department of education update sfldoe.org/core/fileparse.php/7506/urlt/ogs-fdoe-updates.pdf•...
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FSA English Language ArtsGrades 3-10
Mathematics (FSA and EOCs)Grades 3-8
FSA Algebra 1 EOC
U.S. History EOC
Civics EOC
Biology 1 EOC
Science (NGSSS and EOC)Grade 8
FSA Geometry EOC
Statewide Science AssessmentGrade 5
Florida’s Graduation Rate2003-04 to 2016-17
22Note: Percent Level 3 or higher
Target = 6 percentage point
increase
23Note: Based on school grades learning gains calculation
Target = 7 percentage point increase
Target = Reduce gap by one-third
Target = Reduce gap by one-third
Target = Reduce gap by one-third
Target = Reduce gap by one-third
Target = Reduce gap by one-third
29Note: Percent of D and F Schools
Target = 10 percentage
point decrease
out of 223 DA schools exited DA in 2017-18
% of 2017-18 DA schools exited DA
% of 2017-18 DA schools improved their 2018 school grade
152
68
71.3
Schools in DA2014-15 500
2015-16 467
2016-17 223
2017-18 199
DA Highlights
Four of the factors that make a difference(Balfanz)
• K-12 Student Attendance• K-12 Teacher Attendance• 9th Grade Promotion• K-12 Behavior
National High School Center EWS Indicators (ABC)
Indicator ThresholdAttendance Student missed 10% or more of
instructional time (absences)
Behavior Locally validated thresholds (e.g., referrals, in- or out-of-school suspension, behavior grades)
Course Performance Failure in one or more coursesEarned 2.0 or lower GPA (on a 4-point scale)
(Early Warning Systems in Education at the American Institutes for Research, 2012; Therriault, O’Cummings, Heppen, Yerhot, & Scala, 2013)
2015-16 Chronic Absenteeism* Rates by District * % Absent 21 or More Days (Final Survey 5)
Source: Education Information and Accountability Services, Florida Department of Education
0 – 9.9%
10% – 14.9%
15% – 19.9%
20% – 30+%
State: 10.10%
2016-17 Chronic Absenteeism Rates by District
Source: Education Information and Accountability Services, Florida Department of Education
0 – 9.9%
10% – 14.9%
15% – 19.9%
20% – 30+%State Average: 10.2%
324, 897 Students
% Difference from 2013-14 to 2016-17 Chronic Absenteeism Rates by District
Source: Education Information and Accountability Services, Florida Department of Education
Error
-6%+
-3% – -5.9%
-1 – -2.9%
-.09% – .09%
1% – 5%
6% – 10%
15%+
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/ 5
TNTP’s latest report, The Opportunity Myth, examines thequality of students’
academic experiences in school—and its effect on theirlong-term success.
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The Florida Standards Academy
A project of Division of Educator Quality and K-12 Public Schools
2018-2019
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Closing the Achievement Gap• In 2014, TNTP partnered with three Florida school
districts to answer the question “to what extent are current practices at the classroom, school and district levels supporting or hindering efforts to ensure rigorous, standards-aligned instruction for all students?”
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Closing the Achievement GapThe report results revealed:• Teachers observed are not yet adjusting their instructional
practices to meet the demands of the Florida Standards.• Teacher and leader confidence in their ability to teach the
Florida Standards doesn’t match up with what was observed at schools.
• Instructional materials, evaluations and professional development opportunities provided to teachers could be better aligned, as they are not yet doing enough to support teachers to raise the rigor of their instruction.
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Closing the Achievement Gap• 67% of the teachers in the 300 classrooms
observed were not making the instructional shifts necessary for students to achieve the standard
• 64% of the 1,985 assignments reviewed had weak or no alignment at all with the standards.
• So, while 64% of the students met the expectations of the assignment, only 27% of those students met the expectations of the standard.
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Vision For Highest Achievement• Our vision: Highest Achievement – Every Student,
Every Day• Student learning improves as the quality of
teaching improves, and the quality of teaching improves as we understand more about whathigh-quality teaching looks like and how we lead for that
• Standards-based instruction IS quality teaching
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Program Outcomes1. To deepen understanding of the power of the
standards as a level for increased equity and student outcomes.
2. To deepen leaders’ and teachers’ understanding of the instructional shifts needed to ensure rigorous, standards-aligned instruction for all students.
3. To foster collaboration as school teams build action plans around standards-aligned instruction.
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Program Design• The FSA is designed to support school and teacher leaders
to better understand and implement the instructional shifts needed to ensure rigorous, standards-aligned instruction for all students – a key lever for closing the achievement gap.
• School teams participate in two Institutes• Institute I: October 1 – 3, 2018• Institute II: February 20-21, 2019
• In addition, school principals will collaborate with their peers to create solutions to specific problems of practice through several virtual learning community discussions.
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Participant Experience“I was able to come right
back to school and implement strategies with
my teachers!”
“Facilitators were incredibly
knowledgeable! Great discussion and collaboration.”
“I left wanting to push my students harder and achieve
more!”
“Our school team created a great first step to increase
student and teacher attendance rates!”
“The data shared was impactful. The rigor and
deep thinking that went into activities was powerful!”
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Every Student Succeeds Act (ESSA)State Plan
Assessment, Accountability, and School Improvement Provisions
Florida Organization of Instructional LeadersNovember 7, 2018
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ESSA State Plan Approval• Drafted with public input, including workgroup of
superintendents• No changes to Florida’s state accountability systems• Preserves the focus on increased student achievement• Adds a Federal calculation to satisfy ESSA requirements • Approved September 26, 2018
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Sections of the State Plan1. Title I, Part A: Assessment, Accountability, and School
Improvement2. Title I, Part C: Migrant Students3. Title I, Part D: Neglected, Delinquent, or At-Risk Students4. Title II, Part A: Supporting Effective Instruction5. Title III, Part A: English Language Learners6. Title IV, Part A: Student Support and Academic Enrichment
Grants7. Title IV, Part B: 21st Century Community Learning Centers8. Title V, Part B, Subpart 2: Rural and Low-Income School
Program9. Title VII, Subpart B of the McKinney-Vento Homeless
Assistance Act
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• Schools testing less than 95% of their students, overall or by subgroup, will have to review their testing practices and submit a plan for change to achieve 95% tested
• Schools testing less than 95% will have the achievement denominators for ELA and Math increased to 95% for the Federal index calculation
Percent Tested
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English Language Learners (ELLs)
• FSA ELA for First-year ELLs: • Test all in 1st year (90% of ELLs did this in 2017-18)• Learning gains counted in 2nd year• Achievement counted in 3rd year• Memo sent October 19, 2018
• Increased the federal accountability reporting period for former ELLs from two years to four years
• Included long-term goals for ELLs on the ACCESS for ELLs English Language Proficiency assessment
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Accountability• Calculation of new Federal percent of points index
• Includes all school grades components plus English Language Proficiency progress
• English Language Proficiency progress – the percent of ELLs who make progress on ACCESS for ELLs or Alternate ACCESS for ELLs
• For ACCESS for ELLs• ELLs who increase their whole number composite proficiency level or• Remain at a composite score of 4, 5, or 6 and do not decrease a level
• For Alternate ACCESS for ELLs• ELLs who increase their scoring category (Scale = A1, A2, A3, P1, P2, or P3)• Remain at a scoring category of P1 or above and do not decrease a level
• Calculated for all schools including ESE, Alternative, and DJJ• K-3 schools that don’t receive their own index will receive the Federal percent of
points index of the school to which a majority of their students matriculate, as is currently done for the school grade for school recognition purposes
• Calculated overall and by subgroup
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Subgroups
• Subgroups include: • Economically disadvantaged students• Major racial and ethnic groups (White, Black,
Hispanic, Asian, Native Hawaiian or other Pacific Islander, American Indian or Alaska native, and two or more races)
• Students with disabilities• English Language Learners (ELLs)
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Federal Percent of Points IndexESSA Indicator Florida Component
Academic Achievement – including Student Growth
English Language Arts (ELA) AchievementMathematics AchievementLearning Gains ELALearning Gains MathematicsLearning Gains Lowest 25% ELALearning Gains Lowest 25% Mathematics
Graduation Rate 4-Year Graduation Rate
School Quality or Student Success
ScienceSocial StudiesMiddle School – Acceleration High School – College and Career Acceleration
Progress in Achieving English Language Proficiency (ELP)
ELP Progress
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Middle School Federal Percent of Points IndexSchool Quality Indicator
ESSA Indicator Florida Component Points
School Quality or Student Success (320 points)
Science 100 points
Social Studies 100 points
Middle School AccelerationMathematics Achievement (20 points)Acceleration Success (100 points)
120 points
• The mathematics achievement component is included as part of the middle school acceleration measure (20 points), as well as under the academic achievement indicator (80 points), for a total weight of 100 points in the Federal index.
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High School Federal Percent of Points Index School Quality Indicator
ESSA Indicator Florida Component Points
School Quality or Student Success (320 points)
Science 100 pointsSocial Studies 100 pointsCollege and Career Acceleration
4-Year Graduation Rate (20 points)Acceleration Success (100 points)
120 points
The 4-year graduation rate is included as part of the college and career acceleration measure (20 points), as well as under the graduation rate indicator (80 points), for a total weight of 100 points in the federal index.
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State, District, and School Report Cards• Developing a new interactive report card that will provide the
federally required components for the state, district, and school report cards
• It will include the information that is now accessed through SPARS in a more accessible format for parents and the general public
• Includes the following: • School grade and school grade components, and Federal index
• Components disaggregated by subgroup• State, District, School level
• English Language Proficiency Progress• State, District, School level
• Whether the school was identified for support
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Federal Comprehensive Support and Improvement (CS&I) for DA Schools/Currently State CS&I and TS&I
NEW Federal Comprehensive Support and Improvement (CS&I) Based on 2017-18 performance
NEW Federal Targeted Support and Improvement (TS&I) Based on 2017-18 performance
Current grade “D” Differentiated Accountability (DA) Support
Current grade “F” DA Support
Not “D” or “F” but graduation rate 67% or lower DA Support
Any subgroup performance on Federal percent of points index 31% or lower for 3 consecutive years
Tiered Support
Any subgroup performance on Federal percent of points index 40% or lower in the current year *moves to CS&I after 6 years
Tiered Support
School Improvement CategoriesWill be identified on new report cards
Not “D” or “F” but overall Federal percent of points index 40% or lower Tiered Support
A TS&I school with a subgroup Federal percent of points index 40% or lower for 6 years*
Tiered Support
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14 schools
TOP-3 options
Cycle 2 or 3Visit by Chancellor
74 schools TOP-DMT
Cycle 1PMDR Quarterly
108 schools
School Improvement Plan (SIP) Regional Team works with district and school
leadership teams (DA-1 and DA-2)Instructional Reviews (IR)
Exception: CS&I schools classified with graduation rate of 67% or less
Tier 3State/Federal CS&I
Tier 2State/Federal CS&I
Tier 1State TS&I/
Federal CS&I
* Tiering requirements escalate
CURRENT Tiers of Support to State TS&I and CS&IDistricts and Schools (DA Schools)
State TS&I and CS&I = Federal CS&I for DA Support (D, F, Grad Only)
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Intensive SupportsTier 3
CS&I Schools(based on overall in any
year, or subgroups after 6 years)
Supplemental SupportsTier 2
TS&I Schools Years 4-6(based on subgroup
performance)
Universal SupportsTier 1
TS&I Schools Years 1-3(based on subgroup performance)
Tiered Support for Schools not in DAIdentification Based on Federal Percent of Points Index
NEW Federal law requires all identified schools to do a school improvement plan (beginning in 2019-20)
* Tiering requirements escalate
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For More Information• Parking Lot for Questions• There will be more information on support during
breakout sessions
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Where we are currently:• 2018-19 Math IM Adoption
• 139 bids for K-12 materials• Reviews in progress
• 2019-20 ELA Adoption• Specifications and Course Call list posted on IM webpage
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ELA Adoption• Section 1001.215, F.S.• Build background knowledge and literacy skills in K-5
reading materials• Social Studies • Science• Arts
• 50/50 Informational texts and Literary texts
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Contact InformationCathy Seeds, Director of Library Media & Instructional [email protected]
IM Websitehttp://www.fldoe.org/academics/standards/instructional-materials
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Mathematics Re-Design: High School Alignment Workgroup Charge
• Explore how high school curriculum in mathematics aligns with postsecondary expectations.
• Clarify college entrance requirements alignment with high school assessments and courses.
• Examine longitudinal student data on mathematics sequencing and student success rates.
• Engage high school and college mathematics faculty in dialogue about postsecondary expectations.
• Identify strategies that promote greater alignment.
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FCTM Algebra 1 Position Paper, Retrieved from https://fctm.net/research-and-advocacy/
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High School Mathematics Requirements
• Statewide, nearly one-third (32%) of first time test-takers who did not pass the Algebra 1 EOC, never re-took the EOC
• In 14 school districts at least 50% of first time test-takers who did not pass the Algebra 1 EOC, never re-took the EOC
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Mental Health Assistance Allocation Plans
Plan Support & Submission
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Mental Health Assistance Allocation Plan in SB 7026 (s. 1011.62(16), F.S.)
• Purpose: Assist school districts in establishing or expanding school-based mental health care.
• Who: Students with one or more mental health or co-occurring substance abuse diagnoses & students at high risk of mental health disorders.
• Plan: Detailed plan focusing on delivering evidence-based mental health care treatment to students that includes:
• Provision of mental health screening/assessment, diagnosis, intervention, treatment, and recovery.
• Coordination of services with primary care provider and other mental health providers involved in student’s care.
• Providers: Mental health service providers can be district-employed or contracted.
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Guidance on Mental Health Services• Office of Safe Schools – Best Practices
http://www.fldoe.org/safe-schools/best-practices.stml• Florida Association of School District Superintendents
(FADSS) – April 25-26, 2018• Florida Organization of Instructional Leaders (FOIL) – May
17, 2018 • Development of Mental Health Assistance Plan Allocation
Checklist• Chancellor Memo on Mental Health Assistance Allocation in
SB 7026 – June 1, 2018• Safe and Successful Schools – Summer Regional Meetings
http://sss.usf.edu/regional_meetings/regional.html
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Mental Health Assistance Allocation Plan (MHAAPs) Submission• District MHAAPs were received in the FDOE Finance &
Operations Office• MHAAPs were sent to FDOE BEESS/Student Services staff for
review to ensure that plans included statutorily required elements.
• If needed, guidance was provided for items not meeting statutory requirements of 1011.62(16), F.S.
• Finalized MHAAPs were sent to the FDOE Finance & Operations Office for release of funds
• 70 District MHAAPs are now online at http://fldoe.org/safe-schools/mental-health.stml
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Mental Health Allocation Plans – Common Elements• Expanded mental health services
• By adding district-employed mental health service providers (i.e., school social workers, school psychologists) and through direct employment or contracts with licensed mental health service providers (s. 394.455(44),F.S.).
• Dedicated position to coordinate mental health services.
• Expanded mental health services through coordination and contractual agreements with community mental health providers and agencies.
• Supplemented mental health services for youth at high risk of mental health diagnoses through Medicaid reimbursement, grants and other outside resources.
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Mental Health Allocation Plans – Technical Assistance Needed• Evidenced-based mental health services for students with or
at high risk for mental health and co-occurring substance abuse disorders.
• Screening/assessment, diagnosis, intervention, treatment, and recovery for students with or at high risk for mental health and co-occurring substance abuse disorders.
• Qualifications of mental health service providers.• Delineating mental health services and function of threat
assessment process. • Differentiating mental health interventions from behavioral
interventions.
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I. Convene Florida SEL District Collaborative
Building statewide capacity through sharing:
• Best practices• Implementation strategies • Policy/guidance• Resources• Assessment tools
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II. Build Florida SEL Landscape Map Create an interactive SEL map of Florida districts identifying specific evidence-based and promising program implementation. This will further promote sharing best practices and replication. In addition, strategies, practices and approaches in the following areas will be featured:•Resilience-building strategies •Positive school climate efforts •Social norming •Student-led initiatives
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III. Florida SEL Best Practice Track and Keynotes at 2nd Annual 2019 National Mental Wellness Conference in Orlando
Coordinate Florida-based breakout sessions and two keynote addresses highlighting successful and impactful implementation of:
• Social emotional learning programs• Resilience building strategies• Positive school climate efforts• Social norming• Student-led initiatives
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• Third through fifth grade public school students who scored a 1 or 2 on the third or fourth grade English language arts section of the Florida Standards Assessment in the prior year.
• Applications are open now. The Reading Scholarship Account Program is administered by non-profit scholarship funding organizations approved by the Department. For the 2018-19 school year, Step Up For Students is the only SFO administering the program.
https://www.stepupforstudents.org/for-parents/reading-scholarship/how-the-scholarship-works/
Who is eligible?
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