The purpose and effect of the proposed rule change is to incorporate statutory changes into the calculation of the school grades formula for elementary, middle, high and combination schools. These changes include incorporating the FCAT 2.0 and End-...

DEPARTMENT OF EDUCATION
State Board of Education

RULE NO.: RULE TITLE:
6A-1.09981: Implementation of Florida's System of School Improvement and Accountability

PURPOSE AND EFFECT: The purpose and effect of the proposed rule change is to incorporate statutory changes into the calculation of the school grades formula for elementary, middle, high and combination schools. These changes include incorporating the FCAT 2.0 and End-of-Course Assessments as it relates to performance and learning gains calculations. In addition, changes are made to improve the school grades calculation methodology and conform rule language more closely to legislative intent. The changes also reorganize information to move current aspects of the school grade model out of the planned enhancement section into the sections that outline how the school grades system works.

SUMMARY: This rule describes the school grading process, lays out the data that is used in the process, how points for school grades are calculated, and requirements to receive an A, B, C, D, or F grade. This rule amendment is proposed to incorporate recent changes made to the statewide assessment program and recent legislative changes to Section 1008.34, F.S. These changes include, adding provisions outlining how new statewide assessments outlined in statute are used in the school grades model, incorporating the new components outlined in statute in the middle school model, and updating the high school model to include the new federal uniform graduation rate. In addition, edits were made to conform rule language more closely to the legislative intent. These changes include, adding additional emphasis to reading, including students with disabilities and more English language learners (ELLs) in the performance components for reading and mathematics, and removing students performing satisfactorily from the component measuring learning gains of the lowest 25%. In addition, the changes reorganized the rule to present like information in the same sections of the rule and moved current practices out of the section on planned system enhancements.

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: 1) no requirement for SERC was triggered under Section 120.541(1), F.S., and; 2) based on past experiences with the school grade rule and rules of this nature, the adverse impact or regulatory cost, if any, do not exceed nor would be expected to exceed any one of the economic analysis criteria set forth in Section 120.541(2)(a), F.S.

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: 1008.34, 1008.341 FS.
LAW IMPLEMENTED: 1008.34, 1008.341 FS.

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

DATE AND TIME: February 28, 2012, 9:00 a.m.

PLACE: Department of Education, Turlington Building, 325 West Gaines St., Suite 1703, Tallahassee, FL 32399

THE PERSON TO BE CONTACTED REGARDING THE PROPOSED RULE IS: Ed Croft, Bureau Chief, Accountability Reporting, Accountability, Research, and Measurement, 325 W. Gaines Street, Suite 1401, Tallahassee, Florida 32399, [phone]

 

THE FULL TEXT OF THE PROPOSED RULE IS:

6A-1.09981 Implementation of Florida’s System of School Improvement and Accountability.

(1) Policy Guidance. Accountability for student learning is the key focus of Florida’s system of school improvement. Requirements of Results from the statewide assessment program required by Section 1008.34, F.S., shall form the basis of Florida’s system of school improvement and accountability. Student achievement data from the Florida Comprehensive Assessment Test (FCAT), FCAT 2.0 and end-of-course (EOC) assessments in grades 3-10 shall be used to establish both performance proficiency levels and annual progress for individual students, schools, districts, and the state. Results shall further be used as the primary criteria in calculating school performance grades as specified in subsection (5) of this rule, school rewards and recognition, and performance-based funding and shall be annually reported. Statewide assessments as required by Section 1008.22, F.S. The statewide assessment program shall be used to measure the annual learning gains of each student toward achievement of the Next Generation Sunshine State Standards appropriate for the student’s grade level and to inform parents of the educational progress of their public school children as specified by Section 1008.34(1), F.S. Each school is accountable for the performance of its entire student population. Student achievement data from the FCAT, FCAT 2.0, EOC assessments, and the Florida Alternate Assessment (FAA) shall be used to measure a school’s student performance for the subject areas of reading, mathematics, science, and writing. The FCAT, FCAT 2.0, and EOC assessment levels in the performance criteria in subsection (4) of this rule are those specified in Rule 6A-1.09422, F.A.C., for the year in which achievement data are used for accountability. The FAA performance levels for reading, mathematics, science, and writing are those specified in Rule 6A-1.09430, F.A.C.

(a) School Full Implementation of Accountability System in School Year 2001-2002 and thereafter. Beginning in school year 2001-2002,. Tthe school accountability system will include be considered to be fully implemented with the following accountability components elements.

1. Designation of Sschool performance grades shall be based on a combination of:

a. Student achievement scores, based on FCAT 2.0 Rreading in grades 3 through 10, and FCAT 2.0 Mmathematics assessments in grades 3- through 8 10; FCAT 2.0 Science in grades 5 and 8; and FCAT Wwriting assessment in grades 4, 8, and 10; statewide high school end-of-course (EOC) assessments in Algebra 1, Biology (beginning 2012-13), and Geometry (beginning 2012-13); and middle school statewide EOC assessment in Civics (beginning 2014-15). Statewide EOC assessment scores for students who pass statewide high school EOC assessments in middle school will be banked for inclusion in the high school performance measures addressed in this paragraph when these students enroll in grade 9. For school year 2011-12 only, the science component for high school will be based on FCAT science performance in 2010-11. Schools will receive the same number of points for the 2011-12 science component as they did in 2010-11 because achievement level standards will not have been set for the 2011-12 Biology EOC assessment.

b. Annual student learning gains as measured by FCAT 2.0 Rreading and Mmathematics (including Algebra 1 and Geometry EOC) assessments in applicable grades in grades three (3) through ten (10); and

c. Improvement of the FCAT 2.0 Rreading and Mathematics (including Algebra 1 and Geometry EOC assessments) scores of students in the lowest twenty-five (25) percent of each grade, aggregated for each school, unless they are performing at or above satisfactory, defined as FCAT 2.0 and EOC assessment Achievement Levels 3, 4 and 5. Retained elementary and middle school students whose prior year assessment scores are at Achievement Level 1 or 2 will be included in this group.

d. For high schools, when data is available to meet the cell size requirements for the elements described in paragraph (4)(c) of this rule, the accountability system will also include graduation rates as measured by the federal uniform graduation rate, a five-year federal uniform rate, modified to include special diploma graduates, an at-risk graduation rate, participation and performance in accelerated mechanisms, and college readiness as measured by the SAT, ACT, CPT, and Postsecondary Education Readiness Test (P.E.R.T.)

2. School improvement ratings shall be based on the school’s performance grade in the current year compared to the previous year. School improvement ratings shall not be used in the designation of school grades.

2.3 Schools receiving a school designated as Performance gGrade of “C” or above shall be required to demonstrate that adequate progress in reading and in mathematics, defined as annual learning gains in subparagraph (4)(a)2. paragraph (5)(b) of this rule, have has been made by the lowest twenty-five (25) percent of students in the school who scored at or below FCAT 2.0 Achievement Level 23, based on their previous year’s FCAT 2.0 score. Beginning in 2012-13, learning gains of students who scored at or below level 2 on the statewide Algebra 1 EOC based on their previous years assessment will also be included in the calculation of adequate progress of the lowest twenty-five (25) percent in mathematics as defined in subparagraph (4)(a)2. of this rule. The minimum requirement for adequate progress is deemed to be met when at least fifty (50) percent of such students make learning gains as defined in subparagraph (4)(a)2. paragraph (5)(b) of this rule. If the percent of such students making learning gains is below fifty (50) percent in the current year, adequate progress can be met if:

a. Schools demonstrate a one (1) percentage point improvement in the percent of such students making learning gains over the prior year, if the percent of such students making learning gains is at least forty (40) percent in the current year; or

b. Schools demonstrate a five (5) percentage point improvement in the percent of such students making learning gains over the prior year, if the percent of such students making learning gains is below forty (40) percent in the current year.

If a school that would otherwise be assigned a school designated as Performance gGrade of “B” or “C” does not meet the fifty (50) percent learning gains target for make adequate progress of the lowest performing students, as defined above, in at least one (1) of two (2) consecutive years, or demonstrate adequate improvement in learning gains for the lowest performing students from the prior year to the current year as described above, the final school Performance gGrade designation shall be reduced by one (1) letter grade. No school shall receive a school be designated as Performance gGrade of “A” unless the adequate progress criteria criterion in reading and mathematics are is met in the current year each. Adequate progress for the lowest performing students is calculated separately for reading and mathematics. Schools must meet criteria in both subject areas to meet the overall requirement for adequate progress of the lowest performing students.

3. Reading Performance Threshold. Schools that would otherwise qualify for a school grade of “D” or higher must have at least twenty-five (25) percent of their students’ scoring at or above Achievement Level 3 on FCAT 2.0 Reading. Schools that do not meet this requirement will receive a final school grade of “F”.

4. To ensure that student data accurately represent school performance, schools shall be required to assess at least ninety (90) percent of their eligible students to qualify for a sSchool Performance gGrade of D, C, or B and at least ninety-five (95) percent to qualify for an A.

5. Adequate Progress Requirement for At-Risk Students for a High School Grade. A high school that would otherwise earn a grade of “A” must meet an additional requirement for adequate progress of at-risk students in order to be assigned a grade of “A” rather than one letter grade lower (“B”). For such schools, the federal uniform graduation rate for academically at-risk students, as described in sub-subparagraph (4)(c)1.a. of this rule, must meet one or more of the following criteria to satisfy this requirement:

a. Be no lower than sixty-five (65) percent; or

b. Show improvement of at least one (1) percentage point over the prior year’s rate, if the current year rate is at least fifty-five (55) percent; or

c. Show improvement of at least five (5) percentage points over the prior year’s rate, if the current year rate is below fifty-five (55) percent.

5. Statewide assessment results shall be publicly reported and shall include a comparison of the achievement of Florida students to the national average through the use of norm-referenced subtests in reading and mathematics.

6. Schools receiving a designated sSchool Performance gGrade of A and schools improving at least one (1) letter performance grade designation, or maintaining a school grade in the year after improving two (2) or more letter grades, shall be eligible for school recognition and awards

7. Schools receiving a designated sSchool Performance gGrade of A and schools improving at least two (2) letter performance grades shall be eligible for deregulated status and increased budget authority

(b) In an effort to promote the continuous improvement of each student and each school within the state every school year, accountability reports shall be reflective of the data available for each year.

(2) School Accountability for Student Performance. All schools shall be accountable for performance relative to the Student Performance Goal stated in Section 1008.345, F.S. Each school is accountable for the performance of its entire student population. Student achievement data from the FCAT shall be used to measure a school’s student performance for the subject areas of reading, mathematics, and writing. The FCAT levels in the performance criteria in subsection (5) of this rule are those specified in Rule 6A-1.09422, F.A.C., for the year in which achievement data are used for accountability.

(2)(3) Reporting Student Achievement Data for School Accountability. Student achievement data shall be reported for all students in a school as specified by Section 1008.22, F.S. Each year reports of achievement data for all students shall be prepared for each school, the district, and the state. For the purpose of assigning school performance grades, each school’s aggregate achievement data shall be based on:

(a) The reading and mathematics assessment (FCAT, FCAT 2.0, statewide EOC assessment, and FAA) scores of all students, except English language learners (ELLs) who have been in an English for Speakers of Other Languages (ESOL) program for up to one (1) year. Scores on the reading and mathematics FCAT, FCAT 2.0, and statewide EOC assessments, for students with disabilities and ELL students who have been in the ESOL program more than one (1) year, but not more than two (2) years, will be included as satisfactory if the student scored at level 3 or higher or made a learning gain as described in sub-subparagraphs (4)(a)2.a. through d. of this rule not counting in the calculation students from these groups who scored below level 3 and have no prior-year test scores. Achievement data for Science and Writing (and, when available, Civics and U.S. History) will be based on scores on the FCAT, FCAT 2.0 and statewide EOC assessments for The scores of all students enrolled in standard curriculum courses, including the scores of students who are speech impaired, gifted, hospital homebound, and ELLs Limited English Proficient (LEP) who have been in an English for Speakers of Other Languages (ESOL) program for more than two (2) years.

(b) All students, regardless of disability or ELL limited English proficiency classification, with valid FCAT 2.0 and EOC assessment scores in reading and mathematics math in both the current year and the previous year are included in sub-subparagraphs (4)(a)2.a. through d. and f. paragraphs (6)(d), (e), and (f) of this rule, regarding the determination of student learning gains. In addition, the inclusion of these students shall be applied to subparagraph (1)(a)4. of this rule, regarding the percent tested. Beginning in 2009-10, Ccurrent and prior-year reading and mathematics math scores for students with disabilities assessed on the FAA Florida Alternate Assessment shall be included in the determination of learning gains components addressed in sub-subparagraphs (4)(a)2a., b. and (e), paragraphs (6)(d) and (e) of this rule.

(c) In addition, only the scores of those students who are enrolled in the second period and the third period full-time equivalent student membership survey as specified in Rule 6A-1.0451, F.A.C., shall be included.

(d) The Commissioner is authorized to designate a single school performance grade for schools that serve multiple levels: elementary and/or middle and/or high school grade levels.

(e) The accountability contact person, as specified in subsection (9) of this rule, is responsible for verifying that each school is appropriately classified by type before the issuance of school grades. School type is defined as the school level designation of a school, based on the grade levels served: elementary, middle, high, or a combination across levels.

(3)(4) School Performance Grades. The measure of school accountability shall be the school performance grade.

(a) The Commissioner is authorized to designate a school performance grade for each school that:

1.(a) Has at least thirty (30) eligible students with valid FCAT 2.0 assessment scores in reading in both the current and the previous years, and

2.(b) Has at least thirty (30) eligible students with valid FCAT 2.0 or EOC assessment scores in mathematics math in the current and previous years, if the school is an accountability school type other than a high school. High schools must have at least ten (ten) eligibles students with valid Algebra 1 EOC assessment scores and beginning in 2012-13, at least ten (10) eligible students with valid Geometry 1 EOC assessment scores in mathematics in the current and previous years in order to receive a school grade. Performance designations shall be made using sSchool Performance gGrades A, B, C, D, and F, as specified in Section 1008.34(2), F.S. School performance grades shall be based on the assessments and criteria as specified in subsection (4)(5) of this rule. The Commissioner is authorized to establish appropriate achievement level criteria in newly assessed grade levels for submission to the State Board for final approval.

(b) The Commissioner shall designate a single school performance grade for schools that serve multiple types.

(c) School type is defined as the school level designation of a school, based on the grade levels served: elementary, middle, high, or a combination across levels.

(4)(5) Criteria for Designating School Performance Grades. School performance grades shall be based on a combination of the following three components, as specified in Section 1008.34(3), F.S.:

(a) Components that apply to all school types:

1.(a) Student achievement scores, aggregated for each school, which indicate the percent of eligible students who score at or above FCAT Achievement Level 3 on FCAT 2.0 and statewide EOC assessments in reading, mathematics, and science, and math and the percent of students who score “4.0” or higher on the FCAT Wwriting assessment.; These percentages will also include, for students with disabilities whose sole assessment results are FAA scores, students who score at FAA Performance Level 4 or higher.

Statewide EOC assessment scores used for the performance and learning gains measures in high schools grades will be scores for the assessments administered to students for the first-time. All other scores for students on the same assessment will be counted as retakes.

2.(b) Annual learning gains in reading and mathematics, aggregated for each school, which indicate the percent of eligible students who have:

a.1. Improved their FCAT 2.0 Achievement Level, statewide EOC Assessment Achievement Level, or FAA Florida Alternate Assessment Performance Level, as applicable, from one (1) year to the next, or

b.2. Maintained their proficient Achievement Level that was at level 3 or above on the FCAT 2.0 or at level 4 or above on the FAA Florida Alternate Assessment, as applicable, from one (1) year to the next, or

c.3. Remained within FCAT 2.0 Achievement Levels 1 or 2, but who demonstrated more than one (1) year’s growth on the FCAT 2.0 vertical developmental scale. This method of determining gains is not applicable to students who are tested in FCAT at the same grade level as in the previous year, at a lower grade level than in the previous year, or at a grade level more than one grade higher than in the previous year. However, these students may still demonstrate gains as indicated in subparagraphs (5)(b)1. and 2. of this rule. The Department of Education has identified the scores in the following table as representing one (1) year’s growth. For students who remained at FCAT 2.0 Achievement Level 1 or 2, the following tables provide the minimum increase in vertical scale scores required to make learning gains:

 

	Grade	Grade	Grade	Grade	Grade	Grade	Grade
	3-4	4-5	5-6	6-7	7-8	8-9	9-10
Reading	230	166	133	110	92	77	77
Math	162	119	95	78	64	54	48

 

 

 

Reading	Grade 3-4	Grade 4-5	Grade 5-6	Grade 6-7	Grade 7-8	Grade 8-9	Grade 9-10
Level 1	12	10	9	8	7	6	8
Level 2	11	9	8	7	6	5	7

 

 

 

Mathematics	Grade 3-4	Grade 4-5	Grade 5-6	Grade 6-7	Grade 7-8
Level 1	16	10	10	9	11
Level 2	15	9	9	8	10

 

This method of determining gains is not applicable to students who are tested at a grade level more than one grade higher than in the previous year. However, these students may still demonstrate gains as indicated in sub-subparagraphs (4)(b)2.a. and b. of this rule. Students whose FCAT 2.0 Achievement Level declines from one (1) year to the next shall not be deemed to have made annual learning gains.

d. Learning gains for eligible students who have a statewide Algebra 1 EOC assessment score in the current year and a prior-year FCAT 2.0 Mathematics score are established if the student increases an Achievement Level, maintains an Achievement Level of 3, 4, or 5; or, for students remaining at Achievement Level 1 or 2, there is an increase in the student’s common scale score. The common scale score refers to a score that is assigned on both the EOC assessment and the prior-year FCAT 2.0, which allows for a comparison of scores. The same process will be applied beginning in 2012-13 to the statewide Geometry EOC assessment scores for students with a prior-year statewide Algebra 1 EOC score, with a common scale established for the Algebra 1 and Geometry EOC assessments. Algebra 1 learning gains for high schools will be calculated for 9th grade students who took the Algebra 1 EOC and have a prior year FCAT 2.0 Mathematics score. Beginning in 2012-13, learning gains for Geometry will be calculated for students who took the Geometry EOC and have a prior year Algebra 1 EOC assessment score.

e. Learning gains for students with disabilities who have maintained the same FAA Performance Level below Performance Level 4 are established for students if their current-year score increases relative to their prior-year score by more than the statewide standard error of the difference of the two scores.

f. Additional weighting for students who move up one or more Achievement Levels to level 4 or level 5 on the FCAT 2.0 or statewide EOC assessment in the learning gains calculation.

i. Students who move up one or more Achievement Levels to level 4 will be counted at a weight of 1.1 in the numerator of the learning gains calculation.

ii. Students who move up one or more Achievement Levels to level 5 will be counted at a weight of 1.2 in the numerator of the learning gains calculation.

3.(c) Improvement of the lowest twenty-five (25) percent of students in reading and in mathematics in each grade, calculated separately for each subject, as defined in subparagraph (4)(a)2. paragraph (5)(b) of this rule, shall be aggregated for each school, unless the students so designated are performing satisfactory or above proficiency, defined as FCAT 2.0 and EOC assessment Achievement Levels 3, 4 and 5.

(b) Additional components that apply to middle schools:

1. As described in Section 1008.34, F.S., school grades for middle schools shall include a component measuring student participation in and performance on high school level EOC assessments, as described in subparagraphs (4)(b)2. and (4)(b)3. below.

2. Middle School Participation in High School EOC Assessments. Beginning in 2011-12, middle schools will receive credit for the percentage of eligible students who take one or more statewide high school EOC assessments. Eligible students comprise the following:

a. The count of 8th graders in the school year who scored at Achievement Level 3 or higher on their grade 7 FCAT 2.0 assessment in mathematics; and

b. The count of 6th and 7th grade students in the school year who took the EOC assessment(s) and were enrolled in the appropriate course or its equivalent; and

c. The count of other 8th graders in the school year who took the EOC assessment(s) and were enrolled in the appropriate course or its equivalent; and

3. Middle School Performance on High School EOC Assessments. Middle schools will receive credit for the percentage of eligible students described in subparagraph (4)(b)2. of this rule who take one (1) or more statewide high school EOC assessments and who score at level 3 or higher on these EOC assessments.

4. Beginning in 2012-13, middle school students for whom an Industry Certification outcome is reported will be included in both the numerator and denominator of the measure addressed in subparagraph (4)(b)2. of this rule and the performance of these students will be included in the measure addressed in subparagraph (4)(b)3. of this rule. Students for whom a passing outcome is reported will be included in the numerator of the performance measure.

5. Beginning in the 2014-15 school year, middle school grades shall include a component measuring student performance on the Civics EOC Assessment. This component will be based on student achievement scores, aggregated for each school, which indicate the percent of eligible 7th grade students who score at or above Achievement Level 3 on the Civics EOC Assessment.

6. The school grading measures and requirements described in subparagraph (4)(b)2,3, and 5 of this rule shall be applied to middle schools for which there are at least ten (10) students included in the denominator of each component. For middle schools in which there are fewer than ten (10) students in the denominator of any one of these components, the school grade shall be determined using the components described in paragraph (4)(a) of this rule and shall not include any of the components described in subparagraphs (4)(b)2., 3., and 5. of this rule.

(c) Additional components that apply to high schools:

1. Fifty (50) percent of school grades for high schools (schools that include grades 9 through 12 among grades taught) shall be based on the following components in addition to the components previously described in paragraph (4)(a) of this rule:

a. High school graduation rate. School grade points for the high school graduation rate will be based on a combination of two graduation rate calculations. The first graduation rate component shall be a four-year adjusted cohort rate using criteria for the federal uniform graduation rate defined in the Code of Federal Regulations at 34 C.F.R. § 200.19(b). The second graduation rate component shall be a five-year adjusted federal uniform cohort graduation rate. The five-year graduation rate will apply the same criteria as for the four-year graduation rate, with one exception: Students with disabilities who earn a special diploma will be counted as graduates in the five-year graduation rate component for Florida’s high school grades.

b. High school graduation rate for academically at-risk students. For purposes of this component, students shall be identified as academically at-risk if they have scored at FCAT 2.0 Achievement Level 2 or lower on both the mathematics and reading subtests of the FCAT 2.0 in grade 8. The method of rate calculation and the criteria for inclusion in the numerator and denominator are the same as for the graduation rate components described in sub-subparagraph (4)(c)1.a. of this rule.

c. Participation in accelerated coursework, defined as Advanced Placement (AP), International Baccalaureate (IB), dual enrollment, Advanced International Certificate of Education (AICE), and industry certification courses. Participation shall be calculated for the school year by dividing a weighted count of accelerated coursework participants in grades 9 through 12 (numerator) by the count of all full-year enrolled students enrolled in grades 11 and 12, not counting students with disabilities whose sole assessment scores are Florida Alternate Assessment (FAA) scores (denominator). For AP, IB, and AICE participation, a student shall be counted in the numerator if he or she has taken the applicable subject area examination (i.e., the AP, IB, or AICE subject area examination). For dual enrollment courses, a student must earn a grade in the course in order to be counted as a participant. For industry certification, a student must have taken an industry certification examination on the Industry Certification Funding List adopted in Rule 6A-6.0573, F.A.C., in order to be counted as a participant. Schools shall receive credit for accelerated coursework participants in grades 9 and 10 in the numerator of the calculation, and any students in grades 9 and 10 in the numerator will also be included in the denominator of the calculation. Weighting of counts for individual participants. For each student counted as a participant in accelerated coursework, the weighted count that is credited to the student is established at 1.0 for a student who has taken one course or examination in accelerated coursework and is increased incrementally by 0.1 for each additional course or examination taken. The weighted counts for all participants are summed to produce the numerator, described in sub-subparagraph (4)(c)1.c. of this rule.

d. Performance in accelerated coursework, defined as Advanced Placement (AP), International Baccalaureate (IB), dual enrollment, Advanced International Certificate of Education (AICE), and industry certification courses. Performance shall be calculated for the school by dividing the weighted number of grade 9-12 students with successful completions in accelerated coursework (numerator) by the count of all students in grades 9 through 12 who took an accelerated course or subject area examination during the academic year. For AP, IB, and AICE successful completion is defined as earning a passing score and qualifying for credit for specific postsecondary course(s) as determined by the Articulation Coordinating Committee’s Credit by Exam Equivalencies list, initially adopted November 14, 2011, with subsection revisions in 2010-2011, which is hereby incorporated by reference and may be obtained at http://www.fldoe.org/articulation/pdf/ACC-CBE.pdf. For dual enrollment successful completion is defined as a passing grade of “C” or higher in a dual enrollment course for college credit. For industry certification successful completion is defined as passing an industry certification examination on the Industry Certification Funding List adopted in Rule 6A-6.0573, F.A.C. Schools can earn additional successful completions for students who achieve industry certifications that result in credit for more than one (1) college course through statewide articulation agreements. Those agreements can be accessed at http://www.fldoe.org/workforce/dwdframe/artic_frame.asp. Weighting of counts for students with successful completions. For each student identified as having successfully completed accelerated coursework, the weighted count that is assigned to the student is established at 1.0 for a student with one successful completion in accelerated coursework and is increased incrementally by 0.1 for each additional successful completion credited to the student. The weighted counts for all successful completers are summed to produce the numerator described in sub-subparagraph (4)(c)1.d. of this rule.

e. Postsecondary readiness. This measure consists of two separate components, one for reading and one for mathematics. For each subject area component, postsecondary readiness shall be calculated by dividing the count of on-time (within 4 years) high school graduates scoring “college ready” on the SAT, ACT, the Common Placement Test (CPT), or the Postsecondary Education Readiness Test (P.E.R.T), at any time during their high school careers by the count of all on-time high school graduates in the federal uniform graduation rate. Readiness cutoff scores by subject area on the ACT, SAT, CPT, and P.E.R.T. are established in Rule 6A-10.0315, F.A.C. For students who have taken multiple tests among the ACT, SAT, CPT, and P.E.R.T., the student’s highest score by subtest shall be used to determine postsecondary readiness for the applicable subject area component.

f. Student performance on the statewide U.S. History EOC. Beginning in school year 2013-14, student performance on the statewide U.S. History EOC assessment will be included in each high school’s grade. Student achievement scores will be aggregated for each school, to indicate the percent of eligible students who score at or above Achievement Level 3 on the EOC assessment in history.

2. The school grading measures and requirements described in subparagraph (4)(c)1. of this rule, shall be applied to high schools for which there are at least ten (10) students included in the denominator of each component described in paragraph (4)(c) of this rule. For high schools in which there are fewer than ten (10) students in the denominator of any one of these components, the school grade shall be determined using the components described in paragraph (4)(a) of this rule and shall not include any of the components described in subparagraphs (4)(c)1. of this rule. However, for high schools in which their are fewer than ten (10) students in the denominator of the four-year high school graduation rate or the five-year modified graduation rate for academically at-risk students component (sub-subparagraph (4)(c)1.b. of this rule), the grade point component defined in sub-subparagraph (5)(c)1.a. of this rule shall be substituted for the grade point component defined in sub-subparagraph (4)(c)1.b. of this rule.

(5)(6) Procedures for Calculating School Performance Grades. The overall school Performance gGrade of A, B, C, D or F for school years 2001-2002 and thereafter, as designated in Section 1008.34(2), F.S., shall be based on the sum of the following six (6) school grade component points described below elements:

(a) Points for all school types based on student performance and learning gains (800 points available).

1.(a) One (1) point for each percent of students who score at or above FCAT 2.0 Achievement Level 3 in reading and FAA Performance Level 4 or above in reading.

2.(b) One (1) point for each percent of students who score at or above FCAT Achievement Level 3 on FCAT 2.0 and statewide EOC assessments in mathematics and at or above Performance Level 4 on the FAA in mathematics. These results will include Algebra 1 EOC Assessment scores. Beginning in 2012-13, these results will include Geometry EOC Assessment scores.

3.(c) One (1) point for each percent of students who score “4.0” or higher on the FCAT Wwriting Aassessment.

4. One (1) point for each percent of students who score at or above Achievement Level 3 on FCAT 2.0 and statewide EOC assessments in science. Beginning in 2012-13, these results will include scores on the Biology 1 EOC assessment.

5.(d) One (1) point for each percent of students who make annual learning gains in reading as defined in subparagraph (4)(a)2. paragraph (5)(b) of this rule;

6.(e) One (1) point for each percent of students who make annual learning gains in mathematics as defined in subparagraph (4)(a)2. paragraph (5)(b) of this rule; and

7.(f) One (1) point for each percent of students in the lowest twenty-five (25) percent in reading in the school as defined in subparagraph (4)(a)3. paragraph (5)(c) of this rule who make learning gains as defined in subparagraph (4)(a)2. paragraph (5)(b) of this rule.

8. One (1) point for each percent of students in the lowest twenty-five (25) percent in mathematics in the school as defined in subparagraph (4)(a)3. of this rule who make learning gains as defined in subparagraph (4)(a)2. of this rule.

The percent of students reflected in each of the six (6) school grade point elements defined in paragraphs (6)(a) through (f) of this rule shall be expressed to the nearest whole number. The corresponding points assigned for each grade point element shall also be expressed to the nearest whole number. In the event that a school does not have at least ten (10) eligible students tested in writing, the district average in writing as defined in subparagraph (5)(a)3. paragraph (6)(c) of this rule shall be substituted. In the event that a school does not have at least ten (10) eligible students tested in science, the district average in science as defined in subparagraph (5)(a)4. of this rule shall be substituted. In the event that a school does not have at least thirty (30) students in the lowest twenty-five (25) percent in reading or in mathematics as defined in subparagraph (4)(a)3. paragraph (5)(c) of this rule, the lowest performing thirty (30) students below satisfactory proficiency, defined as FCAT 2.0 Achievement Levels 1., and 2., and 3., shall be used. In the event there are still not thirty (30) qualified students in the lowest achieving group for reading, the grade point component element defined in subparagraph (5)(a)5. paragraph (6)(d) of this rule shall be substituted for the grade point component element defined in subparagraph (5)(a)7. paragraph (6)(f) of this rule. In the event there are still not thirty (30) qualified students in the lowest achieving group for mathematics, the grade point component defined in subparagraph (5)(a)6. of this rule shall be substituted for the grade point component defined in subparagraph (5)(a)8. of this rule.

(b) Points for middle schools in addition to the points described in paragraph (5)(a) of this rule (900 points available. 1000 points available, beginning in school year 2014-15).

1. Middle School Participation in High School EOC Assessments (50 points available): One point for each percent of students who participate in statewide high school EOC assessments, and beginning in 2012-13 industry certifications. Students taking more than one high school EOC assessment receive an extra weighting of 0.1 points in the numerator for each additional EOC assessment taken. Total points, including the extra weighting for additional assessments taken, will be summed before multiplying by a factor of 0.5.

2. Middle School Performance on High School EOC Assessments (50 points available): One point for each percent of students who score at level 3 or higher on statewide EOC assessments and industry certifications. Students scoring at level 3 or higher on more than one EOC assessment receive an extra weighting of 0.1 points in the numerator for each additional EOC assessment scored at level 3 or higher. Total points, including the extra weighting for additional EOC assessments with scores at level 3 or higher, will be summed before multiplying by a factor of 0.5.

3. Civics EOC performance (100 points beginning in 2014-15). Beginning in 2014-15, the total possible points for civics EOC performance is 100 points. Middle schools will receive one (1) point for each percent of students who score at or above Achievement Level 3 on the Civics EOC assessment.

(c) Points for high schools in addition to the points described in paragraph (5)(a) of this rule (800 points available).

1. Graduation Rate (200 points). The total possible points awarded for the combined graduation rate component is 200 points: 100 possible points awarded for the four-year federal uniform graduation rate and 100 points for the five-year modified federal uniform graduation rate. School grade points for annual growth or decline as described in subparagraph (5)(c)7. of this rule will be applied to the points earned for the combined graduation rate component.

2. At-Risk Graduation Rate (100 points) The total possible points awarded for the at-risk graduation rate component is 100 points. For this component, 0.5 grade points shall be awarded for each percent of students counted as on-time graduates in the four-year graduation rate, and 0.5 grade points shall be awarded for each percent of students counted as graduates in the 5-year cohort in the modified five-year graduation rate. School grade points for annual growth or decline as described in subparagraph (5)(c)7. of this rule will be applied to the points earned for the combined graduation rate component for at-risk students.

3. Acceleration Participation (150 points, 100 points beginning in 2013-14) The total possible points awarded for this component is 150 points. One and one half (1.5) grade points shall be awarded for each percentage point produced by the weighted calculation of participation in accelerated coursework described in sub-subparagraph (4)(c)1.c. of this rule. Beginning in 2013-14, one (1) grade point shall be awarded for each percentage point produced by the weighted calculation of participation in accelerated coursework described in sub-subparagraph (4)(c)1.c. and of this rule, and the total possible points awarded for this component shall be 100 points.

4. Acceleration Performance (150 points, 100 points beginning in 2013-14) The total possible points awarded for this component is 150 points. One and one half (1.5) grade points shall be awarded for each percentage point produced by the weighted calculation of performance in accelerated coursework described in sub-subparagraph (4)(c)1.d. of this rule. Beginning in 2013-14, one (1) grade point shall be awarded for each percentage point produced by the weighted calculation of performance in accelerated coursework described in subparagraph (4)(c)1.d. of this rule, and the total possible points awarded for this component shall be 100 points.

5. College Readiness (200 points) The total possible points that may be awarded to a school for this component is 200 points, 100 points for reading and 100 points for mathematics. For each subject area component, reading, and mathematics, one (1) grade point is awarded for each percentage point outcome on the postsecondary readiness calculation.

6. U.S. History (100 points beginning in 2013-14). Beginning in 2013-14, the total points that may be awarded to a school for this component is 100 points. Schools will receive one (1) point for each percent of students scoring at or above achievement level 3 on the statewide U.S. History EOC assessment.

7. Annual growth or decline in the components described in sub-subparagraphs (4)(c)1.a. through f. of this rule. For each component described in sub-subparagraph (4)(c)1.a. through f., additional points are awarded based on the percentage point improvement over the prior year. Schools shall earn additional points for improved outcomes over the prior year according to the following measures, before weighting factors are applied:

i. Increase of zero (0) to 4 points = no additional points for annual growth.

ii. Increase of 5 to 9 points = 5 additional points for annual growth.

iii. Increase of 10 or more points = 10 additional points for growth.

Schools shall earn no more than ten (10) additional points on each component described in sub-subparagraphs (4)(c)1a. through f. of this rule before weighting factors are applied. For each component described in sub-subparagraphs (4)(c)1.a. through f. of this rule, schools shall lose five (5) points before weighting factors are applied if performance declines by at least ten (10) percentage points over the prior year.

8. High schools will be eligible for ten (10) bonus points added to their total school grade points accumulated through the eight (8) components described in paragraph (4)(a) of this rule if at least half of the 11th and 12th grade students in the school retaking the grade 10 FCAT or FCAT 2.0 in reading and at least half of 11th and 12th grade students in the school retaking other statewide assessments required for graduation, meet the graduation requirement. At least fifty (50) percent of students retaking the grade 10 reading assessment and fifty (50) percent of the students retaking the grade 10 mathematics assessment and EOC assessments required for graduation, must meet the graduation requirement for a school to receive the ten (10) bonus points.

(d) The percent of students reflected in each of the school grade point components defined in paragraphs (4)(a) through (c) of this rule shall be expressed to the nearest whole number. The corresponding points assigned for each grade point component shall also be expressed to the nearest whole number.

(6)(7) School Performance Grading Scale. The school grading scale shall be determined separately for elementary schools, middle schools, high schools, and combination schools with graduating seniors.

(a) For elementary schools and combination schools serving grades up to grade 7, tThe sSchool Performance gGrade shall be based on the sum of the eight (8) six (6) grade point components elements as defined in paragraphs (5)(6)(a) through (f) of this rule and shall be scaled to reflect school performance, learning gains, and improvement of the lowest twenty-five (25) percent beginning with the 2001-2002 school year, as required by Section 1008.34(1), F.S. In addition to the requirements in subparagraph (1)(a)4. subsection (5) of this rule for minimum percent of students tested, the requirement for reading performance in subparagraph (1)(a)3., and the requirements in subparagraph (1)(a)2. of this rule for adequate progress of the lowest performing 25 percent of students, the following scale shall be applied:

1.(a) At least 525 410 school grade points shall be required for a sSchool Performance gGrade of A.

2.(b) At least 495 380 school grade points shall be required for a sSchool Performance gGrade of B.

3.(c) At least 435 320 school grade points shall be required for a sSchool Performance gGrade of C.

4.(d) At least 395 280 school grade points shall be required for a sSchool Performance gGrade of D.

5.(e) If an elementary school accumulates fewer than 395 280 school grade points, it shall be assigned a sSchool Performance gGrade of F.

(b) For middle schools and combination schools serving grades up to grade 8:

1. The school grade shall be based on the sum of the eight (8) grade point components as defined in paragraph (5)(a) of this rule and the middle-school grade point components in subparagraphs (5)(b)1.and 2. of this rule. In addition to the requirements in subparagraph (1)(a)4. of this rule for minimum percent of students tested, the requirement for reading performance in subparagraph (1)(a)3. and the requirements in subparagraph (1)(a)2. of this rule for adequate progress of the lowest performing twenty-five (25) percent of students, the following scale shall be applied:

a. At least 590 school grade points shall be required for a school grade of A.

b. At least 560 school grade points shall be required for a school grade of B.

c. At least 490 school grade points shall be required for a school grade of C.

d. At least 445 school grade points shall be required for a school grade of D.

e. If a middle school accumulates fewer than 445 school grade points, it shall be assigned a school grade of F.

2. Beginning in the 2014-15 school year, for middle schools the school grade shall be based on the sum of the eight (8) grade point components as defined in paragraph (5)(a) of this rule and the middle-school grade point components in subparagraphs (5)(b)1. through 3. of this rule. In addition to the requirements in subparagraph (1)(a)4. of this rule for minimum percent of students tested, the requirement for reading performance in subparagraph (1)(a)3., and the requirements in subparagraph (1)(a)2. of this rule for adequate progress of the lowest performing twenty-five (25) percent of students, the following scale shall be applied:

a. At least 655 school grade points shall be required for a school grade of A.

b. At least 620 school grade points shall be required for a school grade of B.

c. At least 545 school grade points shall be required for a school grade of C.

d. At least 495 school grade points shall be required for a school grade of D.

e. If a middle school accumulates fewer than 495 school grade points, it shall be assigned a school grade of F.

(c) For high schools, the school grade shall be based on the sum of the eight (8) grade point components as defined in paragraph (5)(a) and the components in paragraph (5)(c) of this rule. In addition to the requirements in subparagraph (1)(a)4. of this rule for minimum percent of students tested, the requirement for reading performance in subparagraph (1)(a)3., and the requirements in subparagraph (1)(a)2. of this rule for adequate progress of the lowest performing twenty-five (25) percent of students, the following scale shall be applied:

1. At least 1,050 school grade points shall be required for a school grade of A.

2. At least 990 school grade points shall be required for a school grade of B.

3. At least 870 school grade points shall be required for a school grade of C.

4. At least 790 school grade points shall be required for a school grade of D.

5. If a high school accumulates fewer than 790 school grade points, it shall be assigned a school grade of F.

6. For school year 2011-12 only, an interim points-weighting adjustment will be applied to the grade point components defined in paragraph (5)(a) of this rule for high schools because of the absence of a science assessment at the high school level with set Achievement Levels in 2011-12. In 2011-12, high schools will be able to earn a maximum of 700 points for the grade point components defined in paragraph (5)(a) of this rule. The summed points earned by high schools for these grade point components will be multiplied by a factor of 1.143 to equate the points total for these grade point components to an 800-point scale in order to maintain a 50/50 balance between points earned on grade point components described in paragraph (5)(a) of this rule and the additional high school grade point components described in paragraph (5)(c) of this rule, as mandated by Section 1008.34, F.S.

7. Adjusted Weighting of Components for Combination High Schools’ Grades. For schools in which grades 9 through 12 are taught in addition to other grades below grade 9, the school grade shall be based on a weighting of components defined in paragraph (5)(a) and other components, as described in paragraph (5)(c) of this rule, that are proportional to the number and level of non-high-school grades taught at the school at tested grade levels. Whereas the point totals for regular high schools (serving only grades 9 through 12) weight the components defined in paragraph (5)(a) at fifty (50) percent of the grade and the components described in paragraph (5)(c) of this rule at fifty (50) percent of the grade, the following weightings for these components shall be applied to combination high schools:

a. A combination high school serving more than three (3) tested grade levels below grade 9 shall have a school grade point total that weights the components defined in paragraph (5)(a), as eighty (80) percent of the grade and the components described in paragraph (5)(c) of this rule as twenty (20) percent of the grade.

b. A combination high school serving three (3) or fewer tested grade levels below grade 9 shall have a school grade point total that weights the components defined in paragraph (5)(a), as seventy (70) percent of the grade and the components described in paragraph (5)(c) of this rule as thirty (30) percent of the grade.

(d) For combination schools in which middle grades and grades 9 through 12 are taught:

1. The school grade shall be based on the sum of the eight (8) grade point components as defined in paragraph (5)(a) of this rule, the additional middle school grade point components in subparagraphs (5)(b)1. and 2., and the high-school grade point components described in paragraph (5)(c) of this rule, resulting in a 1700-point grade scale. The school grade element for participation and performance in high school EOC assessments in middle schools, as addressed in subparagraphs (5)(b)1. and 2. of this rule, will be included with the elements addressed in paragraph (5)(c) of this rule when applying the weighting of points for combination schools described in subparagraph (6)(c)7. of this rule. In 2011-12, the interim grade point weighting factor for high schools, as described in subparagraph (6)(c)6. of this rule, will also be applied to combination schools serving high school grades. In addition to the requirements in subparagraph (1)(a)4. of this rule for minimum percent of students tested, the requirement for reading performance in subparagraph (1)(a)3., and the requirements in subparagraph (1)(a)2. of this rule for adequate progress of the lowest performing twenty-five (25) percent of students, the following scale shall be applied:

a. At least 1,115 school grade points shall be required for a school grade of A.

b. At least 1,050 school grade points shall be required for a school grade of B.

c. At least 925 school grade points shall be required for a school grade of C.

d. At least 840 school grade points shall be required for a school grade of D.

e. If a combination high school accumulates fewer than 840 school grade points, it shall be assigned a school grade of F.

2. Beginning in the 2014-15 school year, for combination schools in which middle school grades and grades 9 through 12 are taught, the school grade shall be based on the sum of the eight (8) grade point components as defined in paragraph (5)(a) of this rule, the additional middle school grade point components in subparagraphs (5)(b)1. through 3., and the additional high-school grade point components described in paragraph (5)(c) of this rule, resulting in an 1800-point grade scale. The school grade components for participation and performance in high school EOC assessments in middle schools, addressed in subparagraphs (5)(b)1. and 2. of this rule, will be included with the elements addressed in paragraph (5)(c) of this rule when applying the weighting of points for combination schools described in subparagraph (6)(c)7. of this rule. The school grade component for the Civics EOC Assessment, addressed in paragraph (5)(b) of this rule, will be included with the components addressed in paragraph (5)(a) of this rule when applying the weighting of points for combination schools described in subparagraph (6)(c)7. of this rule. In addition to the requirements in subparagraph (1)(a)4. of this rule for minimum percent of students tested, the requirement for reading performance in subparagraph (1)(a)3., and the requirements in subparagraph (1)(a)2. of this rule for adequate progress of the lowest performing twenty-five (25) percent of students, the following scale shall be applied:

a. At least 1,180 school grade points shall be required for a school grade of A.

b. At least 1,115 school grade points shall be required for a school grade of B.

c. At least 980 school grade points shall be required for a school grade of C.

d. At least 890 school grade points shall be required for a school grade of D.

e. If a combination high school accumulates fewer than 890 school grade points, it shall be assigned a school grade of F.

(7)(8) Planned System Enhancements. As indicated in this subsection, planned enhancements will occur in Florida’s System of School Improvement and Accountability. The Commissioner of Education will periodically recommend additional changes to the system to the State Board of Education as necessary to ensure that continuous improvements are made in the educational programs of the state. Beginning with the 2011-12 school year and annually thereafter, the percentage of “A” and “B” school grades for the year shall be reviewed to determine whether to adjust the school grading scale upward for the following year’s school grades. The first adjustment would occur no earlier than the 2012-13 school year. An adjustment will be made if the percentage of schools earning an “A” or “B” in the current year represents seventy-five (75) percent or more of all graded schools within a particular school type. There are four school types used for accountability: elementary, middle, high, and combination. The adjustment would reset the minimum required percentage of points for each passing grade (A, B, C, D) at the next highest percentage ending in the numeral 5 or 0 (zero), whichever is closest to the current percentage. Annual reviews of the percentage of schools earning an “A” or “B” and adjustments to required points will be suspended when the following grade scale is achieved: 90 percent or more of the points for an “A”; 80 to 89 percent of the points for a “B”; 70 to 79 percent of the points for a “C”; and 60 to 69 percent of the points for a “D.”

(a) Science. For this category of achievement, schools will earn one (1) point for each percent of students who score at or above Achievement Level 3, proficient, as established by the State Board of Education. In the event that a school does not have at least ten (10) eligible students tested in science, the district average for percent proficient in science shall be substituted.

(b) Math lowest twenty-five (25) percent will be added as an additional category of performance beginning in 2006-07. For this category of achievement, schools will earn one (1) point for each percent of students in the lowest twenty-five (25) percent in mathematics in the school who make learning gains as defined in paragraph (5)(b) of this rule. Improvement of the lowest twenty-five (25) percent of students in mathematics in each grade, as defined in paragraph (5)(b) of this rule, shall be aggregated for each school, unless the students so designated are performing above proficiency, defined as FCAT Achievement Levels 4 and 5.

1. Schools designated as Performance Grade “C” or above shall be required to demonstrate that adequate progress in mathematics, defined as annual learning gains in paragraph (5)(b) of this rule, has been made by the lowest twenty-five (25) percent of students in the school who scored at or below FCAT Achievement Level 3, based on their previous year’s FCAT score. The minimum requirement for adequate progress is deemed to be met when at least fifty (50) percent of such students make learning gains as defined in paragraph (5)(b) of this rule. If the percent of such students making learning gains is below fifty (50) percent in the current year, adequate progress can be met if:

a. Schools demonstrate a one (1) percentage point improvement in the percent of such students making learning gains over the prior year, if the percent of such students making learning gains is at least forty (40) percent in the current year; or

b. Schools demonstrate a five (5) percentage point improvement in the percent of such students making learning gains over the prior year, if the percent of such students making learning gains is below forty (40) percent in the current year.

If a school otherwise designated as Performance Grade “B” or “C” does not meet the minimum requirement for adequate progress by having at least fifty (50) percent of its lowest performing students making learning gains in reading and in math in at least one (1) of two (2) consecutive years, or demonstrate improvement as defined in sub-subparagraphs (8)(b)1.a. and b. of this rule, the final Performance Grade designation shall be reduced by one (1) letter grade. No school shall be designated as Performance Grade “A” unless the adequate progress criterion in mathematics is met each year.

2. In the event that a school does not have at least thirty (30) students in the lowest twenty-five (25) percent in mathematics as defined in paragraph (8)(b) of this rule, the lowest performing thirty (30) students at or below proficiency, defined as FCAT Achievement Levels 1, 2, and 3, will be used. In the event there are still not thirty (30) qualified students in the lowest achieving group, the grade point element defined in paragraph (6)(e) of this rule shall be substituted for the grade point element defined in paragraph (8)(b) of this rule.

(c) School Performance Grading Scale. The School Performance Grade shall be based on the sum of the eight (8) grade point elements as defined in paragraphs (6)(a) through (f) and (8)(a) and (b) of this rule as required by Section 1008.34(1), F.S., and shall be scaled to reflect school performance, learning gains and improvement of the lowest twenty-five (25) percent beginning with the 2006-2007 school year. In addition to the requirements in subsection (5) of this rule for minimum percent of students tested, the following scale shall be applied:

1. At least 525 school grade points shall be required for a School Performance Grade of A.

2. At least 495 school grade points shall be required for a School Performance Grade of B.

3. At least 435 school grade points shall be required for a School Performance Grade of C.

4. At least 395 school grade points shall be required for a School Performance Grade of D.

5. If a school accumulates fewer than 395 school grade points, it shall be assigned a School Performance Grade of F.

(d) High schools will be eligible for ten (10) bonus points added to their total school grade points accumulated through the eight (8) components if at least half of the 11th and 12th grade students in the school retaking the grade 10 FCAT meet the graduation requirement. At least fifty (50) percent of students retaking the grade 10 reading and fifty (50) percent of the students retaking grade 10 math must meet the graduation requirement for a school to receive the ten (10) bonus points.

(e) School performance grades for high schools (schools that include grades 9 through 12 among grades taught) shall be evaluated on a revised scale beginning with school grading for the 2009-10 school year. Beginning in 2009-10, fifty (50) percent of the performance grade for high schools shall be based on the following components in addition to the components previously described in paragraphs (6)(a) through (f) (and (8)(a) through (b) of this rule:

1. Four-year high school graduation rate. For the 2009-10 and 2010-11 School Years, the graduation rate will be calculated using criteria for the modified No Child Left Behind (NCLB) graduation rate. The procedures used to calculate this rate can be found in the 2009-10 Guide to Calculations for Florida’s Public High School Graduation Rate, November 2010, (http://www.flrules.org/Gateway/reference.asp?No=Ref-00249) which is hereby incorporated by reference in this rule and may be obtained at http://www.fldoe.org/eias/eiaspubs/word/gradgde0910.doc. The total possible points awarded for this component is 200 points.

2. Four-year high school graduation rate for academically at-risk students. For purposes of this component, students shall be identified as academically at risk if they have scored at FCAT Achievement Level 2 or lower on both the mathematics and reading subtests of the FCAT in grade 8. The cohort of academically at-risk students is a sub-population of the adjusted cohort for the graduation rate described in subparagraph (8)(e)(c)1. of this rule. The method of rate calculation and the criteria for inclusion in the numerator and denominator are the same as for the graduation rate described in subparagraph (8)(e)1. of this rule. For this component, one (1) grade points shall be awarded for each percent of students counted as on-time graduates in the graduation rate, The total possible points awarded for this component is 100 points.

3. Participation in accelerated coursework, defined as Advanced Placement (AP), International Baccalaureate (IB), dual enrollment, Advanced International Certificate of Education (AICE), and industry certification courses. Participation shall be calculated for the school year by dividing a weighted count of accelerated coursework participants in grades 9 through 12 (numerator) by the count of all students enrolled in grades 11 and 12 (denominator). For AP, IB, and AICE participation, a student shall be counted in the numerator if he or she has taken the applicable subject area examination (i.e., the AP, IB, or AICE subject area examination). For dual enrollment courses, a student must earn a grade in the course in order to be counted as a participant. For industry certification, a student must have taken an industry certification examination on the Industry Certification Funding List approved by the State Board of Education in Rule 6A-6.0573, F.A.C., in order to be counted as a participant. In 2009-10 and 2010-11, schools shall receive credit for accelerated coursework participants in grades 9 and 10 in the numerator of the calculation only if the participants successfully complete the acceleration as outlined in subparagraph (8)(e)4. of this rule. Beginning in 2011-12, schools shall receive credit for accelerated coursework participants in grades 9 and 10 in the numerator of the calculation.

a. Weighting of counts for individual participants. For each student counted as a participant in accelerated coursework, the weighted count that is credited to the student is established at 1.0 for a student who has taken one course/examination in accelerated coursework and is increased incrementally by 0.1 for each additional course/examination taken. The weighted counts for all participants are summed to produce the numerator described in subparagraph (8)(e)3. of this rule.

b. Grade points assigned. For this component, in 2009-10, two (2) grade points shall be awarded for each percentage point produced by the weighted calculation of participation in accelerated coursework described in subparagraph (8)(e)3. and sub-subparagraph (8)(e)3.a. of this rule. The total possible points awarded for this component is 200 points. In 2010-11, one and three quarters (1.75) grade points shall be awarded for each percentage point produced by the weighted calculation of participation in accelerated coursework described in subparagraph (8)(e)3. and sub-subparagraph (8)(e)3.a. of this rule. The total possible points awarded for this component shall be 175 points in 2010-11. Beginning in 2011-12, one and one half (1.5) grade points shall be awarded for each percentage point produced by the weighted calculation of participation in accelerated coursework described in subparagraph (8)(e)3. and sub-subparagraph 8)(e).a. of this rule. The total possible points awarded for this component shall be 150 points beginning in 2011-2012.

4. Performance in accelerated coursework, defined as Advanced Placement (AP), International Baccalaureate (IB), dual enrollment, Advanced International Certificate of Education (AICE), and industry certification courses. In 2009-10 and 2010-11, performance shall be calculated for the school by dividing the weighted number of grade 9-12 students with successful completions in accelerated coursework (numerator) by the count of all students in grades 11 through 12 who took an accelerated course or subject area examination during the academic year and the count of all students in grades 9 and 10 who successfully completed accelerated coursework as outlined in subparagraph (8)(e)4. of this rule (denominator). Beginning in 2011-12, the denominator of the performance calculation shall include all students in grades 9 through 12 who took an accelerated course or subject area examination during the academic year. For AP, IB, and AICE successful completion is defined as earning a passing score and being awarded credit for specific postsecondary course(s) as determined by the 2009 Articulation Coordinating Committee’s Credit by Exam Equivalencies list which is hereby incorporated by reference and may be obtained at http://www.fldoe.org/articulation/pdf/ACC-CBE.pdf. For dual enrollment successful completion is defined as a passing grade of “C” or higher in a dual enrollment course for college credit. For industry certification successful completion is defined as passing an industry certification examination on the State Board of Education approved industry certification funding list. Schools can earn additional successful completions for students who achieve industry certifications that result in credit for more than one (1) college course through statewide articulation agreements. Those agreements can be accessed at http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.

a. Weighting of counts for students with successful completions. For each student identified as having successfully completed accelerated coursework, the weighted count that is assigned to the student is established at 1.0 for a student with one successful completion in accelerated coursework and is increased incrementally by 0.1 for each additional successful completion credited to the student. The weighted counts for all successful completers are summed to produce the numerator described in subparagraph (8)(e)4. of this rule.

b. Grade points assigned. For this component, in 2009-10, one (1) grade point shall be awarded for each percentage point produced by the weighted calculation of performance in accelerated coursework described in subparagraph (8)(e)4. and sub-subparagraph (8)(e)4.a. of this rule. The total possible points awarded for this component is 100 points. In 2010-11, one and one quarter (1.25) grade points shall be awarded for each percentage point produced by the weighted calculation of performance in accelerated coursework described in subparagraph (8)(e)4. and sub-subparagraph (8)(e)4.a. of this rule. The total possible points awarded for this component shall be 125 points in 2010-11. Beginning in 2011-12, one and one half (1.5) grade points shall be awarded for each percentage point produced by the weighted calculation of performance in accelerated coursework described in subparagraph (8)(e)4. and sub-subparagraph (8)(e)4.a. of this rule. The total possible points awarded for this component shall be 150 points beginning in 2011-12.

5. Postsecondary readiness. This measure consists of two separate components, one for reading and one for mathematics. For each subject area component, postsecondary readiness shall be calculated by dividing the count of on-time high school graduates scoring “ready” on the SAT, ACT, and/or the Common Placement Test (CPT), at any time during their high school careers by the count of all on-time high school graduates. who scored at Level 3 or higher on the grade 10 FCAT in the applicable subject. This measure shall be based on all on-time standard high school graduates beginning no later than 2011-12. Readiness cutoff scores by subject area on the ACT, SAT, and CPT, are established in Rule 6A-10.0315, F.A.C. For students who have taken multiple tests among the ACT, SAT, and CPT, the student’s highest score by subtest shall be used to determine postsecondary readiness for the applicable subject area component. For each of the subject area components, one (1) grade point is awarded for each percentage point outcome of the postsecondary readiness calculation. The total possible points that may be awarded to a school for each component is 100 points.

6. Annual growth or decline in the components described in subparagraphs (8)(e)1. through 5. of this rule. For each component described in subparagraphs (8)(e)1. through 5., additional points are awarded based on the percentage point improvement over the prior year. Schools shall earn one additional points for each percentage point improved over the prior year.

Schools shall earn no more than twenty (20) additional points on each component described in subparagraphs (8)(e)1. through 5. of this rule. For each component described in subparagraphs (8)(e)1. through 5. of this rule, schools shall lose five (5) points if performance declines by at least ten (10) percentage points over the prior year. Schools that show no improvement in results shall receive no additional points.

7. Adequate progress requirement for at-risk students as criterion for a school grade of “A.” A high school that would otherwise earn a grade of “A” based on earned grading points must meet an additional requirement for adequate progress of at-risk students in order to be assigned a grade of “A” rather than one letter grade lower (“B”). For such schools, the graduation rate for academically at-risk students, as described in subparagraph (8)(e)2. of this rule, must meet one or more of the following criteria to satisfy this requirement:

a. Be no lower than seventy-five (75) percent; or

b. Show improvement of at least one (1) percentage point over the prior year’s rate, if the current year rate is at least sixty-five (65) percent; or

c. Show improvement of at least five (5) percentage points over the prior year’s rate, if the current year rate is below sixty-five (65) percent.

8. The school grading measures and requirements described in subparagraphs (8)(e)1. through 7. of this rule, shall be applied to high schools for which there are at least ten (10) students included in the denominator of each component described in subparagraphs (8)(e)1. and 3. through 5. of this rule. For high schools in which there are fewer than ten (10) students in the denominator of any one of these components, the school grade shall be determined using the same FCAT-based components that are applied in determining the grades of schools serving grades 8 and lower, and shall not include any of the components described in subparagraphs (8)(e)1. through 7. of this rule. For high schools in which their are fewer than ten (10) students in the denominator of the four-year high school graduation rate for academically at-risk students component (subparagraph [8](e)2.), the grade point component defined in subparagraph (8)(e)1. of this rule shall be substituted for the grade point component defined in subparagraph (8)(e)2. of this rule.

9. Grading scale for high schools. Beginning in 2009-10, the following school grading scale shall be applied to high schools:

a. At least 1,050 school grade points shall be required for a School Performance Grade of A.

b. At least 990 school grade points shall be required for a School Performance Grade of B.

c. At least 870 school grade points shall be required for a School Performance Grade of C.

d. At least 790 school grade points shall be required for a School Performance Grade of D.

e. If a high school accumulates fewer than 790 school grade points, it shall be assigned a School Performance Grade of F.

10. Adjusted weighting of FCAT-based components and non-FCAT-based components for combination high schools’ grades. For schools in which grades 9 through 12 are taught in addition to other grades below grade 9, the school grade shall be based on a weighting of FCAT-based components and non-FCAT-based components, as described in subparagraphs (8)(e)1. through 8. of this rule, that is proportional to the number and level of non-high-school grades taught at the school at tested grade levels. Whereas the point totals for regular high schools (serving only grades 9 through 12) weight the FCAT-based components at fifty (50) percent of the grade and the non-FCAT-based components at fifty (50) percent of the grade, the following weightings for FCAT-based and non-FCAT-based components shall be applied to combination high schools:

a. A combination high school serving more than three (3) tested grade levels below grade 9 shall have a school grade point total that weights the FCAT-based components as eighty (80) percent of the grade and the non-FCAT-based components as twenty (20) percent of the grade.

b. A combination high school serving three (3) or fewer tested grade levels below grade 9 shall have a school grade point total that weights the FCAT-based components as seventy (70) percent of the grade and the non-FCAT-based components as thirty (30) percent of the grade.

(8)(9) Accuracy and Representativeness of Performance Data. The Commissioner shall review all information submitted by school districts to represent the performance of schools receiving a school performance grade.

(a) Each school district superintendent shall designate a school accountability contact person to be responsible for verifying that each school is appropriately classified by type, verifying student data indicators and eligibility for inclusion and exclusion in school grade calculations, and reconciling student test answer documents that do not match survey three membership records prior to the issuance of school grades. Student eligibility changes may include, but are not limited to, officially recorded test invalidations, Exceptional Student or ELL Limited English Proficient Student status changes made prior to testing, and school withdrawals made prior to testing. All changes in student eligibility for school grade calculations shall be made prior to the issuance of school grades and must be accompanied by written documentation deemed appropriate by the Department. Each school district shall be responsible for providing all related information to the Department within the time limits specified by the Commissioner.

(b) The Commissioner shall withhold the designation of a school’s performance grade if he or she determines that the performance data does not accurately represent the progress of the school. Circumstances under which a school’s performance data may be considered to not accurately represent the progress of the school include:

1. Less than ninety (90) percent of the school’s student population eligible for inclusion in the designation of the school’s performance grade was assessed;

2. Circumstances identified before, during, or following the administration of any state assessment where the validity or integrity of the test results are called into question and are subject to an investigation or review as determined by the Department. The school’s performance grade shall be designated incomplete (I) until the state, district, and/or local investigation(s) are complete. If, following the completion of investigations, data are determined to accurately represent the performance of the school, a school’s performance grade reflecting the data shall be reported.

(c) After the initial issuance of school performance grades, the school district shall have at least thirty (30) days to review the data on which the school performance grade was based. If the school district determines that a different school performance grade should be assigned because of the omission of student data, a data miscalculation, or special circumstances that might have affected the grade assigned, a request for a state review of the data can be submitted. Changes to the criteria or process described in paragraph (8)(9)(a) shall not be considered as part of this review and must be addressed as described therein. Appropriate documentation of all elements and data to be reviewed by the Department must be submitted within the time limits specified by the Commissioner. The Commissioner’s determination of a school’s performance grade shall be final.

(9)(10) Rewards and Recognition. Schools must have a designated school performance grade or school improvement rating for alternative schools to participate in the Florida School Recognition Program as authorized by Section 1008.36, F.S. Schools that receive designated a sSchool Performance gGrade of A, and schools that have improved at least one (1) letter performance grade from the previous school year, and schools that improved more than one school grade the previous year and maintained that grade in the current year are eligible for school recognition and financial awards. Schools with a school improvement rating of “Improving” or that increased their rating from the previous year are also eligible for awards.

(a) Schools designated School Performance Grade A and schools that have improved at least two (2) performance grades may be given deregulated status as specified in Sections 1003.63(5), (7), (8), (9), and (10), F.S. Districts shall develop guidelines for the implementation of this provision and shall provide deregulated status to eligible schools that request it. The school advisory council and principal of an eligible school seeking waivers from state statutes shall submit requests as specified in Sections 1003.63(7)(a) and (b), F.S. The school’s deregulated status shall remain in effect as long as the school abides by the provisions of Sections 1003.63(5), (7), (8), (9), and (10), F.S., or unless the school’s performance grade declines.

(b) Schools designated School Performance Grade A and schools that have improved at least two (2) performance grades shall have greater authority over the allocation of the school’s total budget. Local school boards shall adopt policies in accordance with Section 1001.42(17)(d), F.S., which grant schools greater authority over the allocation of the school’s total budget, including, but not limited to, allocation of instructional staff and the acquisition of instructional materials, equipment, and technology. The school’s total budget includes funds generated from the FEFP, state categoricals, lottery funds, grants, and local funds. The policies shall provide for approval of a school’s written proposal as long as the proposal remains within the school’s total budget, specifies the areas in which the school will have administrative and fiscal autonomy, specifies the areas in which the school will follow school district fiscal and administrative policies, and is consistent with the school’s deregulated status.

Rulemaking Authority 1001.02, 1008.22, 1008.34, 1008.345 FS. Law Implemented 1008.22, 1008.34, 1008.345, 1008.36 FS. History–New 10-11-93, Amended 12-19-95, 3-3-97, 1-24-99, 2-2-00, 2-11-02, 12-23-03, 5-15-06, 6-19-08, 11-26-08, 11-12-09, 6-21-11,________.

 

NAME OF PERSON ORIGINATING PROPOSED RULE: Kris Ellington, Deputy Commissioner, Accountability, Research, and Measurement

NAME OF AGENCY HEAD WHO APPROVED THE PROPOSED RULE: Gerard Robinson, Commissioner, Department of Education

DATE PROPOSED RULE APPROVED BY AGENCY HEAD: January 25, 2012

DATE NOTICE OF PROPOSED RULE DEVELOPMENT PUBLISHED IN FAW: December 16, 2011