1. A ccountability R esearch and M easurement 1 Overview of Proposed School Grading Formula for 2011-12:

2. A ccountability R esearch and M easurement 2 Current School Grading Scale A = (525/800) = 66% B = (495/800) = 62% C = (435/800) = 54% D = (395/800) = 49% 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 Elementary and Middle Schools = 800 possible points High Schools = 1600 possible points

3. A ccountability R esearch and M easurement Changes Coming for School Grades FCAT 2.0 cut scores: increased rigor of test and achievement expectations. Moving toward new assessments of reading and mathematics in 2014-15: PARCC Adding new measures to the middle school grades (Civics, HS EOCs and Industry Certifications) Assimilating EOCs into the school grades model as they are implemented 3

4. A ccountability R esearch and M easurement School Grades in 2011-12 and Beyond – Key Issues Changes already written in rule for 2011-12 to increase rigor for high school grades Include learning gains for EOCs as required in statute Learning gains on the Florida Alternate Assessment for students scoring at the lowest levels Learning gains: structure for FCAT 2.0 reading and mathematics 4

5. A ccountability R esearch and M easurement School Grades in 2011-12 and Beyond - Key Issues (continued) Address the statutory requirement for greater emphasis on reading performance High school science performance in 2011-12, Biology 1 EOC in its baseline year Middle school grades – include high-school level EOCs and Industry Certifications (as available) Banking middle school performance on HS level EOCs (Algebra 1 for 2011-12) for high school grades 5

6. A ccountability R esearch and M easurement School Grades in 2011-12 and Beyond - Key Issues (continued) Criteria for setting school grading scale Review cell size requirements Include exceptional education students and ELL students in the percentage of students scoring 3 and above 6

7. A ccountability R esearch and M easurement Elementary Schools 1.More rigorous cut scores for Achievement level 3 – 2011-12 – Reading, Math, – 2012-13 – Science 2.Include students with disabilities and English language learners (ELLs) in performance calculations (ELLs would be included using the same criteria as we apply for AYP) 3.Change cell size requirements in Reading and Math to 10 4.Change the learning gains calculation for students that stay in level 1 or 2 to AAAC recommended scale score increases (or AAAC recommended increases + 1 additional scale score) 5.Add weight for students who increase their achievement level to level 4 or 5 6.Remove level 3 students from the Low 25% calculation 7 ReadingMathWritingScience Performance FCAT 2.0 (100) 1 2 3 FCAT 2.0 (100) 1 2 3 FCAT (100) 2 FCAT (100) 1 2 Learning Gains All Students FCAT 2.0 (100) 3 4 5 FCAT 2.0 (100) 3 4 5 Low 25% Learning Gains FCAT 2.0 (100) 3 4 5 6 FCAT 2.0 (100) 3 4 5 6 (300) (100) Additional Components:  Adequate Progress of the Low 25% - Grade lowered one letter grade if not met  Test at Least 90% of students, 95% to earn an “A”  Meet performance threshold in Reading to receive a passing grade

8. A ccountability R esearch and M easurement Middle Schools 1 through 6 the same as for elementary schools. 7.Remove level 3 students from the Low 25% calculation 8.Allow substitution of more rigorous assessments 9.Add acceleration component – 2011-12. Decide how to address CAPs issue. 10.Add Civics Component – 2014-15 8 ReadingMathWriting Science Civics Acceleration Performance 2011-12 High School EOC’s (Industry Certifications 2012- 13) (100) 8 FCAT 2.0 (100) 1 2 3 FCAT 2.0 (100) 1 2 3 7 FCAT (100) 2 FCAT (100) 1 2 7 2014-15 EOC (100) 9 Learning Gains All Students FCAT 2.0 (100) 3 4 5 FCAT 2.0 (100) 3 4 5 7 Low 25% Learning Gains FCAT 2.0 (100) 3 4 5 6 FCAT 2.0 (100) 3 4 5 6 7 (300) (100) Additional Components:  Adequate Progress of the Low 25% - Grade lowered on letter grade if not met  Test at Least 90% of students, 95% to earn an “A”  Meet performance threshold in Reading to receive a passing grade

9. A ccountability R esearch and M easurement High Schools Assessment Components – 50% “Other” Components – 50% Reading Math (Algebra, Geometry)WritingBiology Acceleration Grad Rate College Readiness US History Performance Participation (175) 2013-14 (100) 10 Overall (200) 9 10 Reading (100) 10 2013-14 EOC (100) 11 FCAT 2.0 (100) 1 2 3 EOC (100) 1 2 3 8 FCAT (100) 2 2011-12 (0) EOC (100) 2 8 Learning Gains All Students Performance (125) 2013-14 (100) 10 At Risk (100) 9 10 Math (100) 10 FCAT 2.0 (100) 3 4 5 EOC (100) 2 3 4 Low 25% Learning Gains FCAT 2.0 (100) 2 3 4 6 EOC (100) 2 3 4 6 (300) (100) (300) (200)(300)(200) (100) Additional Components:  Adequate Progress of the Low 25% - Grade lowered on letter grade if not met  Test at Least 90% of students, 95% to earn an “A”  Meet the at-risk graduation rate target  Meet performance threshold in Reading to receive a passing grade 9 1 through 6 are the same as elementary schools 8.Bank middle school performance on high school EOCs for high school grades 9.Use the 4 year Federal uniform rate and a 5 year modified federal rate to include both standards and special diplomas 10.Adjust the points provided or removed for growth and decline 11. Add component for US History EOC

10. A ccountability R esearch and M easurement Timeline May – Feedback from LPAC July – Feedback from AAAC August – Feedback from LPAC October – Feedback from AAAC and LPAC November – Feedback from AAAC, Submit ESEA Flexibility Request December – Feedback from AAAC and LPAC December - FCAT rule to the State Board to set cut scores January – School Grades rule public workshops January – School Grades rule State Board Workshop January – Receive USDOE determination on flexibility request February – School grades rule to the State Board 10