Academic Advisement Update
Florida Department of Education, K–12 Public Schools
NEFEC 3rd Annual
Secondary School Counselor Forum
January 15, 2013
Topics
 Common Core Standards
 Student Services
 Graduation Requirements
 End-of-Course Assessments
 Transfer Student Record Evaluation
 Credit Recovery Courses
 NCAA
 Postsecondary Education Readiness Test
 Resources
Common Core States
www.corestandards.org/
Florida’s Common Core State Standards
(CCSS) Implementation Plan
2011-2012
Full Implementation Grade
K
Begin Implementation of
Literacy Standards in ALL
Content Areas for Grades
6-12
Begin Implementation of
Rich and Complex Text
and Informational Text for
Grades K-12
2012-2013
Full Implementation
Grades K-1
Full Implementation of
Literacy Standards in ALL
Content Areas for Grades
6-12
Continue Implementation
of Rich and Complex Text
and Informational Text for
Grades K-12
http://www.fldoe.org/bii/
2013-2014
Full Implementation
Grades K-2
Implementation of a
Blended Curriculum
(CCSS and Supplemental
NGSSS Aligned to FCAT
2.0 and EOCs) for Grades
3-12
Continue Implementation
of Rich and Complex Text
and Informational Text for
Grades K-12
2014-2015
Full Implementation
Grades K-12
PARCC Assessments
Aligned to CCSS
Timeframe
2010 and
2010-11
State Board adopted Common Core State Standards in Reading and
Mathematics
Florida joined Partnership for Assessment of Readiness for College and
Career (PARCC) to develop a student assessment
USDOE awarded PARCC a grant to develop a common core assessment
2011-12
Summer regional professional development
Common Core Standards implemented in Kindergarten classrooms
PARCC began development of the common core assessment
2012-13
Conduct common core summer institutes and fall, and spring common
core workshops
Common Core Standards implemented in Kindergarten and 1st grade
Pilot test PARCC items, continue item development, conduct research
2013-14
Conduct common core summer institutes
Common Core Standards implemented in Kindergarten, 1st and 2nd grade.
Full implementation of Common Core State Standards
In grades 3 to 12 blended implementation of NGSS and Common Core
Field test PARCC items, continue item development and research
2014-15
Full implementation of Common Core State Standards
Students assessed with the common core assessments
http://www.florida-rti.org/index.htm
Multi-tier System of Student Supports (MTSSS):
Response to Instruction/Intervention (RtI)
An Overview of Data-based Problem-solving within a Multi-tier System
of Student Supports in Florida’s Public Schools
Intensive, Individualized Supports
•Intensive interventions based on individual student needs
•Students receiving prolonged interventions at this level may be several grade levels behind or
above the one in which they are enrolled
•Progress monitoring occurs most often to ensure maximum acceleration of student progress
•If more than approximately 5% of students are receiving support at this level, engage in Tier 1
and Tier 2 level, systemic problem-solving
Targeted, Supplemental Supports
•Interventions are based on data revealing that students need more than core, universal
instruction
•Interventions and progress monitoring are targeted to specific skills to remediate or enrich, as
appropriate
•Progress monitoring occurs more frequently than at the core, universal level to ensure that
the intervention is working
•If more than approximately 15% of students are receiving support at this level, engage in Tier
1 level, systemic problem-solving
Core, Universal Supports
•Research-based, high-quality, general education instruction and support
•Screening and benchmark assessments for all students
•Assessments occur for all students
•Data collection continues to inform instruction
•If less than approximately 80% of students are successful given core, universal instruction,
engage in Tier 1 level problem-solving
7
Critical Role of Student Services:
Addressing Barriers to Learning
 Engaging in collaborative problem-solving at district,
school, and individual levels.
 Providing culturally competent services to students,
schools, and families within a multi-tier model of service
delivery.
 Developing and implementing evidence-based
interventions at each tier.
 Providing services and supports to reengage
disconnected students.
 Engage families
Child Abuse Prevention
Sourcebook for Florida School
Personnel: A Tool for Reporting
Abuse and Supporting the Child.
http://www.fldoe.org/ese/pdf/chiabuse.pdf
Sourcebook Content
 Indicators of Abuse
 Exposure to Domestic Violence
 Drug-Endangered Children
 Child Trafficking
 Reporting
 What Happens After a Report is Made?
 Confidentiality
 Dealing With Your Own Feelings About Reporting
 Engaging the Family
 Prevention Programs in the Classroom
Reporting Child Abuse Web-based Course
http://www.myflfamilies.com/service-programs/abuse-hotline
http://www.sss.usf.edu/resources/profe
ssions/sspem/index.html
Fundamental Principles
 Fundamental Purpose: Improve academic and
behavioral outcomes for students
 Reflect a Multi-tiered System of Support framework
 Align with evidence-based practices professional
standards linked to positive student outcomes
 Integrate common practice standards across student
services professions
 Support professional growth and continuous
improvement
 Offer a state-approved evaluation framework that is
dynamic (flexible & fluid) and complies with the Student
Success Act for districts to adopt, adapt, or use as a
guide.
Section 504 District
Implementation Guide
 Revised 2011 with ADA amendments included
 Sample forms provided
 Expansion of definition of disability
 Includes attention to mitigating factors, disabilities that
are in remission or are episodic
http://www.sss.usf.edu/resources/topic/section504/index.html
State Graduation Requirements
http://www.fldoe.org/bii/studentpro/grad-require.asp
14
Education or training
beyond high school is fast
becoming a necessity for
anyone in Florida who
hopes to earn a livable
wage. The College &
Career Planner helps
middle and high school
students understand their
options.
Florida’s College & Career Planner
2012–2013
www.flvc.org
2012–2013 9th Grade Cohort
 In order to earn course credit, a student must earn a
passing score on
 Algebra 1 End-of-Course (EOC)
 Geometry EOC Assessment
 Exempt if credit was earned as a middle grades student
 Biology 1 EOC Assessment
 Exempt if credit was earned as a middle grades student

In addition, must earn course credit in Algebra 2
Online Course Graduation
Requirement
 Required for 24-credit graduation option only
 School districts may not require a student to fulfill
the online course requirement
 outside of the school day
 in addition to the student’s courses for a given
semester.
 Does not apply to a student
 who has an IEP which indicates that an online

course would be inappropriate
who is enrolled in a Florida high school and has less
than 1 academic year remaining.
What would you advise ? ? ?
“If I have a 10th grader who completed English II,
Segment I with an F and I place him in a virtual
English II class but he completes the remainder
of English II in a physical class on campus and
passes the course—does this satisfy the online
requirement?”
No. A student must complete the entire course online.
Memo http://info.fldoe.org/docushare/dsweb/Get/Document6582/dps-2012-179.pdf
FAQs http://info.fldoe.org/docushare/dsweb/Get/Document6583/dps-2012-179a.pdf
Early High School Graduation
 Section 1003.4281, F.S.
• “Early graduation” means graduation in less than 8
•
•
•
•
semesters
Applies only to the 24 minimum requirements option
School board must adopt a policy and cannot prohibit a
student from choosing this option
Districts with additional graduation requirements can
continue but must not prohibit a student who has met the
24 state requirements from exiting early
Eligible students who graduate mid-term receive Bright
Futures Scholarship award during spring term
FAQs related to EOCs
http://www.fldoe.org/faq/default.asp?Dept=179&Cat=125
United State History
EOC Assessment
 In 2012-2013
 Any student enrolled in and completing
 2100310 US History
 2100320 US History Honors
 30% of a student’s course grade based on results beginning in
2012-2013
(s. 1003.428(4)a), F.S.)
EOC Assessments
Results Waiver for ESE Students
What requirements must an ESE student meet to be
considered for an EOC assessment results waiver?
 To be considered for an EOC assessment waiver, the
student must meet all of the following criteria:
 Be identified as a student with a disability, as defined in s.
1007.02(2), F.S.
 Have an active individual educational plan
 Have taken the EOC assessment with appropriate
allowable accommodations at least once
 Have demonstrated, as determined by the IEP team,
achievement of the course standards
Middle Grades Students
2012–2013
 If enrolled, in order to earn high school course credit, a
student must earn a passing score on
 Algebra 1 EOC
 Geometry EOC Assessment
 Biology 1 EOC Assessment
 If a student passes the course (regardless of the EOC
Assessment score), the course can count toward
promotion from 8th to 9th grade
Transfer of High School Credit
Considerations:
 The school year in which the student entered ninth grade for
the first time (ninth grade cohort)
 The school year in which the student took the course.
Cohort
2010-2011
• No EOC required
• Must earn a credit in Algebra 1 and Geometry to
graduate
• If transfer student has credit it is honored
Cohort
2011-2012
• Algebra 1 EOC required to earn credit
• Must earn credits in Geometry and Biology to graduate
• If transfer student has credit in Geometry or Biology it is
honored
Cohort
2012-2013
• Algebra 1 EOC, Geometry EOC, and Biology 1 EOC required
for graduation
Memo:
http://info.fldoe.org/docushare/dsweb/Get/Document-6587/dps-2012-193.pdf
What would you advise ? ? ?
This student is an out of state transfer student —
in the 2011-2012 grade 9 cohort
earned Algebra I credit in Grade 8 (2010–2011).
The transfer student is not required to take the Algebra 1
EOC Assessment if the student entered grade 9 in 2011–
2012 and the student took and passed a high school
level Algebra 1 course in the 2010–2011 year (the year it
was a 30% requirement) or prior.
What would you advise ? ? ?
“A student who earned Algebra 1 credit in
7th grade 2010–2011 school year, and
Geometry credit in 8th grade 2011–2012
school year who is now in 9th grade in the
2012–2013 school. Are they required to
take the EOCs now?”
This student is not required to take the EOCs because the
student took both Algebra 1 and Geometry during middle school
in a school year that a 9th grade cohort was required to have
the EOC results count 30% of the final course grade.
Credit Recovery Courses
 .5 elective credit (maximum value of 1.0)
 May earn .5 elective credit if EOC is not passed for (Algebra 1,
Geometry, Biology)
 Recovered and/or grade forgiven credit posted for corresponding
academic core subject with grade from CR course reported (must
pass EOC in Algebra 1, Geometry, Biology 1)
 Must have previously attempted the corresponding
academic core subject course and/or EOC assessment
prior to taking a edit recovery course
 Not bound by instructional hour requirements
 Does not count for Bright Futures or SUS Admissions
(corresponding academic core courses will satisfy
requirements)
Credit Recovery Courses
 Semester elective credit bearing courses
 Used for course grade forgiveness
 Used to prepare to retake EOCs (could include transfer
students)
 Why elective credit?
 Collect FTE
 Provide a non-seat time option for remediation
 Require a certified instructor
 Students in the same classroom can be enrolled in
different courses (Algebra 1, Geometry, Algebra 2)
Level 1 Courses
 Students with an IEP entering 9th grade in 2012-2013
and prior
 may take Level 1 courses and they will count toward a
standard diploma
 IEP team determines appropriateness of level of course
for student
 Students with an IEP entering 9th grade in 2013-2014
and thereafter
 no Level 1 courses will count for credit towards a
standard diploma
 Students with disabilities pursuing a special diploma will
receive credit for Level 1 courses
National Collegiate Athletic
Association (NCAA)
NEW
College-bound student athletes will need to meet more
rigorous academic rules to receive a scholarship at a
NCAA Division 1 and 2 college or university. For
information on the rules, visit
https://web1.ncaa.org/hsportal/exec/links?linksSubmit=S
howActiveLinks.
Which students will need to take the P.E.R.T.?
• College readiness evaluation is required for current 11th grade
students who score
– Grade 10 FCAT 2.0 Reading (Levels 2 or 3)
– Algebra 1 EOC Assessment (Levels 2, 3, or 4)
• P.E.R.T. testing includes:
- Special Diploma students for whom the IEP specifies that the
FCAT is an appropriate assessment
- Department of Juvenile Justice students
- Charter School students
- Full-time public virtual school students
• A student who has met the college-ready cut scores does not need to
take the P.E.R.T.
S. 1008.30(3), Florida Statutes
State Board Education Rule 6A-10.0315, F.A.C.
How else can a student demonstrate college
readiness?
College-Ready Scores
P.E.R.T.
Accuplacer (CPT)
SAT-1
ACT
Math
113
Elem.
Algebra
72
Math
440
Math
19
Reading
104
Reading
83
Verbal
440
Reading
18
Writing
99
Sentence
Skills
83
Verbal
440
English
17
FCAT 2.0 Reading (262 or higher/Level 4 or higher) = College-Ready for
Reading and Writing
CHOICES Webinars
Wednesday, January 16, 2013
10:00 AM–11:00 AM — Introduction to CHOICES Planner
3:00 PM–4:00 PM — CHOICES Planner —Professional
Tools
Wednesday, January 23, 2013
10:00 AM–11:00 AM — CHOICES Planner — Professional
Tools
3:00 PM–4:00 PM — CHOICES Planner — Beyond The
Basics (NEW Webinar)
Contact - CHOICES Team at 800-342-9271 or choices@fldoe.org
Available online at the Graduation
Requirements page
http://www.fldoe.org/bii/studentpro/gradrequire.asp
Rich text format
•English
•Spanish
Bright Futures Training
 New for 2012-13 Instructor-led WebEx Training
 OSFA/BF What’s New & Website Overview (through December)
 OSFA/BF Entering Transcript Data (through May)
 OSFA/BF Ask the Experts (through May)
 OSFA/BF Florida Financial Aid Application (starts in November)
 New session offered in January/February
 OSFA/BF Basics of Matching Information
 New session offered March through May
 OSFA/BF Summer Evaluation Process
Register online at https://suncom.webex.com
Bright Futures Training
 New for 2012-13 Self-paced Recorded Training
 Comprehensive topics in 15-minute intervals
 Available online
 Online Transcript Entry & Evaluation System Help Tab
 Training Website Documentation Link
 https://www.osfaffelp.org/osfatraining/
 Learn on your terms — time, location, quantity
 Review as needed
Helen.Lancashire@fldoe.org
(850) 245-7840