Accountability Reporting Overview: School Grading and Associated Data Processes

Accountability Research and Measurement

Accountability Reporting Overview: School Grading and Associated Data

Processes

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Florida Association of MIS ConferenceJune 11, 2012

Edward CroftBureau of Accountability Reporting

Florida Department of Education

Accountability Research and Measurement2

Overview of School Grading


Assessment-Based Measures (FCAT/2.0, FAA, EOCs)

Used in All School Grades (800 Points)Percent Scoring Satisfactory in • Reading (100 points)• Math (100 points)• Writing (100 points)• Science (100 points)Percent Making Learning Gains in • Reading (100 points)• Math (100 points)• Reading for the Lowest Performing 25% (100 points)• Math for the Lowest Performing 25% (100 points)800 Total Points possible. (High schools can qualify for 10 bonus points if at least 50% of students retaking the graduation exams in reading and math pass graduation requirements.)

Perf

orm

ance

Lear

ning

Gai

ns

Performance measures now include all scores for students with disabilities (SWDs) and for English language learners (ELLs) with at least 1 year of instruction in U.S. schools.

Students must be full-year enrolled (Survey 2/3 match) for scores to be included in performance or gains measures.


Other Measures for School Grades(Beyond the 800 Points for Performance and Learning Gains)

Middle Schools (additional 100 points):• Acceleration component - new for 2011-12 (100 points)

o Participation in high-school level EOC assessments – Algebra 1 (50 points)o Performance in high-school level EOC assessments (50 points)

High Schools (additional 800 points):• Graduation Rate (200 points)

o Four-year federal uniform rate – standard diplomas only (100 points)o Five-year modified rate – counts special diplomas, also (100 points)

• At-Risk Graduation Rate (100 points)o Four-year federal uniform rate – standard diplomas only (50 points)o Five-year modified rate – counts special diplomas, also (50 points

• Accelerated Participation – AP, IB, AICE, Dual Enroll, Ind. Cert. (150 points)• Accelerated Performance (150 points)• Postsecondary Readiness of Graduates – ACT, SAT, CPT, PERT (200 points)

• Reading (100 points)• Math (100 points)

• Points Adjustment for Annual Growth/Decline in Above Measures • At-Risk Graduation Rate Target (requirement for “A” schools) – 65% or annual

improvement, based solely on 4-year federal rate


Additional RequirementsAdequate Progress Requirement for Lowest Performing 25% in Reading and Math (Waived for 2011-12)

• At least 50% of the low performers must show learning gains in reading or math, or the school must show adequate annual improvement in that percentage. (For schools that would otherwise be graded “C” or higher, the school grade is lowered one letter grade if the requirement is not met.)

“Percent Tested” Requirement• 90% must be tested to receive a regular grade in lieu of an “I”.

95% must be tested for a school to be eligible for an “A.”


Assessment Based Measures –More DetailPoints for Performance (Reading, Math, Science, Writing)

One point for each percent of students attaining satisfactory performance, as follows:

FCAT 2.0 reading, math*, and science = score at level 3 or higher *Also applies to Algebra 1 end-of-course (EOC) assessments

FCAT writing = a score of 3.0 or higher

FAA reading, math, science, and writing – performance level at 4 or higher


Assessment Based Measures – More Detail Points for Learning Gains

Ways to Make Learning Gains:1) Increase one or more achievement levels.2) Stay at the same proficient achievement level.3a) For students who remain at level 1 or 2 on the FCAT 2.0,

demonstrate more than one year’s worth of growth on the FCAT 2.0 vertical scale.o Students at level 1 must score at least 2 points more than expected

growth.o Students at level 2 must score at least 1 point more than expected

growth.3b) For students who remain at Florida Alternate Assessment

(FAA) levels 1, 2, or 3, attain an annual score increase of at least 5 points.

3c) For Algebra 1 examinees who stayed at level 1 or 2 (compared with prior year FCAT 2.0 Math score), increase common scale score.


Assessment Based Measures – More Detail Points for Learning Gains

Reading Grade 3-4 Grade 4-5 Grade 5-6 Grade 6-7 Grade 7-8 Grade 8-9 Grade 9-10

Level 1 12 10 9 8 7 6 8

Level 2 11 9 8 7 6 5 7

Math Grade 3-4 Grade 4-5 Grade 5-6 Grade 6-7 Grade 7-8

Level 1 16 10 10 9 11

Level 2 15 9 9 8 10

Minimum FCAT 2.0 Annual Scale Score Increases Required to Demonstrate Learning Gains

(Values shown already include the “beyond expected growth” amounts.)


Assessment Based Measures – More Detail Changes to Learning Gains Calculations for 2011-12

Extra Weighting in the Numerator:• For students with FCAT 2.0 scores in reading/math, extra

weighting for students who move from a lower level to level 4 (+ 0.1 weighting) or to level 5 (+ 0.2 weighting)

• For prior-year low performing students, extra weighting (+ 0.1) for students who increase their score by 33% more than the minimum score increase required to make learning gainso Applies to level 1 or 2 FCAT 2.0 scorers in prior yearo Applies to performance level 3 and lower for FAA scorers in

prior year• New ways to show gains (see items 3a through 3c on slide 7)


Summary of Changes to School Grades for 2011-12

• New assessments and achievement levels (Algebra 1 EOC, FCAT 2.0)• Full inclusion of SWDs and ELLs in performance measures (except 1st year

ELLs)• Learning gains adjustments: additional weighting for select criteria; new

scales applied; new measure for FAA emergent level students• FCAT Writing criterion changes to 3.0 (emergency provision for 2011-12

only)• Suspension of adequate progress requirement for the Low25% (one year

only)• Limit on annual school grade declines to one letter grade drop (for 2011-12

only)• Adjustment of Low 25% selection: Level 3 scores removed; all retained

students with prior-year low scores included • New middle school acceleration component added (participation &

performance on high-school level EOCs); hold-harmless provision for participation (2011-12 only)

• Adjusted middle school grading scale (900 points scale instead of 800)


Summary of Changes to School Grades for 2011-12 (continued)

• Banking of middle school passing scores on EOCs for high school grades• New graduation rate measures (4-year federal rate; 5-year modified rate)• Revised at-risk graduation rate target (65%, based on federal 4-year rate)• Revised annual growth/decline points adjustment for high school

measures• Adjusted denominators for accelerated participation (SWDs removed) and

postsecondary readiness (based on all on-time graduates)• Equal weighting for accelerated participation and performance (150 points

each)• Adjustment for no science assessment for high schools (Biology 1 in

baseline year with no achievement levels)• Revised school grading scale for high-school combination schools (1700

points)• ESE centers – can select school improvement rating; scores credited

back to home schools • Students in Hospital/Homebound centers; scores reassigned to home

schools• 1% cap for SWDs taking the FAA (formerly applied in AYP calculations)


Grading Scales for 2011-12

• Elementary (800 points)

A = ≥ 525 pointsB = 495-524 pointsC = 435-494 pointsD = 395-434 pointsF = < 395 points



• Middle (900 points)

A = ≥ 590 pointsB = 560-589 pointsC = 490-559 pointsD = 445-489 pointsF = < 445 points



• High (1,600 points)

A = ≥ 1,050 pointsB = 990-1,049 pointsC = 870-989 pointsD = 790-869 pointsF = < 790 points



• Combination (1,700 points)

A = ≥ 1,115 pointsB = 1,050-1,114 pointsC = 925-1,049 pointsD = 840-924 pointsF = < 840 points


Accountability Data Processes:

Which schools get a regular grade? Which get a school improvement rating?

Which students are included in accountability determinations? Which test scores for students are included? To which schools are student scores attributed?

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Basic Considerations:


Accountability Data Processes:Key Functions

Identifying School Types for Accountability Reporting (Affects grade measures and points.)

Identifying Alternative Schools for Alternative School Ratings Identifying ESE centers Matching Records: DOE Matching of Survey 2 (October survey) and Survey

3 (February survey) Records to Establish Full-Year Membership Matching Records: DOE Matching of Assessment Records to Membership

Records (Assessment-to-Student Matching for Current Year and for Prior-Year Data)

Web-based Applications (resources for districts) -- Maximizing Accuracy of Matching Processes and Accounting for Changes in Student Status after Survey 3 and Prior to Testing

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For All Schools


Accountability Data Sources

• Accountability School Types file for review/updating (access via web application; notification sent to accountability coordinators).

• Alternative School file e-mailed to district accountability contacts for review and revision, as applicable.

• ESE Center file e-mailed to districts for review/updates• Data pulled directly from the DOE student database

(e.g., Survey 2 and Survey 3 data).• Web-based Applications -- files (for accountability

reporting uses only)

For All Schools


Accountability Data Processes

• Accountability School Types file for review/updating (access via Web application; notification sent to accountability coordinators).

• Preliminary file set to previous year’s final assigned school types.

• Web Site provided for districts to review assigned types.• New schools assigned initial type based on reported grade

levels served (from MSID file).• File finalized after several weeks allotted for district review

and feedback.

For All Schools


Accountability Data Processes

• Accountability School Types

• Accurate accountability school types can assist the DOE in preparing school grade calculations.

• Applied in determining grade-level range to use when the district average supplants Writing or Science results.

• Applied in high school grading (which schools receive high school grades, which schools receive grade during summer release).

• Can determine weighting of assessment-based components vs. other high school components (graduation rates, acceleration, college readiness)

For All Schools


Accountability Data ProcessesAlternative School File:

• Alternative education status determined by Primary Service Type on Master School ID file.

MSID file online: http://doeweb-prd.doe.state.fl.us/EDS/MasterSchoolID/index.cfm

http://doeweb-prd.doe.state.fl.us/EDS/MasterSchoolID/index.cfm


Requesting a Change to the Primary Service Type

• Districts may request a change to the Primary Service Type if the mission of the school changes, the population of served students changes to a special-needs population, or for other reasons affecting the primary type of instruction provided.

• The Department considers requests of this type on a bi-weekly basis. Supporting evidence of a mission/service change is required.

• Contact Education Information and Accountability Services for information on required procedures for requesting changes to the Primary Service Type on the MSID file.

• (850) 245-0400• [email protected]

mailto:[email protected]


Finalizing the Alternative School File• Annual review period over 4 weeks provided to districts.• Identification of alternative schools determined by districts

(via submissions to MSID file, primary service type).• However, once alternative schools are identified, the

alternative school administration (not the district) has legal authority to choose whether to receive a regular grade or a school improvement rating.

• Schools receiving an alternative school rating:Crediting back of test scores to students’ home schools

• Home schools reported on demographic records:- District Number, Zoned School- School Number, Zoned School


ESE Center School File• New for 2011-12• Implemented as ESE centers become eligible for school grades

for the first time, due to inclusion of SWDs in school grade performance measures.

• Non-residential centers are identified using reported enrollment and code of “D” for “Exceptional Student, IDEA Educational Environments” data element on the Exceptional Student records.

• Residential centers (e.g., FSDB) are identified separately and may be added to the list after district review.

• The DOE provides the list to district superintendents and accountability contacts, and finalizes the file after district review/feedback.

• Like alternative schools, ESE centers have the choice of receiving a regular school grade or a school improvement rating.


Accountability Data ProcessesFlorida DOE Student Database Records ReportingEssential to the calculation and reporting of school accountability

outcomes. Critical Functions:

• Allows for matching of membership (Student Demographic Information) records (Survey 2 and 3) to establish full-year enrollment.

• Allows for matching of membership records to assessment records (which determines which schools are credited with which assessments).

• Determines race/ethnicity (for AYP reporting).• Determines lunch status (for AYP reporting).• Determines English language learner status and length of time in ESOL (for

AYP and school grades).• Determines disability status (for AYP reporting and school grades).• Identifies students enrolled with Virtual Instruction Providers (for

statewide virtual provider grades).• Provides other key data applicable to high school grades (Survey 5 &

graduation rate cohort data).


Accountability Data Processes:Student Database Reporting

Surveys 2 & 3:• Matching of membership (Student Demographic Information) records

(Survey 2 and 3) to establish full-year enrollment. Initial process in the annual accountability production cycle.

• Districts notified of matching files resources (provided by DOE) and procedures to confirm enrollments one month in advance of closing of Survey 3 for accountability processes.

• Survey 3 closing date for accountability purposes in 2011 = March 11.• Difference between Survey 3 deadline for accountability purposes and

final deadline for submitting Survey 3 amendments.• Key record formats:

- Student Demographic Information- Exceptional Student - English Language Learner Information - Federal/State Indicator Status - Student Course Schedule (needed for VIP number and for EOC course

records from Surveys 3, 3, 4, and 1)



Student Demographic Information:URL: http://www.fldoe.org/eias/dataweb/database_1112/1112sdi.asp • Critical for the matching of membership records (Survey 2 and 3) to

establish full-year enrollment.Key Data Elements:• School of Enrollment (School Number, Current Enrollment) --The school to

which assessment scores of students are credited.• Lunch Status* • Race*• Ethnicity*• English Language Learners, PK-12*• Student ID # (Student Number Identifier, Florida)• Alias Student ID# (Student Number Identifier – Alias, Florida)• Student Name • Birth Date• Grade Level• District Number, Zoned School• School Number, Zoned School (home school) * For accountability purposes, Survey 3 data determines how students are classified for these indicators.

http://www.fldoe.org/eias/dataweb/database_1112/1112sdi.asp



Exceptional Student :URL: http://www.fldoe.org/eias/dataweb/database_1112/1112exst.asp • Primary Exceptionality (Exceptionality, Primary)• Other Exceptionality (Exceptionality, Other)• Exceptional Student, IDEA Educational Environments

• For accountability purposes, we use what’s reported on Survey 3 for these indicators.

• Disability status affects students’ classification in the “Students with Disabilities” subgroup for AYP as well as eligibility for inclusion in the proficiency components of school grades.

• We collect the “Exceptionality, Other” outcomes because a student who is reported as gifted for the primary exceptionality could have another exceptionality (e.g., Visually Impaired) and be eligible for classification as a student with a disability for AYP purposes.

• The “IDEA Educational Environments” codes can be used to assist the Department in identifying ESE centers.

http://www.fldoe.org/eias/dataweb/database_1112/1112exst.asp



English Language Learners Information:URL: http://www.fldoe.org/eias/dataweb/database_1112/1112lep.asp • English Language Learners: Entry Date• Establishes the date on which a student entered ESOL. Length of time in

program affects eligibility for inclusion in school grades proficiency components.

• New element for 2012-13: Date of entry to school in U.S. (will replace ESOL entry date for accountability purposes)

Federal/State Indicator Status:URL: http://www.fldoe.org/eias/dataweb/database_1112/1112fsis.asp • Dropout Prevention/Juvenile Justice Programs

Provides a code indicating whether the student is in a dropout retrieval program (code R) or is in an alternative to expulsion program (code E). For students reported with either of these codes who are enrolled in an alternative school, their test scores are not included in an alternative school’s rating.

http://www.fldoe.org/eias/dataweb/database_1112/1112lep.asp

http://www.fldoe.org/eias/dataweb/database_1112/1112fsis.asp



Student Course Schedule:URL: http://www.fldoe.org/eias/dataweb/database_1112/1112fsis.asp Virtual Instruction Provider • http://www.fldoe.org/eias/dataweb/database_1112/184325.pdf • The providers themselves do not have the ability to report data to the

Department of Education’s student database; the providers must depend on districts to accurately report enrollment for the providers.

• The Student Demographic Information record is not the record on which the provider code is reported. It’s the Student Course Schedule record that includes the data element for reporting the provider.

• Provider Codes must be reported correctly in Surveys 2 and 3 to ensure provider accountability.

• Also required for compilation of EOC course records (Surveys 3, 2, 4, and 1), which are matched to students for certain accountability calculations such as the middle school acceleration component.

http://www.fldoe.org/eias/dataweb/database_1112/1112fsis.asp

http://www.fldoe.org/eias/dataweb/database_1112/184325.pdf


Reporting Enrollments for Virtual Instruction Providers

Virtual Instruction Providers (VIPs)

• VIPs are assigned the 4-digit school number 7001.• Provider codes are assigned to approved providers.• District-operated programs are no longer assigned provider codes

(they will now have their own school number [not 7001]). • Provider Code Table in Appendix CC of student database manual:

www.fldoe.org/eias/dataweb/database_1112/appendcc.pdf• For students with a school number reported as 7001, the provider

code(s) should be reported accurately on the applicable Student Course records.

http://www.fldoe.org/eias/dataweb/database_1112/appendcc.pdf


Reporting Enrollments for Virtual Instruction Providers

Virtual Instruction Providers (VIPs)These are the VIPs that will receive a statewide provider grade (assuming

each has enough enrolled students with test scores), including the Virtual Instruction Provider codes.

Code Provider 071 Florida Virtual School FT (grades 9-12)

301 Florida Virtual School FT—Connections (grades K-8) 302 K12 Florida, LLC 303 Advanced Academics 305 Educational Options, Inc.

307 National Network of Digital Schools


DOE Report for Request to Assist Districtsand Providers in Reviewing Enrollments for VIPs

EIAS Report F71198 : Full-Time Virtual Students

• Available for Surveys 2 and 3• To verify student data for school 7001• Run by the district - generated by provider• Report lists student name, ID, grade level, VIP provider

code and name.• Please share with provider early in process for both

surveys so the data can be verified by the providers.


Data ProcessesThings to Keep in Mind

• District accountability coordinators receive notice of each process through e-mail notices and memoranda from [email protected] (Evaluation and Reporting) and [email protected]. District MIS contacts are copied on e-mails for processes that involve submission of records to the DOE database (for example, processes that use Survey 3 data).

• Survey 3 records that are used for School Grades and AYP are extracted from Northwest Regional Data Center (NWRDC) well before the close of the period for updating Survey 3 data on the DOE database. District accountability coordinators and MIS contacts are notified of the “lockdown” date for submitting or amending Survey 3 data for use in accountability reporting.

• The Web Applications processes (with which district accountability coordinators should be familiar) provide for updates/corrections that are separate from regular database reporting.

• Two technical assistance workshops were held this year (2012) to assist districts in the use of the Web applications.




Accountability Data Processes:Web Applications (for District Accountability Coordinators)

Secure Web Applications:• FCAT HS Retakes Data (for high school bonus points) -

completed for 2011-12 • Prior-Year Data – is now open concurrent with

Assessment Data Corrections; will close June 25• Student Data Updates – completed for 2011-12• Assessment Data Corrections – open until June 25

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Data Processes/Web Applications

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Prior Year Data:

Used in the calculation of the gains components of school grades, AYP (growth model), and alternative school improvement ratings. Based on matching students in the current year to prior-year assessment data. Provides for additional student-to-assessment matching through corrected records. Data entered into the application is processed daily during the open application period and is available the following morning. -- This application closed temporarily on June 6, 2012, and is now again open until June 25.



FCAT Retakes Data for HS Bonus Points:

Provides districts with tool to verify/correct 11th and 12th grade student data used in the Retakes Bonus Points component for high schools in school grading. Data entered into the application is processed each evening during the open application period and is available the following morning. – This application closed on June 8, 2012.

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Student Data Updates:

Provides a tool through which districts/schools are able to update records in the Membership File for students whose status has changed after the Survey 3 reporting week in February and the beginning of FCAT testing (e.g., ESE program enrollment/exit, ELL status, student withdrawal). These updates affect the eligibility status of students for school grades, AYP, and alternative school improvement ratings. Data entered into the application is processed daily during the open application period and is available the following morning. -- This application closed on June 8, 2012.

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Assessment Corrections:

Provides a tool through which districts are able to verify assessment-to-student matches made by the DOE, make additional prior-year data matches, correct problems with assessment records, and complete the final process in preparing student data. These processes aid in determining student inclusion for school grades, AYP, and school improvement ratings. Data entered into the application is processed daily during the open application period and is available the following morning. – Districts coordinators have been advised of the open window for this application, which will close June 25, 2011 at 3:00 p.m. Opening Date: June 11, 2012.

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High School GradesHigh School Grades


High School Grades

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• State Assessment Based Components = 50% of the school grade for high schools (components on slide 4).


Components Outside State Assessments = 50% of High School Grade

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• Graduation rate. [200 points]Federal 4-year rate (100). Modified 5-year rate (100)

• Graduation rate of at-risk students. [100 points]Federal 4-year rate (50). Modified 5-year rate (50)

• Accelerated curriculum participation (AP, IB, Dual Enrollment, AICE, Industry Certification) [150 points]

• Accelerated curriculum performance [150 points]• Postsecondary readiness of students as measured by the

SAT, ACT, or the CPT. [100 points, Math; 100 points, Reading]

• Growth or decline in the data components of these measures from year to year.

- Additionally, to receive an “A”, a school must demonstrate that at-risk students in the school are making adequate progress.


Accountability Data Processes:Key Functions for High School Grading

DOE Student Database Reporting: Survey 5 (end-of-year) DOE student database reporting for accelerated participation and performance measures – dual enrollment, AICE, Industry Certifications.

External Data: Data collection/reporting for records provided by external vendors or other sources outside the DOE’s PK-12 data reporting system: AP, IB, ACT, SAT, CPT/PERT. (Data corrections/review period focuses on matching results to membership records.)

Graduation Rate Data Reporting/Review.

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For High Schools, in Addition to Functions for All Schools:

These are separate activities. For the two items immediately above, the corrections and review processes are administered by different agency offices, each with its own procedures. The Department provides extensive technical assistance in each area.


Graduation Rate [200 points]

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The graduation rate measure will consist of two rates:• Four-year federal uniform rate (100 points) - Required under ESEA (34 CFR §200.19).

- Only standard diploma recipients count as graduates.• Modified five-year rate (100 points) - Counts special diploma recipients as graduates.

- Calculated as follow-up to prior-year federal 4-year rate. - Uses same denominator as prior-year 4-year rate but adds 5th year graduates to the numerator.

- For new schools that do not have enough students for a five-year cohort rate, we will substitute a modified four-year rate (counting special diploma recipients as graduates).

The graduation rate data review/corrections process is directed by the Department’s EIAS unit (www.fldoe.org/eias).

http://www.fldoe.org/eias


Graduation Rate

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Who counts as graduates? Answer: Standard diploma recipients only for the federal 4-year rate and standard + special diploma recipients for the 5-year rateWho counts as non-graduates? Answer: All students in the adjusted cohort who did not get counted as graduates, including:• Dropouts• Certificate recipients• GED diploma recipients• Students who are still enrolled but haven’t yet graduated.• Recipients of any other diploma types that do not meet criteria for

numerator.


Graduation Rate Summary Information

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Graduation Rate Method

Students Not Included in the Calculation (Adjustments to Cohort)

Graduates Non-Graduates

Federal Four-Year Rate

Students reported as having transferred to:

• Other schools (public or private) and

• Home-education programs; and

Deceased students

• Standard Diploma recipients

• Dropouts• Certificate of Completion

recipients• GED recipients• Continuing enrollees who are

not on-time graduates• Special Diplomas• Transfers to Adult education

programs or Dept. of Juvenile Justice facilities who are not standard diploma recipients.

Five-Year Modified Rate

Same as for prior year ‘s federal four-year rate

• Standard +• Special

Diplomas

• Same as above, except special diploma recipients are counted as graduates instead of non-graduates.


Graduation Rate for At-Risk Students [100 pts.]

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Denominator = a subset of the adjusted cohort for the graduation rate. Includes all students from the adjusted cohort who scored at level 2 or lower on the grade 8 FCAT in both math and reading.

• The at-risk graduation rate will consist of the same two rate measures as for the overall graduation rate (50 points each).

• As with the overall graduation rate, components for 2010-11 will be calculated using the same criteria as for 2011-12 in order to measure for annual growth/decline.

If a school does not have at least 10 students in the at-risk subgroup, the school’s overall graduation rate will be substituted for this measure.


Graduation Rate Data Review and Corrections Process

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This annual process is administered by Education Information and Accountability Services, and the review process has begun for the 2011-12 rate calculation and reporting cycle.

Data sets of students classified in the cohort and adjusted cohort are provided for district review. Later this year, files will be provided that can be used for making corrections. Certain amendments to records can be made through Survey 5 data submissions (e.g., on the Student End of Year Status records). Beginning in September, corrections will be limited to cohort data files provided by EIAS specifically for that purpose. The last date on which corrections can be submitted is October 12, 2012. This is a non-appealable issue.

For more information, contact Education Information and Accountability Services at (850) 245-0400 or [email protected].



HS Grades: Accelerated Participation

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• Accelerated coursework participation for students in grades 9 – 12, based on exams taken for AP, IB, AICE, and industry certification, as well as dual enrollment course enrollments.

• This component measures the combined weighted student participation count divided by the membership count of students in grades 11-12. Students are weighted extra if they have more than 1 instance of participation (extra weighting of 0.1 for each additional dual enrollment course or accelerated exam taken).

• Students in grades 9 and 10 may only be included as participants in the numerator if they have successful completions (passing test scores, or, for dual enrollment, passing course grades of “C” or higher).

• Weighted at a factor of 1.5 after growth points/deductions are applied. (150 points max.)


HS Grades: Accelerated Performance

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• Accelerated coursework performance: the weighted count of successful completions in accelerated coursework divided by the unweighted count of accelerated coursework participants.

• Students receive additional weighting in the numerator if they have more than 1 successful completion (an additional 0.1 weighting for each additional successful completion).

• Weighted at a factor of 1.5 after growth points/deductions are applied. (150 points max.)


Survey 5 Data Used in Accelerated Participation and Performance Components

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• AICE data: reported by Florida school districts on the Student Assessment record format, Survey 5.

• Dual enrollment data reported by Florida school districts on the Student Course Transcript Information record format, Survey 5.

• Industry certification data (Industry Certification Outcomes): reported by Florida school districts on the Vocational Student Course Schedule record format, Survey 5.

• Deadline for submission of amended Survey 5 records for inclusion in the 2011-12 high school grades = October 12, 2012.This is a non-appealable issue.

http://www.fldoe.org/eias/dataweb/database_1011/1011sa.asp

http://www.fldoe.org/eias/dataweb/database_1011/1011scti.asp

http://www.fldoe.org/eias/dataweb/database_1011/1011vscs.asp



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• Dual Enrollment Courses

• To be included in high school grades, a dual enrollment course must qualify for college credit toward an academic degree. The Bureau of Accountability Reporting will provide districts with a file containing course numbers that meet dual enrollment criteria.

• Will also include college credit-earning courses taught at private postsecondary Florida colleges.o Student Course Transcript – “School Number, Where

Credit Earned” … values beginning with “P”o Any number beginning with a “P” will indicate a record for a

student who has taken a dual enrollment course at a private college. (We will work with these colleges to confirm whether non-credit-earning courses were offered.)



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• Weightings for Successful Completions in Performance Component

• AP, IB, AICE successful completions may earn additional weighting for higher exam scores. Credits for AP, IB, and AICE courses that are included in this component are addressed in the Articulation Coordinating Committee’s Credit by Exam Equivalencies list at http://www.fldoe.org/articulation/pdf/ACC-CBE.pdf.

• Minimum credit hours of 3 = 1 successful completion • Minimum credit hours of 6 = 2 successful completions• Minimum credit hours of 9 = 3 successful completions• And so on . . .

http://www.fldoe.org/articulation/pdf/ACC-CBE.pdf



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• Weightings for Successful Completions in Performance Component

• Industry Certification Outcomes that are reported with a “P” (passing) code on the Vocational Student Course Schedule may earn additional weighting depending on the minimum number of equivalent credit hours established for the program area by statewide articulation agreements.

• The statewide articulation agreements for Industry Certification programs is available online at http://www.fldoe.org/workforce/dwdframe/artic_indcert2aas.asp

• Weighting for Industry Certifications without articulation agreements (but on the funding list).

• CAPE Industry Certification Funding List URL: http://www.fldoe.org/workforce/fcpea/pdf/1112icfl.pdf

http://www.fldoe.org/workforce/dwdframe/artic_indcert2aas.asp

http://www.fldoe.org/workforce/fcpea/pdf/1112icfl.pdf


Postsecondary Readiness Components

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Numerator Denominator

Number of on-time graduates scoring “ready” on SAT, ACT, and/or CPT any time during their high school careers

All on-time graduates

• Calculated separately for reading and math, the count of on-time graduates scoring “ready” or higher on ACT, SAT, or Common Placement Test (CPT) examinations divided by the total count of on-time graduates.

• Cut scores for readiness are provided in rule 6A-10.0315, FAC.


Postsecondary Readiness ComponentsCut Scores

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CPT Math 72Reading 83SAT Verbal 440Math 440ACT Reading 18Math 19P.E.R.T.Reading 104Math 113


Summary, High School Grades (Non-State-Assessment Components)

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GRADUATION ACCELERATION CollegeREADINESS GROWTH/DECLINE

Overall Rate200

100 for 4-Year Federal100 for 5-Year

Modified

Participation150

Reading100

For each component schools may earn up to 10 additional points for

GROWTH(20 points for a factor worth 200

points)

At-Risk Rate100

50 for 4-Year Federal50 for 5-Year Modified

Performance150

Mathematics100

For each component schools may lose

5 additional points for DECLINE(10 points for a factor worth 200

points)

Total Graduation Points

300

Total Acceleration

Points 300

Total Readiness

Points 200

Total Non-Assessment Points Possible

800

All component values are capped at their maximum values. That is, if a school earns points in excess of the total for a particular component – through the growth adjustment or the escalating weights in the acceleration components – the school will receive the maximum points for that component.


Additional Requirement for “A” High Schools

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• In order for a high 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.”

• Threshold:– 65% (based on 4-year federal rate component); or

• 1 percentage point improvement over the prior year if percentage is within 10 points of the target

• 5 percentage point improvement over the prior year if percentage is more than 10 points lower than the target


High School Grade Scale

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Grading Scale for High Schools = 1,600-point scale:

• A = At least 1,050 points, B = 990 to 1,049 points, C = 870 to 989 points, D = 790 to 869 points, F = Fewer than 790 points.

• Combination schools that serve high school grades (graded on a 1,700 point scale) receive a grade that re-weights the FCAT measures and the new high school measures:– Grade K-12 schools are weighted 80% on the state-

assessment based measures, and 20% on the other measures (vs. 50/50 for regular high schools).

– Grade 6-12 schools are weighted 70% on the state-assessment based measures, and 30% on the other measures.

– The new middle school component is grouped with the “other” measures when weighting is applied.


Data Reporting for High School Grading, Key Points:


• Deadline for submission of amended/new Survey 5 records for use in the 2012 HS grades is October 12, 2012. Non-appealable.

• Deadline for submission of corrected files for the cohort graduation rate for use in the 2011 HS grades is October 12, 2012. Non-appealable.

• A separate corrections/review period will be set in October/November 2012 for AP, IB, ACT, SAT, CPT/PERT data to focus on maximizing records matching.


Data Sources for High School Grades


Accelerated Curriculum (Participation and Performance):• AP data: supplied by the College Board, compiled by the Florida

Department of Education’s PK-20 Education Data Warehouse (EDW) URL: http://edwapp.doe.state.fl.us/doe/. See also www.collegeboard.com.

• IB data: supplied by IBO, compiled by EDW. See also www.ibo.org. • AICE data: reported by Florida school districts on the Student

Assessment record format, Survey 5.• Dual enrollment data: reported by Florida school districts on the Student

Course Transcript Information record format, Survey 5.• Industry certification data: reported by Florida school districts on the

Vocational Student Course Schedule record format, Survey 5.• Links to the record format descriptions for reporting AICE, dual

enrollment, and industry certification data are accessible online at the following URL: http://www.fldoe.org/eias/dataweb/student_1112.asp#REPORTING FORMATS

http://edwapp.doe.state.fl.us/doe/

http://www.collegeboard.com/

http://www.ibo.org/

http://www.fldoe.org/eias/dataweb/student_1112.asp

http://www.fldoe.org/eias/dataweb/student_1112.asp




Postsecondary Readiness:• SAT data: supplied by the College Board, compiled by

EDW. See also www.collegeboard.com.• ACT data: supplied by ACT Education, compiled by

EDW. See also www.act.org.• CPT data: administered by the Florida Department of

Education’s Office of Articulation. See also http://www.fldoe.org/articulation/perfCPT/default.asp.

• In addition, for postsecondary readiness, the Department will be using high school transcript data to supplement matches with the vendor data (e.g., College Board, ACT). The data on the transcript is reported to determine Bright Futures eligibility.

http://www.collegeboard.com/

http://www.act.org/

http://www.fldoe.org/articulation/perfCPT/default.asp




Graduation Rate (and At-Risk Graduation Rate):• Processes managed by Education Information and

Accountability Services, including provisions for cohort data review (Cyndi Holleman).

• Source data is all derived from data reporting formats and elements on the DOE student database.

• EIAS contact information: [email protected] (850) 245-0400

www.fldoe.org/eias


http://www.fldoe.org/eias


School Improvement Ratings for Alternative Schools


• Implemented with passage of Rule 6A-1.099822 in 2008 (required by s. 1008.341, Florida Statutes)

• Provides Alternative Schools the option of receiving a traditional school grade or a school improvement rating.

• If an alternative school chooses to receive a school improvement rating, the performance of the alternative school’s students will be included in the calculation of the rating and the school grade of the students’ home school.




– The alternative school improvement rating is based on learning gains comparisons between the current and prior year in reading and math. The percentage of students making learning gains at the alternative school will be compared to the percentage of students (from the same population) making learning gains in the prior year.




– The school improvement rating consists of one of the following ratings: “improving,” “maintaining,” “declining.”

– For each subject in which learning gains are evaluated (reading, math), the following criteria apply:“Improving” means at least a 5% increase in the percent making gains.“Maintaining” means less than a 5% increase or decrease in the percent making gains.“Declining” means at least a 5% decrease in the percent making gains.A school’s rating can be no higher than the status of its lowest performing subject.




Changes for 2011-12:

Alternative schools that are charter schools will not credit scores back to home schools for inclusion in the home school’s grade.

ESE centers will have the option to receive a school improvement rating instead of a regular school grade.


ESEA Required Reporting on Annual Measurable Objectives (AMOs) in Reading and Mathematics

(not part of school grades)

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• Under conditions of the ESEA waiver, Florida will report AMOs for students by subgroup at the school, district, and state levels, using student inclusion criteria previously applied in AYP calculations.

• Subgroups remain the same as in AYP reporting.• Reported data will include

– participation rates in reading and math for each subgroup, – proficiency outcomes in reading and math for each subgroup

• AMO annual targets


• AMO reporting for reading and math proficiency by subgroup:– Baseline year for proficiency tracking = 2010-11.– Beginning with 2011-12, report annually whether each

subgroup/school is on track to reduce its percent of non-proficient students by 50% by 2016-17.

– AMOs are calculated separately for each school and subgroup in reading and math.

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Contact Information and Resources


Questions about Florida school grading or other accountability processes?

See information resources and guides at http://schoolgrades.fldoe.org/ (be sure to scroll down).

Contact the Bureau of Accountability Reporting at

(850) 245-0411 or

[email protected]

http://schoolgrades.fldoe.org/


Accountability Reporting Overview: School Grading and Associated Data Processes

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