FY2015
HIGH SCHOOL PRINCIPALS
ESSENTIALS TRAINING
February 2015
1
Agenda
• Part 1: Assessment
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Accountability
Using Performance Matters Reports
Resources & Support
Action Planning
• Part II: Acceleration
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Accountability
Data Review
Resources & Support
Action Planning
• Part III: Graduation
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Accountability
Data Review
Resources & Support
Action Planning
2
PART I: ASSESSMENT MEASURES
3
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
4
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
8
FY 2015 High School Grading Model:
Assessment Measures
English/
Language Arts
Math
( EOC’s)
Science
(Biology EOC’s)
Social Studies
(US History
EOC)
Performance
(0% to 100%)
Performance
(0% to 100%)
Performance
(0% to 100%)
Performance
4-year
(0% to 100%) Graduation
Rate
Learning
Gains
(0% to 100%)
Learning
Gains
(0% to 100%)
Learning Gain Learning Gain
of the Low
of the Low
25%
25%
(0% to 100%) (0% to 100%)
Grad.
Rate
Acceleration
Success
% of students
eligible to earn
college credit
(0% to 100%) through AP, IB,
AICE, DE, IC
(0% to 100%)
Grade based on % of
Total Points Earned (1,000)
9
FY 2015 High School Grading Model:
Assessment Measures
English/
Language Arts
Math
( EOC’s)
Science
(Biology EOC’s)
Social Studies
(US History
EOC)
Performance
(0% to 100%)
Performance
(0% to 100%)
Performance
(0% to 100%)
Performance
4-year
(0% to 100%) Graduation
Rate
Learning
Gains
(0% to 100%)
Learning
Gains
(0% to 100%)
Learning Gain Learning Gain
of the Low
of the Low
25%
25%
(0% to 100%) (0% to 100%)
Grad.
Rate
Acceleration
Success
% of students
eligible to earn
college credit
(0% to 100%) through AP, IB,
AICE, DE, IC
(0% to 100%)
Grade based on % of
Total Points Earned (1,000)
10
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
11
Key Differences
• English Language Arts
– Grades 9-11
– Includes Writing
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ELL students included after 2 years
No “Participation” component for Acceleration
No “At-Risk” or “5-year” Graduation Rate
No extra weighting or penalties
Grade on percentage of total points earned
Report grades for ALL levels at the same time
12
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
13
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?
14
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?
15
PERFORMANCE MATTERS REPORTS
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Data Analysis Reports
• Semester Exams (PM)
– Percent Correct by Test, Standard
– School, Teacher, Student, Group
• FSA ELA (PM) (EDW)
– Percent Correct by Test, Standard
– School, Teacher, Student, Group
• T-scores, Thirds
• Test, Standard
• School, Teacher, Student, Group
Performance Matters (PM)
17
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
Student Item
Analysis
Baseball Card
Analyze class/student performance by item, by
standard
Customized reports to analyze 2 or more tests,
standards, share a link
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Student Item Analysis Report
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Item Analysis Report
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Standards -Compared to Others
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Comparative Results Report
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Executive Director’s Report
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Baseball Card
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ASSESSMENT
RESOURCES AND SUPPORT
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LITERACY RESOURCES
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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.
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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
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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
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Language Standards Diagnostic Data
6th Grade
7th Grade
8th Grade
9th Grade
10th Grade
11th Grade
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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.
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9th Grade Diagnostic Data –
Item Analysis Report
LAFS.910.RI.3.7
LAFS.910.RI.3.7
LAFS.910.RI.3.8
LAFS.910.RL.3.7
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Bundling Standards Based on
Diagnostic Data
• LAFS.910.RL.3.7 – Analyze the representation of a subject or a
key scene in two different artistic mediums
• LAFS.910.RI.3.7 – Analyze various accounts of a subject told in
different mediums
These two standards are clearly related.
A quick search for other related standards yields the following:
• LAFS.910.RL.3.9 – Analyze how an author draws on and
transforms source material in a specific work
• LAFS.910.RI.3.9 – Analyze seminal U.S. documents of
historical and literary significance, including how they
addressed related themes and concepts
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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.
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Pre-Assessment Resources
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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”
37
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.
38
HMH ExamView Banks Screen Shot –
Building Assessments by Standard
39
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.”
40
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 @ Single
Period of Reading
Mid-Year @ Two Periods
of Reading
70% or greater of
70% or greater of
enrolled students in blue enrolled students in blue
“On/Close to Schedule” “On/Close to Schedule”
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50
41
Reading Plus Usage Sample Data
42
U.S. HISTORY RESOURCES
43
U.S. History EOC
Resources on Learning Village for FY15
Quick reference Guides for U.S. History teachers
• highlight tested benchmarks, topics, & content focus
• organized by content covered in each of the four nine
weeks grading period or EOC reporting category
44
MATHEMATICS
45
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
•Edmodo
•Edline
•netTrekker
•Destination Math
•HMH Larson Common Core
Resources
46
MAFS Standards Worksheets
47
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.1.248
• 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
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College Readiness Mathematics
Learning Village
SDPBC Website
•P.E.R.T. Diagnostic
•Sample Florida Placement
Test
•P.E.R.T. Study Guide
•Miami Dade College P.E.R.T.
Review Booklet
•Valencia College P.E.R.T.
Review Booklet
•Seminole State College
P.E.R.T. Practice
•POD Warm-Up Problem
PPTs
•Palm Beach State College
Skills Assessments
•Suggested Pacing
Calendars
•Course Descriptions
•Discovery Streaming
•Edmodo
•College Algebra Practice
Problem PPTs
•Advanced College
Algebra/Trig Practice
Problem PPTs
•College Placement
Mathematics PPT
•College Readiness
Diagnostic
•P.E.R.T. Student Study
Guide
•SAT & ACT Mathematics
Problems of the Day
Outside Resources
•AlgebraNation.com
•Khan Academy
•FLVS EOC Tutorials
•Lake Sumter State
College Additional
Resources
50
BIOLOGY
51
Biology EOC Resources
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No changes to the Biology 1 EOC Item Specs
Benchmark Remediation:
• Performance Matters - Item Analysis Reports
• Fall Diagnostic to determine benchmarks for remediation
• Semester 1 Exam look at benchmarks/content focus for
questions that were missed
Biology 1 EOC Resources on Learning Village:
• Fact Sheet & Content Focus Report
• Scope & Sequence, Item Specifications
• FCAT Explorer & FOCUS Mini-Assessments
• Benchmark Labs
• Supplemental Tutorials
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• Resource Chart
Action Planning
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What data did we review?
What are we doing well?
What are opportunities for improvement?
What is our action plan?
How will we monitor our plan?
53
~ BREAK ~
54
PART II: ACCELERATION
55
FY 2015 High School Grading Model:
Acceleration Success
English/
Language Arts
Math
( EOC’s)
Science
(Biology EOC’s)
Social Studies
(US History
EOC)
Performance
(0% to 100%)
Performance
(0% to 100%)
Performance
(0% to 100%)
Performance
4-year
(0% to 100%) Graduation
Rate
Learning
Gains
(0% to 100%)
Learning
Gains
(0% to 100%)
Learning Gain Learning Gain
of the Low
of the Low
25%
25%
(0% to 100%) (0% to 100%)
Grad.
Rate
Acceleration
Success
% of students
eligible to earn
college credit
(0% to 100%) through AP, IB,
AICE, DE, IC
(0% to 100%)
Grade based on % of
Total Points Earned (1,000)
56
Guiding Questions
• How did I perform compared to standard, self,
others?
• Which measure(s) provides the greatest
opportunity for improvement: AP, AICE, DE, IC
(by group)
• Enrollment
‒ Subgroups under represented (enrolled)
• Performance
—Subgroups under performing
• What practices can be improved ?
57
Acceleration Data Resources
A1: School Listing of Accelerated Points
A2: School Profile of Accelerated Points
A3: School Listing of Acceleration Over Time
A4: Simulation
A6: School Profile of Industry Certification
A7: School Profile by Race/Ethnicity
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A1
School Listing
Compare to Standard, Self, Others
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A2
School Profile
Compare to Standard, Self
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A3
A3
Number of Tests Taken Over Time
Compare to Standard, Self, Others
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A3
Number of Students Taking Tests Over Time
Compare to Standard, Self, Others
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A4
SIMULATION
School Listing
Compare to Self, Others
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A4
SIMULATION
School Listing
Compare to Self, Others
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A5
Acceleration Performance and Participation
by Race/Ethnicity
Grade 11 & 12
# Taking Accel.
Review Participation and
Performance
by
Percent of
Grade
11 & 12 Taking
AP
Race/Ethnicity
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A5
Acceleration Performance and Participation
by Race/Ethnicity
Grade 11 & 12
Taking Accel.
Percent of Grade
11 & 12 Taking AP
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A6
School Profile
Compare to Standard, Self
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ACCELERATION
RESOURCES AND SUPPORT
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ACCELERATED COURSEWORK
AND COLLEGE READINESS
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Supporting Teacher Success
• Professional Development
– AP Roundtables, AP Summer
Institutes, Subject area one-day
seminars, AICE online and Face to
Face trainings
• AP Department with a lead
teacher
• Common planning
• Peer mentors
• Encourage teachers to
become AP Readers
• Data Chats
– AP Instructional Planning Reports
– Mock exam results to drive
instruction
– Course grade distribution vs. exam
results
• Ongoing monitoring of
instruction
– Use Course Descriptions to identify
‘look fors’ and analyze syllabi
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Teacher Support
• AP Central
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Course Materials
Teacher Resources
Online Teacher Communities
Online PD
Online Score Reports (access code needed)
• Cambridge International Exams
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Teacher Support Site (access code needed)
Syllabus Materials
Exam Information
Sign up for PD
• IB Online Curriculum Centre
– Teacher Support Materials (access code needed)
71
AP US History Practice Exam
• An initial set of secure AP U.S. History Practice
Exam questions — including long essay, multiplechoice, and short-answer questions covering
Periods 1 through 5 (approximately 1491–1877)
— is now available from your AP Course Audit
account.
• Log in and click the Secure Documents link in the
Resources section of your Course Status page.
• In the spring, another set of secure questions, for
Periods 6 through 9 (approximately 1865–
present), will become available.
72
INDUSTRY CERTIFICATION
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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 74
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Industry Certification Updates
• “The Lists”
– Comprehensive vs. Funding List
• CAPE Industry Certifiction Funding List for SY ‘15
– http://www.fldoe.org/core/fileparse.php/5423/urlt/1415
icfl.pdf
• Funding list changes every year!
• Industry Certifications must be on the Funding List
to generate bonus funding!
• Industry Certification must be aligned with a
registered Career-Themed Course to generate
bonus funding!
78
Career Themed Course (CTC)
• To earn bonus funding, secondary courses must be registered
as a CTC. Dual enrollment courses do not generate bonus
funding. They do count towards school accountability.
• 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
79
• 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)
80
FY15 Test Administration Procedures
• 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.
81
The Rules for Entering Certifications on TERMS
•
•
•
•
•
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.
82
Level of Exam Difficulty
• Many exams require a certain number of
instructional hours as well as field experience
(i.e Prostart, National CDA, etc.)
• Some exams simply do not fit high school
maturity levels (paper certification does not
equate maturity level on the job)
83
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
• Provide additional learning experiences outside of the
classroom for students to gain more hands-on
knowledge (CTSOs, internships, job shadow, etc.)
• Utilize available prep materials and pre-tests to
determine the readiness for students to take an
industry certification
84
OJT Programs
• DCT, Work Experience, Marketing, other CTE Program OJTs.
• District Manual has rules/guidelines for teachers and
counselors to follow.
• http://www.palmbeachschools.org/9044CE/ojt.asp
• Accurate records for ALL OJT students must be kept with
FTE documents at the end of each year.
• Last audit findings:
– Missing timecards
– Timecards don’t have employer’s signature
– Enrolled in OJT and not employed; no documentation of job
search
• Annual meeting during pre-school with OJT instructors
85
Questions and Answers
• 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)
86
PART III: GRADUATION
87
FY 2015 High School Grading Model:
Graduation Rate
English/
Language Arts
Math
( EOC’s)
Science
(Biology EOC’s)
Social Studies
(US History
EOC)
Performance
(0% to 100%)
Performance
(0% to 100%)
Performance
(0% to 100%)
Performance
4-year
(0% to 100%) Graduation
Rate
Learning
Gains
(0% to 100%)
Learning
Gains
(0% to 100%)
Learning Gain Learning Gain
of the Low
of the Low
25%
25%
(0% to 100%) (0% to 100%)
Grad.
Rate
Acceleration
Success
% of students
eligible to earn
college credit
(0% to 100%) through AP, IB,
AICE, DE, IC
(0% to 100%)
Grade based on % of
Total Points Earned (1,000)
88
Guiding Questions
• What can we learn by looking at the
Wcode data?
• How did I perform compared to
standard, self, others?
• Subgroups over/under performing
• What practices can be improved ?
89
Grad Data Resources
G1. Online Analysis Tools
G2. School Listing (5 year)
G3. School Profile by Race and Gender
Grad Status Student Listing of Grad Requirements
Algebra 1 EOC
Virtual Credit
Students Counting as Dropouts
90
LAGGING INDICATOR REPORTS
91
G1 Graduation Rate Analysis Tools
Compare to Standard, Self, Others
92
G1
School Listing and Profile by Wcode, Group
Compare to Standard, Self, Others
93
G2
School Listing
Compare to Standard, Self,
Others over time
94
G3
School Profile by
Race/Ethnicity and Gender
95
LEADING INDICATOR REPORTS
96
Academic
History
Report
97
Missing Grades
98
F Report: Monitor Grade 12 Students
99
Report includes students who have not passed the Algebra 1 EOC
100
Monitoring Online Credit
101
GRADUATION
RESOURCES AND SUPPORT
102
2015 Graduation Requirements
• 24 Credits
–
–
–
–
–
–
–
•
•
•
•
•
4 English
4 Math (including Algebra 1 and geometry)
3 Science (Biology, Phys. Sci., Sci. Elec.)
3 Social Studies (US Hist., World Hist., Econ., Gov.)
1 Fine/Performing Art
1 PE
8 Electives
2.0 GPA
FCAT Reading
Algebra 1 EOC
20 Community Service Hours
1 On-line/Virtual Course
103
Concordant/Comparative Scores
• PERT
– Algebra 1 EOC: 97
• ACT
– Reading: 19
• SAT
– Reading: 430
104
Credit Accrual
• Credit Recovery Courses (CR)
• Credit Acceleration Program (CAP)
• Grade Forgiveness
105
Grade Forgiveness
• Students may repeat a course taken in grades
9-12 for forgiveness if a grade of F or D is
earned in a course
• High school courses taken in middle school
may be forgiven if a grade of C, D or F is
earned subsequently
• A course is forgiven only if a student receives
a grade of C or higher on a subsequent
attempt
Grade Forgiveness
• A required course may be forgiven by the same or a
comparable course taken subsequently. A lower level of the
same course is considered comparable because the
benchmarks and/or course objectives are similar.
• A non-specific course requirement may be forgiven by
another course within the same subject area. For example,
physics may be forgiven by ecology.
• Any course that is not being used to fulfill a subject area
requirement is considered an elective for forgiveness
purposes. An elective course may be forgiven by another
course taken subsequently. When using a different course to
forgive an elective, the same semester in which the previous
D or F was earned, does not have to apply.
Grade Forgiveness
• Students earning a grade of D on the repeat effort earn
credit for that course; however, the initial failing grade is
not forgiven. Students may again choose to repeat the
same course, and upon earning a grade of C or higher, all
earlier grades will be forgiven.
• In all cases of grade forgiveness, only the new grade, of
C or higher, shall be used in the calculation of the
student's grade point average. Any course grade not
replaced according to a district school board forgiveness
policy shall be included in the calculation of the
cumulative grade point average required for graduation.
• In all cases where courses are forgiven under the
provisions above, the initial F or D grade(s) will remain
as part of the academic history. Students should be
advised that many universities calculate GPAs based on
all courses attempted.
Grade Forgiveness Procedure
•
•
•
•
PBSD Form 2334: Completed by the counselor
Approved by the principal/designee
Processed by the data processors
Original is filed in the students Cumulative Record Folder
Cohort Info
• First Year in District Sets Cohort
• Set at End of Year (Survey 5)
• Last Day of School Enrollment
Determines the Cohort
110
Changes for SY15
•
•
•
•
One Grad Rate
At-Risk Rate Eliminated
5 Year Rate Eliminated
5 Year At-Risk Rate Eliminated
111
Grade Classification Change
At the end of the school year, students will be
promoted as follows:
• 9th grade students promoted to 10th grade
• 10th grade students promoted to 11th grade
• 11th grade students promoted to 12th grade
• 12th grade students who do not meet
graduation requirements retained in 12th
grade
112
Withdrawal Codes
Impact on the Federal Graduation Rate
Completers
(these students are the numerator if code is within 4 years from
entering 9th grade)
●
●
●
●
●
●
●
●
●
●
WFA
WFB
WFT
WFW
W06
W43
W52
WXL
WXT
WXW
GRAD STD DIPL-18 CRD CO/ALT ASSMT
GRAD STD DIPL-18 CRD CAR/ALT ASSM
STD GRAD FCAT WAIVER/ALT ASSMT
STD GRAD ESE W/FCAT WAIVER
GRADUATE WITH STANDARD DIPLOMA
HIGH SCHOOL DIPLOMA THROUGH ADULT ED
HS DIPLOMA THRU ADULT ED/ALT ASSMT
18-CREDIT ACCEL OPTION
18-CREDIT GRAD FCAT WAIVER/ALT ASSMT
18-CREDIT GRAD ESE W/FCAT WAIVER
113
Withdrawal Codes
Impact on the Federal Graduation Rate
Left the District
(these students removed from grad cohort – the cohort is the denominator)
● W3A
● W3B
● W04
● W12
● W24
WD TO ANOTHER DIST IN STATE
WD OUT-OF-STATE
WD PRIVATE SCHOOL
WITHDRAWN DUE TO DEATH
WD HOME ED PROGRAM
114
Withdrawal Codes
Impact on the Federal Graduation Rate
Dropout
(these students are the numerator for the District Dropout rate (grades 9-12)
and remain in the grad cohort)
● W05
● W13
● W15
● W18
● W21
● W22
● W23
OVER COMPULSORY AGE, NO RETURN
WD DUE TO COURT ACTION
WD DUE TO NON-ATTENDANCE
WD FOR MEDICAL REASON
WD DUE TO EXPEL SCHL
WD-WHEREABOUTS UNKNOWN
WD EXCPT W01, W22, W24-W26
115
Withdrawal Codes
Impact on the Federal Graduation Rate
Non-Grad (not a Dropout but remains in grad cohort – these students
left the district and did not re-enter a district school)
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
W01
W02
W07
W08
W8A
W8B
W8C
W09
W10
W27
W26
W45
WGA
WGD
DNE
RETURN TO SAME SCHL (CREDIT DEFICIENT)
XFER DIFF SCHL SAME DISTRICT (CRED DEFICIENT)
GRAD/SPECIAL DIPOLMA-1MASTERY
CERTIFICATE OF COMPLETION (GPA DEFICIENT)
GRAD ELIG FOR CPT W/O MASTERY (TEST DEFICIENT)
CERTIFICATE OF COMPLETION (18 CREDIT)
CERTIFICATE OF COMPLETION (18 CREDIT, PERT ELIGIBLE)
SPECIAL CERTIFICATE COMPLETION
GED –ST OF FL HIGH SCHL DIPLOMA
GRAD/SPECIAL DIPLOMA-2MASTERY
ENTER ADLT PROG, NOT GRAD
STUDENT LEFT SCHOOL WITH GED
GED EXIT OPTION/ALT ASSMT
WITHDRAWAL – GED EXIT OPTION
DID NOT ENTER - STUDENT RECORD BACK AT LAST ENROLLMENT
116
Cohort Scenarios
● Where’s Waldo?
● Student registering in May
● Private School Students
● Transfers to Adult Education
● ELL Students
117
Gatekeeper
(Grad Contact)
Monitors the Following:
• Contact between FTE Department and School
• Dropout Reports Faxed/Emailed,
•
•
•
•
Notification to Principal
Entrance into Cohort
Non-Attendance
Mid-Year Promotes (promoting ahead of cohort)
Dropouts (including Adult Ed Non-Completers)
118
Cleaning up Your Dropout Report
Locating Dropouts
•
•
•
•
•
Phone Calls
Ask a Friend
Facebook
Relatives
Teachers
• Beat the Bushes!
Goal: Back in School or Report as Left Cohort
119
Non Completer Report
Documentation is Kept at School Site!
• W/D Form
• Transcript Request
• Non-Completer Form
(PBSD 2377)
120
Virtual Course Options
Suggestions when there are senior class students
without an existing plan to satisfy the virtual course
graduation requirement
Best Options through our District Franchise
Last day to enroll February 11, 2015
• 1st Priority Choice Course: Social Media
• 2nd Priority Choice Course: Driver’s Education
Safety
121
Compelling Reasons for our
Palm Beach Virtual (FLVS) Franchise
• Overseen by District Staff
• Control to assist and complete students
• Allows District to keep FTE revenue
• No wait lists to enroll students
122
Questions?
● Jason Smith – 434-7390 px 47390
● Eunice Vivar Greenfield–434-8820 px 48820
● Amy Mazzocco – 432-6348 px 86348
● PJ D’Aoust – 434-8824 px 48824
123
CLOSING
124
ESSENTIALS SURVEY
125