Middle School Essentials CAO Meeting February 2013 Dr. Andrews Chief Academic Officer.

Middle School Essentials CAO Meeting February 2013 Dr. Andrews Chief Academic Officer

MIDDLE SCHOOL ACCOUNTABILITY Mark Howard, Director Research, Evaluation and Assessment 2

How many changes to the FDOE Accountability system in 2012? A.9 B.17 C.23 D.34 Correct Answer 34! Correct Answer 34! 3

MIDDLE SCHOOL GRADING MATRIX ReadingMathWriting ScienceAcceleration Performance High School EOCs, Industry Certifications (100 points) FCAT 2.0, FAA (100 points) FCAT 2.0, FAA, EOCs (100 points) FCAT, FAA (100 points) FCAT, FAA (100 points) Learning Gains All Students FCAT 2.0, FAA (100 points) FCAT 2.0, FAA EOCs (100 points) Low 25% Learning Gains FCAT 2.0 (100 points) FCAT 2.0 (100 points (300 points) (100 points) 4

MIDDLE SCHOOL GRADE ACCOUNTABILITY PERFORMANCE, LOWEST 25% LEARNING GAINS FY2013 Reading Performance Penalty Math – FCAT 2.0, Algebra 1 and Geometry EOC Geometry Achievement Levels Science – FCAT 2.0 FCAT 2.0 Achievement Levels Writing – 3.5 Score, 60 Minutes Lowest 25% Adequate Progress Penalty Reinstated POINTS AAt least 590 B560 to 589 C490 to 559 D445 to 489 FFewer than 445 IBelow 90% tested Grade Scale for Middle Schools (Based on a 900-Point Scale) 5

PERFORMANCE Includes ELLs with at least 365 calendar days from initial day of entry into U.S. school* FCAT 2.0 Reading Mathematics Writing Science EOCs Algebra 1, Geometry Biology 1 *365 days: Initial day of entry to first day of FCAT 2.0 Writing testing – February 26, 2013 *365 days: Initial day of entry to first day of FCAT 2.0 Writing testing – February 26, 2013 6

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 123 Achieved 456 Commended 789 At least 30 students with valid reading scores 7

Reading Performance Threshold Penalty School 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) 8

Reading: Percent Proficient FY12 Spring to FY13 Winter Diag Difference All Students Tested 9

MATH PERFORMANCE (100 pts) One (1) point for each percent of eligible students scoring FACT 2.0 Level 3+ Algebra 1 Levels 3+ Geometry Levels 3+ FAA Scale Levels 4+ Florida EOC Assessment Scale Scores (325 to 475) for each Achievement Level: Level 1Level 2Level 3Level 4Level 5 Geometry325-369370-395396-417418-433434-475 Geometry Achievement Levels At least 30 students with valid mathematics scores Student with both, an FCAT 2.0 Mathematics scores and one or more EOC scores, the higher/highest scores in a Mathematics subject will be used. 10

FCAT Math 2.0: Percent Proficient FY12 Spring to FY13 Winter Diag Difference All Students Tested 11

Algebra 1 EOC: Percent Proficient FY12 Spring to FY13 Winter Diag Difference All Students Tested 12

SDPBC Algebra 1 EOC Pass Rates FY10/11 SPRING FCAT MATH FY2012 SPRING ALG 1 EOC (no retakers) TakingPassing Pct Passing TOTAL11608674558% L 1959536% L 2173627916% L 33754208556% L 42362224795% L 514381432100% No Lvl135964948% LEVEL 1 6% LEVEL 2 16% 13

SCIENCE PERFORMANCE (100 pts) One (1) point is accrued for each percent of eligible students scoring FCAT 2.0 Levels 3.0+ FAA Scale Levels 4.0+ FCAT 2.0 Science Achievement Levels FCAT 2.0 Science Scale Scores (140-260) GradeLevel 1Level 2Level 3Level 4Level 5 8140 – 184185 – 202203 – 214215 – 224225 - 260 14

Grade 8 Science FCAT 2.0: Percent Proficient FY12 Spring to FY13 Winter Diag Difference All Students Tested 15

WRITING PERFORMANCE (100 pts) One (1) point for each percent of eligible students scoring FCAT Writing Levels 3.5+ FAA Scale Levels 4.0+ 60 minutes 16

FY12 Grade 8 FCAT 2.0 Writing Percent Scoring 3.5 and 3.0 Difference 17

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 Reading Grade 5-6 Grade 6-6 Grade 6-7 Grade 7-7 Grade 7-8 Grade 8-8 Level 1 987 Level 2 876 18

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 1.2 Retained students make learning gains by maintaining a proficiency level, increasing a level, or increasing a scale score 19

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 sixth grader, prior year level 1 eighth grader Required growth (9) points + 33% (3 points) 9 + 3 = 12 scale points Minimum FCAT 2.0 Scale Increases Required to Demonstrate Learning Gains Reading Grade 5-6 Grade 6-6 Grade 6-7 Grade 7-7 Grade 7-8 Grade 8-8 Level 1 987 Level 2 876 20

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 21

MATH LEARNING GAINS (100 pts) FCAT 2.0/Algebra 1/Geometry EOC (1 point) Use higher of FCAT 2.0 Math or EOC 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 FDOE will use a common scale for comparisons 22

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 23

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 24

MATH LEARNING GAINS (100 pts) Algebra 1 EOC with Prior FCAT 2.0 Math (1 point) Maintain same proficient level Improve from L1 to L2, L1 to L3, or L2 to L3 Remain L1 & increase common scale score Remain L2 & increase common scale score Algebra 1 EOC Weighted (1.1 or 1.2 point) (1.1) Move from lower level into L4 (1.2) Move from lower level into L5 FDOE will use a common scale for comparisons Compare Algebra 1 EOC with prior year FCAT 2.0 Math 25

LOWEST 25% READING LEARNING GAINS (100 pts) Calculating Lowest 25% - Reading Only students in prior year 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+ Grade 5 to 6 5 to 7* 6 to 6 6 to 7 6 to 8* 7 to 7 7 to 8 8 to 8 Group Total + Group Total + Group Total + Group Total = Groups Total + Other Retained students in prior-year Levels 1 and 2 = School Total L25% Fewer than 30 students L2 or below, reading gains of all students substituted 26

LOWEST 25% MATH LEARNING GAINS (100 pts) Calculating Lowest 25% - Mathematics Only students in prior year L1 or L2 (excluding FAA) 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+ FCAT 2.0EOC Grade Across Levels 5 to 6 5 to 7 FCAT 2.0 to Alg. 1 6 to 6 6 to 7 6 to 8 FCAT 2.0 to Alg. 1 7 to 7 7 to 8 FCAT 2.0 to Alg. 1 8 to 8 FCAT 2.0 to Alg. 1 Alg. 1 to Alg. 1 (Gr. 6 to Gr. 7 Gr. 7 to Gr. 8 Gr. 6 to Gr. 8) Alg. 1 to Geo Group Total + Group Total + Group Total + Group Total + Group Total =Groups Total + Other Retained sts. in prior-year Lvls. 1 & 2 = School Total L25% Fewer than 30 students L2 or below mathematics gains of all students substituted 27

LOWEST 25% LEARNING GAINS 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 28

ACCELERATION PERFORMANCE & PARTICIPATION (100 pts) High School Level EOC Assessments and Industry Certifications Participation – 50 points Performance – 50 points Schools without grade 8 will NOT have this component included in their school grade calculation. (e.g., K-7 school) 29

ACCELERATION PERFORMANCE & PARTICIPATION (100 pts) PARTICIPATION CALCULATION The denominator is adjusted to remove any grade 8 student who previously took (or passed) the EOC in a prior year or who otherwise met their graduation requirement for Algebra 1 prior to the current year. NumeratorDenominator Weighted count of students from denominator who took: Algebra 1, Geometry Industry Certification Exam(s) Unduplicated/Unweighted count of students in grades 6, 7, 8, who took EOC Assessments or Industry Certification Exams and All other grade 8 students who scored Level 3 or higher on Grade 7 FCAT 2.0 Mathematics 30

ACCELERATION PERFORMANCE & PARTICIPATION (100 pts) PARTICIPATION CALCULATION The denominator is adjusted to remove any grade 8 student who previously took (or passed) the EOC in a prior year or who otherwise met their graduation requirement for Algebra 1 prior to the current year. NumeratorDenominator Weighted count of students from denominator who took: Algebra 1, Geometry Industry Certification Exam(s) Unduplicated/Unweighted count of students in grades 6, 7, 8, who took EOC Assessments or Industry Certification Exams and All other grade 8 students who scored Level 3 or higher on Grade 7 FCAT 2.0 Mathematics 31

ACCELERATION PERFORMANCE & PARTICIPATION (100 pts) PERFORMANCE CALCULATION NumeratorDenominator Weighted count of students from denominator who: score at Level 3 or higher on EOC Assessment(s), or Passed Industry Certification Exam(s) Unduplicated/Unweighted count of students in Grades 6, 7, 8 who took and have valid EOC Assessment scores Industry Certification Exams 32

SUMMMARY OF CHANGES: PERFORMANCE, LOWEST 25% LEARNING GAINS FY2013 Math – Geometry EOC New Achievement Levels Science – FCAT 2.0 New Achievement Levels Writing – 3.5 Score, 60 Minutes Reading Performance Penalty Lowest 25% Progress Penalty Reinstated 33

For Additional Support Contact Mark Howard, Director PX: 48781 Nancy Brito, Specialist PX: 47521 http://www.palmbeachschools.org/assessment/SchoolGrade.asp

MONITORING FOR SUCCESS IN EDW Dr. Sandra Raymond-Roberts, Manager Educational Data Warehouse 35

Essentials Training 2013 Educational 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, Algebra 1 EOC and Geometry EOC?

What assessments are used to measure student performance? Winter Diagnostics – Reading – Algebra 1 Florida EOC and Geometry EOC

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 FOR MIDDLE SCHOOLS-RTOOA0530

Monitoring Progress Toward A Plus Goals for Middle Schools-RTOOA0530

Fall and Winter Diagnostic Results

Acceleration Participation and Performance

Diagnostic Diamond Report-RTODA0173 EOC Diagnostic Diamond Report- RTSDA0474

Step 1: Sort By Benchmark QuestionQuestion Fo cu s B e nc h m ar ks s Dif f

Step 2: Sort By Gridded Response

Step 3: Sorted by Benchmark T1T1 T2T2 Similar Patterns

Step 3: Sorted by Benchmark T1T1 T2T2 Dissimilar Patterns

READINGMATHEMATICSWRITINGSCIENCE PERFORMANCE Accountability Reading Profile Accountability Mathematics Profile Current Algebra 1 Students Accountability Writing Profile Palm Beach Writes Accountability Science Profile LEARNING GAINS – ALL STUDENTS Accountability Reading Profile Diagnostic Reading Gains Accountability Mathematics Profile LEARNING GAINS – LOWEST 25% Accountability Reading Profile Diagnostic Reading Gains Accountability Mathematics Profile Diagnostic Math Gains TOTAL POINTS – 800 Points Possible 300 points 100 points

PERFORMANCE

Accountability Reading Profile-RTSFR0280

Accountability Math Profile– RTSFM0281

Current Algebra 1 Students-RGSYM0462

Accountability Writing Profile—RTSFW0282 Window 5 Performance on the Palm Beach Writes

Accountability Science Profile—RTSFS0332

LEARNING GAINS

Accountability Reading Profile—RTSFR0280

Diagnostic Reading Gains-RTSDR0095

Accountability Math Profile—RTSFR0281

Diagnostic Math Gains-RTSDM0096

LOW 25% LEARNING GAINS

Accountability Reading Profile—RTSFR0280 Performance of the Low 25% in Reading Population

Accountability Math Profile—RTSFR0281 Performance of the Math Low 25% Population

73 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?

STRATEGIES AND RESOURCES Keith Oswald, Assistant Superintendent Curriculum and Instruction 75

“THE ESSENTIALS” MIDDLE SCHOOL INSTRUCTION BEFORE THE ASSESSMENT CAO February 5, 2013

Essentials for Writing

Best Practices for Test Readiness Students write every day. 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 lesson plans in Learning Village as needed. Utilize the tutorial lessons and Saturday lessons as needed. 78

SpringBoard Writing Workshops Expand everyday writing opportunities already available within the regular SpringBoard curriculum. Integrate SpringBoard Writing Workshops into regular instruction. – 10 Writing Workshops are available for each grade level. – Use as support, extension, or intensive practice. 79

FY12 FCAT 2.0 Writing Middle School FY12 Palm Beach County FY12 State Mean Score Uns.11.522.533.544.555.56% 3 & above % 3.5 & above % 4 & above 3.31218102619236310785233 Mean Score Uns.11.522.533.544.555.56% 3 & above % 3.5 & above % 4 & above 3.4011682321278310846140 Note: In Palm Beach County, there was a 23 point difference between 3s a 3.5s last year. 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. 80

Qualities of Good Writing Focus (Meaning & Structure) Staying on the thread of the topic that was chosen to write about. – Planning (various methods) Organization (Structure) The order of ideas presented in the essay. Using transitions that help the essay flow Ordering ideas Having a thesis statement 81

Qualities of Good Writing Conventions – Capitalization – End punctuation – Comma usage – Using a variety of complete sentences – Spelling – Subject/Verb agreement Support (Details/Elaboration) Support is the crucial element in moving from a 3 to 4. – Meaningful facts and anecdotes – Meaningful definitions – Meaningful, expert advice or quotations – Meaningful vocabulary choices 82

Using Data to Drive Instruction 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 by introducing the topic, supplying one or more reasons, ways, or kinds of, and concluding the writing. Adding facts or examples to elaborate. Writing sentences with a “who” & a “did what.” If the writer is a Level 2, I could teach… Focusing closely on the topic of the prompt. Organizing by introducing the topic, supplying one or more reasons, ways, or kinds of, and concluding the writing. Adding support to elaborate. Writing sentences with a “who” & a “did what.” Using end punctuation. 83

Using Data to Drive Instruction If the writer is a Level 3, I could teach… Taking away any extraneous parts. Organizing with 3 reasons, ways or kinds of. Making a clearer beginning & ending. Adding support to elaborate. ◦ Examples with elaboration ◦ Anecdotes carefully crafted to show how it fits with the idea 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… 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. All of the conventions from level 3. 84

Using Data to Drive Instruction If the writer is a Level 5, I could teach… Further development of support and elaboration. Each reason, way, or kind of could be supported in multiple ways (definitions, anecdotes, facts, quotations, 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. The piece leaves the reader without unanswered questions. 85

Essentials for Reading

Middle School Resources for ELA Lesson plans that focus on tested benchmarks, contain on grade level text, and text-dependent questions are located on each grade level ELA calendar in Learning Village. Additional lesson plans that focus on tested benchmarks are available for pull-outs or tutorials. It is important to continue instruction. Two of the most difficult benchmarks (as determined by percentage correct on the winter diagnostic) are 6.1.1 and 6.2.2. The scope and lesson plans on Learning Village instruct on these benchmarks in January and February. 87

These lessons are not located on the calendar, so they are fresh lessons for students. There is also access to the Florida Achieves site for additional testing practice and links to released practice tests. 88

Middle School Resources for Reading Lesson plans that focus on tested benchmarks, contain a variety of text levels, and text-dependent questions are located on each grade level reading calendar in Learning Village. 89

SpringBoard Resources Available on TrainU SpringBoard ELA and Math Resources available: Pacing Guides, Benchmark Correlations, Graphic Organizers, Sample Bellringers and Mini-Lessons, CCSS and PARCC Connections, Marzano Crosswalk Reading and Writing Supports: Links to 10 SB Writing Workshops per grade level, Sample FCAT stem questions based on SB reading 90

Reader and Task Ten 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). 91

Reader and Task Ten 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. The most important concept to remember: it is not about the program; it is about the teacher. 92

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 preparation. 93

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. 94

Essentials for Mathematics

FCAT 2.0 Resources for Grades 6 – 8 Algebra 1 Students Algebra 1 instruction that encompasses the grade-level benchmarks will support FCAT 2.0 preparation. Select grade-level FCAT 2.0 benchmarks not addressed in Algebra 1 need additional instructional support. Alignment charts and instructional resources are provided on Learning Village. 96

Algebra 1 Honors LV Landing Page 97

FCAT 2.0 Resources for Algebra 1 Students 100

Grade 8 FCAT 2.0 to Algebra 1 EOC Benchmark Correlation 102

Grade 8 FCAT 2.0 Benchmarks Not Addressed in Algebra 1 103

Grade Level Benchmark-Specific Resources for Students in Algebra 1 105

www.AlgebraNation.com 106

Algebra Nation EOC aligned Content created in collaboration with FLDOE Additional EOC prep resources forthcoming Student access outside of school – Platform for additional support – Access to resources – Opportunity to receive personal support 111

What Works in Algebra 1 Algebra Nation Differentiate lessons to meet needs of all students. Provide lowest 25% in Algebra 1 with additional support opportunities. Attend content trainings by K-12 Curriculum. Ensure teachers’ knowledge of the revised Item Specifications. Teach foundational skills during the first month. 112

What Works in Algebra 1 Utilize progress monitoring logs/benchmark seminars/data chats. Having no more than two preps for Algebra I teachers. Use – Wylie’s Warm-ups (Everglades book) – EOC-like problems for every benchmark – Core K12 assessments for tracking and remediation – Florida Achieves – Spiral review of benchmarks 113

Science Resources Sound Instruction for FCAT 2.0 Science Essentials for Science

Plan for Success Review tested benchmarks taught in 6 th and 7 th grades.

Plan for Success FCAT-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 Success FCAT-Style Questions

Provide students with exposure to FCAT-style questions (a few per day). FCAT 2.0 Science (Grade 8) Sample Test

Plan for Success FCAT-Style Questions Provide students with exposure to FCAT-style questions and review previously taught concepts. Bellringers Grade 8

Plan for Success Simulations and Virtual Labs Utilize simulations and virtual labs to reinforce science concepts.

Learning Village Resources Secondary Science – Middle Grades Content Training Materials 122

Learning Village Resources Secondary Science – Grade 8 NEW! 123

Learning Village Resources Grade 8 Resource Chart 124

What Works for Grade 8 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 6 th and 7 th grade tested benchmarks as needed. Use – Bellringers – Sample Test – FOCUS Mini-Assessments/FCAT Explorer (FCAT-style questions) – Science Resource Chart – Pearson SuccessNet Resources 125

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.

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? Academic Success Begins With You 127

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. Academic Success Begins With You 128

Contacts Literacy Diana Fedderman, Program Planner 357- 5989 (PX 25989) Mathematics Nancy Kinard, Manager 434-8250, PX 48250 Diana Snider, Program Planner 357-5943 (PX 25943) Science Wendy Spielman King, Manager 357-1152, PX 21152 Greg Goebel, Program Planner 357-1128 (PX 21128) 129

ACTIVITY Dr. Janis Andrews Chief Academic Officer 130

Activity Review school data Identify opportunities for improvement Review strategies and resources Pair and share 132

EOC & CBT ASSESSMENT ISSUES Dr. Frank Rodriguez, Assistant Superintendent Quality Assurance 133

Middle School Essentials CAO Meeting February 2013 Dr. Andrews Chief Academic Officer.

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