Elementary School Essentials

Elementary School Essentials

CAO MeetingFebruary 2013

Dr. AndrewsChief Academic Officer

2

ELEMENTARY SCHOOL ACCOUNTABILITY

Dr. Frank Rodriguez, Assistant SuperintendentQuality AssuranceMark Howard, DirectorResearch, Evaluation, and Assessment

3

How many changes to the FDOE Accountability system in 2012?

A.9B. 17C. 23D.34

Correct Answer

34!

4

ELEMENTARY SCHOOL GRADING MATRIX

Reading Math Writing SciencePerformance

FCAT 2.0, FAA(100 points)


FCAT, FAA(100 points)

FCAT, FAA(100 points)

Learning Gains All Students FCAT 2.0, FAA(100 points)


Low 25% Learning Gains FCAT 2.0

(100 points)FCAT 2.0

(100 points)(300 points) (300 points) (100 points) (100 points)

5

ELEMENTARY SCHOOL GRADE ACCOUNTABILITYPERFORMANCE, LOWEST 25% LEARNING GAINS

FY2013• Reading Performance Penalty• Science – FCAT 2.0

• FCAT 2.0 Achievement Levels• Writing – 3.5 Score, 60 Minutes• Lowest 25% Adequate Progress

Penalty Reinstated

POINTSA 525+B 495 – 524C 435 – 494D 395 – 434F < 395

Grade Scale for Elementary Schools

(Based on a 800-Point Scale)

6

ACCOUNTABLE STUDENTS• ELLs with at least 365 calendar days from initial

day of entry into U.S. school* • FCAT 2.0

• Reading • Mathematics• Writing • Science *365 days: Initial day of

entry to first day of FCAT 2.0 Writing testing – February 26, 2013

7

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

1 2 3

Achieved

4 5 6

Commended

7 8 9

At least 30

students with

valid reading

scores

8

Reading Performance Threshold PenaltySchool 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)

9

Reading: Percent ProficientFY12 Spring to FY13 Winter Diag Difference

All Students Tested

-15.0

-10.0

-5.0

0.0

5.0

10.0

15.0

20.0

25.0

19

10

-10

10

MATH PERFORMANCE (100 pts)

• One (1) point for each percent of eligible students scoring• FACT 2.0 Achievement Scale Levels 3+• FAA Scale Levels 4+

At least 30 students with valid

mathematics scores

11

FCAT Math 2.0: Percent ProficientFY12 Spring to FY13 Winter Diag Difference

All Students Tested

-15

-10

-5

0

5

10

15

20

25

30

12

SCIENCE PERFORMANCE (100 pts)

• One (1) point for each percent of eligible students scoring• FCAT 2.0 Achievement Scale Levels 3+• FAA Scale Levels 4+

New Grade 5 FCAT 2.0 Science Achievement Levels FCAT 2.0 Science Scale Scores (140-260)

Grade Level 1 Level 2 Level 3 Level 4 Level 55 140 – 184 185 – 199 200 – 214 215 – 224 225 - 260

13

Grade 5 Science FCAT 2.0: Percent ProficientFY12 Spring to FY13 Winter Diag Difference

All Students Tested

-25.0

-20.0

-15.0

-10.0

-5.0

0.0

5.0

10.0

15.0

20.0

25.0

14

WRITING PERFORMANCE (100 pts)

• One (1) point for each percent of eligible students scoring

• FCAT Writing Scores 3.5+• FAA Scale Levels 4+

• 60 minutes• Expanded expectations

15

FY12 Grade 4 FCAT 2.0 WritingPercent Scoring 3.5 and 3.0 Difference

Series1

-80

-70

-60

-50

-40

-30

-20

-10

0

16

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

ReadingGrade 3-4Grade 3-3Grade 4-4

Grade 4-5Grade 5-5

Grade 5-6Grade 6-6

Level 1 12 10 9Level 2 11 9 8

17


• 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

1.2Retained students make

learning gains by

maintaining a proficiency

level, increasing a level, or

increasing a scale score

18


• 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 year fourth grader, prior year level 1 third graderRequired growth (12) points + 33% (4 points)

12 + 4 = 16 scale points


ReadingGrade 3-4Grade 3-3Grade 4-4

Grade 4-5Grade 5-5

Grade 5-6Grade 6-6

Level 1 12 10 9Level 2 11 9 8

19


• 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

20

MATH LEARNING GAINS (100 pts)

• FCAT 2.0 (1 point)• 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


MATH Grade 3-4 Grade 4-5 Grade 5-6Level 1 16 10 10Level 2 15 9 9

Retained students make

learning gains by




21


• 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




22

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

23


• Weighted Learning Gain for retained and non-retained students prior year FCAT 2.0 L1 or L2

Learning Gain of 1.1 = Required growth + 33% or more

Example: Current year fourth grader, prior year level 1 third graderRequired growth (16) points + 33% (5.28 points)

16 + 6 = 22 scale points


MATH Grade 3-4 Grade 4-5 Grade 5-6Level 1 16 10 10Level 2 15 9 9

24

LOWEST 25% LEARNING GAINS (200 pts)

Calculating Low 25%• Only students in 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+

Fewer than 30 students L2 or

below, reading and mathematics

gains of all students substitutedGrade Grade Grade3 to 33 to 43 to 5*

4 to 44 to 54 to 6*

5 to 55 to 6*

GroupTotal + Group

Total + GroupTotal = Groups

Total +

Other Retained students

in prior-year Levels 1 and 2

=SchoolTotalL25%

25

LOWEST 25% LEARNING GAINS (100 pts)

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

26

SUMMMARY OF CHANGES: PERFORMANCE, LOWEST 25% LEARNING GAINS

FY2013• Science – FCAT 2.0

• New Achievement Levels• Writing – 3.5 Score, 60 Minutes

• Reading Performance Penalty• Lowest 25% Progress Penalty Reinstated

27

For Additional Support

ContactMark Howard, DirectorPX: 48781

Nancy Brito, SpecialistPX: 47521

http://www.palmbeachschools.org/assessment/SchoolGrade.asp

http://www.palmbeachschools.org/assessment/SchoolGrade.asp

28

STRATEGIES AND RESOURCES

Keith Oswald, Assistant SuperintendentCurriculum and Instruction

Elementary Essentials

CAOFebruary 5, 2013

30

Writing Best Practices for Test Readiness

• Students write every day and teachers read students’ writing every day to determine areas of weakness and trends in writing.

• 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 the Test-Taking unit in Learning Village for planning.

• Utilize the tutorial links on the 4th grade scope in Learning Village.

31

FY12 FCAT 2.0 Writing Elementary School

FY12 Palm Beach County

FY12 State

Mean Score

Uns 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 % 3 & above

% 3.5 & above

% 4 & above

3.3 1 1 1 6 9 33 21 19 5 2 1 0 81 48 27

Mean Score

Uns. 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 % 3 & above

% 3.5 & above

% 4 & above

3.4 1 1 1 4 8 30 23 22 6 2 1 0 85 55 32

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.

Note: In Palm Beach County, there was a 30 point difference between 3s a 3.5s last year.

32

Moving NARRATIVE

Writers Forward

33

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 in a beginning, middle & end pattern.

Adding support to elaborateWriting sentences with a

“who” & a “did what”Spelling word wall words

correctly


Focusing closely on the topic of the prompt

Focusing closely on the topic of daily writing

Organizing in a beginning, middle & end pattern

Adding support to elaborateWriting sentences with a

“who” & a “did what”Spelling word wall words

correctlyUsing end punctuation

34


Taking away any extraneous parts

Organizing in scenes Making a clearer beginning &

ending Adding support to elaborate Writing sentences with simple

and compound construction Spelling word wall words

correctly Using end punctuation

correctly Choosing stronger

verbs/specific nouns


• Determining the most important part of the story

• Eliminating extraneous parts

• Organizing step by step• Developing scenes (events)

with specific actions, dialogue, internal thinking, feelings

• All of the conventions from level 3

35


• Further development of scenes with specific actions, meaningful dialogue, internal thinking & feelings, and figurative language

• Purposeful vocabulary use• Various sentence structures• More purposeful use of

punctuation


• Strengthening all of the level 5 components

• This piece will cause the reader to envision scenes through specific elaboration and word choice

36

Moving EXPOSITORY

Writers Forward

37

If the writer is a level 1, I could teach…to move to level 2 Focusing more closely on the

topic of the prompt and daily writing topics

Organizing by introducing the topic, supplying one or more reasons, ways, or kinds of, and concluding the writing

Using simple transitions Adding facts or examples to

support ideas Writing sentences with a “who or

what” that did something Spelling word wall words correctly Writing with a “teaching voice,”

not a “telling voice”

If the writer is a level 2, I could teach…to move to a level 3 Focusing closely on the topic of the

prompt and in daily writing topics Organizing by introducing the topic,

supplying two or more reasons, ways, or kinds of, and concluding the writing

Elaborating on the support with sensory details

Writing sentences that make sense and sound complete

Spelling word wall words correctly, and using basic spelling patterns for chunks of words

Using end punctuation & capitalization

Writing with a “teaching voice,” not a “telling voice”

38

If the writer is a level 3, I could teach…to move to a level 4 Taking away any extraneous

information Organizing with 2 or more reasons,

ways or kinds of Crafting a stronger introduction &

conclusion Using effective transitions between

paragraphs Adding support to elaborate

◦ Examples with elaboration◦ Anecdotes carefully crafted to show how

it supports the idea Writing sentences with simple and

compound construction Using word knowledge and word wall to

spell words correctly Using end punctuation correctly Choosing stronger verbs/specific nouns

If the writer is a level 4, I could teach…to move to a level 5• 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

• A variety of sentence structures• Specific and meaningful word choice• Attention to subject/verb agreement

39

If the writer is a level 5, I could teach…to move to a level 6• Further development of

support and elaboration. Each reason, way or kind of, could be supported in multiple ways (definitions, anecdotes, facts, quotes, etc.)

• Purposeful vocabulary use• Various sentence structures• More purposeful use of

punctuation


• Strengthening all of the level 5 components

• This piece will cause the reader to envision ideas through specific elaboration and word choice

Make Way for Reading

41

• Winter diagnostic results aligned to FCAT tested benchmarks.

• Look closely at the data.• Use Item Specifications to see how the FCAT might

phrase questions per benchmark.

Getting Started

42

Elementary ResourcesLearning VillageElementaryFY12 ReadingGrade LevelScope

43

44

45

CAUTION

46

47

Independent Reading

– Increase the amount of sustained independent reading.

• At the beginning of the day• End of the day• Beyond the reading block

Volume and stamina are the key to success.

48

Reader and TaskTen 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).

49

Reader and TaskTen 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.

50

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 prep.

51

Contacts• Barbara Riemer, Manager K-5 Literacy 357-1164 (PX 21164)

• Mary Ann Colbert, Manager Readers & Writers Workshop 434-8854 (PX 48854)

• Kimberly Stansell-Towe, K-5 Reading Program Planner 963-3882 (PX43882)

• Nikki Jones, K-5 Writing Program Planner 432-6399 (PX86399)

52

Elementary Mathematics - Resources

53

FCAT 2.0 Resources for Grades 3-5

• Mathematics instruction of the benchmarks with depth will support FCAT 2.0 preparation.

• Alignment charts and instructional resources are provided on Learning Village.

54

Winter Diagnostics

• Winter diagnostic results aligned to FCAT tested benchmarks.

• Content Focus Report comparisons (FCAT 2.0 2011 and 2012).

• Look closely at the data.

55

56

57

58

59

60MA.3.S.7.1

xx

x

61

62

63

64

65

66

67

68

69

70

ThinkCentral Resources Available for FCAT Review

• Florida Benchmark Practice Book – In the Back of book there is extra practice on the benchmarks

• Extra Practice at the end of each chapter – specifically word problems (Student Practice Book)

• Teacher pages of T.E. has alternate methods of teaching lessons

• Assessment Guide or Online Benchmark Mini-Assessments (student record forms)

• See the Teacher Guide for Correlations to Technology:– Online Florida Intervention (Tutorials and Quiz)– MegaMath (Tutorials and Quiz)

71

5th Grade ePat Practice

Science ResourcesSound Instruction for FCAT 2.0 Science – Grade 5

Plan for Success

Review tested benchmarks taught in 3rd and 4th grades.

Plan for SuccessFCAT-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 SuccessFCAT-Style Questions

Plan for Success

Utilize simulations and virtual labs to reinforce science concepts.

Plan for Success

Utilize simulations and virtual labs to reinforce science concepts.

Learning Village ResourcesElementary Science – Grade 5

FCAT 2.0Resources


80


Instructional Alignment

81


Winter Diagnostic Response Table

Plan for SuccessGrade FCAT 2.0 Vocabulary Resources

Plan for SuccessScientific Vocabulary

FCAT Vocabulary Cards

Plan for SuccessScientific Vocabulary

Utilize scientific vocabulary on a daily basis to reinforce vocabulary acquisition.

Electronic Flashcards

85


• Physical Science• Earth/Space Science• Life Science

Content Training Materials

86


Benchmark Review & Enrichment Lessons

87


88


Grade 5 Review Games

89

What Works for Grade 5 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 third and fourth grade tested benchmarks as needed.• Use

– FOCUS Mini-Assessments/FCAT Explorer (FCAT-style questions)

– Winter Diagnostic Response Table– Vocabulary Cards and Review Games– Review and Enrichment Lessons– ScienceFusion ThinkCentral Resources

90

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.

Testing Accommodations

Classroom Accommodations

FY2012Elementary Retentions

92

FY12 Percent of Students Retained*Grades K-2 (May to September)

K 1 20%

5%

10%

15%

20%

25%

3% 3% 3%

6%4% 5%

2% 3% 3%2% 2% 1%

4% 4% 4%3%

4%5%

9%

6%7%

All Black Hispanic White FRL ELL SWD

*May not match FDOE reported values based on TERMS flag

93

FY12 Percent of Students Retained*Grades 3-5 (May to September)

3 4 50%

5%

10%

15%

20%

25%

8%

0% 0%

13%

0% 0%

11%

0% 0%

3%

0% 0%

12%

1% 0%

22%

1% 1%

15%

1% 0%

All Black Hispanic White FRL ELL SWD

*May not match FDOE reported values based on TERMS flag

94

RETENTION

INTERVENTION

95

“Provide Interventions to E.D.G.E. Out Retentions”

EarlyDifferentiatedGuided by AssessmentEffective

96

What Research ShowsCharacteristics of those most likely to be retained:• African American or Hispanic• Single parent home• Immature• ELL• Poor• Minority• Inner city

97

Impact at the Elementary Level• Initial gains may appear in the year of retention.• Consistent research trend shows retained

students decline within 2-3 years of retention.• Retained students either perform equally or

perform worse than similar groups of promoted children.

• Significant increases in behavior problems are noted; this is most obvious when they reach adolescence.

98

English Language Learners

Consider :• English language development level of the

student• Time in U.S. school

We cannot retain an English Language Learner because they don’t speak

English.

99

Social Promotion• Is no more effective than retention• Provides no support for student success• Does not promote better social or cognitive

development

100

Third Grade Mandatory Retention

Florida State Statute 1008.25…if a student’s reading deficiency…is not

remedied by the end of grade 3, as demonstrated by scoring at Level 2 or higher on the statewide assessment test in reading for grade 3, the student must be retained.

101

Strategies for Success• Intensify learning

– Rigorous standards– Rich curriculum– Effective teachers– Meaningful learning

• Attend professional development• Expand learning options• Assess to inform teacher• Intervene early and often

Critical Issue: Beyond Social Promotion and Retention- Five Strategies to Help Students Succeed

http://www.ncrel.org/sdrs/areas/issues/students/atrisk/at800.htm

102

Gradual Release of Responsibility Model

To With By

Read Shared Guided IndependentAloud Reading Reading Reading

Teacher Responsibility

Student Responsibility

103

Find Out What They Know

Assessments We Use• Oral Language Assessment (OLA)• Early Literacy Behaviors (K-4)• Upper and Lower Case Letter Recognition (K-4)• Beginning Sound Recognition (K-4)• Phonological Awareness (K-4)• High Frequency Words (K-4)• Word Writing Assessment (K-4)• RRR, as applicable (K-4)• FLKRS (ECHOS and FAIR)

http://www.fountasandpinnellbenchmarkassessment.com/

104

Small Group Instruction

Provide differentiated instruction based on what is known. Use K-4 assessment information to differentiate instruction.

• Oral language instruction• Small group shared reading• Guided reading

http://www.google.com/imgres?imgurl=http://www.mondopub.com/Pages/graphics/LetsTalkChartCov_Gr3_ForWeb.jpg&imgrefurl=http://www.mondopub.com/c/@1068m_ek8G4Ms/Pages/intervention.html&usg=__45M1HbUlSbURrXk2WxBdGBExq0o=&h=397&w=300&sz=28&hl=en&start=1&sig2=fNFLHpxAd2yYQ8-xBd9dBA&zoom=1&um=1&itbs=1&tbnid=VdMa7hefnpDHMM:&tbnh=124&tbnw=94&prev=/images?q=oral+language+charts&um=1&hl=en&safe=active&sa=N&rls=com.microsoft:*&rlz=1I7ADBR_en&ndsp=20&tbs=isch:1&ei=SMYLTbDiC4WKlwe_mr3ICw

http://www.montgomeryschoolsmd.org/departments/development/resources/kindergarten_broadacreses/05.shtm

105

Intervene When Necessary

• More frequent small group instruction

• Additional time• One-to-one instruction• Instruction based on need

Don’t wait until it is too late!

http://www.google.com/imgres?imgurl=http://www.tdsb.on.ca/MOSS/asp_apps/school_landing_page/ShowImage.asp?Photo=F&FeatureID=120859&imgrefurl=http://www.tdsb.on.ca/scripts/Schoolasp.asp?schno=4450&usg=__Lt2skyB3Y3fIDZhbJ6AhT_dhGcw=&h=450&w=638&sz=238&hl=en&start=34&sig2=upnO5Kp2tpVnayWP1yB0-A&zoom=1&um=1&itbs=1&tbnid=2IRzdR0-Gi2t4M:&tbnh=97&tbnw=137&prev=/images?q=reading+interventions&start=20&um=1&hl=en&safe=active&sa=N&rls=com.microsoft:*&rlz=1I7ADBR_en&ndsp=20&tbs=isch:1&ei=kMgLTYedNoH7lwe00KzWCw

http://www.google.com/imgres?imgurl=http://tutoringclubarmonkny.com/var/bn/79086/724729-home-work-help-armonk-ny-tutoring-club.jpg&imgrefurl=http://tutoringclubarmonkny.com/&usg=__orGNWmPcWeEI8UtBComMq6fwKvg=&h=244&w=220&sz=43&hl=en&start=62&sig2=nA-iswl8bWHpmRaLVxiWTg&zoom=1&um=1&itbs=1&tbnid=vUtiGfmO2ZL-TM:&tbnh=110&tbnw=99&prev=/images?q=reading+tutoring&start=60&um=1&hl=en&safe=active&sa=N&rls=com.microsoft:*&rlz=1I7ADBR_en&ndsp=20&tbs=isch:1&ei=3cgLTfuzBMOclgf3sq2pBQ

106

Student Progression

107

A Final, But Important Thought“For a variety of reasons, some young children

may struggle to learn to read. Research indicates that difficulty with initial literacy acquisition may lead to less practice and

motivation and, hence, to continuing struggles. It is therefore, important that these children be

identified early so that they can be provided with appropriate support.”

Strickland, D.S. (2002). The Importance of Effective Early Intervention. In A.E. Farstrup, & S. Samuels (Eds.), What Research Has to Say About Reading Instruction (pp.69-86).

Neward, DE: International Reading Association

http://www.google.com/imgres?imgurl=http://www.istockphoto.com/file_thumbview_approve/9308943/2/istockphoto_9308943-important-stamp.jpg&imgrefurl=http://www.istockphoto.com/stock-photo-9308943-important-stamp.php&usg=__0C36zZxGLTTDfZ_3p9qJqTzqfKI=&h=380&w=380&sz=46&hl=en&start=15&sig2=c5gg3ncwRvJz3fQOpc_pcQ&zoom=1&um=1&itbs=1&tbnid=Jq6FJW2B8OU_7M:&tbnh=123&tbnw=123&prev=/images?q=important&um=1&hl=en&safe=active&rls=com.microsoft:*&rlz=1I7ADBR_en&tbs=isch:1&ei=0cwLTZSiLoS0lQf39ozaCw

http://www.google.com/imgres?imgurl=http://students.ed.uiuc.edu/eyanaki/Esis%20Yanaki%20E-portfolio/thinking-cap.gif&imgrefurl=http://students.ed.uiuc.edu/eyanaki/Esis%20Yanaki%20E-portfolio/phil%20of%20ed.htm&usg=__c3OIsffHHS5V5isJyTCDRBWWrmQ=&h=250&w=171&sz=8&hl=en&start=39&sig2=wDG7JSruEazuV09No0aVWQ&zoom=1&um=1&itbs=1&tbnid=EgQmA8f8RaO3WM:&tbnh=111&tbnw=76&prev=/images?q=thinking+cap&start=20&um=1&hl=en&safe=active&sa=N&rls=com.microsoft:*&rlz=1I7ADBR_en&ndsp=20&tbs=isch:1&ei=rswLTcf1N8X7lwfP6PTVCw

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.

109

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?

110

Academic Success Begins With You

• 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.

111

Contacts

• Barbara Riemer, Manager K-5 Literacy 357-1164 (PX 21164)

• Kim Thomasson, Manager Multicultural Education 434-8201 (PX 48201)

112

MONITORING FOR SUCCESS IN EDW

Dr. Sandra Raymond-Roberts, ManagerEducational 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?

What assessments are used to measure student performance?

• Winter Diagnostics–Reading – Mathematics

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-RTOOA0380

Monitoring Progress Toward A Plus Goals RTOOA0380

Fall and Winter Diagnostic Results

Diagnostic Diamond Report-RTODA0173EOC Diagnostic Diamond Report-RTSDA0474

Step 1: Sort By Benchmark

Question

Focus

Benchmarkss

Diff

Step 2: Sort By Gridded Response

Step 3: Sorted by BenchmarkT1

T2

Similar Patterns

Step 3: Sorted by BenchmarkT1

T2

Dissimilar Patterns

READING MATHEMATICS WRITING SCIENCE

PERFORMANCE

Accountability Reading Profile

Accountability Mathematics Profile

Accountability Writing ProfilePalm Beach Writes

Accountability Science Profile

LEARNING GAINS – ALL STUDENTS

Accountability Reading ProfileDiagnostic Reading Gains


LEARNING GAINS – LOWEST 25%


Accountability Mathematics ProfileDiagnostic Math Gains

TOTAL POINTS – 800 Points Possible

300 points 300 points 100 points 100 points

PERFORMANCE


PERFORMANCE













Accountability Reading Profile-RTSFR0280


PERFORMANCE













Accountability Math Profile– RTSFM0281


PERFORMANCE













Accountability Writing Profile—RTSFW0282

Window 5 Performance on the Palm Beach Writes


PERFORMANCE













Accountability Science Profile—RTSFS0332

LEARNING GAINS


PERFORMANCE













Accountability Reading Profile—RTSFR0280

Diagnostic Reading Gains-RTSDR0095


PERFORMANCE













Accountability Math Profile—RTSFR0281

Diagnostic Math Gains-RTSDM0096

LOW 25% LEARNING GAINS


PERFORMANCE













Accountability Reading Profile—RTSFR0280Performance of the Low 25% in Reading Population

Accountability Math Profile—RTSFR0281

Performance of the Math Low 25% Population

147

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?

149

ACTIVITY

150

151

Activity

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

Documents

Elementary School Essentials