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Lawton Chiles High School2011-2012

Educational Tour of China

Principal’s Perspective of Chinese Education

SCHOOL STRUCTURE• High School Day is 7:30-4:30.• Summer break – July and August• Compulsory education K-8• Students test after 8th and 12th grades to determine academic placement.• College entrance is very competitive . ( similar to U.S.)• The best and brightest students tend to stay in China at their elite schools, others travel abroad.• All students wear uniforms.

SCHOOL STRUCTURE

• Art, Music, and P.E. are elective classes with little structure.• Students are required to participate in physical activity before school.• The two middle schools that we visited had approximately 700 students per school. • Students take chemistry, physics, biology, and algebra by 8th grade.• Students are taught English in their English class• Teachers change classes, not the students.• Teachers work 10 months, administrators work 12 months.

CLASSROOM OBSERVATIONS

• 35 to 40 students per classroom• Bare walls in classrooms• Antiquated technology in the classroom

•Computers were unplugged• Televisions were old cabinet style

• No disruptive behavior• Students were very focused• Teaching methodology

• Direct Instruction• Teacher asked all the questions• Students would stand to give response• Appeared to be ultimate drill and question

POLITICAL IMPACT ON CHINESE EDUCATION

• One birth policy• One birth policy vs. wealthy• Societal difference regarding the child and parents • Little Emperor Syndrome • Tiger moms• Reasons for academic success -Strong influence from the home -Students are focused -Dedicated Teachers• Students with special needs are not mainstreamed. They attend special education schools.

A FEW MORE INTERESTING FACTS ABOUT CHINA

• 1.3 Billion people• The three cities I visited equals one-third of the U.S. population.• Most effective way to elevate your standing in China is through education.• Air and water pollution is a serious problem.• 55% of population is now urban.• Shanghai’s population is 23 million people with 15,000 skyscrapers , all built since 1982.• 200 million cars in the country

A FEW INTERESTING FACTS ABOUT THE U.S.

•The United States has consistently reduced funding for education.

• The United States has an aging population and resources are going elsewhere.

• The U.S. political system not facilitative of long range planning.

REVISING HIGH SCHOOL GRADING REQUIREMENTS

Revision of Rule 6A-1.09981, F.A.C.

Current FCAT School Grades Components, Total Points

READING MATH WRITING SCIENCE

Performance100 possible pts.




Learning Gains100 possible pts.


TOTAL POINTS800 POINTSLearning Gains of

Lowest 25%100 possible pts.

Learning Gains of Lowest 25%

100 possible pts.

PLUS 11th and 12th grade retakes for possible bonus points (10) – High schools earn ten bonus points when half of all 11th and 12th graders retaking the FCAT meet the graduation requirement.

What is the Purpose of this Rule Change?

Senate Bill 1908 (2008 Legislative Session) requires a significant change to the way high schools are graded beginning with the 2009-10 School Year.

In addition to the vital foundation of assessment results in Grades 9, 10, and 11 (Science), the law requires an equal focus be placed on: Access to rigorous, accelerated

coursework, as well as performance in rigorous, accelerated coursework.

College Readiness Graduation rates for all students as well as

those academically at-risk.

Why Change the Way we Grade our High Schools?

Over the past decade, Florida has shown tremendous progress in the foundation skills of reading and mathematics proficiency through Grade 10

FCAT Readingby Achievement Level

Grades 3-10

Achievement Level 3 and Above(On Grade Level and Above)

Achievement Level 1

47 4750

52 5357 58

60 61

32 3129

27 2622 21 20

18

0%

10%

20%

30%

40%

50%

60%

70%

2001 2002 2003 2004 2005 2006 2007 2008 2009

FCAT Readingby Achievement Level

Grades 3-10


Achievement Level 1

47 4750

52 5357 58

60 61

32 3129

27 2622 21 20

18

0%

10%

20%

30%

40%

50%

60%

70%

2001 2002 2003 2004 2005 2006 2007 2008 2009


Achievement Level 1Achievement Level 3 and Above(On Grade Level and Above)

Achievement Level 1

47 4750

52 5357 58

60 61

32 3129

27 2622 21 20

18

0%

10%

20%

30%

40%

50%

60%

70%

2001 2002 2003 2004 2005 2006 2007 2008 2009

47 4750

52 5357 58

60 61

32 3129

27 2622 21 20

18

0%

10%

20%

30%

40%

50%

60%

70%

2001 2002 2003 2004 2005 2006 2007 2008 2009

FCAT Mathematicsby Achievement Level

Grades 3-10


Achievement Level 1

50 5154 56

59 61 6365 67

29 2724 22 20 18 17 15 14

0%

10%

20%

30%

40%

50%

60%

70%

80%

2001 2002 2003 2004 2005 2006 2007 2008 2009

FCAT Mathematicsby Achievement Level

Grades 3-10


Achievement Level 1

50 5154 56

59 61 6365 67

29 2724 22 20 18 17 15 14

0%

10%

20%

30%

40%

50%

60%

70%

80%

2001 2002 2003 2004 2005 2006 2007 2008 2009


Achievement Level 1Achievement Level 3 and Above(On Grade Level and Above)

Achievement Level 1

50 5154 56

59 61 6365 67

29 2724 22 20 18 17 15 14

0%

10%

20%

30%

40%

50%

60%

70%

80%

2001 2002 2003 2004 2005 2006 2007 2008 2009

50 5154 56

59 61 6365 67

29 2724 22 20 18 17 15 14

0%

10%

20%

30%

40%

50%

60%

70%

80%

2001 2002 2003 2004 2005 2006 2007 2008 2009

Why Change the Way we Grade our High Schools?

State and national expectations are rising for our high schools In 2007, 54 percent of high school graduates

who enrolled in community college required remediation in at least one subject.

The high school accountability system demands: More rigorous standards and assessments Alignment between high school and college

readiness and high-skill/high-wage employment

Focus on access, rigor, and readiness

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New Component #1: Graduation Rate

Graduate Rate Methods

Students Not Included in the Calculation

Graduates Non-Graduates

For use in 2009-10 and 2010-11

National Governors Association (NGA) Rate

Students who transfer to: Other schools (public,

private, or Dept. of Juvenile Justice facilities);

Home-education programs;

Adult education programsDeceased students

Standard Diploma recipients

Special Diploma recipients

Dropouts Certificate of Completion recipients GED recipients Continuing enrollees who are not on-

time graduates

For use beginning in 2011-12

New Federal Uniform Rate

*Note: If federal requirements for the uniform rate change in the interim, Florida’s federal uniform rate calculation will be adjusted accordingly.

Students who transfer to: Other schools (public or

private) Home-education programsDeceased students

Standard Diploma recipients

Dropouts Certificate of Completion recipients GED recipients Continuing enrollees who are not on-

time graduates Special Diplomas Transfers to Adult education

programs or Dept. of Juvenile Justice facilities who are not standard diploma recipients.

New Component #2A: Participation in Accelerated Coursework

For a school to receive credit for participation in an accelerated course that ends in an exam (e.g., AP, IB, AICE), the student must take the exam.

For dual enrollment, a student must earn a grade in the course for a school to receive credit for participation. For industry certification, a student must have taken an industry certification exam on the SBE approved “Industry Certification Funding List”

for the year.

School Year Numerator Denominator2009-10 and 2010-11

11th-12th graders who took an accelerated exam or dual enrollment course AND 9th-10th graders who passed an accelerated exam or dual enrollment course during the academic year (weighted)

All 11th-12th graders

2011-12 All 9th-12th graders who took an accelerated exam or dual enrollment course during the academic year (weighted)

All 11th-12th graders

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Proposed Calculation:

New Component #2B: Performance in Accelerated Coursework

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Proposed Calculation:School Year Numerator Denominator2009-10 and 2010-11

Number of successful outcomes in accelerated coursework (weighted) by a student (9th through 12th grade)

All 11th-12th graders who took an accelerated exam or dual enrollment course AND 9th-10th graders who passed the acceleration during the academic year

2011-12 Number of successful outcomes in accelerated coursework (weighted) by a student (9th through 12th grade)

All 9th-12th graders who took an accelerated exam or dual enrollment course during the academic year.

New Component #2B: Performance in Accelerated Coursework

Weighting Proposal for Performance Measure will be based on credits earned.

Depending on their score on AP, IB, and/or AICE, students will receive weight in the formula based on the number of postsecondary courses for which the student earns credit as determined by the Articulation Coordinating Committee’s Credit-by-Exam Equivalencies List. (http://www.fldoe.org/articulation/pdf/ACC-CBE.pdf)

Successful completion (a “C” or higher) of a Dual Enrollment course leads to students earning credit in one course.

Successful passage of an Industry Certification exam.

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http://www.fldoe.org/articulation/pdf/ACC-CBE.pdf

http://www.fldoe.org/articulation/pdf/ACC-CBE.pdf

New Component #3: Postsecondary Readiness

Separate Measures for Reading and Math. If student takes multiple tests (ACT, SAT, or CPT), the student’s

highest score by subtest is used. The scores used to define “ready” are set in State Board of

Education Rule 6A-10.0315, F.A.C. This measure will be based on all on-time standard high school

graduates beginning no later than 2011-12.

Numerator Denominator

Number of students scoring “ready” on SAT, ACT, and/or CPT any time during their high school careers

On-time high school graduates who scored a Level 3 or higher on the 10th Grade FCAT in Reading or Mathematics (depending on component)

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Proposed Calculation:

New Component #4: Graduation Rate for At-Risk Students

Track the 4-year high school graduation rate of students who scored a Level 2 or lower on both FCAT Reading and Mathematics in 8th Grade.

If a school does not have at least 10 students in that subgroup, the school’s overall graduation rate will be substituted for this measure.

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Additional Requirement – At-Risk Graduation Rate

Law stipulates that in order for a school that earns enough points for an “A” to be awarded an “A”, the school’s at-risk graduation rate must meet a certain threshold to ensure “adequate progress.”

Recommended Threshold: 75%; or

1 percentage point improvement over the prior year if percentage is within 10 points of the target

5 percentage point improvement over the prior year if percentage is beyond 10 points of the target

This requirement is akin to the current learning gains requirement for the Low 25%.

35

New Component #5: Growth or Decline in components Schools earn an escalating number of points based on the magnitude

of their improvement. Additional points would be awarded based on the number of points

the school improved (growth from prior year); up to 20 additional points.

Schools will lose 5 points if a component declines by at least 10 percentage points.

EXAMPLES GROWTH: A school’s acceleration performance improves from 25%

to 32%; the school earns an additional 7 points resulting in a total of 39 points (32 + 7).

DECLINE: A school’s acceleration performance declines from 30% to 20%; the school would lose an additional 5 points resulting in a total of 15 points (20 – 5).

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New High School ComponentsNEW 50% (with points possible)

GRADUATION ACCELERATION READINESS GROWTH/DECLINE

Overall Rate200

Participation200 (in 2009-10)175 (in 2010-11)150 (in 2011-12)

Performance on Reading

100

For each component schools may earn up to 20 additional points for GROWTH(40 points for factors worth 200 points)

At-Risk Rate100

Performance100 (in 2009-10)125 (in 2010-11)150 (in 2011-12)

Performance on Math100

For each component schools may lose 5 additional points for DECLINE

(10 points for factors worth 200 points)

Total Graduation Points

300

Total Acceleration Points

300

Total Readiness Points

200

Total NEW HIGH SCHOOL Points Possible

800

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All components are percentages. Those components weighted twice as much as others reflect a calculated percentage that is doubled (e.g., School X has a 75% graduation rate – School X earns 150 points (75*2) for that component).

All component values are capped at their maximum values. That is, if a school earns points in excess of the total for a particular component – through the growth adjustment or the escalating weights in the acceleration components – the school will receive the maximum points for that component.

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FCAT Components (50% of the Grade)

READING MATH WRITING SCIENCE







TOTAL FCAT POINTS800 POINTSLearning Gains of

Lowest 25%100 possible pts.

Learning Gains of Lowest 25%

100 possible pts.

PLUS 11th and 12th grade retakes for possible bonus points (10) – High schools earn ten bonus points when half of all 11th and 12th graders retaking the FCAT meet the graduation requirement.

New High School Grade

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50% on FCAT Components

800 Points Possible

50% on New High School

Components800 Points Possible

TOTAL POINTS (FCAT + New High School

Components) 1600 Points Possible

Grade ScaleA >= 1050B 990 to 1049C 870 to 989D 790 to 869F < 790

FCAT SCORES

A Reading Math

Writing Science Grade Points Earned

Percent Meeting High Standards (FCAT 3 and Above)

74 (77) (74)

91

(92) (92)

86

(90) (90)

57

(66) (68)

308

(325) (324)

# of Students Making Learning Gains

68 (67) (65)

80 (80) (80)

148 (147) (145)

Adequate Progress of Lowest 25% in the School

51 (53) (46)

75 (80) (74)

126

(133) (120)

Bonus Points for 11th-12th Grade Retakes**

N/A N/A 0

Points Earned 582 (605) (599)

Percent Tested 99%.

What does this year’s data tell us?

Ninth Grade Tenth Grade

Level 1 30 (6%) 50 (10%)

Level 2 90 (18%) 123 (25%)

Level 3 174 (34%) 104 (21%)

Level 4 121 (24%) 64 (13%)

Level 5 96 (19%) 158 (32%)

FCAT Reading Ninth and Tenth Grade

2010-2011

GRADE LEVEL 1 LEVEL 2 LEVEL 3 TOTAL

9th

10-11

09-10

08-09

78777878787

87861%787878787

10th

10-11

09-10

08-09

78%

56%

50%

61%

69%

65%

63%

75%

57%

64%

70%

57%

53%

40%

43%

42%

48%

38%

42%

51%

38%

43%

49%

40%

Students in the Bottom 35% Making a Year’s Growth

What is the impact of Advanced Placement course work on FCAT Performance?

Dr. Linda Dean, Leon County Schools, conducted a district wide study using 09-10 FCAT data to determine if rigorous coursework in AP classes increased FCAT reading test scores in 9th and 10th grade.

The findings are as follows:

Students in AP Language and Arts Courses

744 Students 78% Made Gains

Students in AP Math and Science Courses


Not in AP Courses 1,499 Students 47% Made Gains

Level 1 and 2 students in AP Courses


Level 1 and 2 students not in AP Courses


What challenges does the Class Size Amendment present for Chiles?

Class Size Limitations on Level Changes

• Must maximize differentiation with instruction.• Students could take core class on-line.

• Not for all students.• Could offer two course enrollments per class. • Guidance can still work all issues but changes will be difficult.

How will the co-teacher model work?

Each class will have a lead teacher. The primary, state-certified teacher

Same responsibilities as before Will provide guidance and leadership to the co-teacher.

How will the co-teacher model work?

Classes over 25 will have a co-teacher. All the rights and responsibilities of the lead teacher

Will be expected to participate in all aspects of classroom activities.

Will be expected to work in a professional and collaborative effort with the lead teacher.

What do I need to know about the FCAT II?

The reading level of each selection must be on or below grade level of the test, except for

Passages requiring the use of context clues which may be as much as two grade levels above the grade of the test.

Graphics are included to help students understand the text or to supplement the text.

In tenth grade, the average number of words per text is 1,000.

70% of passages will be informational text as compared with 30% literary texts.

Complexity of Questions

Complexity refers to the demands an item makes on the students. For example:

Low complexity items may require a student to solve a one-step problem. Answer will usually be ‘in the lines.'

Medium complexity items may require multiple steps.

High complexity items may require a student to analyze and synthesize information.

Low Complexity

Items require students to recall, observe, question, or represent basic facts.

Students are expected to demonstrate simple skills of abilities.

Items require only a basic understanding of text, often verbatim recall from text or simple understanding.

Medium Complexity

Items require two steps: comprehension and subsequent processing of text.

Students are required to make simple inferences within the text.

Students may encounter such words as summarize, infer, classify, gather, organize, compare, and display.

Students may also be required to explain, describe, or interpret.

High Complexity Students may be asked to explain,

generalize or make multiple connections.

Items require several steps involving abstract reasoning and planning.

Students must be able to support their thinking.

Items may involve identifying the theme and implicit main idea and making complex inferences within or across texts.

Students may also be asked to take information from at least one part of the text and apply the information to a new task.

• Low Complexity Questions- IN THE LINES

• Medium Complexity Questions- BETWEEN THE LINES

• High Complexity Questions- OUTSIDE THE

LINES

Percentage of Complexity Items by Grade

Four Phases of Performance 1. Unconscious / Incompetence

2. Conscious/ Incompetence

3. Conscious/ Competence --Avoid Paralysis through

Analysis

4. Unconscious/ Competence

Chiles High SchoolInstructional Plan 2011-2012

Chiles High will continue to have an A Team primarily focusing on teachers of ninth and tenth grade students. The focus will be reading.

Chiles will continue to provide tutors for the “bubble students” in preparation for the FCAT.

The entire faculty will focus on increasing rigor and complexity in both instructional practices and assessment.

All faculty will participate in a PLC that involves the New Generation Standards.

All Level 1 students will be in Intensive Reading.

Level 2 10th graders will be in Intensive Reading.

The End.Have a great year!

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