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Academic Advisement Update Florida Department of Education, K–12 Public Schools NEFEC 3 rd Annual Secondary School Counselor Forum January 15, 2013.

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Presentation on theme: "Academic Advisement Update Florida Department of Education, K–12 Public Schools NEFEC 3 rd Annual Secondary School Counselor Forum January 15, 2013."— Presentation transcript:

1 Academic Advisement Update Florida Department of Education, K–12 Public Schools NEFEC 3 rd Annual Secondary School Counselor Forum January 15, 2013

2 Topics Common Core Standards Student Services Graduation Requirements End-of-Course Assessments Transfer Student Record Evaluation Credit Recovery Courses NCAA Postsecondary Education Readiness Test Resources

3 Common Core States

4 Full Implementation Grade K Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Begin Implementation of Rich and Complex Text and Informational Text for Grades K Full Implementation Grades K-1 Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K Full Implementation Grades K-2 Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12 Continue Implementation of Rich and Complex Text and Informational Text for Grades K Full Implementation Grades K-12 PARCC Assessments Aligned to CCSS Florida’s Common Core State Standards (CCSS) Implementation Plan

5 Timeframe 2010 and State Board adopted Common Core State Standards in Reading and Mathematics Florida joined Partnership for Assessment of Readiness for College and Career (PARCC) to develop a student assessment USDOE awarded PARCC a grant to develop a common core assessment Summer regional professional development Common Core Standards implemented in Kindergarten classrooms PARCC began development of the common core assessment Conduct common core summer institutes and fall, and spring common core workshops Common Core Standards implemented in Kindergarten and 1st grade Pilot test PARCC items, continue item development, conduct research Conduct common core summer institutes Common Core Standards implemented in Kindergarten, 1 st and 2 nd grade. Full implementation of Common Core State Standards In grades 3 to 12 blended implementation of NGSS and Common Core Field test PARCC items, continue item development and research Full implementation of Common Core State Standards Students assessed with the common core assessments

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7 Multi-tier System of Student Supports (MTSSS): Response to Instruction/Intervention (RtI) An Overview of Data-based Problem-solving within a Multi-tier System of Student Supports in Florida’s Public Schools 7 Intensive, Individualized Supports Intensive interventions based on individual student needs Students receiving prolonged interventions at this level may be several grade levels behind or above the one in which they are enrolled Progress monitoring occurs most often to ensure maximum acceleration of student progress If more than approximately 5% of students are receiving support at this level, engage in Tier 1 and Tier 2 level, systemic problem-solving Targeted, Supplemental Supports Interventions are based on data revealing that students need more than core, universal instruction Interventions and progress monitoring are targeted to specific skills to remediate or enrich, as appropriate Progress monitoring occurs more frequently than at the core, universal level to ensure that the intervention is working If more than approximately 15% of students are receiving support at this level, engage in Tier 1 level, systemic problem-solving Core, Universal Supports Research-based, high-quality, general education instruction and support Screening and benchmark assessments for all students Assessments occur for all students Data collection continues to inform instruction If less than approximately 80% of students are successful given core, universal instruction, engage in Tier 1 level problem-solving

8 Critical Role of Student Services: Addressing Barriers to Learning Engaging in collaborative problem-solving at district, school, and individual levels. Providing culturally competent services to students, schools, and families within a multi-tier model of service delivery. Developing and implementing evidence-based interventions at each tier. Providing services and supports to reengage disconnected students. Engage families

9 Child Abuse Prevention Sourcebook for Florida School Personnel: A Tool for Reporting Abuse and Supporting the Child.

10 Sourcebook Content Indicators of Abuse Exposure to Domestic Violence Drug-Endangered Children Child Trafficking Reporting What Happens After a Report is Made? Confidentiality Dealing With Your Own Feelings About Reporting Engaging the Family Prevention Programs in the Classroom Reporting Child Abuse Web-based Course

11 ssions/sspem/index.html

12 Fundamental Principles Fundamental Purpose: Improve academic and behavioral outcomes for students Reflect a Multi-tiered System of Support framework Align with evidence-based practices professional standards linked to positive student outcomes Integrate common practice standards across student services professions Support professional growth and continuous improvement Offer a state-approved evaluation framework that is dynamic (flexible & fluid) and complies with the Student Success Act for districts to adopt, adapt, or use as a guide.

13 Section 504 District Implementation Guide Revised 2011 with ADA amendments included Sample forms provided Expansion of definition of disability Includes attention to mitigating factors, disabilities that are in remission or are episodic

14 14 State Graduation Requirements

15 Florida’s College & Career Planner 2012–2013 Education or training beyond high school is fast becoming a necessity for anyone in Florida who hopes to earn a livable wage. The College & Career Planner helps middle and high school students understand their options.

16 2012– th Grade Cohort In order to earn course credit, a student must earn a passing score on Algebra 1 End-of-Course (EOC) Geometry EOC Assessment Exempt if credit was earned as a middle grades student Biology 1 EOC Assessment Exempt if credit was earned as a middle grades student  In addition, must earn course credit in Algebra 2

17 Online Course Graduation Requirement Required for 24-credit graduation option only School districts may not require a student to fulfill the online course requirement outside of the school day in addition to the student’s courses for a given semester. Does not apply to a student who has an IEP which indicates that an online course would be inappropriate who is enrolled in a Florida high school and has less than 1 academic year remaining.

18 What would you advise ? ? ? “If I have a 10th grader who completed English II, Segment I with an F and I place him in a virtual English II class but he completes the remainder of English II in a physical class on campus and passes the course—does this satisfy the online requirement?” No. A student must complete the entire course online. Memo 6582/dps pdf FAQs 6583/dps a.pdf

19 Early High School Graduation Section , F.S. “Early graduation” means graduation in less than 8 semesters Applies only to the 24 minimum requirements option School board must adopt a policy and cannot prohibit a student from choosing this option Districts with additional graduation requirements can continue but must not prohibit a student who has met the 24 state requirements from exiting early Eligible students who graduate mid-term receive Bright Futures Scholarship award during spring term

20 FAQs related to EOCs

21 United State History EOC Assessment In Any student enrolled in and completing US History US History Honors 30% of a student’s course grade based on results beginning in (s (4)a), F.S.)

22 EOC Assessments Results Waiver for ESE Students What requirements must an ESE student meet to be considered for an EOC assessment results waiver? To be considered for an EOC assessment waiver, the student must meet all of the following criteria: 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

23 Middle Grades Students 2012–2013 If enrolled, in order to earn high school course credit, a student must earn a passing score on Algebra 1 EOC Geometry EOC Assessment Biology 1 EOC Assessment If a student passes the course (regardless of the EOC Assessment score), the course can count toward promotion from 8 th to 9 th grade

24 Transfer of High School Credit Considerations: The school year in which the student entered ninth grade for the first time (ninth grade cohort) The school year in which the student took the course. Cohort No EOC required Must earn a credit in Algebra 1 and Geometry to graduate If transfer student has credit it is honored Cohort Algebra 1 EOC required to earn credit Must earn credits in Geometry and Biology to graduate If transfer student has credit in Geometry or Biology it is honored Cohort Algebra 1 EOC, Geometry EOC, and Biology 1 EOC required for graduation Memo:

25 What would you advise ? ? ? This student is an out of state transfer student — in the grade 9 cohort earned Algebra I credit in Grade 8 (2010–2011). The transfer student is not required to take the Algebra 1 EOC Assessment if the student entered grade 9 in 2011– 2012 and the student took and passed a high school level Algebra 1 course in the 2010–2011 year (the year it was a 30% requirement) or prior.

26 What would you advise ? ? ? “A student who earned Algebra 1 credit in 7 th grade 2010–2011 school year, and Geometry credit in 8 th grade 2011–2012 school year who is now in 9 th grade in the 2012–2013 school. Are they required to take the EOCs now?” This student is not required to take the EOCs because the student took both Algebra 1 and Geometry during middle school in a school year that a 9th grade cohort was required to have the EOC results count 30% of the final course grade.

27 Credit Recovery Courses.5 elective credit (maximum value of 1.0) May earn.5 elective credit if EOC is not passed for (Algebra 1, Geometry, Biology) Recovered and/or grade forgiven credit posted for corresponding academic core subject with grade from CR course reported (must pass EOC in Algebra 1, Geometry, Biology 1) Must have previously attempted the corresponding academic core subject course and/or EOC assessment prior to taking a edit recovery course Not bound by instructional hour requirements Does not count for Bright Futures or SUS Admissions (corresponding academic core courses will satisfy requirements)

28 Credit Recovery Courses Semester elective credit bearing courses Used for course grade forgiveness Used to prepare to retake EOCs (could include transfer students) Why elective credit? Collect FTE Provide a non-seat time option for remediation Require a certified instructor Students in the same classroom can be enrolled in different courses (Algebra 1, Geometry, Algebra 2)

29 Level 1 Courses Students with an IEP entering 9 th grade in and prior may take Level 1 courses and they will count toward a standard diploma IEP team determines appropriateness of level of course for student Students with an IEP entering 9 th grade in and thereafter no Level 1 courses will count for credit towards a standard diploma Students with disabilities pursuing a special diploma will receive credit for Level 1 courses

30 National Collegiate Athletic Association (NCAA) NEW College-bound student athletes will need to meet more rigorous academic rules to receive a scholarship at a NCAA Division 1 and 2 college or university. For information on the rules, visit https://web1.ncaa.org/hsportal/exec/links?linksSubmit=S howActiveLinks. https://web1.ncaa.org/hsportal/exec/links?linksSubmit=S howActiveLinks

31 Which students will need to take the P.E.R.T.? College readiness evaluation is required for current 11 th grade students who score – Grade 10 FCAT 2.0 Reading (Levels 2 or 3) – Algebra 1 EOC Assessment (Levels 2, 3, or 4) P.E.R.T. testing includes:  Special Diploma students for whom the IEP specifies that the FCAT is an appropriate assessment  Department of Juvenile Justice students  Charter School students  Full-time public virtual school students A student who has met the college-ready cut scores does not need to take the P.E.R.T. S (3), Florida Statutes State Board Education Rule 6A , F.A.C.

32 College-Ready Scores P.E.R.T.Accuplacer (CPT)SAT-1ACT Math113 Elem. Algebra 72Math440Math19 Reading104Reading83Verbal440Reading18 Writing99 Sentence Skills 83Verbal440English17 How else can a student demonstrate college readiness? FCAT 2.0 Reading (262 or higher/Level 4 or higher) = College-Ready for Reading and Writing

33 CHOICES Webinars Wednesday, January 16, :00 AM–11:00 AM — Introduction to CHOICES Planner 3:00 PM–4:00 PM — CHOICES Planner —Professional Tools Wednesday, January 23, :00 AM–11:00 AM — CHOICES Planner — Professional Tools 3:00 PM–4:00 PM — CHOICES Planner — Beyond The Basics (NEW Webinar) Contact - CHOICES Team at or

34 Available online at the Graduation Requirements page require.asp Rich text format English Spanish

35 Bright Futures Training New for Instructor-led WebEx Training OSFA/BF What’s New & Website Overview (through December) OSFA/BF Entering Transcript Data (through May) OSFA/BF Ask the Experts (through May) OSFA/BF Florida Financial Aid Application (starts in November) New session offered in January/February OSFA/BF Basics of Matching Information New session offered March through May OSFA/BF Summer Evaluation Process Register online at https://suncom.webex.comhttps://suncom.webex.com

36 Bright Futures Training New for Self-paced Recorded Training Comprehensive topics in 15-minute intervals Available online Online Transcript Entry & Evaluation System Help Tab Training Website Documentation Link https://www.osfaffelp.org/osfatraining/ Learn on your terms — time, location, quantity Review as needed

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