The document summarizes Smith Middle School's data-driven decisions for the 2013-2014 school year. It reviews FCAT performance trends in reading, math, science, and writing from 2011-2013. It identifies improvements like new electives that increased 2013 reading scores and remediation classes aimed to increase math and reading proficiency. The school sets 2014 FCAT goals of 54% proficiency in reading, 64% in math, 57% in science, and specified writing scores. Curriculum changes are highlighted to better prepare for Common Core through complex texts, questioning, and writing school-wide.
An update on the Franklin Public Schools MCAS performance for 2014. The presentation copy is released for the agenda of the School Committee meeting Nov 18, 2014.
Practitioners in the education field will be aware of the wide variety of measures of attainment used in the Scottish Education system. At national level the Scottish Survey of Achievement measures attainment at a number of stages during school and compares performance year on year. At the same time, international studies such as PISA, TIMSS and PIRLS measure Scotland’s performance in comparison to other countries in the key areas of literacy, maths and science.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/nationalandinternationalstudies.asp
An update on the Franklin Public Schools MCAS performance for 2014. The presentation copy is released for the agenda of the School Committee meeting Nov 18, 2014.
Practitioners in the education field will be aware of the wide variety of measures of attainment used in the Scottish Education system. At national level the Scottish Survey of Achievement measures attainment at a number of stages during school and compares performance year on year. At the same time, international studies such as PISA, TIMSS and PIRLS measure Scotland’s performance in comparison to other countries in the key areas of literacy, maths and science.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/nationalandinternationalstudies.asp
The role of school quality in shaping learning gaps rolleston ciesYoung Lives Oxford
The Role of School Quality in Shaping Learning Gaps - presentation by Caine Rolleston at the Comparative and International Education Society conference, Washington DC, 9 March 2015.
K-8 Mathematics Update to Chicago Board of EducationMichael Lach
This is a 15-minute presentation I made to the Board of Education during the public participation segment of the October 2006 board meeting. These slides were the support displayed full-screen on video while I talked.
A Road MAP to Success: Strategies to Transform Students’ Mathematical PathNWEA
A Road MAP to Success: Strategies to Transform Students’ Mathematical Path
Jeff Ridlehoover, Associate Principal, Kristen Addonizio, Teacher, Nicole Jockisch, Research & Assessment, Wayzata Public Schools, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will describe the use of MAP data to identify struggling 9th grade math learners as well as track their growth after intensive and innovative intervention. We will discuss the process of setting up this intervention class as well as the structure and practices used in our classroom. We will provide examples of practices to incorporate into any existing class as well as make a case to include a more intensive intervention option within your school. Administrators and teachers interested in making significant progress for all learners, as measured by NWEA’s MAP test, should attend.
Learning Outcome:
- How to use data to measure progress in a high school math classroom
- How to positively impact student achievement within an existing school structure
- How to use data to identify the right students in need of intervention
Audience:
-District leadership
- Curriculum and Instruction
Wayzata School District #284 is a suburban district in Minnesota that has been administering MAP for 10 years at the elementary and middle school level. We first started using the MAP tests at the high school three years ago. We use the philosophy of Madeline Hunter to guide our instructional planning and have recently placed a district-wide emphasis on the creation and implementation of Professional Learning Communities. Our team includes a high school associate principal and two high school math teachers.
The role of school quality in shaping learning gaps rolleston ciesYoung Lives Oxford
The Role of School Quality in Shaping Learning Gaps - presentation by Caine Rolleston at the Comparative and International Education Society conference, Washington DC, 9 March 2015.
K-8 Mathematics Update to Chicago Board of EducationMichael Lach
This is a 15-minute presentation I made to the Board of Education during the public participation segment of the October 2006 board meeting. These slides were the support displayed full-screen on video while I talked.
A Road MAP to Success: Strategies to Transform Students’ Mathematical PathNWEA
A Road MAP to Success: Strategies to Transform Students’ Mathematical Path
Jeff Ridlehoover, Associate Principal, Kristen Addonizio, Teacher, Nicole Jockisch, Research & Assessment, Wayzata Public Schools, MN
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will describe the use of MAP data to identify struggling 9th grade math learners as well as track their growth after intensive and innovative intervention. We will discuss the process of setting up this intervention class as well as the structure and practices used in our classroom. We will provide examples of practices to incorporate into any existing class as well as make a case to include a more intensive intervention option within your school. Administrators and teachers interested in making significant progress for all learners, as measured by NWEA’s MAP test, should attend.
Learning Outcome:
- How to use data to measure progress in a high school math classroom
- How to positively impact student achievement within an existing school structure
- How to use data to identify the right students in need of intervention
Audience:
-District leadership
- Curriculum and Instruction
Wayzata School District #284 is a suburban district in Minnesota that has been administering MAP for 10 years at the elementary and middle school level. We first started using the MAP tests at the high school three years ago. We use the philosophy of Madeline Hunter to guide our instructional planning and have recently placed a district-wide emphasis on the creation and implementation of Professional Learning Communities. Our team includes a high school associate principal and two high school math teachers.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Data Driven Decisions for 2013-2014
• Review the FCAT data from the past three school
years (2011-2013) to observe trends and patterns
▫ Reading (6th, 7th, and 8th grades)
▫ Math (6th, 7th, and 8th grades)
▫ Science (8th grade only)
▫ Writing (8th grade only)
• Review the School Improvement Plan
▫ Curriculum Improvements
▫ FCAT Goals
4. 51 51
61
65
59
63
0
10
20
30
40
50
60
70
8th SMS 8th District 7th SMS 7th District 6th SMS 6th District
Reading 2011 Level 3 and up
• 8th grade percentage of proficiency is even with the district score.
• 7th grade percentage of proficiency is four points lower than the
district score.
• 6th grade percentage of proficiency is also four points lower than
the district score.
5. 51
49
54 54
47
51
42
44
46
48
50
52
54
56
8th SMS 8th District 7th SMS 7th District 6th SMS 6th District
Reading 2012 Level 3 and up
• 8th grade percentage of proficiency is two points higher than the
district score.
• 7th grade percentage of proficiency is even with the district score.
• 6th grade percentage of proficiency is four points lower than the
district score for the second year in a row.
6. 55
53
56
55
56
55
51.5
52
52.5
53
53.5
54
54.5
55
55.5
56
56.5
8th SMS 8th District 7th SMS 7th District 6th SMS 6th District
Reading 2013 Level 3 and up
• 8th grade percentage of proficiency is two points higher than the
district score for the second year in a row.
• 7th grade percentage of proficiency is now one point higher than
the district score.
• 6th grade percentage of proficiency is now one point higher than
the district score.
7. Reading FCAT
Trends & Patterns
• Adding the 6th grade
Critical Thinking elective
class has made a positive
impact on the 2013 scores.
• Using Florida Achieve
Focus Testing to predict
performance and provide
remediation since 2011 has
proven positive results.
• Amount of Level 1
students has decreased
while the amount of Level 5
students has increased from
2011 to 2013.
0
20
40
60
80
100
120
6th
2011
7th
2012
8th
2013
Level 5 7 8 11
Level 4 23 19 18
Level 3 30 27 26
Level 2 21 28 33
Level 1 20 18 13
Reading FCAT Growth
9. • 8th grade percentage of proficiency is four points higher than the
district score.
• 7th grade percentage of proficiency is two points higher than the
district score.
• 6th grade percentage of proficiency is four points lower than the
district score.
68 64 61 59
44 48
0
10
20
30
40
50
60
70
80
8th SMS 8th District 7th SMS 7th District 6th SMS 6th District
Math 2011 Level 3 and up
10. • 8th grade percentage of proficiency is nine points higher than the
district score.
• 7th grade percentage of proficiency is six points higher than the
district score.
• 6th grade percentage of proficiency is also three points higher than
the district score.
60
51
59
53 50 47
0
10
20
30
40
50
60
70
8th SMS 8th District 7th SMS 7th District 6th SMS 6th District
Math 2012 Level 3 and up
11. • 6th grade percentage of proficiency has not been received due to
tests not being scored. We anticipate to receive these scores when
high school’s school grades are released.
• Both the 7th grade and 8th grade percentage of proficiency are eleven
points higher than the district score.
66
55
64
53
0
46
0
10
20
30
40
50
60
70
8th SMS 8th District 7th SMS 7th District 6th SMS 6th District
Math 2013 Level 3 and up
12. Math FCAT
Trends & Patterns
• Targeting 6th grade
students with elementary
math difficulties since 2012
has made a positive impact
on scores.
• Adding a Math
Remediation class for all
students with a Level 1 on
their previous FCAT should
make a positive impact on
the future 2014 scores.
• Amount of Level 1
students has decreased
while the amount of Level 5
students has increased from
2011 to 2013.
0
10
20
30
40
50
60
70
80
90
100
6th
2011
7th
2012
8th
2013
Level 5 5 9 12
Level 4 14 19 20
Level 3 26 31 34
Level 2 28 24 18
Level 1 27 17 16
Math FCAT Growth
14. • The 2011 score of 44 percent passing rate was equal with the
district score.
• The 2012 score of 48 percent passing rate was seven points higher
than the district score of 41 percent.
• The 2013 score of 56 percent passing rate was eight points higher
than the district score of 48 percent.
44
48
56
44 41
48
0
10
20
30
40
50
60
2011 2012 2013
8th Grade FCAT Science
SMS
District
16. • The 2011 score of 76 percent passing rate was lower than the district score
of 77 when the passing score was a Level 4 and up.
• The 2012 score of 86 percent passing rate was seventeen points higher
than the district score of 69 percent when the passing score was a Level 3
and up.
• The 2013 score of 52 percent passing rate was eight points higher than the
district score of 44 percent when the passing score was a Level 3.5 and up.
76
86
5277 69
44
0
10
20
30
40
50
60
70
80
90
100
2011 2012 2011
8th Grade FCAT Writes
SMS
District
18. Curriculum Improvements
• In preparation for Common Core Standards, all core classes
are
▫ Using complex texts and text based questioning
▫ Emphasizing paraphrasing and summarizing school-wide
▫ Increasing the amount of high level questioning on assessments
▫ Implementing everyday writing expectations school-wide
• To provide remediation for struggling students new programs
have been added
▫ Timed Readings in Science with comprehension and extended
thinking questions
▫ SuccessMaker program for Level 1 and 2 Reading students with
single block of Intensive Reading
▫ Read 180 program for Level 1 Reading students with a double
block of Intensive Reading
▫ SuccessMaker program and FASTT Math for Level 1 and 2 Math
students with a single block of Intensive Math
19. FCAT Goals
• 2014 Reading
▫ 54% of all students proficient (Level 3 and above) on FCAT
• 2014 Math
▫ 64% of all students proficient (Level 3 and above) on FCAT
• 2014 Science (8th grade)
▫ 57% of students proficient (Level 3 and above) on FCAT
• 2014 Writing (8th grade)
▫ 55% of students will achieve a score of 3.5 or higher
▫ 82% of students will achieve a score of 3.0 or higher