Senate Bill 4, RTTT, and Common Core State Standards AMM 2010 St. Petersburg, FL

Senate Bill 4, RTTT, and Common Core State Standards

AMM 2010St. Petersburg, FL

[email protected]

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


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


New End Of Course (EOC) Exam / AssessmentRequirements:

• 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


New End Of Course (EOC) Exam / AssessmentRequirements:

• 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


• 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 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 SB4, including Technical Assistance, the original bill language, equivalent course listings, please visit:

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

High School Graduation RequirementsSenate Bill 4

Entering 9th Grade2010

2011

2012

2013

To GraduateAlgebra 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 all 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).”

SB4 –Technical Assistance42. 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

SB4 – 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 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.

• 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, high-performance jobs.

• Rigorous course-taking matters for all students, but it is particularly important for students from disadvantaged backgrounds.

STATES WITH COLLEGE- AND CAREER-READY 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 requirements17

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.

• 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 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.)

• What does 8th grade mathematics and science look like? • Are 8th 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?


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.

• Do our 7th grade teachers know this? • Do our 7th grade students know this?• Do our parents of 7th 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?


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.

• Do our 5th and 6th grade teachers know this? • Do our 5th and 6th grade students know this?• Do our parents of 5th and 6th 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?



• Does the rigor of instruction match the preparation needs of our students?

Are We Preparing Our Students?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.

• Do our K - 4th grade teachers know this? • Do our K - 4th grade students know this?• Do our parents of K - 4th graders know this?• Are teachers using the course descriptions to guide

instruction and assessing regularly to assure students are learning the material?



• Does the rigor of instruction match the preparation needs of our students?

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

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 11th 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 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.

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.

What Happens After They Graduate?Standard Diplomas to Postsecondary

147,711High School

DiplomaRecipients

Independent Universities

PK-12 Adult Programs

Florida Colleges

State Universities

2007-08 The 2008-09 Academic Year90,769 (61%) Students

Enrolled in a Florida Postsecondary Institution*

2,649 (3%)

60,237 (66%)

29,696 (29%)

4,744 (5%)

Race to the Top – Phase 2Florida’s Application has been Awarded!

• $770 Million for Public Education over the next 4 years

Race to the Top Goals1. 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 highest-performing states.

Our RTTT GoalsDouble the Percent Earning

College Credit

Our RTTT Goals4th Grade Reading

4239

44 4547

51

56

13 1316

1822

31

43

24 2528

3134

40

49

0

10

20

30

40

50

60

70

80

2003 2005 2007 2009 2011 2013 2015

WHITE AFRICAN-AMERICAN HISPANIC

Achievement Gap in 2015White - African-American: 13 pointsWhite - Hispanic: 7 points

Achievement Gap in 2009White - African-American: 27 pointsWhite - Hispanic: 14 pointsAchievement Gap in 2003

White - African-American: 29 pointsWhite - Hispanic: 18 points

Our RTTT Goals8th Grade Mathematics

3436 37

3943

50

60

7 811

13

19

30

47

16 16

21 22

27

37

52

0

10

20

30

40

50

60

70

80

2003 2005 2007 2009 2011 2013 2015

WHITE AFRICAN-AMERICAN HISPANIC




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


• The final Common Core State Standards can be found at www.corestandards.org. – 1) ELA Standards Link: http://www.corestandards.org/the-

standards/english-language-arts-standards– 2) Math Standards Link: http://www.corestandards.org/the-

standards/mathematics – 3) Validation Committee Report:

http://www.corestandards.org/assets/CommonCoreReport_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

Questions?

[email protected]

Senate Bill 4, RTTT, and Common Core State Standards AMM 2010 St. Petersburg, FL

Documents

Transcript of Senate Bill 4, RTTT, and Common Core State Standards AMM 2010 St. Petersburg, FL