This document summarizes the FCAT scores over the past 5 years for Smith Middle School and the district. It shows that Smith Middle School has averaged lower scores than the district overall in math, reading, and writing. Scores also tend to decrease with each grade level. To address these issues, the PTA will look to increase community and parental involvement, improve teacher collaboration across grade levels, and utilize new programs and technologies to boost student achievement.

1. Welcome
Smith Middle School
PTA
ADMINISTRATORS:
LISA MAZZEI AND IAN O’GARA
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2. Goals
 Examine student FCAT scores over the last five years.
 Look for trends that show areas of concern.
 Consider strategies for improving those areas of
concern.
 Discuss the implementation of those strategies.
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3. FCAT Math Scores:
Smith vs. District
Percentage of students scoring 3 and above
Grade Math
2007 2008 2009 2010 2011
SMS Dis SMS Dis SMS Dis SMS Dis SMS Dis
6 68 56 58 57 62 60 59 63 68 66
7 34 45 50 51 52 55 50 58 63 60
8 27 45 30 46 40 46 53 50 40 50
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4. FCAT Reading Scores:
Smith vs. District
Percentage of students scoring 3 and above
Grade Reading
2007 2008 2009 2010 2011
SMS Dis SMS Dis SMS Dis SMS Dis SMS Dis
6 61 58 59 58 60 63 58 64 65 71
7 42 51 56 57 61 64 61 66 57 59
8 32 50 37 52 42 55 55 59 47 61
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5. FCAT Writing Scores:
Smith vs. District
Percentage of students scoring 3 and above
Grade Writing
2007 2008 2009 2010 2011
SMS Dis SMS Dis SMS Dis SMS Dis SMS Dis
6
7
8 44 55 68 68 64 67 76 76 69 79
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6. What are the problems?
 Overall average scores on all subsets of the FCAT trend lower than
the District averages.
What factors are affect our school in particular?
 Scores fall with advancing grade levels.
How can we maintain rigor and engagement as students grow?
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7. What are the solutions?
 Need for more community/parental involvement to support transition
through the middle school years.
Research shows that a strong partnership with families and community can
give students the support they need to increase academic success (Sanders
and Sheldon, 2009).
 Communication and planning across grade levels to curb decrease in
student gains.
Teacher collaboration regarding student data, strategies for improving
student success and monitoring student progress is essential to become
higher-performing (DiRanna, Love, Mundry and Stiles, 2008).
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8. What will we do next?
 We will seek out support from local businesses and community members to
develop partnership programs that can help our school to offer new
programs and technologies.
 We will provide teachers with multifaceted PLC opportunities. They will
collaborate with their subject areas, grade levels, and interdisciplinary
teams to use data to identify and address the specific needs of our
students.
 We will use the new Edsby gradebook system to increase levels of
parent/family involvement and communication amongst all stakeholders.
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9. Thank you!
