1. Secondary Data Presentation
By Neyda Francis

2. Student Achievement
2018
2016

3. ELA gap 8.6 now 5.7 decrease in the gap 2.9
Math gap 7.1 now

4. ELA
Diff 6.6 now 2.4 decrease 4.2
MATH
decrease in the gap .8

5. 2018 to Learning Gains

6. Acceleration
2016

7. Graduation
4 /8

8. Gap Gap is 3.6 change of 7.1

13. Rank In State

14. Brevard Not Including Charters
Brevard Not Including Charters
Letter Grade
# of Schools
% of Schools
# of Schools
% of Schools
# of Schools
% of Schools
%age Point Diff TO 2017 A 25
32% 32
40% 28
34% 8 B 19
24% 24
30% 23
28% 6 C 31
39%
23% 29
35%
-16 D 4 5% 7% 2 2% F 0% 79 81 82

15. Brevard
Rank
2004 1
2005 3
2006
2007 2
2008
2009
2010 4
2011 8
2012
2013 9
2014 14
2015
2016 6
2017 11
2018 19

16. ELA Grade 7
Year
Rank
% 3+
State
Diff
2011 7 78 68 10
2012 6 69 58 11
2013 64 57
2014 13 63
2015 51
2016 56 49
2017 9 59 52
2018 8 5
MATH Grade 7
Year
Rank
% 3+
State
Diff
2011 10 71 62 9
2012 8 66 56
2013 14 55 7
2014 23 61 5
2015 16 52
2016 63 11
2017 13 53
2018 15 54

17. ELA Grade 8
Year
Rank
% 3+
State
Diff
2011 9 65 55 10
2012 64
2013 56 8
2014 63 57 6
2015 11 61
2016
2017 13 62 7
2018 12 58
MATH Grade 8
Year
Rank
% 3+
State
Diff
2011 14 76 68 8
2012 10 65 57
2013 44 45 51 -6
2014 40 43 47 -4
2015 42 -3
2016 32 48 -1
2017 46
2018 34 41

18. ELA Grade 9 Diff ELA Grade 10 Diff
Year
Rank
% 3+
State
Diff
2011 5 61 48 13
2012 6 66 52 14
2013 8 63 53 10
2014 4 65 12
2015 62 9
2016 58 51 7
2017
2018 11 60
ELA Grade 10
Year
Rank
% 3+
State
Diff
2011 7 50 39 11
2012 4 64 14
2013 8 63 54 9
2014 66 55
2015 60 51
2016 58
2017
2018 61 53

19. Algebra
Year
Rank
% 3+
State
Diff
2011 18 41 35 6
2012 11 69 58
2013 16 70 64
2014 25 66 4
2015 19 63 56 7
2016 10 62 55
2017 65 3
2018 21 2
Geometry
Year
Rank
% 3+
State
Diff
2012 12 42 34 8
2013 13 72 64
2014 16 70 6
2015 63 53 10
2016 20 58 51 7
2017 26 54 4
2018 61 57

20. School Grade

21. Middle School Acceleration College and Career Acceleration
Possible Components Combination Schools 11 Middle Schools High School 10
English
Language Arts
Achievement
(0% to 100%)
Learning Gains
Learning Gains of the
Low 25%
Mathematics
Achievement
(0% to 100%)
Learning Gains
Learning Gains of the
Low 25%
Science
Achievement
(0% to 100%)
Social Studies
Achievement
(0% to 100%)
Middle School Acceleration
Middle School
(EOCs or industry certifications)
(0% to 100%)
Graduation Rate
Overall,
4-year Graduation Rate
(0% to 100%)
College and Career Acceleration
High School
(AP, IB, AICE, dual enrollment or industry certification)
(0% to 100%)

22. School Grades Scale Grade Scale A 62% of total points or higher B
The State Board of Education sets the scale and must, per state law, periodically review the scale to determine whether the expectations should be raised to encourage increased student achievement.
If the Board adjusts the grading scale upward, it must inform the public and the school districts of the reasons for the adjustment and the anticipated impact on school grades.
Grade
Scale A
62% of total points or higher B
54% to 61% of total points C
41% to 53% of total points D
32% to 40% of total points F
31% of total points or less

23. School Grades Percent Tested
Must test 95% of students.
Calculated for each subject and then aggregated.
Schools that do not test 95% of students will be assigned an “I”.
Superintendents can appeal the “I” by demonstrating that the data accurately represents the school’s progress or requesting that late-reported assessment results be included.

24. Learning Gains

25. Learning Gains
Students who improve one or more achievement levels from one year to the next
Improve one or more achievement levels from one year to the next (e.g., move from Level 1 to Level 2; Level 2 to Level 4, etc.).
Students who maintain a Level 3, Level 4, or Level 5 from one year to the next
Learning gains for students who maintain a Level 3 or Level 4 are determined based on whether the student improves their score by at least one point.
Students who score at level 5 demonstrate learning gains if they remain at Level 5.

26. Learning Gains
Students scoring at Level 1 or 2 and remaining in the same Achievement Level
Learning gains for students who remain in Levels 1 and 2 are determined based on whether students increase their scores from one subcategory to a higher subcategory.
Level 1 is split into three subcategories and Level 2 is split into two subcategories.
A student that starts with a Low Level 1 score who makes a Learning Gain each year would reach Level 3 in five years.

27. Leaning Gains

28. Retained Students
In 2017, a Grade 7 Grade student scores at Level 2 (325) on the FSA ELA and is retained. He takes the Grade 7 FSA ELA in 2018 and scores a Level 3 (334). This student demonstrated learning gains by increasing the FSA achievement level from one school year to the next.
2017 a Grade 7 student scores at Level 3 (333) on the FSA ELA and is retained. He takes the Grade 7 FSA ELA in 2018, and scores a Level 3 (334). This student demonstrated learning gains by scoring one point higher on the Grade 7 FSA ELA in 2018.
In 2017, a Grade 7 student scores in Mid-Level 1 (285) on the FSA ELA and is retained in Grade 7. He takes the Grade 7 FSA ELA in 2018, and scores a High Level 1 (301). This student demonstrated learning gains by moving from Middle Level 1 to High Level 1 on the Grade 7 FSA ELA from one school year to the next.

29. End-of-Course Assessments
Learning Gains Chart
Learning Gains Chart
English Language Arts
Level 1
Level 2
Level 3
Level 4
Level 5
Grade
Low
Middle
High
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Mathematics
End-of-Course Assessments
Subject
Algebra 1
Geometry
Algebra 2

30. FSAA Learning Gains
Students who increase an achievement level from the prior year to the current year in the same subject area.
Students who scored at Achievement Level 4 in the prior year and maintain the same achievement level in the current year.
For students who scored an Achievement Level 1 or 2 in the prior year and scored in the same achievement level in the current year:
Split Level 1 into 3 subcategories and
Level 2 into 2 subcategories.
Students must increase at least one subcategory to demonstrate a learning gain.
For students who scored in an Achievement Level 3 in the prior year and scored in the same achievement level in the current year:
Split Level 3 into 2 subcategories.
Students must maintain the same subcategory or move from a low-Level 3 to a high-Level 3 to demonstrate a learning gain.

31. FSAA English Language Arts
Assessment
Level 1 
Level 2
Level 3
Level 4
Level 1
Low
Middle
High 
High
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10

32. FSAA Mathematics and EOCs
Assessment
Level 1 
Level 2
Level 3
Level 4
Level 1
Low
Middle
High 
High
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Access Algebra 1 EOC
Access Geometry EOC

33. Middle School Acceleration

34. Acceleration Component for Middle Schools (100 points)
Denominator – An eligible student for this component is a student who meets one of the following criteria:
A full-year enrolled grade 8 student who scored a Level 3 or above on the mathematics statewide assessment or the mathematics EOC assessment they took in the prior year.
A full-year enrolled grade 7 or 8 student who is enrolled in a high school EOC course and has a valid score for the corresponding EOC assessment.

35. Acceleration Component for Middle Schools Denominator Criteria Continued
A prior-year, full-year enrolled grade 7 or 8 student who took a test for a high school industry certification.
Students who take a high school industry certification test will be included in the denominator only for those CAPE industry certifications identified in the industry certification funding list
Digital tools certifications are not eligible for inclusion.

36. Acceleration Component for Middle Schools (100 points)
Numerator –
Those students in the denominator who scored a Level 3 or higher on the EOC assessment for the corresponding course in which the student was enrolled
or those students who in the prior year were full-year enrolled and earned a high school industry certification.

37. Graduation Rate (100 points)
Denominator – Students in a school’s or a district’s graduation cohort.
Numerator – Those students in the denominator who have one of the following codes by the end of the fourth year of the cohort:
• W06 • W6A • W6B • W43 • W52 • W54 • W55 • WD1 • WFA • WFB • WFT • WFW • WRW • WXL • WXT • WX

38. College and Career Acceleration (100 points)
Denominator – Students from the graduation rate numerator.
Numerator – Graduates who, during the four years of the cohort, earned at least
a score of 3, 4, or 5 on a College Board Advanced Placement (AP) examination
a score of 4, 5, 6, or 7 on an International Baccalaureate (IB) exam
a score of 3, 4, 5, 6, 7, or 8 on an Advanced International Certificate of Education (AICE) examination
a C- or better in an approved dual enrollment course
a CAPE industry certification or a CAPE acceleration industry Certification (identified in the Industry Certification Funding List)

39. Rule 6A-1.09422 Proposed Amendment Language

40. Through Graduating Class of 2021
New Rule 6A
Cohort
Concordant Scores
Those who entered grade 9 in and beyond
Graduating Class of 2022
Students can only use newly adopted scores
Grade 10 FSA ELA • 480 on SAT EBRW (Evidence Based Reading and Writing) • An average of 18 on ACT English and Reading (Superscored)
Algebra 1 EOC • 420 on SAT Math • 16 on ACT Math
430 on the PSAT/MNSQT
Those who entered grade 9 between and
Through Graduating Class of 2021
Students can use last-adopted scores or newly adopted scores
Grade 10 FSA ELA – 350
430 on SAT EBRW
• 24 on SAT Reading subtest
19 on ACT Reading
Algebra 1 EOC • 97 on PERT Mathematics

41. Frequently Asked Questions
When will the Rule take effect?
If the Rule was adopted by the State Board on May 16, and it is now in effect.
Can students still use a PERT comparative score to meet the Algebra 1 assessment graduation requirement?
 Yes, students who entered grade 9 prior to the school year will continue to be eligible to earn a passing comparative score of 97 on the PERT assessment to meet the graduation requirement for the Algebra 1 EOC assessment.

42. Frequently Asked Questions
Can a student who will enter grade 9 in and beyond use a concordant or comparative score earned prior to the adoption of this rule if the score or assessment is not one listed in the proposed rule (e.g., a current 8th grader earned a 97 on PERT in the school year)?
No. If the State Board of Education adopts the rule amendment as-is in May, students who will enter grade 9 in and beyond are not eligible to use the current concordant or comparative scores, even if those scores were earned prior to the implementation of the revised rule.
Can students still use an SAT Reading subscore to satisfy the requirement?
 Students who entered grade 9 prior to the school year will continue to be eligible to use the SAT Reading test subscore of 24.
Students who enter grade 9 in and beyond will not be eligible to use SAT Reading subscore.

43. Frequently Asked Questions
Can students use the average of ACT English and ACT Reading scores from different test administrations?
YES, any student who has taken ACT more than once can use the average score
The student’s highest ACT English score from any administration may be combined with the student’s highest ACT Reading score from any administration to determine an average of the two scores (SUPERSCORED).
Although they meet the new requirement, The use of the combined scores will not be in effect until the Mid-June.