Bay District Schools Non-FCAT Tested Decisions

Sub-Committee Decision Making Teacher Appraisal System Committee (TASC) Sub-committees K-3 Adult Education Advanced Classes (Advanced Placement/International Baccalaureate/Advanced International Certificate of Education /Dual Enrollment) 9-12 (Non-FCAT) Special Diploma

K-3 Teachers Issues Early examination of DEA (Discovery Education Assessment) We weren’t psychometricians or statisticians No ‘clean’ district data to create our own cut scores because DEA had been used in a variety of ways, but not across the board implementation Decision FCAT VAM (Reading) Score for School (Note: Implement DEA in all grades for progress monitoring and to build reliable data information) Moving Forward Continuing to consider DEA (Discovery Education Assessment) Ask for DOE guidance in using for Student Growth

4-10 Non-FCAT Teachers Students who take FCAT, but are not in an FCAT course Includes, for example, Elementary PE, Music, Art Issue As a district, not prepared to administer district or teacher assessments Committee decided against learning targets Decision Student’s assigned to teacher that take FCAT FCAT VAM (Reading) scores Moving Forward Implement state assessments and associated Value-Added scores Hard To Measure Item Bank Working with CFAC (Central Florida Assessment Collaborative)

9-12 Teachers Issues Not prepared to administer district assessments Committee decided against learning targets No ‘neat’ scheduling so that a teacher has all 9 th, all 10 th, etc Decision Student growth based on students teacher instructed that took FCAT, AICE, IB, DE, AP (reliable testing sources) Percentage commensurate with teacher’s overall student enrollment (i.e. If 30% of students are FCAT tested and 70% IB tested, then 30% weighted FCAT VAM and 70% IB score) FCAT FCAT course (FCAT VAM) or Non-FCAT course (FCAT VAM Reading) AICE, IB, AP, DE Based on percentage of students that passed test Scoring rubric based on committee examination of State and Nation (where available) pass rates

AICE, IB, AP Rubric Unsatisfactory 0 Needs Improvement or Developing 1 Effective 2 Highly Effective 3 0%-24% of Students Passed the Exam 25%-39% of the Students Passed the Exam 40%-64% of the Students Passed the Exam 65%-100% of the Students Passed the Exam Dual Enrollment Rubric Unsatisfactory 0 Needs Improvement or Developing 1 Effective 2 Highly Effective 3 Students’ Completion Rate 5% or More Below GCSC* Rate Students’ Completion Rate Equal to the GCSC Rate Plus or Minus 4% Students’ Completion Rate 5% - 9% Above the GCSC Rate Students’ Completion Rate 10% or More Above the GCSC Rate *Gulf Coast State College 9-12, continued

Note: Advanced Placement only to be used for teachers who instruct students in those courses If not an FCAT course and no students taking FCAT, IB, AICE, AP or DE FCAT VAM Reading School Score Moving forward Revisit and revise Advanced Classes rubrics Awaiting DOE Value Added guidance on classes such as IB, AICE, DE, AP Implement statewide assessments and associated Value-Added Hard to Measure Assessments CFAC

Special Diploma Issue No yearly assessment for Pre-K, Grades and Young Adults Not prepared to use strictly FAA for FAA students Decision Learning Targets Teachers of Florida Alternate Assessment (FAA) Eligible Students FAA Learning Targets Brigance Inventory of Early Development II or Brigance Inventory of Basic Skills II or Brigance Transition Skills Inventory Learning Targets Teachers of Special Diploma Track Students Grades Pre-K-3, Grades 11-12, and Young Adults (returning graduates) 40% Brigance Inventory of Early Development II, Brigance Comprehensive Inventory of Basic Skills II, or Brigance Transition Skills Inventory Learning Targets

Special Diploma, continued Ratings Used for Teacher Level Student Growth Component Unsatisfactory 0 Needs Improvement/ Developing 1 Effective 2 Highly Effective 3 Category 1-4 Teachers Teacher’s total points less than minus 3 Standard Deviations from the Mean Total Points Value Teacher’s total points less than minus 2 but not less than minus 3 Standard Deviations from the Mean Total Points Value Teacher’s total points falls within plus 2 and minus 2 Standard Deviations from the Mean Total Points Value Teacher’s total points greater than plus 2 Standard Deviations from the Mean Total Points Value Teachers of Students Enrolled in Pre-K ESE Ratings Used for Teacher Level Student Growth Component Unsatisfactory 0 Needs Improvement/ Developing 1 Effective 2 Highly Effective 3 Category 1-4 Teachers Teacher’s total points less than minus 3 Standard Deviations from the Mean Total Points Value Teacher’s total points less than minus 2 but not less than minus 3 Standard Deviations from the Mean Total Points Value Teacher’s total points falls within plus 2 and minus 2 Standard Deviations from the Mean Total Points Value Teacher’s total points greater than plus 2 Standard Deviations from the Mean Total Points Value Teachers of Special Diploma Students (Pre-K-12 and Young Adult)

Special Diploma Moving Forward For teachers who have students taking the FAA, use FAA Value Added Continue using Brigance Grades Pre-K-3 Grades Young Adults (returning graduates) Revisit and revise (if necessary) Brigance rubrics and learning targets

Teachers of Students Enrolled in Adult General Education Adult Basic Education (ABE) Adult Student Goal:Measurement for SuccessGrowth Measurement Score for Teacher  Improve basic skills (reading mathematics, language) for CTE program completion (remediation)  TABE Math  TABE Language  TABE Reading  Pre-Post TABE scale scores  HE/E/NI/U based on percent of students passing and/or improving TABE scale score* Adult Secondary Education (ASE)  GED  High School Diploma  GED  Diploma  Degree received  HE/E/NI/U based on percent of students receiving GED or HS Diploma * English Speakers for Other Languages (ESOL)  Improve reading and/or writing the English language  CASAS  Pre-Post CASAS  HE/E/NI/U based on percent of students passing and/or improving CASAS * *Percentages derived from district, state, and national comparisons.

Adult General Education, continued Career and Technical Education (CTE)  Program Completion  Program Completion Certificate  Occupational Completion Points  HE/E/NI/U based on percent of students completing program*  Licensure  State/National Licensure  Occupational Completion Points  Program Completion Certificate  Licensure  HE/E/NI/U based on percent of students receiving licensure* *Percentages derived from district, state, and national comparisons.

Career Technical Education Teacher: Non-Licensure Levels of Proficiency Levels 0123 Ratings used for each student growth component UNSATISFACTORY NEEDS IMPROVEMENT/ DEVELOPING EFFECTIVEHIGHLY EFFECTIVE Category 1-4 Teachers Students who do NOT meet TABE in one or more areas. 0-60% of re-TABE at level 5 or above 61-74% of re-TABE at level 5 or above 75-79% of re-TABE at level 5 or above 80% or more of re- TABE at level 5 or above Students who meet ALL TABE areas for program 0-69% earn at least one OCP/no OCP and/or do not obtain employment in training-related field 70% or more earn at least one OCP and/or obtain employment in training-related field 90% or more earn at least one OCP and/or obtain employment in training-related field Adult General Education, continued

Career Technical Education Teacher: Licensure Levels of Proficiency Levels0123 Ratings used for each student growth component UNSATISFACTORY NEEDS IMPROVEMENT/ DEVELOPING EFFECTIVEHIGHLY EFFECTIVE Category 1 -4 Less than 40% obtain training-related licensure 40%-59% obtain training- related licensure 60%-79% obtain training- related licensure 80% or more obtain training- related licensure Adult General Education, continued

Adult Basic Education: TABE Remediation Levels of Proficiency Levels0123 Ratings used for each student growth component UNSATISFACTORY NEEDS IMPROVEMENT/ DEVELOPING EFFECTIVEHIGHLY EFFECTIVE Category % of re-TABE at level 5 or above 61-74% of re-TABE at level 5 or above 75-79% of re-TABE at level 5 or above 80% or more of re-TABE at level 5 or above Adult General Education, continued

Adult Education: GED Levels of Proficiency Levels0123 Ratings used for each student growth component UNSATISFACTORY NEEDS IMPROVEMENT/ DEVELOPING EFFECTIVEHIGHLY EFFECTIVE Category % obtain GED61-74% obtain GED75-79% obtain GED80% or more obtain GED Adult General Education, continued

Adult Education: ESOL Levels of Proficiency Levels0123 Ratings used for each student growth component UNSATISFACTORY NEEDS IMPROVEMENT/ DEVELOPING EFFECTIVEHIGHLY EFFECTIVE Category % improve CASAS score 61-74% improve CASAS score75-79% improve CASAS score80% or improve CASAS score Adult General Education, continued

Contact Information Dawn Capes Bay District Schools