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Update for PreK-12

Update for PreK-12 . Common Core State Standards (CCSS) Graduation and Promotion Requirements ACCEL and Early Graduation P.E.R.T. Common Core Assessments for Students with Significant Cognitive Disabilities Common Core Assessment for English Language Acquisition.

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Update for PreK-12

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  1. Update for PreK-12 • Common Core State Standards (CCSS) • Graduation and Promotion Requirements • ACCEL and Early Graduation • P.E.R.T. • Common Core Assessments for Students with Significant Cognitive Disabilities • Common Core Assessment for English Language Acquisition

  2. Florida’s Common Core State Standards (CCSS) Implementation Plan http://www.fldoe.org/bii/

  3. Guess the Grade “Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.”

  4. What’s New • Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity Updated Text Complexity Grade Bands and Associated Ranges from Multiple Measures

  5. Did You Know? “The 2013 administration of the NAEP will require 4th- grade students to complete the writing assessment using a computer. Therefore, students must learn to use word processing and related software in the early grades in order to adequately demonstrate their writing skills on this important national test.” (Institute of Education Sciences (2012). Teaching Elementary School Students to Be Effective Writers, NCEE 2012-4058, 32.)

  6. Common Core Updates • Educator Leader Cadre – hand out • Common Core Professional Development Next Steps – Regional meetings beginning this month focusing on middle and high • Each district team should include one representative for each core area, CTE, ESOL and SWDs, memo should be going out soon

  7. http://www.fldoe.org/bii/studentpro/grad-require.asp State Graduation Requirements

  8. 2012-2013 9th Grade Cohort(Hand Out) • In order to earn course credit, a student must earn a passing score on • Algebra 1 End-of-Course (EOC) • Geometry EOC Assessment • Biology 1 EOC Assessment • Exempt if credit was earned as a middle grades student • In addition, must earn course credit in Algebra 2

  9. REVISED for 2012-2013 • Available online at the Graduation Requirements page • http://www.fldoe.org/bii/studentpro/grad-require.asp • Rich text format • English • Haitian-Creole • Spanish Back-to-School Information Memorandum August 17, 2012 http://info.fldoe.org/docushare/dsweb/Get/Document-6466/dps-2012-139.pdf

  10. Middle Grades Students 2012-2013 • In order to earn high school course credit, a student must earn a passing score on • Algebra 1 EOC • Geometry EOC Assessment • Biology 1 EOC Assessment • If a student passes the course (regardless of the EOC Assessment score), the course can count toward promotion from 8th to 9th grade

  11. Acceleration Options inPublic Education - HB 7059 • Section 1003.4281, F.S., is created to specify Academically Challenging Curriculum to Enhance Learning (ACCEL) Options • Each school must offer, at a minimum, • Whole-grade and mid-year promotion • Subject-matter acceleration • Virtual instruction in higher grade level subjects • HB 7059 Questions and Answers Memorandum http://info.fldoe.org/docushare/dsweb/Get/Document-6465/dps-2012-111.pdf

  12. Early High School GraduationSection 1003.4281, F.S. • “Early graduation” means graduation in less than 8 semesters • Applies only to the 24 minimum requirements option • School board must adopt a policy • School district may not prohibit a student • Eligible students who graduate mid-term receive Bright Futures Scholarship award during spring term

  13. Credit Recovery CoursesRequired Certified Teacher • Credit-bearing courses with specific content requirements defined by Next Generation Sunshine State Standards (NGSSS) and/or Common Core State Standards (CCSS). • Students enrolled in a Credit Recovery course must have previously attempted the corresponding course and/or End-of-Course (EOC) assessment. • Geometry (1206310) and Geometry for Credit Recovery (1206315) have identical content requirements. 

  14. Transfer of High School Credit • A transfer student with high school credit in Algebra 1 or Geometry will not take Florida's Algebra 1 EOC Assessment or Geometry EOC Assessment if the student • passed a statewide, standardized EOC assessment in that course, administered by the transferring school • achieved a passing score on the high school statewide assessment in mathematics required by the state from which the student transferred

  15. National Collegiate Athletic Association (NCAA) Florida, Get Ahead of the Game! New – Effects this year’s 9th grade students • College-bound student athletes will need to meet more rigorous academic rules to receive a scholarship at a NCAA Division 1 and 2 college or university. For information on the rules, visit https://web1.ncaa.org/hsportal/exec/links?linksSubmit=ShowActiveLinks.

  16. 2011 House Bill 1255- P.E.R.T. • Requires high schools to evaluate college-readiness of students in eleventh grade. • Approved assessments that can be used to demonstrate readiness – P.E.R.T., ACT, SAT, CPT • Students who do not meet college-ready scores are required to complete postsecondary preparatory instruction before graduation.

  17. Which students will need to take the P.E.R.T.? • College readiness evaluation is required for students who score • Grade 10 FCAT 2.0 Reading, Levels 2 or 3 • Grade 10 Algebra 1 EOC, Levels 2, 3, or 4 • A student who has met the college-ready cut scores does not need to take the P.E.R.T. • Department of Juvenile Justice students • Charter School students • Full-time public virtual school students State Board Education Rule 6A-10.0315, F.A.C.

  18. Postsecondary Preparatory Instruction Courses • Districts/high schools may choose which postsecondary preparatory instruction courses to offer from the following approved courses: • Math for College Success (1200410) - 0.5 credit • Reading for College Success (1008350) – 0.5 credit • Writing for College Success (1009370) – 0.5 credit • English 4: College Prep (1001405) – 1.0 credit • Math for College Readiness (1200700) – 1.0 credit Refer to the Comprehensive Course Table https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx 10/23/2011

  19. P.E.R.T. Administration • Each district determines its testing window (August to May) • Test administration personnel will receive training on new components through webinars • Test may be administered during regular school hours or at other times (Help Desk is open on Saturdays 9:00-5:00) • Scores are available to District Institutional Administrators • A built-in onscreen calculator appears for specific mathematics items. Hand-held calculators are not allowed. Calculator has been added to practice test.

  20. P.E.R.T. Resources • P.E.R.T. Websites: http://www.fldoe.org/cc/pert.asp http://www.fldoe.org/schools/CommonPlacementTesting.asp https://college.measuredsuccess.com • Available on website: • Cut-scores and matching college courses • Florida Statutes • State Board Rules • P.E.R.T. Frequently Asked Questions • P.E.R.T. Study Guide • Contact your District P.E.R.T. Contact. • Send questions to pert@fldoe.org.

  21. ACCESSING THE COMMON CORE For Students with Significant Cognitive Disabilities NCSC Partners Centers States • NCEO • NCIEA • UKY • UNC C • edCount, LLC

  22. Develop a system of assessments supported by curriculum, instruction, and professional development to ensure that students with a significant cognitive disability achieve increasingly higher academic outcomes and leave high school ready for postsecondary options.

  23. Development of a comprehensive model of curriculum, instruction, assessment and supportive professional development based on a research-to-practice approach.

  24. Output

  25. Resources for Teachers • Curriculum Resource Guides • Content Modules • Instructional Resource Guide • Universal Design for Learning Units • Formative Assessment tools

  26. Professional Development • Communities of Practice • 18 communities – 300 teachers and therapists • 2 communities for PK teachers and therapists • Lesson Study • 16 ESE Center Schools for students with significant cognitive disabilities

  27. Assessment • Spring 2015 is the target date for the operational assessment aligned to the CCSS core content connectors • Features • Computer-based • Selected and constructed response items • Levels of complexity within items

  28. Estimated Timelines • Instructional Resources • Math – fall 2012 • ELA – winter 2012-13 • Assessment • Formative tools – spring 2013 • Summative – RFP out for items now • For more information:Karen Denbroeder(850) 245-0475karen.denbroeder@fldoe.org

  29. Examples of Support • Supports for manipulating physical materials. (e.g., use of Velcro, size of materials, teacher manipulation of materials; In writing, student can manipulate cards with punctuation symbols on them and Velcro on back to apply correct punctuation to a sentence) • Supports for manipulating digital/electronic equipment. (e.g., pointers, teacher manipulation of equipment, spoken commands, stylus for input, larger keyboard/buttons, adaptive mouse)

  30. ACCESSING THE COMMON CORE For English Language Acquisition • Florida is part of a consortium of States who have applied for funding to build an English Language Acquisition Assessment for the Common Core • Oregon the lead state • Award date, 9/30/12

  31. ACCESSING THE COMMON CORE For English Language Acquisition • 12 states including Oregon and Florida • Arkansas • California • Iowa • Kansas • Louisiana • Nevada • Ohio • South Carolina • Washington • West Virginia • New York submitted a letter of interest • California’s Draft of ELD are being considered for building the assessment • The requirements of the project include design and implementation of: • Accommodations and Accessibility • Assessment Design • Communications and Outreach • Data Systems and Reporting • Field Testing • Item Acquisition and Development • Professional Development Support • Proficiency Assessment Standards Development • Standards Setting • Technology Utilization

  32. Considerations for Implementation of CCSS with ELLs include: • Additional Time • Appropriate Instructional Support • Aligned Assessments • Ethnic Background • Prior Education • First Language • English Proficiency Level • Close Monitoring of Student Progress • Background Knowledge • Comprehension of Grade-Level Content before English Mastery

  33. For more information:Chane Eplin(850) 245-5074Chane.Eplin@fldoe.org

  34. Impact on School Grades • Impact of weighting of level 1 and 2 students who made significant gains • Overall, 338 schools received a higher grade because of the extra weighting • 90 schools received a higher grade because of the extra weighting earned by SWDs • 80 schools received a higher grade because of the extra weighting earned by ELLs (coded LY and LF) • The net impact of crediting back ESE center scores was a decreased grade for four schools out of >1700 schools.

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