2009-2010 Mid-Year School Improvement Plan Training

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

Welcome/Introductions 5 minutes

Extend a special thank you to the principal and staff of the hosting school.

This training is specifically for Differentiated Accountability schools to assist in their required development and submission of both the Mid-year Data (from the Winter Interim Assessment) and the Mid-Year Narrative Report.

1TRAINING OBJECTIVESTo 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.

2We will be providing SAMPLE required responses. Please make sure that you personalize any response to reflect the availability of programs and processes at your particular school site. Please adhere to all timelines that will be addressed later in the presentation. 232012-2013 Mid-Year Requirements

All C, D, and F schools must 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. Please note that responses are required for all the course areas that are offered at your school. C, D and F schools must report on all subjects offered at the school for Total Students, all subgroups and complete the section titled Extended Learning. We will address specifics on data and narrative responses during this presentation. Extended Learning includes Extended Learning Programs for Students and Research-based Professional Development Activities for Teachers.

3Completing the Report..4

All responses should reflect input from all stakeholders and approval of the EESAC. 4Locating the Mid-Year Narrative Form5http://osi.dadeschools.net

This is our new look. All the information you need is here. Give an overview of it.5Getting Started

Identifying Subgroups7http://osi.dadeschools.net

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

Select your schoolSchool LevelSchool LevelK-8s make sure that you select Middle/K-8 tab.9

Click hereC schools select RED subgroups only.D and F schools report on ALL Subgroups in both GREEN and RED.

81%(30)Locating Your Data12http://osi.dadeschools.net

This is the only data that should be used to complete the Mid-year Data and Narrative Reports.12

WINTERBASELINE

Click your school levelClick your school level

Describe gains/decreases in Student Achievement Percentage Points by looking at % Proficient.

Grade levelSubgroup(s)Percentage points of increase/decreaseReading Grade 6Winter IA DATA Sheet

Winter Interim AssessmentREADING 17

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19.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.)

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.Grade 6 10WAKE UP. Bring everyone back into the training. We are now ready to address all the other grades, moving beyond FAIR.All responses should be Data specific by grade level and subgroups that failed to make satisfactory progress.

1920When 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.SAMPLEPlease remember that this is a sample. All answers should be personalized to your school.

Note that any area which showed a decrease should reflect a change or intensity in the strategy on the following questions.

The Making Satisfactory progress is underlined to bring attention to the drill down to the Reporting category of Informational Text/Research Process.

The Percentage Point increase or decrease is an overall score comparison by grade level or subgroup.2021Describe the specific strategies or school improvement activities that have contributed to increases in student achievement percentage points between the baseline and mid-year assessment. Please be specific for each grade level and/or subgroup. Should be in the past tense.

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.Reference should be to your School Improvement Plan. Your data must support the increase. 2122Specific 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 the school 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 Inside Practice book is from Appendix VII. Page 5322In 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.

Seventh grade 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.

24Changes 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.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.Update your SIP online if changes are made to the SIP strategies and document the approved changes in the minutes of an EESAC meeting.2425Changes 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. SAMPLESTRESS: Declining data information in narrative should describe HOW strategies are going to be intensified or changed to improve subgroup declines. EESACs must review and approve any changes to the SIP strategies.2526Students Scoring FCAT Level 3

Specific Grade Level and/or SubgroupSpecific 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.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 maintain satisfactory 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.

Refer to the Proficiency Level Reports from the Baseline and Winter Interim Assessments.2627Students 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; andStudents in eighth grade will receive instruction with emphasis on descriptive, idiomatic and figurative language in order to assist them in both reading and writing.SAMPLEMake sure that you monitor tutorials and/or programs through assessments. These may be program or school site generated.275. 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 SubgroupEnrichment 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.28Focus is on enrichment. Following the FCIM 8-step process maintenance of achievement levels becomes critical.28Students 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 Webbs 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 caf in February.

29SAMPLEMonitor all programs on a regular basis to assure maintenance of skill levels.29Reading - Hands on

MATHEMATICS31

31Mathematics Data Analysis Middle Schools only

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 levelSubgroup(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.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. Refer back to the 2012-2013 District Winter Assessment data sheet that was mentioned earlier.

The reporting questions remain the same as the Reading section. We will provide samples that will guide you through this section.

Once again, remember to select either the narrative or bulleted format or a combination. Your choice.

Create paragraphs to separate grade level or subgroup responses.3233In the Sixth grade there 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 grade there 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 grade demonstrated 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.SAMPLEYoull notice in this section that responses are grouped by grade levels with increases/decreases and subgroups noted within each section.Make sure the data used here aligns with the data provided through the Baseline and Winter Mid-year data sheets.Run your SPELL CHECK!!!3334Describe 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.Emphasis on strategies implemented before January 17, 2013. Reference should be to your School Improvement Plan. Your data must support the increase.

3435Specific strategies and school improvement activities that contributed to the increase in student achievement percentage points in 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.SAMPLE3536Utilizing 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. Update your SIP online if changes are made to the SIP strategies and document the approved changes in the minutes of an EESAC meeting.Align data to your response.Be specific for each grade level and subgroups that failed to make satisfactory progress.

3637Sixth 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.SAMPLE3738Utilizing 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 maintain satisfactory 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.Refer to the Satisfactory Level Reports from the Baseline and Winter Interim Assessments.Make sure to write it in future tense. Reference strategies implemented after January 17, 2013.

3839Data 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 Explorer and Gizmos in 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.SAMPLE3940Utilizing 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 SubgroupEnrichment 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.Focus is on enrichment. Following the FCIM 8-step process maintenance of achievement levels becomes critical.

4041Following 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.SAMPLEThis completes the section for mathematics for Elementary.Schools that offer Algebra I or Geometry must also complete the additional sections for subjects. For schools that did not administer the Algebra I or Geometry Baseline, you must administer the Winter IA and report on the results on the Mid-year narrative. You will report on the current status without making comparisons. 4142ALGEBRA 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. 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.Should be written in past tense.We will only provide samples for Algebra I, narrative responses for Geometry should be completed in the same manner as applicable. Subgroup information will be available for Algebra I.Algebra I and Geometry will be reported by course, not grade level.4243Data 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

4344Utilizing 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 after January 22, 2013 to impact the Algebra EOC:

Specific strategy (changes)Changes to instructionSchool 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.Update your SIP online if changes are made to the SIP strategies and document the approved changes in the minutes of an EESAC meeting.Align data to your response.

44

45http://math.dadeschools.net4546There 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. SAMPLENon-Title I schools may use E2020 Title I schools (2010-2011), Algebra I students may use the Carnegie Learning software which is accessible at home, libraries, and school.Title I schools which have intensive mathematics classes should be using the entire Carnegie Learning program. Teachers should be checking the data continuously to monitor student time spent on the program.Gemeters Sketchpad is a great resource. Site licensing is required.GIZMOS continues to be an valuable resource, supporting both Geometry and Algebra.46Mathematics HANDS-ON47

47WRITING48

4849Writing 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 (8th and 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

Schools must administer both prompts to all students. Results must be scanned into Edusoft by February 5, 2013. Writing prompts were administered between December 5-14, 2012. If you wait until February 5, 2013, you will not have time to score and scan. Schools who contracted independently with Measurement, Inc. must transfer the writing scores from Measurement Inc. onto Edusoft by scanning the forms (2) found in the District Edusoft Winter Interim Writing folder. Scanning must be completed by February 5, 2013.4950Based 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. ExpositoryThere were no decreases in mastery in expository writing.

Decreases PersuasiveThere were no decreases in mastery on the persuasive writing. ExpositoryOn the Baseline Assessment, 82% of students demonstrated mastery of 3.0 or 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 Each student in the required grade tested must be administered both prompts. NCLB requirements address the 3.0 target score, while FLDOE for school grading is 4.0.50512. 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.

Emphasis on strategies, preferably from the 2012-2013 School Improvement Plan (SIP), but may be any strategy, including PD.

Specific Strategies/School Improvement Activities which contributed to increases in the Percent of Students Making Satisfactory Progress:

Specific Grade level

Make sure that the activities align to increases listed in the prior data narrative.

Only address those grade levels tested in the narrative response. Writing development in other grade levels may be addressed in the SIP. 5152Specific strategies and school improvement activities that have contributed to the increase in the percent of students making satisfactory progress in writing include:

The establishment of a Wednesday after-school tutoring for intervention and the formation of the Journalism Club for enrichment;

The school has implemented the Districts Pacing Guide. Teachers continue to use anchor papers and the 6-point rubric as instruments of instruction in the classroom;

Spanish teachers taught the writing process through the Spanish curriculum; and

The ongoing professional development of teachers through programs, such as the Writing Institute, has contributed to the rise in students writing scores. SAMPLE52533. Utilizing data from 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 achieve satisfactory progress (3.0). Please be specific for each grade level and/or subgroup that declined. Should be written in future tense.Declines/Minimal growth/Less than expected progress (grade level) include:

Specific strategy, instruction, school improvement activity to be changed/added Grade Level

Refer to strategies and/or school improvement activities in the 2012-2013 Mid-year Assessment Packet.

Changes should be reviewed and approved by the EESAC and documented in EESAC minutes.

Refer to the 2012-2013 SIP Appendices for additional strategies. Should be written in future tense. Changes to instruction implemented after January 22, 2013. Update your SIP online if changes are made to the SIP strategies and document the approved changes in the minutes of an EESAC meeting.Align data to your response.

5354Eighth (Tenth) grade students who did not achieve satisfactory progress (3.0) in the District Winter Interim Assessment, will be exposed to the following activities (keep in mind that the state has changed the minimal achievement level to 3.5):

Small group, push-in instruction will be provided on persuasive and expository writing focusing on: Characteristics of the genreGrade rubricFour Components of Effective Writing: Focus, Organization, Support and ConventionsAnchor papersCalibration papersGrammar lessons provided by the Division of Language Arts on the Language Arts/Reading website.

SAMPLE All writing updates are time sensitive. Please make sure that you can intensify or change in the time remaining prior to testing.3.554554. Utilizing data from the baseline and mid-year assessments, describe the activities designed to maintain satisfactory progress and provide enrichment to students that achieve FCAT 2.0 Level 5.0 or above in writing. Please be specific for each grade level and/or subgroup.Students scoring FCAT Level 5.0 or above

Specific Grade Level and/or SubgroupSpecific strategy to increase/maintain satisfactory progress

Refer to the School Improvement Plan Strategies and/or school improvement activities. Changes to the SIP should be reviewed and approved by the EESAC and documented in EESAC minutes.

Refer to the 2012-2013 SIP Appendices for additional strategies.4.0 reflects the higher expectations for state grading purposes as compared to the NCLB requirement of 3.0.5556Eighth (Tenth) grade students who achieve FCAT Level 5.0 or above in the District Winter Interim Assessment will be exposed to the following activities in order to maintain satisfactory progress and provide enrichment:

read passages and create summary questions; write their views on current events before or after the events have been discussed in class;critique written pieces (e.g., published works and student writings);read and analyze different types of writing (e.g., biographies, science fiction, fantasies, historical accounts, speeches, and news reports);write letters to explain views on a particular issue or to refute the views of another person; write stories about real or imagined events; write descriptions of how things look, smell, taste, sound, and feel;write endings for unfinished fictional and nonfictional stories;write personal anecdotes and incorporate them into writing that either explains or entertains; and/ormaintain subject-area writing portfolios or participate in a long-term writing project such as publishing a book.SAMPLEThese are all samples from the online Language Arts/Reading website.56SCIENCE57

5758Science Data Analysis Middle School Response High schools should respond to Biology section.

Describe the gains and/or decreases in student achievement percentage points that have occurred between the baseline and mid-year assessments in each tested grade level. Include specific information about the grade levels (Per FLBSI, Do not report on Subgroups.) where improvements or declines have occurred in each reporting category.

Schools will only generate data for tested grade levels (8th and 10th grades).

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 students making satisfactory progress by:

Grade level (tested grade levels only)Report by reporting categories

Do not report on subgroups for science. Schools will only generate data and report for students in 5th and 8th grades. Only address those grade levels tested in the narrative response. Science development in other grade levels may be addressed in the SIP.

5859Students in Grade 8 showed an increase in the overall percent of students making satisfactory progress, moving from 30% on the District Baseline Assessment to 62% on the District Winter Interim Assessment.

Student performance in the reporting category of Nature of Science increased in percent of students making satisfactory progress from 11% to 16% when comparing the Baseline to the Winter Interim Assessments.

Student performance in the reporting category of Earth and Space Science increased in percent of students making satisfactory progress from 4% to 11% when comparing the Baseline to the Winter Interim Assessments.

Student performance in the reporting category of Life Science increased in percent of students making satisfactory progress from 6% to 15% when comparing the Baseline to the Winter Interim Assessments.

Student performance in the reporting category of Physical Science increased in percent of students making satisfactory progress from 1% to 11% when comparing the Baseline to the Winter Interim Assessments.SAMPLE5960Describe the specific strategies or school improvement activities that have contributed to increases in student achievement percentage points between the baseline and mid-year assessments in each tested grade level. Please be specific for each reporting category. Write in the past tense and will continue.

Emphasis on strategies, preferably from the 2012-2013 School Improvement Plan (SIP), but may be any strategy, including PD, implemented before January 17, 2013.

Increases in Student Achievement Percentage Points

Specific Strategies/School Improvement ActivitiesSpecific FCAT Tested Grade level only

While you may have intensified science instruction across several grade levels, only report out on the FCAT tested grade levels of 5 and 8.6061Specific strategies and school improvement activities that have contributed to the increase in students achievement percentage points in science derive from the implementation of the Florida Continuous Improvement Model (FCIM) and Multi-Tiered Support Systems/Response to Intervention (MTSS/RtI).

After each major assessment, eighth grade teachers are provided with custom group reports from Edusoft delineating the progress of all students. This practice has helped teachers monitor student progress by analyzing data to determine appropriate intervention strategies. Eighth grade students who do not achieve mastery on the benchmarks identified on the biweekly Science assessments are engaged in data chats with their teachers to pinpoint areas of weakness and to identify students misconceptions. Eighth grade students are scheduled into the Science Lab once a week to participate in hands-on exploration of scientific concepts, focusing on Nature of Science. Students making satisfactory progress in the Nature of Science reporting category increased by 10 percentage points, indicating that this strategy has been successful. Another action that has helped is the involvement of students in the use of CRISS and AIMS strategies that infuse problem solving and critical reading and thinking skills into the curriculum. SAMPLE6162Utilizing data from the 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 achieve satisfactory progress (Level 3) in each tested grade level. Please be specific for each grade level that declined in each reporting category. Should be written in future tense as of January 22, 2013.If all grade levels made gains, refer to reporting categories showing minimal progress to address this question.

Declines/Minimal growth/Less than expected progress (grade level or strand) include:

Specific strategy, instruction and/or school improvement activity to be changed/added Grade Level (required tested grade levels only)Specific Reporting Category (Average Score)

For strategies and/or school improvement activities, refer to the M-DCPS Learning Village. (https://village.dadeschools.net/PageLib/default.aspx )

Refer to the 2012-2013 SIP Appendices for additional strategies. 6263Changes in the instructional focus will come about through analysis of student performance data. Data from the District Winter Interim Assessment will be used to monitor and determine the effectiveness of instruction thus far and to drive decisions on what the instructional focus will be in the weeks leading to the FCAT.

Students will be tutored before and after school in small groups using Gizmos as a demonstration tool. Students will be given visual representations of concepts and will discuss what they see during paired or small group activities and with the teacher in order to identify misconceptions and areas of weakness. SAMPLE6364Utilizing data from the baseline and mid-year assessments, describe the activities designed to maintain satisfactory progress and provide enrichment to students that are above satisfactory progress (Level 4 or 5) in science. Please be specific for each grade level and/or subgroup in each reporting category. Students Scoring FCAT Level 4 or 5

Specific Grade Level Specific strategy to maintain proficiency and provide enrichment

For strategies and/or school improvement activities refer to the M-DCPS (http://village.dadeschools.net/PageLib/default.aspx )

Refer to the 2012-2013 SIP Appendices for additional strategies.6465The following activities will be implemented with students who scored FCAT Level 4 or 5 in reading/mathematics on the seventh grade 2012 FCAT 2.0 Assessment to help them maintain satisfactory progress and provide enrichment in Science:

Create Professional Learning Communities for science teachers in order to encourage a culture of collaboration. Disaggregate and analyze qualitative and quantitative students data in order to monitor progress and address needs. Elicit, engage and challenge thinking by asking students to clarify and justify issues; encouraging elaboration during discussions. Afford students with the opportunity to demonstrate their understanding of the learned concept by transferring it successfully to other situations through solving a scenario or by doing a demonstration project. Provide individual exploration, peer instruction and whole class discussion using laboratory equipment, hands-on activities and technology-based activities.Involve students in critical thinking, process skills, and product development by posing authentic problems to solve.Assess students using performance tasks, essays, portfolios, video presentation, and demonstrations. SAMPLEThis completes the section for science for Elementary.Schools that offer Biology I must also complete the additional sections for this subject. For schools that did not administer the Biology I Baseline, you must administer the Winter IA and report on the results on the Mid-year narrative. You will report on the current status without making comparisons. 6566BIOLOGY *(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 in each tested grade level. Include specific information about grade levels where improvements or declines have occurred in each reporting category. Should be written in past tense.Responses may be written in a narrative or bulleted format.

Only Baseline to Mid-Year (District Winter IA) data may be used.

Describe gains and/or decreases in Students Satisfactory Progress

Percentage points of increase/decrease

Use the wording student achievement percentage points when comparing Baseline to Mid-year (District Winter IA) data.For schools that did not administer the Biology I Baseline, you must administer the Winter IA and report on the results on the Mid-year narrative. You will report on the current status without making comparisons.

6667Data gathered from Edusoft reports indicate growth in Biology I from the Baseline to the District Winter Interim Assessment. The percent of students making satisfactory progress increased from 17% to 22%.

In the reporting categories, students demonstrated a 1 percentage point gain in the number of students making satisfactory progress in Molecular and Cellular Biology, a 5 percentage point increase in the percent making satisfactory progress in Classification, Heredity, Evolution, and a 3 percentage point decrease in the percent making satisfactory progress in Organisms, Populations, and Ecosystems.

SAMPLE6768Utilizing 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 Biology EOC to ensure that students achieve satisfactory progress in each reporting category. Should be written in future tense. Based on comparing Baseline and District Winter Interim Assessments, changes that will be made after January 22, 2013, to impact the Biology EOC:Specific strategy (changes)Changes to instructionSchool improvement Activities (changes)

Align strategies and/or school improvement activities to the Biology 1 EOC Test Item Specifications

Refer to additional strategies found on: http://science.dadeschools.net/highSchool/HOTScienceLabs-Biology.docx . Emphasis on future tense. Strategies implemented after January 2, 2012. Update your SIP online if changes are made to the SIP strategies and document the approved changes in the minutes of an EESAC meeting.Align data to your response.

6869There was a 5% increase for students achieving satisfactory progress (70% and above) on the Biology I Mid-Year Assessment. While the percent of students making satisfactory progress increased from the Baseline, students experienced difficulty in all reporting categories with the lowest performance in Category I Molecular and Cellular Biology.

The following strategies will be implemented: Students will complete labs from the HOTS Biology I with particular emphasis on cell reproduction, protein synthesis and cell processes. (http://science.dadeschools.net/highSchool/HOTScienceLabs-Biology.docx)After each lab students will write a conclusion to be shared with members the class and results will be posted for all to discuss.Students who have difficulty with concepts will be referred to after school tutoring.SAMPLE69

Completing the Mid-Year Report

Extended Learning ProgramsAligning Professional Development70

70Extended Learning Programs for StudentsDescribe the activities (e.g. after school, pull-outs, etc) that have taken place to date. Add additional rows if necessary.* When using percentages, include the number of students the percentage represents (e.g., 70% [35]).71ACTIVITYFREQUENCY (e.g., # of times per week, month, etc.)DURATION (e.g., # of minutes, hours, etc.)TOTAL # OF LEVEL 1, 2 and 3 STUDENTS IN THE SCHOOL % OF LEVEL 1, 2 AND 3 STUDENTS PARTICIPATINGResponses should focus on the followingReading, Math, Writing, or Science

Times per weekHow many minutes per sessionSeparate counts for Reading and Math. Use average of Reading # of L 1, 2 & 3s for Writing Activities. Use average of Math # of L 1, 2 & 3s for Science ActivitiesDivide the Average # by the Total # to calculate the %. Remember that this is to document Level 1, 2 & 3 students only.SAMPLESReading-Voyager3 times per week30 min. per session200 (Level 1, 2 & 3 in Reading)25% (50)Math-Early Bird Tutoring2 times per week45 min. per session100 (Level 1, 2 & 3 in Math)25% (25)Reading/Writing Push-in3 times per week 30 min. per session200 (Level 1, 2 & 3 in Reading)25% (50)SAMPLE71Comparison is between those students identified from the baseline data who are in extended learning programs to those who are not:

Average # of students participating can be found from sign-in sheets, attendance rosters, etc.Total# of FCAT Levels 1, 2, and 3 students in school can be found on SPY, Edusoft, and or COGNOSAverage % of FCAT Levels 1, 2, and 3 students participating is dividing the average # of students participating by Total # of FCAT Levels 1,2, and 3 students

Other than using the baseline and mid-year data, how will you progress monitor students in extended learning programs and how will you use this data to determine how students are responding to the extended learning program? (Please refer to specific data points).

72FAIR data was used to progress monitor students attending Voyager tutoring three times per week. Data gathered from Probability of Reading Success reports indicate growth in Reading by all grade levels from Assessment Period 1 to Assessment Period 2 as follows:

6th grade students increased by 10 percentage points the number of students achieving HP, 15 percentage points the number of students achieving MP, and decreased by 5 percentage points the number of students achieving LP.7th grade students increased by 12 percentage points the number of students achieving HP, 18 percentage points the number of students achieving MP, and decreased by 7 percentage points the number of students achieving LP. 8th grade students increased by 15 percentage points the number of students achieving HP, 8 percentage points the number of students achieving MP, and decreased by 9 percentage points the number of students achieving LP. ELL students increased by 5 percentage points the number of students achieving HP, 8 percentage points the number of students achieving MP, and decreased by 10 percentage point the number of students achieving LP. SAMPLE72

Research-based Professional Development Activities for Teachers

Describe the professional development activities to date (January 17, 2013) that are aligned with the schools instructional needs. Add additional row if necessary.Do not include District/Regional coaches meetingsMay include all in-house PD provided by the coaches to the staff

Not limited to PD which generated MPP

73DATE (MM/DD/YYYY)(Prior to 1/17/13)TITLE OF PROFESSIONAL DEVELOPMENT

INSTRUCTIONAL NEEDS ADDRESSED# OF TEACHERS FOR WHICH PD IS APPLICABLE# OF TEACHERS IN CONTENT AREA# OF TEACHERS IN ATTENDANCE11/02/2012CRISS

Reading Comprehension10151073Aligning Professional Development Documentation of PDs-Secretary/PD LiaisonDriving question: Are the professional development trainings held in your building targeted to student growth of the tested benchmarks?

Based on the baseline and mid-year data, describe the additional professional development activities that will be offered before the FCAT 2.0 to help teachers increase student performance?74Based on the results of the Winter Interim Assessment, teachers will be provided professional development in the areas of Reading and Mathematics.

Based on our data, sixth grade students continue to encounter difficulty in Geometry and Measurement, and seventh grade students in the areas of Geometry and Measurement and Statistics and Probability. During the week of February 4 - 8, the math coach will train teachers in grades 6-8, during their planning block, on effective use of Gizmos.

Based on our data, students in all grade levels continue to encounter difficulty in Informational Text/Research Process and Reading Application. On February 25 - 28, a District representative will train teachers in grades 6-8 on the use of CRISS strategies in order to infuse reading strategies throughout the curriculum. During the week of March 4 - 8, the reading coach will monitor the implementation of these strategies by the classroom teachers and model them when necessary. SAMPLE74Update the DA Compliance Checklist75

75Steps to Assure ComplianceAs part of the EESAC meeting, distribute copies of the current DA Compliance Checklist.

Review the status of each DA Requirement, provide updates on Strategies to Attain Compliance on all items marked Non-Compliance and identify Strategies being implemented to attain compliance. 7676DA Compliance Checklist77

Administrators name is the RepresentativeChange the date. If under Status you checked Partial Compliance or Non-Compliance, complete or update the three boxes to the right.If under Status you checked Compliance, you only need to complete or update the box to the left. The three boxes to the right should be blank.Save it to your desktop or school file under a new date as Mid-year Update. 7778Update the DA Compliance Checklisthttp://www.flbsi.org

Post Your Mid-Year Data79

http://osi.dadeschools.netPull your data for the Mid-year report from http://osi.dadeschools.net, you will find it under Winter Interim Assessments.

79

Click your school levelClick your school levelWinter IA DATA Sheet

Winter Assessment Print a Mid-year data sheet for each grade level.

http://www.flbsi.org Click here83

Login = 13 & WL #Access to entering both the Mid-year data and uploading the Mid-year Narrative Report is through the FLBSI website as you did when entering the SIP in September.8384

Click here to enter Mid-year dataSelect Mid-Year Report for DA-18485

Grade 6Grade 7Grade 8 Click the HOME button at the top of this page to access the data sheet that you entered your Baseline data on.

The Mid-year data will be entered through the same spread sheet. 8586

District Baseline and Midyear AssessmentsAssure that Proficiency is set at 70.Under Assessment name write District Baseline and Midyear AssessmentsEnter the data in the M boxes. You may not make changes to the Baseline.Make sure that you click the SAVE button at the bottom of the page.Changes cannot be made to the Baseline. 8687

Click here to upload Mid-year narrativeUpload the Mid-year Narrative Report. 8788This is a direct upload.Click the Browse button.Select your Mid-year Narrative template from your computer.Click upload.Confirm that the template is uploaded. There should be a statement next to the Upload button to Click to View.

If you need to make a change, you must make the change to the copy you are keeping on your desktop and re-upload.

88Next Steps.SIPs and data documents, including Appendices, are available at: http://osi.dadeschools.net February 5, 2013 All Edusoft scanning must be completed. SCAN AS YOU GO!!! --------------- NO EXTENSIONS! -------------February 15, 2013 Mid-Year Data Reports will be available at: http://osi.dadeschools.net February 20, 2013 Mid-Year data must be posted to: http://www.flbsi.orgFebruary 22, 2013 Schools must upload the Mid-Year Narrative to: http://www.flbsi.org

89Disregard the timelines posted on the FLBSI website and adhere to these extension that MDCPS has been given.89

Ms. Linda Fife 305-995-2692lfife@dadeschools.netMs. Dolores de la Guardia 305-995-7686ddelaguardia1@dadeschools.net

Dr. Sherian Demetrius 305-995-7046sdemetrius@dadeschools.netMs. Pamela Wentworth305-995-1520pwentworth@dadeschools.net