1. College and Career Readiness
Lake County Schools
Investing In Excellence!
College and Career Readiness
Academic Services
C² Collaborative Cohort
November 15, 2012

2. Common Board Configuration
Shifting Gears
Common Board Configuration
Circle Map: Why does an Achievement Gap exist in Lake County Schools?
Learning Goal: Participants will understand what, why, and how of subgroup performance relates to AMO targets and subgroup achievement gaps.
I DO
Define AMO state requirements and the achievement gap
WE DO
Review data, identify trends and resources to disaggregate data by subgroup for utilization in PLCs
YOU DO
Participate in a PLC using guiding questions and data to inform practice and identify strategies to close achievement gaps among subgroups
Benchmarks: District Goals
*Student Achievement
*Highly Developed and High Performing Staff
November 15, 2012
Participates will connect AMO data to school achievement gap by engaging in courageous conversation and reflection based on PLC guiding questions.
Objectives
Sum-It-Up
Identify two ways you will facilitate PLCs that engage in courageous conversations about subgroup performance?
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?
Common Language:
NEXT STEPS:
Return to school site as a Change Agent and share your capacity builder plan with your principal and determine next steps.
Utilize AMO Technical Assistance PowerPoint
Elementary and Secondary Act (ESEA Waiver)
Annual Measurable Objectives (AMO)
No Child Left Behind (NCLB)
Adequate Yearly Progress (AYP)

3. Lake County Schools Vision Statement
A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.
Mission Statement
The mission of the Lake County Schools is to provide every student with individual opportunities to excel.
Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.
Academic Services

4. Academic Services
Curriculum & Instruction ~ Professional Development ~ Teaching & Learning
The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.  
Assurances
We will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes.
We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.
We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.
We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.
Academic Services

5. Academic Services

6. 21st Century Skills Tony Wagner, The Global Achievement Gap
Critical Thinking and Problem Solving
Collaboration and Leadership
Agility and Adaptability
Initiative and Entrepreneurialism
Effective Oral and Written Communication
Accessing and Analyzing Information
Curiosity and Imagination
Academic Services

7. Bell Ringer: Circle Map
Why does an achievement gap exist between subgroups?
Who are our subgroups?

8. Transformational Education
Understanding the
Achievement Gap
Transformational Education
Ambitious Vision
Extraordinary Teams
Culture of Achievement
Effective Management
Results Orientation
Continuous Improvement
Doing Whatever it Takes (Extra Challenges = Extra Time & Extra Support)

9. Quick Facts
Over fifty years after Brown vs. Board of Education, there are still great disparities between students of color and white students in academic achievement.
Students of color are disproportionately represented in the nation's dropout statistics:  of the more than 1.2 million students who fail to graduate from high school on time each year, more than half are students of color, despite the fact that these students make up less than 40 percent of the high school population.
Only 57.8 percent of Latino students, 53.4 percent of African American students, and percent of American Indian and Alaska Native students entering ninth grade earn a high school diploma four years later.
Though the graduation rate for Asian American students is percent-roughly four percentage points higher than the white student average-students from some ethnic subgroups, like Southeast Asians and Pacific Islanders, do not fare as well academically.

10. R U C2 Ready? What is Required? Why is it Important? How do we do it?
Focus on Subgroup Performance
Existing Achievement Gaps
Professional
Learning
Communities
Proficiency for All Students
College and Career Ready Students
Ensure Equitable Outcomes
Race, Class, and Ethnicity should not be a predictor of performance or potential
Disaggregated Data
Identify Trends
Utilize PLC Guiding Questions
Engage in Courageous Conversation
Address Barriers
Develop Solutions

11. Remember Today’s Objective: Participates will connect AMO data to school achievement gap by engaging in courageous conversation and reflection based on PLC guiding questions.
You will use this form later to design an initial framework to facilitate PLCs focusing on subgroup data.

12. Why Annual Measurable Objectives (AMO’s)?
Florida’s waiver from reporting Adequate Yearly Progress (AYP) under the Elementary and Secondary Education Act (ESEA), requires the state to report performance on Annual Measurable Objectives (AMOs) in several areas of academic achievement.
The Elementary and Secondary Education Act (ESEA) provides more information than ever before about the relative performance of students on state standardized tests and highlights the need to ensure that all students succeed even beyond what
the tests require.

13. What are the AMO Areas? # 1 #3 #4 Lowest 25% Performance Target
School Performance Grade Target
School Grade
# 2
Reading and Mathematics Performance Target
% Meeting High Standards - FCAT Level 3 and Above #3
Lowest 25% Performance Target
Adequate Progress of Lowest 25% #4
Comparison of Florida’s Student Performance to the Highest Performing States and Nations
National comparison using NAEP
International comparison using TIMSS, PIRLS, and PISA
Benchmark Florida’s Students Performance to other states and nations

14. Characteristics of AMO’s
AMOs are determined separately for each school and subgroup (calculated individually), by subject area.
The AMO shows whether the school/subgroup is on track to reduce its percent of non-proficient students by half by
For each school and subgroup, a separate yearly target is set to reach the identified goal.

15. AMO Subgroup Status All Students American Indian Asian
Students are included in the following subgroups, which parallel subgroups reported in previous years for AYP
All Students
American Indian
Asian
Black or African American
Hispanic
White
Economically Disadvantaged
English Language Learners
Students with Disabilities

16. Bell Ringer: Revisiting Circle Map
Why does an achievement gap exist between subgroups?
Who are our subgroups?

17. Impact of New Achievement Levels and Scoring Scales on Baseline Year
In December 2011, the State Board of Education (SBOE) adopted new achievement level standards for the state’s FCAT 2.0 assessments in reading, mathematics and the (EOC) assessment in Algebra 1.
As a required data-processing step for determining the “On Track” AMO targets in reading and mathematics, the FLDOE retrofitted the baseline FCAT 2.0 scores and Algebra 1 scores to the new FCAT 2.0 vertical scale and Algebra 1 scale with new achievement levels applied accordingly. (This is why AYP and AMO levels look different when comparing your data)
The retrofitted scores will be used in determining the proficiency level of subgroups for the baseline year of the calculation

18. Common Board Configuration
Shifting Gears
Common Board Configuration
Circle Map: Why does an Achievement Gap exist in Lake County Schools?
Learning Goal: Participants will understand what, why, and how of subgroup performance relates to AMO targets and subgroup achievement gaps.
I DO
Define AMO state requirements and the achievement gap
WE DO
Review data, identify trends and resources to disaggregate data by subgroup for utilization in PLCs
YOU DO
Participate in a PLC using guiding questions and data to inform practice and identify strategies to close achievement gaps among subgroups
Benchmarks: District Goals
*Student Achievement
*Highly Developed and High Performing Staff
November 15, 2012
Participates will connect AMO data to school achievement gap by engaging in courageous conversation and reflection based on PLC guiding questions.
Objectives
Sum-It-Up
Identify two ways you will facilitate PLCs that engage in courageous conversations about subgroup performance?
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?
Common Language:
NEXT STEPS:
Return to school site as a Change Agent and share your capacity builder plan with your principal and determine next steps.
Utilize AMO Technical Assistance PowerPoint
Elementary and Secondary Act (ESEA Waiver)
Annual Measurable Objectives (AMO)
No Child Left Behind (NCLB)
Adequate Yearly Progress (AYP)

19. NAEP Findings National Assessment of Educational Progress
Scores for White and Asian students are higher, on average, than for Black, Hispanic, and American Indian students.
Hispanic students scored higher, on average, than Black students.
17-year-old Black and Latino students, on average, read and complete math at the 13-year-old level.

20. Attainment and Achievement Gaps
The National Center for Education Statistics (NCES) reports the following high school completion rates:
73 percent of Hispanics will complete high school or the GED
89 percent of Blacks will complete high school or the GED
93 percent of Whites will complete high school or the GED
There are notable gaps in who earns a bachelor's degree:
33 percent of Whites; 18 percent of Blacks; and 11 percent of Latinos
The NCES also reports that in :
79 percent of adults over the age of 25 with a bachelor's degree had jobs.
64 percent of individuals who completed high school had jobs.
Individuals who did not complete high school had a 34 percent employment rate.

25. Data Sources
Florida DOE Student Performance Results: Demographic Report
Florida DOE AMO Reports
District Edusoft Demographic Reports

26. 2012 FCAT 2.0 Reading District Trends by Subgroup (Demographic Report)

27. 2012 FCAT 2.0 Reading District Trends by Subgroups (Demographic Report)

28. Florida DOE AMO Reports

30. Common Board Configuration
Shifting Gears
Common Board Configuration
Circle Map: Why does an Achievement Gap exist in Lake County Schools?
Learning Goal: Participants will understand what, why, and how of subgroup performance relates to AMO targets and subgroup achievement gaps.
I DO
Define AMO state requirements and the achievement gap
WE DO
Review data, identify trends and resources to disaggregate data by subgroup for utilization in PLCs
YOU DO
Participate in a PLC using guiding questions and data to inform practice and identify strategies to close achievement gaps among subgroups
Benchmarks: District Goals
*Student Achievement
*Highly Developed and High Performing Staff
November 15, 2012
Participates will connect AMO data to school achievement gap by engaging in courageous conversation and reflection based on PLC guiding questions.
Objectives
Sum-It-Up
Identify two ways you will facilitate PLCs that engage in courageous conversations about subgroup performance?
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?
Common Language:
NEXT STEPS:
Return to school site as a Change Agent and share your capacity builder plan with your principal and determine next steps.
Utilize AMO Technical Assistance PowerPoint
Elementary and Secondary Act (ESEA Waiver)
Annual Measurable Objectives (AMO)
No Child Left Behind (NCLB)
Adequate Yearly Progress (AYP)

31. Four-Year Institution
Quick Facts
Each year, approximately 1.2 million students fail to graduate from high school, more than half of whom are from minority groups.
Percent of freshmen that enroll in at least one remedial course
Community College
Four-Year Institution
42%
20%
Alliance for Excellent Education, February 2009 edition.

32. Indicators of Achievement Gaps NCLB Revisited
Performance on tests (e.g., statewide tests, Scholastic Aptitude Test [SAT])
Access to key opportunities (e.g., advanced mathematics, physics, higher education)
Attainments (e.g., high school diploma, college degree, employment)
Mention ACT waiver for ED students.. Reflect back at your school determine strategies taking place that shows what this looks like at your campus??? E.g. AVID, Spring Board, AP courses, Dual enrollment, SAT waivers, certification CTE courses, STEM clubs

33. The Three Achievement Gaps

34. Circle Map Defining and Metacognition
How can courageous conversations about specific factors assist with closing the achievement gap?
Factors Contributing to the Achievement Gap

35. Factors That Contribute to Achievement Gaps
Within Schools' Control
Outside Schools' Control
Teacher- and Teaching-Related Factors
Uncertified and inexperienced teachers
Insensitivity to different cultures
Poor teacher preparation
Low expectations of students
Inadequate materials, equipment, and resources, including technology-based resources.
Families' Support of Students' Learning
Families' participation in school activities
Families' skills to support and reinforce learning
Students' TV watching and at-home reading.
Students' Background
Families' income level
Students' birth weight
Students' diet and nutrition at home
Students' mobility
Students' primary language (if other than English)
Time family members are able to devote to support and reinforce learning.
Other Factors Societal bias (racial, ethnic, poverty and class)
Participates will use circle map to brainstorm on factors. Give participates a copy… to highlight the factors they can control
Or use talking chips to ensure each participate shares at least 2 factors they added to their circle map

36. Factors That Contribute to Achievement Gaps
Within Schools' Control
Outside Schools' Control
School-wide Factors
Low expectations for student achievement
Lack of rigor in the curriculum
Large class size
Tracking groups of students in a less demanding curriculum
Unsafe schools
Culturally unfriendly environments
Poor, or no, instructional leadership
Ignoring cultural synchronization
Student-Related Factors
Students' interest in school
Students' level of effort
Students' feeling that they are, in part, responsible for their learning.
Factors in the Local Community
Economic opportunity for students' families
Access to health and social services
Community safety
Access to libraries, museums, and other institutions that support students' development
Access to child care and after-school programs and facilities.
Education Funding Shortfalls
State budget deficits
Unfunded federal mandates
Inequities in funding among school districts.
Irvine (1990) termed mismatches between school and student cultures as a lack of cultural synchronization.
Many researchers acknowledge that African Americans have a unique cultural orientation that stems from African traditions (Hilliard,
1992, 1995). Examples include beliefs about spirituality, displays of emotion, physical movement, and individuality. Results from
empirical studies also indicate that African American students engage in distinctive language patterns, styles of dress, and forms of
nonverbal communication. More important, such behaviors and orientations are often incongruent with European-influenced school
norms

37. Jigsaw Activity Number of 1-4
Each group will come together by identified number and be assigned a Courageous Conversation to engage in for 5 minutes
Each group member will then return to their home group and provide a 2 minute summary of their courageous conversation
Home groups will update their circle maps with new learning
Each group will share out findings

38. Norms for Courageous Conversations
Listen first
Stay present in the conversation
Speak your truth without fearing what others say
Remember that everyone dos not communicate in the same way
Be willing to take risks
Be comfortable with being uncomfortable
Try to understand where others are coming from
Understand that there may not be closure

39. Courageous Conversations
1. Do any of these factors contribute to achievement gaps in your school? Which factors contribute and how?
2. How would we engage families differently if we valued their cultural differences?
3. What would staff development be like if we wanted to increase the resilience of all students?
4. How would instruction change if we were focusing on what students know, rather than what they don’t know?

40. Addressing Barriers
Barriers; the reasons (root causes) why certain subgroups are not meeting performance standards.
Determine if any subgroup within the population has a disproportionately lower rate that negatively affects the overall rate.
Develop targeted interventions to the identified subgroups, allowing the implementation of more precise, concentrated interventions.
Identify changes that can be made in systems

41. Actions That Close Achievement Gaps
Use effective research based instructional strategies.
Maintain high standards for all students by providing a rigorous curriculum.
Understand and capitalize on students' diverse cultures.
Examine expectations, beliefs, and practices through the equity lens.
Serve as "first responders" in identifying students who need additional instructional support.
Participate in professional development that provide them with strategies for working with students and their families who are not achieving success.

42. Practices That Close Achievement Gaps
Embrace an agenda to focus on ALL students and target research based strategies (TEAM: Instructional Review Look-For Sheet a.k.a “Green Sheet”)
Revisit assumptions about how learning occurs and integrate a broad discipline view (Lesson Study, CCSS –Common Core State Standards)
Reflect upon the ways you think about students and causes for low achievement (SIP: School Improvement Planning)
Understanding Comprehension School Reform to embrace a range of theories, focusing on systems and engage in comprehensive planning (FCIM: Florida’s Continuous Improvement Model)
Identify and reflect on types of learners in your classroom and redefine outcomes and results (PLC: Professional Learning Communities)

43. Strategies That Close Achievement Gaps
Embrace an agenda that focuses on all children and on targeting those strategies that have been shown to close the achievement gaps among groups of students.
Revisit assumptions about how learning occurs, and integrate a broad range of disciplines, such as sociology, brain research, and cultural anthropology, including research on human development in different environments and contexts.
Reflect upon the ways you think about your students and the causes of low student achievement. How can we focus more on factors within the system, rather than within children, that create barriers to effective schooling for poor and/or culturally and linguistically diverse students?
What aspects of the system (e.g., class- room instruction, assessment, curriculum, school leadership) can educators influence? For example, what changes can you influence in your classroom, school, district, community, to promote equity in schooling? Educators can contribute to overall changes in the system to promote equity in schooling by targeting what is within their sphere of influence, and then working to expand that influence.
Research innovative, truly comprehensive approaches to school reform. Most school improvement plans focus on issues like class size and special programs. By embracing an “all children” agenda, looking at integrating a range of theories, and focusing on the system, you can engage in comprehensive planning that includes, but goes beyond, these issues.
Reflect on the types of learners in your classroom. How do they learn best? In what ways can educators redefine outcomes and results to enable all groups of individuals to contribute productively to society? How can educators enable all learners with the knowledge and interpersonal skills required to successfully participate in the workforce and in varying social, community, and family contexts?

44. Capacity Building Planning Guide
What is it that we want students/ teachers to learn?
How will they learn it?
How will we know they learned it?
What will we do differently if they have not learned it?
Based on our learning today, identification of data trends, and participation in courageous conversations complete the capacity building planning tool.
Each group will share with the large group

45. Remember Today’s Objective: Participates will connect AMO data to school achievement gap by engaging in courageous conversation and reflection based on PLC guiding questions.
You will use this form NOW to design an initial framework to facilitate PLCs focusing on subgroup data.

47. Aligning Collaboration and Professional Learning
How Will We Know When Teachers Learn It?
What Will We Do When Teacher Don’t Learn It?
Lesson alignment
Instructional practices are based on data
High student expectation for ALL
Progress monitoring is culturally embedded
Utilization of best instructional practices daily
Intrinsic motivation for professional growth
Examining instructional best practices
Opportunities for professional development
Establish teacher support system/ demonstration classrooms
Opportunities to reflect on practices
Utilize problem solving method

48. Focus on Strengths Among Student Groups
Current Term
Revised Term
Achievement Gap
Subgroups
Racial and Ethnic Minorities
English Language Learners
Students with Disabilities
Economically Disadvantaged
VERSUS
In Need of Enrichment and Support
Student Groups
Students of Color
Second Language Learners
Variable Learners
School Dependant or Students Put at a Disadvantage
Summarizing Activity: Identify two ways you will facilitate PLCs that engage in courageous conversations about subgroup performance?

49. If we remove barriers and provide necessary support to maximize student learning,
then school leaders and teachers that are best qualified to provide solutions can improve outcomes.

50. Common Board Configuration
Shifting Gears
Common Board Configuration
Circle Map: Why does an Achievement Gap exist in Lake County Schools?
Learning Goal: Participants will understand what, why, and how of subgroup performance relates to AMO targets and subgroup achievement gaps.
I DO
Define AMO state requirements and the achievement gap
WE DO
Review data, identify trends and resources to disaggregate data by subgroup for utilization in PLCs
YOU DO
Participate in a PLC using guiding questions and data to inform practice and identify strategies to close achievement gaps among subgroups
Benchmarks: District Goals
*Student Achievement
*Highly Developed and High Performing Staff
November 15, 2012
Participates will connect AMO data to school achievement gap by engaging in courageous conversation and reflection based on PLC guiding questions.
Objectives
Sum-It-Up
Identify two ways you will facilitate PLCs that engage in courageous conversations about subgroup performance?
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success?
Common Language:
NEXT STEPS:
Return to school site as a Change Agent and share your capacity builder plan with your principal and determine next steps.
Utilize AMO Technical Assistance PowerPoint
Elementary and Secondary Act (ESEA Waiver)
Annual Measurable Objectives (AMO)
No Child Left Behind (NCLB)
Adequate Yearly Progress (AYP)

51. Learning Goal: Participants will understand what, how, and why subgroup performance relates to AMO targets and subgroup achievement gaps.
0-Not Using
No understanding how the principles of an effective PLC contributes to the desired outcome of student proficiency
1-Beginning
Little understanding how the principles of an effective PLC contributes to the desired outcome of student proficiency
2-Developing
Moderate understanding how the principles of an effective PLC contributes to the desired outcome of student proficiency
3-Applying
Consistent understanding how the principles of an effective PLC contributes to the desired outcome of student proficiency
4-Innovating
In addition to criteria of Applying, enhanced understanding, how the principles of an effective PLC contributes to the desired outcome of student proficiency
Academic Services