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2012-2013 Mid-Year School Improvement Plan Training (DA Secondary Schools)

2012-2013 Mid-Year School Improvement Plan Training (DA Secondary Schools). Office of School Improvement. TRAINING OBJECTIVES. To provide schools with tools, using the Florida Continuous Improvement Model, to analyze student progress and make adjustments in instructional focus;

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2012-2013 Mid-Year School Improvement Plan Training (DA Secondary Schools)

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  1. 2012-2013Mid-Year School Improvement Plan Training(DA Secondary Schools) Office of School Improvement

  2. TRAINING OBJECTIVES • To provide schools with tools, using the Florida Continuous Improvement Model, to analyze student progress and make adjustments in instructional focus; • To assist schools in using Mid-year Data (from the Winter Interim Assessment) to identify instructional areas of concern; • To assist in the development the Mid-Year Narrative Report by aligning SIP strategies to students’ needs; and • To provide timelines for the Winter Interim Assessment administration and the posting of the Mid-Year Data and Mid-Year Narrative Reports to the FLBSI.

  3. 2012-2013 Mid-Year Requirements • All “C,”“D,” and “F” schoolsmust submit a Mid-Year Data Report, a Mid-Year Narrative Report, and update the DA Compliance Checklist as applicable to: • Reading in grades 6-10; • Mathematics in grades 6-8; • Algebra I and Geometry; • Writing and Science for those grade levels tested; • Biology; and • Extended Learning • Data are required and must be reported as they appear on the District generated data sheet for all students in grades 6-10 for reading, mathematics (including Algebra I and Geometry), science (including Biology), and writing.

  4. Completing the Report……………..

  5. Locating the Mid-Year Narrative Form http://osi.dadeschools.net

  6. Getting Started

  7. Identifying Subgroups………………………… http://osi.dadeschools.net

  8. To identify the subgroups which your school must report on, click here.

  9. Select your school School Level School Level

  10. “C”schools select RED subgroups only.“D” and “F” schools report on ALL Subgroups in both GREEN and RED. Click here

  11. 81% (30)

  12. Locating Your Data http://osi.dadeschools.net

  13. BASELINE WINTER

  14. Click your school level Click your school level

  15. Reading – Grade 6 • Describe gains/decreases in Student Achievement Percentage Points by looking at • “% Proficient.” • Grade level • Subgroup(s) • Percentage points of increase/decrease

  16. Winter IA DATA Sheet Winter Interim Assessment

  17. READING

  18. . • Grade 6 – 10 Please respond using comparisons between the District Baseline and Winter Interim Assessment (Administered January 7 – February 5, 2013). Responses may be written in a narrative or bulleted format. Reading Data Analysis – All schools will use the first question (S/DA) in formulating a response. 1. Describe the gains and/or decreases in student achievement percentage points that have occurred between the baseline and mid-year assessments. Include specific information about the grade levels or subgroups in which improvements or declines have occurred. (REMEMBER, IF YOU ARE A “D” OR “F” SCHOOL, YOU MUST REPORT ON ALL IDENTIFIED SUBGROUPS.)

  19. When comparing the Baseline Assessment to the District Winter Interim Assessment, data indicates that there has been an increase in student achievement percentage points in grades 6-8. • In the sixth and seventh grade, there was a total increase of 13 student achievement percentage points when comparing the District Winter Interim Assessment to the Baseline Assessment. Areas of concern are Vocabulary and Informational Text/Research Process categories. • In the eighth grade, there was an decrease of 9 student achievement percentage points when comparing the District Winter Interim Assessment to the Baseline Assessment. • The ELL subgroup decreased 10 student achievement percentage points when comparing the District Winter Interim Assessment to the Baseline Assessment. SAMPLE

  20. Emphasis on strategies preferably include strategies from the 2012-2013 School Improvement Plan (SIP), but may be any strategy, including PD, implemented prior to January 17, 2013. • Specific Strategies or School Improvement Activities that contributed to increases in Student Achievement Percentage Points (grade level or subgroup) • Specific Grade level • Subgroup(s)(REMEMBER, IF YOU ARE A “D” OR “F” SCHOOL, YOU MUST REPORT ON ALL IDENTIFIED SUBGROUPS.) • Use the wording “student achievement percentage points” when comparing Baseline to Mid-year (District Winter IA) data.

  21. Specific strategies and school improvement activities that contributed to the increase in students achievement percentage points in reading include the school-wide implementation of the Florida Continuous Improvement Model (FCIM) and the Multi-Tiered Support System/Response to Intervention (MTSS/RtI). • After each major assessment, teachers in grades 6 through 8 were provided with Edusoft reports which delineated the progress of each grade and subgroup. Teachers then used theschool site data protocols to review the assessments with students and hold “Data Chats.” If the need for extra reinforcement was evident, the student was recommended for the various tutorial opportunities available before and after school and on Saturdays using the Inside Practice books. • Another strategy that has proven to be effective is the use of online applications to emphasize reading across the curriculum such as Riverdeep, Reading Plus and FCAT Explorer for students in grades 6 through 8. • The promotion of reading is another strategy that has been quite helpful in raising reading scores. The utilization of programs such as Accelerated Reader and STAR Assessments, along with school-wide activities such as Family Literacy Night and Vocabulary Day have all been instrumental in increasing students’ interest in reading. SAMPLE

  22. In the sixth grade, teachers used content area and informational text such as National Geographic along with charts and graphs to address the deficiencies in Category 4: Informational Text/Research Process. Seventhgrade teachers utilized informational text and content area vocabulary through Social Science classes to target deficiencies in Vocabulary and Category 4: Informational Text/Research Process. All eighth grade classes utilized the content based materials to increase student mastery.

  23. Utilizing data from the reading baseline and mid-year assessments, describe the changes to instruction, strategies, and/or school improvement activities that will be made prior to the administration of the FCAT 2.0 to ensure that students scoring FCAT 2.0 Levels 1 or 2 increase achievement to making satisfactory progress (FCAT 2.0 Level 3). Please be specific for each grade level and/or subgroup.Should be written in future tense. • Changes that will be made prior to FCAT: • Students Scoring FCAT Levels 1 or 2 • Grade Level and/or Subgroup • Specific strategy (changes) • Changes to instruction • School Improvement Activity (changes) • Strategies and/or school improvement activities should align to the School Improvement Plan. • Changes are justified by “no increase or minimal gains” as noted in question #1. • Your EESAC must review and approve changes to the SIP and be recorded in the EESAC minutes. • Refer to the “2012-2013 SIP Appendices” for additional strategies.

  24. Changes in the instructional focus will be through analysis of student performance data. • The changes to instruction, strategies, and/or school improvement activities, focusing on students who scored Level 1 and 2 on the 2012 FCAT 2.0, will be made prior to the 2013 FCAT 2.0 in order to ensure that students make satisfactory progress. Intervention sessions will target student needs. • Instructional planning will be adjusted to allow for an extended focus on strands in preparation for the Common Core Curriculum. • Inclusion classrooms will have the assistance of co-teachers in their classrooms five days per week along with the assistance from the Curriculum Support Specialists from the district/region. • The Saturday School will be held for all students and will provide support for the ELL subgroup in the areas of Vocabulary, Reading Application, and Informational Text/Research Process. • Student progress towards their AMO will be based on data from the District Winter Interim Assessment which will be used to drive instructional decisions. SAMPLE

  25. Utilizing data from the reading baseline and mid-year assessments, describe the specific strategies that will be used for students scoring FCAT 2.0 Level 3 to maintainsatisfactory progress and/or increase achievement to above satisfactory progress (FCAT 2.0 Levels 4 or 5). Please be specific for each grade level and/or subgroup. Should be written in future tense. • Students Scoring FCAT Level 3 • Specific Grade Level and/or Subgroup • Specific strategy to increase/maintain satisfactory progress • For strategies and/or school improvement activities, refer to the School Improvement Plan. • If students scoring Level 3 have shown growth, you may continue to use or intensify current strategies. • If there were decreases, implement new strategies. • Changes should be reviewed and approved by the EESAC and documented in EESAC minutes. • Refer to the “2012-2013 SIP Appendices” for additional strategies.

  26. Students who scored Level 3 during the 2012 FCAT 2.0 will be monitored using data from the Edusoft reports. This data will be analyzed by comparing progress from the Baseline to the District Winter Interim Assessments. • Specific strategies such as before/after school tutorials as well as Wednesday and Saturday School will be implemented for those students and subgroups identified as not making satisfactory progress. • Using District Winter Interim Assessment data to guide instruction, these sessions will focus on the re-teaching of non-mastered benchmarks. Teachers may utilize Edusoft data in their Professional Learning Communities to adjust instruction in order to meet students’ needs. Additional software programs such as Compass Learning, FCAT Explorer, and Riverdeep will be utilized to reinforce the strategies that are being taught. • Additionally, the following specific strategies aligned to the data will be implemented for the students who showed growth from Baseline to District Winter Interim Assessments: • Students in sixth and seventh grades will receive instruction with emphasis on Validity & Reliability; and • Students in eighth grade will receive instruction with emphasis on descriptive, idiomatic and figurative language in order to assist them in both reading and writing. SAMPLE

  27. 5. Utilizing data from the reading baseline and mid-year assessments, describe the activities designed for students scoring FCAT 2.0 Levels 4 or 5 to maintain above satisfactory progress and provide enrichment. Please be specific for each grade level and/or subgroup. Students Scoring FCAT 2.0 Levels 4 or 5 • Specific Grade Level and/or Subgroup • Enrichment activities to maintain above satisfactory progress • For strategies and/or school improvement activities, refer to the School Improvement Plan. • If students Level 4 & 5 have shown growth, you may continue to use or intensify current strategies, or implement new strategies. • Changes should be reviewed and approved by the EESAC and documented in EESAC minutes. Refer to the “2012-2013 SIP Appendices” for additional strategies.

  28. Students who scored Level 4s and 5 during the 2012 FCAT 2.0 will be closely monitored by gathering data from the Edusoft reports. This data will be analyzed to monitor their progress when comparing the Baseline to the District Winter Interim Assessments. Project-based learning and enrichment strategies will be implemented with students maintaining satisfactory progress. Based on Webb’s Levels of Complexity, Moderate and High Complexity level questions as well as the Socratic Method will be frequently used with these students. Additionally, these students will use the Readers’ Theater: William Shakespeare kit in order to provide them with above grade level materials. The following strategies will be implemented at specific grade levels and subgroups: • Students in sixth and seventh grades will concentrate on vocabulary across the curriculum as a means to enrich vocabulary instruction. • Students in eighth grade will create original poems, lyrics, and stories to share at a literary café in February. SAMPLE

  29. Reading - Hands on

  30. MATHEMATICS

  31. Mathematics Data Analysis – Middle Schools only • Describe the gains and/or decreases in student achievement percentage points that have occurred between the baseline and mid-year assessments. Include specific information about the grade levels or subgroups where improvements or declines have occurred. High schools will not complete this section. Move to the Algebra I and Geometry response. Responses may be written in a narrative or bulleted format. Only Baseline to District Winter Interim Assessment data may be used. Describe gains and/or decreases in the Percent of Students Making Satisfactory Progress by: • Grade level • Subgroup(s)(REMEMBER, IF YOU ARE A “D” OR “F” SCHOOL, YOU MUST REPORT ON ALL IDENTIFIED SUBGROUPS.) • Percentage point(s) of increase/decrease Use the wording “student achievement percentage points”when comparing Baseline to Mid-year (District Winter IA) data.

  32. In the Sixth gradethere was an increase of 18 student achievement percentage points when comparing the District Winter Interim Assessment to the Baseline Assessment. Students in the English Language Learner (ELL) subgroup in sixth grade demonstrated an increase of 12 student achievement percentage points in overall progress, and students in the Economically Disadvantaged (ED) subgroup demonstrated an increase of 5 student achievement percentage points. In the Seventh gradethere was an increase of 12 student achievement percentage points when comparing the District Winter Interim Assessment to the Baseline Assessment. In the English Language Learner (ELL) subgroup there was an increase of 16 student achievement percentage points, while the Economically Disadvantaged (ED) subgroup in seventh grade demonstrated a decrease of 14 student achievement percentage points in overall satisfactory progress for Ratios/Proportional relationships and, a decrease of 1 percentage point in overall satisfactory progress for Number: Base Ten. Eighth gradedemonstrated an increase of 14 student percentage points in overall satisfactory progress when comparing the District Winter Assessment to the Baseline Assessment. However, the ELL subgroup in eighth grade demonstrated a decrease of 12 percentage achievement percentage points, with Expressions, Equations, and Functions being their lowest category, while the ED subgroup demonstrated an increase of 8 student achievement percentage points. SAMPLE

  33. Describe the specific strategies or school improvement activities that have contributed to increases in student achievement percentage points between the baseline and mid-year assessments. Please be specific for each grade level and/or subgroup. • Should be written in past tense. If there have been no increases, include a sentence for each grade level and/or subgroup stating so, and the instructional focus will be addressed in subsequent responses. • Emphasis on strategies, preferably from the 2012-2013 School Improvement Plan (SIP), but may be any strategy, including PD, implemented before January 17, 2013. • Specific Strategies or School Improvement Activities that contributed to increases in the Percent of Students Making Satisfactory Progress by: • Specific Grade level • Subgroup(s) (REMEMBER, IF YOU ARE A “D” OR “F” SCHOOL, YOU MUST REPORT ON ALL IDENTIFIED SUBGROUPS.) • Use the wording “making satisfactory progress” when comparing Baseline to Mid-year (District Winter IA) data.

  34. Specific strategies and school improvement activities that contributed to the increase in student achievement percentage pointsin mathematics include the school-wide implementation of the Florida Continuous Improvement Model (FCIM) and the Multi-Tiered Support System/Response to Intervention (MTSS/RtI). • After each major assessment, teachers in sixth through eighth grades are provided with custom group reports from Edusoft delineating the progress of each subgroup. Teachers then review the assessments with students and hold “Data Chats”. In each class student groups are reorganized according to deficiencies revealed by the data before specific benchmarks are addressed. If the need for extra reinforcement is evident, the student is recommended for the various tutorial opportunities available before and after school and on Saturdays. • Another strategy that has proven to be effective is the use of online applications such as Gizmos, Math Explorer and National Library of Virtual Manipulatives.Tied directly with the success students are experiencing in mathematics is the enrollment of the lowest 25% students in intervention classes as well as identified students participating in enrichment. • We have also been providing math tutorials for the ELL subgroup in grades 6-8 after school. SAMPLE

  35. Utilizing data from the mathematics baseline and mid-year assessments, describe the changes to instruction, strategies, and/or school improvement activities that will be made prior to the administration of the FCAT 2.0 to ensure that students scoring FCAT 2.0 Levels 1 or 2 increase achievement to making satisfactory progress (FCAT 2.0 Level 3). Please be specific for each grade level and/or subgroup. Should be written in future tense to reflect changes after January 22, 2013. • Changes that will be made prior to FCAT (Implement by Feb. 12th): • Students Scoring FCAT Levels 1 or 2 • Grade Level and/or Subgroups • Specific strategy (changes) • Changes to instruction • School improvement Activities (changes) • For strategies and/or school improvement activities, refer to the School Improvement Plan. • Changes should be reviewed and approved by the EESAC and documented in EESAC minutes. • Refer to the “2012-2013 SIP” Appendices for additional strategies.

  36. Sixth grade students who scored Level 1 and 2 on the 2012 FCAT 2.0 demonstrated a decrease in percentage points for satisfactory progress in Expressions and Equations. We will enhance visual and kinesthetic models and representations with which students can work. Seventh grade students who scored Level 1 and 2 on the 2012 FCAT 2.0 did not show any decreases in overall percentage points for satisfactory progress; however, students demonstrated a decrease in Number: Base Ten. In order to address this reporting category, professional development will be offered to the teachers and we will increase the frequency and duration of the use of Gizmos. ELL students who scored Level 1 and 2 on the 2012 FCAT 2.0 demonstrated a decrease in percentage points for satisfactory progress in Expressions, Equations, and Functions. In order to address this reporting category, we will increase the frequency and duration of the use of Gizmos. In addition, we will target these areas within the after-school ELL mathematics tutorial program. SAMPLE

  37. Utilizing data from the mathematics baseline and mid-year assessments, describe the specific strategies that will be used for students scoring FCAT 2.0 Level 3 to maintainsatisfactory progress and/or increase achievement to above satisfactory progress (FCAT 2.0 Levels 4 or 5). Please be specific for each grade level and/or subgroup. • Students Scoring FCAT Level 3 • Specific Grade Level and/or Subgroups (REMEMBER, IF YOU ARE A “D” OR “F” SCHOOL, YOU MUST REPORT ON ALL IDENTIFIED SUBGROUPS.) • Specific strategy to increase/maintain satisfactory progress • For strategies and/or school improvement activities, refer to the School Improvement Plan. • If students who scored Level 3 have shown growth, you may continue to use or intensify current strategies, or implement new strategies. • Changes should be reviewed and approved by the EESAC and documented in EESAC minutes. • Refer to the “2012-2013 SIP Appendices” for additional strategies.

  38. Data gathered from Edusoft reports will be analyzed after the District Winter Interim Assessment and compared to the Baseline assessment. Students who scored Level 3 during the 2012 FCAT 2.0, will be participate in the following activities: • Based on academic needs as identified by comparing the Baseline to the District Winter Interim Assessment, students in sixth and seventh grade will be provided with push-in tutoring and classroom teachers will utilize differentiated instruction to address students’ needs. • Students in grade eight will use technology based programs such as Riverdeep, FCAT Explorerand Gizmosin the classroom to support mathematics instruction and stimulate critical thinking. Additionally, students will use FCAT Explorer, Gizmos and the National Library of Virtual Manipulatives that include visual stimulus to develop conceptual understanding of numbers. • Specific strategies that will be used to target students in the ELL subgroup that scored Level 3 in the 2012 FCAT 2.0 will include in-house intervention, before/after school tutorials as well as Wednesday and Saturday School utilizing graphic organizers, audio/visuals and cooperative learning. Using District Winter Interim Assessment data to guide instruction, the school tutorial sessions are strictly for the re-teaching and emphasis of areas of concern. SAMPLE

  39. Utilizing data from the mathematics baseline and mid-year assessments, describe the activities designed for students scoring FCAT 2.0 Levels 4 or 5 to maintain above satisfactory progress and enrichment. Please be specific for each grade level and/or subgroup. • Students Scoring FCAT Levels 4 or 5 • Specific Grade Level and/or Subgroup • Enrichment activities to maintain above satisfactory progress • For strategies and/or school improvement activities, refer to the School Improvement Plan. • If students who scored Levels 4 or 5 have shown growth, you may continue to use or intensify current strategies, or implement new strategies. • Changes should be reviewed and approved by the EESAC and documented in EESAC minutes. • Refer to the 2012-2013 SIP Appendices for additional strategies.

  40. Following the District Winter Interim Assessment, data gathered from Edusoft reports will be analyzed and compared to the Baseline Assessment. Students who scored Levels 4 and 5 during the 2012 FCAT 2.0 will be provided with additional activities. • Teachers will use differentiated Instruction to address the needs of individual students including the following: • Open-ended questioning techniques that encourage student inquiry, to encourage students to pose their own questions in order to evaluate the information presented, and to make informed decisions about the information; • Exploration and inquiry activities to maintain or increase an understanding of skills through hands-on experiences with grade level appropriate real life problems: • Opportunities to develop conceptual understanding of numbers through the use of visual stimuli provided by technology resources such as Gizmos, Riverdeep or the National Library of Virtual Manipulatives. • We will schedule in-house Math Bowl competitions among classrooms in order to maintain skills. • Particular attention will be provided to students in the SWD subgroup who scored Levels 4 or 5 during the 2012 FCAT 2.0. Through analysis of the Baseline and District Winter Interim Assessment, students who are not making satisfactory progress will be identified and will receive push-in instruction from the SPED teachers. SAMPLE

  41. ALGEBRA I & GEOMETRY *(Include ALL students who will be administered the End-of-Course Exam.) • Describe the gains and/or decreases in student achievement percentage points that have occurred between the baseline and mid-year assessments. Include specific information about the reporting categories in which improvements or declines have occurred. Should be written in past tense. Responses may be written in a narrative or bulleted format. Only Baseline to Mid-Year (Winter Interim) data may be used. • Describe gains and/or decreases in Student Achievement Percentage Points • Subgroup(s) (REMEMBER, IF YOU ARE A “D” OR “F” SCHOOL, YOU MUST REPORT ON ALL IDENTIFIED SUBGROUPS.) • Percentage points of increase/decrease • Use the wording “student achievement percentage points” when comparing Baseline to Mid-year (District Winter IA) data.

  42. Data gathered from Edusoft reports indicate growth in Algebra I from the Baseline to the District Winter Interim Assessment with an overall increase in student achievement percentage points from 35 to 39. • In the reporting categories, there was an increase of 10 student achievement percentage points in Functions, Linear, Equations & Inequalities, a 15 student percentage point increase in Polynomials, and a 5 percentage point decrease in Rationals, Radicals, Quadratics & Discrete Mathematics. SAMPLE

  43. Utilizing data from the baseline and mid-year assessments, describe changes to instruction, strategies, and/or school improvement activities that will be made prior to the administration of the Algebra EOC to ensure that students achieve satisfactory progress. Should be written in future tense. • Based on comparing Baseline and District Winter Interim Assessments, changes that will be made afterJanuary 22, 2013to impact the Algebra EOC: • Specific strategy (changes) • Changes to instruction • School improvement Activities (changes) • Refer to strategies and/or school improvement activities in the Math Matters Home - http://math.dadeschools.net/mathMatters/default.html and NCTM Illuminations: http://illuminations.nctm.org • Refer to the 2012-2013 SIP Appendices for additional strategies. • Follow the same model for Geometry.

  44. http://math.dadeschools.net

  45. There was an overall increase of 5 student achievement percentage points when comparing the District Winter Interim Assessment to the Baseline Assessment; however, in the Rationals, Radicals, Quadratics & Discrete Mathematics reporting category there was a decrease of 5 student achievement percentage points. • Following an item analysis of the data gathered from the Baseline and District Winter Interim Assessments, it was determined that the following strategies will be implemented: • Professional Development will be provided by the math coach/department chair addressing specific benchmarks in this reporting category. • Students will be grouped according to their needs, and push-in, small group instruction will be provided by the interventionist. • Computer labs will be available to students before and after school and during lunch to access The Khan Academy. • Students who demonstrate exceptional difficulties will be referred to the Multi-Tiered System of Supports/Response to Intervention (MTSS/RtI) team. SAMPLE

  46. Mathematics HANDS-ON

  47. WRITING

  48. Writing Data Analysis • Describe the gains and/or decreases in student achievement percentage points that have occurred between the baseline and mid-year assessments. Include specific information about the grade levels or subgroups in which improvements or declines have occurred. • Schools will only generate data for tested grade levels (8thand 10thgrades). • “D” and “F” schools must report SUBGROUP DATA AND INFORMATION FOR ALL IDENTIFIED SUBGROUPS AT YOUR SCHOOL. • Responses may be written in a narrative or bulleted format. • Describe gains/decreases in the Percent of Students Making Satisfactory Progress in each of the two prompts: • Grade level • Student achievement percentage points of increase/decrease

  49. Based on the comparison between the Baseline Assessment and District Winter Interim Assessment, the following was evident in the 8th (10th) Grade: • Increases • Persuasive • On the Baseline Assessment, 76% of students demonstrated • mastery of 3.0 or higher, compared to 86% of students on the District Winter Interim Assessment. This showed a 13 percentage point increase. Students in the ELL subgroups increased the percent of students scoring 3.0 or higher by 13 percentage points. • Expository • There were no decreases in mastery in expository writing. • Decreases • Persuasive • There were no decreases in mastery on the persuasive writing. • Expository • On the Baseline Assessment, 82% of students demonstrated mastery of 3.0or higher, compared to 79% of students on the District Winter Interim Assessment. This showed a 3 percentage point decrease. Students in the ED subgroup showed the largest decrease going from 58% to 42%. SAMPLE

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