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

planning sheet (C and I)

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

and I)

Task 7: Present NCLB overview to Leadership Team for discussion

and input (C and I)

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

- All Students (C and I)

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

- All Students (C and I)

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

and I)

Task 15: Determine sub-standard performance on the FCAT SSM by

grade level/content area and create strategies to address gaps (C

and I)

Task 16: Creating data history for course selection (Scheduling)

Task 17: Creating an assignment data preview for teachers

(Scheduling)

Task 18: Review Subject Profile Summaries to determine course

placement (C and I)

Task 19: Create proper placement and instructional balance - All

Students Reading (Scheduling)

Task 20: Create proper placement and instructional balance - All

Students Mathematics (Scheduling)

Task 21: Create student data history based on school organization

(Scheduling)

Task 22: Determine students who need remediation in reading

(Safety Net)

Task 23: Determine students who need remediation in mathematics

(Safety Net)

Task 24: Review school-wide safety net needs for reading (Safety Net)

Task 25: Review school-wide safety net needs for mathematics

(Safety Net)

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

and input (C and I)

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

teachers (Safety Net)

Task 31: Review school-wide Safety Net plan for mathematics with all

teachers (Safety Net)

Task 32: Explain use of individual Student Goal Sheet during faculty

meeting (Safety Net)

Task 33: Run list of students with a loss in reading performance

(Safety Net)

Task 34: Run list of students with a loss in mathematics performance

(Safety Net)

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

(Safety Net)

Task 38: Run list of reverse conflict students in math performance (C

and I)

Task 39: Generate Subject Roster to document proper distribution

and collection of Subject Profile Summaries and Subject Instructional

Plans (Accountability)

Task 40: Provide grade level/ department chairs with Subject Profile

Summaries (C and I)

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

Plan (Accountability)

Task 53: Provide and explain Student Individual Profiles to students

(Safety Net)

Task 54: Provide students with Individual Student Goal Sheet (Safety

Net)

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

(Safety Net)

Task 58: Generate individual student progress reports and distribute

to parents (Safety Net)

Task 59: Generate quarterly grade analyses to monitor subject grade

distribution (C and I)

Task 60: Generate quarterly grade analyses to monitor teachersí

grade distribution (C and I)

Task 61: Analyze reading progress using benchmark assessments

(Accountability)

Task 62: Analyze mathematics progress using benchmark

assessments (Accountability)

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

(Accountability)

Task 65: Analyze individual teacherís class(es) performance and

progress on reading using benchmark assessments (Accountability)

Task 66: Analyze individual teacherís class(es) performance and

progress on mathematics using benchmark assessments

(Accountability)

Task 67: Schedule quarterly conferences with teams/grade levels to

discuss studentsí 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

(Accountability)

Task 72: Run list of students with a loss in mathematics performance

(Accountability)

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

(Accountability)

Task 76: Determine effectiveness of safety nets by identifying the

number of level 1 & 2 students who made gains in mathematics

(Accountability)

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.

WhatIt 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.

WhatIt 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.

WhatIt 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

planning sheet (C and I)

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.

WhatIt 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.

WhatIt 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

and I)

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.

WhatIt Is Used For:

It is used to obtain a comprehensive overview of the schoolís 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 schoolís 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

and input (C and I)

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 AIDEís

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.

WhatIt 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.

WhatIt 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.

WhatIt 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

- All Students (C and I)

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, FCATlevel, 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.

WhatIt 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, FCATlevel, 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.

WhatIt 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

- All Students (C and I)

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, FCATlevel, 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 andthe percentage that number represents.

WhatIt 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 studentsí 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, FCATlevel, 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.

WhatIt 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 studentsí 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

and I)

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.

WhatIt 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

and I)

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.

WhatIt 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 yearís 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.

WhatIt 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 studentís previous yearís 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

(Scheduling)

Cycle:Pre-Plan

What It Provides:

It provides an overview of each teacherís 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.

WhatIt 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

placement (C and I)

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.

WhatIt 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

Students Reading (Scheduling)

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.

WhatIt 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.

WhatIt 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

(Scheduling)

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 yearís 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.

WhatIt Is Used For:

It is used to provide teachers with individual student bio and performance information. Teachers can see at a

glance the studentís previous yearís 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

(Safety Net)

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.

WhatIt 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 studentsí 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 2ís into additional Safety Net reading class.


Task 23: Determine students who need remediation in mathematics

(Safety Net)

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.

WhatIt 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 studentsí 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 2ís 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.

WhatIt 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

(Safety Net)

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.

WhatIt 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

yearís 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.

WhatIt 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 yearís 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.

WhatIt 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 schoolís safety net programs for level 1 and 2 students.


Task 28: Present NCLB and A+ Overview to faculty for discussion

and input (C and I)

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

WhatIt 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

AIPís.Each studentís 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.

WhatIt 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 AIPís.

††††† 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

teachers (Safety Net)

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.

WhatIt 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

teachers (Safety Net)

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.

WhatIt 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

meeting (Safety Net)

Cycle:Pre-Plan

What It Provides:

It provides a pre-printed student goal planning form.Each studentís SSR, SSM, and content area strand data is

included with columns to write in this yearís 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.

WhatIt 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 childís 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

(Safety Net)

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.

WhatIt 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

(Safety Net)

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.

WhatIt 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.

WhatIt 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.

WhatIt 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

(Safety Net)

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.

WhatIt 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

and I)

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.

WhatIt 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

Plans (Accountability)

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.

WhatIt 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

Summaries (C and I)

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

WhatIt Is Used For:

This profile provides detailed information in regard to the courseís student population strengths and weaknesses

at the FCAT content area strand level.Curriculum should be geared or realigned to address the studentsí 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 studentsí 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.

WhatIt 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.

WhatIt 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.

WhatIt 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 studentsí 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.

WhatIt 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 studentsí 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.

WhatIt 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.

WhatIt 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.

WhatIt 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.

WhatIt 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 teacherís incoming class(es) including demographic make-up, prior yearís 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.

WhatIt Is Used For:

It is used to provide each teacher with valuable data to analyze studentsí 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.

WhatIt 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 classís 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.

WhatIt 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 studentsí 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

Plan (Accountability)

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.

WhatIt 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

(Safety Net)

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 yearís 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.

WhatIt 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

Net)

Cycle:Instructional

What It Provides:

It provides a pre-printed student goal planning form. Each studentís SSR, SSM, and content area strand data is

included with columns to write in this yearís 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.

WhatIt 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 childís

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.

WhatIt 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.

WhatIt 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

(Safety Net)

Cycle:Instructional

What It Provides:

It provides a dialog box to write a message to parents for individual progress reports.

WhatIt 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

to parents (Safety Net)

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.

WhatIt 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 studentís 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 studentsí 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

distribution (C and I)

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.

WhatIt 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 "Dís" and "Fís".

††††† 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 teachersí

grade distribution (C and I)

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.

WhatIt Is Used For:

It is used to determine individual teacher grading trends in relationship to other instructors, to heighten teachersí

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

(Accountability)

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.

WhatIt 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

assessments (Accountability)

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.

WhatIt 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.

WhatIt 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

(Accountability)

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.

WhatIt 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 teacherís 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 teacherís 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.

WhatIt 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 teacherís class(es) performance and

progress on mathematics using benchmark assessments

(Accountability)

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 teacherís 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.

WhatIt 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 lowperformance 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 studentsí 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.

WhatIt Is Used For:

This report is used as a tracking tool to monitor studentsí performance in academic classes and monitor the

effect of non-academic courses on GPA. The studentsí 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.

WhatIt 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 studentsí 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 studentsí 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.

WhatIt 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 studentsí 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.

WhatIt 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

(Accountability)

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.

WhatIt 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

(Accountability)

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.

WhatIt 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.

WhatIt 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 studentsí 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.

WhatIt 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 studentsí 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

(Accountability)

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 yearís 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.

WhatIt 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

(Accountability)

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 yearís 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.

WhatIt 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.

WhatIt 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.

WhatIt 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.

WhatIt 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.

WhatIt Is Used For:

It is used as a tool to evaluate teacher effectiveness based upon their studentsí 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.

WhatIt 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.