District Support for FCAT Success

1
District Supportfor FCAT Success

• Presentation
• for the
• Blue Ribbon Panel
• November 18, 2004
• Prepared by
• Instruction and Curriculum Services
• Orange County Public Schools

2
What is being done to augment student achievement?

• Data analysis
• Interventions
• Elementary, middle and high school level
• What is required?
• What is optional?

3
What does the analyses of data reveal about the
students instructional needs?
4
Two Types of Standardized Tests

• Norm Referenced Tests Results compared with the
  performance of others taking the test
• The NRT section of the FCAT uses a form of the
  Stanford9
• Criterion Referenced Tests
• Performance is compared to a fixed standard or
  criterion, in this case the Sunshine State
  Standards
• Primary purpose is to determine mastery of a
  particular level

5
Background Information to Aid Understanding of
the FCAT

• Scaled Scores Standardized scores allow
  averaging and comparisons of the scores

6
Correlation of FCAT Level 3 with FCAT NRT
Percentiles
7
FCAT Reading AverageScale Score Data
Average scale scores by grade level
Scaled scores range from 100-500.
8
FCAT Math AverageScale Score Data
Average scale scores by grade level
Scaled scores range from 100-500.
9
Writing Average Score Data
Average scores on Writing by grade level
Scores range from 1-6.
10
Percentage of Students Scoring at Level 1 in
Reading
11
Percentage of Students Scoring at Level 1 in Math
12
Percentage of Students Scoring Below 3.0 in
Writing
13
Percentage of Students Scoring at or Above Level
3 in Reading
14
Percentage of Students Scoring at or Above Level
3 in Math
15
Percentage of Students Scoring 3 or Higher on
FCAT Writing
16
How is the data being used to focus our efforts?

• Identifying students
• Students on the cusp at every level
• Students scoring in lowest 25
• Students who have been retained
• Tier two (retained once)
• Tier three (third-grade students retained twice)

• Maintaining a focus
• Progress monitoring
• Weekly
• Monthly
• Quarterly
• Semi-annually
• Edu-soft
• Progress Monitoring Reporting Network

17
What is the district doing to equip students
with the skills needed to reach and exceed the
expectations of the FCAT

• at the district level?
• in the learning communities?
• in the schools?

18
What guides our instructional interventions at
all levels?

• Sunshine State Standards (SSS)
• Grade Level Expectations (GLEs)
• Curriculum, Instruction, Assessment (CIA)
• Comprehensive Academic Achievement Plan (CAAP)

19
Curriculum, Instruction, Assessment and Task
Analyses

• Each Sunshine State Standard has corresponding
  Benchmarks and Task Analyses
• Task Analyses identify specific skills needed to
  master the Benchmarks
• Benchmarks and Task Analyses for each grade level
  are posted on the Curriculum Services website
  www.cs.ocps.net

20
Comprehensive Academic Achievement Plan

• Mission
• Ensure that students will acquire the skills,
  attitudes, and knowledge necessary to reach their
  full potential
• Resource for
• Curriculum consistency
• Instructional support

21
Comprehensive Academic Achievement Plan
Components

• K-12 Fine Arts
• K-5 Literacy
• 6-12 Literacy
• K-12 Mathematics
• K-12 Science
• K-12 Social Studies (draft)
• K-12 Student Development

22
Each CAAP document contains

• Vision
• Comprehensive Literacy Program
• Curriculum, Instruction, Assessment (CIA)
• Resources
• Professional Development
• Home/School Connections
• Implications for Learners with Special needs and
  Learners from diverse populations
• Roles and Responsibilities
• Students
• Parents/caregivers
• District and Learning Community
• Schools
• Evaluation
• Bibliography
• Appendices

23
What initiatives are in place at the district and
school level to increase student achievement?
24
Elementary

• District-level Curriculum Focus
• Reading block
• 90 minutes minimum
• 180 minutes for Tier 3 students
• Math Instructional Consistency
• Math lead teachers
• Math newsletter
• Math steering committee
• Text Everyday Math
• Science
• Inquiry-based science investigations for each
  benchmark

25
Elementary

• District-level Reading Focus
• District Literacy Team
• District-wide professional development
• On-site school visits
• Monitor progress and track mobility of Tier 3
  students
• Assessments
• DIBELS K-3
• DRP 4-5
• Analyses of results
• Shapes instruction and intervention when needed
• Immediate Intensive Intervention (iii)
• Assistance for schools in planning and
  implementing interventions

26
Elementary

• School level
• Academic Improvement Plan
• Written and implemented for students with
  identified deficiencies
• Extended learning opportunities
• Before and after school tutoring
• Saturday tutoring
• School Improvement Plans
• Parental involvement opportunities

27
Middle School

• District level
• Reading Coaches
• Support reading teachers and programs
• Professional development in content literacy
• Reading classes
• Assessment
• DRP 6-8
• Progress monitoring
• Inquiry-based science investigations for each
  benchmark

28
Middle School

• District-level Curriculum Focus
• Professional development to increase teacher
  efficacy
• Reading endorsement
• Math lead teachers
• Communication with school-based curriculum
  leaders
• Advanced Studies Project Acceleration
• AVID
• Springboard
• Vertical Teaming (alignment)

29
Middle School

• School level
• Academic Improvement Plans
• Level 1 in math and reading
• Below 3.0 in writing
• Personalized Middle School Success Plans
• Sixth grade students this year
• School Improvement Plan
• States rigorous reading goal
• Literacy Council
• Extended learning opportunities
• Parental involvement opportunities

30
High School

• District level
• Literacy plan
• Professional development in content literacy
• Literacy councils
• Alignment of curriculum, instruction, and
  assessment
• Vertical
• Horizontal
• Example 24/7 Algebra program
• Reading classes for students scoring at level one
• Progress monitoring
• Assessment

31
High School

• District level
• PSAT for all tenth graders
• Advanced Studies Project Acceleration
• AVID
• Springboard
• Vertical teams (alignment)
• Advanced Placement
• Professional Development
• Reading endorsement
• Communication with school-based curriculum
  leaders
• Migrant advocates

32
High School

• School level
• School Improvement Plans
• Academic Improvement Plans
• Students scoring at level one in math and/or
  reading
• Students scoring below a 3.0 in writing
• Extended Learning Opportunities
• FCAT remediation classes for 11th and 12th
  graders

33
What intensive support is provided for students
with special needs?
34
Exceptional Student Education Support Services

• Provide
• Professional development in specialized
  instruction
• Technical assistance
• Intensive assistance to targeted schools
  (Strategies, Tools, Accommodations, and Resources
  - STAR teams)
• Assistive Technology
• Commit resources

35
Multilingual Student Support Services

• Enhanced learning opportunities for Limited
  English Proficient (LEP) students
• Parents have choice of several second language
  acquisition models
• Five district instructional coaches
• Five district student/parent advocates
• Work with middle and high school students
• District Parent Leadership Council
• Assists school councils

36
What is being done to help students at low
performing, F schools?

• Continuous Improvement Model
• Disaggregation of Data
• Timeline of Development
• Instructional Focus
• Assessment
• Tutorials
• Enrichment
• Maintenance
• Monitoring

37
District Support for low-performing schools

• Additional positions funded
• Placement of highly qualified personnel
• Professional development
• Ruby Payne
• Continuous Improvement Model
• Maintenance of the Continuous Improvement Model
• Focused instructional resources

38
(No Transcript)