Senate Bill 4 RTTT and Common Core State

Senate Bill 4, RTTT, and Common Core State Standards AMM 2010 St. Petersburg, FL Todd. Clark@fldoe. org September 2010

Senate Bill 4 Summary Changes to High School Graduation Requirements: • Over time, adds Geometry and Algebra 2 to Algebra 1 as required high school mathematics courses required for a standard diploma • Over time, adds Biology 1, Chemistry or Physics, and an equally rigorous science course as required science courses for a standard diploma • Increases the number of required math credits from 3 to 4 for the 18 -credit college preparatory and career preparatory graduation options

Senate Bill 4 Summary Changes to High School Graduation Requirements: • Requires all public high schools to provide offerings of acceleration courses (which include IB, AICE, AP, Dual Enrollment, and Industry Certification courses) and to advise students of these course options • Repeals the requirements for students to identify and take elective courses as part of a Major Area of Interest

Senate Bill 4 Summary New End Of Course (EOC) Exam / Assessment Requirements: • Requires an EOC in Algebra 1. Passage of EOC eventually required to earn course credit • Requires an EOC in Geometry. Passage of EOC eventually required to earn course credit • Eliminates Grade 9 and Grade 10 FCAT for Mathematics • Requires an EOC in Biology 1. Passage of EOC eventually required to earn course credit

Senate Bill 4 Summary New End Of Course (EOC) Exam / Assessment Requirements: • Eliminates the Grade 11 FCAT for Science • Pending funding, directs the FDOE to develop an implementation schedule for additional EOC exams for English 2, Algebra 2, Chemistry, Physics, Earth / Space Science, US History, and World History – Exam scores (when developed) must be at least 30% of student course grade • Authorizes the use of equivalent / concordant scores for EOC assessments

Senate Bill 4 Summary • 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 collegereadiness standards • Defines achievement levels 1 – 5 for EOC exams

Senate Bill 4 Summary • Eliminates the current requirement for development of a revised FCAT writing test beginning with the 2012 – 2013 academic year – The current FCAT writing exam will continue to be administered at least once at the elementary, middle grades, and high school levels as currently specified in law • Provides testing schedules for EOC exams • Creates a Credit Acceleration Program (CAP) to allow secondary students to earn high school course credit by attaining a passing score on the appropriate statewide, standardized EOC exam

Senate Bill 4 • For more information on SB 4, including Technical Assistance, the original bill language, equivalent course listings, please visit: http: //www. fldoe. org/BII/sb 4 i. asp.

High School Graduation Requirements Senate Bill 4 Entering 9 th Grade 2010 2011 2012 2013 To Graduate Algebra 1 and Geometry + Biology 1 and Algebra 1 EOC + Biology EOC, Geometry EOC and Algebra 2 + Chemistry or Physics and an equally rigorous science course

SB 4 – Technical Assistance 41. What is the authorizing legislation for the EOC assessment results waiver? Senate Bill 4 amended s. 1003. 428(8)(b)2, F. S. , and states: “A student with a disability, as defined in s. 1007. 02(2), F. S. for whom the IEP committee determines that an end of-course assessment cannot accurately measure the student’s abilities, taking into consideration allowable accommodations, shall have the end-of-course assessment results waived for the purpose of determining the student’s course grade and credit as required in paragraph (4) (a). ”

SB 4 –Technical Assistance 42. Which students with disabilities are eligible to receive an EOC assessment results waiver? As defined in s. 1007. 02(2), F. S. , students with disabilities include students with: • Intellectual disability • Hearing impairment, including deafness • Speech or language impairment • Visual impairment, including blindness • Emotional or behavioral disability • Orthopedic or other health impairment • Autism spectrum disorder • Traumatic brain injury • Specific learning disability, including, but not limited to, dyslexia, dyscalculia, or developmental aphasia

SB 4 – Technical Assistance 43. What requirements must a student meet to be considered for an EOC assessment results waiver? To be considered for an EOC assessment waiver, the student must meet all of the following criteria: • 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

What success looks like. Graduating students who are prepared for success in the 21 st 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. • This is particularly true in mathematics: Data show a strong correlation between taking higher-level mathematics courses in high school and achieving success in college and employment in high-growth, highperformance jobs. • Rigorous course-taking matters for all students, but it is particularly important for students from disadvantaged backgrounds.

STATES WITH COLLEGE- AND CAREERREADY GRADUATION REQUIREMENTS

Intentional Initiatives Related to College 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 requirements 17

Are We Preparing Our Students? This year’s 9 th 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. • Have we reviewed the quality of instruction in our Geometry classrooms? • Are Algebra 1 teachers using the course description the EOC was written to access to guide their instruction? This year’s 8 th 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 9 th grade. ) • What does 8 th grade mathematics and science look like? • Are 8 th grade mathematics and science teachers using the course descriptions to guide instruction and assessing students throughout the year based on these course descriptions? • Do students’ grades reflect the amount of material learned? • Are teachers using the course descriptions that the EOCs are written to assess to guide their instruction?

Are We Preparing Our Students? This year’s 7 th 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. • Do our 7 th grade teachers know this? • Do our 7 th grade students know this? • Do our parents of 7 th graders know this? • Are teachers using the mathematics and science course descriptions to guide instruction and assessing regularly to assure students are learning the material? • Do the students’ grades reflect the amount of material learned? • Are teachers using the course descriptions that the EOCs are written to assess to guide their instruction?

Are We Preparing Our Students? This year’s 5 th and 6 th 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. • Do our 5 th and 6 th grade teachers know this? • Do our 5 th and 6 th grade students know this? • Do our parents of 5 th and 6 th graders know this? • Are teachers using the mathematics and science course descriptions to guide instruction and assessing regularly to assure students are learning the material? • Do the students’ grades reflect the amount of material learned? • Are teachers using the course descriptions that the EOCs are written to assess to guide their instruction? • Does the rigor of instruction match the preparation needs of our students?

Are We Preparing Our Students? This year’s K - 4 th 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. • Do our K - 4 th grade teachers know this? • Do our K - 4 th grade students know this? • Do our parents of K - 4 th graders know this? • Are teachers using the course descriptions to guide instruction and assessing regularly to assure students are learning the material? • Do the students’ grades reflect the amount of material learned? • Are teachers using the course descriptions that the EOCs are written to assess to guide their instruction? • Does the rigor of instruction match the preparation needs of our students?

Student Acceleration Senate 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

Are Our Schools Prepared? • Do we offer these courses to all students? – Do we need to increase the number of required courses? – Do we need to phase out less rigorous courses? • Does our guidance office have a plan to schedule ALL students in these courses? • Do our teachers know where to access the course descriptions? • Are our teachers appropriately certified and prepared to teach these courses to all students? • Is our district professional development plan aligned to the needs of the teachers in these areas? • Does our school schedule allow for teacher collaboration? • Does our school schedule provide students opportunities to be remediated prior to a late graduation? • Are we discussing student preparation in these areas with our elementary and middle schools? • Does the district student progression plan ensure students entering high school are prepared for success? • Do we have a prioritized school plan for student success?

Intentional Initiatives Related to College 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 11 th graders and subsequent high school courses to prepare students to enter postsecondary without need for remediation 24

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 Accountability New 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 Rate Four-Year NGA Graduation Rate, 2004 -05 through 2008 -09

Rate* Attending Postsecondary in the Fall Following Graduation * 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.

What Happens After They Graduate? Standard Diplomas to Postsecondary 2007 -08 The 2008 -09 Academic Year 90, 769 (61%) Students Enrolled in a Florida Postsecondary Institution* Florida Colleges High School Diploma Recipients State Universities 29, 696 (29%) Independent Universities 4, 744 (5%) PK-12 Adult Programs 147, 711 60, 237 (66%) 2, 649 (3%) Source: PK-20 Education Data Warehouse. * Does not include students who enrolled in postsecondary education out of state, historically 4 -5% of high school graduates. Note: percentages use the 90, 769 as the denominator and will add up to more than 100% because students may enroll in more than one sector.

Race to the Top – Phase 2 Florida’s Application has been Awarded! • $770 Million for Public Education over the next 4 years

Race to the Top Goals 1. Double the percentage of incoming high school freshmen who ultimately graduate from high school, go on to college, and achieve at least a year’s worth of college credit; 2. Reduce the achievement gap by half in 2015; and 3. Increase the percentage of students scoring at or above proficient on NAEP by 2015, to or beyond the performance levels of the highestperforming states.

Our RTTT Goals Double the Percent Earning College Credit

Our RTTT Goals 4 th Grade Reading

Our RTTT Goals 8 th Grade Mathematics

Florida’s Race to the Top!

Common Core State Standards • CCSS for Mathematics and Language Arts were adopted by the State Board in July 2010 • Implementation of these new standards will occur over time • FCAT 2. 0 and End-of-Course Assessments based on Next Generation Sunshine State Standards through 2013 -14

Common Core State Standards • The final Common Core State Standards can be found at www. corestandards. org. – 1) ELA Standards Link: http: //www. corestandards. org/thestandards/english-language-arts-standards – 2) Math Standards Link: http: //www. corestandards. org/thestandards/mathematics – 3) Validation Committee Report: http: //www. corestandards. org/assets/Common. Core. Report_6. 10. pdf – 4) Summary of Public Feedback on the Standards: Nearly 10, 000 individual online surveys were completed and submitted. Ninety-two percent of the respondents identified themselves as representing the opinions of an individual rather than a group or organization. Every state and territory is represented in the feedback. Link here: http: //www. corestandards. org/assets/k-12 feedbacksummary. pdf

Common Core State Standards

Questions? Todd. Clark@fldoe. org