Accelerated data Solutions
Academic
Performance Series
Management of
Academic
Progress
Tasks
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Table of Contents
Task 1: Create cover sheet for MAP Profile
(Accountability)
Task 2: Create school MAP Profile check list
(Accountability)
Task 3: Create a demographic profile of your school
(Scheduling)
Task 4: Print and complete the Curriculum and
Instructional Gaps
Task 5: Determine the number of students in the five
AIDE variable
categories for reading and math (Scheduling)
Task 6: Develop an overview of student performance on
FCAT A+ (C
Task 7: Present NCLB overview to Leadership Team for
discussion
Task 8: Analyze reading performance via Leadership
Team and
begin strategic planning to address gaps (C and I)
Task 9: Analyze mathematics performance via
Leadership Team and
begin strategic planning to address gaps (C and I)
Task 10: Develop an overview of student performance
on FCAT SSR
Task 11: Develop an overview of student performance
on FCAT SSR
- FCAT Eligible students (C and I)
Task 12: Develop an overview of student performance
on FCAT SSM
Task 13: Develop an overview of student performance
on FCAT SSM
- FCAT Eligible students (C and I)
Task 14: Determine sub-standard performance on the
FCAT SSR by
grade level/content area and create strategies to
address gaps (C
Task 15: Determine sub-standard performance on the
FCAT SSM by
grade level/content area and create strategies to
address gaps (C
Task 16: Creating data history for course selection
(Scheduling)
Task 17: Creating an assignment data preview for
teachers
Task 18: Review Subject Profile Summaries to
determine course
Task 19: Create proper placement and instructional
balance - All
Task 20: Create proper placement and instructional
balance - All
Students Mathematics (Scheduling)
Task 21: Create student data history based on school
organization
Task 22: Determine students who need remediation in
reading
Task 23: Determine students who need remediation in
mathematics
Task 24: Review school-wide safety net needs for
reading (Safety Net)
Task 25: Review school-wide safety net needs for
mathematics
Task 26: Create letter to explain student profile and
discuss safety
net options for students with only level 3, 4 and 5
in SSR and SSM
and print student profile reports for these students
(Safety Net)
Task 27: Create a letter to explain student profile
and discuss safety
net options for students with a level 1 or 2 in SSR
and/or SSM and
print student profile reports for these students
(Safety Net)
Task 28: Present NCLB and A+ Overview to faculty for
discussion
Task 29: Explain use of individual Academic
Improvement Plans (AIP)
during faculty meeting (Accountability)
Task 30: Review School-wide Safety Net Plan for
reading with all
Task 31: Review school-wide Safety Net plan for
mathematics with all
Task 32: Explain use of individual Student Goal Sheet
during faculty
Task 33: Run list of students with a loss in reading
performance
Task 34: Run list of students with a loss in
mathematics performance
Task 35: Run list of conflict students in reading performance
(C and I)
Task 36: Run list of conflict students in math
performance (C and I)
Task 37: Run list of reverse conflict students in
reading performance
Task 38: Run list of reverse conflict students in
math performance (C
Task 39: Generate Subject Roster to document proper
distribution
and collection of Subject Profile Summaries and
Subject Instructional
Task 40: Provide grade level/ department chairs with
Subject Profile
Task 41: Provide grade level/department chairs with
Subject
Instructional Plans (Accountability)
Task 42: Analyze reading performance via grade
level/content area
meetings and create strategies to address gaps (C and
I)
Task 43: Analyze mathematics performance via grade
level/content
area meetings and create strategies to address gaps
(C and I)
Task 44: Brainstorm strategies to address identified
reading
performance gaps using Subject SSS Reading Synopsis
(C and I)
Task 45: Brainstorm strategies to address identified
mathematics
performance gaps using Subject SSS Mathematics
Synopsis (C and I)
Task 46: Develop strategic reading plan for incoming
class(es) via
grade level/ department meetings (C and I)
Task 47: Develop strategic mathematics plan for
incoming class(es)
via grade level/ department meetings (C and I)
Task 48: Generate Teacher Roster to ensure proper
distribution and
collection of Teacher Profile Summaries, Teacher
Professional
Development Plans and Class Instructional Plans
(Accountability)
Task 49: Provide teachers with Individual Teacher
Profile Summaries
that identify make-up of incoming class(es)
(Accountability)
Task 50: Review class data for individual students
(Safety Net)
Task 51: Provide teachers with Class Instructional
Plan (Safety Net)
Task 52: Provide teachers with individual
Professional Development
Task 53: Provide and explain Student Individual
Profiles to students
Task 54: Provide students with Individual Student
Goal Sheet (Safety
Task 55: Review reading safety net programs by
conducting
benchmark assessments (Safety Net)
Task 56: Review mathematics safety net programs by
conducting
benchmark assessments (Safety Net)
Task 57: Generate cover letter for individual student
progress reports
Task 58: Generate individual student progress reports
and distribute
Task 59: Generate quarterly grade analyses to monitor
subject grade
Task 60: Generate quarterly grade analyses to monitor
teachers’
Task 61: Analyze reading progress using benchmark
assessments
Task 62: Analyze mathematics progress using benchmark
Task 63: Analyze student performance and progress
within core
courses on reading using benchmark assessments
(Accountability)
Task 64: Analyze student performance and progress
within core
courses on mathematics using benchmark assessments
Task 65: Analyze individual teacher’s class(es)
performance and
progress on reading using benchmark assessments
(Accountability)
Task 66: Analyze individual teacher’s class(es)
performance and
progress on mathematics using benchmark assessments
Task 67: Schedule quarterly conferences with
teams/grade levels to
discuss students’ academic progress (Safety Net)
Task 68: Provide teachers with Individual Teacher
Profile Summaries
that summarize progress of students taught
(Accountability)
Task 69: Analyze reading performance by subject area
using current
year Subject SSS Reading Synopsis (C and I)
Task 70: Analyze mathematics performance by subject
area using
current year Subject SSS Mathematics Synopsis (C and
I)
Task 71: Run list of students with a loss in reading
performance
Task 72: Run list of students with a loss in
mathematics performance
Task 73: Review progress of student reading
performance via grade
level/ department meetings (C and I)
Task 74: Review progress of student mathematics
performance via
grade level/ department meetings (C and I)
Task 75: Determine effectiveness of safety nets by
identifying the
number of level 1 & 2 students who made gains in
reading
Task 76: Determine effectiveness of safety nets by
identifying the
number of level 1 & 2 students who made gains in
mathematics
Task 77: Determine school wide efficacy
(Accountability)
Task 78: Determine subject efficacy (Accountability)
Task 79: Investigate subject efficacy
(Accountability)
Task 80: Determine teacher efficacy (Accountability)
Task 81: Investigate teacher efficacy (Accountability)
Task 1: Create cover sheet for MAP Profile (Accountability)
Cycle: Pre-School
What
It Provides:
It provides a personalized cover sheet for the MAP Profile.
What It Is Used For:
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. The MAP Profile manual allows relevant data, graphs, reports,
discussion notes, Leadership Team and
staff input, and strategic plans to be kept in a central,
organized location. Test
2. Presentations regarding the school improvement process to
constituents (i.e. SAC Committees, PTSA,
district personnel) can be made more effectively using the manual
contents as a basis.
Task 2: Create school MAP Profile check list (Accountability)
Cycle: Pre-School
What
It Provides:
It provides a convenient check list used as an administrative
tracking tool for documenting MAP task
completion.
The task title, cycle, and category are shown. This checklist assists the user
in completing all steps
to provide
the most complete analysis of FCAT data and its implications for the individual
student, teacher, class,
program, and school.
What It Is Used For:
It is used to document task assignment and completion dates as the
user progresses through the different steps and
cycles of MAP. The form provides space for
completion date and name of person completing the task.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Schedule meeting with administrative/Leadership Team to review
and delegate tasks.
2. Subdivide responsibilities as appropriate and as staff allows.
3. Schedule proposed completion dates.
Task 3: Create a demographic profile of your school (Scheduling)
Cycle: Pre-School
What
It Provides:
It provides a categorical overview of ethnicities, gender, NCLB,
retention status, and Dropout Prevention
Program
(DPP) indicators that allows the user to develop a more in-depth understanding
of the student body
make-up
and predict their academic needs accordingly.
What It Is Used For:
It is used to provide a comprehensive school overview to begin
planning the master schedule and budgeting
processes.
Interactive
Analysis Option:
User can select and sort data in any underlined column by
double-clicking or using the right mouse click, sort, and
select
features. A statistical breakdown
appears for filtered items (grade level, NCLB categories, retained
students,
and GPA).
Educational
Recommendations:
1. The user should review all categories and become familiar with
the different requirements under A+ and
NCLB assessment.
2. Establish resource allocation.
3. Utilize overview as an aide in the budget process.
Task 4: Print and complete the Curriculum and Instructional Gaps
Cycle: Pre-School
What
It Provides:
It provides planning documents to assist the user in identifying
curriculum gaps by reviewing FCAT data and
completing
the chart. The amount of data from FCAT
can be overwhelming. By following the process of
completing
the chart, the user becomes more focused and able to identify problematic
areas. The forms become a
vehicle
for Leadership Team, department chairs, and grade level chairpersons to get an
overview of student
achievement
through A+ and NCLB categories.
What It Is Used For:
The chart is a planning and analysis tool used to identify the
areas in most need of attention. The chart allows
the user
to see which deficits are grade level, school-wide or NCLB concerns. The format
steers discussion into
defining
causes for deficits and encourages brainstorming solutions.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. The chart should be completed using the Executive SSR/SSM
Summaries, NCLB summary, SSM/ SSR Safety
Net, C and I Summaries and
the AIDE Variable Summary.
2. Each member of the discussion team should have a copy of the
chart. Possible causes can be identified
individually and then shared among the group. This would take
advantage of the "different lenses" that
various members bring to the discussion.
3. The group would then work cooperatively on creating common
solution strategies.
4. The completed chart would then be used during preplanning
sessions to invite additional input. This chart
could also be presented at Open House.
Task 5: Determine the number of students in the five AIDE variable
categories for reading
and math (Scheduling)
Cycle: Pre-School
What
It Provides:
It provides a report that allows the administrative team to
determine the number of students by grade level that
negatively
impact the school grade and are in need of additional educational and guidance
services. Students are
categorized
by grade level into AIDE variable categories.
What It Is Used For:
It is used to provide the number of students in each AIDE variable
category so that a determination can be made
concerning
resource allocation, safety net programs, and guidance services. It is also
used to begin the
identification
of needed remedial courses and sections.
Interactive
Analysis Option:
User can sort and filter biographical data and AIDE variables to
ascertain school-wide trends in relation to FCAT
performance.
Educational
Recommendations:
1. Review number of low performing students at each grade level.
2. Discuss ramp-up courses needed during and outside of the school
day.
3. Discuss with Leadership Team the amount of resources needed and
any necessary resource allocation
adjustments.
Task 6: Develop an overview of student performance on FCAT A+ (C
Cycle: Pre-School
What
It Provides:
It provides a general overview of student FCAT performance based
upon current enrollment. The data
indicates
the number
of students tested and not tested and their performance from a whole school
point of view. Scores
presented
are SSR, SSM, Writing, NRR and NRM. The
A+ percentages are those that would be presented to the
state as
gains for grade purposes in the A+ program.
This task indicates the baseline or starting point of a school.
What It Is Used For:
It is used to obtain a comprehensive overview of the school’s
performance status as measured by FCAT under the
state A+ program. The instructional leader and staff can use
this overview as a starting point for discussion of
the
school’s performance strengths and weaknesses.
Interactive
Analysis Option:
User can sort and filter biographical data and AIDE variables to ascertain
school-wide trends in relation to FCAT
performance.
Educational
Recommendations:
1. This data should be examined thoroughly for trends because it
provides the basis for creating a strategic
plan to improve student academic performance.
2. Schedule meeting with administrative/Leadership Team to discuss
performance trends and brainstorm
possible solutions.
3. Start the planning process to establish SSS percentage goals
and school grade goals.
4. This data should be incorporated into state required school
improvement plan.
Task 7: Present NCLB overview to Leadership Team for discussion
Cycle: Pre-School
What
It Provides:
It provides a powerful overview showing the number of students
performing below school standard on writing, the
SSR and SSM by grade level. Statistical data shows the minimum, average,
and maximum using the AIDE’s
standard
color-coding system. The number of AIDE variable students, the number tested
and not-tested and
percent
making AYP is provided. Student performance is neatly categorized by NCLB
categories saving the user
hours of
analysis time.
What It Is Used For:
It is used to gain an overview of student performance by NCLB
categories. It is also used to identify sub-standard
performance
on SSR, SSM, NRR and NRM and allow for more strategic planning to address
school-wide and/or
grade
level deficits.
Interactive
Analysis Option:
User can identify sub-standard performance by NCLB categories.
This screen shows tested students (FCAT eligible
or not) who scored below the SSR Reading/ SSM
Math AIDE school standard in any content area strand. This
screen provides
a quick reference statistical box providing the minimum, average, and maximum
for any filtered
category.
The number of students below standard is identified and shown as a percentage
of the total school
population.
Educational
Recommendations:
1. Explain NCLB requirements to Leadership Team.
2. Highlight areas of sub-standard performance.
3. Discuss deficits and possible causes.
4. Prepare presentation for preplanning faculty meeting.
Task 8: Analyze reading performance via Leadership Team and
begin strategic planning
to address gaps (C and I)
Cycle: Pre-Plan
What
It Provides:
It provides a color-coded overview of each grade level showing the
number of non-tested students, the minimum,
average,
and maximum reading content area strand scores for each FCAT level, and the
average GPA for students
in each SSR level category. The number of AIDE
variable students within each category is identified. This report
is
especially valuable because it provides a breakdown of the number of students
whose score dropped from the
previous
year.
What It Is Used For:
It is used as a basis for strategic planning. It will save hours of valuable time
previously spent in hand sorting and
analyzing
student scores. It is used to analyze content area strands to determine
problematic areas and pinpoint
deficient
areas. It easily identifies the number of students who are performing below the
AIDE school standard in
each
reading content area. It determines the percentage of students missing the mark
school-wide and/or at a
particular
grade level and by FCAT level. It identifies any pattern in students suffering
a loss.
Interactive
Analysis Option:
User is offered several viewing options via selection buttons.
Across the top the user can sort students into All,
FCAT
Eligible, FCAT 3, 4, 5, FCAT 1 & 2,
or Lowest 25%. The user can select and sort data in any underlined
column by
double clicking or using the right mouse click sort and select features. By
using selection buttons at the
bottom of
the screen, the user can chose to view students by levels only or can expand
the view by adding
categorical
data (BIO), AIDE variable (AIDE), NCLB subgroups (NCLB), or all three. A
statistical breakdown
appears
for filtered items (SSR 3-5, SSR 1-2, and SSR tested).
Educational
Recommendations:
1. Provide copy of report to Leadership Team/Department
Chairs/Grade level chairs.
2. Review deficits and areas of concern in reading. Discuss possible causes and a plan of action.
3. Use provided questions to facilitate leadership team discussion
of reading deficits.
4. Complete page 1 of Curriculum and Instructional Gaps Worksheet.
Task 9: Analyze mathematics performance via Leadership Team and
begin strategic planning
to address gaps (C and I)
Cycle: Pre-Plan
What
It Provides:
This task is used as a basis for strategic planning. It provides a color-coded overview of each
grade level showing
the number
of non-tested students, the minimum, average, and maximum mathematics content
area strand scores
for each
FCAT level, and the average GPA for students in each SSM level category. The number
of AIDE
variable
students within each category is identified. This report is especially valuable
because it provides a
breakdown
of the number of students whose score dropped from the previous year.
What It Is Used For:
It is used to save hours of valuable time previously spent in hand
sorting and analyzing student scores. It
is used
to analyze
content area strands to determine problematic areas and pinpoint deficient
areas and to easily identify
the number
of students who are performing below the AIDE school standard in each
mathematics content area. It
is used to determine the percentage of
students missing the mark school-wide and/or at a particular grade level
and by
FCAT level and to identify any pattern in students suffering a loss.
Interactive
Analysis Option:
User is offered several viewing options via selection buttons.
Across the top the user can sort students into All,
FCAT
Eligible, FCAT 3, 4, 5, FCAT 1 & 2, or Lowest 25%. The user can select and
sort data in any underlined
column by
double clicking or using the right mouse click sort and select features. By
using selection buttons at the
bottom of
the screen, the user can chose to view students by levels only or can expand
the view by adding
categorical
data (BIO), AIDE variable (AIDE), NCLB subgroups (NCLB), or all three. A
statistical breakdown
appears
for filtered items (SSM 3-5, SSM 1-2, and SSM tested).
Educational
Recommendations:
1. Provide copy of report to Leadership Team and department/grade
level chairs
2. Review deficits in mathematics.
Discuss possible causes and a plan of action.
3. Use provided questions to facilitate leadership team discussion
of math deficits.
4. Complete page 1 of Curriculum and Instructional Gaps Worksheet.
Task 10: Develop an overview of student performance on FCAT SSR
Cycle: Pre-School
What
It Provides:
It provides a general overview of student FCAT Reading
performance. The data is categorized by FCAT
administration
grade level, FCAT level, the average
percent of points scored correctly in each content area
strand,
the raw total average, the average grade point average for students within each
category, the number of
students
tested and the percentage that number represents.
What It Is Used For:
It is used to identify school-wide, grade level, and content area
strand deficits in reading. By comparing
percentages
under each sub-strand category, the user can identify those sub-strands which
are problematic for the
entire
school and/or specific to a particular grade level.
Interactive
Analysis Option:
User can select single grade level or FCAT performance level. Data
can be separated by All Students or isolate
those who
are FCAT Eligible by clicking on the appropriate button on the top of the
screen.
Educational
Recommendations:
1. This data should be examined thoroughly for trends because it
provides the basis for creating a strategic
plan to improve reading comprehension.
2. Schedule meeting with administrative/Leadership Team to discuss
performance trends and brainstorm
possible solutions.
3. Schedule meeting to create a professional development plan to
address strand weaknesses school-wide.
Task 11: Develop an overview of student performance on FCAT SSR
- FCAT Eligible students
(C and I)
Cycle: Pre-School
What
It Provides:
It provides a concise overview of student FCAT Reading performance
for FCAT Eligible students. The data is
categorized
by FCAT administration grade level, FCAT
level, the average percent of points scored correctly in
each
content area strand, the raw total average, the average grade point average for
students within each
category,
the number of students tested and the percentage that number represents.
What It Is Used For:
It is used to identify school-wide, grade level, and content area
strand deficits in reading for students who were
tested and
FCAT Eligible. By comparing percentages under each sub-strand category, the
user can identify those
sub-strands
which are problematic for the entire school and/or specific to a particular
grade level.
Interactive
Analysis Option:
User can select single grade level or FCAT performance level. Data
can be separated by All Students or isolate
those who
are FCAT Eligible by clicking on the appropriate button on the top of the
screen.
Educational
Recommendations:
1. Schedule meeting with administrative/Leadership Team to discuss
performance trends and brainstorm
possible solutions.
2. Determine gap analysis between all students and FCAT eligible
students.
Task 12: Develop an overview of student performance on FCAT SSM
Cycle: Pre-School
What
It Provides:
It provides a concise overview of student FCAT Mathematics
performance for all students. The data is
categorized
by FCAT administration grade level, FCAT
level, the average percent of points scored correctly in
each
content area strand, the raw total average, the average grade point average for
students within each
category,
the number of students tested and the
percentage that number represents.
What It Is Used For:
It is used to identify school-wide, grade level, and content area
strand deficits in mathematics. By comparing
percentages
under each sub-strand category, the user can identify those sub-strands which
are problematic for the
entire
school and/or specific to a particular grade level.
Interactive
Analysis Option:
User can select single grade level or FCAT performance level by
double clicking in a cell. Data can be separated
by All
Students or isolate those who are FCAT Eligible by clicking on the appropriate
button.
Educational
Recommendations:
1. This data should be examined thoroughly for trends because it
provides the basis for creating a strategic
plan to improve students’ mathematics skills.
2. Schedule meeting with administrative/Leadership Team to discuss
performance trends and brainstorm
possible solutions.
3. Schedule meetings to create a professional development plan to
address strand weaknesses school-wide.
Task 13: Develop an overview of student performance on FCAT SSM
- FCAT Eligible students
(C and I)
Cycle: Pre-School
What
It Provides:
It provides a concise overview of student FCAT Mathematics
performance for FCAT Eligible students.
The data
is
categorized by FCAT administration grade level, FCAT level, the average percent of points scored
correctly in
each content area strand, the raw total
average, the average grade point average for students within each
category,
the number of students tested and the percentage that number represents.
What It Is Used For:
It is used to identify school-wide, grade level, and content area
strand deficits in mathematics for students who
were
tested and FCAT Eligible. By comparing percentages under each sub-strand
category, the user can identify
those
sub-strands which are problematic for the entire school and/or specific to a
particular grade level.
Interactive
Analysis Option:
User can select single grade level or FCAT performance level by
double clicking in a cell. Data can be separated
by All
Students or isolate those who are FCAT Eligible by clicking on the appropriate
button at the top of the
Educational
Recommendations:
1. This data should be examined thoroughly for trends because it
provides the basis for creating a strategic
plan to improve students’ mathematics skills.
2. Schedule meeting with administrative/Leadership Team to discuss
performance trends and brainstorm
possible solutions.
3. Determine gap analysis between all students and FCAT eligible
students.
Task 14: Determine sub-standard performance on the FCAT SSR by
grade level/content area
and create strategies to address gaps (C
Cycle: Pre-School
What
It Provides:
It provides an overview showing by administration grade level the
amount students performed below school
standard,
and the number of students doing so by each reading content area. The report is a valuable tool because
it
provides a detailed grid identifying how many students scored at each possible
interval off the AIDE standard.
What It Is Used For:
It is used to analyze content area strands to determine
problematic areas in reading and to determine the
percentage
of students missing the mark school-wide and by FCAT level. It is also used to
provide basis for
vertical
and horizontal articulation.
Interactive
Analysis Option:
The number of students below standard is identified and shown as a
percent of the total school. User can select
and sort
data in any underlined column by double-clicking or using the right mouse
click, sort, and select features.
Educational
Recommendations:
1. Meet with the Leadership Team.
Discuss deficits, possible causes and develop a strategic plan to
address
the problematic areas.
2. Begin looking for grade level and/or school-wide deficits.
Task 15: Determine sub-standard performance on the FCAT SSM by
grade level/content area
and create strategies to address gaps (C
Cycle: Pre-School
What
It Provides:
It provides an overview showing by administration grade level the
amount students performed below school
standard,
and the number of students doing so by each mathematics content area. The report is a valuable tool
because it
provides a detailed grid identifying how many students scored at each possible
interval off the AIDE
standard.
What It Is Used For:
It is used to analyze content area strands to determine
problematic areas and to determine the percentage of
students
missing the mark school-wide and by FCAT level. It is also used to provide a
basis for vertical and
horizontal
articulation.
Interactive
Analysis Option:
The number of students below standard is identified and shown as a
percent of the total school. User can select
and sort
data in any underlined column by double-clicking or using the right mouse
click, sort and select features.
Educational
Recommendations:
1. Meet with the Leadership Team.
Discuss deficits, possible causes and a plan to address the problematic
areas.
2. Begin looking for grade level and/or school-wide deficits.
Task 16: Creating data history for course selection (Scheduling)
Cycle: Pre-School
What
It Provides:
It provides an individual student informational data sheet for
each student including biographical data, retention,
ESE/ESOL,
DPP programs, GPA, previous year’s courses and grades, two-year synopsis of SSS
and NRT test
scores
with performance level on each content area strand and AIDE variables. For the non-tested students who
were
enrolled the previous school year, only the grade synopsis is provided.
What It Is Used For:
It is used to provide a scheduling tool for guidance. By printing individual profiles, guidance or
curriculum
personnel
can see at a glance the student’s previous year’s history and determine
accurate placement for the
upcoming
year. It is also used to provide a guide
for students, parents, and guidance counselors, as well as a check
for
curriculum personnel and CRT operators, during the selection and data entry
portion of building a course
master. At
the secondary level, the user can provide this data sheet to students and
parents to assist them in the
course
selection process. The individual
profiles are not suited for such tasks as balancing classes, team and/or
course
composition.
Interactive
Analysis Option:
User can select individual students by using a pull-down menu or
by selecting a Last Name Alpha button.
Once a
student
profile is pulled up, the user can select buttons that provide information
concerning grades (Course), SSS
reading
and math scores (SSS), NRT reading and math scores (NRT), and charts comparing
the individual student
test
performance to the school averages. The
user can print all students by selecting "print many."
Educational
Recommendations:
1. Guidance personnel can print and attach student profiles to
student selection sheets for view by student,
parents, teachers, guidance counselors, curriculum personnel, and
the CRT operator to review when selecting
courses for the upcoming year.
2. Elementary personnel can print sheets and collate them as class
sets for teachers to hand schedule.
3. Profiles sheets can be collated into team or homeroom sections
after scheduling for use by the individual
teacher.
4. ESE personnel can use individual profile sheets for child study
team meetings or prescriptive planning.
Task 17: Creating an assignment data preview for teachers
Cycle: Pre-Plan
What
It Provides:
It provides an overview of each teacher’s incoming class(es)
including the biographical breakdown, average
student
GPA per quarter, average percentages for SSS scale and developmental scores,
content area strand data
with
school average comparison, gains/losses, and AIDE variables.
What It Is Used For:
It is used to provide each teacher with valuable data to analyze
student performance, identify deficits and plan
instruction
accordingly. It is also used to easily determine percentage of students who are
performing below the
AIDE
school standard in each content area strand. This allows the teacher to be both
strategic and proactive in
creating
instructional strategies to meet the needs of their students.
Interactive
Analysis Option:
This task provides a complete analytical section for each subject. The user can select a teacher by the Find
Teacher
dropdown box. By selecting buttons the
user can highlight course demographic make-up (Student Bio),
grade
distribution and average GPA (Course Analysis), and average FCAT scores (SSS,
SSR Synopsis, SSM
Synopsis). The user can also access a series of
detailed, color-coded graphs to provide clear visual displays of data
by clicking on the Analysis button.
Educational
Recommendations:
1. See C&I and Safety Nets Tasks for further use of Teacher Profile
Summaries for low performance
investigations.
2. Use graphs from Interactive Analysis Option in opening
presentations.
Task 18: Review Subject Profile Summaries to determine course
Cycle: Pre-Plan
What
It Provides:
It provides an overview of a course including the biographical
breakdown, average student GPA per quarter,
average
percentage for SSS, scale and developmental scores, content area strand data
with school average
comparison,
gains/losses, and AIDE variables.
What It Is Used For:
It is used to review course offerings and to determine the need
for additional courses to support or to expand the
current
course load. This can also be used to
examine the placement of some sequential courses. Schools using
non-traditional
forms of scheduling may use this information in the placement of courses for
each semester. The
user can utilize this best for language arts
and math course examinations due to the additional SSS information.
This is
only a launching place for course assessment and placement and cannot give a
course content or
instructional
effectiveness overview.
Interactive
Analysis Option:
The user could get more detailed information by using the analysis
feature. A pull-down menu is provided
for
selecting
course. The user can select a class by
using the Find Class dropdown box. By selecting buttons the user
can
highlight course demographic make-up (Student Bio), grade distribution and
average GPA (Course Analysis),
and
average FCAT scores (SSS, SSR Synopsis, SSM Synopsis).
Educational
Recommendations:
1. See C&I Tasks for further analysis of instructional and
curriculum effectiveness.
2. See Safety Net Tasks for the planning and development of
additional support programs.
Task 19: Create proper placement and instructional balance - All
Cycle: Pre-School
What
It Provides:
It provides a series of reports listing students sorted in current
grade, SSR level, and alpha order. Each report also
contains
reading content area strand scores, NRR percentages, biographical data, and
AIDE variable identifiers.
The number
of students in each SSR level is listed.
The first report (R_MAP_Reading_Cluster) lists every student
in the school.
Subsequent reports break out students in need of special consideration
in the scheduling process.
What It Is Used For:
It is used to assist in correctly placing students and balancing
classes. Students can also be scheduled into need-
specific
courses, safety net courses, specified electives, double blocked mathematics
and language arts courses or
learning
labs. Aside from course progression and
selection, these reports offer all that is needed for accurate
student
placement.
Interactive
Analysis Option:
If more detailed information is desired, the user can sort and
print this spreadsheet with various configurations to
enable
scheduling. User is offered several viewing options via selection buttons. Across the top, the user can sort
students
into All, FCAT Eligible and Non-Tested groupings. Across the bottom, the user can chose to view
students
with levels alone or can expand the view by adding categorical data (BIO), AIDE
variables (AIDE), by
NCLB
subgroups (NCLB), or all three. User can
select and sort data in any underlined column by double-clicking
or using
the right mouse click, sort and select features. A statistical breakdown appears for filtered
items (grade
level,
NCLB categories, retained students, and GPA).
Educational
Recommendations:
1. Use original printouts to confirm appropriate placement of
students with special educational needs in each
SSR level.
2. Identify additional categorical breakdowns if necessary,
establish priorities, and print accordingly (i.e.
ethnicity, gender, socio-economic status, etc.).
3. Divide students into the desired composition and schedule
accordingly.
Task 20: Create proper placement and instructional balance - All
Students Mathematics
(Scheduling)
Cycle: Pre-School
What
It Provides:
It provides a series of reports listing students sorted in current
grade, SSM level, and alpha order. Each report also
contains
math content area strand scores, NRM percentages, biographical data, and AIDE
variable identifiers.
The number
of students in each SSM level is listed.
The first report (R_MAP_MATH_Cluster) lists every student
in the school.
Subsequent reports break out students in need of special consideration
in the scheduling process.
What It Is Used For:
It is used to assist in correctly placing students and balancing
classes. Students can also be scheduled
into need-
specific
courses, safety net courses, specified electives, double blocked mathematics
and language arts courses, or
learning
labs. Aside from course progression and
selection, these reports offer all that is needed for accurate
student
placement.
Interactive
Analysis Option:
If more detailed information is desired, the user can sort and
print this spreadsheet with various configurations to
enable
scheduling. User is offered several viewing options via selection buttons. Across the top, the user can sort
students
into All, FCAT Eligible and Non-Tested groupings. Across the bottom, the user can chose to view
students
with levels alone or can expand the view by adding categorical data (BIO), AIDE
variables (AIDE), by
NCLB
subgroups (NCLB), or all three. User can
select and sort data in any underlined column by double-clicking
or using
the right mouse click, sort and select features. A statistical breakdown appears for filtered
items (grade
level,
NCLB categories, retained students, and GPA).
Educational
Recommendations:
1. Use original printouts to confirm appropriate placement of
students with special educational needs in each
SSM level.
2. Identify additional categorical breakdowns if necessary,
establish priorities, and print accordingly (i.e.
ethnicity, gender, socio-economic status, etc.).
3. Divide students into the desired composition and schedule
accordingly.
Task 21: Create student data history based on school organization
Cycle: Pre-School
What
It Provides:
It provides an individual student informational data sheet for
each student including retention, ESE/ESOL, DPP
programs,
GPA, previous year’s courses and grades, two-year synopsis of SSS and NRT test
scores with
performance
level on each content area strand and AIDE variables. For the non-tested students, who were
enrolled
the previous school year, only the grade synopsis is provided. This report can be generated by student,
homeroom,
teacher or class.
What It Is Used For:
It is used to provide teachers with individual student bio and
performance information. Teachers can see at a
glance the
student’s previous year’s history and determine if there are any content area
strand deficits,
satisfactory
or unsatisfactory progress, and determine the need for planned safety net
activities for the upcoming
Interactive
Analysis Option:
The user must click on the Analyze button to generate
reports. Report descriptions are
generated when the
report
title is selected. The user should
select the most appropriate report after reading the descriptions.
Educational
Recommendations:
1. Run individual profiles based on school organization.
2. Teachers can place individual profiles in data notebooks to
review when planning for the upcoming year.
3. Profiles sheets can be collated into team or homeroom sections
to provide a data collection for proactive
team or department planning.
4. ESE personnel can use individual profile sheets for child study
team meetings or prescriptive planning.
Task 22: Determine students who need remediation in reading
Cycle: Pre-School
What
It Provides:
It provides a list of students shown by administration grade
level, level 1, level 2 and level 3 bubble students. GPA,
SSR levels, scale scores, content area strand
scores, NRR percentiles, biographical data, and AIDE variables are
provided
for each student listed. A statistical breakdown provides the number of
students identified, the minimum,
average, and maximum for scale score, content
area strand scores, and GPA.
What It Is Used For:
It is used to analyze content area strands at each FCAT level and
determine problematic areas. It is also used to
easily
identify students who are in need of safety nets. This tool saves hours of
valuable time previously spent
hand
sorting student scores.
Interactive
Analysis Option:
User can select SSR Content Scores Safety Nets-Students to further
analyze students in the upper and lower
percentile
of levels 1 and 2 as well as bubble level 3.
Educational
Recommendations:
1. Review list of level 1, 2 and Bubble level 3 students with
Safety Net team.
2. Determine number and types of Safety Programs needed based on
the students’ deficits.
3. Select Safety Net Team to develop activities, strategies and
benchmark assessments to address deficits in
each FCAT strand.
4. Schedule level 1 and 2’s into additional Safety Net reading
class.
Task 23: Determine students who need remediation in mathematics
Cycle: Pre-School
What
It Provides:
It provides a list of students shown by administration grade
level, level 1, level 2 and level 3 bubble students. GPA,
SSM levels, scale scores, content area strand
scores, NRM percentiles, biographical data, and AIDE variables are
provided
for each student listed. A statistical breakdown provides the number of
students identified, the minimum,
average, and maximum for scale score, content
area strand scores, and GPA.
What It Is Used For:
It is used to analyze content area strands at each FCAT level and
determine problematic areas. To easily identify
students
who are in need of safety nets. This tool saves hours of valuable time
previously spent hand sorting
student
scores.
Interactive
Analysis Option:
User can select SSM Content Scores Safety Nets-Students to further
analyze students in the upper and lower
percentile
of levels 1 and 2 as well as bubble level 3.
Educational
Recommendations:
1. Review list of level 1, 2 and Bubble level 3 students with Safety
Net team.
2. Determine number and types of safety net programs needed based
on the students’ deficits.
3. Select Safety Net Team to develop activities, strategies and
benchmark assessments to address deficits in
each FCAT strand.
4. Schedule level 1 and 2’s into additional Safety Net mathematics
class.
Task 24: Review school-wide safety net needs for reading (Safety
Net)
Cycle: Pre-School
What
It Provides:
It provides an overview of student FCAT reading performance for
all students. The data is categorized by
FCAT
administration
grade level, FCAT level, the average percent of points scored correctly in each
reading content
area
strand, the average grade point average (GPA) for students within each category,
the number of students
scoring at
that level, and the percentage that number represents.
What It Is Used For:
It is used to provide a composite of student performance in each
content area strand. By comparing the
percentages
across each strand the user can determine whether the deficits are school-wide
or specific to a
Interactive
Analysis Option:
User can select to view All Students or only FCAT Eligible
students.
Educational
Recommendations:
1. Discuss findings of overview with Leadership Team and discuss
whether deficits are school-wide or grade
specific.
2. Select Safety Net Team to develop activities, strategies and
benchmark assessments to address deficits in
each FCAT strand.
3. Hold Leadership Team meeting to organize and plan Safety Net
programs.
4. Determine and order necessary materials.
5. Designate appropriate personnel to orchestrate and facilitate.
Task 25: Review school-wide safety net needs for mathematics
Cycle: Pre-School
What
It Provides:
It provides an overview of student FCAT mathematics performance
for all students. The data is categorized by
FCAT
administration grade level, FCAT level, the average percent of points scored
correctly in each math
content
area strand, the average grade point average
(GPA) for students within each category, the number of
students
scoring at that level, and the percentage that number represents.
What It Is Used For:
It is used to provide a composite of student performance in each
content area strand. By comparing the
percentages
across each strand the user can determine whether the deficits are school-wide
or specific to a
Interactive
Analysis Option:
User can select to view All Students or only FCAT Eligible
students.
Educational
Recommendations:
1. Discuss findings of overview with Leadership Team and discuss
whether deficits are school-wide or grade
specific.
2. Select Safety Net Team to develop activities, strategies and
benchmark assessments to address deficits in
each FCAT strand.
3. Hold Leadership Team meeting to organize and plan Safety Net
program.
4. Determine and order necessary materials.
5. Designate appropriate personnel to orchestrate and facilitate.
Task 26: Create letter to explain student profile and discuss
safety
net options for students
with only level 3, 4 and 5 in SSR and SSM
and print student
profile reports for these students (Safety Net)
Cycle: Pre-School
What
It Provides:
It provides a template to create a letter for level 3, 4 and 5
students. The user can write an explanation of the
student
profile, highlighting deficiencies and listing safety net options. An individual student informational data
sheet
printed for each student includes biographical data, retention, ESE/ESOL, DPP
programs, GPA, previous
year’s
courses and grades, two-year synopsis of SSS and NRT test scores with
performance level on each content
area
strand and AIDE variables. For the
non-tested students, who were enrolled the previous school year, only
the grade
synopsis is provided.
What It Is Used For:
It is used to allow the user to give parents a written explanation
of how to read and interpret the student profile.
The user
should include information on content area deficits, satisfactory progress and
the planned safety net
activities.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Create text in the cover letter and mail this document to
parents providing them with strategies to use at
home.
2. Include information on in-class safety net and school-wide
safety net programs.
Task 27: Create a letter to explain student profile and discuss
safety
net options for students
with a level 1 or 2 in SSR and/or SSM and
print student profile
reports for these students (Safety Net)
Cycle: Pre-School
What
It Provides:
It provides a template to create a letter for level 1 and 2
students emphasizing the need for Safety Net
involvement.
The user can write an explanation of the student profile, highlighting
deficiencies and listing safety
net
options. An individual student
informational data sheet printed for each student includes biographical data,
retention,
ESE/ESOL, DPP programs, GPA, previous year’s courses and grades, two-year
synopsis of SSS and
NRT test
scores with performance level on each content area strand and AIDE
variables. For the non-tested
students,
who were enrolled the previous school year, only the grade synopsis is
provided.
What It Is Used For:
It is used to allow the user to give parents a written explanation
of how to read and interpret the student profile.
The user
should include information on content area deficits, satisfactory progress and
the planned safety net
activities.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Create text in the cover letter and mail this document to
parents providing them with strategies to use at
home.
2. Include specific information on the school’s safety net
programs for level 1 and 2 students.
Task 28: Present NCLB and A+ Overview to faculty for discussion
Cycle: Pre-Plan
What
It Provides:
It provides reports from Task 6: Develop an overview of student
performance on FCAT A+ and Task 7: Present
NCLB
overview to Leadership Team for discussion and input
What It Is Used For:
It is used to provide the faculty with an understanding of the A+
and NCLB requirements and how the systems
differ in
assessing student performance. It is also used to provide an overview of
student performance and share
observations
and suggestions made by the Leadership Team to overcome deficits.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Explain A+ and NCLB requirements to faculty during general
session.
2. Highlight areas of sub-standard performance.
3. Present observations from Leadership Team meeting.
4. Request additional input on motivational and instructional
strategies and resources needed.
Task 29: Explain use of individual Academic Improvement Plans
(AIP)
during faculty meeting
(Accountability)
Cycle: Pre-Plan
What
It Provides:
It provides a pre-printed Academic Improvement Plan which can be
used to fulfill the state requirement for
AIP’s. Each student’s SSR, SSM, content strand data,
and most recent GPA are included. The form provides a
section
for teachers to complete on Diagnostic Summary, Academic Plan, and Posttest
Data. A signature line for
parent,
student and teacher are provided.
What It Is Used For:
The state requires that low performing students be provided with
an Academic Improvement Plan. The form
becomes a
record of the proposed strategic plan to boost student academic performance.
The signature section
serves as
documentation of the plan review.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Run Academic Improvement Plan print job.
2. Set time for parents to meet with teachers and/or guidance
counselors to review AIP’s.
3. Provide parents with copy of completed form.
4. Maintain copies of completed plans for documentation, review
and revision.
Task 30: Review School-wide Safety Net Plan for reading with all
Cycle: Pre-Plan
What
It Provides:
It provides an overview of student FCAT reading performance for
all students. The data is categorized by FCAT
administration
grade level, FCAT level, the average percent of points scored correctly in each
reading content
area
strand, the average grade point average for students within each category, the
number of students scoring at
that
level, and the percentage that number represents.
What It Is Used For:
It is used to provide a composite of student performance in each
content area strand. By comparing the
percentages
in each content area strand, the user can determine if deficits are school-wide
or specific to a
Interactive
Analysis Option:
User can select to view All Students or only FCAT Eligible
students.
Educational
Recommendations:
1. Review Executive Summary Reading with all teachers.
2. Discuss plan for school-based safety nets.
3. Conduct training on safety net strategies that can be used in
class for improving reading performance.
4. Provide teachers with reading content area strand data for
their students.
Task 31: Review school-wide Safety Net plan for mathematics with
all
Cycle: Pre-Plan
What
It Provides:
It provides an overview of student FCAT Math performance for all
students. The data is categorized by FCAT
administration
grade level, FCAT level, the average percent of points scored correctly in each
math content area
strand,
the average grade point average for students within each category, the number
of students scoring at that
level, and
the percentage that number represents.
What It Is Used For:
It is used to provide a composite of student performance in each
content area strand. By comparing the
percentages
in each content area strand, the user can determine if deficits are school-wide
or specific to a
Interactive
Analysis Option:
User can select to view All Students or only FCAT Eligible
students.
Educational
Recommendations:
1. Review Executive Summary- Mathematics with all teachers.
2. Discuss plan for school-based safety nets.
3. Conduct training on safety net strategies that can be used in
class for improving mathematics performance.
4. Provide teachers with mathematics content area strand data for
their students.
Task 32: Explain use of individual Student Goal Sheet during
faculty
Cycle: Pre-Plan
What
It Provides:
It provides a pre-printed student goal planning form. Each student’s SSR, SSM, and content area
strand data is
included
with columns to write in this year’s goal and final score. The form asks
students to complete questions
which help
them build a strategic plan for self-improvement. The form includes a section
for quarterly reviews,
student
and teacher signatures.
What It Is Used For:
It is used as a tool for teachers to assist students in developing
a strategic plan to improve reading and
mathematics
performance. The form should be used by students as a quarterly self-assessment
tool monitored by
the
homeroom or classroom instructor. A copy of the form should be provided to
parents to help them become
more
engaged in their child’s academic progress.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Print one form to use in presentation.
2. Present overview of Student Goal Planning Form during opening
school faculty meeting.
3. Teachers should prepare a goal planning lesson to present
during the first or second day of school. They
should brainstorm possible strategies for students to use.
4. Teachers should tentatively set dates for quarterly review and
revise sessions.
Task 33: Run list of students with a loss in reading performance
Cycle: Pre-Plan
What
It Provides:
It provides a list of all students who experienced a level loss in
reading sorted in current grade, SSR level, and
alpha
order. This report contains content area
strand scores, NRR percentages, biographical data, and AIDE
variable
identifiers.
What It Is Used For:
By analyzing this list, teachers will be aware of students whose
performance in reading decreased from the
previous
year. Teachers should create in-class safety net strategies for these students
to support academic growth
during the
current school year.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Meet with teachers and provide list of students who suffered a
loss.
2. Encourage teachers to discuss in-class strategies to support
increased reading performance for these
Task 34: Run list of students with a loss in mathematics
performance
Cycle: Pre-Plan
What
It Provides:
It provides a list of all students who experienced a level loss in
math sorted in current grade, SSM level, and alpha
order. This report contains content area strand
scores, NRM percentages, biographical data, and AIDE variable
identifiers.
What It Is Used For:
By analyzing this list, teachers will be aware of students whose
performance in math decreased from the previous
year.
Teachers should create in-class safety net strategies for these students to
support academic growth during
the
current school year.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Meet with teachers and provide list of students who suffered a
loss.
2. Encourage teachers to discuss in-class strategies to support
increased mathematics performance for these
students.
Task 35: Run list of conflict students in reading performance (C
and I)
Cycle: Pre-Plan
What
It Provides:
It provides a list of all students who scored a SSR level 1 or 2
but have a GPA of 3.0 or greater sorted in current
grade, SSR
level, and alpha order. This report also contains content area scores, NRR
percentages, biographical
data, and
AIDE variable identifiers.
What It Is Used For:
This list is used to identify students who are performing well
academically in school but performing unsuccessfully
on the FCAT.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Meet with Leadership Team to analyze report and discern
possible causes of drop in reading performance.
2. Consider instruction in test taking strategies.
3. Refer students to guidance department to ascertain
non-instructional causes.
Task 36: Run list of conflict students in math performance (C and
I)
Cycle: Pre-Plan
What
It Provides:
It provides a list of all students who scored a SSM level 1 or 2
but have a GPA of 3.0 or greater sorted in current
grade, SSM
level alpha order. This report also contains content area scores, NRM
percentages, biographical data,
and AIDE
variable identifiers.
What It Is Used For:
This list is used to identify students who are performing well
academically in school but performing unsuccessfully
on the FCAT.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Meet with Leadership Team to analyze report and discern
possible causes of drop in mathematics
performance.
2. Consider instruction in test taking strategies.
3. Refer students to guidance department to ascertain
non-instructional causes.
Task 37: Run list of reverse conflict students in reading
performance
Cycle: Pre-Plan
What
It Provides:
It provides a list of all students who scored a SSR level of 3 or
above but have a GPA of less than a 2.0 sorted in
grade
alpha order. This report also contains content area scores, biographical data,
and AIDE variable identifiers.
What It Is Used For:
This list is used to identify students who scored well on the FCAT
but are not performing well academically. The
report
identifies those students who are in need of motivational strategies or
guidance services to fulfill their
potential.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Meet with teachers and provide list of reverse conflict
students.
2. Encourage teachers to discuss in-class motivational, strategies
to support increased academic performance.
3. Refer students to guidance department to ascertain
non-instructional causes.
4. Assign teacher/peer mentors to students.
Task 38: Run list of reverse conflict students in math performance
(C
Cycle: Pre-Plan
What
It Provides:
It provides a list of all students who scored a SSM level of 3 or
above but have a GPA of less than a 2.0 sorted in
grade
alpha order. This report also contains content area scores, NRM percentages,
biographical data, and AIDE
variable
identifiers.
What It Is Used For:
This list is used to identify students who scored well on the FCAT
but are not performing well academically. The
report
identifies those students who are in need of motivational strategies or
guidance services to fulfill their
potential.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Meet with teachers and provide list of reverse conflict
students.
2. Encourage teachers to discuss in-class motivational, strategies
to support increased academic performance.
3. Refer students to guidance department to ascertain
non-instructional causes.
4. Assign teacher/peer mentors to students.
Task 39: Generate Subject Roster to document proper distribution
and collection of
Subject Profile Summaries and Subject Instructional
Cycle: Pre-Plan
What
It Provides:
It provides a convenient checklist sorted by subject area to be
used for documenting distribution and review of
Subject
Profile Summaries and Subject Instructional Plans.
What It Is Used For:
It is used to ensure that all profiles and instructional plans are
issued, completed, and reviewed.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Review completed Subject Instructional Plans for sound
educational practices and attainable goals.
2. Distribute Subject Profile Summaries and Subject Instructional
Plans at pre-planning and set collection date.
Task 40: Provide grade level/ department chairs with Subject
Profile
Cycle: Pre-Plan
What
It Provides:
It provides grade level/department chairs with a compiled profile
of the students enrolled in a certain subject.
The profile
includes a demographic makeup, GPA, attendance, tardies, and the number of
student identified under
the AIDE
variable system. Also included is the
aggregate gain/loss in SSR and SSM levels, scale scores and
developmental
scale scores with average content scores.
Content scores are compared to the AIDE school
What It Is Used For:
This profile provides detailed information in regard to the
course’s student population strengths and weaknesses
at the
FCAT content area strand level.
Curriculum should be geared or realigned to address the students’
current
strengths
and weaknesses.
Interactive
Analysis Option:
This task provides a complete analytical section for each subject.
The user can select a subject by using the Find
Subject
dropdown box. By selecting buttons the user can highlight course demographic
make-up (Student Bio),
grade
distribution and average GPA (Course Analysis), and average FCAT scores (SSS,
SSR Synopsis, SSM
Synopsis).
The user can also access a series of detailed, color-coded graphs to provide
clear visual displays of data
by
clicking on the Analysis button.
Educational
Recommendations:
1. Grade level/department chairs should review course profiles to
locate areas of concern (i.e. high failure
rates, low content strand area percentages).
2. Meet with teachers by grade level or content area to review
identified deficits. Discuss possible
causes and
a plan of action.
3. Review curriculum to see if supplemental materials are needed.
4. Check curriculum sequencing for appropriate alignment.
Task 41: Provide grade level/department chairs with Subject
Instructional Plans
(Accountability)
Cycle: Pre-Plan
What
It Provides:
The Subject Instructional Plan is a strategic, planning document
including data showing enrolled students’ standing
in terms of SSR and SSM levels, developmental
scores and content area scores. The
document calls for attainable
goals and the means to attain these goals.
What It Is Used For:
The document is used to effectively plan for student achievement
within a given subject based upon specific data.
The form
provides space to record sub-strand strategies, grade recovery options and
quarterly review dates.
Interactive
Analysis Option:
This user can select any subject by using the Find Subject
dropdown box. To access a variety of detailed, color-
coded
graphs, the user should click on the Analysis button. Then click on the Grade Analysis button.
This
provides access to graphs depicting the following information for each course:
1. subject
grade distribution for each quarter and final grades (QTR 1-4 Grades and Final
Grades);
2. teacher
grade distribution (QTR 1 Teach- 4 Teach and Final Grade Teach);
3. student
gains and losses (SSR Gains/Losses, SSM Gains/Losses).
Individual
graphs may be printed by clicking on Print.
Educational
Recommendations:
1. Hold grade level/department plans to discuss and complete
Subject Instructional Plans.
2. Print QTR 1-4 Grades and Qtr 1-4 Teach graphs at the
appropriate quarters to create powerful visuals for
review and presentations.
3. Repeat cycle for each quarter.
4. Print SSR Gains/Losses SSM Gains/Losses charts to assess
teacher effectiveness at end of year.
Task 42: Analyze reading performance via grade level/content area
meetings and create
strategies to address gaps (C and I)
Cycle: Pre-Plan
What
It Provides:
It provides a color-coded, overview of each grade level showing
the number of non-tested students, the minimum,
average and maximum reading content area
strand scores for each FCAT level, and the average GPA for students
in each SSR level category. The number of AIDE
variable students within each category is identified. This report
is
especially valuable because it provides a breakdown of the number of students
whose score dropped from the
previous
year.
What It Is Used For:
It is used to save hours of valuable time previously spent in hand
sorting and analyzing student scores and to
analyze
content area strands to determine problematic areas and pinpoint deficient
areas. It is also used to easily
identify
the number of students who are performing below the AIDE school standard in
each reading content area.
It is used to determine the percentage of
students missing the mark school-wide and/or at a particular grade level
and by
FCAT level and to identify any pattern in students suffering a loss.
Interactive
Analysis Option:
User is offered several viewing options via selection buttons.
Across the top the user can sort students into All,
FCAT
Eligible, FCAT 3, 4, 5, FCAT 1 & 2, or Lowest 25%. The user can select and
sort data in any underlined
column by
double clicking or using the right mouse click sort and select features. By
using selection buttons at the
bottom of
the screen, the user can chose to view students by levels only or can expand
the view by adding
categorical
data (BIO), AIDE variable (AIDE), or NCLB subgroups (NCLB), or all three. A
statistical breakdown
appears
for filtered items (SSR 3-5, SSR 1-2, and SSR tested).
Educational
Recommendations:
1. Provide copy of report to Leadership Team/department
chairs/grade level chairs.
2. Meet with teachers by grade level or content area to review
deficits and areas of concern in reading.
Discuss possible causes and a plan of action.
3. Review curriculum at each grade level to determine if
supplemental materials are needed or if sequencing is
in correct order.
Task 43: Analyze mathematics performance via grade level/content
area meetings and create
strategies to address gaps (C and I)
Cycle: Pre-Plan
What
It Provides:
It provides a color-coded, overview of each grade level showing
the number of non-tested students, the minimum,
average and maximum mathematics content area
strand scores for each FCAT level, and the average GPA for
students
in each SSM level category. The number of AIDE variable students within each
category is identified.
This
report is especially valuable because it provides a breakdown of the number of
students whose score dropped
from the
previous year.
What It Is Used For:
It is used to save hours of valuable time previously spent in hand
sorting and analyzing student scores. It is also
used to
analyze content area strands to determine problematic areas and pinpoint
deficient areas and to easily
identify
the number of students who are performing below the AIDE school standard in
each mathematics
content
area. Another use is to determine the percentage of students missing the mark
school-wide and/or at a
particular
grade level and by FCAT level and to identify any pattern in students suffering
a loss.
Interactive
Analysis Option:
User is offered several viewing options via selection buttons.
Across the top the user can sort students into All,
FCAT
Eligible, FCAT 3, 4, 5, FCAT 1 & 2, or Lowest 25%. The user can select and
sort data in any underlined
column by
double clicking or using the right mouse click sort and select features. By
using selection buttons at the
bottom of
the screen, the user can chose to view students by levels only or can expand
the view by adding
categorical
data (BIO), AIDE variable (AIDE), or NCLB subgroups (NCLB), or all three. A
statistical breakdown
appears
for filtered items (SSM 3-5, SSM 1-2, and SSM tested).
Educational
Recommendations:
1. Provide copy of report to Leadership Team and department/grade
level chairs.
2. Meet with teachers by grade level or content area to review
deficits in mathematics. Discuss
possible
causes and a plan of action.
3. Review curriculum at each grade level to determine if
supplemental materials are needed or if sequencing is
in correct order.
Task 44: Brainstorm strategies to address identified reading
performance gaps using
Subject SSS Reading Synopsis (C and I)
Cycle: Pre-Plan
What
It Provides:
It provides a broader overview showing students’ reading content
strand performance sorted by core subjects. The
report shows the average student reading
performance by content area strand compared with the school standard,
total course enrollment and the number of AIDE
variable students enrolled.
What It Is Used For:
It is used to guide curriculum review by pinpointing deficit area
and to identify baseline data for incoming students
categorized by course taken. It serves as a
basis for horizontal and vertical articulation planning sessions to
strategize
best practices for improving student academic performance within subject areas.
Grade level deficits
should be
noted and discussed.
Interactive
Analysis Option:
User can review incoming student performance by course enrollment
to expedite departmental/grade level
planning
sessions. Departments can be isolated by clicking on subject area buttons at
top of screen.
Educational
Recommendations:
1. Provide overview to department chair/grade level chairmen.
2. Meet with teachers by grade level or content area to review
deficits in reading. Discuss possible
causes and
develop a plan of action.
3. Review curriculum to see if supplemental materials are needed.
4. Check curriculum sequencing for appropriate alignment.
Task 45: Brainstorm strategies to address identified mathematics
performance gaps using
Subject SSS Mathematics Synopsis (C and I)
Cycle: Pre-Plan
What
It Provides:
It provides a broader overview showing students’ mathematics
content strand performance sorted by core
subjects.
The report shows the average student mathematics performance by content area
strand compared with
the school
standard, total course enrollment and the number of AIDE variable students
enrolled.
What It Is Used For:
It is used to guide curriculum review by pinpointing deficit areas
and to identify baseline data for incoming
students
categorized by course taken. It serves as a basis for horizontal and vertical
articulation planning sessions
to
strategize best practices for improving student academic performance within
subject areas. Grade level deficits
should be
noted and discussed.
Interactive
Analysis Option:
User can review incoming student performance by course enrollment
to expedite departmental/grade level
planning
sessions. Departments can be isolated by clicking on subject area buttons at
top of screen.
Educational
Recommendations:
1. Provide overview to department chair/grade level chairmen.
2. Meet with teachers by grade level or content area to review
deficits in mathematics. Discuss
possible
causes and a plan of action.
3. Review curriculum to see if supplemental materials are needed.
4. Check curriculum sequencing for appropriate alignment.
Task 46: Develop strategic reading plan for incoming class(es) via
grade level/ department
meetings (C and I)
Cycle: Pre-Plan
What
It Provides:
It provides a course by course overview sorted by teacher showing
total class enrollment, class average
performance
in reading by content area strand compared with the school standard, and the
number of AIDE
variable
students. It identifies "hand dealt" to teachers.
What It Is Used For:
It is used to guide curriculum review by pinpointing deficit areas
and identify baseline data for incoming classes by
subject
area/grade level and to plan instructional strategies accordingly. It serves as
a basis for horizontal and
vertical
articulation planning sessions to strategize best practices for improving
student academic performance
within
subject areas. Grade level deficits can be noted and discussed.
Interactive
Analysis Option:
User can review All Students or isolate department data by
clicking on subject area buttons at top of screen.
Individual
course data can be selected by double clicking on the desired course under the
Title column.
Educational
Recommendations:
1. Meet with teachers by grade level or content area to review
deficits in reading. Discuss possible
causes and
develop a plan of action.
2. Review curriculum to see if supplemental materials are needed.
3. Check curriculum sequencing for appropriate alignment.
Task 47: Develop strategic mathematics plan for incoming class(es)
via grade level/
department meetings (C and I)
Cycle: Pre-Plan
What
It Provides:
It provides a course by course overview sorted by teacher showing
total class enrollment, number of AIDE
variable
students, and class average performance in mathematics by content area strand
compared with the school
standard. It identifies "hand dealt"
to teachers.
What It Is Used For:
It is used to guide curriculum review by pinpointing deficit areas
and to identify baseline data for incoming classes
by subject
area/grade level and plan instructional strategies accordingly. It serves as a
basis for horizontal and
vertical
articulation planning sessions to strategize best practices for improving
student academic performance
within
subject areas. Grade level deficits can be noted and discussed.
Interactive
Analysis Option:
User can review All Students or isolate department data by
clicking on subject area buttons at top of screen.
Individual
course data can be selected by double clicking on the desired course under the
Title column.
Educational
Recommendations:
1. Meet with teachers by grade level or content area to review
deficits in mathematics. Discuss
possible
causes and a plan of action.
2. Review curriculum to see if supplemental materials are needed.
3. Check curriculum sequencing for appropriate alignment.
Task 48: Generate Teacher Roster to ensure proper distribution and
collection of Teacher
Profile Summaries, Teacher Professional
Development Plans and
Class Instructional Plans (Accountability)
Cycle: Pre-Plan
What
It Provides:
It provides a convenient checklist sorted in teacher alpha order
to be used for documenting distribution and
review of
Teacher Profile Summaries, Teacher Professional Development Plans and Class
Instructional Plans.
What It Is Used For:
It is used to ensure all profiles are issued, plans completed and
reviewed.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Distribute Teacher Profile Summaries, Teacher Professional
Development Plans and Class Instructional
Plans at pre-planning and set collection date.
2. Review plans for sound educational practices and attainable
goals.
3. Set conferences with low performing teachers their plans in
more detail offer support services as needed.
Task 49: Provide teachers with Individual Teacher Profile
Summaries
that identify make-up
of incoming class(es) (Accountability)
Cycle: Pre-Plan
What
It Provides:
It provides an overview of each teacher’s incoming class(es)
including demographic make-up, prior year’s GPA,
average
FCAT levels, average scale, developmental and content area scores and AIDE
variables for enrolled
students.
Statistical data shows the minimum, average and maximum for each category.
What It Is Used For:
It is used to provide each teacher with valuable data to analyze
students’ previous performance, identify deficits
and plan
instruction accordingly. This allows the teacher to be both strategic and
proactive in creating
instructional
strategies to meet the needs of their students.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Conduct presentation during faculty meeting using sample
profile and explain how teachers can interpret
data and plan accordingly.
2. Distribute individual profile sheets to each teacher
emphasizing the fact that they are no longer planning
"blind." Teachers now know the general areas of deficit
before the students arrive in class.
3. Run new profiles each quarter since the data may change due to
student mobility.
Task 50: Review class data for individual students (Safety Net)
Cycle: Instructional
What
It Provides:
It provides a class list of student test data including
administration grade, SSR level, reading content area strands,
SSM level,
math content area strands, biographical data, and AIDE variables.
What It Is Used For:
It is used to provide FCAT data by class. This allows the user to
identify strengths and weaknesses to help prepare
for differentiated instruction within the
class.
Interactive
Analysis Option:
The user has an opportunity to select reports for the appropriate
school level by using a menu: teacher for high
school,
homeroom- for teamed middle schools, elementary- for elementary schools.
Educational
Recommendations:
1. Encourage teams, grade levels or departments to align class
safety net needs based upon present level of
student performance.
2. Make adjustments as needed to in-class Safety Net programs
based on assessment data.
Task 51: Provide teachers with Class Instructional Plan (Safety
Net)
Cycle: Pre-Plan
What
It Provides:
The Class Instructional Plan is a strategic planning document
indicating a class’s current standing in terms of
average
SSR and SSM levels, developmental scores and content area strand scores. There is a complete analytical
section
for each subject highlighting FCAT scores, grades and teacher comparisons. The
document provides
sections
for documenting attainable goals and the strategies needed to attain these
goals.
What It Is Used For:
The document is used to effectively plan for student achievement
within a given class based upon specific data.
Interactive
Analysis Option:
This task provides a complete analytical section for each class.
The user can select a class by using the Find Class
dropdown
box. By selecting buttons the user can highlight course demographic make-up
(Student Bio), grade
distribution
and average GPA (Course Analysis), and average FCAT scores (SSS, SSR Synopsis,
SSM Synopsis).
Educational
Recommendations:
1. Teachers review the data and formulate a plan to effectively
deal with students’ strengths and weaknesses
based upon input from grade/departmental planning sessions.
2. Plans should be reviewed quarterly based upon student
performance data and mobility.
Task 52: Provide teachers with individual Professional Development
Cycle: Pre-Plan
What
It Provides:
It provides an instructional planning form including average SSR
and SSM scores for incoming classes. The form
includes
sections to note implementation strategies, student performance goals, teacher
self-assessment and
quarterly
reviews.
What It Is Used For:
It is used for a planning sheet so teachers can organize their
instructional strategies and professional development
goals based on FCAT performance data of
incoming students. The form encourages
teachers to think
strategically
about instructional strategies and personal, professional development goals
based on specific student
data. The
form should be used as a quarterly assessment tool in conjunction with the
Teacher Individual Profile
Sheet.
This document can be used as the state required Professional Development Plan.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Explain how to use the Professional Development Plan in
connection with Teacher Instructional Profile
as basis for year long planning.
2. Have teachers submit completed form at the end of preplanning.
3. Teachers should review goals each quarter and update based upon
benchmark scores and class mobility.
4. Hold quarterly review conferences with teachers whose students
are having academic difficulties.
Task 53: Provide and explain Student Individual Profiles to
students
Cycle: Instructional
What
It Provides:
It provides an individual student informational data sheet for
each student including biographical data, retention,
ESE/ESOL,
DPP programs, GPA, previous year’s courses and grades, two-year synopsis of SSS
and NRT test
scores
with performance level on each content area strand and AIDE variables. For the non-tested students, who
were
enrolled the previous school year, only the grade synopsis is provided.
What It Is Used For:
It is used to review student profile information with parents and
students including how parents and students can
address
deficit areas.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Conduct classroom presentations explaining Student Individual
Profiles.
2. Conduct an evening presentation for parents explaining how to
interpret the Student Individual Profile.
3. Stress need for parental involvement for higher student
achievement at Open House. Use Parent Contract
Form to enlist support.
4. Inform parents of school-wide opportunities for students to
ramp-up skills in deficit areas.
Task 54: Provide students with Individual Student Goal Sheet
(Safety
Cycle: Instructional
What
It Provides:
It provides a pre-printed student goal planning form. Each
student’s SSR, SSM, and content area strand data is
included
with columns to write in this year’s goal and final score. The form asks
students to complete questions
which help
them build a strategic plan for self-improvement. The form includes a section
for quarterly reviews,
student
and teacher signatures.
What It Is Used For:
It is used to assist each student in developing a strategic plan
to improve reading and mathematics performance.
The form
should be used as a quarterly self-assessment tool monitored by the homeroom or
classroom instructor.
A copy of
the form should be provided to the parents to help them become more engaged in
their child’s
academic
progress.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Present overview of Student Goal Planning Form at Open House.
Let parents know students will be
completing the forms with teacher assistance and a copy will be
sent home for their use.
2. Have a class goal setting and strategy session as a first or
second day activity. Students may use their
Student Individual Profile to help complete the goal planning form
with teacher assistance and/or review.
3. Remind teachers to send a copy of the completed goal sheet home
and keep the original form on file in
the classroom.
4. Students should do self-assessment section at the end of each
quarter and determine additional steps to
increase academic performance.
Task 55: Review reading safety net programs by conducting
benchmark assessments
(Safety Net)
Cycle: Instructional
What
It Provides:
It provides a detailed report of student performance by reading
content area strands on the benchmark
assessment. The user can track individual student
achievement by reviewing the scores and comparing results
from one
benchmark to the next. The statistical
data provides minimum, average and maximum scores achieved
by grade
level.
What It Is Used For:
It is used to provide specific data on the progress of each
student by reviewing the benchmark assessment scores.
Information
is sorted by teacher in alphabetical order.
The AIDE variables allow the user to also review the
progress
of students within the selected categories.
Interactive
Analysis Option:
The user may select to view all students or sub-divide by FCAT
Eligible, FCAT levels or lowest 25%. The
user
may
further analyze student achievement by sorting students using the AIDE
variables, reviewing the given data
and making
comparisons to content area strand scores from the FCAT.
Educational
Recommendations:
1. Review reading quarterly benchmark assessments.
2. Compare school level assessments to FCAT results.
3. Compare individual teacher results to school-wide results.
4. Make suggestions for improvements prior to the administration
of the next assessment.
Task 56: Review mathematics safety net programs by conducting
benchmark assessments
(Safety Net)
Cycle: Instructional
What
It Provides:
It provides a detailed report of student performance by
mathematics content area strands on the benchmark
assessment. The user can track individual student
achievement by reviewing the scores and comparing results
from one
benchmark to the next. The statistical
data provides minimum, average and maximum scores based
achieved
by grade level.
What It Is Used For:
It is used to provide specific data on the progress of each
student by reviewing the benchmark assessment scores.
Information
is sorted by teacher in alphabetical order.
The AIDE variables allow the user to also review the
progress
of students within the selected categories.
Interactive
Analysis Option:
The user may select to view all students or sub-divide by FCAT
Eligible, FCAT levels or lowest 25%. The
user
may
further analyze student achievement by sorting students using the AIDE
variables, reviewing the given data
and making
comparisons to content area strand scores from the FCAT.
Educational
Recommendations:
1. Review mathematics quarterly benchmark assessments.
2. Compare school level assessments to FCAT results.
3. Compare individual teacher results to school-wide results.
4. Make suggestions for improvements prior to the administration
of the next assessment.
Task 57: Generate cover letter for individual student progress
reports
Cycle: Instructional
What
It Provides:
It provides a dialog box to write a message to parents for
individual progress reports.
What It Is Used For:
It is used to provide personalized progress reports for each
student.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Create additional text specific to the school.
2. Repeat cycle quarters 2-4.
Task 58: Generate individual student progress reports and
distribute
Cycle: Instructional
What
It Provides:
It provides an individual progress report importing student name,
homeroom and grades from prior quarter.
The
user can
input informational text using the school user panels.
What It Is Used For:
It is used to provide personalized progress reports for each
student. Teachers will need to record
current grades.
This
report acts as a communication tool and serves as a running record of the
student’s success or lack of success.
Interactive
Analysis Option:
The user must click on Analyze to generate reports. Report
descriptions are generated when the report title is
selected.
The user should select the most appropriate report after reading the
descriptions.
Educational
Recommendations:
1. Create additional text specific to the school.
2. Send progress reports home to notify parents of students’
current progress.
3. Highlight level 1 and 2 students. Discuss their performance in reference to
Safety Net participation.
4. Schedule Parent Conferences with students who are not being
successful.
5. Repeat cycle quarters 2-4.
Task 59: Generate quarterly grade analyses to monitor subject
grade
Cycle: Instructional
What
It Provides:
It provides a succinct, subject grade distribution breakdown
showing both the number and percent of students who
received
each letter grade sorted in subject alpha order.
What It Is Used For:
It is used to determine subject grading trends and assess if
Subject Instructional Plans are meeting stated goals.
Interactive
Analysis Option:
The user must click on Analyze to generate reports. Report
descriptions are generated when the report title is
selected.
The user should select the most appropriate report after reading the
descriptions.
Educational
Recommendations:
1. Review data with subject/grade level teachers.
2. Hold conferences with teachers who have a higher percentage of
"D’s" and "F’s".
3. Refer to the First AIDE Teacher Analysis Menu for specific
comparisons and charts.
4. Brainstorm possible causes and solutions for poor student
performance.
5. Repeat cycle after each quarter.
Task 60: Generate quarterly grade analyses to monitor teachers’
Cycle: Instructional
What
It Provides:
It provides a succinct teacher grade distribution breakdown
showing both the number and percent of students who
received
each letter grade sorted in teacher alpha order.
What It Is Used For:
It is used to determine individual teacher grading trends in
relationship to other instructors, to heighten teachers’
awareness
of their grade distribution as compared and contrasted with other teachers, and
to identify "love" grades
or inflexibility in grading.
Interactive
Analysis Option:
The user must click on Analyze to generate reports. Report
descriptions are generated when the report title is
selected.
The user should select the most appropriate report after reading the
descriptions.
Educational
Recommendations:
1. Discuss grade distribution with teachers. Identify patterns and
determine possible causes.
2. Brainstorm motivational and additional, instructional
strategies for teachers with high failure rates.
3. Repeat cycle after each quarter.
4. This report can also be used for accountability by comparing
individual teacher distribution with other
instructors teaching the same course or grade level.
Task 61: Analyze reading progress using benchmark assessments
Cycle: Instructional
What
It Provides:
It provides a statistical breakdown by grade and FCAT level of
district provided benchmarks by reading content
area
strands. The report provides the number of students tested, the minimum,
average and maximum scores for
each
content area strand, and the number of AIDE variable students within each FCAT
level. The data can be
utilized
to determine school-wide and grade level trends. This is an excellent tool for
routinely determining
student
performance and progress in each content area strand. This data may also be
used as a predictor of FCAT
performance.
What It Is Used For:
It is used to measure and monitor student growth within content
area strands. It is also used as a vehicle for
assessment
of overall instructional strategy effectiveness and to stimulate vertical and
horizontal articulation by
comparing
student performance across subject areas/grade levels. It is used to pinpoint
curriculum gaps before
FCAT
administration by reviewing low performance areas.
Interactive
Analysis Option:
User can select to review content area benchmarks by FCAT eligible
students, FCAT 3, 4, 5, FCAT 1 and 2, and
lowest
25%.
Educational
Recommendations:
1. Review aggregate scores on benchmark assessments.
2. Schedule vertical and horizontal grade level/content area
articulation sessions to discuss low performance
areas and review curriculum and instructional strategies.
3. Have teachers do self-reflection on strategies used and revise
instructional plan to increase student growth
as measured by content area strands.
4. Repeat Cycle after each quarter.
Task 62: Analyze mathematics progress using benchmark
Cycle: Instructional
What
It Provides:
It provides a statistical breakdown of district provided
benchmarks by mathematics content area strands. The
report
provides the number of students tested, the minimum, average and maximum scores
for each content area
strand,
and the number of AIDE variable students within each FCAT level. The data can
be utilized to determine
school-wide
and grade level trends. This is an excellent tool for routinely determining
student performance and
progress
in each content area strand. This data may also be used as a predictor of FCAT
performance.
What It Is Used For:
It is used to measure and monitor student growth within content
area strands. It is used as a vehicle for assessment
of overall instructional strategy effectiveness
and to stimulate vertical and horizontal articulation by comparing
student
performance across subject areas/grade levels.
It is used to pinpoint both curriculum gaps before FCAT
administration
by reviewing low performance areas.
Interactive
Analysis Option:
User can select to review content area benchmarks by FCAT eligible
students, FCAT 3, 4, 5, FCAT 1 and 2 and
lowest
25%.
Educational
Recommendations:
1. Review aggregate scores on benchmark assessments.
2. Schedule vertical and horizontal grade level/content area
articulation sessions to discuss low performance
areas and review curriculum and instructional strategies.
3. Have teachers do self-reflection on strategies used and revise
instructional plan to increase student growth
as measured by content area strands.
4. Repeat Cycle after each quarter.
Task 63: Analyze student performance and progress within core
courses on reading using
benchmark assessments (Accountability)
Cycle: Instructional
What
It Provides:
It provides a color-coded, subject area, statistical breakdown by
course of district provided benchmarks by reading
content
area strands. The report provides by course the total enrollment, the average
percent scored correct for
each
content area strand, and the number of AIDE variable students within each
class. The data can be utilized to
determine
trends for student performance in core courses by identifying low percentage
areas. This is an excellent
tool for routinely determining student
performance and progress in each content area strand. This data may also
be used as
a predictor of FCAT performance.
What It Is Used For:
It is used to measure and monitor student growth within courses by
reading content area strands. It is also used as a
vehicle for assessment of instructional
strategy effectiveness and to stimulate sharing of successful strategies
across
subject areas/grade levels. It is used to pinpoint instructional gaps before
FCAT administration by
comparing
student success in different classes and reviewing low performance areas.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Review course aggregate scores on benchmark assessments
2. Hold grade level/departmental meetings to review and revise
instructional plan to increase student growth
as measured by content area strands.
3. Schedule vertical and horizontal grade level/content area
articulation sessions to allow teachers of high
performing students to share successful strategies.
4. Repeat Cycle after each quarter.
Task 64: Analyze student performance and progress within core
courses on mathematics
using benchmark assessments
Cycle: Instructional
What
It Provides:
It provides a color-coded, subject area, statistical breakdown by
course of district provided benchmarks by
mathematics
content area strands. The report provides by course the total enrollment, the
average percent
scored
correct for each content area strand, and the number of AIDE variable students
within each class. The data
can be utilized to determine trends for
student performance in core courses by identifying low percentage areas.
This is an
excellent tool for routinely determining student performance and progress in
each content area strand.
This data
may also be used as a predictor of FCAT performance.
What It Is Used For:
It is used to measure and monitor student growth within courses by
mathematics content area strands. It is used as
a vehicle
for assessment of instructional strategy effectiveness and to stimulate sharing
of successful strategies
across
subject areas/grade levels. It is used to pinpoint instructional gaps before
FCAT administration by
comparing
student success in different classes and reviewing low performance areas.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Review course aggregate scores on benchmark assessments
2. Hold grade level/departmental meetings to review and revise
instructional plan to increase student growth
as measured by content area strands.
3. Schedule vertical and horizontal grade level/content area
articulation sessions to allow teachers of high
performing students to share successful strategies.
4. Repeat Cycle after each quarter.
Task 65: Analyze individual teacher’s class(es) performance and
progress on reading
using benchmark assessments (Accountability)
Cycle: Instructional
What
It Provides:
It provides a color-coded statistical breakdown by teacher and
class of district provided benchmarks by reading
content
area strands. The report provides by class the number of students tested, the
minimum, average and
maximum
scores for each content area strand, and the number of AIDE variable students
within each class. The
data can
be utilized to determine trends for student performance in individual teacher’s
class(es) by identifying
low
percentage areas. This is an excellent tool for routinely determining student
performance and progress in
each
content area strand. This data may also be used as a predictor of FCAT
performance.
What It Is Used For:
It is used to measure and monitor student growth within reading
content area strands. It is used as a vehicle for
teacher
self-assessment of instructional strategy effectiveness and to stimulate
sharing of successful strategies
across
subject areas/grade levels. It is also used to pinpoint instructional gaps
before FCAT administration by
comparing
student success in different classes and reviewing low performance areas.
Interactive
Analysis Option:
User can select to review content area benchmarks by FCAT eligible
students, FCAT 3, 4, 5, FCAT 1 and 2, and
lowest
25%.
Educational
Recommendations:
1. Review aggregate scores by teacher on benchmark assessments.
2. Have teachers do self-reflection on strategies used and revise
instructional plan to increase student growth
as measured by content area strands.
3. Schedule vertical and horizontal grade level/content area
articulation sessions to allow teachers of high
performing students to share successful strategies.
4. Repeat Cycle after each quarter
Task 66: Analyze individual teacher’s class(es) performance and
progress on mathematics
using benchmark assessments
Cycle: Instructional
What
It Provides:
It provides a statistical breakdown by teacher and class of
district provided benchmarks by mathematics content
area
strands. The report provides by class the number of students tested, the
minimum, average and maximum
scores for
each content area strand, and the number of AIDE variable students within each
class. The data can be
utilized
to determine trends for student performance in individual teacher’s class(es)
by identifying low percentage
areas. This is an excellent tool for routinely
determining student performance and progress in each content area
strand.
This data may also be used as a predictor of FCAT performance.
What It Is Used For:
It is used to measure and monitor student growth within
mathematics content area strands. It is used as a vehicle
for
teacher self-assessment of instructional strategy effectiveness and to
stimulate sharing of successful strategies
across
subject areas/grade levels. It is also used to pinpoint instructional gaps
before FCAT administration by
comparing
student success in different classes and reviewing low performance areas.
Interactive
Analysis Option:
User can select to review content area benchmarks by FCAT eligible
students, FCAT 3, 4,5, FCAT 1 and 2 and
lowest
25%.
Educational
Recommendations:
1. Review aggregate scores by teacher on benchmark assessments.
2. Have teachers do self-reflection on strategies used and revise
instructional plan to increase student growth
as measured by content area strands.
3. Schedule vertical and horizontal grade level/content area
articulation sessions to allow teachers of high
performing students to share successful strategies.
4. Repeat Cycle after each quarter.
Task 67: Schedule quarterly conferences with teams/grade levels to
discuss students’
academic progress (Safety Net)
Cycle: Instructional
What
It Provides:
It provides a report showing all students who have earned a
"D" or "F" in an academic subject for the given
quarter. The list includes GPA allowing teachers to
monitor the effect of non-academic courses.
It gives columns
for behavior, attendance, and parental contact
are provided for additional documentation.
What It Is Used For:
This report is used as a tracking tool to monitor students’
performance in academic classes and monitor the
effect of
non-academic courses on GPA. The students’ data is provided in homeroom order
so this report is better
suited for elementary and teamed middle
schools.
Interactive
Analysis Option:
The user must click on Analyze to generate the reports. Report
descriptions are provided when the report title is
selected.
The user should select the appropriate report after reading the descriptions.
Educational
Recommendations:
1. Meet quarterly with teachers to discuss individual student
progress.
2. Develop a plan for monitoring academic performance and safety
net participation.
3. Schedule time for discussion with regular teachers and safety
net teachers.
4. Repeat cycle each quarter.
Task 68: Provide teachers with Individual Teacher Profile
Summaries
that summarize progress
of students taught (Accountability)
Cycle: Summative
What
It Provides:
It provides a Teacher Profile Summary showing class demographics,
grade distribution by course(s) taught,
average
SSR/SSM levels scored by students taught, average content scores achieved, and
average percentage of
points
scored correctly in each sub-strand based upon current year FCAT data compared
with the new school
standard.
It includes a count of students within AIDE variable categories.
What It Is Used For:
It is used to assess teacher effectiveness in preparing students
for FCAT and to review progress of students taught
as
measured by FCAT. It is used to summarize grade distribution of students taught
and to discern patterns in
grading by
reviewing student average scores and number of students identified by AIDE
variables.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Provide end of year profile to each teacher for assessment and
self-assessment purposes.
2. Have teachers review Professional Development Plan and revise
strategies for next year based upon
summary of students’ progress throughout school year.
3. Hold individual teacher conferences to discuss data and teacher
effectiveness.
Task 69: Analyze reading performance by subject area using current
year Subject SSS Reading
Synopsis (C and I)
Cycle: Summative
What
It Provides:
It provides a broader core subject, summary analysis of students’
reading content strand performance based on
current
scores. It shows total student
enrollment in course, average performance in reading by content area
strand
compared with the new school standard and number of AIDE variable students
enrolled in course.
What It Is Used For:
It is used to analyze student performance as measured by current
FCAT. The data is categorized by course taken.
It serves
as a basis for horizontal and vertical articulation planning sessions to
discuss instructional strategies used
and revise
strategies for upcoming school year. Grade level deficits should be noted and
discussed.
Interactive
Analysis Option:
User can review student performance by course enrollment to
identify deficit areas. Departments can be isolated
by
clicking on subject area buttons at top of screen.
Educational
Recommendations:
1. Provide overview to department chair/grade level chairmen.
2. Meet with teachers by grade level or content area to discuss
student performance in relation to past year.
Identify strengths and weaknesses.
3. Discuss possible causes and create new plan of action for
upcoming year.
4. Develop recommendations for budget expenditures if supplemental
materials are deemed necessary.
Task 70: Analyze mathematics performance by subject area using
current year Subject SSS
Mathematics Synopsis (C and I)
Cycle: Summative
What
It Provides:
It provides a broader core subject summary analysis of students’
mathematics content strand performance based
on current
scores. It shows total student
enrollment in course, average performance in mathematics by content
area
strand compared with the new school standard and number of AIDE variable
students enrolled in course.
What It Is Used For:
It is used to analyze student performance as measured by current
FCAT. The data is categorized by course taken.
It serves
as a basis for horizontal and vertical articulation planning sessions to
discuss instructional strategies used
and revise
strategies for upcoming school year. Grade level deficits should be noted and
discussed.
Interactive
Analysis Option:
User can review student performance by course enrollment to
identify deficit areas. Departments can be isolated
by clicking
on subject area buttons at top of screen.
Educational
Recommendations:
1. Provide overview to department chair/grade level chairmen.
2. Meet with teachers by grade level or content area to discuss
student performance in relation to past year.
Identify strengths and weaknesses.
3. Discuss possible causes and create new plan of action for
upcoming year.
4. Develop recommendations for budget expenditures if supplemental
materials are deemed necessary.
Task 71: Run list of students with a loss in reading performance
Cycle: Summative
What
It Provides:
It provides the number and names of students who experienced an
FCAT reading level loss sorted in
administration
grade, SSR level, and alpha order. This report also contains content area
strand scores, NRR
percentages,
biographical data, and AIDE variable identifiers. Summary statistics provide
the number of students
experiencing
a loss, the minimum, average, maximum, and standard deviation for the SSR
level, scale scores, and
developmental
scores by grade level.
What It Is Used For:
By analyzing this list, the user may see a pattern in decreased
student reading performance. It is used to identify
instructional
and/or curriculum deficits causing students to decrease their reading
performance scores.
Interactive
Analysis Option:
User can review All Students or isolate department data by
clicking on subject area buttons at top of screen.
Individual
course data can be selected by double clicking on the desired course under the
Title column.
Educational
Recommendations:
1. Review list to see if students with losses are from a
particular grade level, team or teacher.
2. Print graph for visual impact.
3. Provide additional, instructional strategy training for any
teacher whose students experienced a decline in
performance level.
4. Purchase supplemental materials as needed.
Task 72: Run list of students with a loss in mathematics
performance
Cycle: Summative
What
It Provides:
It provides the number and names of students who experienced an
FCAT mathematics level loss sorted in
administration
grade, SSM level, and alpha order. This report also contains content area
strand scores, NRM
percentages,
biographical data, and AIDE variable identifiers. Summary statistics provide
the number of students
experiencing
a loss, the minimum, average, maximum, and standard deviation for the SSM
level, scale scores, and
developmental
scores by grade level.
What It Is Used For:
By analyzing this list, the user may see a pattern in decreased
student mathematics performance. It is used to
identify
instructional and/or curriculum deficits causing students to decrease their
mathematics performance
Interactive
Analysis Option:
User can review All Students or isolate department data by
clicking on subject area buttons at top of screen.
Individual
course data can be selected by double clicking on the desired course under the
Title column.
Educational
Recommendations:
1. Review list to see if students with losses are from a
particular grade level, team or teacher.
2. Print graph for visual impact.
3. Provide additional, instructional strategy training for any
teacher whose students experienced a decline in
performance level.
4. Purchase supplemental materials as needed.
Task 73: Review progress of student reading performance via grade
level/ department
meetings (C and I)
Cycle: Summative
What
It Provides:
It provides a course by course overview sorted by teacher showing
total class enrollment, class average
performance
as measured by current year FCAT reading content area strand percentages
compared with new
school
standard, and number of AIDE variable students enrolled.
What It Is Used For:
It is used to assess student performance based on current FCAT
administration by subject areas and review
instructional
strategies accordingly. It serves as a basis for horizontal and vertical
articulation planning sessions to
review strategies used and determine best
practices for following year. Grade level deficits should be noted and
discussed.
It is used to highlight possible curriculum deficits by reviewing the number of
enrolled students below the
new school standard and to provide a highly
effective tool for identifying school-wide/grade level/ and subject
area
performance deficits.
Interactive
Analysis Option:
User can review student performance via individual class
assessment within each subject area to expedite
departmental/grade
level planning sessions for following year. Department data can be isolated by
clicking on
subject
area buttons at top of screen.
Educational
Recommendations:
1. Meet with teachers by grade level or content area to review
deficits in reading. Discuss possible
causes.
2. Ask teachers of high performing students to share activities
and strategies used.
3. Focus on developing collaborative plans, diagnostics and
assessments to be used during following school
year to accelerate students’ academic performance.
4. Develop recommendations for budget expenditures if supplemental
materials are deemed necessary.
Task 74: Review progress of student mathematics performance via
grade level/ department
meetings (C and I)
Cycle: Summative
What
It Provides:
It provides a course by course overview sorted by teacher showing
total class enrollment, class average
performance
as measured by current year FCAT mathematics content area strand percentages
compared with new
school standard, and the number of AIDE
variable students enrolled.
What It Is Used For:
It is used to assess student performance based on current FCAT
administration by subject areas and revise
instructional
strategies accordingly. It serves as a basis for horizontal and vertical
articulation planning sessions to
review strategies used and determine best
practices for following year. Grade level deficits should be noted and
discussed.
Interactive
Analysis Option:
User can review student performance via individual class
assessment within each subject area to expedite
departmental/grade
level planning sessions for following year. Departments can be isolated by
clicking on subject
area
buttons at top of screen.
Educational
Recommendations:
1. Meet with teachers by grade level or content area to review
deficits in mathematics. Discuss
possible
2. Ask teachers of high performing students to share activities
and strategies used.
3. Focus on developing collaborative plans, diagnostics and
assessments to be used during following school
year to accelerate students’ academic performance in math.
4. Develop recommendations for budget expenditures if supplemental
materials are deemed necessary.
Task 75: Determine effectiveness of safety nets by identifying the
number of level 1 &
2 students who made gains in reading
Cycle: Summative
What
It Provides:
The report offers summary statistics by current grade level.
Within the SSR level, the minimum, maximum, and
average
for GPA, the content area strand scores, current and previous year’s SSR level,
developmental and scale
scores is
provided. The average calculated difference between current and prior year is
presented for SSR level,
developmental
scores and scale scores. There is also a
school-wide summary for each level.
What It Is Used For:
It is used to determine the effectiveness of the Safety Net
programs in reading and to identify content area
strands
which show a decline in student performance and to begin proactive planning for
the upcoming school
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Review report to see if students experiencing a level drop are
concentrated in a particular grade level.
2. Meet with grade level/department chairs to identify potential
causes and brainstorm possible solutions.
Task 76: Determine effectiveness of safety nets by identifying the
number of level 1 &
2 students who made gains in mathematics
Cycle: Summative
What
It Provides:
The report offers summary statistics by current grade level.
Within the SSM level, the minimum, maximum, and
average
for GPA, the content area strand scores, current and previous year’s SSM level,
developmental and scale
scores is
provided. The average calculated difference between current and prior year is
presented for SSM level,
developmental
scores and scale scores. There is also a
school-wide summary for each level.
What It Is Used For:
It is used to determine the effectiveness of the Safety Net
programs in math, to identify content area strands
which show
a decline in student performance, and to begin proactive planning for the
upcoming school year.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Review report to see if students experiencing a level drop are
concentrated in a particular grade level.
2. Meet with grade level/department chairs to identify potential
causes and brainstorm possible solutions.
Task 77: Determine school wide efficacy (Accountability)
Cycle: Summative
What
It Provides:
It provides a selection menu to allow easy printing of the
Curriculum and Instructional Gaps Summary and all
reports
necessary to complete a thorough summative review of the school in terms of A+
Accountability, NCLB
Reading
and Mathematics performance.
What It Is Used For:
It is used to conduct a thorough summative assessment of student
performance. After printing and
reviewing the
summative
reports provided, the user can complete the Summary Gap chart and compare with
data on the
Curriculum
and Instructional Gaps Planning Sheet. This can be used as a springboard for
discussion in grade level
and
subject area meetings to review curriculum and strategies used and determine
best practices for following year.
Interactive
Analysis Option:
1. Print Curriculum and Instructional Gaps Summary Sheet and NCLB
Curriculum and Instructional Deficits
Summary
Sheet
2. Print
each report out of the Efficacy Report Section.
Educational
Recommendations:
1. Review all reports and complete fill out Curriculum and
Instructional Gaps Summary in leadership, subject
area and grade level to begin strategic planning to improve
student academic performance for the next year.
2. Document and publicize successful strategies.
3. Plan remedial action where indicated.
Task 78: Determine subject efficacy (Accountability)
Cycle: Summative
What
It Provides:
It provides a selection menu to print a checklist and all reports
necessary to complete a thorough assessment of
student
performance via subject analysis.
What It Is Used For:
It is used to document distribution, completion, and review of
Subject Profile Summaries and Subject Instructional
Plans. It is used to thoroughly analyze student
performance by reviewing gains and losses, content area
percentages,
and developmental and scale scores to discern curriculum gaps and form a basis
for grade level/subject
area dialogue to begin strategic planning for
the upcoming year.
Interactive
Analysis Option:
N/A
Educational
Recommendations:
1. Print the reports listed in the Subject Efficacy Reports dialog
box and distribute to appropriate staff.
2. Hold grade level content area meetings to determine growth by
comparing current Subject Profile
Summaries and Subject Instructional Profiles on file to end of
year of data.
3. Review gain and losses on efficacy reports.
4. Review content area scores by subject in relation to the AIDE
Standard.
5. Determine strengths and weaknesses of each subject.
6. Review instructional strategies used and revised as needed.
7. Provide opportunity for curriculum revisions on subject
weaknesses.
Task 79: Investigate subject efficacy (Accountability)
Cycle: Summative
What
It Provides:
It provides a series of color-coded graphs for thorough analysis
of student performance by subject area.
It
provides
excellent visuals to use for presentation regarding student performances.
What It Is Used For:
It is used to evaluate student performance in each subject in
relation to the FCAT Scores, content scores,
instructional
staff and grades.
Interactive
Analysis Option:
The user can select and print a variety of color coded graphs by
clicking on a series of buttons.
Educational
Recommendations:
1. Use this tool to provide graphs for visual impact.
2. Hold subject area/grade level meeting to discuss student
performance deficits.
3. Review content area percentages and identify weak areas.
4. Review gains/losses.
5. Discuss identified curriculum gaps.
6. Review instructional materials used and provide supplements as
needed.
7. Use this tool to compare teacher FCAT Gains/Losses.
Task 80: Determine teacher efficacy (Accountability)
Cycle: Summative
What
It Provides:
It provides a selection menu to print a checklist and all reports
necessary to complete a thorough assessment of
effectiveness
as measured by student FCAT performance.
What It Is Used For:
It is used as a tool to evaluate teacher effectiveness based upon
their students’ performance as measured by the
FCAT.
Interactive
Analysis Option:
The user can use the Analysis to document review of teacher
effectiveness based upon student performance and
growth as
measured by FCAT content areas. The user
can alsoo compare by teacher the percentage of student
gains and
losses.
Educational
Recommendations:
1. Print the reports listed in the Teacher Efficacy Reports dialog
box.
2. Compare current Teacher Profile Summaries s and Teacher
Professional Development Plans on file to
end of year of data.
3. Review gain and losses on efficacy reports.
4. Review content area scores by teacher in relation to the AIDE
Standard.
5. Determine strengths and weaknesses of each teacher.
6. Publicize strengths.
7. Provide opportunity for professional development where
warranted.
Task 81: Investigate teacher efficacy (Accountability)
Cycle: Summative
What
It Provides:
This tool provides information in a graphical way.
What It Is Used For:
It is used as a tool to conduct a through analysis of teacher
effectiveness as measured by student performance and
growth on
the FCAT.
Interactive
Analysis Option:
The user may generate a color coded graphs by clicking on a series
of buttons.
Educational
Recommendations:
1. Use this tool to provide graphs for visual impact.
2. Print graphs and discuss data in subject area/grade level
meetings.
3. Use this tool to compare teacher FCAT Gains/Losses.
4. Allow teachers with high performing students to share
strategies used.
5. Begin strategic planning for upcoming school year.
6. Hold individual conference with teacher of low performing
students to review and revise instructional
strategies and provide additional training.