1 Putting It All Together Training August 18, 2009 School Name (and motto or theme) ODMS PD SIP

2 Objectives Part One – Reflection Part Two – Grading, AYP and Data Analysis Part Three – School Improvement Planning Part Four – Development of IPDP’s Part Five – School Professional Development Plans

3 Part One REFLECTIONS

4 Celebration Activity In your small group, fill out the Celebrating Our Success sheet. 1.In the first column list our areas of “SUCCESS”. 2.In the second column, list “WHY” this success occurred. What factors contributed to the success? 3.In the third column, write one to three “NEXT STEPS” needed to expand or sustain that success. 4.Be prepared to share your answers with the larger group.

5 Celebrating Our Success SuccessWhyNext Steps

6 Mission District Mission – School Mission –

7 Processing Pause Are we “living” our vision and mission? What does it: “look like” “sound like” “feel like” at our school?

8 Vision and Mission Reflection Activity 1.As a group, reflect on what our vision and mission: “looks like” “sounds like” “feels like” 2.Record your responses on the Vision and Mission Reflections chart. 3.Be prepared to share with the larger group.

9 Vision And Mission Reflections Looks LikeSounds LikeFeels Like

10 Part Two School Grading and AYP 2008 – 2009 School Data Analysis

11 Sometimes The Data Is Confusing… Why are the Level 3 and above scores different from the State Grade and AYP?

12 Student Population Vocabulary Check Standard Curriculum for School Grade (Proficient on high standards) All Curriculum for School Grade (Annual Learning gains) All Curriculum for Adequate Yearly Progress (AYP)

13 Standard Curriculum Students for School Grade Used to calculate high standards/proficiency –Reading, math, and science – Level 3 or above –Writing – Level 3.5 or above All regular curriculum students Speech-impaired, gifted, hospital/homebound ELL students with more than 2 years in an ESOL program Students in the same school in both October and February Excludes – ELL less than 2 years ** Students with Disabilities **

14 All Curriculum Students for School Grade Used to calculate learning gains All regular curriculum students Speech impaired, gifted, hospital/homebound ELL –More than 2 years –Less than 2 years if they took the test the prior year for baseline data –Does NOT include students less than 1 year All students with disabilities (except those participating in the Alternative Assessment) Students in the same school in both October and February

15 All Curriculum Students for AYP Same as all curriculum students for learning gains Includes alternative assessment

= 16 So What Does All This Mean? When you look at your objectives and ask, “Did we make progress?” -- make sure you are comparing data from the same population-type of students.  Standard Curriculum 2008 = Standard Curriculum 2009  All Curriculum 2008 = All Curriculum 2009

17 School Grading System Based on Three Categories: –Total Points –Adequate Progress/Learning Gains –% of Students Tested

School Grading System Awarded one (1) point for each percentage of students meeting high standards –Reading, math, science ( a Level 3 or above) –Writing (3.5 or above) Awarded one (1) point for each percentage of students making learning gains (adequate progress) in reading and math Awarded one (1) point for each percentage of the lowest performing students making learning gains (adequate progress) in reading and math

Grading Components (cont.) If a school, otherwise graded “A”, does not demonstrate adequate progress in the current year, the final grade will be reduced by one letter grade. If a school, otherwise graded “B” or “C”, does not demonstrate adequate progress in either the current or prior year, the final grade will be reduced by one letter grade.

20 How Do You Make Learning Gains? Students can demonstrate learning gains in any one of three (3) ways: Improve achievement levels from 1-2, 2-3, 3-4, 4-5 or Maintain within the relatively high levels of 3, 4, or 5 or Maintain an achievement level of 1 or 2 and demonstrate one year’s growth – which is to exceed the Developmental Scale Scores (DSS) cut score** for their particular grade level. This does not include retained students.

21 Adequate Progress (Annual Learning Gains on SSS) Adequate Yearly Progress (AYP – Determined by Set Benchmark) ≠

22 Annual Learning Gains = Individual Student Data Adequate Yearly Progress = Whole School Data

23 School Grade Criteria for Grades % participation rate or higher (95%-A) % of level 3 and above in reading (Standard Curriculum Students) % of level 3 and above in math (Standard Curriculum Students) % of level 3 and above in science (Standard Curriculum Students) % of 3.5 or higher in writing (Standard Curriculum Students) % of students making learning gains in reading (All Curriculum) % of students making learning gains in math (All Curriculum) % of lowest 25% making learning gains in reading* (min. 50%) (All Curriculum) % of lowest 25% making learning gains in math* (min. 50%) (All Curriculum)

24 Additional Grading Criteria For Calculating “Adequate Progress” If the lowest 25% do not make learning gains (min. 50%) for two consecutive years the school will lose a letter grade. At least 40% in reading and math, if they show improvement from the prior year. Less than 40%, if at least a five percentage point improvement from the prior year

GraduationAccelerationReadiness Overall Rate 200 At-Risk Rate 100 Total Graduation Points 300 Participation 200 Performance 100 Total Acceleration Points 300 Performance on Reading 100 Performance on Math 100 Total Readiness Points 200 Total Points 800 New High School Grading Matrix (50% Of School Grade)

26 School GradeMinimum Points Per Grade A525 B495 C435 D395 F394 and below School Grades

School Grade Add your own data/celebrate

28 Total Points = / State Report Card/School Grade Data Source ODMS Report SIP0010 “ ” = Not Applicable Cell A=525 B=495 C=435 D=395 F=394 School Exercise #1

29 Grade Level Data: High Standards Data Source School Name ODMS Report SIP0020 Exercise #2

30 Grade Level Data: High Standards Grade Level Year ReadingMathScienceWriting % Level 3+ +/- % Level 3+ +/- % Level 3+ +/- % 3.5++/- Grade ___ 2008 XXXX 2009 XXXX Grade ___ 2008 XX 2009 XX Grade ___ 2008 XX 2009 XX Exercise #2

31 ODMS Report SIP0020 Exercise #3 School Name Grade Level Data: Percent Making Annual Gains Data Source

32 Grade Level Data: Percent Making Annual Gains Grade Level Year ReadingMath % Learning Gains +/- % Learning Gains +/- Grade ___ Grade ___ Grade ___ Exercise #3

33 Grade Level Data: Lowest Quartile Making Annual Gains Data Source ODMS Report SIP0020 Exercise #4 School Name

34 Grade Level Year ReadingMath % Learning Gains +/- % Learning Gains +/- Grade ___ Grade ___ Grade ___ Exercise #4 Grade Level Data: Lowest Quartile Making Annual Gains

35 Subgroup Data: Percent Making Annual Gains Data Source ODMS Report SIP0050 School Name Exercise #5

Transition Time... Up until this point you have been working with School Grade Data from Standard Curriculum data. The next few slides will look at performance data by achievement levels using All Curriculum Data.

37 Reading Achievement Level Comparisons By Grade Level Data Source ODMS Report DEM0030 Exercise #6

38 Reading Achievement Level Comparisons By Grade Level Reading Level 1 +/- Level 2 +/- Level 3 +/- Level 4 +/- Level 5 +/- Grade _____ Grade _____ Grade _____ Exercise #6

39ODMS Report DEM0030 Math Achievement Level Comparisons – Overall Data Source Exercise #7

40 Math Achievement Level Comparisons - Overall Math Level 1 +/- Level 2 +/- Level 3 +/- Level 4 +/- Level 5 +/- Grade _____ Grade _____ Grade _____ Exercise #7

To Access Achievement Level Comparisons By School, Grade And Year 1. Go to: 2. Check the appropriate boxes and click ‘Continue’. Report LEVEL COUNTY SUBJECT(S) CONTINUE GRADE(S) YEAR(S) Achievement Level Comparisons – Overall Data Source Exercise #8 41

42 Achievement Level Comparisons - Overall Science Level 1 +/- Level 2 +/- Level 3 +/- Level 4 +/- Level 5 +/- School District State Exercise #8

To Access Achievement Level Comparisons By School, Grade And Year 1. Go to: 2. Check the appropriate boxes and click ‘Continue’. Report LEVEL COUNTY SUBJECT(S) CONTINUE GRADE(S) YEAR(S) Achievement Level Comparisons – Overall Data Source Exercise #9 43

44 FCAT Writing Exercise #9 ODMS Report SIP0030

45 Processing Pause 1.Take 3-5 minutes to individually process the data and information reviewed up to this point. 2.As a small group, record the strengths/successes and areas needing attention observed from the data. 3.Record the information on the Data Observations sheet in reflection table #1. 4.Be prepared to share your answers with the larger group.

46 Time For A Review… Adequate Progress/Learning Gains –Individual student data –Improve achievement levels from 1-2, 2-3, 3-4, 4-5 or –Maintain within the relatively high levels of 3, 4, or 5 or –Maintain an achievement level of 1 or 2 and demonstrate one year’s growth – which is to exceed the Developmental Scale Scores (DSS) cut score for their particular grade level. Adequate Yearly Progress (AYP) –Whole school data –Each subgroup must meet annual AYP Benchmark in reading and math

Adequate Yearly Progress And School Grades Presented by: Research, Evaluation and Accountability 47

AYP What Is It? 48

A Brief History √ √ NCLB was signed into law by President George W. Bush on January 8, √ √ Requires each state to make Adequate Yearly Progress towards state proficiency goals. √ √ All students must be included in the determination of AYP. √ √ AYP measures the performance AND participation of various subgroups. √ √ The goal of NCLB is to have 100 % of students proficient by

Summary Of AYP Computations √ √ All schools must be held to the same criteria. √ √ All students must be included. √ √ AYP is based upon results of 5 racial/ethnic groups, plus, Economically Disadvantaged, Limited English Proficient (ELL) and Students With Disabilities (SWD) for a total of 8 subgroups. √ √ Subgroups must be larger than 30 students, represent 15 percent of the school’s population (in tested grades) or at least 100 students. 50

YearReadingMath % Proficient NCLB AYP Targets

Criteria That Must Be Met Participation At least 95% of all students must participate in the FCAT or alternate assessment for LEP students and SWD. Reading Proficiency The ultimate goal is to have 100% of students proficient in reading by Students scoring 3 and above are considered proficient. Math Proficiency The ultimate goal is to have 100% of students proficient in math by Students scoring 3 and above are considered proficient. Improve Writing Performance by 1% Students scoring 4 and above are considered proficient. The writing target is also met if the school has a writing performance rate of 90% or better. Improve The Graduation Rate by 1% High schools must demonstrate a 1% improvement in the graduation rate or attain a rate of 85% or better. The School Is Not A ‘D’ or an ‘F’. 52

Safe Harbor A school that has met the requirements for participation as well as the State’s other indicators (writing, graduation rate, and school grade) but has not met the reading and/or mathematics proficiency targets can still make AYP through a provision in NCLB called Safe Harbor. Safe harbor applies only to those subgroups that did not meet the reading or mathematics targets. 53

Safe Harbor Provision Prerequisites Subgroups that did not meet the reading and/or math proficiency targets can still make AYP if they have % tested Improve writing by 1% Improve the Graduation Rate by 1% Earn a School Grade of ‘C’ or better Decrease the percentage of non-proficient students by at least 10% from the prior year in the subject being evaluated. 54

55 To Make AYP… Schools cannot receive a “D” or “F” AND 95% of each subgroup must take an assessment AND Each subgroup must meet annual AYP target in reading and math (or meet Safe Harbor or meet the Growth Model requirements) AND Schools must meet the criteria for writing (high school includes graduation rate)

56 How Do We Make AYP In Writing? Definition of Proficient 3.0 or above (for ) Minimum Requirement 90% proficient -OR- 1 percentage point increase from the previous year

The AYP Report You selected: District: OSCEOLA Years: School Grades: Report Type: Adequate Yearly Progress (AYP) Modify Selections | Return to List of Schools | New QueryModify SelectionsReturn to List of SchoolsNew Query Additional Information: Evaluation and Reporting Office Evaluation and Reporting Office Adequate Yearly Progress (AYP) Technical Assistance Paper (PDF)Adequate Yearly Progress (AYP) Technical Assistance Paper (PDF) For questions & comments regarding education issues: For technical issues regarding this website: Webmaster Copyright Florida Department of Education ©2003 | Privacy | Accessibility | DOE Home Free Downloads: Acrobat Reader | Excel Viewer 97/2000 | Word Viewer 97/2000 | PowerPoint Viewer 97 For questions & comments regarding education issues: For technical issues regarding this website: Webmaster Copyright Florida Department of Education ©2003 | Privacy | Accessibility | DOE Home Free Downloads: Acrobat Reader | Excel Viewer 97/2000 | Word Viewer 97/2000 | PowerPoint Viewer 97 Tuesday April 10, Adequate Yearly Progress (AYP) Report - School Level - Page 1Osceola ST. CLOUD ELEMENTARY SCHOOL Click here to see a detailed report Did the School Make Adequate Yearly Progress? YES Percent of Criteria Met: 100% Total Writing Proficiency Met:YES School Grade: A Total Graduation Criterion Met:NA 95% Tested Reading95% Tested Math Reading Proficiency Met Math Proficiency Met TOTAL YES WHITE YES BLACK NA HISPANIC YES ASIAN NA AMERICAN INDIAN NA ECONOMICALLY DISADVANTAGED YES LIMITED ENGLISH PROFICIENCY YES NA STUDENTS WITH DISABILITIES YES 57

Proficiency Targets Math Proficiency Target Met Writing Improvement Target Met At Least 95% In Each Group Tested 58 AYP Met Reading Proficiency Target Met School Grade of A, B or C

Drilling From % To # s 59

60 Made AYP – Status Model

61 Made AYP – Safe Harbor

62 Made AYP – Growth Model

63 Adequate Yearly Progress WritingReadingMath %Met AYP? %Met AYP? %Met AYP? Total Yes No Yes No Yes No White Yes No Yes No Yes No Black Yes No Yes No Yes No Hispanic Yes No Yes No Yes No Asian Yes No Yes No Yes No Am. Indian Yes No Yes No Yes No Economically Disadvantaged Yes No Yes No Yes No ELL Yes No Yes No Yes No SWD Yes No Yes No Yes No Did We Meet AYP for ?

Adequate Yearly Progress Data Source Report Type COUNTY YEAR(S) 64 CONTINUE

65 We met ________ % of our AYP Goals

66 Eliminating the Achievement Gap Do we have discrepancies of 15 percentage points or more between our White subgroup and our other subgroups for students scoring Level 3 and above?

67 Eliminating the Achievement Gap ReadingMath % at Level 3 Achievement Gap? % at Level 3 Achievement Gap? Total Yes No Yes No White Yes No Yes No Black Yes No Yes No Hispanic Yes No Yes No Asian Yes No Yes No Am. Indian Yes No Yes No Economically Disadvantaged Yes No Yes No ELL Yes No Yes No SWD Yes No Yes No

68 Eliminating the Achievement Gap Data Source School Name ODMS Report DEM0050

69 Processing Pause 1.Take 3-5 minutes to individually process the AYP data and information reviewed up to this point. 2.As a small group, record the strengths/successes and areas needing attention observed from the data. 3.Record the information on the Data Observations sheet in reflection table #2. 4.Be prepared to share your answers with the larger group.

70 Wrap Up Share an “A-HA” moment or something new you learned today.

71 Processing Pause As a school and as individuals, where do we need to grow and what do we need to learn in order to successfully implement our strategies?