2008-09 SAT Highlights for Monroe School
District:
SAT Participation and Performance
 There was a 10.3% increase in the number of Hispanic
students in the MCSD class of 2009 taking the SAT, as
compared to a 5.0% decrease in Florida’s public school
test takers and a 3.4% increase in public schools
nationwide.
 Hispanic
students in MCSD outperformed their
counterparts nationwide on all three SAT subsections.
Mean Critical Reading scores for Monroe’s Hispanic
students is 15 points higher, mean Mathematics is 7 points
higher, and mean Writing is 3 points higher than Hispanic
students in public schools nationwide.
2008-09 S.A.T. Highlights for Monroe School
District:
S.A.T. Participation – Test Takers
 The number of SAT test takers in Monroe’s public schools
decreased 14.5% from 2005 to 2009.
 The number of black SAT test takers in Monroe’s public
schools increased 10.5% during this same time period.
 The number of Hispanic SAT test takers in Monroe’s
public schools increased 30.6% during his same time
period.
PSAT/NMSQT participation and S.A.T.
performance
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The number of students taking the SAT with the
PSAT/NMSQT as a Junior and Sophomore or younger
increased 33.3%
 (SAT Critical Reading 522 – 29 points higher than
Florida’s average and 26 points higher than the national
average;
 SAT Mathematics 518 -22 points higher than Florida’s
average and 8 points higher than the national average;
 SAT Writing 493 – 18 points higher than Florida’s average
and 6 points higher than the national average).
2008-09 S.A.T. Highlights for Monroe School
District:
PSAT/NMSQT participation and S.A.T.
performance
 The number of students taking the SAT without the
PSAT/NMSQT decreased 15.0%
 SAT Critical Reading 465 – 28 points below Florida’s
average and 31 points below the national average;
 SAT Mathematics 471 – 25 points below Florida’s average
and 39 points below the national average;
 SAT Writing 446 - 29 points below Florida’s average and
41 points below the national average.
2008-09 AP Program Highlights for Monroe School
District:
P.S.A.T. Participation – Test Takers
 From 1999 to 2009, the number of AP Exam takers in MCSD increased 105.3%.
 The number of AP Exams administered in MCSD increased 144.8% since 1999.
 The number of AP Grades 3 -5 received by public school students in MCSD
increased 105.2% since 1999.
 From 2008 to 2009, the number of AP Exam-takers in MCSD increased 9.6%, as
compared to a 12.0% increase in Florida’s public schools and 7.5% increase in
public schools nationwide.
 The number of AP Exams administered to MCSD students increased 20.5% as
compared to an 11.2% increase in Florida’s public schools and a 7.4% increase in
public schools nationwide.
 The number of AP Grades 3 or higher received by MCSD students increased 64.8%,
as compared to a 13.7% increase in Florida’s public schools and a 9.4% increase in
public schools nationwide.
2008-09 AP Program Highlights for Monroe School
District:
P.S.A.T. Participation – Test Takers/Performance
 Despite a decrease in the number of black AP Exam takers and
a decrease in the number of AP Exams administered to black
students in MCSD from 2008 to 2009 (a decrease of 43.8% and
33.3% respectively), the percentage of AP Exams taken by
black students receiving an AP Grade of 3 or higher increased
from 9.5% in 2008 to 21.4% in 2009.
 The number of Hispanic AP Exam takers in Monroe’s public
schools increased 55.4% from 2008 to 2009, as compared to a
16.5% increase for Hispanic AP Exam Takers in Florida’s
public schools and a 13.6% increase for Hispanic AP Examtakers in public schools nationwide.
2008-09 AP Program Highlights for Monroe School
District:
P.S.A.T. Participation – Test Takers/Performance
 The number of AP Exams administered to MCSD’s Hispanic
students increased 63.4% from 2008 to 2009, as compared to a
15.3% increase in the number of AP Exams administered to Florida’s
Hispanic AP Exam-Takers and a 13.7% increase in the number of AP
Exams administered to Hispanic AP Exam-Takers nationwide.
 The number of AP Grade of 3 or higher received by MCSD’s
Hispanic students increased 148.1% from 2008 to 2009, as compared
to a 17.2% increase in the number of AP Grades of 3 or higher
received by Florida Hispanic AP Exam-takers and a 15.0% increase
in the number of AP Grades of 3 or higher received by Hispanic AP
Exam-takers nationwide.
 The percentage of AP Exams taken by Hispanic students receiving an
AP Grade of 3 or higher increased from 29.0% in 2008 to 44.1% in
2009.
New High School Grading
Requirements – SB 1908
 High School Grading – 50% percent of a high school’s
grade will be based on the following:
 FCAT performance grades 9 and 10
 and the remaining 50 percent will be based on the
following indicators:
New High School Grading Requirements
 The school’s graduation rate;
 The graduation rate of At-risk students Level 1&2 (8th
Graders)
 The performance and participation of students in AP,
IB, DE, AICE, and industry certification courses;
 Postsecondary readiness of the students as measured
by the SAT, ACT, or CPT;
 Growth or decline in these data components from year
to year.
SAT/ACT school strategies
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Kaplan ACT/SAT test prep course
Kaplan’ s teacher training workshop
College Board Partnership Program
Inclusion of middle schools in the partnership
Pre A.P. approach in middle and high schools
AVID Program middle & high school
Secondary School Redesign Initiative
Expansion of PSAT testing
Utilization of PSAT practice booklets
Utilization of the PSAT score reports
A.P. teacher workshops
SAT/ACT websites
 http://www.jrotccollegeprep.com. free
 www.freerice.org SAT/ACT vocabulary free
 http://www.collegeboard.com/student/testing/sat/prep_one/prep
_one.html SAT Preparation Center™
 www.eknowledge.com/mlb complete course $200
Summary of KWHS A.P. scores
 13 -Advanced Placement courses offered at KWHS
 322 A. P. test administer in May 2009
 45% or 145 students scores at level 3 or above
 24% or 76 students scored at level 1
 31% or 101 students scored at level 2
MHS Strategies
 Florida Partnership
 AVID-Advanced Via Individual Determination
 8th and 9th Graders-Expansion in 2010/ 2011
 Kaplan SAT/ ACT Prep- C21 Program/ Club Day
 Kaplan Teacher Training
 Pre-AP Approach/ Middle School Pipeline
 PSAT- Grades 9-11 and Select 8th Graders
 Review of PSAT/ Guidance/ English/ Math
 AP Workshop/ Professional Development
 Summer Trainings-TBA
 Florida Reading Initiative- FRI
 Century 21 Before and After School Program
AP Courses &
Expansion Strategies
 PSAT Data Analysis
 AP Potential
 What AP Courses?
 Who? Student Recruitment!
 MS Gifted Program/ Pipeline/ Vertical Teaming
 Recruitment and Retention of Teachers
 20/10/5
Advanced Placement
2007-2008
 AP Biology
 AP Studio Art
 AP English Literature
 AP Calculus
 AP Statistics
 5 Courses and 48 Students
Advanced Placement
2008-2009
 AP English Composition (New)
 AP English Literature
 AP Calculus
 AP Statistics
 AP Spanish (New)
 AP Biology
 AP US Government (New)
 7 Courses (3 New) and 72 Students (+24)
Advanced Placement
2009-2010
 AP US Government
 AP Human Geography (New)
 AP English Composition
 AP English Literature
 AP Spanish
 AP Psychology (New)
 AP Calculus
 AP World History (New)
 AP Chemistry (New)
 9 Courses (4 New) and 85 Students (+13)
CSHS – Revised High School
Grading
 Graduation Rate:
 Focus on reducing the number of students entering on special diploma
track (2007 - 8 students, 2008 - 6 students, 2009 - 4 students, 2010 – 6
students)
 Use of Ed Options in grade nine semester two will focus on reducing
Grade nine retention rate
 Participation in accelerated coursework (Link to AP Graph)
 226 students are currently enrolled in 458 accelerated classes (249.2
points)
 249.2/323 grade 11 and 12 = 77% (77 points)
 Performance in accelerated coursework (Link to AP Scores)
 51% of AP students were level 3+ in 2009
 100% of DE students passed their class with a “C” or higher
 Expected performance approximately 271 passing scores or level 3+
scores yielding approximately 162 points/226 students = 72% (72
points)
CSHS – Revised High School
Grading
 Post-Secondary Readiness (SAT score of 440 in reading and
Mathematics) (Link to SAT Performance)
All 9-10-11 grade students take PSAT
 Strategies
 All students given classroom presentations along with practice exams
 PSAT results will be shared with parents, and students
 Detailed plan on how to utilize results for SAT success
 SAT/ACT prep class offered afterschool two days a week
 Upper Keys Rotary will sponsor a winter SAT workshop
 FKCC is offering SAT prep course at CSH campus
 Bright futures classroom presentations by counseling dept.
 As mentioned before increased AP offerings and participation
 Specific AP goals written in our SIP
 Daily practice questions in English , Math, Science, and Studies classes
At Risk Student Graduation Percentage
•Disabled 06-07 graduation rate 48.1% 07-08 75%
•ECD 06-07 graduation rate 47% 07-08 68.4%
•Ell 06-07 graduation rate 30% 07-08 100%
Strategies for Increasing At Risk Graduation
•RTI leadership team and plan
•MBA student data utilized for IPDP of all faculty
•Student Services Team weekly meetings
•Weekly truancy meetings
•Use of Ed Options and FLVS
•Ell support group/LEP meetings
•Life skills counselor referrals
•Keys center for girls and boys
•Teacher pacing guides
•Differentiated instruction
•Parent /teacher communication
School Grading Cont’d
 Summary –
 CSHS is positioned well to meet the new standards for participation and
performance in accelerated programs
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Four new AP Programs added in the last two years
Plan to expand AP World History in 2010-2011
Plan to add AP Spanish and AP Macroeconomics in 2010-2011
 CSHS continues to make strides in graduation rate
 Focus on implementation of district pacing guides, alignment to new
standards, AP and Pre-AP vertical alignment should begin to address
needs in college readiness numbers
School Board’s Role
 Set clear Goals and Expectations for S.A.T. performance
 Provide through fiscal means the programs, initiatives and
strategies necessary to improve district scores
 Support programs through positive media relations and
visits to programs
 Understand the many factors that contribute to student
performance on the S.A.T.
 Schedule follow up discussions for continued monitoring