Secondary Data Presentation By Neyda Francis

Student Achievement 2018 2016

ELA gap 8.6 now 5.7 decrease in the gap 2.9 Math gap 7.1 now 4.3 2.8

ELA Diff 6.6 now 2.4 decrease 4.2 MATH 4.1 3.3 decrease in the gap .8

2018 to 2016 Learning Gains 2017-2018 2015-2016

Acceleration 2016

Graduation 2014- 2015 2016-2017 4 /8

Gap 10.7 Gap is 3.6 change of 7.1

Rank In State

Brevard Not Including Charters   Brevard Not Including Charters Letter Grade 2018 # of Schools 2017 % of Schools 2017 # of Schools 2018 % of Schools 2016 # of Schools 2016 % of Schools %age Point Diff 2018 TO 2017 A 25 32% 32 40% 28 34% 8 B 19 24% 24 30% 23 28% 6 C 31 39% 23% 29 35% -16 D 4 5% 7% 2 2% F 0% 79 81 82

Brevard Rank 2004 1 2005 3 2006 2007 2 2008 2009 2010 4 2011 8 2012 2013 9 2014 14 2015 2016 6 2017 11 2018 19

ELA Grade 7 Year Rank % 3+ State Diff 2011 7 78 68 10 2012 6 69 58 11 2013 64 57 2014 13 63 2015 51 2016 56 49 2017 9 59 52 2018 8 5 MATH Grade 7 Year Rank % 3+ State Diff 2011 10 71 62 9 2012 8 66 56 2013 14 55 7 2014 23 61 5 2015 16 52 2016 63 11 2017 13 53 2018 15 54

ELA Grade 8 Year Rank % 3+ State Diff 2011 9 65 55 10 2012 64 2013 56 8 2014 63 57 6 2015 11 61 2016 2017 13 62 7 2018 12 58 MATH Grade 8 Year Rank % 3+ State Diff 2011 14 76 68 8 2012 10 65 57 2013 44 45 51 -6 2014 40 43 47 -4 2015 42 -3 2016 32 48 -1 2017 46 2018 34 41

ELA Grade 9 Diff ELA Grade 10 Diff Year Rank % 3+ State Diff 2011 5 61 48 13 2012 6 66 52 14 2013 8 63 53 10 2014 4 65 12 2015 62 9 2016 58 51 7 2017 2018 11 60 ELA Grade 10 Year Rank % 3+ State Diff 2011 7 50 39 11 2012 4 64 14 2013 8 63 54 9 2014 66 55 2015 60 51 2016 58 2017 2018 61 53

Algebra Year Rank % 3+ State Diff 2011 18 41 35 6 2012 11 69 58 2013 16 70 64 2014 25 66 4 2015 19 63 56 7 2016 10 62 55 2017 65 3 2018 21 2 Geometry Year Rank % 3+ State Diff 2012 12 42 34 8 2013 13 72 64 2014 16 70 6 2015 63 53 10 2016 20 58 51 7 2017 26 54 4 2018 61 57

School Grade

Middle School Acceleration College and Career Acceleration Possible Components Combination Schools 11 Middle Schools 9 High School 10 English Language Arts Achievement (0% to 100%) Learning Gains Learning Gains of the Low 25% Mathematics Achievement (0% to 100%) Learning Gains Learning Gains of the Low 25% Science Achievement (0% to 100%) Social Studies Achievement (0% to 100%) Middle School Acceleration Middle School (EOCs or industry certifications) (0% to 100%) Graduation Rate Overall, 4-year Graduation Rate (0% to 100%) College and Career Acceleration High School (AP, IB, AICE, dual enrollment or industry certification) (0% to 100%)

School Grades Scale Grade Scale A 62% of total points or higher B The State Board of Education sets the scale and must, per state law, periodically review the scale to determine whether the expectations should be raised to encourage increased student achievement. If the Board adjusts the grading scale upward, it must inform the public and the school districts of the reasons for the adjustment and the anticipated impact on school grades. Grade Scale A 62% of total points or higher B 54% to 61% of total points C 41% to 53% of total points D 32% to 40% of total points F 31% of total points or less

School Grades Percent Tested Must test 95% of students. Calculated for each subject and then aggregated. Schools that do not test 95% of students will be assigned an “I”. Superintendents can appeal the “I” by demonstrating that the data accurately represents the school’s progress or requesting that late-reported assessment results be included.

Learning Gains

Learning Gains Students who improve one or more achievement levels from one year to the next Improve one or more achievement levels from one year to the next (e.g., move from Level 1 to Level 2; Level 2 to Level 4, etc.). Students who maintain a Level 3, Level 4, or Level 5 from one year to the next Learning gains for students who maintain a Level 3 or Level 4 are determined based on whether the student improves their score by at least one point. Students who score at level 5 demonstrate learning gains if they remain at Level 5.

Learning Gains Students scoring at Level 1 or 2 and remaining in the same Achievement Level Learning gains for students who remain in Levels 1 and 2 are determined based on whether students increase their scores from one subcategory to a higher subcategory. Level 1 is split into three subcategories and Level 2 is split into two subcategories. A student that starts with a Low Level 1 score who makes a Learning Gain each year would reach Level 3 in five years.

Leaning Gains

Retained Students In 2017, a Grade 7 Grade student scores at Level 2 (325) on the FSA ELA and is retained. He takes the Grade 7 FSA ELA in 2018 and scores a Level 3 (334). This student demonstrated learning gains by increasing the FSA achievement level from one school year to the next. 2017 a Grade 7 student scores at Level 3 (333) on the FSA ELA and is retained. He takes the Grade 7 FSA ELA in 2018, and scores a Level 3 (334). This student demonstrated learning gains by scoring one point higher on the Grade 7 FSA ELA in 2018. In 2017, a Grade 7 student scores in Mid-Level 1 (285) on the FSA ELA and is retained in Grade 7. He takes the Grade 7 FSA ELA in 2018, and scores a High Level 1 (301). This student demonstrated learning gains by moving from Middle Level 1 to High Level 1 on the Grade 7 FSA ELA from one school year to the next.

End-of-Course Assessments Learning Gains Chart Learning Gains Chart English Language Arts   Level 1 Level 2 Level 3 Level 4 Level 5 Grade Low Middle High Grade 3 240-254 255-269 270-284 285-292 293-299 300-314 315-329 330-360 Grade 4 251-266 267-281 282-296 297-303 304-310 311-324 325-339 340-372 Grade 5 257-272 273-288 289-303 304-312 313-320 321-335 336-351 352-385 Grade 6 259-275 276-292 293-308 309-317 318-325 326-338 339-355 356-391 Grade 7 267-283 284-300 301-317 326-332 333-345 346-359 360-397 Grade 8 274-289 290-305 306-321 322-329 330-336 337-351 352-365 366-403 Grade 9 276-293 294-310 311-327 328-335 336-342 343-354 355-369 370-407 Grade 10 318-333 334-341 342-349 350-361 362-377 378-412 Mathematics 285-290 291-296 297-310 311-326 327-360 267-282 283-298 299-304 305-309 310-324 340-376 256-272 273-289 306-312 313-319 320-333 334-349 350-388 260-276 277-293 294-309 310-317 318-324 325-338 356-390 269-284 285-300 301-315 316-322 323-329 330-345 360-391 337-352 353-364 365-393 End-of-Course Assessments Subject Algebra 1 425-445 446-466 467-486 487-491 492-496 497-517 518-531 532-575 Geometry 446-465 466-485 486-492 493-498 499-520 521-532 533-575 Algebra 2 425-448 449-472 473-496 497-503 504-510 511-528 529-536 537-575

FSAA Learning Gains Students who increase an achievement level from the prior year to the current year in the same subject area. Students who scored at Achievement Level 4 in the prior year and maintain the same achievement level in the current year. For students who scored an Achievement Level 1 or 2 in the prior year and scored in the same achievement level in the current year: Split Level 1 into 3 subcategories and Level 2 into 2 subcategories. Students must increase at least one subcategory to demonstrate a learning gain. For students who scored in an Achievement Level 3 in the prior year and scored in the same achievement level in the current year: Split Level 3 into 2 subcategories. Students must maintain the same subcategory or move from a low-Level 3 to a high-Level 3 to demonstrate a learning gain.

FSAA English Language Arts Assessment Level 1  Level 2 Level 3 Level 4 Level 1 Low Middle High  High Grade 3 540-582 540-554 555-568 569-582 583-598 583-590 591-598 599-617 599-608 609-617 618-660 Grade 4 540-581 540-553 554-567 568-581 582-596 582-589 590-596 597-617 597-607 608-617 Grade 5 Grade 6 Grade 7 Grade 8 582-597 590-597 598-613 598-605 606-613 614-660 Grade 9 598-619 598-608 609-619 620-660 Grade 10 540-583 555-569 570-583 584-597 584-590 591-597 598-616 598-607 608-616 617-660

FSAA Mathematics and EOCs Assessment Level 1  Level 2 Level 3 Level 4 Level 1 Low Middle High  High Grade 3 540-585 540-555 556-570 571-585 586-599 586-592 593-599 600-616 600-608 609-616 617-660 Grade 4 540-586 556-571 572-586 587-598 587-592 593-598 599-617 599-608 609-617 618-660 Grade 5 Grade 6 Grade 7 587-599 587-593 594-599 Grade 8 586-597 586-591 592-597 598-614 598-606 607-614 615-660 Access Algebra 1 EOC 725-773 725-741 742-757 758-773 774-796 774-785 786-796 797-822 797-809 810-822 823-875 Access Geometry EOC 725-776 725-742 743-759 760-776 777-798 777-787 788-798 799-826 799-812 813-826 827-875

Middle School Acceleration

Acceleration Component for Middle Schools (100 points) Denominator – An eligible student for this component is a student who meets one of the following criteria: A full-year enrolled grade 8 student who scored a Level 3 or above on the mathematics statewide assessment or the mathematics EOC assessment they took in the prior year. A full-year enrolled grade 7 or 8 student who is enrolled in a high school EOC course and has a valid score for the corresponding EOC assessment.

Acceleration Component for Middle Schools Denominator Criteria Continued A prior-year, full-year enrolled grade 7 or 8 student who took a test for a high school industry certification. Students who take a high school industry certification test will be included in the denominator only for those CAPE industry certifications identified in the industry certification funding list Digital tools certifications are not eligible for inclusion.

Acceleration Component for Middle Schools (100 points) Numerator – Those students in the denominator who scored a Level 3 or higher on the EOC assessment for the corresponding course in which the student was enrolled or those students who in the prior year were full-year enrolled and earned a high school industry certification.

Graduation Rate (100 points) Denominator – Students in a school’s or a district’s graduation cohort. Numerator – Those students in the denominator who have one of the following codes by the end of the fourth year of the cohort: • W06 • W6A • W6B • W43 • W52 • W54 • W55 • WD1 • WFA • WFB • WFT • WFW • WRW • WXL • WXT • WX

College and Career Acceleration (100 points) Denominator – Students from the graduation rate numerator. Numerator – Graduates who, during the four years of the cohort, earned at least a score of 3, 4, or 5 on a College Board Advanced Placement (AP) examination a score of 4, 5, 6, or 7 on an International Baccalaureate (IB) exam a score of 3, 4, 5, 6, 7, or 8 on an Advanced International Certificate of Education (AICE) examination a C- or better in an approved dual enrollment course a CAPE industry certification or a CAPE acceleration industry Certification (identified in the Industry Certification Funding List)

Rule 6A-1.09422 Proposed Amendment Language

Through Graduating Class of 2021 New Rule 6A-1.09422 Cohort Concordant Scores Those who entered grade 9 in 2018-2019 and beyond Graduating Class of 2022 Students can only use newly adopted scores Grade 10 FSA ELA - 350 • 480 on SAT EBRW (Evidence Based Reading and Writing) • An average of 18 on ACT English and Reading (Superscored) Algebra 1 EOC - 497 • 420 on SAT Math • 16 on ACT Math 430 on the PSAT/MNSQT Those who entered grade 9 between 2010-2011 and 2017-2018 Through Graduating Class of 2021 Students can use last-adopted scores or newly adopted scores Grade 10 FSA ELA – 350 430 on SAT EBRW • 24 on SAT Reading subtest 19 on ACT Reading Algebra 1 EOC - 497 • 97 on PERT Mathematics

Frequently Asked Questions When will the Rule take effect? If the Rule was adopted by the State Board on May 16, and it is now in effect. Can students still use a PERT comparative score to meet the Algebra 1 assessment graduation requirement?  Yes, students who entered grade 9 prior to the 2018-19 school year will continue to be eligible to earn a passing comparative score of 97 on the PERT assessment to meet the graduation requirement for the Algebra 1 EOC assessment.

Frequently Asked Questions Can a student who will enter grade 9 in 2018-19 and beyond use a concordant or comparative score earned prior to the adoption of this rule if the score or assessment is not one listed in the proposed rule (e.g., a current 8th grader earned a 97 on PERT in the 2017-18 school year)? No. If the State Board of Education adopts the rule amendment as-is in May, students who will enter grade 9 in 2018-19 and beyond are not eligible to use the current concordant or comparative scores, even if those scores were earned prior to the implementation of the revised rule. Can students still use an SAT Reading subscore to satisfy the requirement?  Students who entered grade 9 prior to the 2018-19 school year will continue to be eligible to use the SAT Reading test subscore of 24. Students who enter grade 9 in 2018-19 and beyond will not be eligible to use SAT Reading subscore.

Frequently Asked Questions Can students use the average of ACT English and ACT Reading scores from different test administrations? YES, any student who has taken ACT more than once can use the average score The student’s highest ACT English score from any administration may be combined with the student’s highest ACT Reading score from any administration to determine an average of the two scores (SUPERSCORED). Although they meet the new requirement, The use of the combined scores will not be in effect until the Mid-June.