leadership academy on school performance reports

Leadership Academy on School Performance Reports

September 25 to 27, 2012Dr. Yuwadee Wongbundhit

Assessment, Research, and Data Analysis

Understanding FCAT 2.0/EOC Scores

Updates School Performance Grade

Annual Learning Gains

Annual Measurable Objectives

Student Performance Indicator – Data Analysis

Student Data on Accountability Report

Topics

2012 School Grade (Legal size paper)

Learning Gains Flow Charts

Worksheet handouts

Handouts

NORMS

4

Norms

Listen to others

Engage with the

ideas presented

Ask questions

Reflect on relevance

to you

Next, set your

learning into action

Http://osi.dadeschools.net/actiondata

Designed by

Nelson Suarez

http://osi.dadeschools.net/actiondata

Understanding FCAT 2.0/EOC Reports?

Understanding FCAT 2.0 and EOC Reports, Spring 20126

http://fcat.fldoe.org/mediapacket/2012/default.asp

http://fcat.fldoe.org/mediapacket/2012/default.asp

http://fcat.fldoe.org/fcat2/

Statewide Assessment

7

FCAT 2.0Reading, Grades

3-10

Math,Grades 3-8

Science,Grades 5, 8

Writing,Grades 4, 8, and

10

EOC

Algebra I

Geometry

Biology

US History

Civics

FAA

Reading

Math

Science

Writing

Trend Analysis School Report

All Tested Students(2011 Retrofitted

FCAT 2.0)

Accountability Students

FCAT 1999

FCAT 2001FCAT

2002FCAT 2010

Base scale of FCAT

1996 SSS

Base scale of FCAT 2.0

2007 NGSSS

2011FCAT 2.0

Equivalent Scores

2011 FCAT 2.0 Scores Reading/Math

9

FCAT 2.0 2014

FCAT 2.0 2013

FCAT 2.0 2012

FCAT 2.0 2011 2010-11 Baseline Year (Retrofitted Scores)

FCAT 2.0 Scores, Reading/Math

10




FCAT 2.0)


FCAT 2.0/EOC Achievement Level Policy Definitions

5. Demonstrate mastery of the most challenging content of the NGSSS.

4. Demonstrate an above satisfactory level of success with the challenging

content of the NGSSS.

3. Demonstrate a satisfactory level of success with the challenging content of the

NGSSS.

2. Demonstrate a below satisfactory level of success with the challenging content of

the NGSSS.

1. Demonstrate an inadequate level of success with the challenging content of the

NGSSS.

FCAT 2.0/EOC Achievement Level Policy Definitions

Level 1

Student has little success with the challenging content of the SSS.

Level 2

Student has limited success with the challenging content of the SSS.

Level 3

Student has partial success with the challenging content of the SSS, but performance is inconsistent.

Level 4

Student has success with the challenging content of the SSS.

Level 5

Student has success with the most challenging content of the SSS. A student scoring in Level 5 answers most of the test questions correctly, including the most challenging questions.

Demonstrate an inadequate level of success with the challenging content of the NGSSS.

Demonstrate a below satisfactory level of success with the challenging content of the NGSSS.

Demonstrate a satisfactory level of success with the challenging content of the NGSSS.

Demonstrate an above satisfactory level of success with the challenging content of the NGSSS.Demonstrate mastery of the most challenging content of the NGSSS.

FCAT FCAT 2.0 and EOC



FCAT 2.0)


RawScore

RC2

RC3

RC4

RC1

Content Area Scores

FCAT 2.0 Reading-Math Scores Raw Score

Developmental Scale Score (DSS)(140 to 302 R: G3-10)

(140 to 298 M: G3-8)

Achievement Level

(1 to 5)

Developmental Scale Score (Reading)

G6

G10

140 302Developmental Scale Scores

Min Max

G3

Raw Score

Grade 3 Grade 10

Grade Level 1 Level 2 Level 3 Level 4 Level 53 140-181 182-197 198-209 210-226 227-260

4 154-191 192-207 208-220 221-237 238-269

5 161-199 200-215 216-229 230-245 246-277

6 167-206 207-221 222-236 237-251 252-283

7 171-212 213-227 228-242 243-257 258-289

8 175-217 218-234 235-248 249-263 264-296

9 178-221 222-239 240-252 253-267 268-302

10 188-227 228-244 245-255 256-270 271-302

Developmental Scale Score (Math)

G6

G8

140 298Developmental Scale Scores

Min Max

G3

Raw Score

Grade 3 Grade 10

Grade Level 1 Level 2 Level 3 Level 4 Level 5

3 140-182 183-197 198-213 214-228 229-260

4 155-196 197-209 210-223 224-239 240-271

5 163-204 205-219 220-233 234-246 247-279

6 170-212 213-226 227-239 240-252 253-284

7 179-219 220-233 234-247 248-260 261-292

8 187-228 229-240 241-255 256-267 268-298

Sample Reading Report, Grade 3-4

18

4141

Total items: 45

Total items: 45

Sample Math Report, Grade 3-4

19

31

32

Raw Score

T-Score Scale(20 to 80)

Statewide Comparison by

Thirds

RawScore

RC1

RC2RC3

Content Scores

2011 Algebra I EOC Scores

Statewide by Thirds

T-Score Scale Range

1 20-452 46-543 55-80

2011 Algebra I EOC Scale Distribution - Statewide

21

20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 800

1000

2000

3000

4000

5000

6000

7000

8000

9000

2011 Algebra I EOC Distribution

EOC Scale Scores

Num

ber o

f Stu

dent

s

Statewide by Thirds T-Score Scale Range1 20-452 46-543 55-80

RawScore

RC1

RC2RC3

Algebra Content Scores

2012 Algebra 1 EOC ScoresRaw Score

EOC Scale Score(325 - 475)

Achievement Level(1 to 5)

Source: FL DOE/Office of Assessment

Level 1 Level 2 Level 3 Level 4 Level 5325-374

(49)375-398

(23)399-424

(25)425-436

(11)437-475

(38)

Alg. EOC2014

Alg. EOC 2013

Alg. EOC2012

Alg. EOC 2011 2010-11 Baseline Year (Retrofitted Scores)

Algebra I EOC

23




FCAT 2.0)


Sample Algebra 1 Report

25

21/54 = 39%

22/54 = 41%

Raw Score



Thirds

RawScore

C1

C2C3

Content Scores

Geometry EOC Scores

Statewide by Thirds

T-Score Scale Range

1 20-452 46-543 55-80

2012 Geometry EOC Scale Distribution - Statewide

27

20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64 66 68 70 72 74 76 78 800

1000

2000

3000

4000

5000

6000

7000

8000

9000

2012 Geometry EOC Distribution

EOC Scale Scores

Num

ber o

f Stu

dent

s 35% of Students at the bottom third (MDCPS: 44%)

34% of Students at the top third(MDCPS: 27%)

Statewide by Thirds T-Score Scale Range1 20-452 46-543 55-80

RawScore

RC1

RC2

RC3

RC4

Content Scores

2012 FCAT 2.0 ScienceRaw Score

Equivalent Achievement

Level(1 to 5)

Equivalent Scale Score

(100 - 500)

28

FCAT2003

FCAT 2001FCAT

2002FCAT 2011

FCAT 2.0

2012

Base scale of FCAT

SSS

Base scale of FCAT 2.0

NGSSS

FCAT 2.0 Equivalent

Scores

2012 Science FCAT 2.0 Scores

29


All Tested StudentsAccountability

Students

Raw Score



Thirds

RawScore

RC1

RC2RC3

Content Scores

Biology EOC Scores

Statewide by Thirds

T-Score Scale Range

1 20-452 46-543 55-80

School Performance Grade

Elementary Schools(Text in red [underscored] indicates a new or changed requirement.)

35

Reading Math Writing SciencePerformance

FCAT 2.0, FAA(100 points)


FCAT, FAA(100 points)


Learning Gains All Students FCAT 2.0, FAA(100 points)


Low 25% Learning Gains FCAT 2.0

(100 points)FCAT 2.0

(100 points)(300 points) (300 points) (100 points) (100 points)

Additional Requirements: For 201-12 only, the adequate progress requirement for the Low 25% will not be applied. Test at Least 90% of students, 95% to earn an “A.” Beginning in 2012-13 – A performance threshold in Reading (25%) will be applied - Grade

lowered one letter grade if not met .

Level 3 students will not be included in Low 25% group

Any retained students at levels 1 and 2 who are left over after the initial low 25% ranking will be added to the low 25% group.

Writing will revert back to 4.0 in 2012-13 if the State Board takes no further action.

Reading Performance Requirement, 2012-13

Schools that do not have at least 25% of students reading at grade level will be assigned one grade lower.

This applies to schools that would be graded A, B, C, or D based on total points.

Schools that have their grade lower once will not have their grade lowered further.

Adequate Progress Criteria for the Low25%

Made Learning Gains

50% - 100%

Between40% to 49%

Below 40%

Made adequate progress

Higher than that of prior year by 1 percentage point

Made adequate progressAND

Higher than that of prior year by 5 percentage points

Made adequate progressAND

To avoid having the school grade reduced:

• Must show adequate progress of the low25% in both reading and math for the current year

School Grade

A

• Must show adequate progress of the low25% in both reading and math for either the current or previous year

School Grades B or C

2012R

2012M

2013R

2013M

School Grade A

No No Yes Yes

School Grades B or C

Yes No No Yes

No Yes Yes No

Yes Yes

Meet Adequate Progress Criteria for the Low25%?

Suspend the adequate progress requirements for reading and math in

2011-12

YES

Yes

2012

No

2013

Yes

YES

NO

2012

Yes

2013

No

YES

No

2012

No

2013

Yes

•50 points for participation (percentage of points x 0.5)

•50 points for performance (percentage of points x 0.5)

•For 2011-12 only, schools will be “held harmless” for the participation measure. School grades will be calculated with the participation component and without the participation component, and will be assigned the higher points total of the two calculations.

–When the school grade is calculated without the EOC participation component, the resulting total points will be multiplied by a factor of 1.059 to bring the final total points up to a 900-point scale equivalent value.

2012-13 Acceleration component for middle schools on high school EOC assessments (Algebra 1, Geometry, Biology) or Industry Certifications

“held harmless” for the participation measure

Acceleration participation denominator:•The count of 8th graders in the school year who scored at Achievement Level 3 or higher on their grade 7 FCAT 2.0 assessment in mathematics; plus

Any other middle school students with an EOC record and course record in the current year (all grades 6-8)

Students who earned Algebra 1 credit toward graduation in an earlier year and who are current-year 8th grader will be removed from the denominator.

Extra weighting of 0.1 for each assessment or Industry Certification after the first one.

Numerator Points

Student

Alg 1EOC

Geo EOC

Bio EOC

Ind. Cer

Total Numerator

Points1 X X X 3 1.22 X 1 1.03 XX 2 1.14 X X 2 1.15 X X 2 1.16 X 1 1.07 X 1 1.0

Total Points 7.5

47

2011 Grade 7FCAT 2.0

Grade 8 Alg EOC L3-5

Grade 8FCAT 2.0 L3-5

TotalStudents

Level 1 20% 10% 30

Level 2 41% 51% 176

Level 3 81% 85% 1723

Level 4 97% 99% 2571

Level 5 99% 100% 799

5299

2012 ALG. EOC and FCAT 2.0 Math Results, Grade 8 with Both Scores

Denominator:Unweighted count of students from the numerator of the participation component who have a valid score.

Numerator: Students scoring at level 3 or higher on the EOC assessment.Students with a “Passing” code for Industry certification outcomes (beginning 2013)

Acceleration Performance

High Schools(Text in red [underscored] indicates a new or changed requirement.)

49

Assessment Components – 50% “Other” Components – 50%

Reading

Math (Algebra,

Geometry) Writing Biology

(Science) Acceleration Grad Rate College

Readiness US History Performance Participation

(150 points)2013-14

(100 points)

Overall(200 points)

100 - Federal100 - Modified

5-year

Reading(100 points)

2013-14EOC (100

points)


EOC, FAA(100 points)

FCAT, FAA(100 points)

EOC, FAA(100 points)

Learning Gains All Students Performance(150 points)

2013-14(100 points)

At-Risk(100 points)50 – Federal

50 – Mod 5 Yr

Math(100 points)FCAT 2.0, FAA

(100 points)EOC, FAA

(100 points)

Low 25% Learning Gains FCAT 2.0

(100 points)EOC

(100 points)

(300 points) (300 points) (100 points)(0 points in 2011-12)

(100 points)

(300points)(200 points

beginning 2013-14)

(300 points) (200 points) (100 points)

Additional Requirements: For 2011-12 only, the adequate progress requirement for the Low 25% will not be applied. Test at Least 90% of students, 95% to earn an “A.” Meet the at-risk graduation rate target - 65% or improvement targets. Beginning in 2012-13 - Performance threshold in Reading (25%) - Grade lowered one letter grade if not met.

Accountability Research and Measurement

Changes for High Schools

50

Cohort Graduation Rate Comparisons:Adjusted Cohort

Cohort Adjustments (Students Removed from the Denominator)

Graduates(On-Time Graduates

from the Denominator)

Non-Graduates(All Non-Grads Remaining in the

Denominator)

NGA Rate(Used for school years 2009-10 and 2010-11.)

Transfers to: Other public high schools (including

DJJs) or private high schools; Home-education programs; Adult-education programs* ; and Deceased students. *Adult-Ed GED diploma recipients

are also classified as adult-education transfers for the NGA rate and are removed from the cohort.

Standard diploma recipients,

Special diploma recipients.

Dropouts, Certificate recipients, HS Exit Option GED* diploma

recipients, Continuing enrollees who are not

on-time graduates.* Adult-Ed GED diploma

recipients are classified as adult-education transfers and removed from the cohort (they are not non-grads here).

Federal Uniform Rate(To be used for school years 2011-12 and beyond.)

Transfers to: Other public or private high schools

(not including DJJs) ; Home-education programs;

and Deceased students.

Standard diploma recipients.

Dropouts, Certificate recipients, GED diploma recipients, Special diploma recipients, Continuing enrollees who are not

on-time graduates, Transfers to adult education

programs or DJJ centers who are not standard diploma recipients.

Accountability Research and Measurement

Five-year modified graduation rate component

51

Calculated as a follow-up to the prior year four-year rate.

Uses the same denominator as the prior-year four-year federal rate, but accounts for additional graduates in Year 5.

Counts special diploma recipients as graduates (they are counted as non-graduates in the federal four-year rate).

For new schools that do not have enough students for a five-year cohort rate, we will substitute a modified four-year rate (counting special diploma recipients as graduates) in place of the five-year rate.

2011 StateAssessment


2012 StateAssessment

School Year

Fall Interim Assessment

Winter InterimAssessment

Baseline.


Performance

Performance

54

3-Ways to Make Annual Learning Gains1. Improve

achievement level

FCAT 2.0 Achievement

Level

EOC Assessment Achievement

Level

FAA Performance

Level

2. Maintain Achievement

Level

FCAT 2.0 L3-5 (3-3, 4-4, 5-5)

EOC L3-5(3-3, 4-4, 5-5)

FAA – L 4-9(4-4, 5-5, 6-6, 7-7, 8-8, 9-9)

3. Demonstrate a year’s growth for

students remain with low proficient levels

FCAT 2.0: 1-1, 2-2

EOC: 1-1, 2-2

FAA: 1-1, 2-2,3-3

Annual Learning Gains for FCAT 2.0Start

Additional Weight for DSS Gains

Example: A 4th grader scoring at level 1 in prior-year would need to increase score by at least 16 DSS points to qualify

for 1.1. (12+ 33% more than 12 = 16)

1.1 Points1.0 Points

Annual Learning Gains for EOC

Start

Annual Learning Gains for FAA

Start

Level 5

2011 FCAT 2.0 Level

2012 FCAT 2.0 Level

Level 4

Level 3

Level 5

Level 3

Level 3

Level 1

Level 2

Level 1

Level 2

-2

5

-8

11

5

DSS Change

2012 LG?

?

?

?

?

?

Y

N

Y

N

N

Reading Learning Gains

3

2011 FCAT Tested Grade

2012 FCAT Tested Grade

6

9

4

7

10

3

10

3

10

Student2011

Tested Grade

2012Tested Grade

2011 FCAT 2.0 DSS

2012 FCAT 2.0 DSS

2011 FCAT 2.0 Level

2012 FCAT 2.0 level DSS Change 2012 LG

Points2012 PF

Point

1 10 10 215 219 1 1 4 2 9 10 221 245 1 3 24 3 9 9 231 235 2 2 4 4 3 4 225 221 4 4 -4 5 7 8 230 NM 2 NA 6 9 10 250 256 3 4 6 7 3 4 185 210 2 3 25 8 6 7 238 240 4 3 2 9 4 5 230 247 4 5 17

10 10 10 240 244 2 2 4 11 5 6 210 217 2 2 7 12 4 5 221 227 4 3 6 13 8 9 241 224 3 2 -17 14 6 7 225 260 3 5 35 15 3 3 145 158 1 1 13 16 7 8 250 249 4 4 -1 17 10 10 225 228 1 2 3 18 5 6 205 237 2 4 32 19 7 8 175 181 1 1 6 20 8 9 245 242 3 3 -3 21 8 9 269 256 5 4 -13 22 5 6 162 170 1 1 8 23 4 4 179 190 1 1 11 24 6 7 200 215 1 2 15 25 8 9 296 277 5 5 -19

Worksheet 1 – Calculation of FCAT 2.0 Reading Learning Gains

Student2011

Tested Grade

2012Tested Grade

2011 FCAT 2.0 DSS

2012 FCAT 2.0 DSS

2011 FCAT 2.0 Level

2012 FCAT 2.0 level DSS Change 2012 LG

Points2012 PF Points

1 10 10 215 219 1 1 4 0 02 9 10 221 245 1 3 24 1.1 13 9 9 231 235 2 2 4 0 04 3 4 225 221 4 4 -4 1 15 7 8 230 NM 2 NA NA 06 9 10 250 256 3 4 6 1.1 17 3 4 185 210 2 3 25 1.1 18 6 7 238 240 4 3 2 0 19 4 5 230 247 4 5 17 1.2 1

10 10 10 240 244 2 2 4 0 011 5 6 210 217 2 2 7 0 012 4 5 221 227 4 3 6 0 113 8 9 241 224 3 2 -17 0 014 6 7 225 260 3 5 35 1.2 115 3 3 145 158 1 1 13 1 016 7 8 250 249 4 4 -1 1 117 10 10 225 228 1 2 3 1 018 5 6 205 237 2 4 32 1.1 119 7 8 175 181 1 1 6 0 020 8 9 245 242 3 3 -3 1 121 8 9 269 256 5 4 -13 0 122 5 6 162 170 1 1 8 0 023 4 4 179 190 1 1 11 0 024 6 7 200 215 1 2 15 1.1 025 8 9 296 277 5 5 -19 1 1

Learning Gains Worksheet – FCAT 2.0 Reading

62

Accountability Reports on Principal Portal


Bubble

Reading

Math

Gains

Reading

Math

Regress

Reading

Math

Lowest 25, 35, 45

Reading

Math

Please note the gains, bubble and regress indicators have been computed using the 2011 RETROFFITED scores not the scores displayed

on the report

64


Gain(Annual Learning

Gains)

YN

Bubble

PPossibility to be at

the next level

NNeutral

RRisk to decline the

level

RegressRN

Student Performance Indicators Data and SPI Splitter Tool

66

SPI School Data Elements1. CLASS_SCHOOL 2. STUDENT_NAME 3. STUDENT_ID4. STUDENT_STATUS_CODE 5. GENDER 6. STUDENT_ETHNICITY 7. STUDENT_GRADE 8. STUDENT_HOMEROOM 9. LEP_Entry_Date 10. LUNCH_CODE 11. Birthdate 12. ESE_INFO13. LEP_INFO 14. FCAT_CURR_GROUP 15. FCAT_TEST_YEAR 16. FCAT_TEST_MONTH17. FCAT_GRADE 18. FCAT_NRT_MATH_SCALE 19. FCAT_NRT_MATH_PERCENT20. FCAT_NRT_MATH_STANINE 21. FCAT_NRT_READ_SCALE 22. FCAT_NRT_READ_PERCENT 23. FCAT_NRT_READ_STANINE 24. FCAT_SSS_MATH_SCORE

25. FCAT_SSS_MATH_LEVEL26. FCAT_SSS_MATH_DEVELOP27. FCAT_SSS_MATH_NS (Rpt. Cat. 1)28. FCAT_SSS_MATH_M (Rpt. Cat. 2)29. FCAT_SSS_MATH_GS (Rpt. Cat. 3)30. FCAT_SSS_MATH_AT (Rpt. Cat. 4)31. FCAT_SSS_MATH_DA32. FCAT_SSS_READ_SCORE33. FCAT_SSS_READ_LEVEL34. FCAT_SSS_READ_DEVELOP35. FCAT_SSS_READ_WP (Rpt. Cat 1)36. FCAT_SSS_READ_MIP (Rpt. Cat 2)37. FCAT_SSS_READ_C (Rpt. Cat 3)38. FCAT_SSS_READ_RR (Rpt. Cat 4)39. FCAT_SSS_SCI_SCORE40. FCAT_SSS_SCI_LEVEL41. FCAT_SSS_SCI_PC (Rpt. Cat 1)42. FCAT_SSS_SCI_ES (Rpt. Cat 2) 43. FCAT_SSS_SCI_LE (Rpt. Cat 3)44. FCAT_SSS_SCI_ST (Rpt. Cat 4)45. FCAT_SSS_WRITE_PT46. FCAT_SSS_WRITE_SCORE47. FCAT_READ_PASS_FAIL 48. FCAT_MATH_PASS_FAIL

Direction for SPI Splitter• Download your school SPI• Save the file on desktop• Download SPI Splitter from:

http://osi.dadeschool.net/Excel • Save the file on desktop• Open SPI Splitter• Follow the direction on the page• Select one tested grade, analyze reading data

using Worksheet 2 (independent work)

68

http://osi.dadeschools.net/excel

Data Analysis Questions for SPI Data

How many students on this report?

How many students scoring at each achievement level in 2012? How many students scoring at or above satisfactory levels in 2012? Which student?

How many students scoring below satisfactory levels in 2012? Which student?

What is the range of % correct by achievement level?

Which student performed below 51% in each reporting category? How many students?

Which student performed above 70% in each reporting category? How many students?

What is the average % correct for each reporting category by achievement level?

% Correct of Reporting Category by FCAT 2.0 Achievement LevelReporting Category

# of Stu < 51%

What%?

# of Stu >= 70%

What%?

Avg. % Corr.

Avg. % Corr.

Level 1

Avg. % Corr.

Level 2

Avg. % Corr.

Level 3

Avg. % Corr.

Level 4

Avg. % Corr.

Level 5

% Correct Range by FCAT 2.0 Achievement Level

Tested Year:__________ Tested Grade:________ Assessment:__________ Total Students:______________

Level 1 Level 2 Level 3 Level 4 Level 5 L 3-5 L 1-2

Number of students

Range of % Correct

Worksheet 2 (Independent Work): Data Analysis

Name: ______________________________________ID: ______________ Location: ______ Date: _____________

Annual Measurable Objective

Florida School Accountability

• Performance Status• Annual Learning

Gains

School

Grade• Performance Status• Performance by subgroupsAYP

Annual Measurable Objectives

AYP is gone.AMO is here.Annual Measurable Objectives

ESEA Flexibility Waivershttp://www.fldoe.org/esea/

Ambitious & Achievable Goal

73

Transition from AYP to AMO

AMO-1

• School Performance Grade Target

AMO-2

• Reading and Math Performance Targets

AMO-3

• Target for Annual Learning of Students in the Lowest-Performing 25% in Reading and Math

AMO-4

• Benchmark Florida’s Students Performance to the Highest-Performing States and nations. This is a statewide target.

AMO vs. Differentiated Accountability• The AMOs are not linked to

Differentiated Accountability categories.

Not Linked to

DA

75

School Grade ESEA Category DA CategoryA Reward

Schools that increase their grade

Reward

BC Prevent PreventD Focus CorrectF Priority Intervene

Target Performance for AMO-2

76

• Increase % of students scoring at Levels 3-5 and reduce % of students scoring at levels 1 and 2 by 50% over six years (using 2010-11 as the baseline year).

Annual Measurabl

e Objective

2(AMO 2)

sets targets for

each school and subgroup

to:

AMO Performance Targets: 2010-11 to 2016-17

2016-17AMO Target

Proficient

30+35=65%

Non-proficient

70-35=35%

2010-11PerformanceBaseline Year

Proficient (%L3-5)

30%

Non-proficient(%L1-2)

50% of 70 = 35

70%

77

The goal of AMO-2 is to reduce the % of

non-proficient by 50% over six years

(2010-11 to 2016-17).

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17Increase %pt. 5.8 11.7 17.5 23.3 29.2 35.0

30 36 42 48 53 59 65

35÷6 = 5.83

AMO Performance Targets: 2010-11 to 2016-17

2016-17AMO Target

Proficient

60+20=80%

Non-proficient

40-20=20%

2010-11PerformanceBaseline Year

Proficient (%L3-5)

60%

Non-proficient(%L1-2)

50% of 40 = 20

40%

78

The goal of AMO-2 is to reduce the % of

non-proficient by 50% over six years

(2010-11 to 2016-17).

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17Increase %pt. 3.3 6.7 10 13.3 16.6 20

60 63 67 70 73 77 80

20÷6 = 3.33

Worksheet 3: AMO-2 Target

SchoolBaseline

Year2010-11% L3-5

Baseline Year2010-11% L1-2

Baseline Year2010-11

50% of L1-2 Annual

Increment

% AMO-2 Target at

Year 62016-17

% AMO-2 Target for

Year 22012-13

1 70%2 40%3 58%4 45%5 38%6 73%7 50%8 63%9 35%

10 20%

AMO-2 Target WorksheetSchool

Baseline Year

2010-11% L3-5

Baseline Year2010-11% L1-2

Baseline Year2010-11

50% of L1-2 Annual

Increment

% AMO-2 Target at

Year 62016-17

% AMO-2 Target for

Year 22012-13

1 70% 30 15.0 2.5 85 752 40% 60 30.0 5.0 70 503 58% 42 21.0 3.5 79 654 45% 55 27.5 4.6 73 545 38% 62 31.0 5.2 69 486 73% 27 13.5 2.3 87 787 50% 50 25.0 4.2 75 588 63% 37 18.5 3.1 82 699 35% 65 32.5 5.4 68 46

10 20% 80 40.0 6.7 60 33

OSI Website -- Http://osi.dadeschools.net

81

Direction: Go tohttp://osi.dadeschools.net/actiondata

Click on “2012-2013 School Improvement Tools”

Locate “SIP Current and Expected Results”, click on

AMO-2 SIP Targets

http://osi.dadeschools.net/12-13_SIP/DevelopmentTools/AMO-2.ASP

leadership academy on school performance reports

Documents

challenging content

satisfactory level of

inadequate level of

understanding fcat

students2011 retrofitted

vertical scale

challenging questions

success students