School Grades Model and Historical Background

Why Grade Schools? Ensure students are college and career ready Clear information about schools for parents and students A – F grading system is universally understood High stakes accountability for the adults

Florida’s Grading System Focus on student achievement Focus on learning gains Focus efforts on students that need the most support to succeed System of rewards and supports Model for the nation historically

School Grades Basic Model - Assessment-Based Measures Included in School Grades for All School Types Reading Math Writing Science Performance (100 points) Learning Gains All Students Low 25% Learning Gains (300 points) 50% 50%

Elementary Schools 2012-13 Reading Math Writing Science Performance FCAT 2.0, FAA (100 points) FCAT, FAA Learning Gains All Students Low 25% Learning Gains FCAT 2.0 (300 points) Additional Requirements: Learning gains requirement for the Low 25% reinstated. Test at Least 90% of students, 95% to earn an “A.” A performance threshold in Reading (25%) will be applied - Grade lowered one letter grade if not met (greater weight on reading) .

Middle Schools 2012-13 Reading Math Writing Science Acceleration Performance Middle School Students’ Participation in and Performance on High School Level EOC assessments (and Industry Certifications In 2012-13) (100 points) FCAT 2.0, FAA FCAT 2.0, EOCs, FAA FCAT, FAA Learning Gains All Students Low 25% Learning Gains FCAT 2.0 (300 points) Additional Requirements: Learning gains requirement for the Low 25% reinstated. Test at Least 90% of students, 95% to earn an “A.” A performance threshold in Reading (25%) will be applied - Grade lowered one letter grade if not met (greater weight on reading).

High Schools 2012-13* Assessment Components – 50% (at least) “Other” Components – 50% Reading Math (Algebra, Geometry) Writing Biology (Science) Acceleration Grad Rate College Readiness Performance Participation (150 points) Overall (200 points) 100 – Four Yr Rate 100 – Five Yr Rate (100 points) FCAT 2.0, FAA EOC, FAA FCAT, FAA Learning Gains All Students At-Risk 50 – Four-Yr Rate 50 – Five Yr Rate Math Low 25% Learning Gains FCAT 2.0 EOC (300 points) (300points) Additional Requirements: Learning gains requirement for the Low 25% reinstated. Test at Least 90% of students, 95% to earn an “A.” Meet the at-risk graduation rate target to earn an “A” - 65% or improvement targets. Performance threshold in Reading (25%) - Grade lowered one letter grade if not met. (greater weight on reading) * K-12 and 6-12 combination schools are graded on a 1700-point model, which adds middle-school acceleration to the HS model.

Why are High School Grades Released in December? High school grades use additional sources of data Graduation rate SAT and ACT Advanced Placement, International Baccalaureate, Industry Certification, AICE, and Dual Enrollment This information is not available in time for a summer release of grades

School Grading Scale A = 65.6% of points B = 61.9 % of points C = 54.4.% of points D = 49.4 % of points F = less than 49.4 % of points Same percentages apply to grading scales for all school types: Elementary Schools = 800 possible points Middle Schools = 900 possible points High Schools = 1600 possible points Combination Schools (K-12, 6-12) = 1700 possible points Cut marks for school grades (as percent of total points) A = (525/800) = 66% B = (495/800) = 62% C = (435/800) = 54% D = (395/800) = 49% 9

School Improvement Ratings Alternative schools and ESE centers can choose a School Improvement Rating instead of a School Grade School improvement ratings compare learning gains in the current year to learning gains of the same students in the prior year Ratings include: Improving – at least 5% increase in the percent making learning gains Maintaining – less than a 5% increase or decrease in the percent making learning gains Declining – at least a 5% decrease in the percent making gains

School Accountability History 1991 Florida’s system of school improvement and accountability (Blueprint 2000). Schools self-identified and self reported adequate progress as part of the school improvement planning process. 1995 Identification of critically low performing schools began. Schools were identified based on reading, math and writing performance for 2 years. Standards set for critically low performance. If schools are critically low in reading writing and math for 2 years they were designated as critically low. 1999 The “A – F” school grading system began and FCAT results were used for the first time. Based on current year data. Included performance in reading, mathematics, and writing, and additional criteria -dropout rates, attendance, and discipline data. Minimum and higher performing criteria set for reading, writing, and math. To receive an A or B, schools were required to meet the higher performing criteria and additional requirements. 2002 School grades calculation was changed to the points based model we have today – 50% performance and 50% learning gains. Learning gains were added (reading and math) - FCAT administered in Grades 3 to 10. Learning gains for the Low 25% in reading added. Learning gains target in reading for the Low 25% added.

School Accountability History 2005 Additional students added to the calculation. Students with disabilities added to learning gains, if students had FCAT scores. ELLs added to learning gains. 2007 Science added to school grading measures. Learning gains for the Low 25% in mathematics added (along with learning gains target for the Low 25% in math). Bonus points for high school retakes added. 2010 Implement new High School measures (50% of HS Grade) Acceleration – participation and success. Graduation rate – all students and at risk. College readiness – SAT, ACT, and PERT. 2012 New FCAT 2.0 and End-of-course (EOC) assessments with new achievement levels. Students with disabilities and English language learners in performance measures. New middle school acceleration measure. Use federal graduation rate. Allow weighted learning gains for some students. Safety net protection. 2013 New Science FCAT 2.0 and Geometry and Biology EOC assessments and achievement levels. Safety net provision continued. Reading threshold implemented.

Increasing Inclusion of Students Began school grades with fewer students included Only 3 grade levels (Grades 4, 8, and 10) Reading, Writing, and Math No students with disabilities No English language learners Now schools are accountable for all students’ performance Includes 8 grade levels (Grades 3 to 10) plus students with end-of-course assessments Reading, Writing, Math, Science and end-of-course Include students with disabilities Include English language learners Focus on lowest 25% of students

Student Reading Performance Increased

Student Math Performance Increased FCAT FCAT 2.0

Changes Already in Rule Scheduled for 2013-14 Include US History in the high school model at 100 points (in the “other” 50%) Reduce the points for acceleration to 200 points

Proposed Rule Revisions: October SBE Meeting Rule revisions required to implement changes to statute (s. 1008.34, F.S.) from Senate Bill 1720 Grading co-located schools Cell-size re-set at 10 Rule revision required for compliance with the federal Elementary and Secondary Education Act (ESEA) Revise percent-tested calculation - not limited to students who are full- year enrolled, based on students enrolled at the time of testing. Proposed extension of the one-letter-grade-drop limit (safety net provision) for school grades Technical correction Clarify definition of “full-year enrolled.”

Focus Moving Forward School Grades. Improving our education accountability system to further ensure transparency and fairness while providing meaningful and useful information to our parents and educators about how our students and schools are performing