DART 2009
A process for using the Florida Comprehensive Assessment Test (FCAT)
to disaggregate student achievement data toward improving teaching
and learning
11th Edition - 2009
Florida Department of Education
325 W. Gaines Street, Suite 314
Tallahassee, FL 32399-0400
(850) 245-0426, SunCom 205-0426
http://www.flbsi.org
DART 2009
Going Beyond the Numbers to Improve Instruction
The DART model is a process for engaging the entire school staff in the vital task of using data to
drive instruction and to provide guidance toward schoolwide reform. This analytical process was
designed to identify strengths and weaknesses in student performance on Florida Comprehensive
Assessment Test (FCAT), administered to students in grades 3 to 11 who are enrolled in the public
schools of Florida. The study of FCAT data through this tool should guide the instructional staff in
the development and implementation of well-defined, focused daily instructional activities designed
to improve student achievement. Schools will also gain insight into the comparative performance of
student subgroups as defined by No Child Left Behind (NCLB). Further, this analysis of the data
will assist the school staff in determining if modifications to the School Improvement Plan (SIP) are
necessary, and in implementing Florida’s Continuous Improvement Model (FCIM). As you work
through the DART process, many more questions may be raised as well as insight divulged about
the students and their performances on FCAT.
Components of the DART 2009
D
-
Disaggregate Data
Analyze data; break data apart; display results
A
-
Assess
Identify and prioritize the strengths and weaknesses of the
school
R
-
Review
Examine available data reports, (including FCAT demographic
reports, School Report Card, and AYP data) Sunshine State
Standards and FCAT testing resources to pinpoint
deficiencies.
T
-
Target
Align curriculum, classroom instruction, and assessment by
addressing needs and deficiencies with new or adapted
learning activities and available resources
DART 2009
2
Initial Steps to implementing the DART 2009 Model
1) Download the current DART Model from http://www.flbsi.org/word/DART2009.doc
2) Print FCAT demographic reports which can be accessed at
https://app1.fldoe.org/FCATDemographics/ or available from the district’s Management
Information Systems (MIS) Department. Specific information needed includes:
a.
Overall school results, subgroup results, and the percent of students scoring in the
various achievement levels for reading, mathematics, science, and writing
3)
b.
Overall school, district, and state results on subtests
c.
Subtest results disaggregated by NCLB subgroups for the school
Fill out the DART charts and engage staff in reflections
a.
Use the 2009 DART as a printed document for manual insertion and manipulation of
data.
b.
Use the interactive features of the 2009 DART that will perform calculations as you
enter the data in most charts.
To activate interactive features, just double click on
identified charts within the MS Word document. Pages 5, 10, 15, 18, and 20 contain
charts which do not require calculations, and are not interactive. Entering data for these
charts require only that you type them into the appropriate cells. The document should
be saved after data is entered on each chart, and may be printed after the DART
process is completed.
Get on TARGET with the DART 2009 Model!
DART 2009
3
“D”
Disaggregate Data
READING RESULTS
2009 Analysis of Reading Developmental Scale Score
Use the Summary section of the FCAT School Demographic Report to record the school's
Reading Mean Developmental Scale Score (DSS), by grade level, onto the School Mean DSS
column of the worksheet. Record the district Mean DSS in the next column of the worksheet. The
State Mean DSS data are pre-populated. Subtract the district score from the school score and the
state score from the school score and record the differences in the appropriate column of the
worksheet. Place an (x) in the final column if there is a concern.
To enter data in the table below, double click anywhere on the table and it will open in edit mode. A
message window may appear. If it does, select yes and proceed to entering data. After data entry is
complete, scroll to the top of the worksheet. Then click anywhere outside of the table to capture the
entries as a part of the document. Remember to SAVE the document after each table is completed.
Grade
3
4
5
6
7
8
9
10
Year
School
Mean DSS
District
Mean DSS
State Mean
DSS
School DSS School DSS
Identify if a
minus
minus State
concern (x)
District DSS
DSS
2009
1381
0
0
2008
1378
0
0
2009
1606
0
0
2008
1577
0
0
2009
1657
0
0
2008
1624
0
0
2009
1720
0
0
2008
1705
0
0
2009
1813
0
0
2008
1798
0
0
2009
1895
0
0
2008
1886
0
0
2009
1944
0
0
2008
1926
0
0
2009
1955
0
0
2008
1958
0
0
DART 2009
4
2009 Reading Proficiency Results by Subgroups
Use the “Percent in Each Achievement Level” Reading section of the FCAT School Demographic
Report. Add the percent of Level 1 and Level 2 students for each student group listed on the
worksheet and record the percent. Identify any student group that is a concern (this decision is
relative to the historical performance of the school). Identify any entry that had less than 10
students tested with an asterisk.
Grade
Student Group
Grade
Grade
Grade
Grade
Grade
Grade
Grade
3
4
5
6
7
8
9
10
% in
Levels
1&2
% in
Levels
1&2
% in
Levels
1&2
% in
Levels
1&2
% in
Levels
1&2
% in
Levels
1&2
% in
Levels
1&2
% in
Levels
1&2
Average Identify
across
if a
grades concern
(x)
White
Black
Hispanic
Asian
American Indian
Free and
Reduce Lunch
ELL
Total ESE other
than Gifted
Standard
Curriculum
All Students
Note: If numbers of students in Levels 1 and 2 are not very large (i.e. less than 10), analyze each grade
level’s lowest quartile group. Quartile information is not printed as a summary on the School
Demographic Report.
DART 2009
5
2009 Reading Subtest Results
The total possible points for each content area in each grade level have been pre-populated in
the chart below. Use the chart to record the Mean Points Earned (MPE) by the school and by the
district for each Reading content area by grade level onto the MPE column of the worksheet. The
state data are recorded for you. Calculate and record the percent (%) correct for each content
area for the school and district onto the worksheet by dividing the MPE by the possible
points. For example, 3rd Grade students’ statewide MPE for the COMPARISONS content
area is 6 points. This is divided by the total possible points 9, and equates to 67%. Identify
content areas that should be addressed in the School Improvement Plan.
ELEMENTARY SCHOOL RESULTS
To enter data in the table below, double click anywhere on the table and it will open in edit mode. A
message window may appear. If it does, select yes and proceed to entering data. After data entry is
complete, scroll to the top of the worksheet. Then click anywhere outside of the table to capture the
entries as a part of the document. Remember to SAVE the document after each table is completed.
SCHOOL, DISTRICT, STATE COMPARISON OF MEAN POINTS EARNED ON SUBTESTS
CONTENT AREAS
GRADE
3
ENTITY
4
5
POSSIBLE
POINTS
MPE
9
%
Concern
"X"
MAIN IDEA/ PURPOSE
POSSIBLE
POINTS
MPE
Concern "X"
24
%
COMPARISONS
POSSIBLE
POINTS
MPE
9
%
Concern "X"
REFERENCE/
RESEARCH
POSSIBLE
POINTS
MPE
3
%
0
0
0
0
DISTRICT
0
0
0
0
ENTITY
6
POSSIBLE
POINTS
MPE
67
7
%
16
POSSIBLE
POINTS
MPE
67
23
%
6
POSSIBLE
POINTS
MPE
67
17
%
2
POSSIBLE
POINTS
MPE
67
4
%
SCHOOL
0
0
0
0
DISTRICT
0
0
0
0
STATE
GRADE
WORDS/PHRASES
SCHOOL
STATE
GRADE
Concern
"X"
ENTITY
5
POSSIBLE
POINTS
MPE
71
6
%
14
POSSIBLE
POINTS
MPE
61
21
%
11
POSSIBLE
POINTS
MPE
65
15
%
3
POSSIBLE
POINTS
MPE
75
3
%
SCHOOL
0
0
0
0
DISTRICT
0
0
0
0
STATE
4
67
14
67
DART 2009
10
67
2
67
6
2009 Reading Subtest Results
The total possible points for each content area in each grade level have been pre-populated in
the chart below. Use the chart to record the Mean Points Earned (MPE) by the school and by the
district for each Reading content area by grade level onto the MPE column of the worksheet. The
state data are recorded for you. Calculate and record the percent (%) correct for each content
area for the school and district onto the worksheet by dividing the MPE by the possible
points. For example, 6th Grade students’ statewide MPE for the COMPARISONS content
area is 5 points. This is divided by the total possible points 8, and equates to 63%. Identify
content areas that should be addressed in the School Improvement Plan.
MIDDLE SCHOOL RESULTS
To enter data in the table below, double click anywhere on the table and it will open in edit mode. A
message window may appear. If it does, select yes and proceed to entering data. After data entry is
complete, scroll to the top of the worksheet. Then click anywhere outside of the table to capture the
entries as a part of the document. Remember to SAVE the document after each table is completed.
GRADE
6
GRADE
7
GRADE
8
ENTITY
POSSIBLE
POINTS
MPE
8
POSSIBLE
POINTS
20
POSSIBLE
POINTS
11
POSSIBLE
POINTS
6
%
MPE
%
MPE
%
MPE
%
SCHOOL
0
0
0
0
DISTRICT
0
0
0
0
STATE
5
ENTITY
POSSIBLE
POINTS
MPE
63
7
%
14
POSSIBLE
POINTS
MPE
70
21
%
7
POSSIBLE
POINTS
MPE
64
11
%
4
POSSIBLE
POINTS
MPE
67
6
%
SCHOOL
0
0
0
0
DISTRICT
0
0
0
0
STATE
5
ENTITY
POSSIBLE
POINTS
MPE
71
8
%
15
POSSIBLE
POINTS
MPE
71
24
%
7
POSSIBLE
POINTS
MPE
64
15
%
4
POSSIBLE
POINTS
MPE
67
4
%
SCHOOL
0
0
0
0
DISTRICT
0
0
0
0
STATE
5
63
15
63
DART 2009
9
60
3
75
7
2009 Reading Subtest Results
The total possible points for each content area in each grade level have been pre-populated in
the chart below. Use the chart to record the Mean Points Earned (MPE) by the school and by the
district for each Reading content area by grade level onto the MPE column of the worksheet. The
state data are recorded for you. Calculate and record the percent (%) correct for each content
area for the school and district onto the worksheet by dividing the MPE by the possible
points. For example, 9th Grade students’ statewide MPE for the COMPARISONS content
area is 6 points. This is divided by the total possible points 9, and equates to 67%. Identify
content areas that should be addressed in the School Improvement Plan.
HIGH SCHOOL RESULTS
To enter data in the table below, double click anywhere on the table and it will open in edit mode. A
message window may appear. If it does, select yes and proceed to entering data. After data entry is
complete, scroll to the top of the worksheet. Then click anywhere outside of the table to capture the
entries as a part of the document. Remember to SAVE the document after each table is completed.
SCHOOL, DISTRICT, STATE COMPARISON OF MEAN POINTS EARNED ON SUBTESTS
CONTENT AREAS
GRADE
ENTITY
WORDS/PHRASES
POSSIBLE
POINTS
MPE
SCHOOL
9
DISTRICT
GRADE
ENTITY
STATE
6
POSSIBLE
POINTS
MPE
SCHOOL
10
DISTRICT
STATE
4
9
%
0
0
67
6
%
0
0
67
MAIN IDEA/ PURPOSE
POSSIBLE
POINTS
MPE
14
POSSIBLE
POINTS
MPE
11
DART 2009
19
%
0
0
74
17
%
0
0
65
COMPARISONS
POSSIBLE
POINTS
MPE
6
POSSIBLE
POINTS
MPE
10
8
%
0
0
75
16
%
0
0
63
REFERENCE/
RESEARCH
POSSIBLE
POINTS
MPE
9
%
0
0
56
5
POSSIBLE
POINTS
MPE
12
%
0
0
58
7
8
MATHEMATICS RESULTS
2009 Analysis of Mathematics DSS
Use the FCAT School Demographic Report to record the school's Mathematics Mean
Developmental Scale Score (DSS), by grade level, onto the School Mean DSS column of the
worksheet. Record the district Mean DSS in the next column of the worksheet. The State Mean
DSS data are pre-populated. Subtract the district score from the school score and the state score
from the school score and record the differences in the appropriate column of the worksheet.
Place an (x) in the final column if there is a concern.
To enter data in the table below, double click anywhere on the table and it will open in edit mode. A
message window may appear. If it does, select yes and proceed to entering data. After data entry is
complete, scroll to the top of the worksheet. Then click anywhere outside of the table to capture the
entries as a part of the document. Remember to SAVE the document after each table is completed.
Grade
3
4
5
6
7
8
9
10
Year
School
Mean DSS
District
Mean DSS
State Mean
DSS
School DSS School DSS
Identify if a
minus
minus State
concern (x)
District DSS
DSS
2009
1473
0
0
2008
1454
0
0
2009
1585
0
0
2008
1562
0
0
2009
1679
0
0
2008
1671
0
0
2009
1699
0
0
2008
1687
0
0
2009
820
0
0
2008
1824
0
0
2009
1903
0
0
2008
1910
0
0
2009
1961
0
0
2008
1946
0
0
2009
1955
0
0
2008
1998
0
0
DART 2009
9
2009 Mathematics Proficiency Results by Subgroup
Use the “Percent in Each Achievement Level” Mathematics section of the FCAT School
Demographic Report. Add the percent of Level 1 and Level 2 students (or subtract the
percent of Level 3 and above students from 100) for each student group listed on the worksheet
and record the percent. Identify any student group that is a concern (this decision is relative to the
historical performance of the school). Identify any entry that had less than 10 students tested with
an asterisk.
Student
Group
Grade
Grade
Grade
Grade
Grade
Grade
Grade
Grade
3
4
5
6
7
8
9
10
% in
Levels
1&2
% in
Levels
1&2
% in
Levels
1&2
% in
Levels
1&2
% in
Levels
1&2
% in
Levels
1&2
% in
Levels
1&2
% in
Levels
1&2
Average
across
grades
Identify
if a
concern
(X)
White
Black
Hispanic
Asian
American
Indian
Free/ Reduced
Lunch
ELL
Total ESE
other than
Gifted
Standard
Curriculum
All Students
Note: If numbers of students in Levels 1 and 2 are not very large (i.e. less than 10), analyze each grade
level’s lowest quartile group. Quartile information is not printed as a summary on the School
Demographic Report.
DART 2009
10
2009 Mathematics Subtest Results
The total possible points for each content area in each grade level have been pre-populated in
the chart below. Use the chart to record the Mean Points Earned (MPE) by the school and by the
district for each Mathematics content area by grade level onto the MPE column of the worksheet.
The state data are recorded for you. Calculate and record the percent (%) correct for each
content area for the school and district onto the worksheet by dividing the MPE by the
possible points. For example, 3rd Grade students’ statewide MPE for NUMBER SENSE is 8
points. This is divided by the total possible points 12, and equates to 67%. Identify content
areas that should be addressed in the School Improvement Plan.
ELEMENTARY SCHOOL RESULTS
To enter data in the table below, double click anywhere on the table and it will open in edit mode. A
message window may appear. If it does, select yes and proceed to entering data. After data entry is
complete, scroll to the top of the worksheet. Then click anywhere outside of the table to capture the
entries as a part of the document. Remember to SAVE the document after each table is completed.
SCHOOL, DISTRICT, STATE COMPARISON OF MEAN POINTS EARNED ON SUBTESTS
CONTENT AREAS
GRADE
ENTITY
NUMBER SENSE
POSSIBLE
POINTS
MPE
SCHOOL
3
DISTRICT
GRADE
ENTITY
STATE
8
POSSIBLE
POINTS
MPE
SCHOOL
4
DISTRICT
GRADE
ENTITY
STATE
7
POSSIBLE
POINTS
MPE
SCHOOL
5
DISTRICT
STATE
8
12
%
0
0
67
11
%
0
0
64
13
%
0
0
62
MEASUREMENT
POSSIBLE
POINTS
MPE
%
POSSIBLE
POINTS
MPE
0
0
63
5
POSSIBLE
POINTS
MPE
8
%
5
POSSIBLE
POINTS
MPE
0
0
63
5
POSSIBLE
POINTS
MPE
6
8
GEOMETRY
11
%
5
POSSIBLE
POINTS
MPE
0
0
55
DART 2009
8
7
%
0
0
71
7
%
0
0
71
13
%
0
0
62
ALGEBRAIC THINKING
POSSIBLE
POINTS
MPE
4
POSSIBLE
POINTS
MPE
5
POSSIBLE
POINTS
MPE
7
6
%
0
0
67
7
%
0
0
71
11
%
0
0
64
DATA ANALYSIS
POSSIBLE
POINTS
MPE
7
%
0
0
71
5
POSSIBLE
POINTS
MPE
7
%
0
0
71
5
POSSIBLE
POINTS
MPE
12
%
0
0
58
7
11
2009 Mathematics Subtest Results
The total possible points for each content area in each grade level have been pre-populated in
the chart below. Use the chart to record the Mean Points Earned (MPE) by the school and by the
district for each Mathematics content area by grade level onto the MPE column of the worksheet.
The state data are recorded for you. Calculate and record the percent (%) correct for each
content area for the school and district onto the worksheet by dividing the MPE by the
Possible Points. For example, 6th Grade students’ statewide MPE for NUMBER SENSE is 5
points. This is divided by the total possible points 9, and equates to 56%. Identify content
areas that should be addressed in the School Improvement Plan.
MIDDLE SCHOOL RESULTS
To enter data in the table below, double click anywhere on the table and it will open in edit mode. A
message window may appear. If it does, select yes and proceed to entering data. After data entry is
complete, scroll to the top of the worksheet. Then click anywhere outside of the table to capture the
entries as a part of the document. Remember to SAVE the document after each table is completed.
SCHOOL, DISTRICT, STATE COMPARISON OF MEAN POINTS EARNED ON SUBTESTS
CONTENT AREAS
GRADE
ENTITY
NUMBER SENSE
POSSIBLE
POINTS
MPE
SCHOOL
6
DISTRICT
GRADE
ENTITY
STATE
5
POSSIBLE
POINTS
MPE
SCHOOL
7
DISTRICT
GRADE
ENTITY
STATE
5
POSSIBLE
POINTS
MPE
SCHOOL
8
DISTRICT
STATE
7
9
%
0
0
56
9
%
0
0
56
12
%
0
0
67
MEASUREMENT
POSSIBLE
POINTS
MPE
5
POSSIBLE
POINTS
MPE
5
POSSIBLE
POINTS
MPE
6
9
%
0
0
56
9
%
0
0
56
12
%
0
0
50
GEOMETRY
POSSIBLE
POINTS
MPE
6
POSSIBLE
POINTS
MPE
4
POSSIBLE
POINTS
MPE
6
DART 2009
9
%
0
0
67
8
%
0
0
50
12
%
0
0
50
ALGEBRAIC THINKING
POSSIBLE
POINTS
MPE
5
POSSIBLE
POINTS
MPE
5
POSSIBLE
POINTS
MPE
6
8
%
0
0
63
9
%
0
0
56
12
%
0
0
50
DATA ANALYSIS
POSSIBLE
POINTS
MPE
9
%
0
0
67
5
POSSIBLE
POINTS
MPE
9
%
0
0
67
6
POSSIBLE
POINTS
MPE
12
%
0
0
50
6
12
2009 Mathematics Subtest Results
The total possible points for each content area in each grade level have been pre-populated in
the chart below. Use the chart to record the Mean Points Earned (MPE) by the school and by the
district for each Mathematics content area by grade level onto the MPE column of the worksheet.
The state data are recorded for you. Calculate and record the percent (%) correct for each
content area for the school and district onto the worksheet by dividing the MPE by the
possible points. For example, 9th Grade students’ statewide MPE for NUMBER SENSE is 4
points. This is divided by the total possible points 8, and equates to 50%. Identify content
areas that should be addressed in the School Improvement Plan.
HIGH SCHOOL RESULTS
To enter data in the table below, double click anywhere on the table and it will open in edit mode. A
message window may appear. If it does, select yes and proceed to entering data. After data entry is
complete, scroll to the top of the worksheet. Then click anywhere outside of the table to capture the
entries as a part of the document. Remember to SAVE the document after each table is completed.
SCHOOL, DISTRICT, STATE COMPARISON OF MEAN POINTS EARNED ON SUBTESTS
CONTENT AREAS
GRADE
ENTITY
NUMBER SENSE
POSSIBLE
POINTS
MPE
SCHOOL
9
DISTRICT
GRADE
ENTITY
STATE
4
POSSIBLE
POINTS
MPE
SCHOOL
10
DISTRICT
STATE
6
8
%
0
0
50
11
%
0
0
56
MEASUREMENT
POSSIBLE
POINTS
MPE
%
POSSIBLE
POINTS
MPE
0
0
57
4
POSSIBLE
POINTS
MPE
6
7
GEOMETRY
10
%
7
POSSIBLE
POINTS
MPE
0
0
60
DART 2009
5
11
%
0
0
64
14
%
0
0
36
ALGEBRAIC THINKING
POSSIBLE
POINTS
MPE
6
POSSIBLE
POINTS
MPE
8
10
%
0
0
60
14
%
0
0
57
DATA ANALYSIS
POSSIBLE
POINTS
MPE
8
%
0
0
63
5
POSSIBLE
POINTS
MPE
11
%
0
0
56
6
13
SCIENCE RESULTS
2009 Analysis of Science SS
Use the Summary section of the FCAT School Demographic Report to record the school's
Science Mean Scale Score (MSS), by grade level, onto the School Mean Scale Score column of
the worksheet. Record the district Mean Scale Score in the next column of the worksheet. The
State Mean Scale Score data are pre-populated. Subtract the district score from the school score
and the state score from the school score and record the differences in the appropriate column of
the worksheet. Place an (x) in the final column if there is a concern.
To enter data in the table below, double click anywhere on the table and it will open in edit mode. A
message window may appear. If it does, select yes and proceed to entering data. After data entry is
complete, scroll to the top of the worksheet. Then click anywhere outside of the table to capture the
entries as a part of the document. Remember to SAVE the document after each table is completed.
Grade
5
Grade
8
Grade
11
Year
School
Mean SS
District
Mean SS
State Mean
SS
School MSS School MSS
Identify if a
minus
minus State
concern (x)
District MSS
MSS
2009
314
0
0
2008
310
0
0
Year
School
Mean SS
District
Mean SS
State Mean
SS
School MSS School MSS
Identify if a
minus
minus State
concern (x)
District MSS
MSS
2009
305
0
0
2008
305
0
0
Year
School
Mean SS
District
Mean SS
State Mean
SS
School MSS School MSS
Identify if a
minus
minus State
concern (x)
District MSS
MSS
2009
303
0
0
2008
304
0
0
DART 2009
14
2009 Science Results by Subgroups
Use the “Percent in Each Achievement Level” Science section of the FCAT School
Demographic Report. Add the percent of Level 1 and Level 2 students for each student group
listed on the worksheet and record the percent. Identify any student group that is a concern.
Identify any entry that had less than 10 students tested.
Student Group
Grade
Grade
Grade
5
8
11
% in
Levels 1 & 2
% in
Levels 1 & 2
% in
Levels 1 & 2
Identify if a
concern (x)
White
Black
Hispanic
Asian
American
Indian
Free/ Reduced
Lunch
ELL
Total ESE other
than Gifted
Standard
Curriculum
All Students
Note: If numbers of students in Levels 1 and 2 are not very large (i.e. less
than 10), analyze each grade level’s lowest quartile group. Quartile
information is not printed as a summary on the School Demographic Report.
DART 2009
15
2009 Science Subtest Results
The total possible points for each content area in each grade level have been pre-populated in
the chart below. Use the chart to record the Mean Points Earned (MPE) by the school and district
for each Science content area by grade level onto the MPE column of the worksheet. The state
data are recorded for you. Calculate and record the percent (%) correct for each content area
for the school and district onto the worksheet by dividing the MPE by the possible points.
For example, 5th Grade students’ statewide MPE for Scientific Thinking is 7 points. This is
divided by the total Possible Points, 12, and equates to 58%. Identify content areas that should
be addressed in the School Improvement Plan.
To enter data in the table below, double click anywhere on the table and it will open in edit mode. A
message window may appear. If it does, select yes and proceed to entering data. After data entry is
complete, scroll to the top of the worksheet. Then click anywhere outside of the table to capture the
entries as a part of the document. Remember to SAVE the document after each table is completed.
SCHOOL, DISTRICT, STATE COMPARISON OF MEAN POINTS EARNED ON SUBTESTS
CONTENT AREAS
GRADE
ENTITY
PHYSICAL AND
CHEMICAL SCIENCES
POSSIBLE
POINTS
MPE
SCHOOL
5
DISTRICT
STATE
7
12
%
EARTH AND SPACE
SCIENCES
POSSIBLE
POINTS
MPE
0
0
58
13
%
LIFE AND
ENVIRONMENTAL
SCIENCES
POSSIBLE
POINTS
MPE
0
0
62
8
13
%
SCIENTIFIC
THINKING
POSSIBLE
POINTS
MPE
0
0
62
8
8
13
%
0
0
62
SCHOOL, DISTRICT, STATE COMPARISON OF MEAN POINTS EARNED ON SUBTESTS
CONTENT AREAS
GRADE
ENTITY
PHYSICAL AND
CHEMICAL SCIENCES
POSSIBLE
POINTS
MPE
SCHOOL
8
DISTRICT
STATE
7
13
%
LIFE AND
ENVIRONMENTAL
SCIENCES
EARTH AND SPACE
SCIENCES
POSSIBLE
POINTS
MPE
0
0
54
11
%
POSSIBLE
POINTS
MPE
0
0
45
6
13
%
SCIENTIFIC
THINKING
POSSIBLE
POINTS
MPE
0
0
62
7
14
%
0
0
57
8
SCHOOL, DISTRICT, STATE COMPARISON OF MEAN POINTS EARNED ON SUBTESTS
CONTENT AREAS
GRADE
ENTITY
PHYSICAL AND
CHEMICAL SCIENCES
POSSIBLE
POINTS
MPE
SCHOOL
11
DISTRICT
STATE
7
13
%
0
0
54
EARTH AND SPACE
SCIENCES
POSSIBLE
POINTS
MPE
7
12
%
0
0
58
DART 2009
LIFE AND
ENVIRONMENTAL
SCIENCES
POSSIBLE
POINTS
MPE
7
14
%
0
0
50
SCIENTIFIC THINKING
POSSIBLE
POINTS
MPE
7
12
%
0
0
58
16

WRITING RESULTS

2009 Writing Essay Proficiency Results
Summarize the FCAT Writing results in the chart below. Identify the concerns.
To enter data in the table below, double click anywhere on the table and it will open in edit mode. A
message window may appear. If it does, select yes and proceed to entering data. After data entry is
complete, scroll to the top of the worksheet. Then click anywhere outside of the table to capture the
entries as a part of the document. Remember to SAVE the document after each table is completed.
Grade
4
Grade
8
Grade
10
Writing
Type
School
District
State Percent
School minus School minus
Percent “3.5” Percent “3.5” “3.5” and
District
State
and above
and above
above
Combined
85
0
0
Expository
86
0
0
Narrative
84
0
0
Writing
Type
School
District
State Percent
School minus School minus
Percent “3.5” Percent “3.5” “3.5” and
District
State
and above
and above
above
Combined
90
0
0
Expository
90
0
0
Persuasive
89
0
0
Writing
Type
School
District
State Percent
School minus School minus
Percent “3.5” Percent “3.5” “3.5” and
District
State
and above
and above
above
Combined
77
0
0
Expository
78
0
0
Persuasive
75
0
0
DART 2009
Identify if a
concern (x)
Identify if a
concern (x)
Identify if a
concern (x)
17
Writing Essay Results by Subgroups
Record the mean essay scores for each subgroup for the FCAT Writing assessment. Identify
subgroups that should be addressed in the School Improvement Plan.
GRADE 4
White
Black
Hispanic
Asian
Amer.
Indian
Free/ Reduced
Lunch
ELL
Total
ESE
other
than
gifted
ELL
Total
ESE
other
than
gifted
Standard
Curriculum
All
Students
Combined
Expository
Narrative
GRADE 8
White
Black
Hispanic
Asian
Amer.
Indian
Free/ Reduced
Lunch
Standard
Curriculum
All
Students
Combined
Expository
Persuasive
GRADE 10
White
Black
Hispanic
Asian
Amer.
Indian
Free/ Reduced
Lunch
ELL
Total
ESE
other
than
gifted
Standard
Curriculum
All
Students
Combined
Expository
Persuasive
DART 2009
18
Next Steps after completing the DART charts
I.
Assess the data for strengths and weaknesses identified by student performance.
II. Using the FCAT Sunshine State Standards School Demographic Report for each grade level,
highlight each student in Achievement Levels 1 and 2 for targeted instruction.
III. Form grade level teams to study the school situation and plan changes.
IV. Form vertical grade level teams to align and coordinate efforts across the different grade
levels to assure you are addressing an appropriate level of rigor in the assessed areas of reading,
mathematics, science, and writing. The relevance of instructional materials and methods across
the curriculum and across grades should be reviewed in an effort to improve the delivery of
content to students. Develop a “Game Plan” for the school!
V. Other steps:
a.
Gather tools, resources, and ideas (“darts”) that have proven effective in increasing student
achievement (“hit the school targets”). Review instructional materials and research best
practices to help you develop a better plan of action.
b.
Request assistance, if needed, by contacting the district’s School Improvement Contact
Person, the Regional Facilitators in the Bureau of School Improvement in the Department of
Education, or other regional service providers.
c.
Develop a working relationship with a school of similar demographics to provide ongoing
support as you implement new ideas into the school environment.
DART 2009
“A”
Assess:
Identify and prioritize the strengths and
weaknesses of the school
Which READING content areas from the Sunshine State Standards are areas of strength or
weakness for the school?
Strength
Weakness

A. Words/Phrases


B. Main Idea/Purpose


C. Comparisons


D. Reference/Research

Reflect on the FCAT achievement results. What are the instructional needs in Reading?
(Be cautious about making instructional changes when few students are involved.)
Prioritize the areas listed above.
DART 2009
20
Based on this analysis, what actions should be taken relative to READING in the School
Improvement Plan? Draft new, measurable objectives. Develop new learning strategies.
Note other READING areas of concern.
DART 2009
21
“A”
Assess:
Identify and prioritize the strengths and
weaknesses of the school
Which MATHEMATICS content areas from the Sunshine State Standards are areas of strength
or weakness at the school?
Strength
Weakness

A. Number Sense/Operations


B. Measurement


C. Geometry & Spatial Sense


D. Algebraic Thinking


E. Data Analysis and Probability

Reflect on the FCAT achievement results. What are the instructional needs in Mathematics?
(Be cautious about making instructional changes when few students are involved.)
Prioritize the areas listed above.
DART 2009
22
Based on this analysis, what actions should be taken relative to MATHEMATICS in the School
Improvement Plan? Draft new, measurable objectives. Develop new learning strategies.
Note other MATHEMATICS areas of concern.
DART 2009
23
“A”
Assess:
Identify and prioritize the strengths and
weaknesses of the school
Which SCIENCE content areas from the Sunshine State Standards are areas of strength or weakness
for the school?
Strength
Weakness

A. Physical and Chemical Sciences


B. Earth and Space Sciences


C. Life and Environmental Sciences


D. Scientific Thinking

Reflect on the FCAT achievement results. What are the instructional needs in Science?
(Be cautious about making instructional changes when few students are involved.)
Prioritize the areas listed above.
DART 2009
24
Based on this analysis, what actions should be taken relative to SCIENCE in the School
Improvement Plan? Draft new, measurable objectives. Develop new learning strategies.
Note other SCIENCE areas of concern.
DART 2009
25
“A”
Assess:
Identify and prioritize the strengths and
weaknesses of the school
Which reporting categories from FCAT WRITING (Language Arts Content Area B in Sunshine State
Standards) are areas of strength or weakness for the school?
Strength

Weakness

A. Combined

B. Expository


C. Narrative

Reflect on the FCAT achievement results. What are the instructional needs in Writing?
(Be cautious about making instructional changes when few students are involved.)
Prioritize the areas listed above.
DART 2009
26
Based on this analysis, what actions should be taken relative to WRITING in the School
Improvement Plan? Draft new, measurable objectives. Develop new learning strategies.
Note other WRITING areas of concern.
DART 2009
27
“R”
Review:
Examine the Sunshine State Standards and
FCAT testing resources to pinpoint deficiencies.
Examine the Reading Test Item and Performance Task Specifications. List the benchmarks by
number that are included in the content areas identified in the priority area(s) for READING. Identify
those for which students are not currently demonstrating proficiency.
Examine the Mathematics Test Item and Performance Task Specifications. List the benchmarks by
number that are included in the content areas identified in the priority area(s) for MATHEMATICS.
Identify those for which students are not currently demonstrating proficiency.
Examine the Science Test Item and Performance Task Specifications. List the benchmarks by number
that are included in the content areas identified in the priority area(s) for SCIENCE. Identify those for
which students are not currently demonstrating proficiency.
DART 2009
28
Examine the Writing Test Item and Performance Task Specifications. List the benchmarks by number
that are included in the content areas identified in the priority area(s) for WRITING. Identify those for
which students are not currently demonstrating proficiency.
Examine the items given as examples in the Reading Test Item and Performance Task
Specifications for the grade level. Repeat this examination with the Mathematics, Science, and
Writing Specifications. http://fcat.fldoe.org/fcatis01.asp
a. What types of items are included? (Multiple choice, gridded response, short response, or
extended response)
b. What is the level of complexity for a test item – low complexity, moderate complexity, or high
complexity?
c. What thinking skills are required? Dr. Norman L. Webb’s “Depth of Knowledge” classifies
items by their level of complexity as a way to focus on the expectations of the item, not the
ability of the student. Go to the following website for DOE Cognitive Complexity Classification:
http://fcat.fldoe.org/pdf/cog_complexity-fv31.pdf
Depth-of-knowledge consistency: Four levels of knowledge
What degree of depth or complexity of knowledge do standards and assessments
require? This criterion is met if the assessment is as demanding cognitively as the
expectations standards set for students. Norman Webb, senior research scientist with
the Wisconsin Center for Education Research, and colleagues judged depth of
knowledge at four levels:

Recall of a fact, information, or procedure

Skill in using information, conceptual knowledge, procedures, two or more steps

Strategic thinking, requiring reasoning, developing a plan or sequence of steps,
involving some complexity, having more than one possible answer, generally taking
less than 10 minutes to do

Extended thinking, requiring an investigation, time to think and process multiple
conditions of the problem or task, and requiring more than 10 minutes to do nonroutine manipulations
DART 2009
29
Internet Resources for Depth of Knowledge:
Norman L. Webb: Depth-of-Knowledge Levels for Four Content Areas
http://facstaff.wcer.wisc.edu/normw/All%20content%20areas%20%20DOK%20levels%
2032802.doc
Depth of Knowledge (DOK) Levels
http://www.missouriartscouncil.org/html/documents/DOKlevels.pdf
Writing
http://dsprings.k12.ky.us/curriculum/Curriculum/Levels%20of%20Writing%20DoK.pdf
http://www.ride.ri.gov/instruction/curriculum/rhodeisland/resources/dokWrite.htm
Science
http://www.vermontinstitutes.org/assessment/web_depth.pdf
d. What new learning experiences might contribute to improved student achievement?
Design or locate sample test items from an FCAT test item bank to be administered as a pretest to
verify or identify instructional weaknesses of students. FCAT Sample Questions can be found at
http://fcat.fldoe.org/fcatsmpl.asp.
Review released tests to examine the length and level of difficulty of the items on previous FCAT
assessments.
Use the following resources to assist in improving instructional strategies and rigor to improve student
proficiency with the Sunshine State Standards:
a. Lessons Learned (http://fcat.fldoe.org/lessonslearned.asp)
b. Report on the 2007 FCAT Released Items (http://fcat.fldoe.org/fcatflwrites.asp)
DART 2009
30
“T”
Target:
Align curriculum, classroom instruction, and
assessment by addressing needs and deficiencies with new or
adapted learning activities and available resources.
Before you begin to align needs with resources, take a moment to reflect on the current reading,
mathematics, science, and writing programs.
Is there anything you want to DISCONTINUE? (Consider all aspects of the curriculum, instruction and
assessment practices.)
What do you want to INITIATE, CHANGE OR MODIFY?
What do you want to CONTINUE? How will you ensure that the areas of strength are supported and
continued?
DART 2009
31
“T”
Target:
Align curriculum, classroom instruction, and
assessment by addressing needs and deficiencies with new or
adapted learning activities and available resources.
AREA OF NEED
AVAILABLE RESOURCES
DART 2009
CONTACT PERSON
32
“T”
Target:
Align curriculum, classroom instruction, and
assessment by addressing needs and deficiencies with new or
adapted learning activities and available resources.
Resources:
 For teachers and students, FCAT Explorer helps students learn about and practice the skills
tested on the Florida Comprehensive Assessment Test in reading, mathematics, and 5th grade
science: http://www.fcatexplorer.com/
 The Florida Achieves website FOCUS (a resource for implementing Florida’s Continuous
Improvement Model) provides mini-assessments for all math benchmarks and reading foci for
grades 3-10. Each mini-assessment includes a set of valid, FCAT-like questions:
http://www.florida-achieves.com/(f0yrmi55vn5h1qqksakcnz45)/Default.aspx
 Sunshine Connections is an online teacher tool created for teachers by teachers. Links to
curricula,
strategies,
best
practices,
resources
and
tools
are
provided:
http://www.sunshineconnections.org/Pages/default.aspx
 Bureau of School Improvement’s e-Library provides links to educational research, teaching
strategies and best practices: http://www.flbsi.org/elib/elibrary.aspx
 Beacon Learning Center provides lesson plans and unit plans by learner level and grade level:
http://www.beaconlearningcenter.com/lessons/
 STEPS, the Lesson Architect, is an online lesson planning tool that is aligned to Florida’s
Sunshine State Standards: http://www.ibinder.uwf.edu/steps/
DART 2009
33
Where do we go from here?
 Continue to review school-wide data from the DART charts and
other sources throughout the school year
 Consider forming cross-grade level teams or other school teams
to address and prioritize the school’s instructional needs
Mentioned on page 22
 Create and implement a plan of action
 Target instruction in those content areas that need improvement
 Consider the Florida Continuous Improvement Model (FCIM),
following its cycle of PLAN-DO-CHECK-ACT (PDCA) in an effort to
provide instruction that focuses on enhancing, extending, and
applying understanding and skills of tested/targeted benchmarks
Stay on “target” with an annual check-up using the
DART Model!
DART 2009
34