleted format. Only Baseline to Mid-Year (Winter Interim) data may be used. Describe gains and/or decreases in Student Achievement Percentage Points Subgroup(s) (REMEMBER, IF YOU ARE A “D” OR “F” SCHOOL, YOU MUST REPORT ON ALL IDENTIFIED SUBGROUPS.) Percentage points of increase/decrease Use the wording “student achievement percentage points” when comparing Baseline to Mid-year (District Winter IA) data. Should be written in past tense.

43 43 Data gathered from Edusoft reports indicate growth in Algebra I from the Baseline to the District Winter Interim Assessment with an overall increase in student achievement percentage points from 35 to 39. In the reporting categories, there was an increase of 10 student achievement percentage points in Functions, Linear, Equations & Inequalities, a 15 student percentage point increase in Polynomials, and a 5 percentage point decrease in Rationals, Radicals, Quadratics & Discrete Mathematics. SAMPLE

44 44 2.Utilizing data from the baseline and mid-year assessments, describe changes to instruction, strategies, and/or school improvement activities that will be made prior to the administration of the Algebra EOC to ensure that students achieve satisfactory progress. Should be written in future tense. Based on comparing Baseline and District Winter Interim Assessments, changes that will be made after January 22, 2013 to impact the Algebra EOC: Specific strategy (changes) Changes to instruction School improvement Activities (changes) Refer to strategies and/or school improvement activities in the Math Matters Home - and NCTM Illuminations: Refer to the SIP Appendices for additional strategies. Follow the same model for Geometry.

45 45

46 46 There was an overall increase of 5 student achievement percentage points when comparing the District Winter Interim Assessment to the Baseline Assessment; however, in the Rationals, Radicals, Quadratics & Discrete Mathematics reporting category there was a decrease of 5 student achievement percentage points. Following an item analysis of the data gathered from the Baseline and District Winter Interim Assessments, it was determined that the following strategies will be implemented: Professional Development will be provided by the math coach/department chair addressing specific benchmarks in this reporting category. Students will be grouped according to their needs, and push-in, small group instruction will be provided by the interventionist. Computer labs will be available to students before and after school and during lunch to access The Khan Academy. Students who demonstrate exceptional difficulties will be referred to the Multi-Tiered System of Supports/Response to Intervention (MTSS/RtI) team. SAMPLE

47 Mathematics HANDS-ON 47

48 WRITING 48

49 49 Writing Data Analysis 1.Describe the gains and/or decreases in student achievement percentage points that have occurred between the baseline and mid-year assessments. Include specific information about the grade levels or subgroups in which improvements or declines have occurred. Schools will only generate data for tested grade levels (8 th and 10 th grades). “D” and “F” schools must report SUBGROUP DATA AND INFORMATION FOR ALL IDENTIFIED SUBGROUPS AT YOUR SCHOOL. Responses may be written in a narrative or bulleted format. Describe gains/decreases in the Percent of Students Making Satisfactory Progress in each of the two prompts:  Grade level  Student achievement percentage points of increase/decrease

50 50 Based on the comparison between the Baseline Assessment and District Winter Interim Assessment, the following was evident in the 8 th (10 th ) Grade: Increases Persuasive On the Baseline Assessment, 76% of students demonstrated mastery of 3.0 or higher, compared to 86% of students on the District Winter Interim Assessment. This showed a 13 percentage point increase. Students in the ELL subgroups increased the percent of students scoring 3.0 or higher by 13 percentage points. Expository There were no decreases in mastery in expository writing. Decreases Persuasive There were no decreases in mastery on the persuasive writing. Expository On the Baseline Assessment, 82% of students demonstrated mastery of 3.0 or higher, compared to 79% of students on the District Winter Interim Assessment. This showed a 3 percentage point decrease. Students in the ED subgroup showed the largest decrease going from 58% to 42%. SAMPLE

51 51 2. Describe the specific strategies or school improvement activities that have contributed to increases in student achievement percentage points between the baseline and mid-year assessments. Please be specific for each grade level and/or subgroup. Should be written in past tense. Emphasis on strategies, preferably from the School Improvement Plan (SIP), but may be any strategy, including PD. Specific Strategies/School Improvement Activities which contributed to increases in the Percent of Students Making Satisfactory Progress:  Specific Grade level

52 52 Specific strategies and school improvement activities that have contributed to the increase in the percent of students making satisfactory progress in writing include: The establishment of a Wednesday after-school tutoring for intervention and the formation of the Journalism Club for enrichment; The school has implemented the District ’ s Pacing Guide. Teachers continue to use anchor papers and the 6-point rubric as instruments of instruction in the classroom; Spanish teachers taught the writing process through the Spanish curriculum; and The ongoing professional development of teachers through programs, such as the “ Writing Institute ”, has contributed to the rise in students ’ writing scores. SAMPLE

53 53 3. Utilizing data from baseline and mid-year assessments, describe the changes to instruction, strategies, and/or school improvement activities that will be made prior to the administration of the FCAT 2.0 to ensure that students achieve satisfactory progress (3.0). Please be specific for each grade level and/or subgroup that declined. Should be written in future tense. Declines/Minimal growth/Less than expected progress (grade level) include:  Specific strategy, instruction, school improvement activity to be changed/added  Grade Level Refer to strategies and/or school improvement activities in the Mid-year Assessment Packet. Changes should be reviewed and approved by the EESAC and documented in EESAC minutes. Refer to the “ SIP Appendices” for additional strategies.

54 54 Eighth (Tenth) grade students who did not achieve satisfactory progress (3.0) in the District Winter Interim Assessment, will be exposed to the following activities (keep in mind that the state has changed the minimal achievement level to 3.5): Small group, push-in instruction will be provided on persuasive and expository writing focusing on: Characteristics of the genre Grade rubric Four Components of Effective Writing: Focus, Organization, Support and Conventions Anchor papers Calibration papers Grammar lessons provided by the Division of Language Arts on the Language Arts/Reading website. SAMPLE

55 55 4. Utilizing data from the baseline and mid-year assessments, describe the activities designed to maintain satisfactory progress and provide enrichment to students that achieve FCAT 2.0 Level 5.0 or above in writing. Please be specific for each grade level and/or subgroup. Students scoring FCAT Level 5.0 or above  Specific Grade Level and/or Subgroup  Specific strategy to increase/maintain satisfactory progress Refer to the School Improvement Plan Strategies and/or school improvement activities. Changes to the SIP should be reviewed and approved by the EESAC and documented in EESAC minutes. Refer to the “ SIP Appendices” for additional strategies.

56 56 Eighth (Tenth) grade students who achieve FCAT Level 5.0 or above in the District Winter Interim Assessment will be exposed to the following activities in order to maintain satisfactory progress and provide enrichment: read passages and create summary questions; write their views on current events before or after the events have been discussed in class; critique written pieces (e.g., published works and student writings); read and analyze different types of writing (e.g., biographies, science fiction, fantasies, historical accounts, speeches, and news reports); write letters to explain views on a particular issue or to refute the views of another person; write stories about real or imagined events; write descriptions of how things look, smell, taste, sound, and feel; write endings for unfinished fictional and nonfictional stories; write personal anecdotes and incorporate them into writing that either explains or entertains; and/or maintain subject-area writing portfolios or participate in a long- term writing project such as publishing a book. SAMPLE

57 SCIENCE 57

58 58 Science Data Analysis – Middle School Response – High schools should respond to Biology section. 1.Describe the gains and/or decreases in student achievement percentage points that have occurred between the baseline and mid-year assessments in each tested grade level. Include specific information about the grade levels (Per FLBSI, Do not report on Subgroups.) where improvements or declines have occurred in each reporting category. Schools will only generate data for tested grade levels (8 th and 10 th grades). Responses may be written in a narrative or bulleted format. Only Baseline to District Winter Interim Assessment data may be used. Describe gains and/or decreases in students making satisfactory progress by:  Grade level (tested grade levels only)  Report by reporting categories

59 59 Students in Grade 8 showed an increase in the overall percent of students making satisfactory progress, moving from 30% on the District Baseline Assessment to 62% on the District Winter Interim Assessment. Student performance in the reporting category of Nature of Science increased in percent of students making satisfactory progress from 11% to 16% when comparing the Baseline to the Winter Interim Assessments. Student performance in the reporting category of Earth and Space Science increased in percent of students making satisfactory progress from 4% to 11% when comparing the Baseline to the Winter Interim Assessments. Student performance in the reporting category of Life Science increased in percent of students making satisfactory progress from 6% to 15% when comparing the Baseline to the Winter Interim Assessments. Student performance in the reporting category of Physical Science increased in percent of students making satisfactory progress from 1% to 11% when comparing the Baseline to the Winter Interim Assessments. SAMPLE

60 60 2.Describe the specific strategies or school improvement activities that have contributed to increases in student achievement percentage points between the baseline and mid-year assessments in each tested grade level. Please be specific for each reporting category. Write in the past tense and will continue. Emphasis on strategies, preferably from the School Improvement Plan (SIP), but may be any strategy, including PD, implemented before January 17, Increases in Student Achievement Percentage Points  Specific Strategies/School Improvement Activities  Specific FCAT Tested Grade level only

61 61 Specific strategies and school improvement activities that have contributed to the increase in students’ achievement percentage points in science derive from the implementation of the Florida Continuous Improvement Model (FCIM) and Multi-Tiered Support Systems/Response to Intervention (MTSS/RtI). After each major assessment, eighth grade teachers are provided with custom group reports from Edusoft delineating the progress of all students. This practice has helped teachers monitor student progress by analyzing data to determine appropriate intervention strategies. Eighth grade students who do not achieve mastery on the benchmarks identified on the biweekly Science assessments are engaged in data chats with their teachers to pinpoint areas of weakness and to identify students’ misconceptions. Eighth grade students are scheduled into the Science Lab once a week to participate in hands-on exploration of scientific concepts, focusing on Nature of Science. Students making satisfactory progress in the Nature of Science reporting category increased by 10 percentage points, indicating that this strategy has been successful. Another action that has helped is the involvement of students in the use of CRISS and AIMS strategies that infuse problem solving and critical reading and thinking skills into the curriculum. SAMPLE

62 62 3.Utilizing data from the baseline and mid-year assessments, describe the changes to instruction, strategies, and/or school improvement activities that will be made prior to the administration of the FCAT 2.0 to ensure that students achieve satisfactory progress (Level 3) in each tested grade level. Please be specific for each grade level that declined in each reporting category. Should be written in future tense as of January 22, If all grade levels made gains, refer to reporting categories showing minimal progress to address this question. Declines/Minimal growth/Less than expected progress (grade level or strand) include:  Specific strategy, instruction and/or school improvement activity to be changed/added  Grade Level (required tested grade levels only)  Specific Reporting Category (Average Score) For strategies and/or school improvement activities, refer to the M-DCPS Learning Village. (https://village.dadeschools.net/PageLib/default.aspx )https://village.dadeschools.net/PageLib/default.aspx Refer to the “ SIP Appendices” for additional strategies.

63 63 Changes in the instructional focus will come about through analysis of student performance data. Data from the District Winter Interim Assessment will be used to monitor and determine the effectiveness of instruction thus far and to drive decisions on what the instructional focus will be in the weeks leading to the FCAT. Students will be tutored before and after school in small groups using Gizmos as a demonstration tool. Students will be given visual representations of concepts and will discuss what they see during paired or small group activities and with the teacher in order to identify misconceptions and areas of weakness. SAMPLE

64 64 4.Utilizing data from the baseline and mid-year assessments, describe the activities designed to maintain satisfactory progress and provide enrichment to students that are above satisfactory progress (Level 4 or 5) in science. Please be specific for each grade level and/or subgroup in each reporting category. Students Scoring FCAT Level 4 or 5  Specific Grade Level  Specific strategy to maintain proficiency and provide enrichment For strategies and/or school improvement activities refer to the M-DCPS (http://village.dadeschools.net/PageLib/default.aspx )http://village.dadeschools.net/PageLib/default.aspx Refer to the “ SIP Appendices” for additional strategies.

65 65 The following activities will be implemented with students who scored FCAT Level 4 or 5 in reading/mathematics on the seventh grade 2012 FCAT 2.0 Assessment to help them maintain satisfactory progress and provide enrichment in Science: Create Professional Learning Communities for science teachers in order to encourage a culture of collaboration. Disaggregate and analyze qualitative and quantitative student’s data in order to monitor progress and address needs. Elicit, engage and challenge thinking by asking students to clarify and justify issues; encouraging elaboration during discussions. Afford students with the opportunity to demonstrate their understanding of the learned concept by transferring it successfully to other situations through solving a scenario or by doing a demonstration project. Provide individual exploration, peer instruction and whole class discussion using laboratory equipment, hands-on activities and technology-based activities. Involve students in critical thinking, process skills, and product development by posing authentic problems to solve. Assess students using performance tasks, essays, portfolios, video presentation, and demonstrations. SAMPLE

66 66 BIOLOGY *(Include ALL students, who will be administered the End-of-Course Exam.) 1.Describe the gains and/or decreases in student achievement percentage points that have occurred between the baseline and mid-year assessments in each tested grade level. Include specific information about grade levels where improvements or declines have occurred in each reporting category. Should be written in past tense. Responses may be written in a narrative or bulleted format. Only Baseline to Mid-Year (District Winter IA) data may be used. Describe gains and/or decreases in Students Satisfactory Progress Percentage points of increase/decrease Use the wording “student achievement percentage points” when comparing Baseline to Mid-year (District Winter IA) data.

67 67 Data gathered from Edusoft reports indicate growth in Biology I from the Baseline to the District Winter Interim Assessment. The percent of students making satisfactory progress increased from 17% to 22%. In the reporting categories, students demonstrated a 1 percentage point gain in the number of students making satisfactory progress in Molecular and Cellular Biology, a 5 percentage point increase in the percent making satisfactory progress in Classification, Heredity, Evolution, and a 3 percentage point decrease in the percent making satisfactory progress in Organisms, Populations, and Ecosystems. SAMPLE

68 68 2.Utilizing data from the baseline and mid-year assessments, describe changes to instruction, strategies, and/or school improvement activities that will be made prior to the administration of the Biology EOC to ensure that students achieve satisfactory progress in each reporting category. Should be written in future tense. Based on comparing Baseline and District Winter Interim Assessments, changes that will be made after January 22, 2013, to impact the Biology EOC: Specific strategy (changes) Changes to instruction School improvement Activities (changes) Align strategies and/or school improvement activities to the Biology 1 EOC Test Item Specifications Refer to additional strategies found on: Biology.docx. Biology.docx

69 69 There was a 5% increase for students achieving satisfactory progress (70% and above) on the Biology I Mid-Year Assessment. While the percent of students making satisfactory progress increased from the Baseline, students experienced difficulty in all reporting categories with the lowest performance in Category I – Molecular and Cellular Biology. The following strategies will be implemented: Students will complete labs from the HOTS Biology I with particular emphasis on cell reproduction, protein synthesis and cell processes. (http://science.dadeschools.net/highSchool/HOTScienceLa bs-Biology.docx)http://science.dadeschools.net/highSchool/HOTScienceLa bs-Biology.docx After each lab students will write a conclusion to be shared with members the class and results will be posted for all to discuss. Students who have difficulty with concepts will be referred to after school tutoring. SAMPLE

70 Completing the Mid-Year Report  Extended Learning Programs  Aligning Professional Development 70

71 Extended Learning Programs for Students Describe the activities (e.g. after school, pull-outs, etc) that have taken place to date. Add additional rows if necessary. * When using percentages, include the number of students the percentage represents (e.g., 70% [35]). 71 ACTIVITYFREQUENCY (e.g., # of times per week, month, etc.) DURATION (e.g., # of minutes, hours, etc.) TOTAL # OF LEVEL 1, 2 and 3 STUDENTS IN THE SCHOOL % OF LEVEL 1, 2 AND 3 STUDENTS PARTICIPATING Responses should focus on the following Reading, Math, Writing, or Science Times per week How many minutes per session Separate counts for Reading and Math. Use average of Reading # of L 1, 2 & 3s for Writing Activities. Use average of Math # of L 1, 2 & 3s for Science Activities Divide the Average # by the Total # to calculate the %. Remember that this is to document Level 1, 2 & 3 students only. SAMPLESSAMPLES Reading- Voyager 3 times per week30 min. per session 200 (Level 1, 2 & 3 in Reading) 25% (50) Math-Early Bird Tutoring 2 times per week45 min. per session 100 (Level 1, 2 & 3 in Math) 25% (25) Reading/Writing – Push-in 3 times per week30 min. per session 200 (Level 1, 2 & 3 in Reading) 25% (50) SAMPLE

72 Other than using the baseline and mid-year data, how will you progress monitor students in extended learning programs and how will you use this data to determine how students are responding to the extended learning program? (Please refer to specific data points). 72 FAIR data was used to progress monitor students attending Voyager tutoring three times per week. Data gathered from Probability of Reading Success reports indicate growth in Reading by all grade levels from Assessment Period 1 to Assessment Period 2 as follows: 6 th grade students increased by 10 percentage points the number of students achieving HP, 15 percentage points the number of students achieving MP, and decreased by 5 percentage points the number of students achieving LP. 7 th grade students increased by 12 percentage points the number of students achieving HP, 18 percentage points the number of students achieving MP, and decreased by 7 percentage points the number of students achieving LP. 8 th grade students increased by 15 percentage points the number of students achieving HP, 8 percentage points the number of students achieving MP, and decreased by 9 percentage points the number of students achieving LP. ELL students increased by 5 percentage points the number of students achieving HP, 8 percentage points the number of students achieving MP, and decreased by 10 percentage point the number of students achieving LP. SAMPLE

73 Research-based Professional Development Activities for Teachers Describe the professional development activities to date (January 17, 2013) that are aligned with the school’s instructional needs. Add additional row if necessary. Do not include District/Regional coaches meetings May include all in-house PD provided by the coaches to the staff Not limited to PD which generated MPP 73 DATE (MM/DD/YYYY) (Prior to 1/17/13) TITLE OF PROFESSIONAL DEVELOPMENT INSTRUCTIONAL NEEDS ADDRESSED # OF TEACHERS FOR WHICH PD IS APPLICABLE # OF TEACHERS IN CONTENT AREA # OF TEACHERS IN ATTENDANCE 11/02/2012CRISS Reading Comprehension

74 Based on the baseline and mid-year data, describe the additional professional development activities that will be offered before the FCAT 2.0 to help teachers increase student performance? 74 Based on the results of the Winter Interim Assessment, teachers will be provided professional development in the areas of Reading and Mathematics. Based on our data, sixth grade students continue to encounter difficulty in Geometry and Measurement, and seventh grade students in the areas of Geometry and Measurement and Statistics and Probability. During the week of February 4 - 8, the math coach will train teachers in grades 6-8, during their planning block, on effective use of Gizmos. Based on our data, students in all grade levels continue to encounter difficulty in Informational Text/Research Process and Reading Application. On February , a District representative will train teachers in grades 6-8 on the use of CRISS strategies in order to infuse reading strategies throughout the curriculum. During the week of March 4 - 8, the reading coach will monitor the implementation of these strategies by the classroom teachers and model them when necessary. SAMPLE

75 Update the DA Compliance Checklist 75

76 Steps to Assure Compliance  As part of the EESAC meeting, distribute copies of the current “DA Compliance Checklist.”  Review the status of each DA Requirement, provide updates on Strategies to Attain Compliance on all items marked Non- Compliance and identify Strategies being implemented to attain compliance. 76

77 DA Compliance Checklist 77

78 78 Update the DA Compliance Checklist

79 Post Your Mid-Year Data 79

80 Click your school level

81 Winter IA DATA Sheet Winter Assessment Print a Mid- year data sheet for each grade level.

82 Click here

83 83 Login = 13 & WL #

84 84 Click here to enter Mid-year data

85 85 Grade 6 Grade 7 Grade 8

86 86 Assure that Proficiency is set at 70.

87 87 Click here to upload Mid-year narrativ e

88 88 This is a direct upload. Click the Browse button. Select your Mid-year Narrative template from your computer. Click upload. Confirm that the template is uploaded. There should be a statement next to the Upload button to “Click to View”. This is a direct upload. Click the Browse button. Select your Mid-year Narrative template from your computer. Click upload. Confirm that the template is uploaded. There should be a statement next to the Upload button to “Click to View”.

89 Next Steps…………………….  SIPs and data documents, including Appendices, are available at :  February 5, 2013 – All Edusoft scanning must be completed. SCAN AS YOU GO!!! NO EXTENSIONS!  February 15, 2013 – Mid-Year Data Reports will be available at :  February 20, 2013 – Mid-Year data must be posted to :  February 22, 2013 – Schools must upload the Mid-Year Narrative to : 89

90 Ms. Linda Fife Ms. Pamela Wentworth Ms. Pamela Wentworth


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