Transcript School Data

Putting It All Together Training
August 18, 2009
ODMS
SIP
PD
School Name
(and motto or theme)
1
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
2
Part One
REFLECTIONS
3
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.
4
Celebrating Our Success
Success
Why
Next Steps
5
Mission
District Mission –
School Mission –
6
Processing Pause
Are we “living” our vision and mission?
What does it:
“look like”
“sound like”
“feel like”
at our school?
7
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.
8
Vision And Mission Reflections
Looks Like
Sounds Like
Feels Like
9
Part Two
School Grading and AYP
2008 – 2009 School Data Analysis
10
Sometimes The Data
Is Confusing…
Why are the Level 3 and
above scores different from
the State Grade and AYP?
11
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)
12
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 **
13
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
14
All Curriculum Students for AYP
• Same as all curriculum students for
learning gains
• Includes alternative assessment
15
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
=
16
School Grading System
• Based on Three Categories:
– Total Points
– Adequate Progress/Learning Gains
– % of Students Tested
17
2009 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
18
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.
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.
20
Adequate Progress
(Annual Learning Gains on SSS)
≠
Adequate Yearly Progress
(AYP – Determined by Set Benchmark)
21
Annual Learning Gains =
Individual Student Data
Adequate Yearly Progress =
Whole School Data
22
School Grade Criteria 2009-2010 for Grades 3-8
90% 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)
23
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
24
New High School Grading Matrix
(50% Of School Grade)
Graduation Acceleration
Readiness
Overall Rate
200
Participation
200
Performance on
Reading 100
At-Risk Rate
100
Performance
100
Performance on
Math 100
Total
Graduation
Points
300
Total
Acceleration
Points
300
Total
Readiness
Points
200
Total Points
800
2009-2010
School Grades
School Grade
Minimum Points Per
Grade
A
525
B
495
C
435
D
395
F
394 and below
26
2008-2009 School Grade
Add your own data/celebrate
27
2008-2009 State Report Card/School Grade
Data Source
School
“
” = Not Applicable Cell
Total Points =
/
A=525 B=495 C=435 D=395 F=394
28
ODMS Report SIP0010
Exercise #1
Grade Level Data: High Standards
Data Source
School Name
29
ODMS Report SIP0020
Exercise #2
Grade Level Data: High Standards
Grade
Level
Grade
___
Grade
___
Grade
___
Reading
Year
%
Level
3+
+/-
Math
%
Level
3+
Science
+/-
%
Level
3+
Writing
+/-
%
3.5+
+/-
2008
X
X
X
X
2009
X
X
X
X
2008
X
X
2009
X
X
2008
X
X
2009
X
X
30
Exercise #2
Grade Level Data:
Percent Making Annual Gains
Data Source
School Name
31
ODMS Report SIP0020
Exercise #3
Grade Level Data:
Percent Making Annual Gains
Grade
Level
Grade
___
Grade
___
Grade
___
Reading
Year
%
Learning
Gains
Math
+/-
%
Learning
Gains
+/-
2008
2009
2008
2009
2008
2009
32
Exercise #3
Grade Level Data:
Lowest Quartile Making Annual Gains
Data Source
Data Source
School Name
33
ODMS Report SIP0020
Exercise #4
Grade Level Data:
Lowest Quartile Making Annual Gains
Grade
Level
Grade
___
Grade
___
Grade
___
Reading
Year
%
Learning
Gains
Math
+/-
%
Learning
Gains
+/-
2008
2009
2008
2009
2008
2009
34
Exercise #4
Subgroup Data:
Percent Making Annual Gains
Data Source
School Name
35
ODMS Report SIP0050
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.
Reading Achievement Level Comparisons By
Grade Level
Data Source
37
ODMS Report DEM0030
Exercise #6
Reading Achievement Level Comparisons By
Grade Level
Reading
Level
1
+/-
Level
2
+/-
Level
3
+/-
Level
4
+/-
Level
5
+/-
2008
Grade
_____
2009
2008
Grade
_____
2009
2008
Grade
_____
2009
38
Exercise #6
Math Achievement Level Comparisons – Overall
Data Source
ODMS Report DEM0030
39
Exercise #7
Math Achievement Level Comparisons Overall
Math
Level
1
+/-
Level
2
+/-
Level
3
+/-
Level
4
+/-
Level
5
+/-
2008
Grade
_____
2009
2008
Grade
_____
2009
2008
Grade
_____
2009
40
Exercise #7
Achievement Level Comparisons – Overall
Data Source
To Access Achievement Level Comparisons By School, Grade And Year
1. Go to: http://fcat.fldoe.org/results/default.asp
2. Check the appropriate boxes and click ‘Continue’.
Report
LEVEL
COUNTY
SUBJECT(S)
YEAR(S)
GRADE(S)
41
CONTINUE
Exercise #8
Achievement Level Comparisons - Overall
Science
Level
1
+/-
Level
2
+/-
Level
3
+/-
Level
4
+/-
Level
5
+/-
2008
School
2009
2008
District
2009
2008
State
2009
42
Exercise #8
Achievement Level Comparisons – Overall
Data Source
To Access Achievement Level Comparisons By School, Grade And Year
1. Go to: http://fcat.fldoe.org/results/default.asp
2. Check the appropriate boxes and click ‘Continue’.
Report
LEVEL
COUNTY
SUBJECT(S)
YEAR(S)
GRADE(S)
43
CONTINUE
Exercise #9
FCAT Writing
ODMS Report SIP0030
44
Exercise #9
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 2008-2009 Data
Observations sheet in reflection table #1.
4. Be prepared to share your answers with the
45
larger group.
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
46
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, 2002.
√ 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 2013-14.
49
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
NCLB AYP Targets
Year
Reading
Math
% Proficient
% Proficient
2001-2004
31
38
2004-2005
37
44
2005-2006
44
50
2006-2007
51
56
2007-2008
58
62
2008-2009
65
68
2009-2010
72
74
2010-2011
79
80
2011-2012
86
86
2012-2013
93
93
2013-2014
100
100
51
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 2013-14. Students
scoring 3 and above are considered proficient.
Math Proficiency
The ultimate goal is to have 100% of students proficient in math by 2013-14. 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
53
mathematics targets.
Safe Harbor Provision
Prerequisites
Subgroups that did not meet the reading and/or math proficiency targets
can still make AYP if they have.....
95% 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
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)
55
How Do We Make AYP In Writing?
Definition of Proficient
3.0 or above (for 2008-2009)
Minimum Requirement
90% proficient
-OR1 percentage point increase from the previous year
56
The AYP Report
57
Proficiency Targets
At Least 95%
In Each
Group
Tested
Math
Proficiency
Target Met
Reading
Proficiency
Target Met
Writing
Improvement
Target Met
AYP
Met
School
Grade of A, B
or C
58
Drilling From % To # s
59
Made AYP – Status Model
60
Made AYP – Safe Harbor
61
Made AYP – Growth Model
62
Adequate Yearly Progress
Did We Meet AYP for 2008-2009?
Writing
%
Met
AYP?
Math
Reading
%
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
63
Adequate Yearly Progress
Data Source
Report Type
COUNTY
YEAR(S)
64
CONTINUE
We met ________ % of our AYP Goals
65
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?
66
Eliminating the Achievement Gap
Math
Reading
% 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
67
Eliminating the Achievement Gap
Data Source
School Name
ODMS Report DEM0050
68
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 2007-2008 Data
Observations sheet in reflection table #2.
4. Be prepared to share your answers with the
larger group.
69
Wrap Up
Share an “A-HA”
moment or something
new you learned
today.
70
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?
71