1. A ccountability R esearch and M easurement Accountability Reporting Overview: School Grades, High School Grades, AYP Outcomes, and Associated Data Processes 1 Florida Association of MIS Conference June 14, 2011 Edward Croft Bureau of Accountability Reporting Florida Department of Education

2. A ccountability R esearch and M easurement Topics 2 Accountability Systems Overview and Data Processes: School Grading (Assessment Components) High School Grading Adequate Yearly Progress (AYP) Reporting School Improvement Ratings for Alternative Schools

3. A ccountability R esearch and M easurement 3 Overview of School Grading: Assessment Components (Comprising 100% of Elementary and Middle School Grades, and 50% of High School Grades)

4. A ccountability R esearch and M easurement 4 School Grading Assessment Measures Eight Components Percent at Level 3 or higher in FCAT Reading. 100 points max. Percent at Level 3 or higher in FCAT Math. 100 points max. Percent at Level 3 or higher in FCAT Science. 100 points max. Percent scoring 4 or higher in FCAT Writing. 100 points max. Percent making learning gains in reading. 100 points max. Percent making learning gains in math. 100 points max. Percent of Low 25% making learning gains in reading. 100 pts. max. Percent of Low 25% making learning gains in math. 100 points max. 800 Total Points possible. (High schools can qualify for 10 bonus points if at least 50% of students retaking the grade 10 FCAT in reading and math pass graduation requirements.) Performance Learning Gains

5. A ccountability R esearch and M easurement 5 Additional Requirements Adequate Progress Requirement for Lowest Performing 25% in Reading and Math At least 50% of the low performers must show learning gains in reading or math, or the school must show adequate annual improvement in that percentage. (For schools that would otherwise be graded “C” or higher, the school grade is lowered one letter grade if the requirement is not met.) “Percent Tested” Requirement 90% must be tested to receive a regular grade in lieu of an “I”. 95% must be tested for a school to be eligible for an “A.”

6. A ccountability R esearch and M easurement 6 Performance Components Points for Performance One point for each percent of students meeting high standards on the FCAT, as follows: FCAT reading, math, and science = score at FCAT Level 3 or higher. FCAT Writing = a score of 4* or higher on the essay component. (Increased from “3.5 or higher” in 2009-10) *For AYP, the standard remains 3 and above.

7. A ccountability R esearch and M easurement 7 Defining Learning Gains Three Ways to Make Learning Gains: 1) Move up by one or more achievement levels. 2) Maintain a proficient achievement level. 3) For students who remain at FCAT level 1 or 2, demonstrate more than one year’s worth of growth on the FCAT developmental scale. The FCAT developmental scale is a continuous scale score applied across grade levels.

8. A ccountability R esearch and M easurement 8 Inclusion Criteria Performance Components Students must be full-year-enrolled (present in Survey 2 and Survey 3) Standard curriculum, Gifted, Speech Impaired, Hospital Homebound, English language learners with > 2 yrs. in ESOL Valid FCAT score in content area. Learning Gains Students must be full-year-enrolled. Must have current and prior-year test scores (FCAT or Florida Alternate Assessment) in content area.

9. A ccountability R esearch and M easurement 9 Grading Scale (For Schools Serving Grades other than 9-12) Based on 800 possible points: A = ≥ 525 points B = 495-524 points C = 435-494 points D = 395-434 points F = < 395 points

10. A ccountability R esearch and M easurement Accountability Data Processes:  Which schools get a regular grade? Which get a school improvement rating? Which are ungraded but receive an AYP rating?  Which students are included in accountability determinations?  Which test scores for students are included?  To which schools are student scores attributed? 10 Basic Considerations:

11. A ccountability R esearch and M easurement Accountability Data Processes: Key Functions  Identifying School Types for Accountability Reporting (Affects grade measures and points.)  Identifying Alternative Schools for Alternative School Ratings  Matching Records: DOE Matching of Survey 2 (October survey) and Survey 3 (February survey) Records to Establish Full-Year Membership  Matching Records: DOE Matching of Assessment Records to Membership Records (Assessment-to-Student Matching for Current Year and for Prior- Year Data)  Web-based Applications (resources for districts) -- Maximizing Accuracy of Matching Processes and Accounting for Changes in Student Status after Survey 3 and Prior to Testing 11 For All Schools

12. A ccountability R esearch and M easurement 12 Accountability Data Sources Accountability School Types file for review/updating (access via web application; notification sent to accountability coordinators). Alternative School file e-mailed to district accountability contacts for review and revision, as applicable. Data pulled directly from the DOE student database (e.g., Survey 2 and Survey 3 data). Web-based Applications -- files (for accountability reporting uses only) For All Schools

13. A ccountability R esearch and M easurement 13 Accountability Data Processes Accountability School Types file for review/updating (access via Web application; notification sent to accountability coordinators). Preliminary file set to previous year’s final assigned school types. Web Site provided for districts to review assigned types. New schools assigned initial type based on reported grade levels served (from MSID file). File finalized after several weeks allotted for district review and feedback. For All Schools

14. A ccountability R esearch and M easurement 14 Accountability Data Processes Accountability School Types Accurate accountability school types are necessary for accurate school grade calculations. Applied in determining grade-level range to use when district average supplants Writing or Science results. Applied in high school grading (which schools receive high school grades, which schools receive grade during summer release). For All Schools

15. A ccountability R esearch and M easurement 15 Accountability Data Processes Alternative School File : Alternative education status determined by Primary Service Type on Master School ID file. MSID file online: http://doeweb-prd.doe.state.fl.us/EDS/MasterSchoolID/index.cfm

16. A ccountability R esearch and M easurement 16 Accountability Data Sources

17. A ccountability R esearch and M easurement 17 Accountability Data Sources

18. A ccountability R esearch and M easurement 18 Accountability Data Sources

19. A ccountability R esearch and M easurement 19 Accountability Data Sources

20. A ccountability R esearch and M easurement 20 Accountability Data Sources

21. A ccountability R esearch and M easurement 21 Requesting a Change to the Primary Service Type Districts may request a change to the Primary Service Type if the mission of the school changes, the population of served students changes to a special-needs population, or for other reasons affecting the primary type of instruction provided. The Department considers requests of this type on a bi- weekly basis. Supporting evidence of a mission/service change is required. Contact Education Information and Accountability Services for information on required procedures for requesting changes to the Primary Service Type on the MSID file. (850) 245-0400 askeias@fldoe.org

22. A ccountability R esearch and M easurement 22 Finalizing the Alternative School File Annual review period over 4 weeks provided to districts. Identification of alternative schools determined by districts (via submissions to MSID file, primary service type). However, once alternative schools are identified, the alternative school administration (not the district) has legal authority to choose whether to receive a regular grade or a school improvement rating. Schools receiving an alternative school rating: Crediting back of test scores to students’ home schools Home schools reported on demographic records: - District Number, Zoned School - School Number, Zoned School

23. A ccountability R esearch and M easurement 23 Accountability Data Processes Florida DOE Student Database Records Reporting Essential to the calculation and reporting of school accountability outcomes. Critical Functions: Allows for matching of membership (Student Demographic Information) records (Survey 2 and 3) to establish full-year enrollment.Student Demographic Information Allows for matching of membership records to assessment records (which determines which schools are credited with which assessments). Determines race/ethnicity (for AYP reporting). Determines lunch status (for AYP reporting). Determines English language learner status and length of time in ESOL (for AYP and school grades). Determines disability status (for AYP reporting and school grades). Identifies students enrolled with Virtual Instruction Providers (for statewide virtual provider grades). Provides other key data applicable to high school grades (Survey 5 & graduation rate cohort data).

24. A ccountability R esearch and M easurement 24 Accountability Data Processes: Student Database Reporting Surveys 2 & 3: Matching of membership (Student Demographic Information) records (Survey 2 and 3) to establish full-year enrollment. Initial process in the annual accountability production cycle.Student Demographic Information Districts notified of matching files resources (provided by DOE) and procedures to confirm enrollments one month in advance of closing of Survey 3 for accountability processes. Survey 3 closing date for accountability purposes in 2011 = March 11. Difference between Survey 3 deadline for accountability purposes and final deadline for submitting Survey 3 amendments. Key record formats: - Student Demographic Information - Exceptional Student - English Language Learner Information - Federal/State Indicator Status - Student Course Schedule

25. A ccountability R esearch and M easurement 25 Accountability Data Processes: Student Database Reporting Student Demographic Information: URL: http://www.fldoe.org/eias/dataweb/database_1011/1011sdi.asphttp://www.fldoe.org/eias/dataweb/database_1011/1011sdi.asp Critical for the matching of membership records (Survey 2 and 3) to establish full-year enrollment. Key Data Elements: School of Enrollment (School Number, Current Enrollment) --The school to which assessment scores of students are credited. Lunch Status* Race* Ethnicity* English Language Learners, PK-12* Student ID # (Student Number Identifier, Florida) Alias Student ID# (Student Number Identifier – Alias, Florida) Student Name Birth Date Grade Level District Number, Zoned School School Number, Zoned School (home school) * For accountability purposes, Survey 3 data determines how students are classified for these indicators.

26. A ccountability R esearch and M easurement 26 Accountability Data Processes: Student Database Reporting Exceptional Student : URL: http://www.fldoe.org/eias/dataweb/database_1011/1011exst.asphttp://www.fldoe.org/eias/dataweb/database_1011/1011exst.asp Primary Exceptionality (Exceptionality, Primary) Other Exceptionality (Exceptionality, Other) For accountability purposes, we use what’s reported on Survey 3 for these indicators. Disability status affects students’ classification in the “Students with Disabilities” subgroup for AYP as well as eligibility for inclusion in the proficiency components of school grades. We collect the “Exceptionality, Other” outcomes because a student who is reported as gifted for the primary exceptionality could have another exceptionality (e.g., Visually Impaired) and be eligible for classification as a student with a disability for AYP purposes.

27. A ccountability R esearch and M easurement 27 Accountability Data Processes: Student Database Reporting English Language Learners Information: URL: http://www.fldoe.org/eias/dataweb/database_1011/1011lep.asphttp://www.fldoe.org/eias/dataweb/database_1011/1011lep.asp English Language Learners: Entry Date Establishes the date on which a student entered ESOL. Length of time in program affects eligibility for inclusion in school grades proficiency components. Federal/State Indicator Status: URL: http://www.fldoe.org/eias/dataweb/database_1011/1011fsis.asphttp://www.fldoe.org/eias/dataweb/database_1011/1011fsis.asp Dropout Prevention/Juvenile Justice Programs Provides a code indicating whether the student is in a dropout retrieval program (code R) or is in an alternative to expulsion program (code E). For students reported with either of these codes who are enrolled in an alternative school, their test scores are not included in an alternative school’s rating.

28. A ccountability R esearch and M easurement 28 Accountability Data Processes: Student Database Reporting Student Course Schedule: URL: http://www.fldoe.org/eias/dataweb/database_1011/1011scs.asphttp://www.fldoe.org/eias/dataweb/database_1011/1011scs.asp Virtual Instruction Provider – Concerns with Accurate Reporting http://www.fldoe.org/eias/dataweb/database_1112/184325.pdf Accurate reporting of the Virtual Instruction Provider code has been a concern in 2009-10 and again in 2010-11. Issues have arisen for statewide providers with districts reporting which students are enrolled at providers. The providers themselves do not have the ability to report data to the Department of Education’s student database; the providers must depend on districts to accurately report enrollment for the providers. The Student Demographic Information record is not the record on which the provider code is reported. It’s the Student Course Schedule record that includes the data element for reporting the provider. Provider Codes must be reported correctly in Surveys 2 and 3 to ensure provider accountability.

29. A ccountability R esearch and M easurement 29 Reporting Enrollments for Virtual Instruction Providers Virtual Instruction Providers (VIPs) VIPs are assigned the 4-digit school number 7001. Provider codes are assigned to approved providers. District-operated programs are no longer assigned provider codes (they will now have their own school number [not 7001]). Provider Code Table in Appendix CC of student database manual: www.fldoe.org/eias/dataweb/database_1112/appendcc.pdf www.fldoe.org/eias/dataweb/database_1112/appendcc.pdf For students with a school number reported as 7001, the provider code(s) should be reported accurately on the applicable Student Course records.

30. A ccountability R esearch and M easurement 30 Reporting Enrollments for Virtual Instruction Providers Virtual Instruction Providers (VIPs) These are the VIPs that will receive a statewide provider grade (assuming each has enough enrolled students with test scores), including the Virtual Instruction Provider codes. CodeProvider 071 Florida Virtual School FT (grades 9-12) 301 Florida Virtual School FT—Connections (grades K-8) 302 K12 Florida, LLC 303 Advanced Academics 305 Educational Options, Inc. 307National Network of Digital Schools

31. A ccountability R esearch and M easurement 31 DOE Report for Request to Assist Districts and Providers in Reviewing Enrollments for VIPs EIAS Report F71198 : Full-Time Virtual Students Available for Surveys 2 and 3 To verify student data for school 7001 Run by the district - generated by provider Report lists student name, ID, grade level, VIP provider code and name. Please share with provider early in process for both surveys so the data can be verified by the providers.

32. A ccountability R esearch and M easurement 32 Data Processes Things to Keep in Mind District accountability coordinators receive notice of each process through e-mail notices and memoranda from EVALNRPT@fldoe.org (Evaluation and Reporting) and EVALNRPT_WebApps@fldoe.org. District MIS contacts are copied on e-mails for processes that involve submission of records to the DOE database (for example, processes that use Survey 3 data).EVALNRPT@fldoe.orgEVALNRPT_WebApps@fldoe.org Survey 3 records that are used for School Grades and AYP are extracted from Northwest Regional Data Center (NWRDC) well before the close of the period for updating Survey 3 data on the DOE database. District accountability coordinators and MIS contacts are notified of the “lockdown” date for submitting or amending Survey 3 data for use in accountability reporting. The Web Applications processes (with which district accountability coordinators should be familiar) provide for updates/corrections that are separate from regular database reporting. Webinars are conducted annually in the winter to provide technical assistance for district staff in the use of the Web applications.

33. A ccountability R esearch and M easurement Accountability Data Processes: Web Applications (for District Accountability Coordinators) Secure Web Applications: FCAT HS Retakes Data (for high school bonus points) - completed for 2010-11 Prior-Year Data – completed for 2010-11 Student Data Updates – completed for 2010-11 Assessment Data Corrections – open through June 24 33

34. A ccountability R esearch and M easurement Data Processes/Web Applications 34 Prior Year Data: Used in the calculation of the gains components of school grades, AYP (growth model), and alternative school improvement ratings. Based on matching students in the current year to prior-year assessment data. Provides for additional student-to-assessment matching through corrected records. Data entered into the application is processed daily during the open application period and is available the following morning. -- This application closed on May 13, 2011.

35. A ccountability R esearch and M easurement Data Processes/Web Applications FCAT Retakes Data for HS Bonus Points: Provides districts with tool to verify/correct 11th and 12th grade student data used in the Retakes Bonus Points component for high schools in school grading. Data entered into the application is processed each evening during the open application period and is available the following morning. – This application closed on May 13, 2011. 35

36. A ccountability R esearch and M easurement Data Processes/Web Applications Student Data Updates: Provides a tool through which districts/schools are able to update records in the Membership File for students whose status has changed after the Survey 3 reporting week in February and the beginning of FCAT testing (e.g., ESE program enrollment/exit, ELL status, student withdrawal). These updates affect the eligibility status of students for school grades, AYP, and alternative school improvement ratings. Data entered into the application is processed daily during the open application period and is available the following morning. -- This application closed on May 13, 2011. 36

37. A ccountability R esearch and M easurement Data Processes/Web Applications Assessment Corrections: Provides a tool through which districts are able to verify assessment-to-student matches made by the DOE, make additional prior-year data matches, correct problems with assessment records, and complete the final process in preparing student data. These processes aid in determining student inclusion for school grades, AYP, and school improvement ratings. Data entered into the application is processed daily during the open application period and is available the following morning. – Districts coordinators have been advised of the open window for this application, which will close June 24, 2011 at 3:00 p.m. Opening Date: June 9, 2011. 37

38. A ccountability R esearch and M easurement 38 High School Grades

39. A ccountability R esearch and M easurement High School Grades 39 State Assessment Based Components = 50% of the school grade for high schools (components on slide 4).

40. A ccountability R esearch and M easurement Components Outside State Assessments = 50% of High School Grade 40 Graduation rate. [200 points] Graduation rate of at-risk students. [100 points] Accelerated curriculum participation (AP, IB, Dual Enrollment, AICE, Industry Certification) [175 points] Accelerated curriculum performance [125 points] Postsecondary readiness of students as measured by the SAT, ACT, or the CPT. [100 points, Math; 100 points, Reading] Growth or decline in the data components of these measures from year to year. -Additionally, to receive an “A”, a school must demonstrate that at-risk students in the school are making adequate progress.

41. A ccountability R esearch and M easurement Accountability Data Processes: Key Functions for High School Grading  DOE Student Database Reporting: Survey 5 (end-of-year) DOE student database reporting for accelerated participation and performance measures – dual enrollment, AICE, Industry Certifications.  External Data: Data collection/reporting for records provided by external vendors or other sources outside the DOE’s PK-12 data reporting system: AP, IB, ACT, SAT, CPT/PERT. (Data corrections/review period focuses on matching results to membership records.)  Graduation Rate Data Reporting/Review. 41 For High Schools, in Addition to Functions for All Schools: These are separate activities. For the two items immediately above, the corrections and review processes are administered by different agency offices, each with its own procedures. The Department provides extensive technical assistance in each area.

42. A ccountability R esearch and M easurement Graduation Rate 42 [200 pts. (double-weighted)] For 2009-10 and 2010-11, Florida will use the National Governors’ Association four-year graduation rate. Which students are included in the cohort? Answer: All students who entered grade 9 for the first time in year 1 of the cohort (i.e., four years prior to the year for which the rate is reported), plus any incoming transfers who were 9 th graders in year 1 of the cohort, 10 th graders in year 2, 11 th graders in year 3, and 12 th graders in year 4. This cohort is then adjusted to remove students who transferred out to attend another public or private high school, a home education program, or an adult education program. Deceased students are also removed from the calculation. The resulting count is the adjusted cohort (denominator) of the graduation rate calculation.

43. A ccountability R esearch and M easurement Graduation Rate 43 Who counts as graduates? Answer: Standard diploma recipients and special diploma recipients (for SWDs). Who counts as non-graduates? Answer: All students in the adjusted cohort who did not receive a standard diploma or special diploma, including... Dropouts Certificate recipients GED diploma recipients Students who are still enrolled but haven’t yet graduated.

44. A ccountability R esearch and M easurement Graduation Rate Summary Information 44 Graduation Rate Methods Students Not Included in the Calculation GraduatesNon-Graduates For use in 2009-10 and 2010-11 National Governors Association (NGA) Rate Students who transfer to: Other schools (public, private, or Dept. of Juvenile Justice facilities); Home-education programs; Adult education programs Deceased students Standard Diploma recipients Special Diploma recipients Dropouts Certificate of Completion recipients GED recipients Continuing enrollees who are not on- time graduates For use beginning in 2011- 12 New Federal Uniform Rate *Note: If federal requirements for the uniform rate change in the interim, Florida’s federal uniform rate calculation will be adjusted accordingly. Students who transfer to: Other schools (public or private) Home-education programs Deceased students Standard Diploma recipients Dropouts Certificate of Completion recipients GED recipients Continuing enrollees who are not on- time graduates Special Diplomas Transfers to Adult education programs or Dept. of Juvenile Justice facilities who are not standard diploma recipients.

45. A ccountability R esearch and M easurement Graduation Rate for At-Risk Students 45 [100 pts.] Denominator = a subset of the adjusted cohort for the graduation rate. Includes all students from the adjusted cohort who scored at level 2 or lower on the grade 8 FCAT in both math and reading. Numerator = students in the denominator who received a standard diploma or a special diploma (for SWDs). Uses same criteria as for the overall graduation rate. If a school does not have at least 10 students in the at-risk subgroup, the school’s overall graduation rate will be substituted for this measure.

46. A ccountability R esearch and M easurement Graduation Rate Data Review and Corrections Process 46 This annual process is administered by Education Information and Accountability Services, and the review process has begun for the 2010-11 rate calculation and reporting cycle. Data sets of students classified in the cohort and adjusted cohort are provided for district review. Later this year, files will be provided that can be used for making corrections. Certain amendments to records can be made through Survey 5 data submissions (e.g., on the Student End of Year Status records). Beginning in September, corrections will be limited to cohort data files provided by EIAS specifically for that purpose. The last date on which corrections can be submitted is October 31, 2011. This is a non-appealable issue. For more information, contact Education Information and Accountability Services at (850) 245-0400 or askeias@fldoe.org.askeias@fldoe.org See also the technical guide at http://www.fldoe.org/eias/eiaspubs/word/gradgde0910.doc. http://www.fldoe.org/eias/eiaspubs/word/gradgde0910.doc

47. A ccountability R esearch and M easurement HS Grades: Accelerated Participation 47 Accelerated coursework participation for students in grades 9 – 12, based on exams taken for AP, IB, AICE, and industry certification, as well as dual enrollment course enrollments. This component measures the combined weighted student participation count divided by the membership count of students in grades 11-12. Students are weighted extra if they have more than 1 instance of participation (extra weighting of 0.1 for each additional dual enrollment course or accelerated exam taken). Students in grades 9 and 10 may only be included as participants in the numerator if they have successful completions (passing test scores, or, for dual enrollment, passing course grades of “C” or higher). Weighted at a factor of 1.75 after growth points/deductions are applied. (175 points max.)

48. A ccountability R esearch and M easurement HS Grades: Accelerated Performance 48 Accelerated coursework performance: the weighted count of successful completions in accelerated coursework divided by the unweighted count of accelerated coursework participants. Students receive additional weighting in the numerator if they have more than 1 successful completion (an additional 0.1 weighting for each additional successful completion). Weighted at a factor of 1.25 after growth points/deductions are applied. (125 points max.)

49. A ccountability R esearch and M easurement Survey 5 Data Used in Accelerated Participation and Performance Components 49 AICE data: reported by Florida school districts on the Student Assessment record format, Survey 5. Student Assessment Dual enrollment data reported by Florida school districts on the Student Course Transcript Information record format, Survey 5.Student Course Transcript Information Industry certification data (Industry Certification Outcomes): reported by Florida school districts on the Vocational Student Course Schedule record format, Survey 5. Vocational Student Course Schedule Deadline for submission of amended Survey 5 records for inclusion in the 2010- 11 high school grades = October 31, 2011. This is a non-appealable issue.

50. A ccountability R esearch and M easurement Survey 5 Data Used in Accelerated Participation and Performance Components 50 Dual Enrollment Courses To be included in high school grades, a dual enrollment course must qualify for college credit toward an academic degree. The Bureau of Accountability Reporting will provide districts with a file containing course numbers that meet dual enrollment criteria.

51. A ccountability R esearch and M easurement Survey 5 Data Used in Accelerated Participation and Performance Components 51 Weightings for Successful Completions in Performance Component AP, IB, AICE successful completions may earn additional weighting for higher exam scores. Credits for AP, IB, and AICE courses that are included in this component are addressed in the Articulation Coordinating Committee’s Credit by Exam Equivalencies list at http://www.fldoe.org/articulation/pdf/ACC-CBE.pdf. http://www.fldoe.org/articulation/pdf/ACC-CBE.pdf Minimum credit hours of 3 = 1 successful completion Minimum credit hours of 6 = 2 successful completions Minimum credit hours of 9 = 3 successful completions And so on...

52. A ccountability R esearch and M easurement Survey 5 Data Used in Accelerated Participation and Performance Components 52 Weightings for Successful Completions in Performance Component Industry Certification Outcomes that are reported with a “P” (passing) code on the Vocational Student Course Schedule may earn additional weighting depending on the minimum number of equivalent credit hours established for the program area by statewide articulation agreements. The statewide articulation agreements for Industry Certification programs is available online at http://www.fldoe.org/workforce/dwdframe/artic_indcert2aas.asp http://www.fldoe.org/workforce/dwdframe/artic_indcert2aas.asp Weighting for Industry Certifications without articulation agreements (but on the funding list). CAPE Industry Certification Funding List URL: http://www.fldoe.org/workforce/fcpea/pdf/1011icfl.pdf

53. A ccountability R esearch and M easurement Postsecondary Readiness Components 53 NumeratorDenominator Number of students scoring “ready” on SAT, ACT, and/or CPT any time during their high school careers On-time high school graduates who scored a Level 3 or higher on the 10 th Grade FCAT in Reading or Mathematics (depending on component) Calculated separately for reading and math, the count of on- time graduates scoring “ready” or higher on ACT, SAT, or Common Placement Test (CPT) examinations divided by the total count of on-time graduates scoring at FCAT level 3 or higher. Cut scores for readiness are provided online at http://www.fldoe.org/articulation/perfCPT/default.asp. http://www.fldoe.org/articulation/perfCPT/default.asp

54. A ccountability R esearch and M easurement Summary, High School Grades (Non-State-Assessment Components) 54 GRADUATIONACCELERATIONREADINESSGROWTH/DECLINE Overall Rate 200 Participation 200 (in 2009-10) 175 (in 2010-11) 150 (in 2011-12) Performance on Reading 100 For each component schools may earn up to 20 additional points for GROWTH (40 points for factors worth 200 points) At-Risk Rate 100 Performance 100 (in 2009-10) 125 (in 2010-11) 150 (in 2011-12) Performance on Math 100 For each component schools may lose 5 additional points for DECLINE (10 points for factors worth 200 points) Total Graduation Points 300 Total Acceleration Points 300 Total Readiness Points 200 Total NEW HIGH SCHOOL Points Possible 800 All components are percentages. Those components weighted twice as much as others reflect a calculated percentage that is doubled (e.g., School X has a 75% graduation rate – School X earns 150 points (75*2) for that component). All component values are capped at their maximum values. That is, if a school earns points in excess of the total for a particular component – through the growth adjustment or the escalating weights in the acceleration components – the school will receive the maximum points for that component.

55. A ccountability R esearch and M easurement Additional Requirement for “A” High Schools 55 Law stipulates that in order for a school that earns enough points for an “A” to be awarded an “A”, the school’s at-risk graduation rate must meet a certain threshold to ensure “adequate progress.” Threshold: –75%; or 1 percentage point improvement over the prior year if percentage is within 10 points of the target 5 percentage point improvement over the prior year if percentage is beyond 10 points of the target This requirement is akin to the current learning gains requirement for the Low 25%.

56. A ccountability R esearch and M easurement High School Grade Scale 56 Grading Scale for High Schools = 1600 point scale: A = At least 1,050 points, B = 990 to 1,049 points, C = 870 to 989 points, D = 790 to 869 points, F = Fewer than 790 points. Combination schools that serve high school grades receive a grade that re-weights the FCAT measures and the new high school measures: –Grade K-12 schools are weighted 80% on the FCAT measures, and 20% on the non-FCAT measures (vs. 50/50 for regular high schools. –Grade 6-12 schools are weighted 70% on the FCAT measures, and 30% on the non-FCAT measures.

57. A ccountability R esearch and M easurement Data Reporting for High School Grading, Key Points: A ccountability R esearch and M easurement 57 Deadline for submission of amended/new Survey 5 records for use in the 2011 HS grades is October 31, 2011. Non-appealable. Deadline for submission of corrected files for the cohort graduation rate for use in the 2011 HS grades is October 31, 2011. Non-appealable. A separate corrections/review period will be set in November 2011 for AP, IB, ACT, SAT, CPT/PERT data to focus on maximizing records matching.

58. A ccountability R esearch and M easurement Data Sources for High School Grades A ccountability R esearch and M easurement 58 Accelerated Curriculum (Participation and Performance): AP data: supplied by the College Board, compiled by the Florida Department of Education’s PK-20 Education Data Warehouse (EDW) URL: http://edwapp.doe.state.fl.us/doe/. See also www.collegeboard.com.http://edwapp.doe.state.fl.us/doe/ www.collegeboard.com IB data: supplied by IBO, compiled by EDW. See also www.ibo.org.www.ibo.org AICE data: reported by Florida school districts on the Student Assessment record format, Survey 5. Dual enrollment data: reported by Florida school districts on the Student Course Transcript Information record format, Survey 5. Industry certification data: reported by Florida school districts on the Vocational Student Course Schedule record format, Survey 5. Links to the record format descriptions for reporting AICE, dual enrollment, and industry certification data are accessible online at the following URL: www.fldoe.org/eias/dataweb/student_1011.asp#REPORTING%20FORMATS www.fldoe.org/eias/dataweb/student_1011.asp#REPORTING%20FORMATS

59. A ccountability R esearch and M easurement Data Sources for High School Grades A ccountability R esearch and M easurement 59 Postsecondary Readiness: SAT data: supplied by the College Board, compiled by EDW. See also www.collegeboard.com.www.collegeboard.com ACT data: supplied by ACT Education, compiled by EDW. See also www.act.org.www.act.org CPT data: administered by the Florida Department of Education’s Office of Articulation. See also http://www.fldoe.org/articulation/perfCPT/default.asp. http://www.fldoe.org/articulation/perfCPT/default.asp In addition, for postsecondary readiness, the Department will be using high school transcript data to supplement matches with the vendor data (e.g., College Board, ACT). The data on the transcript is reported to determine Bright Futures eligibility.

60. A ccountability R esearch and M easurement Data Sources for High School Grades A ccountability R esearch and M easurement 60 Graduation Rate (and At-Risk Graduation Rate): Processes managed by Education Information and Accountability Services (Lavan Dukes’ office), including provisions for cohort data review (Cyndi Holleman). Source data is all derived from data reporting formats and elements on the DOE student database. Formats and data elements, as well as programming steps, are presented in the technical guide at http://www.fldoe.org/eias/eiaspubs/word/gradgde0910.rtf. http://www.fldoe.org/eias/eiaspubs/word/gradgde0910.rtf EIAS contact information: askeias@fldoe.orgaskeias@fldoe.org (850) 245-0400 www.fldoe.org/eias

61. A ccountability R esearch and M easurement Adequate Yearly Progress (AYP) Overview A ccountability R esearch and M easurement 61 39 Components: 4 measures (percent-tested in math [95% required] ; percent tested in reading [95% required]; percent proficient in math*; percent proficient in reading*) x 9 subgroups = 36 subgroup- based components * Must meet annual proficiency targets in each subject. Plus 3 school-wide components: * graduation rate * writing proficiency * school grade For a “Yes” on AYP, a school must not fail to meet the AYP criteria for any component.

62. A ccountability R esearch and M easurement AYP Subgroups, 2010-11 (unchanged) A ccountability R esearch and M easurement 62 American Indian* Asian* Black (African American)* Hispanic* White* Economically Disadvantaged English Language Learners Students with Disabilities Total (All Students) * Current racial/ethnic group reporting categories.

63. A ccountability R esearch and M easurement Reporting Race and Ethnicity A ccountability R esearch and M easurement 63 Under the new reporting criteria, every student’s demographic record includes a data element for ethnicity that addresses whether or not the student is Hispanic (a Y/N code). The new “Ethnicity” data element description is online at this URL: http://www.fldoe.org/eias/dataweb/database_1011/st121_60.pdf http://www.fldoe.org/eias/dataweb/database_1011/st121_60.pdf All students with a “Y” reported for Ethnicity will be classified as Hispanic for AYP reporting in 2010-11.

64. A ccountability R esearch and M easurement Reporting Race and Ethnicity A ccountability R esearch and M easurement 64 Each student’s demographic record also includes five separate data elements for “Race,” with each reported as a Y/N at the student level: Race: American Indian or Alaska Native Race: Asian Race: Black or African American Race: Native Hawaiian or Other Pacific Islander* Race: White * Native Hawaiian or Other Pacific Islander is not expected to be reported as a separate subgroup for AYP purposes in 2010-11 and thereafter. More information on these data elements is available via the appropriate links at http://www.fldoe.org/eias/dataweb/student_1011.asp#data

65. A ccountability R esearch and M easurement Reporting Race and Ethnicity A ccountability R esearch and M easurement 65 “Two or More Races” – For student aggregate data, the classification of “Two or More Races” is attributed to each student for whom more than one race element is reported as “Y.” “Two or More Races” is not a separate subgroup for AYP. All students reported with a “Y” for Ethnicity will be considered Hispanic for AYP reporting regardless of how many “Y” or “N” responses are reported for the student in the “Race” data elements.

66. A ccountability R esearch and M easurement Reporting Race and Ethnicity A ccountability R esearch and M easurement 66 No changes required for AYP subgroups in 2010-11. Because states will be able to continue to use their current classifications for reporting on racial/ethnic groups for AYP*, students reported with a “Y” for Native Hawaiian or Other Pacific Islander will not be included as a separate subgroup but will have their scores included in the “Total” subgroup for AYP and other subgroups such as ELL, SWD, and “Economically Disadvantaged,” as applicable. * Per guidance from the Forum Guide to Implementing New Federal Race and Ethnicity Categories, p.41 (http://nces.ed.gov/pubs2008/2008802.pdf).

67. A ccountability R esearch and M easurement Annual Proficiency Targets for Subgroups A ccountability R esearch and M easurement 67 Reading TargetMathematics Target 2001-0231%38% 2002-0331%38% 2003-0431%38% 2004-0537%44% 2005-0644%50% 2006-0751%56% 2007-0858%62% 2008-0965%68% 2009-1072%74% 2010-1179%80% 2011-1286% 2012-1393% 2013-14100% (AYP Percent-Proficient Targets)

68. A ccountability R esearch and M easurement School Improvement Ratings for Alternative Schools A ccountability R esearch and M easurement 68 Implemented with passage of Rule 6A-1.099822 in 2008 (required by s. 1008.341, Florida Statutes) Provides Alternative Schools the option of receiving a traditional school grade or a school improvement rating. If an alternative school chooses to receive a school improvement rating, the performance of the alternative school’s students will be included in the calculation of the rating and the school grade of the students’ home school.

69. A ccountability R esearch and M easurement School Improvement Ratings for Alternative Schools A ccountability R esearch and M easurement 69 –The alternative school improvement rating is based on learning gains comparisons between the current and prior year in reading and math (FCAT). The percentage of students making learning gains at the alternative school will be compared to the percentage of students (from the same population) making learning gains in the prior year.

70. A ccountability R esearch and M easurement School Improvement Ratings for Alternative Schools A ccountability R esearch and M easurement 70 –The school improvement rating consists of one of the following ratings: “improving,” “maintaining,” “declining.” –For each subject in which learning gains are evaluated (reading, math), the following criteria apply: “Improving” means at least a 5% increase in the percent making gains. “Maintaining” means less than a 5% increase or decrease in the percent making gains. “Declining” means at least a 5% decrease in the percent making gains. A school’s rating can be no higher than the status of its lowest performing subject.

71. A ccountability R esearch and M easurement School Improvement Ratings for Alternative Schools A ccountability R esearch and M easurement 71 No changes for 2010-11 vs. 2009-10. Data processes are included in accountability data processes applicable for school grading (state- assessment-based components).

72. A ccountability R esearch and M easurement School Accountability in the Transition Year, 2010-11 2010-11 School Grades Writing criterion changed to percent scoring at 4 and above (expected). FCAT Grade 9 Math discontinued in 2010-11; FCAT Grade 10 Math continued. But, this will not create an issue with learning gains. For learning gains in math, Grade 9 FCAT scores from 2009-10 will be compared with Grade 10 FCAT scores from 2010-11. (These will be “old” FCAT scores, not FCAT 2.0.) Algebra I EOC will be implemented (but without achievement levels) and will not be used in school grades for 2010-11. For current-year proficiency in math, only results for Grade 10 FCAT Math will be used for high schools. No grade 8 to grade 9 FCAT math learning gains data. 2010-11 AYP FCAT Grade 10 Math will be sole component for AYP math proficiency at the HS level, along with FAA results (for students with disabilities) at grade 10. A ccountability R esearch and M easurement 72

73. A ccountability R esearch and M easurement Changes Coming Beyond 2010-11… Transition to new assessments - End of Course (EOC) assessments for 2011-12 and beyond Algebra 1 EOC achievement levels and passing score (2011-12) Changes to middle school grades (2011-12) New accountability rules and revisions to school grades system (2011-12 and beyond) Value added methodology (2011-12) Additional EOC’s and achievement levels (2012-13 and beyond) 73

74. A ccountability R esearch and M easurement Contact Information and Resources A ccountability R esearch and M easurement 74 Questions about Florida school grading or other accountability processes? See information resources and guides at http://schoolgrades.fldoe.org/ (be sure to scroll down). http://schoolgrades.fldoe.org/ Contact the Bureau of Accountability Reporting at (850) 245-0411 or evalnrpt@fldoe.org