Senate Bill 4: Graduation Requirements Project 10: Transition Education Network Regional Institutes 2011 Sheila.Gritz@fldoe.org.

Senate Bill 4: Graduation Requirements Project 10: Transition Education Network Regional Institutes 2011

This presentation was adapted from the following:
Senate Bill 4, RTTT, and Common Core State Standards, AMM 2010 PowerPoint Presentation, St. Petersburg, FL, Prepared by Todd Clark, Chief, Florida Department of Education, Bureau of Curriculum and Instruction/Delivered by Helen Lancashire, Consultant, School Counseling, Student Support Services Project Memorandum: Senate Bill 4 Implementation, retrieved CASE 2010 and SAC 2010 PowerPoint Presentations

Senate Bill 4 Summary Changes to High School Graduation Requirements for a Standard Diploma: Over time Adds Geometry and Algebra 2 to Algebra 1 Adds Biology 1, Chemistry or Physics, and an equally rigorous science course Increases the number of required math credits for the 18-credit college preparatory and career preparatory graduation options Increases the number of required math credits from three to four for the 18-credit college preparatory and career preparatory graduation options

Senate Bill 4 Summary Changes to High School Graduation Requirements:
Requires offerings of acceleration courses Repeals the requirements for Major Area of Interest Requires all public high schools to provide offerings of acceleration courses (which include IB, AICE, AP, Dual Enrollment, and Industry Certification courses) and to advise students of these course options Repeals the requirements for students to identify and take elective courses as part of a Major Area of Interest NOTE: Career Planning Course and ePEP are still required.

Senate Bill 4 Summary New End Of Course (EOC) Exam / Assessment
Requirements: Requires an EOC in Algebra 1 Requires an EOC in Geometry Eliminates Grade 9 FCAT for Mathematics ( ) Eliminates Grade 10 FCAT for Mathematics ( ) except as required for students who have not yet attained minimum performance expectations Requires an EOC in Biology 1 Requires an EOC in Algebra 1 Passage of EOC eventually required to earn course credit Requires an EOC in Geometry Eliminates Grade 9 and Grade 10 FCAT for Mathematics Requires an EOC in Biology 1 Students currently in 9th grade ( ) are the only students who won’t be required to pass the Math EOC.

Senate Bill 4 Summary New End Of Course (EOC) Exam / Assessment
Requirements: Eliminates the Grade 11 FCAT for Science ( ) Directs the FDOE to develop additional EOC exams (pending funding) Authorizes the use of equivalent / concordant scores for EOC assessments Eliminates the Grade 11 FCAT for Science Pending funding, directs the FDOE to develop an implementation schedule for additional EOC exams for English 2, Algebra 2, Chemistry, Physics, Earth / Space Science, US History, and World History Exam scores (when developed) must be at least 30% of student course grade Authorizes the use of equivalent / concordant scores for EOC assessments Currently developing US History EOC

Senate Bill 4 Summary Authorizes a school principal to determine if a transfer student must take a required EOC exam in a course for which the transfer student has already earned credit. Requires the State Board to establish two cut scores for EOC exams: A Passing Cut Score A Cut Score that indicates the student is high achieving and has the potential to meet college-readiness standards Defines achievement levels 1 – 5 for EOC exams Standard will be set in the fall of 2011

Senate Bill 4 Summary Eliminates the requirement for development of a revised FCAT writing test Provides testing schedules for EOC exams Creates a Credit Acceleration Program (CAP) Eliminates the current requirement for development of a revised FCAT writing test beginning with the 2012 – 2013 academic year The current FCAT writing exam will continue to be administered at least once at the elementary, middle grades, and high school levels as currently specified in law. Provides testing schedules for EOC exams Creates a Credit Acceleration Program (CAP) to allow secondary students to earn high school course credit by attaining a passing score on the appropriate statewide, standardized EOC exam Students awarded a certificate of completion prior to 2010 could be awarded a standard diploma by passing exams. Student could take and pass assessment to achieve 1.0 credit. Guidelines will be developed.

High School Graduation Requirements Senate Bill 4
Entering 9th Grade 2010 2011 2012 2013 To Graduate Algebra 1 and Geometry + Biology 1 and Passing Score on Algebra 1 EOC Passing Score on Biology EOC and Geometry EOC and Algebra 2 Chemistry or Physics and an equally rigorous science course

End of Course Exams (EOC)
Entering Grade Entering Grade 9 Algebra I - Beginning , all Algebra I students must take EOC Must take EOC Performance 30% of final grade Must earn a passing score or attain equivalent score Geometry – Beginning , all Geometry students must take EOC N/A Biology - Beginning , all Biology students must take EOC Department must establish “passing score” and in addition a score that indicates that the student is high achieving and has potential to meet college readiness standards by the time the student completes high school

SB 4 – Technical Assistance
End of Course Assessment Results Waiver for Students with Disabilities Pages 11 – 14 of 68 (Memorandum: Senate Bill 4 Implementation If the IEP team determines that the EOC cannot accurately measure the student’s abilities, taking into account all allowable accommodations, the end-of-course assessment results can be waived for determining course grade and credit

SB 4 – Technical Assistance
41. What is the authorizing legislation for the EOC assessment results waiver? s (8)(b)2, F.S. Results waived for course grade and credit Senate Bill 4 amended s (8)(b)2, F.S., and states: “A student with a disability, as defined in s (2), F.S. for whom the IEP committee determines that an end of-course assessment cannot accurately measure the student’s abilities, taking into consideration all allowable accommodations, shall have the end-of-course assessment results waived for the purpose of determining the student’s course grade and credit as required in paragraph (4) (a).”

SB4 –Technical Assistance
42. Which students with disabilities are eligible to receive an EOC assessment results waiver? Students with disabilities as defined in s (2), F.S. Intellectual disability Hearing impairment, including deafness Speech or language impairment Visual impairment, including blindness Emotional or behavioral disability Orthopedic or other health impairment Autism spectrum disorder Traumatic brain injury Specific learning disability, including, but not limited to, dyslexia, dyscalculia, or developmental aphasia

SB4 – Technical Assistance
43. What requirements must a student meet to be considered for an EOC assessment results waiver? Be identified as a student with a disability, as defined in s (2), F.S. Have an active individual educational plan Have taken the EOC assessment with appropriate allowable accommodations at least once Have demonstrated, as determined by the IEP team, achievement of the course standards

44. What are the responsibilities of the IEP team in the EOC assessment results waiver process? “…determination that the EOC assessment cannot accurately measure the student’s abilities, taking into consideration all allowable accommodations.” IEP teams are encouraged to maintain documentation regarding the team’s analysis of the student’s course performance data used to make the decision to grant or deny an EOC assessment waiver.

45. When should the IEP teams meet in order to consider EOC assessment results waivers? “…any time after the student has taken the assessment at least once and it has been determined that the student has failed to earn a passing score on an EOC assessment.” The statute is silent on the topic of requiring students to take an EOC assessment more than one time.

46. Are students who have been determined eligible solely for the hospital/homebound program (and no other disability area) eligible for the EOC waiver? No. Students who are eligible for exceptional student education (ESE) services solely on the basis of criteria found in Rule 6A– , F.A.C., Specially Designed Instruction for Students Who Are Homebound or Hospitalized, do not meet the definition of a student with a disability found in s , F.S.

47. Are students with only 504 plans eligible for consideration for the EOC waiver? No. Students with only a 504 plan are not eligible for consideration for the waiver.

48. Is the waiver available to students without disabilities who meet all the other requirements for graduation except passing the EOC assessment? No. EOC assessment results waivers may only be considered for eligible students with disabilities who have an active IEP at the time that the waiver decision is made.

49. Are students who were previously dismissed from an ESE program eligible for the waiver? No. Students who have been dismissed from an ESE program are no longer eligible for the waiver. A student who has been dismissed from special education no longer has an active IEP.

50. Is a student eligible for an EOC assessment results waiver if the parent or adult student has revoked consent for special education services? No. When consent for special education services is revoked, the student no longer has an active IEP.

51. What evidence should the IEP team review to determine that the student demonstrates the skills and proficiencies needed for course credit and that the EOC assessment results are not an accurate measure of the student’s abilities? Evidence that the IEP team should review to determine that the student demonstrates skills and proficiencies needed for course credit includes, but is not limited to: Classroom work samples Coursework grades Teacher observations Relevant classroom data derived from formative assessment Intensive remediation activities on the required course standards Higher-level, related coursework (honors, advanced placement, etc.) Related postsecondary coursework through dual enrollment

52. What methods may be used to collect information on a student’s proficiency in a course? Cumulative course documentation of proficiency Cumulative course documentation of proficiency may range from a simple checklist in which teachers initial and date each required standard at the time that proficiency is demonstrated to a more elaborate portfolio featuring work samples reflecting proficiency of each required standard. Districts may consider district-wide practices related to grading policies, transcripts showing coursework history, attendance records, other assessment results, and a collection of work samples and remediation activities. A district may determine that IEP teams, teachers, students, and parents would benefit from a system of tracking remedial efforts, attempts for earning a passing EOC assessment score, and progress toward proficiency.

53. How should progress toward demonstration of proficiency for course requirements be communicated to parents? Graphic form If the growth rate is not adequate to achieve proficiency within the course schedule, an adjustment in the instruction and intervention(s) should be implemented. Growth toward proficiency may be illustrated in graphic form so that parents and students can see the rate of growth from the student’s baseline performance. If the growth rate is not adequate to achieve proficiency within the course schedule, an adjustment in the instruction and intervention(s) should be implemented. In this way, all parties are assured of the school’s commitment to continuing instructional efforts so that proficiency is achieved.

54. Does an ESE student whose EOC assessment results have been waived as deemed appropriate by the IEP team still qualify for a standard diploma? Yes. The student will still be required to earn the credit by passing the course to meet the standard diploma graduation requirement.

55. Is the IEP team required to convene to consider the waiver? Yes. Under Rule 6A , F.A.C., the IEP team is required to review the student’s IEP periodically and revise the IEP as appropriate to address consideration of a variety of factors, including the student’s performance on any general statewide assessment and the student’s diploma option. The IEP team must convene to consider whether the student meets all requirements to be considered for the waiver. An EOC assessment waiver form may be used to guide the IEP team through this process and is provided as a resource.

Waiver of End of Course (EOC) Assessment Results Requirement for Students with Disabilities Sample Form Pages 31 – 34 of 68 (Memorandum: Senate Bill 4 Implementation

What success looks like.
Graduating students who are prepared for success in the 21st century as evidenced by securing a job that includes a salary that can support living expenses and is in a career of choice.

Clear and compelling evidence shows that the level of the courses students take in high school is one of the best predictors of their success in college and the workplace. This is particularly true in mathematics: Data show a strong correlation between taking higher-level mathematics courses in high school and achieving success in college and employment in high-growth, high-performance jobs. Rigorous course-taking matters for all students, but it is particularly important for students from disadvantaged backgrounds.

STATES WITH COLLEGE- AND CAREER-READY GRADUATION REQUIREMENTS

Intentional Initiatives Related to College and Career Readiness (Standards)
American Diploma Project VPK Standards/Assessments/Readiness Rate Next Generation Sunshine State Standards Common Core Standards More rigorous high school graduation requirements 32

Are We Preparing Our Students?
This year’s 9th grade students must earn a Geometry credit to graduate. Those enrolled in Algebra 1 will take an EOC that will count as 30% of their course grade. Have we reviewed the quality of instruction in our Geometry classrooms? Are Algebra 1 teachers using the course description for which the EOC was written to assess and guide their instruction?

This year’s 8th grade students must pass the Algebra 1 EOC and earn credit in Geometry and Biology 1 which include EOCs as part of their grades to graduate. (Unless credit has already been earned when they get to 9th grade.) What does 8th grade mathematics and science look like? Are 8th grade mathematics and science teachers using the course descriptions to guide instruction and assessing students throughout the year based on these course descriptions? Do students’ grades reflect the amount of material learned? Are teachers using the course descriptions from which the EOCs are written to assess and guide their instruction?

This year’s 7th grade students will be required to pass EOCs in Algebra 1, Geometry, and Biology 1 to graduate. They will also have to earn credit in Algebra 2. Do our 7th grade teachers know this? Do our 7th grade students know this? Do our parents of 7th graders know this? Are teachers using the mathematics and science course descriptions to guide instruction and assessing regularly to assure students are learning the material? Do the students’ grades reflect the amount of material learned? Are teachers using the course descriptions that the EOCs are written to assess to guide their instruction?

This year’s 5th and 6th grade students will be required to pass EOCs in Algebra 1, Geometry, and Biology 1 to graduate. They will also have to earn credit in Algebra 2, Chemistry or Physics and an equally rigorous science course. Do our 5th and 6th grade teachers know this? Do our 5th and 6th grade students know this? Do our parents of 5th and 6th graders know this? Are teachers using the mathematics and science course descriptions to guide instruction and assessing regularly to assure students are learning the material? Do the students’ grades reflect the amount of material learned? Are teachers using the course descriptions that the EOCs are written to assess to guide their instruction? Does the rigor of instruction match the preparation needs of our students?

This year’s K - 4th grade students will be required to pass EOCs in Civics, Algebra 1, Geometry, and Biology 1 to graduate. They will also have to earn credit in Algebra 2, Chemistry or Physics and an equally rigorous science course. Do our K - 4th grade teachers know this? Do our K - 4th grade students know this? Do our parents of K - 4th graders know this? Are teachers using the course descriptions to guide instruction and assessing regularly to assure students are learning the material? Do the students’ grades reflect the amount of material learned? Are teachers using the course descriptions that the EOCs are written to assess to guide their instruction? Does the rigor of instruction match the preparation needs of our students?

Student Acceleration Senate Bill 4
Beginning in AY , each high school shall offer: An International Baccalaureate Program (IB), or An Advanced International Certificate of Education (AICE) Program, or At least four courses in dual enrollment (DE) or Advanced Placement (AP), including at least one course in English, Mathematics, Science, and Social Studies Do we offer these courses to all students? Do we need to increase the number of required courses? Do we need to phase out less rigorous courses? Does our guidance office have a plan to schedule ALL students in these courses? Do our teachers know where to access the course descriptions? Are our teachers appropriately certified and prepared to teach these courses to all students? Is our district professional development plan aligned to the needs of the teachers in these areas? Does our school schedule allow for teacher collaboration? Does our school schedule provide students opportunities to be remediated prior to a late graduation? Are we discussing student preparation in these areas with our elementary and middle schools? Does the district student progression plan ensure students entering high school are prepared for success? Do we have a prioritized school plan for student success?

Intentional Initiatives Related to College and Career Readiness (Assessment)
Alignment of FCAT to new rigorous standards End-of-Course Assessments (Algebra I, Geometry, Biology, and U.S. History under development) Common Placement (PERT) Testing of 11th graders and subsequent high school courses to prepare students to enter postsecondary without need for remediation 39

High School Accountability
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

High School Accountability
New High School Grading Components Include: Use of NGAs graduation rate – Federal Graduation Rate Student participation in accelerated course work; IB, AICE, DE, AP, and Industry Certification programs Student performance in accelerated courses Postsecondary readiness Graduation rate of at-risk students Growth or decline in components Old NGA Graduates standard diploma standards diploma special diploma Non-Graduates drop outs drop outs certificate of completion certificate of completion GED GED not on time graduates not on time graduates special diplomas transfer to adult ed or DJJ Performance on accelerated work: 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. 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 Postsecondary readiness : Number of students scoring “ready” on SAT, ACT, and/or CPT any time during their high school careers At-Risk student graduation - 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

Four-Year NGA Graduation Rate, 2004-05 through 2008-09

Rate* Attending Postsecondary in the Fall Following Graduation
CAN’T FIND Updated On: Unit/Author: Jo Conte, data from FETPIP Source File: Update Schedule: Comments: Source: Florida Employment & Training Placement Information Program (FETPIP), Florida Department of Education. * Percentage of high school graduates who were enrolled in October after completing high school. Source: Florida Employment & Training Placement Information Program (FETPIP), Florida Department of Education. 43

Other Options Available in Florida
Performance-Based Exit Option (Formerly GED Exit Option) Certificate of Completion Special Diploma Option 1 Special Diploma Option 2 Special Certificate of Completion Rule governing was previously referred to as GED Exit option amended by the State Board

Performance-Based Exit Option
An alternative route to graduation for students who are at risk of not graduating on time with their kindergarten cohort due to: credit deficiency low grade point average being overage for grade

Districts must apply and receive approval from DOE to offer option Participation is voluntary on the part of students; parents must consent Students must perform at the 7th grade level reading level or higher at time of selection for program; 9th grade or higher at time of GED testing Before entry into this program, the student must be assessed at a seventh grade reading level or higher at the time of selection (ninth grade or higher at the time of GED testing), as documented by the Test of Adult Basic Education (TABE) reading component or other assessment to determine grade level proficiency. For students to successfully complete the Performance-Based Exit Option Model, the student must: 1. Continue enrollment and attendance in high school courses that meet high school graduation requirements as specified in ss or , F.S., whichever is applicable. 2.Pass the required sections of the FCAT, or receive a concordant score in accordance with s , Florida Statutes; 3. Pass the GED Tests; and Complete any additional requirements established by the school district. If a student passes the GED Tests but does not pass the FCAT, the student must only be awarded the State of Florida High School Diploma (GED).

The Performance-Based Exit Option - is not
A vehicle for the early exit of students who wish to complete high school in less than four years A program with watered-down curriculum for students who are not capable of performing high school-level work A program that is appropriate for all students at risk of failing to graduate from high school

This is a high school equivalency diploma per section , Florida Statutes. Students who successfully complete this option will be awarded a State of Florida High School Performance-Based Diploma, not a Standard High School Diploma. Students exiting under this option retain the right to FAPE. The newly adopted rule is 6A

See DPS: Performance-Based Exit Option Rule State of Florida High School Performance-Based Diploma Application

Certificate of Completion
Students who have completed required coursework for graduation but have not Passed FCAT OR Achieved minimum 2.0 GPA OR Achieved other district requirements This is NOT a high school diploma; students encouraged to continue in school Enroll in following school year Enroll in GED preparation program through adult education program

Special Diploma - Option 1
The student must meet school district requirements, including earning the minimum number of course credits determined by the local school board. Note: Students who have been identified as visually impaired or speech impaired are not eligible for a special diploma unless they also have another identified disability. The biggest concern that I am hearing is that students who have a learning disability or are EBD will have much difficulty in meeting these standards, especially if they have been in self-contained programs in the middle school. Folks want to try and figure out what are the options for these students, can they exit with a special diploma, either under option 1 or 2 and if so, how does this fit in with the 1% cap.

Special Diploma - Option 2
Achievement of all the annual goals and short-term objectives/benchmarks specified on the IEP related to the employment and community competencies Employment in a community-based job, for the number of hours per week specified in the student’s training plan, for the equivalent of 1 semester, and paid a minimum wage in compliance with the requirements of the Fair Labor Standards Act Mastery of the employment and community competencies specified in the training plan

Postsecondary Options
Special Diploma May be eligible to enroll in career and technical certificate programs, GED, Adult Basic Education May be eligible to enroll in college preparatory (remedial courses) – non credit * Impacts eligibility for military service * Changes are anticipated due to the HEOA and TPSIDs Students pursing or obtaining a special diploma should be aware that they are not eligible to enroll in college credit courses at the postsecondary level. “If a student plans to pursue an associate’s or bachelor’s degree, he or she will need to earn a standard high school diploma, GED or CPT eligible certificate of completion.”

Special Diploma 18-21 programs at colleges and universities that provide comprehensive transition and postsecondary programs for students with intellectual disabilities

GED/ Florida High School Performance-Based Diploma/CPT eligible certificates of completion Students may enroll in a degree seeking program in a college. Students will be required to take or present CPT, ACT, or SAT scores to determine which courses to enroll in. May impact eligibility for military service CPt eligible students means that they have met all requirements for a standard diploma except for passing the FCAT. They have the gpa and the credit requirements.

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Senate Bill 4: Graduation Requirements Project 10: Transition Education Network Regional Institutes 2011 Sheila.Gritz@fldoe.org.

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