FY2015
MIDDLE SCHOOL PRINCIPALS
ESSENTIALS TRAINING
February 2015
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Agenda
• Introductions
• Accountability framework and timeline
– Part 1:
• Assessment Data
• Resources and Support (Reading)
• Action planning
– Part 2:
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Resources and Support (Mathematics)
Acceleration Resources and Support
Civics and Science Data
Civics and Science Resources and Support
Action Planning
• Close
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Assessment and Accountability Transition
Spring 2014:
FCAT 2.0
Administered
Spring 2015:
New Florida
Standards
Assessment (FSA)
administered
2013-2014
Summer 2014:
School Grades released with
current formula and
accountability measures
Summer 2015:
Standard setting begins
to establish cut scores
for the FSA
2014-2015
Spring 2016:
FSA administered for
the 2nd time
2015-2016
Fall 2015:
Baseline School Grades
released based on FSA results
and new cut scores
Summer 2016:
School Grades
released with
consequences
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FDOE Assessment
Standard Setting Process
Achievement Level
Descriptions (ALDs)
Legislative Review
Educator Panel
Commissioner’s
Recommendations/
Proposed Rule
Reactor Panel
Public Input
Workshops
State Board of
Education
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FDOE Assessment
Standard Setting Timeline
Month/Year
Spring 2015
April – May 2015
August 2015
September 2015
Winter 2015
Task
Draft Achievement Level Descriptions for the
Florida Standards Assessments
Administer baseline assessments
Conduct standard setting meetings, including
“reactor” meetings with business leaders,
educational administrators and other citizens
Conduct rule development workshops and seek
input from the Florida legislature
State Board of Education rule adoption – new
Achievement Level cut scores for the Florida
Standards Assessments
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Accountability Development Process
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Accountability Development Process
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FY 2015 Middle School Grading Model:
ENGLISH/
LANGUAGE ARTS
MATHEMATICS
SCIENCE
SOCIAL
STUDIES
(Civics EOC)
ACHIEVEMENT
(0% TO 100%)
ACHIEVEMENT
(0% TO 100%)
LEARNING GAINS:
OVERALL
(0% TO 100%)
LEARNING GAINS:
OVERALL
(0% TO 100%)
LEARNING GAINS:
LOW 25%
(0% TO 100%)
LEARNING GAINS:
LOW 25%
(0% TO 100%)
ACHIEVEMENT
(0% TO 100%)
ACHIEVEMENT
(0% TO 100%)
Grade based on % of
Total Points Earned (900)
ACCELERATION
SUCCESS
Percentage of
Students Who
Pass High School
EOCs and
Industry
Certifications
(0% TO 100%)
Key Differences
• Schools will only be graded on the
components for which they have 10 students
– Schools that don’t have enough data for one or more
components will still receive a grade
• Learning Gains require students
– scoring below grade level to grow toward grade level
– already at grade level to progress beyond grade level
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Key Differences
• English Language Arts
– Grades 6-8
– Includes Writing
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ELL students included after 2 years
NO participation points for Acceleration
NO extra weighting or penalties
Grade on percentage of total points earned
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Assessment:
Improving Student Achievement
• Develop Essential Questions
• Review Assessment Data
– Fall, Winter Diagnostic
– FSQs, Semester Exams, other
• Review Teaching and Learning
– Alignment and Rigor
– Student Work and Teacher Feedback
• School-Based Action Plan for Improving Achievement
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Essential Questions
Assessment Data
• Which standards have/have not been instructed?
• How does our overall performance compare to the
District?
• Standards where students perform best?
• Standards where weaknesses are evident?
• How are different groups performing by standard?
• How can we group students by needs?
• Are there specific gaps in skills for a group of students?
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Essential Questions
Teaching and Learning
• To what extent do teachers understand, teach to, and
assess the standards at a consistent and appropriate
level of rigor?
• Are standards, assessment, and instruction aligned?
• Are specific reading and math interventions
improving literacy skills for selected students?
• What instructional strategies appear to be effective?
• By what criteria are we evaluating student work?
• To what extent do all teachers and students receive
the ongoing assistance they may need?
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Data
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Fall Diagnostics
Winter Diagnostics
Semester Exams
Read 180
Reading Plus
Teacher/School Created Tests
Student work
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Action Planning
What data
was
reviewed?
FLORIDA STANDARDS
ENGLISH LANGUAGE ARTS (ELA)
What do we What is our plan
What are we
need to
for
doing well?
improve?
improvement?
How will we
monitor our
plan?
Grade 6
Grade 7
Grade 8
Tutorial
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FSA Training Tests
• Content-specific practice tests
http://www.fsassessments.org/training-tests
• Familiarize students
–Item types
–Tools available
• Trackpad or Mouse
PERFORMANCE MATTERS REPORTS
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Getting Started
• Access from District Portal
• Google Chrome
• Use .RPT assessments
– .RPT-PB_WINT_FSA_DIAG_MA_GR8_6355
• Refer to Quick Guides and Videos for support
Videos and PDFs
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Data Analysis Reports
Report
Description
Executive
Director
Comparative
Results
Item Analysis
Quick overview of test performance
by teacher, by class, by subgroup
Compare teacher performance by standard to
school, district on 1 test or many
Analyze performance by item, by standard
Baseball Card
Customized reports to analyze 2 or more tests,
standards, share a link
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Executive Director’s Report
• Teacher overall performance
–By Class, Subgroup
• Compare to
–Standard, Self, Others
Area, District
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Executive Director’s Report
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Executive Director’s Report
1
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3
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Executive Director’s Report
Teacher
Teacher
Teacher
Teacher
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Comparative Results Report
• Teacher performance by
Standard across tests
• Compare to
–Standard, Self, Others
School, District
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Comparative Results Report
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Comparative Results Report
1
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3
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Comparative Results Report
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Item Analysis Report
• Performance by Item
• Performance by Standard
• Distractor Analysis
–Compare to District
• Strength & Weakness
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Item Analysis Report
1
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3
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Item Analysis Report
Select .RPT
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Item Analysis Report
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Item Analysis Report
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Baseball Card Report
• Custom build reports
• Compare across test/standard
• Create aggregate summaries
• Export or Link
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Baseball Card Report
1
2
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Baseball Card Report
Select Headers
Listing
or
Profile
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Baseball Card Report
Download
or
Share Link
36
CURRICULUM
RESOURCES AND SUPPORT
37
Secondary Literacy
Language Standards
• According to FSA test item specification, Language Arts Florida
Standards (LAFS) Language standards 1.1 and 1.2 will be
addressed by Editing Task questions.
• Each grade level’s Language standards 1.1. and 1.2 delineate
specific points of grammar, capitalization, and punctuation
that should be instructional foci.
• Teachers should be familiar with their grade-level-specific
Language foci in order to best prepare students for Editing
Task questions on the FSA.
Language Standards
• L.1.1 - Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
– 6th Grade – Pronoun usage
– 7th Grade – Using phrases and clauses to build simple and
complex sentences
– 8th Grade – Verb usage
– 9th-10th Grade – Using phrases and clauses to create a
variety of sentence structures
– 11th-12th Grade – Changes in language usage over
time/Points of language usage that can be contested
Language Standards
• L.1.2 - Demonstrate command of the conventions of
standard English capitalization, punctuation, and
spelling when writing.
– 6th Grade – Using punctuation (commas, parentheses,
dashes) to set off parenthetical elements
– 7th Grade – Using a comma to separate coordinate
adjective
– 8th Grade – Using punctuation (comma, ellipsis, dash) to
indicate a pause or break; using an ellipsis to indicate an
omission
– 9th-10th Grade – Using a semicolon to link independent
clauses; using a colon to introduce a list or quotation
– 11th-12th Grade – Using hyphenation correctly
Language Standards Diagnostic Data
6th Grade
7th Grade
8th Grade
9th Grade
10th Grade
11th Grade
Bundling Standards Based on
Diagnostic Data
• The LAFS are much broader in scope and overlap
more frequently than the NGSSS.
• Analyzing Winter Diagnostic ELA results requires
looking for performance trends, not individual
standards where students performed poorly.
• Performance trends can be used to guide pre-FSA
instruction.
8th Grade Diagnostic Data –
Item Analysis Report
Bundling Standards Based on
Diagnostic Data
LAFS.8.RI.3.8 – Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is sound and
the evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced
LAFS.8.RI.2.6 - Determine an author’s point of view or purpose in
a text and analyze how the author acknowledges and responds
to conflicting evidence or viewpoints.
These two standards may not appear to be directly related at
first glance, but a quick look at the questions related to these
standards (#s 13, 16, 17, and 19 on the 8th Grade Reading
Diagnostic) shows that they all deal with students ability to
recognize and analyze the author’s use of persuasive and
argumentative writing.
Bundling Standards Based on
Diagnostic Data
• By identifying “bundles” of standards that students appear to
struggle with based on Diagnostic data, a school can build a
pre-FSA focus calendar.
• A new “bundle” of standards can be the focus of literacy
instruction for each one or two-week period leading up to the
FSA.
• By “bundling” the standards, rather than addressing them in
isolation, a school can more effectively address the broad skill
weaknesses of its students and make use of varied
instructional materials to build deeper mastery of those skills.
Pre-Assessment Resources
FSA Training Tests
• Students need to be exposed to the format of the FSA ELA Reading
assessment, particularly technology-enhanced items (TEIs).
• The training tests provided by FLDOE are still the best resource we
have to simulate the format (if not the content) of the FSA ELA
Reading assessment.
• Path to access:
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www.fsassessments.org
Click “Educators” on left-hand side of page
Click “Training Tests”
Click “Take the Training Test”
Leave Username, First Name, and Session ID as “Guest”
Click “Sign In”
Select a grade level and click “Yes”
Click “Start ELA Reading Training Test”
Click “Select”
Click “Yes, Start My Test”
Click the sound ( ) icon and click “Yes” if you hear the sound.
Click “Begin Test Now”
HMH ExamView Banks
• HMH provides ExamView banks of text questions for each
collection in each grade level. Questions are available for
each selection within each collection, and there are also
“fresh-read” questions available.
• Tests can be built to focus on specific standards.
• Path to access:
– Teachers should already have an ExamView Test Generator icon
on their desktops.
– Once this program is opened, click “Create a new test from
scratch”
– Title your test
– Use the buttons at the right of the toolbar to add questions to
your test
– The
button allows you to select questions by standard
– Selection Assessments provide test items for selections included
within the Collections. Collection Assessments provide test
items associated with fresh reads.
HMH ExamView Banks Screen Shot –
Building Assessments by Standard
Close Reading Tutorial Lessons
• The Secondary Literacy team has put together a series of close
reading tutorial lessons to assist students in approaching various
text types.
• These tutorial
lessons are
accessible via
Learning Village.
They are posted
on the landing
pages for middle
and high school
reading and
English under
“Additional
Resources.”
Read 180 Reading for Differentiated
Instruction (RDI) Book 4
• The Read 180 Interactive Teaching System (ITS) provides access to
RDI Book 4 electronically. This book specifically focuses on
assessment strategies and practice.
• Lessons within RDI Book 4 each focus on a particular
standard/skill and include 3 practice tests at varying reading levels
so that they are accessible to students at varying degrees of
proficiency.
• Path to access:
– Log in to ITS at
https://samconnect.scholastic.com/auth/pages/Login using your
District-provided username and password.
– RDI Book 4 will appear in the “My Library” tab. Click on the cover of
the book to access.
– Each lesson contains reading and test-taking strategies to review
with students.
– Assessment pages from the book can be printed for student use.
ELA Formative Assessment System
• The Florida Department of Education has developed a series of
“Formative Assessments” for grades K-8 in order to assist in
teaching the LAFS.
• These formative assessments can be accessed through the
State's single-sign on at www.fldoe.org/sso.
• While they are titled formative assessments, the resources
on ELFAS really read more like lesson plans and are meant to be
used in "bundles" that address several related benchmarks.
• These formative assessments DO NOT mirror FSA question
format.
• The ELFAS assessments might be useful as an additional
resources for tutorials.
• The Department of Secondary Education recommends that they
not be used to replace the instructional materials in ELA or
Intensive Reading classes.
Monitor Read 180 and
Reading Plus Usage
• Intensive Reading students should be using the Read 180 (middle
school) or Reading Plus (high school) online programs consistently
as part of their class rotations in order to ensure optimal reading
growth.
• Your Read 180 Leadership Dashboard provides class by class usage
details.
• Read 180 usage expectations:
Metric
Mid-year @ 45-50
Minutes per Day
Mid-Year @ 90
Minutes per Day
Average Daily Use
16 to 20
16 to 20
Average Weekly Use
2 to 3
3 to 5
Average Total
Sessions
30
50
Read 180 Usage Sample Data
Monitor Reading Plus Usage
• Intensive Reading students should be using the Reading Plus
online programs consistently as part of their class rotations in
order to ensure optimal reading growth.
• Your Reading Plus Reports page provides class by class usage
details.
• Reading Plus usage expectations:
Metric
Use
Average SR Lessons
Mid-year @ 45-50
Minutes per Day
Mid-Year @ 90 Minutes
per Day
70% or greater of
70% or greater of
enrolled students in blue enrolled students in blue
“On/Close to Schedule” “On/Close to Schedule”
30
50
Reading Plus Usage Sample Data
Action Planning
59
Essentials for Middle School
Mathematics
Preparing for the FSAs
Grades 6 – 8 Mathematics
Learning Village
SDPBC Website
Outside Resources
•MAFS Standards
Worksheets (in-house
created & reflective of the
FSA Test Item Specifications)
•Course Descriptions
•AlgebraNation.com
•Suggested Pacing
Calendars
•Khan Academy
•Resources by Standard
•MAFS Standard Wkshts
•Problem Solving Tasks
•Lesson Plans
•Formative Assessments
•Videos
•Teaching Ideas
•Student Resources
•Parent Resources
•Discovery Education
•Go Math MAFS Resources
•BrainPOP
•Edmodo
•Edline
•netTrekker
•Destination Math
Algebra 1, Geometry, Algebra 2
Learning Village
SDPBC Website
Outside Resources
•MAFS Standards
Worksheets (in-house
created & reflective of the
FSA Test Item Specifications)
•Course Descriptions
•AlgebraNation.com
•Suggested Pacing
Calendars
•Khan Academy
•Resources by Standard
•MAFS Stds Wkshts
•Problem Solving Tasks
•Lesson Plans
•Formative Assessments
•Videos
•Teaching Ideas
•Student Resources
•Parent Resources
•Discovery Education
•HMH Larson Common Core
Resources
•Edmodo
•Edline
•netTrekker
•Destination Math
Recommend moving
to just before the
acceleration data
MAFS Standards Worksheets
MAFS Standards Worksheets
Posted on
Learning Village
“Resources by
Standards”
Grade 6
Grade 7
Grade 8
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MAFS.6.NS.1.1
MAFS.6.NS.2.2
MAFS.6.NS.2.4
MAFS.6.NS.3.5
MAFS.6.NS.3.6
MAFS.6.NS.3.7
MAFS.6.RP.1.1
MAFS.6.RP.1.2
MAFS.6.NS.2.3
MAFS.6.EE.1.1
MAFS.6.EE.1.2
MAFS.6.EE.1.3
MAFS.6.EE.1.4
MAFS.6.EE.2.5
MAFS.6.EE.2.6
MAFS.6.EE.2.7
MAFS.6.EE.2.8
MAFS.6.EE.3.9
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MAFS.6.G.1.1
MAFS.6.G.1.2
MAFS.6.G.1.3
MAFS.6.G.1.4
MAFS.6.NS.3.8
MAFS.6.RP.1.3
MAFS.6.SP.1.1
MAFS.6.SP.1.2
MAFS.6.SP.1.3
MAFS.6.SP.2.4
MAFS.6.SP.2.5
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MAFS.7.NS.1.1
MAFS.7.NS.1.2
MAFS.7.NS.1.3
MAFS.7.EE.2.3
MAFS.7.RP.1.1
MAFS.7.RP.1.2
MAFS.7.EE.1.1
MAFS.7.EE.1.2
MAFS.7.G.1.1
MAFS.7.G.1.2
MAFS.7.G.1.3
MAFS.7.G.2.4
MAFS.7.G.2.5
MAFS.7.G.2.6
MAFS.7.SP.1.1
MAFS.7.SP.1.2
MAFS.7.SP.2.3
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MAFS.7.EE.2.4
MAFS.7.SP.3.5
MAFS.7.SP.3.6
MAFS.7.SP.3.7
MAFS.7.SP.3.8
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MAFS.8.EE.1.1
MAFS.8.EE.1.2
MAFS.8.EE.1.3
MAFS.8.EE.1.4
MAFS.8.EE.2.5
MAFS.8.EE.2.6
MAFS.8.F.1.2
MAFS.8.F.1.3
MAFS.8.F.2.4
MAFS.8.NS.1.1
MAFS.8.EE.3.7
MAFS.8.EE.3.8
MAFS.8.F.1.1
MAFS.8.F.2.5
MAFS.8.G.1.1
MAFS.8.G.1.2
MAFS.8.G.1.3
MAFS.8.G.1.4
MAFS.8.G.1.5
MAFS.8.G.2.6
MAFS.8.G.2.7
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MAFS.8.G.2.8
MAFS.8.G.3.9
MAFS.8.NS.1.2
MAFS.8.SP.1.1
MAFS.8.SP.1.2
MAFS.8.SP1.3
MAFS.8.SP.1.4
MAFS Standards Worksheets
Posted on
Learning
Village
“Resources by
Standards”
Algebra 1
Geometry
Algebra 2
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MAFS.912.A-CED.1.1
MAFS.912.A-CED.1.4
MAFS.912.A-REI.1.1
MAFS.912.A-REI.2.3
MAFS.912.A-SSE.1.1
MAFS.912.N-RN.2.3
MAFS.912.S-ID.1.1
MAFS.912.A-APR.1.1
MAFS.912.A-APR.2.3
MAFS.912.A-CED.1.2
• MAFS.912.S-ID.1.2
• MAFS.912.S-ID.1.3
• MAFS.912.S-ID.2.5
• MAFS.912.S-ID.2.6
• MAFS.912.S-ID.3.7
• MAFS.912.S-ID.3.8
• MAFS.912.S-ID.3.9
• MAFS.912.A-CED.1.3
• MAFS.912.A-REI.2.4
• MAFS.912.A-REI.3.5
• MAFS.912.A-REI.3.5
• MAFS.912.A-REI.3.6
• MAFS.912.A-REI.4.10
• MAFS.912.A-REI.4.11
• MAFS.912.A-REI.4.12
• MAFS.912.F-IF.2.4
• MAFS.912.F-IF.2.5
• MAFS.912.F-IF.2.6
• MAFS.912.F-IF.3.7
• MAFS.912.F-IF.3.8
• MAFS.912.F-IF.3.9
• MAFS.912.F-LE.1.1
• MAFS.912.F-LE.1.2
• MAFS.912.F-LE.1.3
• MAFS.912.F-LE.2.5
• MAFS.912.N-RN.1.1
• MAFS.912.N-RN.1.2
• MAFS.912.A-SSE.1.2
• MAFS.912.A-SSE.2.3
• MAFS.912.F-BF.1.1
• MAFS.912.F-BF.2.3
• MAFS.912.F.IF.1.1
• MAFS.912.F-IF.1.2
• MAFS.912.F-IF.1.3
MAFS.912.G-CO.1.1
MAFS.912.G-CO.3.9
MAFS.912.G-CO.4.12
MAFS.912.G-CO.3.10
MAFS.912.G-GPE.2.5
MAFS.912.G-GPE.2.6
MAFS.912.G-MG.1.3
• MAFS.912.G-C.1.2
• MAFS.912.G-CO.1.2
• MAFS.912.G-GPE.2.7
• MAFS.912.G-SRT.1.1
• MAFS.912.G-SRT.3.6
• MAFS.912.G-SRT.3.8
• MAFS.912.G-MG.1.3
• MAFS.912.G-C.1.1
• MAFS.912.G-C.1.3
• MAFS.912.G-C.2.5
• MAFS.912.G-CO.1.3
• MAFS.912.G-CO.1.4
• MAFS.912.G-CO.1.5
• MAFS.912.G-CO.2.6
• MAFS.912.G-CO.2.7
• MAFS.912.G-CO.2.8
• MAFS.912.G-CO.3.11
• MAFS.912.G-CO.4.13
• MAFS.912.G-GMD.1.1
• MAFS.912.G-GMD.1.3
• MAFS.912.G-GMD.2.4
• MAFS.912.G-GPE.1.1
• MAFS.912.G-GPE.2.4
• MAFS.912.G-MG.1.1
• MAFS.912.G-MG.1.2
• MAFS.912.G-SRT.1.2
• MAFS.912.G-SRT.1.3
• MAFS.912.G-SRT.2.4
• MAFS.912.G-SRT.2.5
• MAFS.912.G-SRT.3.7
MAFS.912.A-CED.1.2
MAFS.912.A-CED.1.3
MAFS.912.A-REI.3.6
MAFS.912.A-REI.4.11
MAFS.912.A-SSE.1.2
MAFS.912.F.BF.2.3
MAFS.912.F-IF.2.4
MAFS.912.F-IF.2.5
MAFS.912.F.IF.2.6
MAFS.912.F.IF.3.7
MAFS.912.F.IF.3.8
MAFS.912.F.IF.3.9
MAFS.912.G-GPE.1.2
MAFS.912.A-APR.4.6
• MAFS.912.A-APR.1.1
• MAFS.912.A-APR.2.2
• MAFS.912.A-APR.2.3
• MAFS.912.A-APR.3.4
• MAFS.912.A-CED.1.1
• MAFS.912.A-CED.1.4
• MAFS.912.F-TF.1.1
• MAFS.912.A-REI.1.1
• MAFS.912.A-REI.1.2
• MAFS.912.A-REI.2.4
• MAFS.912.A-REI.3.7
• MAFS.912.A-SSE.1.1
• MAFS.912.A-SSE.2.3
• MAFS.912.A-SSE.2.4
• MAFS.912.F-BF.1.1
• MAFS.912.F.BF.1.2
• MAFS.912.F-BF.2a
• MAFS.912.S-IC.2.5
• MAFS.912.S-IC.2.6
• MAFS.912.S-ID.1.4
• MAFS.912.S-IC.2.4
• MAFS.912.F-BF.2.4
• MAFS.912.F-LE.1.4
• MAFS.912.F-LE.2.5
• MAFS.912.F-TF.1.2
• MAFS.912.F-TF.2.5
• MAFS.912.F-TF.3.8
• MAFS.912.N-CN.1.1
• MAFS.912.N-CN.1.2
• MAFS.912.N-CN.3.7
• MAFS.912.N.RN.1.1
• MAFS.912.N-RN.1.2
• MAFS.912.S-CP.1.1
• MAFS.912.S-CP.1.2
• MAFS.912.S-CP.1.3
• MAFS.912.S-CP.1.4
• MAFS.912.S-CP.1.5
• MAFS.912.S-CP.2.6
• MAFS.912.S-CP.2.7
• MAFS.912.S-IC.1.1
• MAFS.912.S-IC.1.2
• MAFS.912.S-IC.2.3
Additional Resources by Standard
• MAFS Standards Worksheets
– More added weekly
• Links to CPALMS MAFS Resources
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Problem Solving Tasks
Lesson Plans
Formative Assessments
Videos
Teaching Ideas
Student Resources
Parent Resources
Grade 6 Item NOT Instructed Prior to
Winter Diagnostic
Standard: MAFS.6.SP.2.5
Answer: B
Instructed in Unit 7 which begins March 11 on District Suggested Pacing Calendar
Grade 7 Item NOT Instructed Prior to
Winter Diagnostic
Standard: MAFS.7.SP.3.5
Answer: A/D/E
Instructed in Unit 6 which begins February 9 on District Suggested Pacing Calendar
Grade 8 Item NOT Instructed Prior to
Winter Diagnostic
Standard: MAFS.8.G.2.7
Answer: B
Instructed in Unit 6 which begins January 20 on District Suggested Pacing Calendar
Acceleration Data
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Industry Certification Facts
From Industry Certification Funding List
12000
11049
10000
8869
8916
8000
7234
7201
6430
6000
4584
4000
Taken
5650
4923
Pass
3288
2000
0
FY2010
FY2011
FY2012
FY2013
FY2014
The pass rate increased from 78% in FY2013 to 80% in FY2014
How Much, Who Pays, What
Technology?
Industry Certification
Certified Internet Web – CIW Internet Business Associate
(PROSO016) – aligned with Computing for College & Careers
(8209020)
$20/student for curriculum
$30/student for each administration of the online test.
Cost per school
SY ‘15
ZERO cost to the
school!
District is paying for
up to 100
certifications per
school site
Test Specifications
30 questions, 30 minutes
Teachers proctor in classroom on Existing Computer Labs with installation of testing
agent.
Must pass with score of at least 66%
Students can test only once through school ($30 per test) paid for by the District
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CAPE Industry Certification Funding List
Listing on CAPE ICFL
Statute
Brief description
CAPE Digital Tool Certificates
s. 1003.4203(3)
s. 1008.44(b)
• For elementary and middles grades
students
• Eligible for additional FTE membership
(0.025/earned certificate) in the FEFP
• Does not count towards acceleration
CAPE Industry Certifications
s. 1003.4203(4)
s. 1008.44(a)
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Certifications typically included on the list
Limited to students in grades 6 through 12
CAPE Acceleration Industry
Certifications
s. 1003.4203(5)(b)
s. 1008.44(e)
•
Certifications with 15 or more college credit hours
CAPE Innovation Courses
s. 1003.4203(5)(a)
s. 1008.44(d)
•
•
Up to five courses
Courses the combine academic and career
performance outcomes with embedded industry
certifications
Include at least two 3rd party assessments; one of
which identified on the Industry Certification
Funding List
•
Digital Tools Certificates
• 2014-2015 CAPE Funding List
– http://www.fldoe.org/core/fileparse.php/5423/
urlt/1415icfl.pdf (last page)
DOE CODE
Title
PROSO801
ICT – Database Essentials
PROSO802
ICT – Gaming Essentials
PROSO803
ICT – Multimedia Essentials
PROSO804
ICT – Programming & Logic Essentials
PROSO805
ICT – Web Design Essentials
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Test Administration Procedures for
2014-15
• To report industry certifications, the following procedures must be
followed for all written examinations:
– Exam is not proctored by the individual providing the direct instruction for the
industry certification or certificate, except under extremely limited conditions.
• If only one individual is approved by the certifying agency as a proctor, the
teacher may proctor the exams and must be independently monitored by
a second individual who does not provide direct instruction for the
industry certification content to the individuals taking the test(s).
– Exam questions are delivered in a secure manner and paper-based tests are
not available to the proctor for an extended period of time.
– Exam is scored by certifying agency (cannot be scored by anyone at the
district).
– Exam is administered in accordance with the certifying agency procedures.
– Exam must not have administered more than 3 times during the academic
year with a minimum of 30 days between test administrations.
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Future Implications
• Emphasize the importance of Career &
Technical Education programs/academies
• Ensure students follow the proper sequence
of courses outlined in the curriculum
frameworks and appropriate Program of Study
• Utilize available prep materials and pre-tests
to determine the readiness for students to
take an industry certification
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Career Themed Course (CTC)
• To earn bonus funding, secondary courses must be
registered as a CTC.
• A “career‐themed course” is a course, or a course in a
series of courses, that leads to an industry certification
identified in the Industry Certification Funding List
pursuant to rules adopted by the State Board of
Education. Career‐themed courses have industry‐specific
curriculum aligned directly to priority workforce needs
established by the regional workforce board or the
Department of Economic Opportunity.
• CTC’s must meet the same statutory requirements as a
CAPE academy
• Two windows to register: October & February
Industry Certification
Test Administration Changes
• District Bulletin #MHP-820-CAO/EAI/CCO
• October 22, 2014
– Industry Certification Test Administration
Procedures 2014-2015 (Updates to Rule 6A6.0573)
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The Rules for Entering Certifications on TERMS
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Industry certifications must be entered in a timely manner within the appropriate survey window
to count towards bonus pay and/or school accountability.
Training provided at the annual DP meetings at the beginning and end of year. Monthly
coordinators meetings.
For every industry certification taken, an outcome has to be entered (P/F)
Certifications are entered on the classroll for the teacher of the course where student took the IC.
If the student is part of a registered CAPE academy, the CAI Number must also be entered on the
C2B.
Questions and Answers – Call…
• Dr. Peter Licata, Director (PX 45819)
• CTE Specialists:
– Dr. Sylvia Tricarico (PX 48631)
– Nicole Ketchum (PX 21177)
– Dr. Jeraline Johnson, (PX 48880)
– Dr. Miguel Benavente (PX 45827)
– Jay Boggess (PX 25942)
– Jim Politis (PX 28534)
– David Atwell (PX 25967)
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Grade 8 Science
Middle School Science
• No changes have been made to the FCAT 2.0
Science Item Specs from last year.
• FCAT 2.0 Science Resources on Learning Village:
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Fact Sheet & Content Focus Report
Scope & Sequence, Item Specifications
FCAT Explorer & FOCUS Mini-Assessments
Sample Test
Supplemental Tutorials
Bell-ringer Reviews
Resource Chart
Grade 7 Civics
Civics EOC Resources
Secondary social studies created quick reference guides for Civics teachers. These
guides highlight EOC tested benchmarks, topics, content focus and essential questions.
Reference guides are organized by content covered in each of the four nine weeks
grading period or EOC reporting category.
Questions and Answers – Call…
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Reading
Math
Science
Civics
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Action Planning
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Principal/Parent Resources
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Parent Opt-out (Refusal to Test) Letter (bt)
Principal guidelines for Refusal to Test (mh)
Parent Letter on FSA (kw)
FDOE Parent/Family Resources
– Parent Friendly Standards Descriptions
– Parent Friendly Brochures
– Parent Friendly Testing Schedule
– PowerPoint(s) for FSA Family Night (kw)
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CLOSING
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