Overview of Proposed School Grading
Formula for 2011-12:
1
Accountability Research and Measurement
Current School 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
2
Accountability Research and Measurement
Changes Coming for School Grades
• FCAT 2.0 cut scores: increased rigor of test and
achievement expectations.
• Moving toward new assessments of reading
and mathematics in 2014-15: 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
3
Accountability Research and Measurement
School Grades in 2011-12 and Beyond
– Key Issues
• Changes already written in rule for 2011-12 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
4
Accountability Research and Measurement
School Grades in 2011-12 and Beyond
- Key Issues (continued)
• Address the statutory requirement for greater
emphasis on reading performance
• High school science performance in 2011-12,
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 2011-12) for high
school grades
5
Accountability Research and Measurement
School Grades in 2011-12 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
6
Accountability Research and Measurement
Elementary Schools
1. More rigorous cut scores for
Achievement level 3
– 2011-12 – Reading, Math,
– 2012-13 – 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
Reading
Math
Writing
Performance
FCAT 2.0
FCAT 2.0
FCAT
(100)
(100)
(100)
1 2 3
1 2 3
2
Learning Gains All Students
FCAT 2.0
FCAT 2.0
(100)
(100)
3 4 5
3 4 5
Low 25% Learning Gains
FCAT 2.0
FCAT 2.0
(100)
(100)
3 4 5 6 3 4 5 6
(300)
(300)
(100)
Science
FCAT
(100)
1 2
(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
7
Accountability Research and Measurement
Middle Schools
Reading
Math
FCAT 2.0
(100)
1 2 3
FCAT 2.0
(100)
1 2 3 7
Writing
Performance
Science
Civics
FCAT
(100)
2
FCAT
(100)
1 2 7
2014-15
EOC
(100)
9
(100)
(100)
(100)
Learning Gains All Students
FCAT 2.0
(100)
3 4 5
FCAT 2.0
(100)
3 4 5 7
Low 25% Learning Gains
FCAT 2.0
(100)
3 4 5 6
(300)
3
Acceleration
2011-12
High School EOC’s
(Industry
Certifications 201213)
(100)
8
FCAT 2.0
(100)
4 5 6 7
(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
7.
8.
9.
10.
1 through 6 the same as for elementary schools.
Remove level 3 students from the Low 25% calculation
Allow substitution of more rigorous assessments
Add acceleration component – 2011-12. Decide how to address CAPs issue.
8
Add Civics Component – 2014-15
Accountability Research and Measurement
High Schools
“Other” Components – 50%
Assessment Components – 50%
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
Math
(Algebra,
Reading Geometry) Writing
Performance
FCAT 2.0
EOC
(100)
(100)
1 2 3 1 2 3 8
Learning Gains All
Students
Biology Acceleration
Participation
(175)
2011-12
2013-14
2013-14 Overall Reading
FCAT
(0)
EOC
(100)
(200)
(100)
(100) EOC (100)
(100)
10
9 10
10
2
2 8
11
Performance
(125)
2013-14
At Risk
(100)
(100)
10
9 10
FCAT 2.0
EOC
(100)
(100)
3 4 5
2 3 4
Low 25% Learning Gains
FCAT 2.0
EOC
(100)
(100)
2 3 4 6 2 3 4 6
(300)
(300)
Grad
College
US
Rate Readiness History
(100)
(100)
(300) (200)
(300)
Math
(100)
10
(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
9
Accountability Research and Measurement
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
10
Accountability Research and Measurement