A ccountability R esearch and M easurement Florida Department of Education Accountability Research and Measurement Florida’s School Grading System Rule Development Workshop

Florida’s School Grading System 2 Accountability, Research, and Measurement Purpose and Aims Making school performance clear to the public Universally understood metric (A-F) Performance is based upon student outcomes. System of rewards and supports Primary and lasting goals: raising student achievement and success, bringing more opportunities to students, opening doors

A ccountability R esearch and M easurement Context Accountability systems in transition FCAT cut scores increasing – raising standards School Grades – Changes to add new statutorily required elements and new tests – End of Course assessments – Middle school – acceleration measures high school end-of-course and industry certifications Elementary and Secondary Education Act (ESEA) 3

Transition in School Grades System Transition to new tests occurring over the next 4 years Designing the system now to accommodate the changes All will know what to expect throughout the transition Develop a multi-year model to: – Implement statutory changes – Include new tests as they are available Working closely with stakeholders 4 Accountability, Research, and Measurement

5 School Grade Distribution – Graded Schools (2011 does not include high schools.) Accountability, Research, and Measurement

6 Elementary School Grade Distribution (A-F) 2002 to 2011 Accountability, Research, and Measurement

7 Middle School Grade Distribution (A-F) 2002 to 2011 Accountability, Research, and Measurement

8 High School Grade Distribution (A-F) 2002 to 2010 Accountability, Research, and Measurement

A ccountability R esearch and M easurement 9 Overview of School Grading: Assessment Components (Currently Comprises 100% of Elementary and Middle School Grades, and 50% of High School Grades)

A ccountability R esearch and M easurement Current Elementary and Middle School Grades Model ReadingMathWritingScience FCAT 2.0 (100) 12.5% FCAT 2.0 (100) 12.5% FCAT (100) 12.5% FCAT (100) 12.5% FCAT 2.0 (100) 12.5% FCAT 2.0 (100) 12.5% FCAT 2.0 (100) 12.5% FCAT 2.0 (100) 12.5% (300) 37.5% (300) 37.5% (100) 12.5% (100) 12.5% Performance Learning Gains: All Students Low 25% Learning Gains 10

Current High School Grades Model 11 ReadingMathWritingScience AccelerationGrad Rate College Readiness FCAT 2.0 (100) 12.5% FCAT 2.0 (100) 12.5% FCAT (100) 12.5% FCAT (100) 12.5% Participation (175) 10.94% Overall (200) 12.5% Reading (100) 6.25% FCAT 2.0 (100) 12.5% FCAT 2.0 (100) 12.5% Performance (125) 7.81% At Risk (100) 6.25% Math (100) 6.25% FCAT 2.0 (100) 12.5% FCAT 2.0 (100) 12.5% (300) 18.75% (300) 18.75% (100) 6.25% (100) 6.25% (300) 18.75% (300) 18.75% (200) 12.5% Performance Learning Gains: All Students Low 25% Learning Gains Assessment Components = 50%Acceleration Components = 50%

A ccountability R esearch and M easurement Defining Learning Gains Three Ways to Make Learning Gains: 1.Move up by one or more achievement levels. 2.Maintain a satisfactory 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 vertical scale. 12

A ccountability R esearch and M easurement Additional Requirements Adequate Progress of Lowest Performing 25% in Reading and Mathematics At least 50% of the low performers in a school must show learning gains in reading or math, or the school must show annual improvement in that percentage. The school grade is lowered one letter grade if the requirement is not met - for schools that would otherwise be graded “C” or higher “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.” 13

A ccountability R esearch and M easurement HS Components Outside State Assessments = 50% of High School Grade (800 points) 14 GRADUATION ACCELERATION (AP, IB, AICE, DE, Ind.Cert.) READINESS (ACT, SAT, CPT, P.E.R.T.) GROWTH/DECLINE Overall Rate 200 Participation 200 (in ) 175 (in ) Performance on Reading 100 For each component, schools earn up to 20 points for GROWTH At-Risk Rate 100 Performance 100 (in ) 125 (in ) Performance on Mathematics 100 For each component, schools lose 5 points for DECLINE Total Graduation Points 300 Total Acceleration Points 300 Total Readiness Points 200 Total HIGH SCHOOL Points Possible (Non-Assessment Measures) 800

A ccountability R esearch and M easurement Graduation Rate Summary Information 15 Graduation Rate Methods Students Not Included in the Calculation GraduatesNon-Graduates 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 New Federal Uniform Rate 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.

A ccountability R esearch and M easurement Accelerated Participation Based on AP, IB, AICE exams; Dual Enrollment courses; Industry Certification programs Denominator = count of 11 th and 12 th grade students. Students in grades 9 and 10 are included in the numerator if they have successful completions Extra weighting for more than one exam/course. 16

A ccountability R esearch and M easurement Accelerated Performance 17 Included students = Participants from the acceleration participation calculation. Performance = Successful completions (i.e., credit- earning scores on AP, AICE, IB, Industry Certification; and, grade of “C” or higher in dual enrollment courses). Extra weighting for highest scores on AP, IB, AICE, and for certain Industry Certification programs.

A ccountability R esearch and M easurement Postsecondary Readiness - Reading, Math Calculated separately for reading and mathematics with max of 100 points each. Beginning in , by rule, the measure will apply to all on-time graduates. 18 NumeratorDenominator Number of students “ready” on SAT, ACT, and/or CPT/P.E.R.T. any time during their high school careers On-time HS graduates who scored a Level 3+ on the 10 th Grade FCAT

A ccountability R esearch and M easurement 19 Current Grading Scale A = 65.6% of points B = 61.9 % of points C = 54.4.% of points D = 49.4 % of points F = less than 49.4 % of points Elementary and Middle Schools = 800 possible points High Schools = 1600 possible points

A ccountability R esearch and M easurement Changes Coming for School Grades 20 FCAT 2.0 cut scores: increased rigor of test and achievement expectations. Moving toward new assessments of reading and mathematics in : PARCC Adding new measures to the middle school grades (Civics, HS EOCs and Industry Certifications) Assimilating EOCs into the school grades model as they are implemented

Multi-year School Grades System Transition to new tests occurring over the next 4 years Designing the system now to accommodate the changes Develop a multi-year model to: – Implement statutory changes – Include new tests as they are available – Review and set school grading scale 21 Accountability, Research, and Measurement

A ccountability R esearch and M easurement Each time standards are raised, the number of lower performing schools has decreased in the following year. 22

A ccountability R esearch and M easurement Input From Stakeholders Public – Parents, Teachers, Principals Governor’s Office Legislature Leadership Policy Advisory Committee – School District Superintendents Assessment and Accountability Advisory Committee – School District Assessment and Accountability Directors 23

A ccountability R esearch and M easurement School Grades in and Beyond – Key Issues Changes already written in rule for to increase rigor for high school grades Include learning gains for EOCs as required in statute Learning gains on the Florida Alternate Assessment for students scoring at the lowest levels Learning gains: structure for FCAT 2.0 reading and mathematics 24

A ccountability R esearch and M easurement School Grades in and Beyond - Key Issues (continued) Address the statutory requirement for greater emphasis on reading performance High school science performance in , Biology 1 EOC in its baseline year Middle school grades – include high-school level EOCs and Industry Certifications (as available) Banking middle school performance on HS level EOCs (Algebra 1 for ) for high school grades 25

A ccountability R esearch and M easurement School Grades in and Beyond - Key Issues (continued) Criteria for setting school grading scale Review cell size requirements Include exceptional education students and ELL students in the percentage of students scoring 3 and above 26

A ccountability R esearch and M easurement Elementary Schools 27 ReadingMathWritingScience Performance FCAT 2.0 (100) FCAT 2.0 (100) FCAT (100) 2 FCAT (100) 1 2 Learning Gains All Students FCAT 2.0 (100) FCAT 2.0 (100) Low 25% Learning Gains FCAT 2.0 (100) FCAT 2.0 (100) (300) (100) Additional Components:  Adequate Progress of the Low 25% - Grade lowered one letter grade if not met  Test at Least 90% of students, 95% to earn an “A”  Meet performance threshold in Reading to receive a passing grade 1.More rigorous cut scores for Achievement level 3 – – Reading, Math, – – Science 2.Include students with disabilities and English language learners (ELLs) in performance calculations (ELLs would be included using the same criteria as we apply for AYP) 3.Change cell size requirements in Reading and Math to 10 4.Change the learning gains calculation for students that stay in level 1 or 2 to AAAC recommended scale score increases (or AAAC recommended increases + 1 additional scale score) 5.Add weight for students who increase their achievement level to level 4 or 5 6.Remove level 3 students from the Low 25% calculation

A ccountability R esearch and M easurement Middle Schools 1 through 6 the same as for elementary schools. 7.Remove level 3 students from the Low 25% calculation 8.Allow substitution of more rigorous assessments 9.Add acceleration component – Decide how to address CAPs issue. 10.Add Civics Component – ReadingMathWriting Science Civics Acceleration Performance High School EOC’s (Industry Certifications ) (100) 8 FCAT 2.0 (100) FCAT 2.0 (100) FCAT (100) 2 FCAT (100) EOC (100) 9 Learning Gains All Students FCAT 2.0 (100) FCAT 2.0 (100) Low 25% Learning Gains FCAT 2.0 (100) FCAT 2.0 (100) (300) (100) Additional Components:  Adequate Progress of the Low 25% - Grade lowered on letter grade if not met  Test at Least 90% of students, 95% to earn an “A”  Meet performance threshold in Reading to receive a passing grade

A ccountability R esearch and M easurement High Schools Assessment Components – 50% “Other” Components – 50% Reading Math (Algebra, Geometry)WritingBiology Acceleration Grad Rate College Readiness US History Performance Participation (175) (100) 10 Overall (200) 9 10 Reading (100) EOC (100) 11 FCAT 2.0 (100) EOC (100) FCAT (100) (0) EOC (100) 2 8 Learning Gains All Students Performance (125) (100) 10 At Risk (100) 9 10 Math (100) 10 FCAT 2.0 (100) EOC (100) Low 25% Learning Gains FCAT 2.0 (100) EOC (100) (300) (100) (300) (200)(300)(200) (100) Additional Components:  Adequate Progress of the Low 25% - Grade lowered on letter grade if not met  Test at Least 90% of students, 95% to earn an “A”  Meet the at-risk graduation rate target  Meet performance threshold in Reading to receive a passing grade 30 1 through 6 are the same as elementary schools 8.Bank middle school performance on high school EOCs for high school grades 9.Use the 4 year Federal uniform rate and a 5 year modified federal rate to include both standards and special diplomas 10.Adjust the points provided or removed for growth and decline 11. Add component for US History EOC

A ccountability R esearch and M easurement Timeline May – Feedback from LPAC July – Feedback from AAAC August – Feedback from LPAC October – Feedback from AAAC and LPAC November – Feedback from AAAC, Submit ESEA Flexibility Request December – Feedback from AAAC and LPAC December - FCAT rule to the State Board to set cut scores January – School Grades rule public workshops January – School Grades rule State Board Workshop January – Receive USDOE determination on flexibility request February – School grades rule to the State Board 31