High School Essentials CAO Meeting February 2013 Dr. Andrews Chief Academic Officer.

High School Essentials CAO Meeting February 2013 Dr. Andrews Chief Academic Officer

HIGH SCHOOL ACCOUNTABILITY Mark Howard, Director Research, Evaluation and Assessment 2

How many changes to the FDOE Accountability system in 2012? A.9 B.17 C.23 D.34 Correct Answer 34! Correct Answer 34! 3

HIGH SCHOOL GRADING MATRIX Statewide Assessment Components – 50% “Other” Components – 50% Reading Math (Algebra, Geometry)Writing Science (Biology 1) Acceleration Grad Rate College Readiness Performance Participation (150 points) Overall (200 points) 100 - Federal 100 – Mod 5-Yr Reading (100 points) FCAT 2.0, FAA (100 points) EOCs, FAA (100 points) FCAT, FAA (100 points) EOC, FAA (100 points) Learning Gains All Students Performance (150 points) At-Risk (100 points) 50 – Federal 50 – Mod 5 Yr Math (100 points) FCAT 2.0, FAA (100 points) EOCs, FAA (100 points) Low 25% Learning Gains FCAT 2.0 (100 points) EOCs (100 points) (300 points) (100 points) (300points) (200 points) 4

HIGH SCHOOL GRADING MATRIX Statewide Assessment Components – 50% Reading Math (Algebra, Geometry) Writing Science (Biology 1) Performance FCAT 2.0, FAA (100 points) EOCs, FAA (100 points) FCAT, FAA (100 points) EOC, FAA (100 points) Learning Gains All Students FCAT 2.0, FAA (100 points) EOCs, FAA (100 points) Low 25% Learning Gains FCAT 2.0 (100 points) EOCs (100 points) (300 points) (100 points) 5

HIGH SCHOOL GRADE ACCOUNTABILITY PERFORMANCE, LOWEST 25% LEARNING GAINS FY2013 Reading Performance Penalty Math – Algebra 1 and Geometry EOC Geometry Achievement Levels Science – Biology 1 EOC Biology Achievement Levels Writing – 3.5 Score, 60 Minutes Lowest 25% Adequate Progress Penalty Reinstated POINTS AAt least 1,050 B990 to 1,049 C870 to 989 D790 to 869 FFewer than 790 IBelow 90% tested Grade Scale for High Schools (Based on a 1600-Point Scale) 6

PERFORMANCE Includes ELLs with at least 365 calendar days from initial day of entry into U.S. school* FCAT 2.0 Reading Writing Science EOCs Algebra 1 Geometry Biology 1 *365 days: Initial day of entry to first day of FCAT 2.0 Writing testing – February 26, 2013 *365 days: Initial day of entry to first day of FCAT 2.0 Writing testing – February 26, 2013 7

READING PERFORMANCE (100 pts) One (1) point for each percent of eligible students scoring FCAT 2.0 Achievement Scale Levels 3+ FAA Scale Levels 4+ Emergent 123 Achieved 456 Commended 789 At least 30 students with valid reading scores 8

Reading Performance Threshold Penalty School grade lowered one letter grade if 25% Reading Performance threshold not met Schools that have their grade lowered for not meeting other targets (e.g., Adequate Progress of the Lowest 25%, At-risk Graduation Rate) will not have their grade lowered further. READING PERFORMANCE (100 pts) 9

Reading: Percent Proficient FY12 Spring to FY13 Winter Diag Difference All Students Tested 10

MATH PERFORMANCE (100 pts) One (1) point for each percent of eligible students scoring Algebra 1 Levels 3+ Grad requirement for into 9 th in FY12 Geometry Levels 3+ Grad requirement for into 9 th in FY13 FAA Scale Levels 4+ At least 20 students with valid math scores Florida EOC Assessment Scale Scores (325 to 475) for each Achievement Level: Level 1Level 2Level 3Level 4Level 5 Geometry325-369370-395396-417418-433434-475 Geometry Achievement Levels 11

MATH PERFORMANCE (100 pts) Algebra 1 & Geometry EOC First EOC in HS counts toward Performance Grade 9 students bank M.S. EOC scores Level 3+ included in high school Performance numerator and denominator Not included in participation rate Participation Students enrolled in Algebra 1, Geometry Survey 2 and 3 & 4 and 1 (most recent summer) (October 2012, February 2013, June 2012, July 2012) FAA tested students 12

Algebra 1 EOC: Percent Proficient FY12 Spring to FY13 Winter Diag Difference All Students Tested 13

Geometry EOC: Percent Proficient FY12 Spring to FY13 Winter Diag Difference All Students Tested 14

SCIENCE PERFORMANCE (100 pts) One (1) point is accrued for each percent of eligible students scoring Biology 1 EOC Levels 3.0+ Grad requirement for into 9 th in FY13 FAA Scale Levels 4.0+ Florida EOC Assessment Scale Scores (325 to 475) for each Achievement Level: Level 1Level 2Level 3Level 4Level 5 Biology 1325-368369-394395-420421-430431-475 Biology 1 Achievement Levels 15

Biology 1 EOC FY12 Spring and FY13 Winter Diag Percent Proficient All Students Tested FY12 Spring FY13 Winter Diag 16

Biology 1 EOC: Percent Proficient FY12 Spring to FY13 Winter Diag Difference All Students Tested 17

WRITING PERFORMANCE (100 pts) One (1) point for each percent of eligible students scoring FCAT Writing Levels 3.5+ FAA Scale Levels 4.0+ 60 minutes 18

FY12 Grade 10 FCAT 2.0 Writing Percent Scoring 3.5 and 3.0 Difference 19

READING LEARNING GAINS (100 pts) FCAT 2.0 (1 point) Maintain same proficient level L1 to L2, L1 to L3, or L2 to L3 Remain L1 & increase Required scale points Remain L2 & increase Required scale points Minimum FCAT 2.0 Scale Increases Required to Demonstrate Learning Gains ReadingGrade 8-9Grade 9-10 Level 1 68 Level 2 57 Retained students make learning gains by maintaining a proficiency level, increasing a level, or increasing a scale score 20

READING LEARNING GAINS (100 pts) FCAT 2.0 Weighted (1.1 or 1.2 point) (1.1) Prior year level 1 or 2 & gain Required plus 33% or more scale points see example (1.1) Move from lower level into L4 (1.2) Move from lower level into L5 Level 4 1.1 Level 5 1.2 Retained students make learning gains by maintaining a proficiency level, increasing a level, or increasing a scale score 21

READING LEARNING GAINS (100 pts) Weighted Learning Gain for retained and non- retained students prior year in FCAT 2.0 L1 or L2 Learning Gain of 1.1 = Required growth + 33% or more Example: Current ninth grader, prior year level 1 eighth grader Required growth (6) points + 33% (2 points) 6 + 2 = 8 scale points Minimum FCAT 2.0 Scale Increases Required to Demonstrate Learning Gains ReadingGrade 8-9Grade 9-10 Level 1 68 Level 2 57 22

READING LEARNING GAINS (100 pts) FAA (1 point) Maintain proficient (Levels 4-9) Improve from prior Level Remain Levels 1-3 & gain 5 or more scale points (Required) FAA Weighted (1.1 point) Prior year levels 1-3 & gain Required plus 33% or more (7+) scale points 23

MATH LEARNING GAINS (100 pts) FAA (1 point) Maintain proficient (Levels 4-9) Improve from prior Level Remain Levels 1-3 & gain 5 or more scale points (Required) FAA Weighted (1.1 point) Prior year levels 1-3 & gain Required plus 33% or more (7+) scale points 24

MATH LEARNING GAINS (100 pts) Algebra 1/Geometry EOC (1 point) Maintain proficient (L3-L5) Improve from L1 to L2, L1 to L3, or L2 to L3 Remain L1 & increase common scale score Remain L2 & increase common scale score FDOE will use a common scale for comparisons Compare 9 th grade students’ prior year FCAT 2.0 Math score to Algebra 1 scores Compare prior year Algebra 1 score to Geometry EOC score 25

MATH LEARNING GAINS (100 pts) Algebra 1 /Geometry EOC Weighted (1.1 or 1.2 point) (1.1) Move from lower level into L4 (1.2) Move from lower level into L5 Level 4 1.1 Level 5 1.2 26

LOWEST 25% LEARNING GAINS (200 pts) Calculating Lowest 25% - Reading Only students in prior year L1 or L2 Calculate for each student group The sum of all groups plus other retained students in prior year L1 and L2 Grade 7 to 9* 8 to 9 8 to 10* 9 to 9 9 to 10 10 to 10 Total Group + Total Group + Total Group + Total Group = Groups Total + Other Retained students in prior-year Levels 1 and 2 = School Total L25% *Students who skip a grade will show Learning Gains by moving up a level or maintaining L3+ Fewer than 30 students L2 or below, reading and mathematics gains of all students substituted 27

LOWEST 25% LEARNING GAINS (200 pts) Calculating Lowest 25% - Mathematics Only students in prior year L1 or L2 (excluding FAA) Calculate for each student group The sum of all groups plus other retained students in prior year L1 and L2 *Students who skip a grade will show Learning Gains by moving up a level or maintaining L3+ Fewer than 20 students L2 or below, reading and mathematics gains of all students substituted FCAT 2.0 EOC (across grade levels) Grade 8 FCAT 2.0 to Algebra 1 EOC Algebra 1 EOC to Algebra 1 EOC (Gr. 8 to Gr. 9 Gr. 8 to Gr. 10 Gr. 7 to Gr. 9*) Algebra 1 EOC to Geometry Total Group + Total Group = Groups Total + Other Retained students in prior-year Levels 1 and 2 = School Total L25% 28

LOWEST 25% LEARNING GAINS (100 pts) Lowest 25% Adequate Progress At least 50 percent of the Lowest 25% (50% in Reading and 50% in Mathematics) make Learning Gains or show improvement from the prior year: Lowest 25% Adequate Progress Penalty Lowest 25% Learning Gains School Grade Related Action 50% +No Grade Reduction 40% - 49% Reduced unless improvement of 1% or more is made over the prior year. 39% and Below Reduced unless improvement of 5% or more is made over the prior year 29

A C C A A B B A A F A B B 30

SDPBC Algebra 1 EOC Pass Rates FY10/11 SPRING FCAT MATH FY2012 SPRING ALG 1 EOC (no retakers) TakingPassing Pct Passing TOTAL11608674558% L 1959536% L 2173627916% L 33754208556% L 42362224795% L 514381432100% No Lvl135964948% 31 LEVEL 1 6% LEVEL 2 16%

SDPBC Algebra 1 EOC Passing Rates FY10/11 SPRING FCAT MATH FY2012 SPRING ALG 1 EOC (no retakers) TakingPassing Pct Passing TOTAL 11608674558% L 1 959536% L 2 173627916% L 3 3754208556% L 4 2362224795% L 5 14381432100% No Lvl 135964948% 32 TAKING 11,608 FAILURES 4,863

SDPBC Algebra 1 EOC Passing Rates FY10/11 SPRING FCAT MATH FY12 SUMMER ALG 1 EOC (retakers) TakingPassing Pct Passing TOTAL191948125% L 1292134% L 25847713% L 375330541% L 4463065% L 522100% No Lvl2425422% 33 FAILURES 4,863 PASSING 481 REMAINING 4,382

SDPBC Algebra 1 EOC Passing Rates FY10/11 SPRING FCAT MATH FY13 WINTER ALG 1 EOC (retakers) TakingPassing Pct Passing TOTAL274267825% L 1488418% L 290815918% L 395736538% L 4502856% L 522100% No Lvl3378325% 34 FAILURES 4,382 PASSING 678 REMAINING 3,704

SUMMMARY OF CHANGES STATEWIDE ASSESMENT COMPONENTS FY2013 Math – Geometry EOC New Achievement Levels Science – Biology 1 EOC New Achievement Levels Writing – 3.5 Score, 60 Minutes Reading Performance Penalty Lowest 25% Progress Penalty Reinstated 35

STRATEGIES AND RESOURCES Keith Oswald, Assistant Superintendent Curriculum and Instruction 36

“THE ESSENTIALS” HIGH SCHOOL INSTRUCTION BEFORE THE ASSESSMENT CAO February 5, 2013

Essentials for High School Reading

High School Resources for ELA Lesson plans that focus on tested benchmarks, contain on grade level text, and text-dependent questions are located on each grade level ELA calendar in Learning Village. It is important to continue instruction. Two of the most difficult benchmarks (as determined by percentage correct on the winter diagnostic) are 6.1.1 and 6.2.2. The scope and lesson plans on Learning Village instruct on these benchmarks in January and February. Additional lesson plans that focus on tested benchmarks are available for small groups. 39

These lessons are not located on the calendar, so they are fresh lessons for students. There is also access to the Florida Achieves site for additional testing practice and links to released practice tests. 40

High School Resources for Reading Lesson plans that focus on tested benchmarks, contain a variety of text levels, and text-dependent questions are located on each grade level reading calendar in Learning Village. Every week, an informational passage with vocabulary activities, reading strategies, and FCAT-style questions is included for each grade level. 41

SpringBoard Resources Available on TrainU SpringBoard ELA and Math Resources available: Pacing Guides, Benchmark Correlations, Graphic Organizers, Sample Bellringers and Mini-Lessons, CCSS and PARCC Connections, Marzano Crosswalk Reading and Writing Supports: Links to 10 SB Writing Workshops per grade level, Sample FCAT stem questions based on SB reading 42

Reader and Task Ten Guiding Principles 1.Make close reading and rereading of texts central to lessons. 2.Provide scaffolding that does not preempt or replace text. 3.Ask text dependent questions from a range of question types. 4.Emphasize students’ supporting answers based upon evidence from the text. 5.Provide extensive research and writing opportunities (claims and evidence). 43

Reader and Task Ten Guiding Principles 6.Offer regular opportunities for students to share ideas, evidence, and research. 7.Offer systematic instruction in vocabulary. 8.Ensure wide reading from complex text that varies in length. 9. Provide explicit instruction in applied grammar and conventions. 10. Cultivate students’ independence. The most important concept to remember: it is not about the program; it is about the teacher. 44

Administrative Considerations Capitalize on teachers’ strengths. Utilize data to monitor progress. – Classroom Assessments – Core K12 – Diagnostics Focus on the curriculum and the resources available in Learning Village. Maintain a balance between instruction and test preparation. 45

High School Essentials for Writing

Best Practices for Test Readiness Students write every day. Provide prescriptive feedback to students and monitor progress. Teach strategic minilessons based on class needs. Pull students together for small group instruction based on similar need. 47

Best Practices for Test Readiness Confer with individual students. Ensure that 11 th grade students marked as 10 th graders in TERMS are receiving writing instruction. These students will take FCAT 2.0 Writing again. Utilize lesson plans in Learning Village as needed. Utilize the tutorial lessons and Saturday lessons as needed. 48

SpringBoard Writing Workshops Expand everyday writing opportunities already available within the regular SpringBoard curriculum. Integrate SpringBoard Writing Workshops into regular instruction. – 10 Writing Workshops available for each grade level. – Use as support, extension, or intensive practice. 49

FY12 FCAT 2.0 Writing High School FY12 Palm Beach County FY12 State Mean Score Uns11.522.533.544.555.56% 3 & above % 3.5 & above % 4 & above 3.4011582422268310846038 Mean Score Uns11.522.533.544.555.56% 3 & above % 3.5 & above % 4 & above 3.60113617233411410897249 The minimum goal for students needs to remain a 4 as at least one scorer needs to believe the essay is a 4 in order to earn a 3.5. Note: In Palm Beach County, there was a 17 point difference between 3s a 3.5s last year. 50

Qualities of Good Writing Focus (Meaning & Structure) Staying on the thread of the topic that was chosen to write about. – Planning (various methods) Organization (Structure) The order of ideas presented in the essay. Using transitions that help the essay flow Ordering ideas Having a thesis statement 51

Qualities of Good Writing Conventions – Capitalization – End punctuation – Comma usage – Using a variety of complete sentences – Spelling – Subject/Verb agreement Support (Details/Elaboration) Support is the crucial element in moving from a 3 to 4. – Meaningful facts and anecdotes – Meaningful definitions – Meaningful, expert advice or quotations – Meaningful vocabulary choices 52

Using Data to Drive Instruction If the writer is a Level 1, I could teach… Focusing closely on the topic of the prompt. Focusing closely on the topic of daily writing. Organizing by introducing the topic, supplying one or more reasons, ways, or kinds of, and concluding the writing. Adding facts or examples to elaborate. Writing sentences with a “who” & a “did what.” If the writer is a Level 2, I could teach… Focusing closely on the topic of the prompt. Organizing by introducing the topic, supplying one or more reasons, ways, or kinds of, and concluding the writing. Adding support to elaborate. Writing sentences with a “who” & a “did what.” Using end punctuation. 53

Using Data to Drive Instruction If the writer is a Level 3, I could teach… Taking away any extraneous parts. Organizing with 3 reasons, ways or kinds of. Making a clearer beginning & ending. Adding support to elaborate. ◦ Examples with elaboration ◦ Anecdotes carefully crafted to show how it fits with the idea Writing sentences with simple and compound construction. Spelling word wall words correctly. Using end punctuation correctly. Choosing stronger verbs/specific nouns. If the writer is a Level 4, I could teach… Crafting a strong introduction that previews the ideas to be addressed. Crafting a concluding paragraph that includes the writer’s thoughts or feelings about the topic. Eliminating extraneous parts. Organizing ideas by importance. Using effective transitions between and within paragraphs. Including anecdotes that are angled to match the thesis, and provide sufficient elaboration to create a strong connection. All of the conventions from level 3. 54

Using Data to Drive Instruction If the writer is a Level 5, I could teach… Further development of support and elaboration. Each reason, way, or kind of could be supported in multiple ways (definitions, anecdotes, facts, quotations, etc.). Purposeful vocabulary use. Various sentence structures. More purposeful use of punctuation. If the writer is a Level 6, I could teach… Strengthening all of the level 5 components. The piece leaves the reader without unanswered questions. 55

English Language Learners All English Language Learners must have a word to word heritage dictionary from the beginning of the year to use in class and on assessments. 56

Essentials – HS Mathematics

EOC Resources for Algebra 1 and Geometry Students Resources are sorted by EOC Benchmark, instructional focus, and textbook lesson. Instructional resources include Florida EOC sample test items, publisher resources, and district-developed EOC test item benchmark practice. 58

Algebra 1 LV Landing Page 59

Algebra 1 EOC Resources by Benchmark 64

Algebra 1 EOC Resources by Benchmark 65

ePat Guided Practice Worksheet 66

Algebra 1 EOC Practice Worksheet 67

Geometry LV Landing Page 68

Geometry EOC Resources by Benchmark 71

www.AlgebraNation.com 72

Algebra Nation EOC aligned Content created in collaboration with FLDOE Additional EOC prep resources forthcoming Student access outside of school – Platform for additional support – Access to resources – Opportunity to receive personal support 77

What Works in Algebra I Algebra Nation Differentiate lessons to meet needs of all students. Provide lowest 25% in Algebra 1 with additional support opportunities. Attend content trainings by K-12 Curriculum. Ensure teachers’ knowledge of the revised Item Specifications. Teach foundational skills during the first month. Utilize progress monitoring logs/benchmark seminars/data chats. Have no more than two preps for Algebra I teachers. Use – Wylie’s Warm-ups (Everglades book) – EOC-like problems for every benchmark – Core K12 assessments for tracking and remediation – Florida Achieves – Spiral review of benchmarks 78

What Works in Geometry Group 9 th grade students together in the same class. Differentiate lessons to meet needs of all students. Attend content trainings by K-12 Curriculum. Ensure teachers’ knowledge of the revised Item Specifications Utilize progress monitoring logs. Use – Hands-on/manipulatives/virtual tools/activities – EOC-like problems for every benchmark – Practice proofs – Geogebra – Cornell notes – Flashcards (for theorems, postulates, vocabulary, etc.) – Gizmos – Constant spiral review of benchmarks 79

What Works for Retakers Identify students for the retake immediately after results are available. Find and fill the “holes.” AM/PM/Lunch Bunch tutoring with Algebra teachers. Utilize individual progress monitoring logs. Double block grade 10 students in Algebra 1 and Geometry OR Liberal Arts and Geometry. Use Inside Algebra. (Title 1 schools used these materials last summer in the JumpStart Program.) “Boot Camp” Conference with students. (“Step Into My Office.”) Connect with the student individually as a motivational tool. 80

Science Resources Sound Instruction for the Biology I EOC

Plan for Success Provide students with exposure to FCAT-style questions (a few per day). FCAT Explorer FOCUS Mini- Assessments

FCAT Explorer and Context-Dependent Sets Plan for Success FCAT-Style Questions

Plan for Success Simulations and Virtual Labs Utilize simulations and virtual labs to reinforce science concepts.

Plan for Success Simulations & Virtual Labs Utilize simulations and virtual labs to reinforce science concepts.

Learning Village Resources Secondary Science – Biology 1 NEW! 88

Learning Village Resources Biology 1 Resource Chart 89

Other Resources e2020 Virtual Tutor Utilize e2020 Virtual Tutor to remediatee2020 biology benchmarks.

What Works in Biology 1 Differentiate lessons to meet the needs of all students Utilize resources from content trainings conducted by K-12 Curriculum Incorporate hands-on learning experiences, virtual labs, and simulations into lessons Use – Florida Achieves/FCAT Explorer (FCAT-style questions) – Biology I Benchmark Labs – Biology I Resource Chart – Supplemental Tutorial Lessons 91

Academic Success Begins With You A study conducted by Hoy, Sweetland and Smith (2002) found that efficacy “was more important in explaining student achievement than socioeconomic status.” If you can answer “yes” to the following questions, you are building teacher efficacy.

1.Do you believe that your teachers are capable of successfully teaching Level 1 and Level 2 students? 2.Do you identify and celebrate the individual accomplishments and successes of each teacher? 3.Do you provide appropriate feedback to address weaknesses in a non-threatening way? 4.Are you sure that your feedback to teachers has impacted instructional practices at your school? Academic Success Begins With You 93

According to Goddard, Hoy and Hoy, principals must intentionally help teachers develop a sense of efficacy. Model the efficacious behaviors that you want to see teachers utilizing in the classroom with their students. Academic Success Begins With You 94

Contacts Literacy Diana Fedderman, Program Planner 357- 5989 (PX 25989) Mathematics Nancy Kinard, Manager 434-8250 (PX 48250) Diana Snider, Program Planner 357-5943 (PX 25943) Science Wendy Spielman King, Manager 357-1152 (PX 21152) Greg Goebel, Program Planner 357-1128 (PX 21128) 95

MONITORING FOR SUCCESS IN EDW Dr. Sandra Raymond-Roberts, Manager Educational Data Warehouse 96

Essentials Training 2013 Educational Data Warehouse

Purpose Identify accountability data in the Educational Data Warehouse Determine specific monitoring tools relative to school and student performance. 98

How did your school’s tested population perform on the 2013 Winter Diagnostics–FCAT 2.0, Algebra 1 EOC, Geometry EOC, and Biology EOC? 99

What assessments are used to measure student performance? Winter Diagnostics – Reading – Algebra 1 Florida EOC, Geometry EOC, and Biology EOC 100

Who are the accountable students in the Performance categories? Students reported in Survey 2 (October FTE), Survey 3 (February FTE), and first day of FCAT Writing test Students attending public schools – ELL students with at least 365 calendar days in a U.S. school 101

BIG PICTURE 102

MONITORING PROGRESS TOWARD A PLUS GOALS FOR HIGH SCHOOLS-RTOOA0445 103

Monitoring Progress Toward A Plus Goals for High Schools-RTOOA0445

Fall and Winter Diagnostic Results 105

Diagnostic Diamond Report-RTODA0173 EOC Diagnostic Diamond Report- RTSDA0474 106

Step 1: Sort By Benchmark QuestionQuestion Fo cu s B e nc h m ar ks s Dif f 107

Step 2: Sort By Gridded Response 108

Step 3: Sorted by Benchmark T1T1 T2T2 Similar Patterns 109

Step 3: Sorted by Benchmark T1T1 T2T2 Dissimilar Patterns 110

READINGMATHEMATICSWRITINGSCIENCE PERFORMANCE Accountability Reading Profile Accountability Mathematics Profile Current Algebra 1 Students Accountability Writing Profile Palm Beach Writes Accountability Science Profile LEARNING GAINS – ALL STUDENTS Accountability Reading Profile Diagnostic Reading Gains Accountability Mathematics Profile Diagnostic Math Gains LEARNING GAINS – LOWEST 25% Accountability Reading Profile Diagnostic Reading Gains Accountability Mathematics Profile Diagnostic Math Gains TOTAL POINTS – 800 Points Possible 300 points 100 points 111

PERFORMANCE 112

READINGMATHEMATICSWRITINGSCIENCE PERFORMANCE Accountability Reading Profile Accountability Mathematics Profile Current Algebra 1 Students Accountability Writing Profile Palm Beach Writes Accountability Science Profile LEARNING GAINS – ALL STUDENTS Accountability Reading Profile Diagnostic Reading Gains Accountability Mathematics Profile LEARNING GAINS – LOWEST 25% Accountability Reading Profile Diagnostic Reading Gains Accountability Mathematics Profile Diagnostic Math Gains TOTAL POINTS – 800 Points Possible 300 points 100 points 113

Accountability Reading Profile-RTSFR0280 114

Accountability Math Profile– RTSFM0281 116

Current Algebra 1 Students-RGSYM0462 Have your Algebra 1 students improved? 117

Accountability Writing Profile—RTSFW0282 Window 5 Performance on the Palm Beach Writes 119

Accountability Science Profile—RTSFS0332 121

LEARNING GAINS 122

Accountability Reading Profile—RTSFR0280 124

Diagnostic Reading Gains-RTSDR0095 125

Accountability Math Profile—RTSFR0281 127

LOW 25% LEARNING GAINS 128

Accountability Reading Profile—RTSFR0280 Performance of the Low 25% in Reading Population 130

Accountability Math Profile—RTSFR0281 Performance of the Math Low 25% Population 131

132 Participant’s Discussion How has your school performed over time (Gains, Lowest 25%, Math, Reading, Science, Writing)? At each grade level? What are the significant changes between Fall and Winter Diagnostic Results? What are your school’s strengths? What weaknesses do you need to address as a principal prior to FCAT and EOC administrations?

ACTIVITY Dr. Janis Andrews Chief Academic Officer 134

Activity Review school data Identify opportunities for improvement Review strategies and resources Pair and share 137

BREAK 138

HIGH SCHOOL ACCOUNTABILITY Mark Howard, Director Research, Evaluation and Assessment 139

HIGH SCHOOL GRADING MATRIX “Other” Components – 50% Acceleration Grad RateCollege Readiness Participation (150 points) Overall (200 points) 100 points - Federal 100 points – Mod 5 Yr Reading (100 points) Performance (150 points) At-Risk (100 points) 50 points – Federal 50 points – Mod 5 Yr Math (100 points) 300 points 200 points 140

ACCELERATED COURSEWORK PERFORMANCE & PARTICIPATION (300 pts) Includes: Advanced Placement (AP) International Baccalaureate (IB) Advanced International Certification of Education (AICE) Dual Enrollment (DE)* Industry Certification (IC) Accelerated Coursework Participation Rate + Growth/Decline 150 Possible Points Survey 2 & 3 Performance Rate + Growth/Decline 150 Possible Points Survey 2 & 3 * Student must receive a grade 141

ACCELERATED COURSEWORK (150 pts) Participation NumeratorDenominator All 9 th - 12 th graders who took an accelerated course/exam (weighted) All 11 th and 12 th graders (excludes FAA students) and any grade 9-10 students in the numerator Performance NumeratorDenominator Number of successful completions in accelerated coursework (weighted) by students in grades 9-12 All 9 th through 12 th graders who took an accelerated exam/dual enrollment course 142

ACCELERATED COURSEWORK (150 pts) Participation NumeratorDenominator All 9 th - 12 th graders who took an accelerated course/exam (weighted) All 11 th and 12 th graders (excludes FAA students) and any grade 9-10 students in the numerator Performance NumeratorDenominator Number of successful completions in accelerated coursework (weighted) by students in grades 9-12 All 9 th through 12 th graders who took an accelerated exam/dual enrollment course 143

Percent of AP Tests Passed by Race/Ethnicity in the SDPBC 144

AP Test Participation Rate by Race/Ethnicity in the SDPBC 145

OVERALL GRADUATION (200 pts) AT-RISK GRADUATION (100 pts) Overall Graduation and At-Risk Graduation Rates based on combination of: Federal Uniform Rate (4-year adjusted cohort) Modified Federal Uniform Rate (5-year cohort) Standard Diplomas Special Diplomas* (FY12 cohort graduating in FY13) 50% of points * Inclusion of Special Diplomas in Modified 5-year rate is still being discussed with USDOE. 146

AT-RISK GRADUATION (100 pts) At-Risk Threshold 65% to earn “A” Based only on 4-year Federal Rate Consequences for “A” schools At-Risk RateConsequence 65% + No Reduction (“A” is maintained) 55% - 64% “A” reduced to “B” unless improvement of 1% or more made over the prior year 54% and Below “A” reduced to “B” unless improvement of 5% or more made over the prior year 147

COLLEGE READINESS (200 pts) NumeratorDenominator Number of students (from denominator) scoring “ready” on SAT, ACT, CPT, P.E.R.T. any time during high school All on-time (4-year) graduates Highest Score by Subtest P.E.R.T. Writing scores are NOT part of school grading 148

HIGH SCHOOL GRADING MATRIX Statewide Assessment Components – 50% “Other” Components – 50% Reading Math (Alg & Geo)Writing Science (Biology) Acceleration Grad Rate College Readiness US History Performance Learning Gains All Students Low 25% Learning Gains POINTS BONUS GROWTH/DECLINE calculated for each sub-component then added together for total- points adjustment 149

OTHER COMPONENT GROWTH/DECLINE POINTS GROWTH For each component, schools may earn up to 10 additional points for growth based on increase over the prior year according to the following measures: DECLINE For each component, schools who drop 10 percentage points, lose 5 points for decline Points Increased over Prior Year Growth Points Earned 0 to 4None 5 to 95 10 +10 150

OVERALL GRADUATION & AT-RISK GRADUATION GROWTH/DECLINE calculated separately for each rate then added together OR subtracted for total-points adjustment Federal Uniform Rate (4-year adjusted cohort) GrowthDecline Modified Federal Uniform Rate (5-year cohort) GrowthDecline Adjustment Total Adjustment OTHER COMPONENT GROWTH/DECLINE POINTS 151

HIGH SCHOOL GRADE ACCOUNTABILITY ACCELERATED COURSEWORK, GRADUATION, COLLEGE READINESS Accelerated Coursework Participation/Performance Equally weighted (150 pts each) 9 th and 10 th graders TAKING in numerator and denominator Graduation and At-Risk Graduation Rates 50% Federal Uniform Rate (4-year cohort) 50% Modified Federal Uniform Rate (5-year cohort) College Readiness Includes all on time graduates Growth Points limited to 10 points 152

For Additional Support Contact Mark Howard, Director PX: 48781 Nancy Brito, Specialist PX: 47521 http://www.palmbeachschools.org/assessment/SchoolGrade.asp 153

GRADUATION RATES PJ D’Aoust, Director FTE & Student Reporting 154

Graduation Rate and Requirements Essential Training FTE & Student Reporting/Single School Culture Initiatives PJ D’Aoust Jason Smith Eunice Vivar Greenfield Amy Mazzocco

Graduation Requirements Into 9 th FY2010 24 Credits – 4 English – 4 Math (including Algebra 1) – 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 and Math 20 Community Service Hours 156

FCAT Concordance Assessment ReadingMathematics 2009-20102010-2011 and beyond 2009-2010 and earlier FCAT N/A 1889 (scale score of 300) FCAT 2.0 241*245N/A SAT 420430340 ACT 181915 *Students who participated in the Spring 2011 Grade 10 FCAT 2.0 Reading assessment received scores called FCAT Equivalent Scores that were reported on the FCAT score scale, and the passing score was 1926 (scale score of 300). This is concordant (or comparable) to a score of 241 on the FCAT 2.0. 157

Looking Forward Into 9 th 2011 (current 11 th graders) – Need a full credit of Geometry to graduate Into 9 th 2012 (current 10 th graders) – Must pass Algebra 1 EOC to earn credit in the class. Need a full credit of Geometry to graduate Into 9 th 2013 (current 9 th graders) – Must pass Algebra 1, Geometry and Biology EOCs to earn credit in the class. Need a full credit of Algebra 2 to graduate 158

NCAA 15.3% of students enrolled in college for the 09-10 SY would not meet the new 2016 standards. 35.2% of football players enrolled in college for the 09-10 SY would not meet the new 2016 standards. 43.1% of men’s basketball players enrolled in college for the 09-10 SY would not meet the new 2016 standards. 159

NCAA Changes for 2016 Eligibility Full Qualifiers must: – GPA greater than or equal to 2.3 – Sliding Scale change (see handout) – Ten core courses required BEFORE beginning of 7 th semester (beginning of Senior year) – 7 of the 10 must be in English, math or science – Those 10 courses become locked in for GPA calculation 160

NCAA Eligibility Resources Bulletin # HSP-1964-CLS/K12C NCAA Eligibility Website www.eligibilitycenter.org Quick Reference Sheet 161

Grading Issues Grade Forgiveness Duplicate Courses Missing Grades – Incompletes – Improper W/D or Schedule Change Procedure – Blank Grades 162

Cohort Info First Year in District Sets Cohort Set at End of Year (Survey 5) IE…Last Day of School Sets Cohort! 163

Grade Classification Change Starting with 2013 we now handle grade classification by Needed Credit instead of Earned Example – Student who completed three years of high school in another district enters the SDPBC with 20 earned credits, but needs 10. This student would be an 11 th grader for their 4 th year of high school with us. 164

Withdrawal Codes How they affect the Graduation Rate (Federal Uniform Rate) Completers (these students are the numerator if code is within 4 years from entering 9 th grade) WFAGRAD STD DIPL-18 CRD CO/ALT ASSMT WFBGRAD STD DIPL-18 CRD CAR/ALT ASSM WFTSTD GRAD FCAT WAIVER/ALT ASSMT WFWSTD GRAD ESE W/FCAT WAIVER W06GRADUATE WITH STANDARD DIPLOMA W6ASTD DIPLOMA 18 – CRDT COL PREP W6BSTD DIP 18 CRDT CAREER PREP W43HIGH SCHOOL DIPLOMA THROUGH ADULT ED W52HS DIPLOMA THRU ADULT ED/ALT ASSMT 165

Withdrawal Codes How they affect the Graduation Rate (Federal Uniform Rate) Left District (these students removed from grad cohort – the cohort is the denominator) W3AWD TO ANOTHER DIST IN STATE W3BWD OUT-OF-STATE W04WD PRIVATE SCHOOL W12WITHDRAWN DUE TO DEATH W24WD HOME EDU PROGRAM 166

Withdrawal Codes How they affect the Graduation Rate (Federal Uniform Rate) Dropout (these students are the numerator for the District Dropout rate (grades 9-12) and remain in the grad cohort) W05OVER COMPULSORY AGE, NO RETURN W13WD DUE TO COURT ACTION W15WD DUE TO NON-ATTENDANCE W18WD FOR MEDICAL REASON W21WD DUE TO EXPEL SCHL W22WD-WHEREABOUTS UNKNOWN W23WD EXCPT W01, W22, W24-W26 167

Withdrawal Codes How they affect the Graduation Rate (Federal Uniform Rate) Non-Grad (not a Dropout but remains in grad cohort – these students left the district and did not re-enter a district school) W01RETURN TO SAME SCHL (CREDIT DEFICIENT) W02XFER DIFF SCHL SAME DISTRICT (CRED DEFICIENT) W07GRAD/SPECIAL DIPOLMA-1MASTERY W08CERTIFICATE OF COMPLETION (GPA DEFICIENT) W8AGRAD ELIG FOR CPT W/O MASTERY (TEST DEFICIENT) W09SPECIAL CERTIFICATE COMPLETION W10GED –ST OF FL HIGH SCHL DIPLOMA W27GRAD/SPECIAL DIPLOMA-2MASTERY W26ENTER ADLT PROG, NOT GRAD W45STUDENT LEFT SCHOOL WITH GED WGAGED EXIT OPTION/ALT ASSMT WGDWITHDRAWAL – GED EXIT OPTION 168

Cohort Scenarios Where’s Waldo? Student registering in May Private School Students Transfers to Adult Education ELL Students 169

Gatekeeper (Grad Contact) Monitors the Following: Point Person Between Dept and School Dropout Reports Faxed, Notification to Principal Entrance into Cohort Non-Attendance Mid-Year Promotes (promoting ahead of cohort) Dropouts (including Adult Ed Non-Completers) 170

Cleaning up Your Dropout Report L ocating Dropouts Phone Calls Ask a Friend Facebook Relatives Teachers IE: Beat the Bushes! Goal: Back in School or Report as Left Cohort 171

Left Cohort Students Documentation is Kept at School Site! W/D Form Transcript Request Non-Completer Form (PBSD 2377) 172

5 Year Graduation Cohort Based on Previous Year’s 4 Year Cohort Students can not enter or leave the cohort Any student who graduates before the next school year counts in the numerator (including the 4 year graduates) Includes Special Diplomas (W07, W27) Student can graduate from ANY school in SDPBC, but will count toward the school they were attached to in the 4 Year Cohort 173

Questions? Jason Smith – 434-7390 px 47930 Eunice Vivar Greenfield–434-8820 px 48820 Amy Mazzocco – 432-6348 px 86348 PJ D’Aoust – 434-8824 px 48824 174

RESOURCES AND SUPPORT Becky Youngman, Manager Single School Culture Initiatives Pete Licata, Director Choice and Career Options 175

Essentials Training: Accelerated Coursework and College Readiness Janis Andrews, Assistant Superintendent Curriculum & Learning Support Janis.Andrews@palmbeachschools.org Keith Oswald, Assistant Superintendent Curriculum & Learning Support keith.oswald@palmbeachschools.org

Accelerated Coursework Participation and Performance

Preparation for Success in College A 1999 U.S. Department of Education study found that the strongest predictor of college graduation is something students do before they ever go to college: participate in rigorous, college-level courses in high school - and AP courses in particular. (Clifford Adelman, Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor’s Degree Attainment, 1999, U.S. Department of Education)

Scheduling Students for Accelerated Course Work Check AP Potential report. Contact students and parents to discuss options (AP vs. Dual Enrollment). Counselors should work closely with administrative team in developing the master schedule. Consider minimizing the amount of “No-Class” or “Senior Privilege.” Emphasize the importance of seniors taking core subject courses during senior year.

Dual Enrollment – Students need a minimum 3.0 GPA. – Students must meet the college ready test scores in ALL subject areas of either the SAT, ACT, or PERT. – Students are advised by counselor that ALL dual enrollment coursework is shown on their high school and college transcript.

AICE Advanced International Certificate of Education (AICE) Diploma University of Cambridge Fourteen schools have approved AICE programs. Exams held in a series of components (papers) from April – June. Success on exams can earn students college credit similar to AP and IB.

Score Comparison APCambridge Passing 5A 4B, C 3D, E 2F Not Passing 1G U = Ungraded

AICE Funding Teacher bonus of $50 per AS exam passed. Weighted FTE of.16 to district for each AICE exam passed with CIE grade E or higher AND.30 per AICE Diploma awarded Florida Bright Future FL Academic Scholarship for AICE Diploma recipients with 100 hours community service

AICE Diploma A student may earn an AICE diploma as a result of earning 6 exam credits. – AS Level exam = one exam credit if passed – A Level exam = two exam credits if passed At least one of those exam credits must be earned on a language exam (e.g., AICE English). In addition to language, at least one credit must be earned in two additional disciplines, such as social science, art, science, or math.

Advanced Placement Thirty-four (34) AP courses and exams are offered in 19 subject areas A committee of college faculty and experienced AP teachers develops each course and exam. Passing scores = 3, 4 or 5 College recognition/placement Submission of syllabi to AP Course Audit for approval (Jan. 31 final deadline)

AP and College Success ™ Students who take AP courses and exams are much more likely than their peers to complete a bachelor’s degree in four years or less. Source: Camara, Wayne (2003). College Persistence, Graduation, and Remediation. College Board Research Notes (RN-19). New York, NY: College Board.

AP Helps Students Graduate on Time Only 1 in 4 students who enter college will complete their bachelor’s degree in 4 years. Research consistently shows that students taking AP courses and exams have a much higher likelihood of earning their college degree in 4 years. Students who take 5 years or more typically spend $18,000- $29,000 more each year to complete their degree. www.collegeboard.com/research

AP and Traditionally Underserved Students African American and Hispanic students who took AP courses and exams earned higher grades in college than other African American and Hispanic students from the same SAT® range and the same socioeconomic background who had taken only regular high school courses or dual enrollment courses. African American, Latino, and low- income students scoring 3+ experience much higher college graduation rates than comparable non-AP students. “College Outcomes Comparison by AP and Non-AP High School Experiences.” Barbara G. Dodd, Linda Hargrove, Donn Godin (2008). Full study can be found at: www.collegeboard.com/researchwww.collegeboard.com/research

Participation & Performance Palm Beach County AP Exam Score Summary

Create your first workbook

Participation: Open Access  Parent Night Student testimonials Guest speakers Course brochures Bulletin for AP Students and Parents (download – AP Central) Explore AP site Explore AP Expand course offerings – Student interest surveys – AP Potential AP Potential – PSAT for all 10 th graders – Expand pool of candidates for diversity and size. – Generate personalized letters. – Whole school awareness Targeted Recruitment – Administration/teachers personally recruit students. – Identify classes for recruitment. – Peer recruitment Work with feeder middle schools

Professional Development Opportunity AP Potential® and My College QuickStart® (half day training) AP Potential® is a highly effective tool for identifying and recruiting students to increase participation in Advanced Placement courses, as well as identifying which courses should be considered for expansion of your AP program. My College QuickStart® is an online college and career planning tool available free of charge to all students who take the PSAT/NMSQT. It provides personalized information that helps students take their next steps toward college. Register through TrainU to attend the morning or afternoon session on February 7, 2013.

Supporting Teacher Success Professional Development – AP Roundtables, AP Summer Institutes, Subject area one-day seminars, Pre-AP and Vertical Team workshops, AICE online and face-to-face trainings AP department with a lead teacher Common planning Peer mentors Online resources – AP Central; AICE Teacher Support site – Sharepoint, TrainU 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.course descriptions Encourage teachers to become AP Readers.

Supporting Student Success Promote extended learning opportunities – Tutorials – after school, lunch, Saturday, pull out – Free online tutoring (PrepU, Hippocampus, Sparknotes, FLVS) – Peer study groups – AVID/study strategies for all students Prepare students for AP/AICE/IB exam/format – Mock exams – Review/use rubrics, exemplars – Use practice exams to focus instruction or tutoring – Pre-grid answer sheets (identify sections)  Summer enrichment/preparatory programs  Recognize success

Supporting Program Success Guarantee rigorous instruction Monitor grades and provide timely support Consider non-traditional course groupings Establish incentive programs Use online tools: – AP Potential – AP Central – You Can Go! – My NMSI Story Use data: – School Score Summary Report – Five Year School Score Summary Report – Instructional Planning Reports for each subject – EDW Reports

Scheduling to Promote Accelerated Participation and Performance Course progression – Create four-year plans at freshman orientation. Rigorous pipeline – Encourage student placement in accelerated courses earlier. – Algebra I, Geometry – World Languages – SpringBoard® Identify gateway courses appropriate for underclassmen as well as seniors. Identify alternate pathways for underserved students.

Scheduling to Promote Accelerated Participation and Performance Stretch course by pairing AP with honors – Examples: Economics, government stretch to a year course by pairing with honors first semester; Honors English with AP English Language – same teacher loops with students for a two-year block of preparation. Calculus/Physics Block for periods 4 & 5 (same teacher – sees students every day) Algebra II teacher loops up to AP Statistics with students. Multiple teachers for same course – Team teaching – Common planning Run honors section parallel to AP.

College Readiness Participation and Performance

School Day SAT Wednesday, February 27, 2013 All juniors should now be registered. Online Test Center Supervisor Training mandatory (complete by Feb. 13 th ) TrainU site SAT School Day MicrositeMicrosite

Train U: SAT School Day Site

NEW! Online Microsite for Palm Beach County School Day SAT 201

Administrator Microsite 202

Communication Strategies – Edline – ParentLink – Parent information sessions – Newsletters – Flyers – hallways, front office, counselor offices, bus loop, community locations – Marquee – Announce in classes – Morning announcements – School website – SAC meetings – Send test reminders via automated phone system before test day – Email – SAT School Day Microsite

Additional Opportunities SAT testing sessions March 9 (Register by Feb. 8) May 4 (Register by April 5) June 1 (Register by May 2) College Board Photo PolicyPhoto Policy ACT testing sessions April 13 (Register by March 8) June 8 (Register by May 3)

Participation Strategies for Seniors Identify seniors who have not yet achieved college ready status. Counselors provide whole class, small group, or one- on-one sessions to register students. Graduation coaches or other designated staff provide individual assistance to register students. Utilize computer/mobile lab setting to assist students in setting up web accounts to register for the SAT/ACT.

English IV: Fl College Prep A group of 12 th grade students were placed into English IV: Fl College Prep because they were not college ready (non- proficient score on PERT; no concordant SAT or ACT scores). The curriculum for this course was developed with officials from state colleges to ensure students are prepared for credit- bearing college courses. These 12 th grade students will retake the PERT this year. If they have been remediated in the course and pass the test, they are now college-ready.

Create your first workbook A scope, daily lesson plans, and textbooks are available to support teachers of this course.

Learning Village: Literacy College Readiness Lessons Lessons are available for test preparation for PSAT, ACT, and SAT.

Lessons and resources are available for all aspects of the SAT, including the essay portion.

In all 11 th grade English lessons, SAT practice/activities are available every Monday and Friday; ACT practice is available every Monday.

Math For College Readiness 12th grade students were placed into Math for College Readiness because they were not college-ready (non-proficient score on PERT; no concordant SAT or ACT scores). The curriculum for this course was developed with officials from state colleges and high school mathematics educators to ensure students are prepared for credit-bearing mathematics college courses. These 12 th grade students will retake the PERT this year. If they have been remediated in the course and pass the test, they are now college-ready.

Performance Strategies All juniors have free access to official SAT Online Course until October 2013. -Encourage student use. -Review student progress with online course reports. $69.95 value: FREE!

Performance Strategies Orient students to the many resources available to them for practice and support: – Question of the Day (Register online for email notification or phone app.) – Free online practice tests – SAT Skills Insight – My College Quickstart for personalized practice – Learning Village

Free SAT Practice Tools All students have access to free SAT practice tools at sat.collegeboard.org/practice:  Official SAT Question of the Day  Official SAT Practice Test  Practice Questions  My SAT Study Plan  Math Content review  Effective Writing Review  SAT Skills Insight

SAT and ACT Online Resources ACT Home PageHome Page iTunes AddressAddress SAT Home PageHome Page iTunes AddressAddress

SAT Student Practice: Winter Packets

E2020 ACT/SAT Virtual Tutor Enroll all juniors and seniors in E2020 to take the SAT/ACT preparation Virtual Tutor modules. School Use Can be used in diagnostic/prescriptive self-study mode with students Teachers can monitor student progress online. May also be accessed by teachers for small/whole group instruction as well as pull-out, after-school, or Saturday tutorial classes Enrollment Whole grade levels may be programmatically assigned courses by having the school’s e2020 administrator email the request to Heidi Putre. If the school chooses to have specific classes or individual students assigned to the VT course(s), this needs to be requested via the school’s guidance counselor.

Motivation Strategies Offer incentives. – School privileges – Special activities – Refreshments – Monetary prizes Provide students with opportunities to review their college readiness data. – Review ACT/SAT and appropriate EDW reports individually. – Help students to develop an action plan to achieve college readiness goals. Schedule college readiness awareness assemblies to provide information on SAT/ACT/PERT exams.

Contacts Curriculum and Resources: – Nancy Kinard, Mathematics Manager 434-8250 (PX 48250) – Diana Fedderman, Secondary Literacy Program Planner 357-5989 (PX 25989) ACT/SAT and Advanced Placement/AICE: – Becky Youngman, College Readiness Manager 982-0945 (PX 50945) E2020: – Heidi Putre, Assistant Principal Palm Beach Virtual 752-1238 (PX 41238) Counseling and Dual Enrollment – Eunice Greenfield, School Guidance Specialist 434-8820 (PX48820) – Judy Thomas, School Guidance Program Planner 434-8456 (PX 48456)

Additional Resources College Board – “Opening Classroom Doors: Strategies for Expanding Access to AP” – “Portrait of AP Teacher Practices” – “Teacher Practices and Student AP Exam Performance” – AP Planning Calendar – AP Coordinator’s Guide – Free AP brochures – AP Central (teacher resources) – 8 th Annual AP Report to the Nation (to be released Feb. 8, 2012) – Online Score Reports Broad Foundation – “Expanding Access to AP”

Career & Technical Education Engage, Educate, Empower… School District of Palm Beach County HS Principal Training

What is the Purpose of an Industry Certification (IC) Exam? Demonstration of ability or mastery of knowledge/content based on curriculum taught to the student—Validation! Stamp of approval from a professional organization, trade organization, or IT vendor. Preparing the student for further education and eventual employment. “College and Career Readiness”.

Industry Certification Facts In FY2010, FY2011 and FY2012 39 Industry Certifications Offered (33 in FY 12) Top Five Industry Certifications Earned  Microsoft Office Specialist (MOS) Bundle  Adobe Certified Associate (Photoshop)  Certified Medical Administrative Assistant (CMAA)  Certified EKG Technician (CET)  Adobe Certified Associate (Dreamweaver) 228

Industry Certification Passage Rate Increases The pass rate increased from 51% in FY2011 to 77% in FY2012. 229

Career Themed Course (CTC) 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 Registration process for CTC will go through the coordinator at your school.

Statutory Requirements (s.1003.493) Each Career and Professional Academy and Secondary School offering a “Career‐themed Course” must:  Provide a rigorous standards‐based academic curriculum integrated with a career theme;  Include one or more partnerships with postsecondary institutions, businesses, industry, employers, economic development organizations, or other appropriate partners from the local community;  Promote and provide opportunities for students to earn at a minimum Florida Gold Seal Vocational Scholars awards;  Provide instruction in high skill, high wage, and high demand careers;  Deliver instruction relevant to the applicable career, including intensive  reading and mathematics intervention;  Offer applied courses that combine academic content with technical skills;  Provide instruction resulting in competency, certification, or credentials in workplace skills;

Future Implications Cause/Effect to Industry Certification passage rates Compliance with Perkins requirements for use of funded equipment on non-CTE courses Emphasize the importance of Career & Technical Education by ensuring 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 Pre-test (where applicable) students prior to taking industry certifications to determine the best candidates to sit for actual industry exams Middle school industry certifications are being explored to have the least affect on high school industry certifications 232

Long Term Plan Follow the Program of Study for Each Student - Sample 12 th (IC 3 OR CIW taken in 8 th ): Digital Design 4 Adobe InDesign 12 th : Digital Design 3 Adobe Flash 11 th: Digital Design 2 Adobe Dreamweaver 10 th : Digital Design 1 Adobe Photoshop 9 th : Introduction to Information Technology Microsoft Office Bundle (MOS) 8 th: Computing for College & Careers (CCC) – ONLY!* IC 3 or CIW Certification 233 *in process of confirming with state

Final Thoughts Preparing for SY ‘14 Individual School technical assistance with CTE specialists. – Maximize the potential of students earning IC, acceleration points, and program benefits THANK YOU Contact: Peter B. Licata, Director Email: peter.licata@palmbeachschools.org orpeter.licata@palmbeachschools.org PX -45820 234

EDW REPORTS Dr. Sandra Raymond-Roberts, Manager Educational Data Warehouse 235

High School Accountability Actions Educational Data Warehouse (EDW) Reports and Summaries

Purpose  Relate New EDW reports and summaries to each of the high school rule components.  Provide user information to increase Accelerated Participation and Performance.  Provide user information to increase College Reading Readiness and College Math Readiness.  Illustrate related reports or summaries.

High School Accountability Grade Scale: A >= 1050 B 990 to 1049 C 870 to 989 D 790 to 869 F < 790 Pathway: FAMILIES>>HIGH SCHOOL ACCOUNTABILITY: GRADUATION, ACCELERATION, AND READINESS GRADUATIONACCELERATIONREADINESSGROWTH/DECLINE Overall Rate 200 Survey 5 Participation 150 (in 2013) Survey 2 and 3 Performance on Reading 100 Survey 5 School gains one point for each annual percentage increased from prior year For each component, schools may earn up to 20 additional points for GROWTH (40 points for factors worth 200 points) All components are capped at their maximum value. At-Risk Rate 100 Survey 5 Performance 150 (in13) Survey 2 and 3 Performance on Math 100 Survey 5 School loses 5 points if a component DECLINES by at least 10 percentage points from prior year (10 points for factors worth 200 points) Total Graduation Points 300 Total Acceleration Points 300 Total Readiness Points 200 Total NEW HIGH SCHOOL Points Possible 800

OVERALL RATE Graduation Four-Year Graduate: Students who entered 9 th grade in 2010 or transferred into your school in the appropriate grade level meet the graduation criteria. Five-Year Graduate: FY12 Cohort Graduates which includes students with Special Diplomas, plus, students from FY12 cohort who graduate in FY13 with Standard Diplomas and Special Diplomas.

Potential Students for High School Graduation Rate-RXSOA0438 Who is monitoring these students?

Graduation Status - RSSOA0034 Where are your 5-year graduates?

AT RISK RATE Graduation NOTE: Law stipulates that in order for a school that earns enough points for an “A” to be awarded an “A”, the school’s at-risk graduation rate must meet a certain threshold to ensure “adequate progress.” Students who earned a Level 1 or 2 on both the Grade 8 FCAT 2.0 Reading and Mathematics (including scores for repeaters in sequential years and Special Diploma students who have Grade 8 FCAT 2.0 results)

Potential Students for At-Risk Graduation Rate-RXSOA0437 Notice the current grade and withdrawal categories— Active and Dropouts

PARTICIPATION ACCELERATION Numerator: All students in grades 9 through 12 who took an accelerated exam and/or dual enrollment course. Denominator: All students in grades 11 and 12 at the same school in surveys 2 and 3 (each student counts only once) and all grades 9 and 10 students who took accelerated exam and/or dual enrollment course reported on Survey 5 (SWDs in grades 11 and 12 who took the FAA will not be included.)

What are Your School’s Participation Percentages for Advance Placement Courses?

Accelerated Participation in AP- RTSUA0405 Met PSAT probability of success Met FCAT success Currently enrolled in the course Passed the course

Current and Potential Course Rosters Accelerated Participation in AP- RTSUA0405

Accelerated Participation in AP-RTSUA0405 Potential rosters of courses not taught in school

ACCELERATION Performance Numerator: A weighted count of successful completions for students in the denominator Denominator: All unweighted and unduplicated count of students in grades 9 through 12 who took at least one AP, IB, AICE, or Industry Certification examination or at least one dual enrollment course. Students in survey 2 and 3, exam results reported on Survey 5.

PERFORMANCE ON READING Readiness “On-time” high school graduates who scored “ready” on the SAT, ACT, PERT, and/or CPT any time during their high school careers.

POTENTIAL STUDENTS IN POSTSECONDARY READINESS REPORT-RESQA0440 Identifies students meeting college readiness in reading. SAT ACT CPT PERT

PERFORMANCE ON MATHEMATICS Readiness “On-time” high school graduates who scored “ready” on the SAT, ACT, PERT, and/or CPT any time during their high school careers.

POTENTIAL STUDENTS FOR POST SECONDARY READINESS REPORT-RESQA0440 Identifies students meeting college readiness in Math SAT ACT CPT PERT

MONITORING PROGRESS TOWARD A PLUS GOALS FOR HIGH SCHOOLS - RTOOA0445 Fall Winter

High School Essentials CAO Meeting February 2013 Dr. Andrews Chief Academic Officer.

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