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Welcome Back. It’s great to be a Timberwolf !

Welcome Back. It’s great to be a Timberwolf !. Lawton Chiles High School 2010-2011. CHS met 100% of the criteria for No Child Left Behind-Adequate Yearly Progress. Current FCAT School Grades Components, Total Points.

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Welcome Back. It’s great to be a Timberwolf !

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  1. Welcome Back. It’s great to be a Timberwolf! Lawton Chiles High School 2010-2011

  2. CHS met 100% of the criteria for No Child Left Behind-Adequate Yearly Progress.

  3. Current FCAT School Grades Components, Total Points PLUS 11th and 12th grade retakes for possible bonus points (10) – High schools earn ten bonus points when half of all 11th and 12th graders retaking the FCAT meet the graduation requirement.

  4. Senate Bill 1908 • Beginning in the 2009-2010 school year, 50% of the school’s grade will be based on the existing FCAT-related factors and the remaining 50% will be based on factors that include: • A school’s graduation rate; • As valid data become available, the performance and participation of students in AP, IB, Dual Enrollment, AICE, and industry-certification; • The postsecondary readiness of the students as measured by the SAT, ACT, or CPT; • The high school graduation rate of at-risk students; • Troubling for Chiles High School (75% must graduate four years later) • The performance of a school’s students on statewide standardized end-of-course assessments, when available; and • Growth or decline in the data components from year to year.

  5. What does this year’s data tell us?

  6. FCAT Reading Ninth and Tenth Grade Ninth Grade Tenth Grade Level 1 28 (5.5%) 44 (9.5%) Level 2 89 (17.6%)96 (20.8%) Level 3 167 (32.9%)126 (27.3%) Level 4 111 (21.9%) 67 (14.5%) Level 5 112 (22.1%)128 (27.8%) Reminder: Most of highlighted levels are in our bottom quartile.

  7. Students in the Bottom 35% Making a Year’s Growth Difference from last year: Our level three’s held ground.

  8. What is the impact of A-Team on FCAT?

  9. FCAT Performance of Students with Two or More A-Team Teachers • 309 Ninth and Tenth Graders • 57% of students in the bottom 35% stayed the same, went up at least one level, or made a year’s growth.

  10. What is the impact of Advanced Placement course work on FCAT Performance?

  11. Students Scoring 1 or 2 on AP Exams FCAT Reading Performance • Thirty Ninth and Tenth Graders • 29 of 30 scored a level three or higher. • 13 students went up a level. • 12 students stayed the same. • 5 students dropped a level.

  12. What challenges does the Class Size Amendment present for Chiles?

  13. 25 ENG. II 1st Period 25 ENG. II 2nd Period 30 ENG. II 3rdPeriod (only open if < 25 Or co-teacher) ORCHESTRA 2 Only offered 3rd Period 25 ENG. II 4th Period 25 CLASS SIZE SCHEDULING EXAMPLE ENG. II 5th Period 25 ENG. II 6th Period 25 ENG. II 7th Period

  14. Class Size • Extreme limitations on student schedules • Several hundred students did not get their requested electives. • Option to take core online during the day in our lab. • Computer programmed to give them their college prep, Bright Futures, state required courses as priority. • Guidance can still work all issues but changes will be difficult.

  15. Class Size • Extreme Limitations on Level Changes • Must maximize differentiation with instruction. • Students could take core class on-line. • Not for all students. • Could offer two course enrollments per class. • Guidance can still work all issues but changes will be difficult.

  16. Class Size • “Implications for Chiles High School” • Chiles was staffed to place about 75 co-teachers; we offer almost 600 individual class sections.  What does this mean? • The more co-teachers, the more fluid the schedule. • Chiles needed nearly 15 more teachers ($825,000) to have the same flexibility as last year. • We received $200,000 of the district allotment of $800,000 from the state.

  17. How will the co-teacher model work? • Co-teachers and associate teachers: • What is the difference? • How many for Chiles High School? • The Menu? • Dollars for Chiles/Dollars Needed for Chiles

  18. How will the co-teacher model work? • Each class will have a lead teacher. • The primary, state-certified teacher • Same responsibilities as before • Will provide guidance and leadership to the co-teacher.

  19. How will the co-teacher model work? • Classes over 25 will have a co-teacher. • All the rights and responsibilities of the lead teacher • Will be expected to participate in all aspects of classroom activities. • Will be expected to work in a professional and collaborative effort with the lead teacher.

  20. Chiles High SchoolInstructional Plan 2010-2011 • Chiles High will continue to have an A Team primarily focusing on teachers of ninth and tenth grade students. • We will continue to hire tutors for the month of January and February leading to FCAT. • All level one students will be blocked with the same teacher for 100 minutes in Reading/English. • The entire faculty will focus on increasing rigor and complexity in both instructional practices and assessment. • All faculty will participate in a PLC that involves rigor and complexity issues.

  21. The End. Have a great year!

  22. What do I need to know about the FCAT II? • The reading level of each selection must be on or below grade level of the test, except for • Passages requiring the use of context clues which may be as much as two grade levels above the grade of the test. • Graphics are included to help students understand the text or to supplement the text. • In tenth grade, the average number of words per text is 1,000. • 70% of passages will be informational text as compared with 30% literary texts.

  23. Complexity of Questions • Complexity refers to the demands an item makes on the students. For example: • Low complexity items may require a student to solve a one-step problem. • Medium complexity items may require multiple steps. • High complexity items may require a student to analyze and synthesize information.

  24. Low Complexity • Items require students to recall, observe, question, or represent basic facts. • Students are expected to demonstrate simple skills of abilities. • Items require only a basic understanding of text, often verbatim recall from text or simple understanding.

  25. Medium Complexity • Items require two steps: comprehension and subsequent processing of text. • Students are required to make simple inferences within the text. • Students may encounter such words as summarize, infer, classify, gather, organize, compare, and display. • Students may also be required to explain, describe, or interpret.

  26. High Complexity • Students may be asked to explain, generalize or make multiple connections. • Items require several steps involving abstract reasoning and planning. • Students must be able to support their thinking. • Items may involve identifying the theme and implicit main idea and making complex inferences within or across texts. • Students may also be asked to take information from at least one part of the text and aply the information to a new task.

  27. Percentage of Complexity Items by Grade

  28. How will we address rigor in instruction and assessment during the 2010-2011 school year?

  29. Unique Features of This Year’s Plan • Blah BlahBlah • Blah Blah • Blah

  30. Unique Features of This Year’s Plan • Blah • Blah • Blah

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