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Da Principals
- 1. Broward’s Effective Schools Program: Committed to Success For All Students December 10, 2009
- 2. FCIM
- 5. School Grades & No Child Left Behind Adequate Yearly Progress (AYP) Student Assessment
- 10. New This Year
- 14. Current 800-point scale New 1600-point scale A 525-800 1050-1600 B 495-524 990-1049 C 435-494 870-989 D 395-434 790-869 F Less Than 395 Less Than 790
- 16. Instructional Application in Reading
- 24. Instructional Application in Mathematics
- 31. Instructional Application in Science
- 33. Instructional Application in Writing
- 35. Information for 2010 FCAT
- 42. Monitoring Plans and Processes BAT II data will determine plans and processes.
- 45. Technology
- 47. Title I
Editor's Notes
- Elaborate on the fact that information previously shared, as well as details on new school grading practices, can be found by following the posted link.
- There are 36 subgroup based components and 3 school wide components (Grad rate, Writing Prof (3+) and School Grade Students can be in more than one subgroup All students included in Total
- Elaborate on the fact that information previously shared, as well as details on new school grading practices, can be found by following the posted link.
- Level 3 kids for the first time still need intensive tutorial because they could easily regress to Level II or I if they do not get retaught. Language Arts teachers 70% of the test is informational so social studies teachers need to know who these kids are also. Maintain mastery on multiple choice test in 8 th and 10 th because now they are going to have to maintain mastery on short and extended responses. The lessons learned (anchor responses for short and extended responses) from the DOE, teachers have them in their hands. Ask how it was given to the teachers. Make sure teachers who Particularly in 8 th and 10 th grade reading. Writing- voice, prior knowledge, supporting details, statistics Short and extended responses- if it does not say something in the reading they cannot use it for the short and extended responses. They have to use the text and not use knowledge that is not in the text. Writing- cannot use pronouns- use names because the reader does not know who they are referencing. Compare the 8 th grade score to their 4 th grade to compare how they did on the performance task question to see if the child needs help with performance task questions.
- Level 5 have to maintain their Level 5 is the only way to have a learning gain. Visit language arts, reading, soc. studies teachers and look for evidence of performance task questioning orally and written assessments in 8 th and 10 th . If they are not doing it, kids could regress because they are not used to the questions.
- Verify that the benchmarks are being taught. Not just listed on the board, verify teachers Teachers have to have item specifications- set up PLCs with the teachers on the item specs. Even for gifted and state mastery kids, teachers have to emphasize
- These students are the bubble kids- intensify support.
- Level 3 kids for the first time still need intensive tutorial because they could easily regress to Level II or I if they do not get retaught. Language Arts teachers 70% of the test is informational so social studies teachers need to know who these kids are also. Maintain mastery on multiple choice test in 8 th and 10 th because now they are going to have to maintain mastery on short and extended responses. The lessons learned (anchor responses for short and extended responses) from the DOE, teachers have them in their hands. Ask how it was given to the teachers. Make sure teachers who Particularly in 8 th and 10 th grade reading. Writing- voice, prior knowledge, supporting details, statistics Short and extended responses- if it does not say something in the reading they cannot use it for the short and extended responses. They have to use the text and not use knowledge that is not in the text. Writing- cannot use pronouns- use names because the reader does not know who they are referencing. Compare the 8 th grade score to their 4 th grade to compare how they did on the performance task question to see if the child needs help with performance task questions.
- Level 5 have to maintain their Level 5 is the only way to have a learning gain. Visit teachers and look for evidence of performance task questioning orally and written assessments in 8 th and 10 th . If they are not doing it, kids could regress because they are not used to the questions.
- Verify that the benchmarks are being taught. Not just listed on the board, verify teachers Teachers have to have item specifications- set up PLCs with the teachers on the item specs. Even for gifted and state mastery kids, teachers have to emphasize
- These students are the bubble kids- intensify support.