The purpose and effect of this rule amendment is to establish scale scores for each Achievement Level for reporting student proficiency levels for the statewide English Language Arts assessment for grades 3 through 10, the statewide Mathematics ...

 

DEPARTMENT OF EDUCATION

State Board of Education

RULE NO.: RULE TITLE:

6A-1.09422: Florida Comprehensive Assessment Test and End-of-Course Assessment Requirements

PURPOSE AND EFFECT: The purpose and effect of this rule amendment is to establish scale scores for each Achievement Level for reporting student proficiency levels for the statewide English Language Arts assessment for grades 3 through 10, the statewide Mathematics assessment for grades 3 through 8, and the end-of-course assessments in Algebra 1, Geometry, and Algebra 2.

SUMMARY: The purpose of the proposed rule amendment is to establish scale scores for each Achievement Level for all new English Language Arts, Mathematics, and end-of-course assessments in order to report student proficiency levels. References to language duplicative with Florida Statutes and to historical Achievement Levels and requirements for assessments no longer included in the statewide assessment program, per s. 1008.22, F.S., were removed.

SUMMARY OF STATEMENT OF ESTIMATED REGULATORY COSTS AND LEGISLATIVE RATIFICATION:

The Agency has determined that this will not have an adverse impact on small business or likely increase directly or indirectly regulatory costs in excess of $200,000 in the aggregate within one year after the implementation of the rule. A SERC has not been prepared by the Agency.

The Agency has determined that the proposed rule is not expected to require legislative ratification based on the statement of estimated regulatory costs or if no SERC is required, the information expressly relied upon and described herein: The rule revisions relate only to establishing achievement levels for statewide K-12 assessments; therefore, there is no direct or immediate impact on economic growth, private sector job creation, employment, or private sector investment. If there is any impact on such economic growth and private sector job creation, the impact would be positive because the establishment of rigorous yet attainable assessment standards positively impacts student outcomes, which, in turn, positively impact economic growth, private sector job creation, and employment. For the same reasons, though no impact on business competitiveness is anticipated, any impact would be positive. Because the proposed rule relates only to the establishment of achievement levels for statutorily required statewide assessments, it is not likely to increase regulatory costs.

Any person who wishes to provide information regarding a statement of estimated regulatory costs, or provide a proposal for a lower cost regulatory alternative must do so in writing within 21 days of this notice.

RULEMAKING AUTHORITY: 1001.02, 1008.22, FS.

LAW IMPLEMENTED: 1001.02, 1001.11, 1008.22, FS.

A HEARING WILL BE HELD AT THE DATE, TIME AND PLACE SHOWN BELOW:

DATE AND TIME: January 6, 2016, 9:00 a.m.

PLACE: Room LL03, The Capitol, 400 South Monroe Street, Tallahassee, Florida.

THE PERSON TO BE CONTACTED REGARDING THE PROPOSED RULE IS: Vince Verges, Assistant Deputy Commissioner, Division of Accountability, Research, and Measurement, 325 W. Gaines Street, Suite 414, Tallahassee, Florida 32399-0400, [phone].

 

THE FULL TEXT OF THE PROPOSED RULE IS:

6A-1.09422 Statewide, Standardized Florida Comprehensive Assessment Test and End-of-Course Assessment Program Requirements.

(1) Definitions. For the purpose of this rule, the following definitions shall apply:

(a) “Achievement level.” Scores are reported by achievement levels, which are five (5) categories of achievement that represent the success students demonstrate with the content assessed. Achievement levels range from one (1) through five (5), with level 1 being the lowest achievement level, level 5 being the highest achievement level, and level 3 indicating satisfactory performance on the assessment. The minimum score in achievement level 3 is the designated passing score for all assessments described in subsection (3) of this rule pursuant to Section 1008.22(3)(e)2., F.S. Achievement level scale score ranges are established in paragraphs (5)(a)-(c) of this rule.

(b) “Baseline year.” The first school year in which an assessment is administered operationally, as referenced for each assessment in subsection (5) of this rule. Achievement levels are established for an assessment after the baseline year, and results from the baseline administration are used to establish the achievement standards.

(c) “Eligible students.” All students except those who are prohibited from taking an assessment pursuant to Section 1008.22(3)(b)2., F.S., and those who are exempted from the assessment pursuant to Sections 1008.212, F.S., 1008.22(10), F.S., and Rule 6A-6.0909, F.A.C. Pursuant to Section 1008.22(3), F.S., participation in the assessment program is mandatory for all eligible students attending public schools, including adult students seeking a standard high school diploma under Section 1003.4282, F.S., and students in the Department of Juvenile Justice education programs, except as otherwise provided by law.

(2) The statewide, standardized assessment program of educational assessment required by Section 1008.22, F.S., shall be developed under the direction and supervision of the Commissioner of Education and shall be:

(a) Kept secured at all times, in accordance with the provisions of Rule 6A-10.042, F.A.C.

(b) Provided to all school districts as computer-based or paper-based tests, according to Section 1008.22(3)(d)1., F.S. Paper-based tests must be provided in the quantity needed for the students in the district for assesments that are not administered in computer-based format, and for students requiring paper-based accommodations in accordance with Rule 6A-1.0943, F.A.C.

(c) Administered in accordance with standard written instructions appropriate for the assessment. The written instructions shall be issued by the Commissioner in the form of test administration manuals and other written communications, as required, and provided to school districts in sufficient time prior to each assessment.

(d) Revised and updated as needed.

(e) Developed in consultation with teachers and other appropriate professionals and approved by the Commissioner prior to being administered to students.

(d)(f) Be aligned to derived from the student performance standards adopted in Rule 6A-1.09401, F.A.C.

(3)(2) The assessment program shall include comprehensive assessments in English Language Arts (ELA), Mathematics and Science, end-of-course assessments, and pursuant to Section 1008.22(3)(e)3., F.S., retake administrations of former assessments required for graduation the Florida Comprehensive Assessment Test® (FCAT), the Florida Comprehensive Assessment Test® (FCAT) 2.0, and the Florida End-of-Course (EOC) Assessments.

(a) The statewide ELA assessments shall measure reading skills in grade three and reading and writing skills in grades four through ten.

(b) The statewide Mathematics assessments shall measure students’ mathematics skills in grades three through eight.

(c) The statewide Science assessments shall measure students’ science skills in grades five and eight.

(a) Before the 2010-2011 school year, the FCAT shall consist of four (4) sections: one (1) measuring reading skills in grades three through ten; one (1) measuring mathematics skills in grades three through ten; one (1) measuring writing skills in grades four, eight and ten; and one (1) measuring science skills in grades five, eight, and eleven. Beginning with the 2010-2011 school year, the FCAT shall consist of three (3) sections; one (1) measuring mathematics skills in grade ten; one (1) measuring writing skills in grades four, eight, and ten; and one (1) measuring science skills in grades five, eight, and eleven. Beginning with the 2011-2012 school year, the FCAT shall consist of one (1) section measuring writing skills in grades four, eight, and ten. The FCAT Retake in reading shall continue to be administered through the 2011-2012 school year, and the FCAT Retake in mathematics shall continue to be administered through 2012-2013 school year.

(b) Beginning with the 2010-2011 school year, the FCAT 2.0 shall consist of two (2) sections: one (1) measuring reading skills in grades three through ten, and one (1) measuring mathematics skills in grades three through eight. Beginning with the 2011-2012 school year, the FCAT 2.0 shall consist of three (3) sections: one (1) measuring reading skills in grades three through ten, one (1) measuring mathematics skills in grades three through eight, and one (1) measuring science skills in grades five and eight.

(d)(c) The end-of-course assessments Florida EOC Assessments shall consist of assessments measuring the skills specified in six (6) five (5) courses: Algebra 1, Geometry, Algebra 2, Biology 1, Geometry, United States History, and Civics.

(e) The FCAT 2.0 Reading retake with a baseline administration of 2010-2011 shall measure reading skills in grade ten and shall continue to have retake administrations through the 2017-2018 school year.

(f) The Algebra 1 end-of-course assessment retake with a baseline administration of 2010-2011 shall measure Algebra 1 skills required in the Algebra 1 course, including course equivalents contained from 2010-2011 to 2013-2014, and shall continue to have retake administrations through the 2016-2017 school year.  

(4)(3) The statewide assessment program shall be administered as follows:

(a) Beginning with the 2014-2015 school year, all eligible students in grades three through ten shall take the statewide ELA assessment Before the 2010-2011 school year, all eligible students in grades three through ten shall take the FCAT Reading and Mathematics. Beginning with the 2010-2011 school year, all eligible students in grades three through ten shall take the FCAT 2.0 Reading, and all eligible students in grades three through eight shall take the FCAT 2.0 Mathematics. All eligible students in grades four, eight, and ten shall take the FCAT Writing. Eligible students are those who are not exempted from the assessment pursuant to Section 1008.212, F.S. and Rule 6A-6.0909, F.A.C.

(b) Beginning with the 2014-2015 school year, all eligible students in grades three through eight shall take the statewide Mathematics assessment.

(c)(b) Before the 2011-2012 school year, all eligible students in grades five, eight, and eleven shall take the FCAT Science. Beginning with the 2011-2012 school year, all eligible students in grades five and eight shall take the statewide FCAT 2.0 Science assessment. Eligible students are those who are not exempted from the assessment pursuant to Section 1008.212, F.S.

(d)(c) Beginning with the 2014-2015 2010-2011 school year, all eligible students enrolled in a high school Algebra 1 or equivalent course must take the Algebra 1 end-of-course assessment EOC Assessment with a baseline administration of 2014-2015; all eligible students enrolled in a high school Geometry or equivalent course must take the Geometry end-of-course assessment; and all eligible students enrolled in a high school Algebra 2 or equivalent course must take the Algebra 2 end-of-course assessment.

(e)(d) Beginning with the 2011-2012 school year, all eligible students enrolled in a high school Geometry or equivalent course must take the Geometry EOC Assessment, and all students enrolled in a high school Biology 1 or equivalent course must take the Biology 1 end-of-course assessment EOC Assessment.

(f)(e) Beginning with the 2012-2013 school year, all eligible students enrolled in a high school United States History or equivalent course must take the United States History end-of-course assessment EOC Assessment.

(g)(f) Beginning with the 2013-2014 school year, all eligible students enrolled in a middle school Civics education course must take the Civics end-of-course assessment EOC Assessment.

(h)(g) Provisions shall be made by school districts to administer the assessment to students who are absent on the designated testing dates according to directions specified by the Commissioner. The directions shall be issued in the form of test administration manuals and other written communications, as required, and provided to school districts in sufficient time prior to each assessment.

(i)(h) Provisions shall be made by the Commissioner to permit the assessment to be administered to home school students and private school students pursuant to Sections 1002.39 and 1002.395, F.S., under conditions which preserve the security of the assessment and require the public school districts to be responsible for the test administration procedures and requirements of Rule 6A-10.042, F.A.C.

(j)(i) In accordance with the requirements of Sections 1008.22(3)(a) and (b), F.S., Pprovisions shall be made by school districts the Commissioner to administer the retake assessments to retest students if they do not attain passing scores on the assessments required for graduation. Pursuant to Section 1008.22(3)(e)3., F.S., assessments required for graduation may not be discontinued until the graduation, based on normal student progression, of students participating in the final, regular administration of the former assessment.

(j) The assessments shall be administered to students not less than one (1) time per year on a schedule approved by the Commissioner; however, for assessments required for graduation with a standard high school diploma, students must participate in each retake of the assessment until achieving a passing score on the required assessment or a concordant or comparative score on an alternative assessment.

(4) Examinee scores on the FCAT Reading and Mathematics shall be reported on a score scale from 100 to 500 defined by the baseline assessment administered during January and February 1998, and a developmental scale of approximately 0 to 3000 that defines performance across grades three through ten. Examinee scores on the FCAT Science shall be reported on a score scale from 100 to 500 defined by the baseline assessment administered during March 2003. Examinee scores on the FCAT Writing shall be reported on a score scale from 1 to 6 defined by the FCAT Writing holistic rubrics.

(5) The total scores on the FCAT Reading, Mathematics, and Science also are reported on an achievement-level scale. Achievement levels range from 1 through 5, with level 1 being the lowest achievement level, level 5 being the highest achievement level, and level 3 indicating satisfactory performance on the assessment. The total scores that correspond to each achievement level are shown in the following paragraphs.

(a) The achievement levels for the FCAT Reading and Mathematics shall be as shown in the following tables.

FCAT Reading grade-level scale scores (100 to 500) for each achievement level:
Grade	Level 1		Level 2		Level 3		Level 4		Level 5
3	100-258		259-283		284-331		332-393		394-500
4	100-274		275-298		299-338		339-385		386-500
5	100-255		256-285		286-330		331-383		384-500
6	100-264		265-295		296-338		339-386		387-500
7	100-266		267-299		300-343		344-388		389-500
8	100-270		271-309		310-349		350-393		394-500
9	100-284		285-321		322-353		354-381		382-500
10	100-286		287-326		327-354		355-371		372-500
FCAT Reading developmental scale scores (86 to 3008) for each achievement:
Grade	Level 1	Level 2		Level 3		Level 4		Level 5
3	86-1045	1046-1197		1198-1488		1489-1865		1866-2514
4	295-1314	1315-1455		1456-1689		1690-1964		1965-2638
5	474-1341	1342-1509		1510-1761		1762-2058		2059-2713
6	539-1449	1450-1621		1622-1859		1860-2125		2126-2758
7	671-1541	1542-1714		1715-1944		1945-2180		2181-2767
8	886-1695	1696-1881		1882-2072		2073-2281		2282-2790
9	772-1771	1772-1971		1972-2145		2146-2297		2298-2943
10	844-1851	1852-2067		2068-2218		2219-2310		2311-3008
FCAT Mathematics grade level scale scores (100 to 500) for each achievement level:
Grade	Level 1	Level 2		Level 3		Level 4		Level 5
3	100-252	253-293		294-345		346-397		398-500
4	100-259	260-297		298-346		347-393		394-500
5	100-287	288-325		326-354		355-394		395-500
6	100-282	283-314		315-353		354-390		391-500
7	100-274	275-305		306-343		344-378		379-500
8	100-279	280-309		310-346		347-370		371-500
9	100-260	261-295		296-331		332-366		367-500
10	100-286	287-314		315-339		340-374		375-500
FCAT Mathematics developmental scale scores (375 to 2709) for each achievement level:
Grade	Level 1	Level 2		Level 3		Level 4		Level 5
3	375-1078	1079-1268		1269-1508		1509-1749		1750-2225
4	581-1276	1277-1443		1444-1657		1658-1862		1863-2330
5	569-1451	1452-1631		1632-1768		1769-1956		1957-2456
6	770-1553	1554-1691		1692-1859		1860-2018		2019-2492
7	958-1660	1661-1785		1786-1938		1939-2079		2080-2572
8	1025-1732	1733-1850		1851-1997		1998-2091		2092-2605
9	1238-1781	1782-1900		1901-2022		2023-2141		2142-2596
10	1068-1831	1832-1946		1947-2049		2050-2192		2193-2709

(b) The achievement levels for the FCAT Science shall be as shown in the following table.

FCAT Science grade-level scale scores (100 to 500) for each achievement level:

Grade	Level 1	Level 2	Level 3	Level 4	Level 5
5	100-272	273-322	323-376	377-416	417-500
8	100-269	270-324	325-386	387-431	432-500
11	100-278	279-323	324-379	380-424	425-500

(5)(6) Examinee scores on the statewide ELA FCAT 2.0 Reading and Mathematics assessments shall be reported by the use of scaled scores and achievement levels defined by the baseline assessment administered during the 2014-2015 2010-2011 school year. Examinee scores on the statewide FCAT 2.0 Science assessment shall be reported by the use of scaled scores and achievement levels defined by the baseline assessment administered during the 2011-2012 school year. Examinee scores on end-of-course EOC assessments shall be reported by the use of scaled scores and achievement levels defined by the baseline assessment administered as follows: Algebra 1 end-of-course assessment (2014-2015), Algebra 1 end-of-course assessment EOC Assessment for retake students (2010-2011), Geometry end-of-course assessment EOC Assessment (2014-2015)(2011-2012), Algebra 2 end-of-course assessment EOC Assessment (2014-2015), Biology 1 end-of-course assessment EOC Assessment (2011-2012), United States History end-of-course assessment EOC Assessment (2012-2013), and Civics end-of-course assessment EOC Assessment (2013-2014). Achievement levels range from 1 through 5, with level 1 being the lowest achievement level, level 5 being the highest achievement level, and level 3 indicating satisfactory performance on the assessment.

(a) The achievement levels for the comprehensive statewide assessments FCAT 2.0 Reading and Mathematics shall be as shown in the following tables.

Statewide ELA assessment developmental scale scores (240 to 412) for each achievement level:
Grade	Level 1	Level 2	Level 3	Level 4	Level 5
3	240-284	285-299	300-314	315-329	330-360
4	251-296	297-310	311-324	325-339	340-372
5	257-303	304-320	321-335	336-351	352-385
6	259-308	309-325	326-338	339-355	356-391
7	267-317	318-332	333-345	346-359	360-397
8	274-321	322-336	337-351	352-365	366-403
9	276-327	328-342	343-354	355-369	370-407
10	284-333	334-349	350-361	362-377	378-412
Statewide Mathematics assessment developmental scale scores (240 to 393) for each achievement level:
Grade	Level 1	Level 2	Level 3	Level 4	Level 5
3	240-284	285-296	297-310	311-326	327-360
4	251-298	299-309	310-324	325-339	340-376
5	256-305	306-319	320-333	334-349	350-388
6	260-309	310-324	325-338	339-355	356-390
7	269-315	316-329	330-345	346-359	360-391
8	273-321	322-336	337-352	353-364	365-393
FCAT 2.0 Reading developmental scale scores (140 to 302) for each achievement level:
Grade	Level 1	Level 2	Level 3	Level 4	Level 5
3	140-181	182-197	198-209	210-226	227-260
4	154-191	192-207	208-220	221-237	238-269
5	161-199	200-215	216-229	230-245	246-277
6	167-206	207-221	222-236	237-251	252-283
7	171-212	213-227	228-242	243-257	258-289
8	175-217	218-234	235-248	249-263	264-296
9	178-221	222-239	240-252	253-267	268-302
10	188-227	228-244	245-255	256-270	271-302
FCAT 2.0 Mathematics developmental scale scores (140 to 298) for each achievement level:
Grade	Level 1	Level 2	Level 3	Level 4	Level 5
3	140-182	183-197	198-213	214-228	229-260
4	155-196	197-209	210-223	224-239	240-271
5	163-204	205-219	220-233	234-246	247-279
6	170-212	213-226	227-239	240-252	253-284
7	179-219	220-233	234-247	248-260	261-292
8	187-228	229-240	241-255	256-267	268-298

(b) The achievement levels for the FCAT 2.0 Science shall be as shown in the following table.

Statewide FCAT 2.0 Science assessment grade-level scale scores (140 to 260) for each achievement level:

Grade	Level 1	Level 2	Level 3	Level 4	Level 5
5	140-184	185-199	200-214	215-224	225-260
8	140-184	185-202	203-214	215-224	225-260

(b) The achievement levels for the end-course-assessments shall be as shown in the following tables.

Algebra 1 end-of-course assessment (baseline 2014-2015) scale scores (425 to 575) for each achievement level:

Level 1	Level 2	Level 3	Level 4	Level 5
425-486	487-496	497-517	518-531	532-575

(c) The achievement levels for the Algebra 1 EOC Assessment shall be as shown in the following table.

Algebra 1 EOC Assessment scale scores (325 to 475) for each achievement level:

Level 1	Level 2	Level 3	Level 4	Level 5
325-374	375-398	399-424	425-436	437-475

(d) The achievement levels for the Geometry EOC Assessment shall be as shown in the following table.

Geometry end-of-course assessment EOC Assessment scale scores (425 to 575) (325 to 475) for each achievement level:

Level 1	Level 2	Level 3	Level 4	Level 5
425-485	486-498	499-520	521-532	533-575

Level 1Level 2Level 3Level 4Level 5

325-369370-395396-417418-433434-475

Algebra 2 end-of-course assessment scale scores (425 to 575) for each achievement level:

Level 1	Level 2	Level 3	Level 4	Level 5
425-496	497-510	511-528	529-536	537-575

(e) The achievement levels for the Biology 1 EOC Assessment shall be as shown in the following table.

Biology 1 end-of-course assessment EOC Assessment scale scores (325 to 475) for each achievement level:

Level 1Level 2Level 3Level 4Level 5

325-368369-394395-420421-430431-475

(f) The achievement levels for the United States History EOC Assessment shall be as shown in the following table.

United States History end-of-course assessment EOC Assessment scale scores (325 to 475) for each achievement level:

Level 1Level 2Level 3Level 4Level 5

325-377378-396397-416417-431432-475

(g) The achievement levels for the Civics EOC Assessment shall be as shown in the following table.

Civics end-of-course assessment EOC Assessment scale scores (325 to 475) for each achievement level:

Level 1Level 2Level 3Level 4Level 5

325-375376-393394-412413-427428-475

(c) The achievement levels for the retake assessments shall be shown in the following tables.

Grade 10 FCAT 2.0 Reading retake scale scores (188 to 302) for each achievement level:

Level 1	Level 2	Level 3	Level 4	Level 5
188-227	228-244	245-255	256-270	271-302

Algebra 1 end-of-course assessment retake (baseline 2010-2011) scale scores (325 to 475) for each achievement level:

Level 1	Level 2	Level 3	Level 4	Level 5
325-374	375-398	399-424	425-436	437-475

(7) Students who entered grade nine during the 1999-2000 school year through the 2008-2009 school year shall be required to earn passing scores on the Grade 10 FCAT Reading and students who entered grade nine during the 1999-2000 school year through the 2009-2010 school year shall be required to earn passing scores on the Grade 10 FCAT Mathematics. Students who entered grade nine during the 2009-2010 school year and thereafter, shall be required to earn passing scores on the Grade 10 FCAT 2.0 Reading.

(8) For students who entered grade nine during the 2000-2001 school year through the 2009-2010 school year, the passing score for the required reading and mathematics assessments shall be a score equal to or greater than 300 on the 100 to 500 scale, and 1926 for the reading assessment and 1889 for the mathematics assessment on the developmental scale.

(9) Beginning with students entering grade nine during the 2010-2011 school year, the passing score for all assessments required for high school graduation, a high school diploma scholar designation, or for course credit under the Credit Acceleration Program (CAP) under Section 1003.4295, F.S., shall be the minimum scale score in achievement level 3.

(10) Beginning with the 2013-14 school year, passing scores shall be designated for each FCAT 2.0 and EOC assessment pursuant to Section 1008.22(3)(e)2., F.S. For FCAT 2.0 Reading, Mathematics, and Science, the passing score shall be the minimum scale score in achievement level 3. For FCAT 2.0 Writing, the passing score shall be a score of 3.5. For Algebra 1, Biology 1, Geometry, United States History, and Civics EOC Assessments, the passing score shall be the minimum scale score in achievement level 3.

(11) The Commissioner of Education shall review student performance levels annually and recommend to the State Board of Education whether to maintain the existing passing scores and achievement levels or to increase one or more of the requirements.

(6) In accordance with Section 1008.22(3)(e)3., F.S., for students who took the statewide ELA Grade 10 (2014-15) or Algebra 1 end-of-course (2014-15) prior to the adoption on February 9, 2016, of the achievement levels and developmental scale scores defined herein, the alternate passing score for ELA Grade 10 is 349 and above, which corresponds to the passing score of 245 and above on Grade 10 FCAT 2.0 Reading retake; the alternate passing score for the Algebra 1 end-of-course is 489 and above, which corresponds to the passing score of 399 and above for the Algebra 1 end-of-course retake (2010-11).

(7) For students who took the statewide Geometry end-of-course (2014-15) prior to the adoption on February 9, 2016, of the achievement levels and developmental scale scores defined herein, the alternate passing score shall be 492 and above, which corresponds to the passing score of 396 and above for the previous Geometry end-of-course (2010-11), which was last administered December 2014. 

(8)(12) The assessments shall be administered according to a schedule approved by the Commissioner.

(9)(13) Students with disabilities may be provided test modifications or accommodations in accordance with the provisions of Rule 6A-1.0943, FAC. Requirements for the alternate assessment for students with significant cognitive disabilities are established in Rule 6A-1.0943, F.A.C.

(10) English Language Learners (ELLs) may be provided test accommodations in accordance with the provisions of Rule 6A-6.09091, F.A.C.  Requirements for the annual English language proficiency assessment for ELLs are established in Rule 6A-6.09021, F.A.C.

(14) Invalidity of a section of this rule shall not invalidate the remainder of the rule.

Rulemaking Authority 1001.02, 1008.22, 1008.25 FS. Law Implemented 1001.02, 1001.11, 1008.22, 1008.25 FS. History–New 1-24-99, Amended 10-7-01, 1-22-02, 12-23-03, 3-27-06, 3-1-07, 2-25-09, 7-19-10, 2-12-12, 2-3-13, 2-25-14, 2-17-15,

 

NAME OF PERSON ORIGINATING PROPOSED RULE: Juan Copa, Deputy Commissioner, Division of Accountability, Research and Measurement.

NAME OF AGENCY HEAD WHO APPROVED THE PROPOSED RULE: Pam Stewart, Commissioner, Department of Education.

DATE PROPOSED RULE APPROVED BY AGENCY HEAD: December 11, 2015

DATE NOTICE OF PROPOSED RULE DEVELOPMENT PUBLISHED IN FAR: September 1, 2015