leadership academy on school performance reports september 25 to 27, 2012 dr. yuwadee wongbundhit...
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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
Understanding FCAT 2.0/EOC Reports?
Understanding FCAT 2.0 and EOC Reports, Spring 20126
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
Trend Analysis School Report
All Tested Students(2011 Retrofitted
FCAT 2.0)
Accountability Students
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
Trend Analysis School Report
All Tested Students(2011 Retrofitted
FCAT 2.0)
Accountability Students
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 5
3 140-181 182-197 198-209 210-226 227-260
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 20-45
2 46-54
3 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 5
325-374(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
Trend Analysis School Report
All Tested Students(2011 Retrofitted
FCAT 2.0)
Accountability Students
Sample Algebra 1 Report
25
21/54 = 39%
22/54 = 41%
Raw Score
T-Score Scale(20 to 80)
Statewide Comparison by
Thirds
RawScore
C1
C2C3
Content Scores
Geometry EOC Scores
Statewide by Thirds
T-Score Scale Range
1 20-45
2 46-54
3 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
Trend Analysis School Report
All Tested StudentsAccountability
Students
Raw Score
T-Score Scale(20 to 80)
Statewide Comparison by
Thirds
RawScore
RC1
RC2RC3
Content Scores
Biology EOC Scores
Statewide by Thirds
T-Score Scale Range
1 20-45
2 46-54
3 55-80
Trend Analysis School Report
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 2.0, FAA(100 points)
FCAT, FAA(100 points)
FCAT 2.0, FAA(100 points)
Learning Gains All Students FCAT 2.0, FAA(100 points)
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 1.2
2 X 1 1.0
3 XX 2 1.1
4 X X 2 1.1
5 X X 2 1.1
6 X 1 1.0
7 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)
FCAT 2.0, FAA(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.
Annual Learning Gains
2011 StateAssessment
Annual Learning Gains
2012 StateAssessment
School Year
Fall Interim Assessment
Winter InterimAssessment
Baseline.
Annual Learning Gains
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
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
Accountability Reports on Principal Portal
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_ID
4. 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_INFO
13. LEP_INFO
14. FCAT_CURR_GROUP
15. FCAT_TEST_YEAR
16. FCAT_TEST_MONTH
17. FCAT_GRADE
18. FCAT_NRT_MATH_SCALE
19. FCAT_NRT_MATH_PERCENT
20. 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
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 AMOAMO-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 Measurable 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