FY 11 School Grade Calculation

FY 11 School Grade Calculation
Nancy E. Brito, Instructional Specialist, Department of Assessment, , PX47521 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

School Grade Calculation – 800 points Matrix
Reading Mathematics Writing Science % Meeting High Standards 100 Possible Points Making Learning Gains Lowest 25% Retake Bonus Points (HS) 10 Additional Points Total Points? Grade Points A 525+ B C D F 0-394

Who is included in the Calculation?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) All eligible students Eligible = Students reported in Survey 2 (October FTE) and Survey 3 (February FTE) present first day of testing with valid FCAT scores with FAA score (for overall Learning Gains only) FAA = Florida Alternate Assessment

Who is included in High Standards?
Reading Mathematics Writing Science % Meeting High Standards 100 Possible Points Making Learning Gains Lowest 25% Retake Bonus Points (HS) Standard Curriculum Students Includes English Language Learners (LY) with more than 2 years in ESOL program ESE (gifted, hospital/homebound, and speech impaired students only)

What is High Standards? Subject High Standards Reading Levels 3-5
Mathematics Writing Science % Meeting High Standards 100 Possible Points Making Learning Gains Lowest 25% Retake Bonus Points (HS) Subject High Standards Reading Levels 3-5 Mathematics Writing 4 points and higher Science

Who is included in Learning Gains?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) All eligible students with current (FY11) & prior (FY10) year FCAT scores FAA scores *FCAT Developmental Scale Score (DSS) or FAA Levels Example: Student FY10 * FY11 * Learning Gains Status Jay Yes Included Maria No NOT Included Lakisha

What are the FCAT Achievement Levels & Developmental Scale Scores (DSS)?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) Reading Grade Level 1 Level 2 Level 3 Level 4 Level 5 3 4 5 6 7 8 9 10 FCAT Proficiency

What are the FCAT Achievement Levels & Developmental Scale Scores (DSS)?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) Mathematics Grade Level 1 Level 2 Level 3 Level 4 Level 5 3 4 5 6 7 8 9 10 FCAT Proficiency

What are the Achievement Level & Scale Scores?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) Science Grade Level 1 Level 2 Level 3 Level 4 Level 5 5 100 – 272 273 – 322 323 – 376 377 – 416 8 100 – 269 270 – 324 325 – 286 387 – 431 432 – 500 11 100 – 278 279 – 323 324 – 379 380 – 424 FCAT Proficiency

How do FCAT students demonstrate annual learning gains?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) Improving FCAT Achievement Levels from one year to the next (i.e., 1-2, 2-3, 3-4, 4-5) Maintaining same proficiency levels from one year to the next (i.e., 3-3, 4-4, 5-5) Remaining within Levels 1 or 2 and demonstrating more than one year’s growth on the FCAT developmental scale (non-retained students)* Students who skip a grade must go up a level or maintain same proficiency levels *Retained Level 1 or 2 students must go up a level .

What is more than one year’s growth?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) FCAT Add at least one point (+1) to “one year’s growth”: One Year’s Growth Table Grade Level Change Reading Mathematics 3rd to 4th 230 162 4th to 5th 166 119 5th to 6th 133 95 6th to7th 110 78 7th to 8th 92 64 8th to 9th 77 54 9th to 10th 48 + 1

How do FAA students demonstrate annual learning gains?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) Improve FAA proficiency Levels from one year to the next (i.e., 1-2, 2-3, 3-4, 4-5, 5-6, 6-7, 7-8, 8-9) Maintain the same proficiency levels from one year to the next (i.e., 4-4, 5-5, 6-6, 7-7, 8-8, 9-9)

What is Adequate Progress of the Lowest 25%?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) At least half of Lowest 25% students (50% in Reading and 50% in Mathematics) must show Learning Gains. “A” schools: Must show adequate progress the current year “B’ and “C” schools: May show adequate progress either the current or prior year

What is Adequate Progress of the Lowest 25%?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) Schools not making “adequate progress” are not reduced a grade if progress is made as shown below: FY11 Lowest 25% Learning Gains School Grade Related Action* 50% + No Grade Reduction 40% - 49% Reduced unless improvement of 1% or more is made over the prior year. 39% and Below Reduced unless improvement of 5% or more is made over the prior year

How is Lowest 25% calculated?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) Use prior years FCAT Developmental Scale Score (DSS) results of all eligible student Calculate each student group separately Add all groups together Elementary Middle High 3 to 3 3 to 4 3 to 5 5 to 6 5 to 7 7 to 9 4 to 4 4 to 5 6 to 6 6 to 7 6 to 8 8 to 9 8 to 10 5 to 5 7 to 7 7 to 8 9 to 9 9 to 10 8 to 8 10 to 10

What is the participation rate criterium?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) School Grade P-rate “A” >95% “B,” “C,” or “D” >90% Less than 90% may result in a lower grade.

Retakes Bonus Points

Who is included in bonus points calculated?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) Standard Curriculum Students Speech Impaired Gifted Hospital / Homebound English Language Learners >2 years

Who is included in the denominator?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) Students who Did NOT meet FCAT Graduation Requirement Were enrolled full time, survey 2 (Oct. FTE) & survey 3 (Feb. FTE) for two consecutive years in the same school Were in grades 10, 11, or 12 during prior year Were in grades 11 & 12 in current year Students withdrawn after “current year” survey 3 will not be included in the calculation.

Who is NOT included in the denominator?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) Grade 9 students promoted to grade 11 and Students with passing SAT or ACT scores

Who is included in the numerator?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Retake Bonus Points (HS) Students in the denominator With scale score > 300 FCAT Reading (DSS 1926) and/or Mathematics (DSS 1889) Administered: Fall or Spring

How are bonus points calculated?
Reading Mathematics Writing Science % Meeting High Standards Making Learning Gains Lowest 25% Example: Retake Bonus Points (HS) At least 10 students in denominator for both reading and mathematics Numerator  Denominator = Retake % At least 50% met FCAT graduation requirement in both Reading and Mathematics Numerator Denominator 12 = 50%

Non-FCAT Components

Accountability: School Grade
Non-FCAT Components 11/10/2018 Graduation Accelerated Coursework College Ready Growth/Decline Overall Possible Points Participation Possible Points Reading 100 Possible Points Growth 100 Points Maximum At-Risk Possible Points Performance Possible Points Mathematics Decline 25 Points Maximum Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Possible Points = 800 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Graduation Rate 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation Possible Points Reading 100 Possible Points At-Risk Possible Points Performance Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Nancy 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Graduation Rate 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation Possible Points Reading 100 Possible Points At-Risk Possible Points Performance Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 In and , the graduation rate will be calculated using the National Governors Association (NGA) 4-year cohort method End-of-year reporting is used for reporting each year’s end-of-year status for students Nancy 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Graduation Rate – NGA Model
11/10/2018 Graduate Rate Methods Students Not Included in the Calculation Graduates Non-Graduates For use in and 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 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Graduation Rate - Examples
11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

At-Risk Graduation Rate
Accountability: School Grade At-Risk Graduation Rate 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation Possible Points Reading 100 Possible Points At-Risk Possible Points Performance Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Nancy 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.” Recommended 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%. 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

At-Risk Graduation Rate
Accountability: School Grade At-Risk Graduation Rate 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation Possible Points Reading 100 Possible Points At-Risk Possible Points Performance Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Subset of overall cohort – includes only those students that earned a Level 2 or lower on both FCAT Reading and Math in 8th Grade. If a school does not have at least 10 students in that subgroup, the school’s overall graduation rate will be substituted Schools that earn enough points for an “A” grade must demonstrate “adequate progress” (75%) of the at-risk graduation rate population. School’s grade will be lowered to a “B” if one of the recommended conditions is not met. (See chart below) Nancy 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.” Recommended 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%. At-Risk Graduation Rate HS Measure Related Action 75% + No Reduction (“A” is maintained) 65% - 74% “A” reduced to “B” unless improvement of 1% or more is made over the prior year. 64% and Below “A” reduced to “B” unless improvement of 5% or more is made over the prior year. 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Accelerated Coursework
Accountability: School Grade Accelerated Coursework 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation FY 11 = 175 Possible Points Reading 100 Possible Points High Risk Possible Points Performance FY 11 = 125 Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Nancy For a school to receive credit for participation in an accelerated course that ends in an exam (e.g., AP, IB, AICE) the student MUST take the exam. For academic dual enrollment, the student must earn a grade in the course for a school to receive credit for participation. For industry certification a student must be enrolled in a CTE course and have taken an industry certification exam 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Accountability: School Grade Accelerated Coursework 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation FY 11 = 175 Possible Points Reading 100 Possible Points High Risk Possible Points Performance FY 11 = 125 Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 AP, IB, AICE Academic dual enrollment Industry certification Participation and Performance are weighted to accommodate for multiple exams/dual enrollment courses taken by students and for the number of multiple successes Nancy For a school to receive credit for participation in an accelerated course that ends in an exam (e.g., AP, IB, AICE) the student MUST take the exam. For academic dual enrollment, the student must earn a grade in the course for a school to receive credit for participation. For industry certification a student must be enrolled in a CTE course and have taken an industry certification exam 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Accountability: School Grade Accelerated Coursework 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation FY 11 = 175 Possible Points Reading 100 Possible Points High Risk Possible Points Performance Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 AP, IB, AICE Academic dual enrollment Industry certification Participation and Performance are weighted to accommodate for multiple exams/dual enrollment courses taken by students and for the number of multiple successes Nancy For a school to receive credit for participation in an accelerated course that ends in an exam (e.g., AP, IB, AICE) the student MUST take the exam. For academic dual enrollment, the student must earn a grade in the course for a school to receive credit for participation. For industry certification a student must be enrolled in a CTE course and have taken an industry certification exam SY Numerator Denominator & All 11th-12th graders that took an accelerated exam/dual enrollment course during the academic year (weighted), AND All 9th & 10th graders who passed an accelerated exam/dual enrollment course (weighted) All 11th-12th graders All 9th – 12th graders who took an accelerated exam or dual enrollment course during the academic year (weighted) 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Accelerated Participation
Accountability: School Grade Accelerated Participation 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation FY 11 = 175 Possible Points Reading 100 Possible Points High Risk Possible Points Performance Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Weight Participation Outcome 1.00 1 Exam/D.E. Course Taken 1.10 2 Exam/D.E. Course Taken 1.20 3 Exam/D.E. Course Taken 1.30 4 Exam/D.E. Course Taken 1.40 5 Exam/D.E. Course Taken +0.1 Each Additional Exam/Dual Enrollment Course Taken Nancy For a school to receive credit for participation in an accelerated course that ends in an exam (e.g., AP, IB, AICE) the student MUST take the exam. For academic dual enrollment, the student must earn a grade in the course for a school to receive credit for participation. For industry certification a student must be enrolled in a CTE course and have taken an industry certification exam SY Numerator Denominator & All 11th-12th graders that took an accelerated exam/dual enrollment course during the academic year (weighted), AND All 9th & 10th graders who passed an accelerated exam/dual enrollment course (weighted) All 11th-12th graders All 9th – 12th graders who took an accelerated exam or dual enrollment course during the academic year (weighted) 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Accelerated Participation
Accountability: School Grade Accelerated Participation 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation FY 11 = 175 Possible Points Reading 100 Possible Points High Risk Possible Points Performance Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Weight Participation Outcome 1.00 1 Exam/D.E. Course Taken 1.10 2 Exam/D.E. Course Taken 1.20 3 Exam/D.E. Course Taken 1.30 4 Exam/D.E. Course Taken 1.40 5 Exam/D.E. Course Taken +0.1 Each Additional Exam/Dual Enrollment Course Taken Based on survey 2 & 3 students Nancy For a school to receive credit for participation in an accelerated course that ends in an exam (e.g., AP, IB, AICE) the student MUST take the exam. For academic dual enrollment, the student must earn a grade in the course for a school to receive credit for participation. For industry certification a student must be enrolled in a CTE course and have taken an industry certification exam SY Numerator Denominator & All 11th-12th graders that took an accelerated exam/dual enrollment course during the academic year (weighted), AND All 9th & 10th graders who passed an accelerated exam/dual enrollment course (weighted) All 11th-12th graders All 9th – 12th graders who took an accelerated exam or dual enrollment course during the academic year (weighted) 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Accelerated Performance
Accountability: School Grade Accelerated Performance 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation Possible Points Reading 100 Possible Points High Risk Possible Points Performance FY11 = 125 Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Nancy For a school to receive credit for participation in an accelerated course that ends in an exam (e.g., AP, IB, AICE) the student MUST take the exam. For academic dual enrollment, the student must earn a grade in the course for a school to receive credit for participation. For industry certification a student must be enrolled in a CTE course and have taken an industry certification exam 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Accountability: School Grade Accelerated Performance 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation Possible Points Reading 100 Possible Points High Risk Possible Points Performance FY11 = 125 Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Nancy For a school to receive credit for participation in an accelerated course that ends in an exam (e.g., AP, IB, AICE) the student MUST take the exam. For academic dual enrollment, the student must earn a grade in the course for a school to receive credit for participation. For industry certification a student must be enrolled in a CTE course and have taken an industry certification exam SY Numerator Denominator & Number of successful completions in accelerated coursework (weighted) by a student (grades 9-12) All 11th-12th graders who took an accelerated exam or dual enrollment course AND 9th and 10th graders who passed the acceleration exam or dual enrollment course during academic year All 9th-12th graders who took an accelerated exam or dual enrollment course 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Accountability: School Grade Accelerated Performance 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation Possible Points Reading 100 Possible Points High Risk Possible Points Performance FY11 = 125 Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Weight Performance Outcome 1.00 1 Successful Outcome 1.10 2 Successful Outcomes 1.20 3 Successful Outcomes 1.30 4 Successful Outcomes 1.40 5 Successful Outcomes +0.1 Each additional Successful Outcome Nancy For a school to receive credit for participation in an accelerated course that ends in an exam (e.g., AP, IB, AICE) the student MUST take the exam. For academic dual enrollment, the student must earn a grade in the course for a school to receive credit for participation. For industry certification a student must be enrolled in a CTE course and have taken an industry certification exam SY Numerator Denominator & Number of successful completions in accelerated coursework (weighted) by a student (grades 9-12) All 11th-12th graders who took an accelerated exam or dual enrollment course AND 9th and 10th graders who passed the acceleration exam or dual enrollment course during academic year All 9th-12th graders who took an accelerated exam or dual enrollment course 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Accountability: School Grade Accelerated Performance 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation Possible Points Reading 100 Possible Points High Risk Possible Points Performance FY11 = 125 Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Weight Performance Outcome 1.00 1 Successful Outcome 1.10 2 Successful Outcomes 1.20 3 Successful Outcomes 1.30 4 Successful Outcomes 1.40 5 Successful Outcomes +0.1 Each additional Successful Outcome Based on survey 2 & 3 students Nancy For a school to receive credit for participation in an accelerated course that ends in an exam (e.g., AP, IB, AICE) the student MUST take the exam. For academic dual enrollment, the student must earn a grade in the course for a school to receive credit for participation. For industry certification a student must be enrolled in a CTE course and have taken an industry certification exam SY Numerator Denominator & Number of successful completions in accelerated coursework (weighted) by a student (grades 9-12) All 11th-12th graders who took an accelerated exam or dual enrollment course AND 9th and 10th graders who passed the acceleration exam or dual enrollment course during academic year All 9th-12th graders who took an accelerated exam or dual enrollment course 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

11/10/2018 Accelerated Performance AP Score of 3 1 Successful Outcome Score of 4 or 5 1 or 2 Successful Outcomes (depending on ACC Credit-by-Exam Equivalencies) IB Score of 4 Score of 5, 6, or 7 AICE Passing Score on an AS Level AICE Exam Passing Score on an A Level AICE Exam Dual Enrollment Passing grade of “C” or higher in the course Industry Certification Earning an industry certification by exam 1 or multiple successful outcomes based on statewide articulation agreements ( 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

College Ready 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation Possible Points Reading 100 Possible Points High Risk Possible Points Performance Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Nancy 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

College Ready 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation Possible Points Reading 100 Possible Points High Risk Possible Points Performance Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Nancy Readiness Numerator Denominator Number of students (from denominator) scoring “ready” on SAT, ACT, CPT and/or P.E.R.T. any time during their high school careers On-time (4-year) high school graduates who scored a Level 3 or higher on the 10th Grade FCAT in Reading or Mathematics (depending on component) – Includes retake students 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

College Ready 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation Possible Points Reading 100 Possible Points High Risk Possible Points Performance Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Student highest score is used considered “not ready” if there is no SAT, ACT, CPT or P.E.R.T. score Nancy Readiness Numerator Denominator Number of students (from denominator) scoring “ready” on SAT, ACT, CPT and/or P.E.R.T. any time during their high school careers On-time (4-year) high school graduates who scored a Level 3 or higher on the 10th Grade FCAT in Reading or Mathematics (depending on component) – Includes retake students 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

College Ready 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation Possible Points Reading 100 Possible Points High Risk Possible Points Performance Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Student highest score is used considered “not ready” if there is no SAT, ACT, CPT or P.E.R.T. score Subset of Overall Graduation Cohort Nancy Readiness Numerator Denominator Number of students (from denominator) scoring “ready” on SAT, ACT, and/or CPT any time during their high school careers On-time (4-year) high school graduates who scored a Level 3 or higher on the 10th Grade FCAT in Reading or Mathematics (depending on component) – Includes retake students 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

College Ready 11/10/2018 Graduation Accelerated Coursework College Ready Overall Possible Points Participation Possible Points Reading 100 Possible Points High Risk Possible Points Performance Possible Points Mathematics Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Student highest score is used considered “not ready” if there is no SAT, ACT, CPT or P.E.R.T. score Subset of Overall Graduation Cohort Nancy Cutoff Scores CPT SAT ACT P.E.R.T. Algebra 72 Math 440 19 113 Reading 83 Verbal 18 104 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Growth & Decline 11/10/2018 Graduation Accelerated Coursework College Ready Growth/Decline Overall Possible Points Participation Possible Points Reading 100 Possible Points Growth 160 Points Maximum High Risk Possible Points Performance Possible Points Mathematics Decline 40 Points Maximum Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Nancy 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Growth & Decline 11/10/2018 Points are awarded/subtracted based on improvement or decline from prior year Graduation Accelerated Coursework College Ready Growth/Decline Overall Possible Points Participation Possible Points Reading 100 Possible Points Growth 160 Points Maximum High Risk Possible Points Performance Possible Points Mathematics Decline 40 Points Maximum Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Nancy 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Growth & Decline 11/10/2018 Points are awarded/subtracted based on improvement or decline from prior year Graduation Accelerated Coursework College Ready Growth/Decline Overall Possible Points Participation Possible Points Reading 100 Possible Points Growth 160 Points Maximum High Risk Possible Points Performance Possible Points Mathematics Decline 40 Points Maximum Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Nancy Growth Component School gains one point for each annual percentage increased from prior year Capped at 20 points (40 for factors worth 200 points) 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Growth & Decline 11/10/2018 Points are awarded/subtracted based on improvement or decline from prior year Graduation Accelerated Coursework College Ready Growth/Decline Overall Possible Points Participation Possible Points Reading 100 Possible Points Growth 160 Points Maximum High Risk Possible Points Performance Possible Points Mathematics Decline 40 Points Maximum Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Nancy Decline Component School loses 5 points if a component declines by at least 10 percentage points from prior year (10 points for factors worth 200 points) 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Determining Growth Overall Graduation Rate Current Year (CY)
(200 Possible Points) Current Year (CY) Prior Year (PY) Growth Final Points Calculation 71 % 67 % (CY - PY) 71 – 67 = 4 Schools gain one point for each annual percentage increased from prior year Graduate Rate Methods: National Governors Association (NGA) Rate – 4-year cohort Students Not Included in the Calculation: Students who transfer to a) other schools (public, private, or Dept. of Juvenile Justice facilities); b) Home-education programs; c) Adult education programs; and, Deceased students Graduates: a) Standard Diploma recipients, b) Special Diploma recipients Non-Graduates: a) Dropouts; b) Certificate of Completion recipients; c) GED recipients; d) Continuing enrollees who are not on-time graduates Growth – Decline Examples: GROWTH: A school’s acceleration performance improves from 25% to 32%; the school earns an additional 7 points resulting in a total of 39 points (32 + 7). DECLINE: A school’s acceleration performance declines from 30% to 20%; the school would lose an additional 5 points resulting in a total of 15 points (20 – 5). Overall Graduation Rate Final Points 150 = 75 75 X 2 = 150 Components worth 200 possible points are doubled. Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Overall Graduation Rate
Determining Decline Overall Graduation Rate (200 Possible Points) Current Year (CY) Prior Year (PY) Decline Final Points Calculation 67% 71% School loses 5 points if a component declines by at least 10 percentage points from prior year (10 points for factors worth 200 points) (CY - PY) = -4 Graduate Rate Methods: National Governors Association (NGA) Rate – 4-year cohort Students Not Included in the Calculation: Students who transfer to a) other schools (public, private, or Dept. of Juvenile Justice facilities); b) Home-education programs; c) Adult education programs; and, Deceased students Graduates: a) Standard Diploma recipients, b) Special Diploma recipients Non-Graduates: a) Dropouts; b) Certificate of Completion recipients; c) GED recipients; d) Continuing enrollees who are not on-time graduates Growth – Decline Examples: GROWTH: A school’s acceleration performance improves from 25% to 32%; the school earns an additional 7 points resulting in a total of 39 points (32 + 7). DECLINE: A school’s acceleration performance declines from 30% to 20%; the school would lose an additional 5 points resulting in a total of 15 points (20 – 5). Overall Graduation Rate Final Points 134 = 67 67 X 2 = 134 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Non-FCAT Components Matrix
Accountability: School Grade Non-FCAT Components Matrix 11/10/2018 Graduation Accelerated Coursework College Ready Growth/Decline Overall Possible Points Participation Possible Points: FY10 = 200 FY11 = 175 FY 12 = 150 Reading 100 Possible Points Growth 160 Points Maximum At-Risk Possible Points Performance Possible Points: FY 10 = 100 FY11 = 125 Mathematics Decline 40 Points Maximum Total Graduation Points = 300 Total Acceleration Points = 300 Total Readiness Points = 200 Total Points Possible = 800 Nancy 11/10/2018 Nancy E. Brito, Dept. of Assessment, Performance Accountability,

Alternative School Accountability

Student Performance Accountability Alternative School Accountability
Traditional School Grade Improvement Rating or Student Performance NOT credited back to Home School Student Performance credited back to Home School If the Alternative School receives a School Grade the students performance is NOT credited back to the Home School. But If an alternative school is evaluated through a school improvement rating the student performance of eligible students shall be credited back to the students’ Home School Home School = Zone School Nancy E. Brito, Dept. of Assessment, Performance Accountability, 54

Calculating School Improvement Rating
Comparison of student learning gains for the current and prior year Home School vs. Alternative School Learning Gains Prior Year Learning Gains Current Year The school improvement rating shall be based on a comparison of student learning gains for the current and prior year. The learning gains definition will be consistent with the learning gains definition for school grades. FCAT 2009 FCAT 2010 FCAT 2011 Prior Year 2 Prior Year 1 Current Year Nancy E. Brito, Dept. of Assessment, Performance Accountability, 55

Calculating School Improvement Rating
Minimum of 10 eligible students with current and two prior FCAT scores in Reading, and Mathematics The School Improvement rating shall be calculated if the school has a minimum of 10 eligible students with valid FCAT scores in reading in the current and two prior years; and a minimum of 10 eligible students with valid FCAT scores in mathematics in the current and two prior years. Mathematics 10 Reading and Nancy E. Brito, Dept. of Assessment, Performance Accountability, 56

% Students Making Learning Gains
Improvement Rating % Students Making Learning Gains Improvement Rating Is at least 5% higher than prior year in Home School Improving Is within 5% points of prior year in Home School Maintaining The improvement ratings are defined as follows: “Improving” designation is given to the schools with students making more academic progress than when the students were served in their home schools. In order for a school to earn an “improving” designation, the percent of students making learning gains in reading and math in the current year must be at least 5 percentage points higher than the percent of the same students making learning gains in the prior year in their home school. “Maintaining” designation is given to schools with students making progress equivalent to the progress made when the students were served in their home schools. In order for a school to earn a “maintaining” designation, the percent of students making learning gains in reading and math in the current year must be less than five percentage points above or below the percent of the same students making learning gains in the prior year in their home school. “Declining” designation is given to schools with students making less academic progress than when the students were served in their home schools. In order for a school to earn a “declining” designation, the percent of students making learning gains in reading and math in the current year must be at least five percentage points lower than the percent of the same students making learning gains in the prior year in their home school. Is at least 5% lower than prior year in Home School Declining Nancy E. Brito, Dept. of Assessment, Performance Accountability, 57

FY11 School Grade Calculation – FCAT/FAA Component – 800 Points Matrix
Reading Mathematics Writing Science % Meeting High Standards FCAT 2.0 (Gr. 3-10) FCAT 2.0 (Gr. 3-8) FCAT (Gr. 10) FCAT (Gr. 4, 8, 10) (Gr. 5, 8, 11) Making Learning Gains FAA Lowest 25% Retake Bonus Points (HS) FCAT Retake Or PBT (Oct) or PBT(Oct.) Legend FCAT 2.0 NGSSS FCAT SSS Computer- based test SSS FAA Florida Alternate Assessment PBT (Oct) Paper-based test Fall Administration Grade A B C D F Points 525+ 0-394

Questions regarding accountability?
Contact Nancy Brito Department of Assessment , PX47521

FY 11 School Grade Calculation

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FY 11 School Grade Calculation

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