Florida Education: The Next Generation DRAFT

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Florida Education The Next GenerationDRAFT
New High School Grading Criteria Presented
by Marie Izquierdo State Regional Executive
Director Differentiated Accountability Region
5 Nikolai Vitti, Deputy Chancellor School
Improvement and Student Achievement Florida
Department of Education Dr. Eric J.
Smith Commissioner

• March 13, 2008
• Version 1.0

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Rule 6A-1.09981Implementation of Florida's
System of School Improvement and Accountability

• Rule Development Workshops
• May 2009

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Summary of Proposed Rule Changes affecting high
schools

• Inclusion of Florida Alternate Assessment results
  for students with disabilities in calculating
  learning gains for reading and math
• Revising high school grading requirements

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Inclusion of Florida Alternate Assessment results
in calculating learning gains

• Section 1008.34(3)(b)(1)b, Florida Statutes,
  requires that learning gains for students
  seeking a special diploma, as measured by an
  alternate assessment tool, shall be included in
  School Grades no later than the 2009-10 school
  year.
• The Florida Alternate Assessment has nine
  separate performance levels, ranging from 1 to 9,
  with 4 or higher equaling proficient.
• Propose defining a learning gain as an
  improvement in performance levels or the
  maintenance of a proficient level.
• Change effective in 2009-10.

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Revised High School Grading Requirements

• Calculation Guide

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Senate Bill 1908

• Beginning in the 2009-10 school year, 50 of the
  schools grade will be based on the existing
  FCAT-related factors and the remaining 50 will
  be based on factors that include
• A schools graduation rate
• As valid data become available, the performance
  and participation of students in AP, IB, Dual
  Enrollment, AICE, and industry certification
• The postsecondary readiness of the students as
  measured by the SAT, ACT, or CPT
• The high school graduation rate of at-risk
  students
• The performance of a schools students on
  statewide standardized end-of-course assessments,
  when available and
• Growth or decline in the data components from
  year to year.

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Grading Scale
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Current FCAT School Grades Components, Total
Points
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.
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What does the NEW 50 look like?
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New Component 1 Graduation Rate

• Graduation Rate Method of Calculation
• In 2009-10 and 2010-11, the graduation rate will
  be calculated using the NGA 4-year cohort method
  (GEDs counted as non-graduates)
• Beginning in 2011-12 in order to ensure
  consistency with federal reporting criteria the
  graduation rate will be calculated using the new
  federal uniform graduation rate criteria.
• Under current regulations, 2011-12 is the first
  year states are required to use this method for
  federal reporting and AYP determinations.
• At this time, federal regulations indicate that
  GEDs, Special Diplomas, and transfers to Adult
  Education would be counted as non-graduates under
  this method.
• These details may be subject to change with the
  reauthorization of NCLB.

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NGA Rate (2009-10 2010-11)

• Satisfies agreement with the National Governors
  Association
• Required in legislation
• Counts only standard and special diplomas

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What about.?

• Transfers students will become a member of the
  cohort at their last school of attendance
• Length of time in cohort one day, one course in
  9th grade (2010 Seniors who were in 9th grade in
  2006-07)
• Students who graduate during the summer count as
  graduates
• 18 credit graduation option - They are counted in
  their respective cohort. For instance, a student
  actually graduated within 3 years, but they would
  not be counted in a cohort until the following
  year (the senior year). The process looks for a
  diploma within 4 years of initial entry into the
  cohort if they graduate at anytime during that
  4-year window they are counted.
• Special Diploma Students the jury is still out
  on this one. Refer to the TAP Coding of Students
  Who Remain In School Beyond Initial Year of
  Completion.

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What about? (continued)

• Are transfers to Adult Education currently
  considered graduates? No, they are treated as
  transfers. However, if they get an Adult
  Standard High School Diploma (Diploma W43 and
  W52) then they are counted as a graduate.
• For the Technical Guide on Floridas Graduation
  Rate Calculation, visit our collaboration site
  https//collaborationportal.dadeschools.net/depart
  ments/9133/default.aspx Look in our Document
  Library

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Things to keep in mind

• Graduate and dropout rate are not inverses of one
  another
• The rates apply to different periods of
  measurement.
• Graduation rate is a four-year, cohort-based
  indicator.
• Dropout rate is a single-year indicator.
• The rates apply to different populations.
• Graduation rate tracks the progress of a group of
  students that entered the same grade at the same
  time.
• Dropout rate tracks all 9-12 students in a single
  year.

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Suggestions

• Retained 11th graders who are part of the 4 year
  cohort who could be eligible to graduate within
  the 4 years need to be taken into consideration
  for graduation rate. Order a retained student
  report and look for retained 11th graders who
  have less than the 16 required, but with course
  recovery, they may have 24 by June (or end of
  Summer).

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New Component 2A Participation in Accelerated
Coursework
Proposed Calculation

• 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 be
  enrolled in a CTE course and have taken an
  industry certification exam on the SBE approved
  Industry Certification Funding List for the
  year.

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Acceleration ParticipationIn the formula,
schools would earn weighted credit for the number
of exams/courses a student takes. Here is the
proposed weighting system to accommodate multiple
tests taken/enrollments by students

• No cap is proposed for participation. That is,
  following the logic above, schools will earn an
  increasing amount of credit for those students
  who take increasing numbers of accelerated
  courses/exams. For example, the student who
  takes 7 exams/courses will be weighted at 1.6 a
  student who takes 8 will be weighted 1.7 and so
  on.

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Acceleration Participation EXAMPLEJohn Doe
takes 3 Dual Enrollment courses 2 AP courses
and 1 industry certification course (that
culminates in an exam). Here are his results
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Where can I find information on Accelerated
Courses/Exams?

• Advanced Placement Program
• http//apcentral.collegeboard.com
• Cambridge AICE
• www.cie.org.uk/usa
• International Baccalaureate Program
• www.ibo.org

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What about?

• SWD Students? They are factored into the
  denominator so as to not exclude them. We do not
  want to limit access to students (for example,
  the ELL student who could take AP Spanish, for
  example). The Dept is open to reconsidering this
  and is looking at it.
• Do vocational or SPED DE courses/ industry certs
  count? Vocational DE only counts if it results in
  an industry certification (as identified on the
  DOEs Industry Certification Funding list.
• What about students who move schools mid-year-
  who gets the kids points? The school in which
  the student takes the test gets the points.

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Suggestions

• Ensure that all students in accelerated courses
  sit for the exam
• Use the AP Potential list
• Try to offer AP courses in 9th and 10th grade
  (this will increase your numerator)
• Look at your current programs. What can be
  expanded?
• Rememberits student participation, not of
  sections offered! (If two students take one class
  you earn 2 points. If one student takes 2
  classes, you get 1.1 points).

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New Component 2B Performance in Accelerated
Coursework
Proposed Calculation
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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 Committees
  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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New Component 2B Performance in Accelerated
Coursework

• Successful Completions defined as

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Acceleration Performance In the formula, schools
would earn weighted credit for the number of
successful completions a student earns. Here is
the proposed weighting system to accommodate
multiple successes by students

• No cap is proposed for performance. That is,
  following the logic above, schools will earn an
  increasing amount of credit for those students
  who successfully complete increasing amounts of
  accelerated coursework. For example, the student
  who earns 7 successful completions will be
  weighted at 1.6 a student who earns 8 will be
  weighted 1.7 and so on.

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Acceleration Performance EXAMPLEJohn Doe takes
3 Dual Enrollment courses 2 AP courses and 1
industry certification course (that culminates in
an exam). Here are his results
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Suggestions

• Teachers participating in the AP Institute
  typically have students who outscore those who do
  not participate. Try to have your teachers
  attend an Institute.
• Conduct a thorough review of AP scores by
  teacher. Consider reassigning those classes to
  high-performing teachers.
• Have AP, IB, and/or AICE teachers develop IPEG
  Goals based on student AP, IB, and/or AICE
  performance measures.
• Guidance Counselors need to have ownership of
  this component.

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New Component 3 Postsecondary Readiness
Proposed Calculation

• Separate Measures for Reading and Math only
  (recommendation to exclude Writing Readiness).
• If student takes multiple tests (ACT, SAT, or
  CPT), the students 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.

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Suggestions

• Offer test-prep courses for ACT/SAT through Adult
  Education
• Be creative - offer SAT prep courses during the
  school day
• SAT www.collegeboard.com
• ACT www.act.org

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New Component 4 Graduation Rate for At-Risk
Students

• Use same method of calculation used for overall
  graduation rate calculation.
• Subset of overall cohort include only those
  students that earned a Level 2 or lower on both
  FCAT Reading and Math in 8th Grade.
• If a school does not have at least 10 students in
  that subgroup, the schools overall graduation
  rate will be substituted for this measure.
• This is consistent with what is done currently in
  school grades in regard to the learning gains of
  the lowest performing students (bottom quartile).

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New Component 5 Growth or Decline in
components

• Proposal
• Schools earn an escalating number of points based
  on the magnitude of their improvement.
• There is no deduction of points proposed at this
  time.
• Additional points would be awarded based on the
  following improvements (growth from prior year)

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Important!!!

• These growth components are awarded for EACH NEW
  component that demonstrates improvement.
• So, for example, if a school's graduation rate
  improves from 60 percent to 65 percent, the
  school would get an extra 5 points for the
  graduation rate component (65 5 70).
• The growth points are applied PRIOR to the
  doubling. In the above example, the total points
  for graduation rate in that example would be 140
  points.
• The 2008-09 simulation will serve as baseline for
  growth.

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Proposed High School Grades Components, Recap of
Proposed Measures Used in Simulation
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High School Grading MatrixNEW 50 (with points
possible)

• Things to Note
• 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 (752) for that component).
• As recommended by the Central Florida Coalition,
  initially, acceleration participation will be
  weighted twice as much as acceleration
  performance. However over a 5 (or 3) year
  period, the weighting will be adjusted so that
  eventually both participation and performance
  will be weighted equally (150 points each).
• 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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Additional Requirement

• Law stipulates that in order for a high school to
  be designated as having a grade of A, the
  school must demonstrate that at-risk students are
  making adequate progress.
• In order for a school that earns enough points
  for an A to be awarded an A, the schools
  at-risk graduation rate must meet a certain
  threshold to ensure adequate progress.
• This requirement is akin to the current learning
  gains requirement for the Low 25.

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Additional Issues At-Risk Requirement for A
schools (cont.)

• Proposed Threshold
• Using the NGA Rate, the average at-risk
  graduation rate component among the graded
  schools is 73.
• Recommended Thresholds
• NGA 75 or at least a 5 point improvement over
  the prior year.

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Revising High School Grading Requirements

• Simulation Results

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Simulations

• Assumptions/Caveats
• Simulation based on 2008 High School Grades.
• Only looked at the schools that earned a grade in
  2008
• Acceleration components do not include AICE.
• IB data included (2007 and 2008).
• Industry certification data included in 2008
  components not 2007 (not collected in 2007).
• ACT, SAT, and/or CPT scores only included if the
  student took any of the exams while in high
  school.

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High School Grading MatrixNEW 50 (with points
possible)
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High School Grading MatrixNEW 50Average
Component Values in Red
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Simulation Results
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Visit Region 5 Differentiated Accountability
Collaboration Site

• https//collaborationportal.dadeschools.net/depart
  ments/9133/default.aspx