1. DATA CHATS/FCAT Explorer Stephannie Wiley Accountability Analyst August 9-10, 2012

2. Common Board Configuration Date: August 9 & 10, 2012 Benchmark: Identify students’ strengths and weaknesses; monitor growth continuously. Bell Ringer : Take copy of DATA CHAT and snapshot and complete form for discussion. Essential Question: How are DATA CHATS used to improve student performance? Vocabulary: Achievement Level, Developmental Scale Score, and Learning Gains. Objective: To enhance the ability to communicate with students about performance, setting goals for improvement, and continuous progress monitoring. Agenda: Gradual Release I Do: Guide creation of DATA CHATS ; assist in data search for content. We Do: Locate data needed to complete DATA CHATS; model educator/student conversation. You Do: Create DATA CHATS, locate data, perform DATA CHATS. Agenda: Gradual Release I Do: Guide creation of DATA CHATS ; assist in data search for content. We Do: Locate data needed to complete DATA CHATS; model educator/student conversation. You Do: Create DATA CHATS, locate data, perform DATA CHATS. Summarizing Activity: Class will create DATA CHATS using provided data; perform simulation of student/educator chat for strength/weakness focus. Homework: Create snapshot of individual students on class roster, complete DATA CHAT form, have discussion with students at start of school. Encourage students to use FCAT Explorer to improve skills. Learning Goal: Communicate with students about performance, set goals for improvement and monitor students progress all through the school year.

3. Lake County Schools Vision StatementVision 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 StatementMission 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. Summer Leadership Institute

4. 21 st Century Skills Tony Wagner, The Global Achievement Gap Summer Leadership Institute 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

5. High Effect Size IndicatorsHigh Effect Size Indicators Summer Leadership Institute “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education, 2012

6. Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Summer Leadership Institute School Leadership High Effect Indicators Classroom Teacher High Effect Indicators Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies

9. FCAT-STAR Student Snapshot

10. Historical page of snapshot

13. Subtest titles of snapshot

20. FCAT Explorer Free program available in August. Program enables students to work in a ‘game’ setting to improve reading, math and science skills. FCAT Explorer is currently offered to students in Grade 3-10. FCAT benchmarks and EOC (End-of-Course) benchmarks are available. Students, teachers and administrators can monitor progress.

21. FCAT Explorer/FOCUS

25. Participant Scale and Reflection (Please complete and turn in) Summer Leadership Institute 0-Not Using No understanding or implementation steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2- Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways