senate bill 4: graduation requirements project 10: transition education network regional institutes...

Senate Bill 4: Graduation Requirements

Project 10: Transition Education NetworkRegional Institutes 2011

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This presentation was adapted from the following:• Senate Bill 4, RTTT, and Common Core State Standards,

AMM 2010 PowerPoint Presentation, St. Petersburg, FL, Prepared by Todd Clark, Chief, Florida Department of Education, Bureau of Curriculum and Instruction/Delivered by Helen Lancashire, Consultant, School Counseling, Student Support Services Project

• Memorandum: Senate Bill 4 Implementation, retrieved http://www.fldoe.org/BII/sb4i.asp

• CASE 2010 and SAC 2010 PowerPoint Presentations

http://www.fldoe.org/BII/sb4i.asp

Senate Bill 4 Summary

Changes to High School Graduation Requirements for a Standard Diploma:

•Over time

•Adds Geometry and Algebra 2 to Algebra 1

•Adds Biology 1, Chemistry or Physics, and an equally rigorous science course

•Increases the number of required math credits for the 18-credit college preparatory and career preparatory graduation options


Changes to High School Graduation Requirements:

•Requires offerings of acceleration courses

•Repeals the requirements for Major Area of Interest


New End Of Course (EOC) Exam / AssessmentRequirements:• Requires an EOC in Algebra 1

• Requires an EOC in Geometry

• Eliminates Grade 9 FCAT for Mathematics (2010-11)• Eliminates Grade 10 FCAT for Mathematics (2011-12)

• except as required for students who have not yet attained minimum performance expectations

• Requires an EOC in Biology 1


New End Of Course (EOC) Exam / AssessmentRequirements:

• Eliminates the Grade 11 FCAT for Science (2011-12)

• Directs the FDOE to develop additional EOC exams (pending funding)

• Authorizes the use of equivalent / concordant scores for EOC assessments


• Authorizes a school principal to determine if a transfer student must take a required EOC exam in a course for which the transfer student has already earned credit.

• Requires the State Board to establish two cut scores for EOC exams:– A Passing Cut Score

– A Cut Score that indicates the student is high achieving and has the potential to meet college-readiness standards

• Defines achievement levels 1 – 5 for EOC exams


• Eliminates the requirement for development of a revised FCAT writing test

• Provides testing schedules for EOC exams

• Creates a Credit Acceleration Program (CAP)

High School Graduation RequirementsSenate Bill 4

Entering 9th Grade2010

2011

2012

2013

To GraduateAlgebra 1 and Geometry

+Biology 1 and Passing Score on Algebra 1 EOC

+ Passing Score on Biology

EOC and Geometry EOC and Algebra 2

+ Chemistry or Physics and

an equally rigorous science course

End of Course Exams (EOC)Course Entering Grade 9

2010-2011Entering Grade 9

2011-2012Entering Grade 9

2012-2013

Algebra I - Beginning 2010-11, all Algebra I students must take EOC

Must take EOC

Performance 30% of final grade

Must take EOC

Must earn a passing score or attain equivalent score

Must take EOC


Geometry –Beginning 2011-12, all Geometry students must take EOC

N/A Must take EOC


Must take EOC


Biology -Beginning 2011-12, all Biology students must take EOC

N/A Must take EOC


Must take EOC


Attachment E Senate Bill 4: 7-year Timeline for Implementation Requirements for Ninth Grade Cohorts

(Blue text has been updated to reflect 2008-09 enrollments.) 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

Algebra I EOC as 30% of student grade

Algebra I EOC for credit

Algebra I EOC as 30% of student grade




Geometry credit for graduation (currently 93% graduate with credit)

Geometry EOC as 30% of student grade

Geometry EOC for credit

Geometry credit for graduation

Geometry EOC as 30% of student grade



Biology credit for graduation and EOC as 30% of student grade (currently 95% graduate with credit)

Biology EOC for credit

Biology credit for graduation and EOC as 30% of student grade



Algebra II credit for graduation (currently 82% graduate with credit)

Algebra II credit for graduation

Algebra II credit for graduation

Chemistry or Physics (currently 70% graduate with credit) and equally rigorous course credit to graduate

Chemistry or Physics and equally rigorous course credit to graduate

Deletes Major Area of Interest requirement

1 EOC to graduate (Algebra) [EOC passing requirement may be waived for ESE students]

3 EOCs to graduate (Algebra, Biology, Geometry) [EOC passing requirement may be waived for ESE students]

3 EOCs to graduate (Algebra, Biology, Geometry) [EOC passing requirement may be waived for ESE students]

SB 4 – Technical Assistance

• End of Course Assessment Results Waiver for Students with Disabilities– Pages 11 – 14 of 68 (Memorandum: Senate Bill 4

Implementation http://www.fldoe.org/BII/sb4i.asp)

– If the IEP team determines that the EOC cannot accurately measure the student’s abilities, taking into account all allowable accommodations, the end-of-course assessment results can be waived for determining course grade and credit


SB 4 – Technical Assistance

41. What is the authorizing legislation for the EOC assessment results waiver?

s.1003.428(8)(b)2, F.S.

– Results waived for course grade and credit

SB4 –Technical Assistance42. Which students with disabilities are eligible to

receive an EOC assessment results waiver?

Students with disabilities as defined in s. 1007.02(2), F.S.

SB4 – Technical Assistance

43. What requirements must a student meet to be considered for an EOC assessment results waiver?

• Be identified as a student with a disability, as defined in s. 1007.02(2), F.S.

• Have an active individual educational plan• Have taken the EOC assessment with appropriate

allowable accommodations at least once• Have demonstrated, as determined by the IEP team,

achievement of the course standards


44. What are the responsibilities of the IEP team in the EOC assessment results waiver process?

“…determination that the EOC assessment cannot accurately measure the student’s abilities, taking into consideration all allowable accommodations.”


45. When should the IEP teams meet in order to consider EOC assessment results waivers?

“…any time after the student has taken the assessment at least once and it has been determined that the student has failed to earn a passing score on an EOC assessment.”


46. Are students who have been determined eligible solely for the hospital/homebound program (and no other disability area) eligible for the EOC waiver?

No.


47. Are students with only 504 plans eligible for consideration for the EOC waiver?

No.


48. Is the waiver available to students without disabilities who meet all the other requirements for graduation except passing the EOC assessment?

No.


49. Are students who were previously dismissed from an ESE program eligible for the waiver?

No.


50. Is a student eligible for an EOC assessment results waiver if the parent or adult student has revoked consent for special education services?

No.


51. What evidence should the IEP team review to determine that the student demonstrates the skills and proficiencies needed for course credit and that the EOC assessment results are not an accurate measure of the student’s abilities?


52. What methods may be used to collect information on a student’s proficiency in a course?

Cumulative course documentation of proficiency


53. How should progress toward demonstration of proficiency for course requirements be communicated to parents?

• Graphic form • If the growth rate is not adequate to achieve proficiency

within the course schedule, an adjustment in the instruction and intervention(s) should be implemented.


54. Does an ESE student whose EOC assessment results have been waived as deemed appropriate by the IEP team still qualify for a standard diploma?

Yes.


55. Is the IEP team required to convene to consider the waiver?

Yes.


• Waiver of End of Course (EOC) Assessment Results Requirement for Students with Disabilities Sample Form– Pages 31 – 34 of 68 (Memorandum: Senate Bill 4

Implementation http://www.fldoe.org/BII/sb4i.asp)


What success looks like.

Graduating students who are prepared for success in the 21st century as evidenced by securing a job that includes a salary that can support living expenses and is in a career of choice.

• Clear and compelling evidence shows that the level of the courses students take in high school is one of the best predictors of their success in college and the workplace.

STATES WITH COLLEGE- AND CAREER-READY GRADUATION

REQUIREMENTS

Intentional Initiatives Related toCollege and Career Readiness

(Standards)

• American Diploma Project

• VPK Standards/Assessments/Readiness Rate

• Next Generation Sunshine State Standards

• Common Core Standards

• More rigorous high school

graduation requirements32

Are We Preparing Our Students?

• This year’s 9th grade students must earn a Geometry credit to graduate. Those enrolled in Algebra 1 will take an EOC that will count as 30% of their course grade.


• This year’s 8th grade students must pass the Algebra 1 EOC and earn credit in Geometry and Biology 1 which include EOCs as part of their grades to graduate. (Unless credit has already been earned when they get to 9th grade.)

Are We Preparing Our Students?This year’s 7th grade students will be required to pass EOCs in Algebra 1, Geometry, and Biology 1 to graduate. They will also have to earn credit in Algebra 2.


This year’s 5th and 6th grade students will be required to pass EOCs in Algebra 1, Geometry, and Biology 1 to graduate. They will also have to earn credit in Algebra 2, Chemistry or Physics and an equally rigorous science course.


This year’s K - 4th grade students will be required to pass EOCs in Civics, Algebra 1, Geometry, and Biology 1 to graduate. They will also have to earn credit in Algebra 2, Chemistry or Physics and an equally rigorous science course.

Student AccelerationSenate Bill 4

Beginning in AY 2011-2012, each high school shall offer:

• An International Baccalaureate Program (IB), or• An Advanced International Certificate of Education

(AICE) Program, or • At least four courses in dual enrollment (DE) or

Advanced Placement (AP), including at least one course in English, Mathematics, Science, and Social Studies

Intentional Initiatives Related toCollege and Career Readiness

(Assessment)• Alignment of FCAT to new rigorous standards• End-of-Course Assessments (Algebra I,

Geometry, Biology, and U.S. History under development)

• Common Placement (PERT) Testing of 11th graders and subsequent high school courses to prepare students to enter postsecondary without need for remediation

39

High School Accountability

• The high school accountability system demands:– More rigorous standards and assessments– Alignment between high school and college

readiness and high-skill/high-wage employment

– Focus on access, rigor, and readiness

High School AccountabilityNew High School Grading Components Include:• Use of NGAs graduation rate – 2011-12 Federal

Graduation Rate• Student participation in accelerated course work; IB,

AICE, DE, AP, and Industry Certification programs• Student performance in accelerated courses• Postsecondary readiness• Graduation rate of at-risk students• Growth or decline in components

Graduation RateFour-Year NGA Graduation Rate, 2004-05 through 2008-09

76.3%

73.1%

70.3%68.9%69.7%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

2004-05 2005-06 2006-07 2007-08 2008-09

Rate* Attending Postsecondary in the Fall Following Graduation

64%

62%61%

58%

60%

58%

56%

55%

52%

50%50%51%

45%

55%

65%

75%

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

Postsecondary* Percentage of high school graduates who were enrolled in October after completing high school.

Source: Florida Employment & Training Placement Information Program (FETPIP), Florida Department of Education.

Other Options Available in Florida

• Performance-Based Exit Option (Formerly GED Exit Option)

• Certificate of Completion• Special Diploma Option 1• Special Diploma Option 2• Special Certificate of Completion

44

Performance-Based Exit Option

• An alternative route to graduation for students who are at risk of not graduating on time with their kindergarten cohort due to:– credit deficiency– low grade point average– being overage for grade

45

Performance-Based Exit Option

• Districts must apply and receive approval from DOE to offer option

• Participation is voluntary on the part of students; parents must consent

• Students must perform at the 7th grade level reading level or higher at time of selection for program; 9th grade or higher at time of GED testing

46

The Performance-Based Exit Option - is not

• A vehicle for the early exit of students who wish to complete high school in less than four years

• A program with watered-down curriculum for students who are not capable of performing high school-level work

• A program that is appropriate for all students at risk of failing to graduate from high school

47

Performance-Based Exit Option• This is a high school equivalency diploma per

section 1003.435, Florida Statutes.• Students who successfully complete this option

will be awarded a State of Florida High School Performance-Based Diploma, not a Standard High School Diploma.

• Students exiting under this option retain the right to FAPE.

48

Performance-Based Exit Option• See DPS: 2010-190.• Performance-Based Exit Option Rule

– https://www.flrules.org/gateway/ruleNo.asp?id=6A-6.0212

• State of Florida High School Performance-Based Diploma– https://www.flrules.org/gateway/ruleNO.asp?id=6A-1.099

5

• 2010-11 Application– http://www.fldoe.org/family/dropoutp/publiciations

.asp

49

https://www.flrules.org/gateway/ruleNo.asp?id=6A-6.0212

https://www.flrules.org/gateway/ruleNo.asp?id=6A-6.0212

https://www.flrules.org/gateway/ruleNO.asp?id=6A-1.0995

https://www.flrules.org/gateway/ruleNO.asp?id=6A-1.0995

http://www.fldoe.org/family/dropoutp/publiciations.asp

http://www.fldoe.org/family/dropoutp/publiciations.asp

Certificate of Completion• Students who have completed required

coursework for graduation but have not– Passed FCAT OR– Achieved minimum 2.0 GPA OR– Achieved other district requirements

• This is NOT a high school diploma; students encouraged to continue in school – Enroll in following school year– Enroll in GED preparation program through adult

education program

50

Special Diploma - Option 1

• The student must meet school district requirements, including earning the minimum number of course credits determined by the local school board.

Note: Students who have been identified as visually impaired or speech impaired are not eligible for a special diploma unless they also have another identified disability.

51

Special Diploma - Option 2 • Achievement of all the annual goals and short-term

objectives/benchmarks specified on the IEP related to the employment and community competencies

• Employment in a community-based job, for the number of hours per week specified in the student’s training plan, for the equivalent of 1 semester, and paid a minimum wage in compliance with the requirements of the Fair Labor Standards Act

• Mastery of the employment and community competencies specified in the training plan

52

Postsecondary Options

Special Diploma• May be eligible to enroll in career and technical

certificate programs, GED, Adult Basic Education • May be eligible to enroll in college preparatory (remedial

courses) – non credit *• Impacts eligibility for military service

* Changes are anticipated due to the HEOA and TPSIDs

53


Special Diploma

• 18-21 programs at colleges and universities that provide comprehensive transition and postsecondary programs for students with intellectual disabilities

54


GED/ Florida High School Performance-Based Diploma/CPT eligible certificates of completion

• Students may enroll in a degree seeking program in a college. Students will be required to take or present CPT, ACT, or SAT scores to determine which courses to enroll in.

• May impact eligibility for military service

55

Questions?

senate bill 4: graduation requirements project 10: transition education network regional institutes...

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