Commissioner of Education Performance Evaluation For the period covering September 3, 2013 – April 15, 2015 Commissioner’s Self-Evaluation For Presentation to the State Board of Education May 20, 2015 FLORIDA STATE BOARD OF EDUCATION Commissioner of Education Evaluation 2015 Evaluation Table of Contents PART I: DEMONSTRATE EXECUTIVE LEADERSHIP 1 I.A. Implement State Board of Education Priorities and Strategic Plan 1 I.B. Communicate and Advocate for Improved Education Outcomes 5 PART II: DEMONSTRATE EXECUTIVE MANAGEMENT 7 II.C. Ensure Department of Education Provides Effective and Responsive Services 7 II.D. Ensure Internal and External Financial Accountability 8 II.E. Secure and Retain High Quality Personnel 12 PART III: EXECUTIVE CONTINUOUS IMPROVEMENT 14 III.F. Regularly Self-Evaluate, Reflect and Adjust PART IV: OVERALL PERFORMANCE 14 16 May 20, 2015 FLORIDA STATE BOARD OF EDUCATION Commissioner of Education Evaluation 2015 Evaluation PART I: DEMONSTRATE EXECUTIVE LEADERSHIP A. Implement Florida Statutes, State Board of Education Priorities and Strategic Plan The Commissioner of Education (Commissioner) is constitutionally and statutorily required to implement policy decisions of the State Board of Education (SBE), consistent with state and federal law. The SBE’s Strategic Plan represents policy positions across and within K16 educational sectors. The Commissioner is responsible for providing leadership and resources to support implementation of Department of Education (DOE) responsibilities under Florida Statutes and the SBE Strategic Plan. Performance Measures: Base Target From Most Recent Strategic Plan Adoption Improvement in Baseline Data Actual Commissioner’s top three priorities: 1. Improve rates of learning and student achievement. 2. Improve graduation and completion rates. 3. Complete a positive transition to new K-12 standards and assessments and to improved K-16 accountability systems. Projects:  Projects are included in the SBE Strategic Plan.  Create an electronic monitoring and reporting system regarding the status of all strategic plan projects related to improvement of performance measures along established project timelines. Part I. A. Commissioner Comments: State Board of Education Strategic Plan In October 2012, the SBE adopted a strategic plan to guide the DOE’s work through 2012-2018. The plan outlines a vision to support students in becoming globally competitive from prekindergarten through college and careers, and includes 22 performance priorities to document progress toward the state’s four education goals authorized in section 1008.31, F.S. Performance priorities in the plan are aligned with public school PK-12 students, teachers and leaders, school choice, postsecondary students in the Florida College System and Vocational Rehabilitation and Blind Services customers. Success is measured through performance indicators that document progress in achieving the plan’s priorities. Since September 2013, attention has been focused on performance priorities and projects that: (1) improve rates of learning and student achievement; (2) improve graduation and completion rates; and (3) complete a positive transition to new K-12 standards and assessments and to improved K-16 accountability systems. Projected targets for 22 of the 29 performance indicators for these three priority areas have been met or exceeded. A more detailed description of the strategic plan and performance data are included in Appendix I.A. 2015 Commissioner of Education Evaluation Page 1 of 17 September 2013–April 2015 Performance for Key Strategic Plan Priority Areas Strategic Plan Priority Area PreK-12 Students Teachers and Leaders School Choice Postsecondary Students Priority Area Performance Indicators • • • • • • • Increase the percentage of students performing at grade level Increase student participation and performance in accelerated course options Increase high school graduation rates Improve college readiness Increase career and technical educational opportunities Improve adult education programs Increase the percentage of effective and highly-effective teachers • • • • • Increase the percentage of charter school students performing at grade level Expand choice options for students Increase college readiness and success Maintain affordability and access Prepare for careers Number of Performance Indicators for Priority 2 3 1 1 1 3 2013–14 Performance Met Target To Be Met 2 3 1 1 1 3 – – – – – – 2 2 – 2 2 6 2 4 2 2 1 1 3 – – 5 1 1 Some of the performance indicators that are particularly significant: • Florida ranked 7th out of 50 states last year, according to “Quality Counts,” Education Week’s annual report on state-level efforts to improve public education. • Florida’s cohort graduation rate has risen by more than 5 percentage points since 2010-11; this past year Florida had its highest graduation rate in 11 years. • Florida’s African-American and Hispanic students have consistently increased their graduation rates since 2010-11. • In 2013, Florida was the only state to narrow the achievement gap between white and African-American students in both 4th and 8th grades in both reading and mathematics. • The percentage of Florida’s Hispanic and African-American 4th and 8th grade students scoring at or above Basic in reading is significantly higher than the nation’s. • Over half (53.1%) of Florida’s graduates participated in rigorous Advanced Placement (AP) courses during their high school career. • Florida placed 5th in the nation for the percentage of 2013 graduates who succeeded on AP exams, with 27.3 percent of the 2013 graduates eligible for college credit based on their exam score of 3 or higher. • Florida remains the only state in the nation with a large population of Hispanic graduates that has closed the equity gap in AP participation and success. • Students attending charter schools continue to demonstrate strong performance on statewide assessments, outperforming the statewide average in reading, mathematics and science, by 7, 3 and 1 percentage points, respectively. In each subject, performance in charter schools was higher in 2013-14 than in the 2011-12 baseline year. Additionally, higher level performance, as measured by the percentage of students scoring a level 4 or above, improved in both reading and mathematics from the 2011-12 baseline measures. Students in charter schools outperformed the state average in reading and mathematics in this measure as well. • Students attending full-time virtual education programs continue to demonstrate strong performance on statewide assessments, outperforming the statewide average in reading and science, but lagging in mathematics. The performance in full-time virtual education programs has improved from the 2011-12 baseline year in reading and science. • The number of CAPE industry certifications earned by students in middle and high school has increased from 187,396 in 2011-12 to 235,276 in 2012-13. • High school students enrolled in either a registered academy or career-themed course, on average, have higher GPAs, less absenteeism, a lower dropout rate and a higher rate of graduation than students who are not enrolled in these courses. 2015 Commissioner of Education Evaluation Page 2 of 17 • The number of degrees and certificates awarded to Florida college system institutions has increased by over 11,000 to 104,693 during the 2013-14 academic year. • Florida College System students have decreased their average time to degree by nearly one semester and have reduced the overall credits completed before their degrees are earned. • While graduation rates have increased, Florida College System institutions have kept tuition rates and transfer rates to public institutions constant, making a degree or certificate more attainable and affordable for more Floridians. • Two Florida College System institutions were finalists for the national Aspen Prize for Community College Excellence and one, Santa Fe Community College, was the national winner in 2015. An area for improvement is in graduation and transfer rates for college system students. The graduation rate remained stable at 35%, rather than increasing. Also, while students are graduating in less time and the transfer rate remains constant, the Associate in Arts (AA) retention rate has dipped slightly. This is an increased area of focus as colleges adjust how they work with students who are no longer subject to mandatory assessment for determining their need for developmental education. As part of the continuous planning process to improve the state’s education system, DOE staff will revise the strategic plan for SBE consideration in 2015-16 in conjunction with SBE determination of legislative priorities and the budget request. Initiatives to Improve Rates of Learning, Graduation Rates and Positive Transition In September 2013, the Commissioner and DOE staff participated in Governor Rick Scott’s Summit on Education Accountability. There were four major topics covered at the summit, which included state leaders from the legislature, teachers, superintendents, parents and teachers’ union representatives. After reviewing feedback from the summit, the Governor issued an executive order addressing actions to be taken by the Commissioner, the SBE and the DOE in relation to student content standards, assessments, school grades, teacher evaluation and data security. In October 2013, the DOE completed an intense month long public review of Florida’s English language arts and math standards under the direction of Governor Scott’s executive order. This included three public meetings around the state where the Commissioner and DOE staff personally heard input from teachers, parents and other citizens about the standards. The goal throughout the process was to ensure the highest standards for Florida’s students. During the feedback process on Florida’s English language arts and mathematics standards, the DOE also collected input via email, a special website and three public meetings, resulting in: • More than 19,000 comments and suggestions were received from teachers, parents, administrators and the general public. The incredible amount of feedback received shows that Floridians across the state are committed to having the highest standards for students so they are prepared to succeed in college, career and life. • All comments and suggestions were reviewed and an overview provided to the SBE at its November 19, 2013, meeting in Gainesville. In February 2014, the SBE approved changes to the standards that reflected the input and adopted the Florida Standards. The Commissioner directed a review of the department’s data security processes. A report was issued in November 2014 outlining the review, and steps were taken to improve the department’s already-substantial data security processes. Subsequent to that report, a bill was passed and signed into law that supported data security in Florida. The Commissioner also immediately disengaged Florida from the PARCC, published a work plan for adopting a new Florida assessment and initiated the plan. A procurement was issued in accordance with the work plan and, in March 2014, the Commissioner announced on time the selection of a new test to replace the FCAT 2.0 exams beginning with the 2014-15 school year. This was a critical step forward toward assessing students on their knowledge of the Florida Standards. A contract was issued in May 2014, as well as a new web portal for the Florida Standards Assessments (FSAssessments.org), with materials to assist school district assessment directors, teachers, students and parents in learning about the new assessment. In December 2014, an investigation of standardized testing in public schools was conducted at the direction of Governor Scott to gather complete and accurate information on tests being administered to meet federal, state and local 2015 Commissioner of Education Evaluation Page 3 of 17 requirements. Findings presented to policy makers, administrators, parents and teachers set the stage for passage of 2015 legislation that will have a significant impact on Florida’s statewide accountability system. The Commissioner outlined and presented to the SBE a plan for moving the state’s school grading system forward through the transition to new assessments and into a new decade of implementation. Governor Scott supported the plan and the legislature passed Senate Bill 1642 during the 2014 session with largely the same content as proposed by the Commissioner. This bill also made adjustments to the teacher evaluation system that would bring the system through the transition period. The Keep Florida Learning Committee was established in December 2014 at Governor Scott’s request to review key educational issues and make sure that the tremendous strides that have been made in Florida‘s educational system remain on a successful track. The Commissioner convened this committee for an organization meeting in March 2015. In December 2014, the U.S. Department of Education approved Governor Scott and the Commissioner’s request to continue with its successful state accountability policy. With input from school leaders and parents, the DOE in the summer had proposed an Elementary and Secondary Education Act flexibility waiver with a provision that test scores of English Language Learners would only be included after they have been enrolled in a U.S. school for two years. When the federal government denied Florida’s measure in the summer, Governor Scott and Florida Education Commissioner Pam Stewart sent U.S. Department of Education Secretary Arne Duncan a letter requesting that the agency withdraw the denial of Florida’s request within 30 days. The Commissioner also made her recommendation for a new performance funding model for the Florida College System in January 2015. This model is being considered by the legislature during the 2015 session and focuses on time to degree, college affordability and rates of completion. In 2014, the Commissioner recommended and the SBE adopted CAPE Industry Certification Funding Lists that include new digital tool certificates for students in K-8 and CAPE innovation courses for accelerated high school students, as well as additional areas for industry certifications and accelerated industry certifications. Promoting State Board of Education Legislative Priorities Below is a status report of the SBE legislative priorities for the 2014 Legislative Session. Legislative Issue Outcome Education Accountability PASSED Student Data Security PASSED Teacher Certification PASSED Textbook Affordability Florida Teachers Classroom Supply Assistance Program PENDING Streamline Florida Education Code PASSED Background Screening Tuition for Military Veterans PASSED PASSED PASSED Bill Number and Comments HB 1642– Simplified the school grades calculation and ensured the accountability system is fair, transparent and promotes improvements in student outcomes; provided for a transition plan and established the 2014-15 grades as baselines for informational purposes. SB 188– Limited the collection of biometric information and required students and parents to receive annual notice of their rights regarding educational records; outlined limitations on collection of information, disclosure of confidential and exempt records; and required establishment of a Florida student identification number. HB 433–Provided requirements for certain instructional personnel who supervise or direct preservice field experiences; authorized a school district to assign to a school that has earned failing grades certain newly hired instructional personnel; revised certification requirements pertaining to acceptable means of demonstrating mastery of general knowledge, subject knowledge, and professional preparation and education competence; revised certain requirements for the renewal or reinstatement of a professional certificate; and authorized a consortium of certain charter schools to develop a professional development system. HB 355–Would have provided additional information to students regarding costs for textbooks and instructional materials HB 337–Revised procedures for the distribution of program funds; established an optional date for the disbursement of funds. HB 7031–Repealed discontinued or unfunded programs, corrected and updated cross-references, eliminated duplicative reporting requirements and updated terminology; prohibited the double testing of students and clarified new graduation requirements established by SB 1076 passed in 2013. SB 674–Required background screening requirements for VR providers of direct care services; applied only to registrations entered into or renewed once the clearinghouse becomes operational. HB 7015–Provided an out-of-state fee waiver for certain veterans to attend a Florida College System institution. 2015 Commissioner of Education Evaluation Page 4 of 17 The DOE leadership team traveled the state in May 2014 to conduct seven meetings and one webinar to provide updates on 2014 legislation, its impact on education and local educational agencies, and offering technical assistance for implementation. Appendix I.A. includes a list of the seven meeting sites and a link to the 2014 legislative update presentation. As requested by House and Senate legislative staff, the Commissioner and DOE staff prepared and delivered 66 presentations during the 2014 and 2015 legislative interim committee weeks. A list of presentations by topic and legislative committee is included in Appendix I.A. B. Communicate and Advocate for Improved Education Outcomes With the ultimate goal of improving student performance, the Commissioner is uniquely positioned to identify and make policy recommendations to improve the efficiency and effectiveness of Florida’s education system. The Commissioner is responsible for providing leadership to the State Board, legislature, federal government and education partners by advocating for policies and initiatives that improve education outcomes. Performance Measures: Base Target 1. Direct and participate in public and internal communication of the latest information on Florida’s successes and needs in education, with particular focus on how State Board priorities affect students and communities. Daily Daily 2. Initiate policy discussions in workshops or at every SBE meeting about potential education improvements identified by the Commissioner. Every SBE mtg. >= Every SBE mtg. New policy Documented with each publication 3. Ensure all DOE publications focus on mission and how the vision of a worldclass education system can be realized. Actual Projects:  Implement a communication plan involving a variety of media (including press releases, opinion editorials, issue briefs, newsletters, fact sheets, letters to the editor, radio and television, etc.) that reaches consumers.  Implement an external plan that promotes and tracks activities of education leaders in public events (such as press conferences, school visits, statewide meetings, national conferences, town hall meetings, roundtable discussions with stakeholders and experts, etc.). Part I. B. Commissioner Comments: Every day the Commissioner and department staff are actively engaged in sharing information and advocating to improve Florida’s education system for all students and promote the priorities and achievement of the SBE. Our desire is to communicate accurately, effectively and transparently. Communication strategies and activities listed below are part of the plan to reach parents, teachers, educators and community members. External and Internal Communication • DOE Website Between September 2013 and November 2014, the department’s website – www.fldoe.org – received approximately one million visits a month. At the end of November, the website was revised to make it more appealing and userfriendly. In the nearly five months since the launch of the website redesign, the site has received a total of 7.2 million visits. 2015 Commissioner of Education Evaluation Page 5 of 17 • Media Inquiries The Communications office handles approximately 50 unique media inquiries per week on average, totaling more than 3,800 media inquiries, public records requests from media and interview requests since September 2013. • Newsletters and ListServs In addition to newsletters below for teachers, parents and school principals, a monthly newsletter is sent to DOE staff. Newsletter Name Just for Teachers Just for Parents Principally Speaking Number of Subscribers 175,456 2,384 6,546 Total Direct Reach Since September 2013 10,351,904 50,064 144,012 • Social Media The department’s social media presence offers two-way communication between the department and education stakeholders. o Twitter, twitter.com/EducationFL ~ 12,100 followers o Facebook, facebook.com/EducationFL ~ 6,800 page likes o Blogs, educationfl.wordpress.com Commissioner’s Blog Just for Teachers o YouTube, youtube.com/user/educationfl 663 subscribers o Pinterest, www.pinterest.com/floridadoe 421 followers • Teacher Liaison The department hired a teacher liaison in July 2014 to communicate directly with teachers throughout the state. In addition to weekly communication via email with a group of 175,000 educators, the teacher liaison answers approximately 12 additional educator inquiries each week. She regularly visits schools to assist educators around the state with professional development and presents best practices at workshops and statewide conferences. • DOE issued 104 press releases and 86 media advisories between September 3, 2013, and April 3, 2015 (see Appendix I.B. for lists of press releases and media advisories). • The Commissioner’s schedule included opportunities to promote Florida’s education system by participating in 81 external speaking events during the evaluation period, including 26 keynote addresses. As listed in Appendix I.B., the events were scheduled in 22 different school districts, with the majority of the events held in Hillsborough, Leon and Orange Counties to facilitate travel and encourage representative statewide attendance. Overview of Commissioner’s External Speaking Engagements Type of Event DOE Update on Focused Topics Conversation with Audience and Q&A Keynote Address Presentations/Remarks Webinar/Panel Participation TOTAL 2015 Commissioner of Education Evaluation 09/13–12/13 4 3 7 4 1 19 Date 01/14–12/14 9 5 19 17 3 53 02/15–03/15 2 2 1 3 – 9 Total 15 10 26 26 4 81 Page 6 of 17 State Board of Education Policy Recommendations The State Board of Education conducted 12 meetings, two conference calls and three workshops between September 17, 2013, and April 15, 2015. • Each meeting involved policy issues for concurrence that resulted in decisions of the board impacting education policy. Key discussions included, but were not limited to: Florida standards, state student assessments, instructional personnel and administrator assessments, accountability, school choice, school finance, STEM and career education, digital learning and state college issues. • Three workshops to provide board members data and accurate information for policy and decision making focused on educator preparation, the Florida College System and differentiated accountability. • The board took action on 123 SBE rules, including adopting 16 new rules, amending 93 rules and repealing 14 rules (see following table). Rule Action Amendment New Rule Repeal TOTAL 09/1713 – 11/19/13 25 4 1 30 01/21/14 – 11/18/14 56 9 13 78 01/14/15 – 04/15/15 12 3 – 15 Total Actions 93 16 14 123 Ensure Focus on Mission and Vision The DOE has effectively integrated and assimilated the mission and vision of Florida education in internal and external publications and other outreach efforts. For example: • In May 2014, a new Department of Education logo was introduced, replacing the use of the Florida state seal as the department’s logo. A logo is the centerpiece of a brand and sets the stage for how an organization is perceived among its key stakeholders. The new logo design features an icon that represents the pathway for students to reach their full potential as represented by the bright sunshine and the graduation cap in the distance. PART II: DEMONSTRATE EXECUTIVE MANAGEMENT C. Ensure Department of Education Provides Effective and Responsive Services Effective operations of the Department are dependent on both the perception and reality of internal and external communications and customer services. The Commissioner of Education is responsible for monitoring and securing customer feedback and making adjustments necessary to ensure continuous operational improvement. Performance Measures: Base Target 1. Respond to public or formal Board member inquiries no later than the SBE meeting following the date of inquiry. New Policy 100% 2. Improve to and maintain at least 95% on-time response rate per month, Department-wide, to correspondence inquiries processed through “CorrFlow” (i.e., the state agency correspondence tracking system). 67.94% >=95% Actual Projects:  Establish and implement internal Board member response monitoring, quality and reporting systems.  Implement the DOE’s CorrFlow monitoring and quality control systems for accountability purposes. 2015 Commissioner of Education Evaluation Page 7 of 17 Part II. C. Commissioner Comments: During September 2013 – April 2015, the Commissioner scheduled 160 hours of briefings with SBE members on relevant issues. Over 22,675 customer correspondence inquiries were received by DOE between September 13, 2013, and April 3, 2015. Each inquiry was entered in the agency’s CorrFlow tracking system, averaging over 1,193 inquiries per month. Systemgenerated reports show the department maintained an average 99.8% response-by-deadline rate for all inquiries received between those dates. Appendix II.C. includes a chart of inquiries and response rates for agency divisions and offices. An additional 626 constituent and legislator inquiries were received through the Governmental Relations Office. About 75% of these inquiries were from legislative staff requesting information on specific policies and programs or assistance on the behalf of a legislator’s constituent. Due to the specialized nature of these requests and the need for additional research, the average response time for these inquiries was two days. Appendix II.C. includes additional information on legislative constituent inquiries. Further evidence of DOE efforts to pursue, implement and recognize our quality, efficient and responsive services exists in our record of securing Prudential Productivity Awards for cost-savings, innovative ideas and solutions. Three teams of DOE employees were winners of the Prudential Productivity Award in 2014 and four teams of DOE employees were winners in 2015. These employees have created and implemented innovative, costs-saving and efficiency improvements to save taxpayers’ money, which help to make more funds available to put into classrooms. See Appendix II.C. for a list of the teams and descriptions of their award-winning projects in 2014 and 2015. Providing effective and responsive services to our customers is a priority of the DOE. Because the department serves a wide range of customers, a variety of support and services are made available in an effort to meet the needs of different groups. Appendix II.C. includes information about the activities, programs, technical assistance, professional development and other support provided by the department’s divisions and offices for their audiences and other interested persons. D. Ensure Internal and External Financial Accountability Many resources are available to support continuous improvement and appropriate use of taxpayer dollars. The Commissioner is responsible for monitoring, evaluating and making adjustments as necessary to ensure the appropriate, effective and efficient expenditure and use of public dollars. Performance Measures: Base Target Actual 1. Align internal Department of Education operational resources with priorities of the State Board of Education Strategic Plan. Budget by Sector Budget by Priority 2. Eliminate or show substantial progress toward eliminating, as verified by the auditors, repeated incidents of adverse audit findings associated with DOE operational, financial and performance audits (including only those incidents where DOE is not challenging the audit finding). 4 incidents in 2003-04 0 incidents 0 incidents 30+ staff 100+ staff 35 staff 140 staff 117 staff 120 staff 3. Improve the quality of DOE oversight/monitoring of all contracts and grants a. All DOE contract staff that should and do receive “formal” training b. All DOE grant staff that should and do receive “formal” training Projects:  Create an identification and monitoring system to align the internal DOE operational budget to strategic priorities.  Establish a review system of DOE financial and performance audits to identify adverse findings and respond with technical assistance and/or intervention as necessary.  Create and implement a comprehensive and extensive training program for all contracts and grant staff. 2015 Commissioner of Education Evaluation Page 8 of 17 Part II.D. Commissioner Comments: State Board Budget Successes Florida’s education budget for 2014-15 includes historic state funding and per-student funding levels for public schools through the Florida Education Finance Program (FEFP). The DOE worked diligently and purposefully to follow the budget guidelines approved by the SBE for developing an education budget request that would prepare students for success in college, careers and life (see Appendix II.D.). The following table shows the record of historically high levels of funding for 2014-15. 2013-14 Final Calculation 2014-15 Legislative Budget Request FEFP: Total funds per Unweighted FTE Student $ $ FEFP: Total State and Local Funding $ 18,309,234,917 $ 18,685,356,319 $ 18,884,082,006 Historic Total Funding Since FY 2007-08 ($18,751.3 million) FEFP: State Funding $ 10,472,779,573 $ 10,612,886,349 $ 10,647,636,300 Historic State Funding Since 2013-14 ($10,472.8 million) FEFP: Digital Classroom Allocation $ $ $ $40 million Provided for the First Time Specifically for School District Technology Enhancements Issue Administrator Professional Development 6,761.09 - 6,913.45 40,000,000 2014-15 Conference Calculation $ 6,937.23 40,000,000 Comments Historic Total Funds per FTE Since FY 2007-08 ($7,126.32 per FTE) $7,358,210 Provided for Professional Development for Principals and Other District Administrators in Instruction and Human Resource Leadership $ - $ 8,358,210 $ 8,358,210 $1,000,000 Provided for Statewide Resources Approved by the Commissioner for Improving School Leadership Practices that are Linked to Increased State Achievement Initiatives to Strengthen Finance and Budgeting Processes The department has initiated a number of projects and activities to support and align the budget process with the strategic initiatives of the State Board of Education. As described below, the initiatives are designed to support and improve the budgeting process at the state and local level: • Several projects were initiated by the Bureau of the Comptroller to improve the quality of accounting and financial reporting in the department. The initiatives included restructuring several major operations that resulted in increased financial efficiency and effectiveness. By restructuring the department’s indirect cost plan and obtaining federal approval, the Comptroller secured approximately $1 million in additional indirect earnings from federal awards for the state. The daily depositing process was restructured to incorporate remote deposit technology, thereby reducing the department’s copying and maintenance of hard copy files by approximately 50 percent. Appendix II.D. includes additional performance measures providing evidence of the Comptroller’s activities to ensure internal and external financial accountability. • The Bureau of Budget Management has developed a professional development program to facilitate and improve the DOE legislative budget development process. Because program staff initiates most expenditures and budget requests, the training is critical to the process. 2015 Commissioner of Education Evaluation Page 9 of 17 • Staff in the offices of Funding and Financial Reporting (OFFR) and Educational Data Services (EDS) collaborated to develop an improved state cost accounting reporting system (SCARS) that allows school districts to submit cost data directly via a web portal for an automated, expedited, standardized review. Some benefits of the new system are:  SCARS dramatically improved customer service to school districts.  Reviews are faster, more accurate and more consistent than reviews under the old system.  More efficient production of reports and meaningful cost savings for the department and school districts. NOTE: As described in Section II.C., staff was awarded a 2015 Prudential Productivity Award for this development. • In collaboration with the Florida School Finance Council, the DOE has initiated a project to provide information to help school staff and other persons understand the policies, procedures and data necessary for making decisions about school finance in Florida. The training protocol will include: (1) online training modules; (2) face-to-face inservice training; and (3) professional mentoring. The online training modules will include: (1) state and school district budgeting; (2) the Florida Education Finance Program (FEFP); (3) Truth-In-Millage (TRIM) policies and procedures; (4) school choice; (5) fixed capital outlay planning and budgeting; (6) financial reporting and accountability; and (7) workforce education. Substance for the modules covering state budgeting, FEFP, TRIM, school choice, financial reporting and accountability were prepared in 2014-15. Financial and Performance Auditing • The Office of the Auditor General conducts annual audits of federal programs as required by the federal Single Audit Act and periodic operational audits. Although there have been several repeat findings over the past two years, each of the findings has been disputed by the DOE. Other than those several items that the department has challenged, there have been no instances of repeat findings. The most recent audit of federal programs issued in March 2015 has the lowest number of findings (5) that the department has had in many years. • The Office of the Inspector General (OIG) provides independent audits and reviews of programs and activities, conducts investigations of alleged violations, and offers consulting services to assist the Commissioner and department in efforts to maximize effectiveness and efficiency. From September 17, 2013, to March 31, 2015, the OIG completed nine internal audit and consulting projects and completed seven status reports on the implementation of corrective actions taken in response to previous audit reports issued by the OIG. In those combined audit reports, 32 recommendations were made to enhance the efficiency and effectiveness of the DOE. The OIG is also charged with working with external auditors that are auditing DOE’s operations. From September 17, 2013, to March 31, 2015, the OIG has served as the audit liaison for nine external audits and followed up on the status of 23 external audit findings. The OIG investigative section received 261 complaints and inquiries from September 17, 2013, to March 31, 2015. Of those complaints, 57 were referred to the appropriate entity within the DOE and 107 were referred to entities outside of the department. During that time, 30 investigations were opened based on the complaints received; 26 cases were closed and allegations substantiated in 16 of the cases. Eight cases were referred to appropriate law enforcement entities. The OIG also completed 756 employee background screenings in the time period. In October 2013, the Commission for Florida Law Enforcement Accreditation (CFA) assessment team reviewed 38 individual standards during an on-site assessment of our Investigations section and determined the OIE was compliant with all the standards with no corrective actions needed. On February 6, 2014, the full CFA voted unanimously to award the OIG Investigations section the certificate of accreditation, which remains in effect for three years. Additionally, the Auditor General conducted a triennial review of the OIG Internal Audit section in October 2014, and found that the OIG complied with applicable professional audit standards and Florida Statutes. Training for Contract and Grant Staff • As required by state statute, 117 DOE staff members participated in Advancing Accountability certification training. All contract or grant managers identified on a purchase order or contract/agreement issued with an amount exceeding CATEGORY TWO ($35,000.00) but less than $100,000.00 are required to attend the training, which is presented by the Department of Management Services and Department of Financial Services. 2015 Commissioner of Education Evaluation Page 10 of 17 • Training was also provided to more than 120 DOE staff regarding revisions to the Federal guidelines called Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards, or “Omni Circular.” DOE Grants Management staff provided specific training on the Request for Application process to 22 Bureau of Exceptional Education participants. Grants and Contracts Management Systems • Over the past 18 months, there have been several significant upgrades to DOE fiscal management systems. The first of these is the Florida Grants System (FLAGS). This system combines two existing systems – the Cash Advance and Reporting Disbursements System (CARDS) and the Grants Management System (GMS) – to more effectively and efficiently manage all grants-related activities from receiving, tracking and approval of grants and subgrants, to payment and reporting of expenditures for federal subgrants. The system is in its final stages of testing and rollout to users is anticipated to occur in May 2015. Future enhancements will add functionality, linking the grants processes and procedures to budget controls. A very old and outdated contracts tracking system has been replaced with a much more robust contract management tool, which provides increased capacity for the development of contract documents from their inception through an appropriate procurement strategy through to execution and implementation of the contract. The management tool will also support all relevant contract activities including amendments, renewals and extensions. • Over the past two years, the state has implemented the Florida Accountability Contract Tracking System (FACTS). This system is designed to provide transparency for the public in the expenditure of state and federal funds for contracts and grants. Detailed information about each contract or grant is entered into the system and copies of all relevant documents are uploaded to the system. Information about payments (e.g., amount of payment, associated deliverables) is also captured in this system. Currently, the DOE has 4,008 contracts and grants and 10,356 purchase orders entered into FACTS. A wealth of information about each of the contracts and grants is available to all interested parties. Safety and Cost-Efficiency Activities • Emergency management staff, in collaboration with a vendor (Haystax), developed a risk assessment tool to conduct security assessments for schools and districts. The assessment tool was funded from 2013 Florida Legislature appropriated funds. Known as the Florida Safe School Assessment Tool (FSSAT), the tool is designed to provide school officials the ability to identify threats and vulnerabilities, generate automated reports of assessment findings and provide appropriate safety controls for schools they supervise. • There have been significant enhancements to Turlington building security. The department has implemented a visitor access procedure which requires that all visitors be signed in and escorted to and from their meeting locations. Through the contract with the security company, personnel were added to ensure that visitor access is managed efficiently. Badge card readers have been placed at the entrances to internal office suites throughout the building adding increased security for department staff. The closed circuit television system has been upgraded to provide the department an improved security posture. Finally, all staff have been provided training on how to prepare for and respond to an active shooter. • Department leasing activities have resulted in term lease savings (estimated by DMS) of $826,494. The savings were achieved by co-locating leases where possible, re-negotiating rental rates on all renewals and/or reducing the square foot where applicable. Eight leases were consolidated into a total of four leases by merging the groups at one property. • Major renovations were completed in 2014 at the Division of Blind Services (DBS) Daytona Campus. The renovations focused on bringing the DBS Daytona Campus into full ADA compliance. ADA modifications included the complete interior and exterior renovation of the Center for the Visually Impaired, the addition of ADA-compliant parking spaces, and the renovation of ADA-compliant test kitchens. 2015 Commissioner of Education Evaluation Page 11 of 17 E. Secure and Retain High Quality Personnel A characteristic of any high-performing leader is appreciation for high-quality, loyal, honest, knowledgeable and supportive leadership. The Commissioner of Education is responsible for ensuring quality leadership at all levels of the Department by securing, retaining, identifying, rewarding and developing high-quality leaders, and holding them accountable for achievements. Performance Measures: 1. Integrate Strategic Plan goals and expectations into the performance plans of senior management staff, as appropriate. 2. Develop a new employee orientation and professional development program based on the goals of the Strategic Plan. 3. Annually expand the pool of quality DOE mid-level managers eligible for promotion into senior level positions. Base Target 17 17 New Policy Implement Plan New Program >=20 staff Actual 85 Staff Oriented 17 staff Projects:  Create, implement and monitor a quality control mechanism to ensure that the Strategic Plan priorities are integrated into DOE personnel performance and work plans as a component of a larger DOE professional development plan. Part II.E. Commissioner’s Comments: The Florida DOE is widely recognized as a state agency that supports professional development for employees. In April 2014, a training and research specialist was hired to expand and more closely align the agency’s professional development system with changing policies and programs. Specific job duties include determination of needs for staff training as well as development and design, development, implementation and evaluation of training programs customized for the department’s workforce. To ensure that professional development activities are relevant and responsive to department staff needs and interests, representatives from each division have been appointed to a Talent Development Team. The team meets bi-weekly to address a variety of staff and manager development issues and concerns. Personnel staff successfully implemented the new Performance Management module in the People First system and were evaluated by the Department of Management Services as a top state agency in meeting prescribed objectives. Some of the activities involved in this successful roll-out included: • Training over 200 department managers on “SMART” Methodology—a process for developing employee performance expectations that are Specific, Measureable, Achievable, Relevant and Time-bound. Each three-hour training session focused on how to create job-specific, measureable performance expectations that are tailored to daily duties and responsibilities. The goal was for each DOE employee to be assigned clear performance expectations that are “SMART.” • Exceeding the statewide goal in setting employee performance expectations for the initial evaluation period of July 1, 2013, through December 31, 2013, with a completion percentage of 95.69%.  DOE received an Outstanding Achievement star and recognition at the monthly Human Resource Officer meeting hosted by the Department of Management Services. • Exceeding the statewide goal in evaluations completed for the period of January 1, 2014, through June 30, 2014, with a completion percentage of 97.60%. • Exceeding the statewide goal in setting employee performance expectations for the evaluation period of July 1, 2014, through June 30, 2015, with a completion percentage of 97.29%. 2015 Commissioner of Education Evaluation Page 12 of 17 Training modules on ethics and cultural diversity were updated and all staff notified of the requirement to successfully complete the training. A new module on public records has been completed and will be rolled out to staff as an additional required training component. Personnel staff successfully implemented the Lump Sum Bonus Program in accordance with s. 110.1243, F.S., as evidenced by a total of 776 bonuses being paid to employees in accordance with the following:  Final bonus award determinations were based on a combination of the employee’s performance evaluation score for the period of July 1, 2013 – December 31, 2013, which accounted for 70% of the employee’s total bonus score, and the peer vote score accounted for 30% of the employee’s total bonus score. Activities designed to ensure compliance with ADA requirements were initiated, including but not limited to the following: • The DOE is the first state agency to introduce the addition of a hearing loop system in a meeting room. The loop is located in conference room 1703/07 of the Turlington Building and conference room 171 at the Betty Easley Center. The system greatly benefits those employees or visitors with major or minor hearing loss. Assistive listening devices for individuals without hearing aids are also available. • The Bureau of General Services and the Division of Blind Services offered a unique training opportunity at the Daytona Campus for the Blind & Visually Impaired on October 7-8, 2014. Specifically designed to provide an immersive training experience, the training facilitated the mission to foster the learning goals of department employees participating in the ADA Coordinator Certification Training (ACTCP). • Thirteen DOE employees received ADA Coordinator certifications. Key Management Positions The DOE has been very successful in promoting highly qualified staff into management positions, filling 15 vacant managerial positions through internal development and promotion of existing personnel. Additionally, 17 highperforming leaders have been recruited and hired to fill leadership positions in the department. Along with the agency’s continuing leaders and managers, the 32 new managers bring desirable attributes (e.g., high quality, loyalty, honesty, knowledge and supportive leadership) to their positions. (See Appendix II.E.) Department Reorganizations for Increased Efficiency and Effectiveness As with any high-performing organization, it is essential to continuously evaluate the effectiveness and efficiency of the organizational structure. The Commissioner directed the Chief of Staff and all division directors to review their staff and organizational units carefully against the functions required in law and the priorities of the SBE. As a result of the reviews, the DOE made initial organizational changes in the months right after the Commissioner took office that are designed to support staff in providing more effectives services and to better align positions and functions within the agency. Such changes included creating, eliminating or moving units; reclassifying positions to more appropriately represent the functions and duties of the position; and making necessary changes to the reporting structure. Appendix II.E. includes a table that describes the more significant reorganizations that the department has implemented since August 2013. 2015 Commissioner of Education Evaluation Page 13 of 17 PART III: EXECUTIVE CONTINUOUS IMPROVEMENT F. Regularly Self-Evaluate, Reflect and Adjust Consistent with quality indicators of success, effective leaders regularly participate in a system of “plan, do, check, and act” to ensure continuous improvement of performance. The performance of the Commissioner of Education directly impacts the performance of the DOE. As such, the Commissioner of Education is responsible for soliciting internal and external feedback, and making changes necessary to improve personal and professional behaviors that model best practices. Performance Measures: Base Target 1. Implement and report to the State Board Chair methods of receiving regular input on “high-impact issues” from teachers, superintendents and other education stakeholders identified through input of internal and external colleagues. New Policy Implement Plan Actual Part III.F. Commissioner’s Comments: The Commissioner has instituted or continued a number of methods for systematic and regular feedback from a variety of education stakeholders and her own staff. These are important to ensure that she is regularly informed of issues and perspectives from Floridians about education. LPAC – Leadership Policy Advisory Council • This is an advisory group to the Commissioner created to provide feedback to the department on current issues and topics that affect students and school administrators as well as the entire system. • Meetings are called as issues arise that elicit discussion. KFL – Keep Florida Learning • The Keep Florida Learning Committee is established to provide the department with public input on the following issues:  Florida Standards implementation,  Instructional materials review process,  Parental involvement, and  Florida Standards assessment. FADSS – Florida Association of District School Superintendents • Statewide organization of district school superintendents. • Commissioner meets with the entire group of superintendents at their regular convenings. • Commissioner meets with groups of superintendents from this organization whenever the need arises. Monthly Superintendent Calls • Commissioner conducts a conference call with superintendents each month to discuss current and upcoming changes, as well receive feedback and answer questions. Monthly College President Calls • Commissioner initiates and conducts a conference call with college presidents each month to discuss current and upcoming issues and to receive feedback and answer questions. Florida Teachers of the Year • The Commissioner participates in the Teacher of the Year Roundtable event, which is held for three days each summer in conjunction with the Teacher of the Year Gala. District teachers of the year are invited to this professional development event administered by DOE staff, which also includes an opportunity for teachers to dialogue with the Commissioner and Chancellor on issues important to teachers in education. • The Commissioner participates and DOE staff help conduct the Governor’s Summit for Teachers of the Year. Similar to the Roundtable, this is an opportunity for district teachers of the year to interact with each other on policy issues and spend time with the Governor in discussion about high-impact issues in education. • Commissioner instituted the Teacher LEAD program for Florida teachers of the year to meet during the year specifically for professional development and sharing of best practices around improved instruction. 2015 Commissioner of Education Evaluation Page 14 of 17 Commissioner’s Leadership Academy • Select group of school and district administrators. • Meet on a regular basis. • Commissioner attends to share thoughts and have rich dialogue with administrators. CFEF – Consortium of Florida Education Foundations • Education Foundation leaders from throughout the state convene meetings to consider relevant education issues and determine ways that the consortium as well as local education foundations can become involved as a support. Florida Chamber of Commerce • Monthly meetings with the leadership at the Florida Chamber of Commerce to discuss ways the chamber can support the statewide efforts of improving education throughout the state. • Discussions include information that parents discuss, as well as issues affecting local businesses that are chamber members at the local level. FEF – Florida Education Foundation • The direct support organization for the Florida Department of Education. • The board focuses on the areas of education that can benefit from support that may not be available with state or federal funds and provide the necessary focus and support. • Meetings are held bi-monthly with an opportunity for brainstorming and considering the diverse views of individuals throughout the state. Finance Officers Council • The leadership of the finance officers statewide organization conducts regular meetings. • Commissioner attends the yearly meeting in the summer, provides input and listens to the concerns and ideas for improving the financial situation in school districts. Legislators • The Commissioner works with legislators in both the House and the Senate to determine the important policy considerations are important in order to move forward with legislation. • The Commissioner meets with legislators individually and in groups throughout the year to answer their questions and to advocate for Florida students, the education system, and SBE priorities. She participated in 34 meetings since January of 2015 alone. Additionally, the Commissioner and her staff testified or presented 66 times in front of education committees and subcommittees during committee weeks leading up to and during the 2015 legislative session. • President Don Gaetz sent the Commissioner four open letters leading up to and during the 2015 legislative session requesting information on a number of specific issues concerning, technology, student assessment and accountability. The Commissioner provided written responses to each letter by the required deadlines and personally testified on the content during his committee meetings. • An additional 626 constituent and legislator inquiries were received through our Governmental Relations Office. About 75% of these inquiries were from legislative staff requesting information on specific policies and programs or assistance on the behalf of a legislator’s constituent. Due to the specialized nature of these requests and the need for additional research, the average response time for these inquiries was two days. PTA – Parent-Teacher Association • The president of PTA, as well as others the president may wish to include, holds a meeting with the Commissioner at least once each year to make sure she is aware of issues facing the organization as a whole as well as parents as a group. State Board of Education Members • The Commissioner and staff hold board briefing calls with each board member to receive their input, answer any questions and share information before each State Board of Education meeting. • The Commissioner holds frequent calls with the Chair of the State Board of Education to brief him on occurrences and potential concerns. • The Commissioner responds to requests by board members and is available for discussions when the need arises. Florida Department of Education Senior Staff • The Commissioner conducts weekly meetings with DOE senior staff to share information, as well as receive input on situations and issues that the department might be facing. 2015 Commissioner of Education Evaluation Page 15 of 17 The Commissioner holds regularly scheduled meetings with her direct reports for dialogue on the policies and issues at hand. FLDOE Leadership Staff • The Commissioner conducts quarterly meetings with leadership staff to share information that is important in keeping the department moving forward. • The meeting includes the opportunity for Q&A as well as input from leadership. • PART IV: OVERALL PERFORMANCE Part IV. Commissioner Overall Comments: • Several of our most successful projects have been focused on Science, Technology, Engineering and Mathematics (STEM). In the past five years, Florida has increased enrollment in accelerated STEM courses by 46 percent, giving more students access to high level courses in science, technology, engineering and math. Our teachers are essential to preparing our students and helping them realize better educational outcomes, and that is why it is so important that we invest in educating our teachers so they can bring innovative ideas to the classroom. We know that the workers and leaders of tomorrow are in our classrooms today, and we will continue to make important investments to help our students succeed in the classroom and beyond. • After unprecedented public input and review, the new Florida Standards were adopted by the SBE in February 2014. The standards are designed to prepare Florida students for success in college, career and in life by emphasizing analytical thinking. • After SBE approval of the more rigorous Florida Standards, the top priority was to choose the best assessment for students, ensuring that the test replacing the FCAT 2.0 in the 2014-15 school year would best serve Florida students by accurately measuring education gains and progress. The new assessment vendor, American Institutes for Research (AIR), was announced on time in March 2014, and students began taking the new Florida Standards Assessments in March 2015.  Early technical issues experienced by the vendor were apparent during the first week of the writing portion of the ELA test. One issue was an untimely database update attributed to AIR, for which they took full responsibility. The second was a cyber-attack (a distributed denial of service, or DDOS) on the server used for students to log in to the test. The Commissioner responded immediately and on Monday March 9, the Commissioner and Florida Department of Law Enforcement (FDLE) Commissioner Rick Swearingen announced that FDLE began investigating testing delays caused by cyber-attacks on a server used to administer the Florida Standards Assessment (FSA).  The Commissioner maintained that, “While most Florida students are continuing to test successfully, we now know that some of the delays in testing late last week were due to cyber-attacks on our testing system operated by American Institutes for Research (AIR). The Department has been working with FDLE since we were notified about the problem and we will continue to provide them with any information possible to ensure they identify the bad actors and hold them accountable to the fullest extent of the law. We are holding daily conference calls with AIR to ensure they immediately address any flaws or attacks on our system as we move forward in this second week of testing.  She continued, “Our highest priority is to make sure students can complete their tests and we will continue to work with AIR to ensure their system operates effectively. It is important to point out that AIR has reported that while access to the test has been delayed because of the cyber-attacks, no student data has been compromised. AIR is also working to capture any student writing responses that were reported lost and they believe the measures they have now put in place will prevent any future attacks from impacting testing. However, we know that we have to remain vigilant to ensure all our testing vendors protect students’ testing results and personal information at all times.” 2015 Commissioner of Education Evaluation Page 16 of 17 While technical difficulties and delays were reported by some local districts in the spring 2015 test administration, the department continued to work with the testing contractor to ensure that the new testing system operated effectively. Issues affecting the login server were resolved and additional cyber-attacks were mitigated by AIR so that students taking the assessment were not affected. At the opening of the next assessment window, April 20, AIR made an additional error in programming that affected the Florida assessment process. With the assistance of DOE technology staff, this issue was resolved that morning. The Commissioner issued the following statement: “This morning, AIR’s President of Assessment notified me of a technical change that was made to the Florida Standards Assessment testing system over the weekend that was not approved by the Department. This change was unnecessary to the administration of the Florida Standards Assessment and resulted in a disruption that hindered students from being able to log in to the system and take their test today. “We have confirmed that the login issue has been resolved and students are currently testing; we will continue monitoring the situation. The company’s failure to follow protocol is absolutely unacceptable and the Department will hold AIR accountable for the disruption they have caused to our state’s students, teachers and school staff.” • Florida has made tremendous strides toward increasing student achievement and the Keep Florida Learning Committee was formed to ensure we remain on a successful track. The committee will review further deregulation opportunities for the school system, analyze instructional material review processes, identify strategies to increase parental involvement, and review the implementation of the Florida Standards and the Florida Standards Assessment over the next year. More than 2,800 applications for membership were received, showing the overwhelming interest that Florida’s citizens have in our state’s education system. 2015 Commissioner of Education Evaluation Page 17 of 17 Commissioner of Education Performance Evaluation APPENDICES For the period covering September 3, 2013 – April 15, 2015 Commissioner’s Self-Evaluation For Presentation to the State Board of Education May 20, 2015 2015-19 Long Rang LIST OF APPENDICES APPENDIX I.A. Tab I.A.1 Tab I.A.2 Tab I.A.3 Tab I.A.4 Tab I.A.5 Tab I.A.6 Tab I.A.7 Tab I.A.8 Tab I.A.9 Tab I.A.10 Tab I.A.11 Tab I.A.12 Tab I.A.13 Data on Strategic Plan Performance Priorities and Projects – April 2015 Update Student Performance and Outcomes: Impact of Florida’s Education Reforms on Student Achievement 2014 FCAT 2.0 Media Packet 2014 EOC Media Packet 2013 NAEP Reading and Mathematics AP Cohort Data, Graduating Class of 2014 Florida’s High School Cohort Graduation Rate Career and Professional Education Strategic Plan Priorities and Data School Choice Strategic Plan Priorities and Data Florida College System Strategic Plan Priorities and Data Division of Blind Services Strategic Plan Area and Priorities Vocational Rehabilitation Performance Highlights Governmental Relations 2014 Legislative Session to Present APPENDIX I.B. Tab I.B.1 Tab I.B.2 Tab I.B.3 Tab I.B.4 Press Releases Media Advisories Commissioner’s Speaking Engagements State Board of Education Rulemaking Actions APPENDIX II.C. Tab II.C.1 Tab II.C.2 Tab II.C.3 Tab II.C.4 Tab II.C.5 Tab II.C.6 Tab II.C.7 Tab II.C.8 Tab II.C.9 Tab II.C.10 CorrFLow Correspondence Tracking Legislative Constituent Inquiries 2014 and 2015 Prudential Productivity Award Team Winners Division of K-12 Public Schools Weekly Memoranda Educator Quality Exceptional Education and School Services Family and Community Outreach Just Read, Florida! School Improvement Standards, Instruction and Student Services K-12 Standards and Implementation K-12 School Choice Career and Adult Education Division of Florida Colleges Division of Finance and Operations Division of Blind Services Division of Vocational Rehabilitation 2015-19 Long Rang APPENDIX II.D. Tab II.D.1 Tab II.D.2 Tab II.D.3 Tab II.D.4 2014-15 State Board of Education Successes 2014-15 Florida Education Finance Program Slides and Matrix 2014-15 Florida College System Finance and FTE Graphs Bureau of Comptroller Performance Measures APPENDIX II.E. Tab II.E.1 Tab II.E.2 Key Management Positions Filled Department Reorganizations for Increased Efficiency and Effectiveness 2015-19 Long Rang APPENDIX I.A. PART I: DEMONSTRATE EXECUTIVE LEADERSHIP A. Implement State Board of Education Priorities and Strategic Plan Strategic Plan April 2015 Update Area & Priority PreK-12 Students Increase the percentage of students performing at grade level 57% 58% 50% 31% *27% 19% 2013-14 2013-14 2013-14 2013-14 2013-14 2013-14 58% 61% 58% 33% 29% 28% Number 2011-12 43,374 of 228,617 2013-14 65,131 of 231,083 Percentage of students completing at least one accelerated Any Mechanism mechanism (AP, IB, dual enrollment, AICE, or Industry Certification) Percentage of students who completed at least one accelerated Any Mechanism course (AP, IB, dual enrollment, AICE, or Industry Certification) and were eligible for the associated postsecondary credit 2010-11 45% 2013-14 54% 2010-11 70% 2013-14 77% 1.8 Graduation Rates Standard Diplomas 2011-12 70.6% 2013-14 76.1% 1.9 Percentage of high school graduates meeting approved postsecondary readiness standard* Reading Mathematics Writing In all 3 subjects 2009-10 2009-10 2009-10 2009-10 2011-12 *79.3% *68.8% *80.1% *62.4% *5.7% 2012-13 2012-13 2012-13 2012-13 2013-14 85.6% 72.6% 85.4% 67.4% 8.8% 1.6 Improve college readiness Increase career and technical educational opportunities Status - includes only Algebra EOC 1.7 Increase high school graduation rates Most Recent Most Recent Year Data Year 2011-12 2011-12 2011-12 2011-12 2011-12 2011-12 1.4 Percentage of students scoring at or above grade level on statewide English Language Arts, science, and mathematics assessments Percentage of students scoring Level 4 and above on statewide assessments in reading and mathematics Number and percentage of ninth-grade students who passed a statewide high school credit bearing end-of-course exam prior to ninth grade. Baseline Year Baseline Year Data Reading Mathematics Science Reading Mathematics Percentage 1.2 1.5 Increase student participation and performance in accelerated course options Performance Indicator Number 1.13 *Source: High School Feedback Report Percentage of high school students earning an industry certification Division of Accountability, Research and Measurement Page 1 of 4 1.14 Improve adult education programs Percentage of adult general education students who demonstrate Adult Basic Education Students ESOL students learning gains 1.15 Percentage of adult general education students who earn a high school diploma or its equivalent (GED) NEW Percentage of adult high school diploma earners or state of Florida COMBIN high school equivalency diploma (GED) earners who enroll in a ED 1.16 postsecondary program + 1.17 2010-11 2010-11 2010-11 25.1% 30.7% 40.6% 2013-14 2013-14 2013-14 29.9% 32.2% 41.6% 2010-11 29.95% 2013-14 35.42% Teachers and Leaders NEW Increase the percentage of effective and highly-effective teachers NEW The number and percentage of effective and highly-effective teachers (based on VAM categorizations) that taught in a school that earned a D or F in 2011-12 and improved to an A or B grade in 2013-14 The number and percentage of effective and highly-effective teachers (based on VAM categorizations) that taught in a school that earned a D or F grade in 2011-12 and remained a D or F grade in 2013-14 Percentage 2011-12 66% 2013-14 84% Number 2011-12 184 2013-14 233 Percentage 2011-12 61% 2013-14 55% Number 2011-12 1,124 2013-14 930 Percentage of students attending a charter school and scoring at or above grade level on statewide assessments in English Language Arts, science, and mathematics Percentage of students attending a charter school scoring Level 4 or above on statewide assessments in English Language Arts and Close the gap between the percentage of free-and-reduced lunch students served by charters and traditional public schools Reading Mathematics Science Reading Mathematics 2011-12 2011-12 2011-12 2011-12 2011-12 2011-12 62% 62% 52% 34% 29% *11% GAP 2013-14 2013-14 2013-14 2013-14 2013-14 2013-14 65% 64% 59% 37% 32% 10% GAP Percentage of students attending a full-time virtual program and scoring at or above grade level on statewide assessments in English Language Arts, science, and mathematics Reading Mathematics Science 2011-12 2011-12 2011-12 71% 55% 58% 2013-14 2013-14 2013-14 73% 55% 67% School Choice Increase the percentage of charter school students performing at grade level 3.1 3.2 3.5 Expand choice options for students 3.9 Division of Accountability, Research and Measurement Page 2 of 4 Postsecondary Students 4.1 4.7 Percentage of developmental education completers who complete college-level course in same subject with a "C" grade or above within 2 years Retention rates Mathematics English Mathematics and English AA Retention Rate AAS/AS Retention Rate Increase college readiness and success 4.8 4.9 Number of degrees and certificates awarded Graduation rate for first-time college students (150% time) 4.10 Average time and credit to associate degree NEW 4.11 4.13 Transfer rates of associate degree graduates who transfer within two years to upper division at a Florida College System institution or state university (combined) Number of high school students participating in dual enrollment 4.19 Average net price of attending a FCS institution Maintain affordability and access Time to Degree Accelerated students Non-accelerated students Credit to Degree Accelerated students Non-accelerated students 2007-08 2007-08 2007-08 Fall 2007 to Spring 2011 Fall 2007 to Spring 2011 2010-11 Fall 2010 Adjusted Cohort 31.8% 62.4% 23.7% 66.7% 58.8% 93,285 *34.9% Fall 2010 to Spring 2014 Fall 2010 to Spring 2014 2013-14 Fall 2011 Adjusted Cohort 64.1% 52.3% 104,693 34.6% 2009-10 2009-10 2.8 years 4.4 years 2012-13 2012-13 2.5 years 4.6 years 2009-10 2009-10 2008-09 73 credits 78 credits 57.29% 2012-13 2012-13 2013-14 70 credits 77 credits 56.33% 2010-11 46,083 2013-14 53,810 2009-10 $6,511 2013-14 FY2015 First 2 Year: $3,156 (in-state, based on 30 credit hours) FY2015: $3,610 FCS Baccalaureate (in-state, based on 30 credit hours) $6,766 Division of Accountability, Research and Measurement Page 3 of 4 4.21 4.22 Prepare for careers 4.23 4.24 Percentage of graduates found employed in Florida within one year of college completion disaggregated by certificate/degree type - Includes National Student Clearinghouse data Average wages of college graduates found employed in Florida within one year of college completion disaggregated by certificate/degree type Percentage of school district postsecondary certificate program completers found employed in Florida within one year of completion - Includes National Student Clearinghouse data Percentage of school district postsecondary certificate program enrollees who earn an industry certification Division of Accountability, Research and Measurement 2009-10 *71.8% 2012-13 73.2% 2009-10 *$37,344 2012-13 $37,264 2008-09 *59.0% 2011-12 65.4% 2010-11 *8.9% 2013-14 14.6% Page 4 of 4 Student Performance and Outcomes: Impact of Florida’s Education Reforms on Student Achievement Through the administration of assessments, parents, the public and educators are able to identify the areas in which students are excelling and the areas in which students are struggling. Since the implementation of statewide assessment and accountability reforms, Florida has seen an increase in student achievement. The data presented below focus on measures demonstrating Florida’s continuous improvement. 1. Improvements in Statewide, Standardized Assessment Results In looking at student assessment performance in reading, Florida students have made tremendous improvement. During the time span of FCAT administration (1999 to 2010), a consistent upward trajectory is seen. In 2001, the first year FCAT was administered in all grades between third and tenth, less than half (47%) of all assessed students were reading at or above grade level. By 2010, the final year the FCAT was administered, nearly two-thirds (62%) were reading at or above grade level, an increase of 15 percentage points over that time period. Following the adoption of more rigorous content standards (the Next Generation Sunshine State Standards), more rigorous assessments (FCAT 2.0), and more rigorous student expectations (new performance level cut scores), a new trend line was begun in 2011. Though student performance on the more rigorous standards and assessments is currently lower than it was in the final year of the former assessment (FCAT), it has improved over the four years of administration. In 2014, fifty-eight percent of students across grades 3-10 scored at or above grade level in reading on FCAT 2.0, a two percentage point improvement over 2011. Even though more rigorous standards and assessments were put into place with FCAT 2.0 in 2011, the percent of students in grades 3-10, scoring at or above grade level on the FCAT 2.0 Reading assessment was still 11 percentage points higher than in 2001 under the previous assessment. Exhibit 1: Student Performance on the Statewide Assessment in Reading, Grades 3-10, 2001 to 2014 1 The same basic pattern is observed for mathematics. Between 2001 and 2010, the percent of students in grades 3-10 scoring at or above Level 3 on the FCAT Mathematics assessment increased 18 percentage points from fifty percent in 2001 to sixty-eight percent in 2010. Though more rigorous standards and assessments were put into place with FCAT 2.0 in 2011, the percent of students scoring at or above grade level in grades 3-8 (Florida replaced comprehensive grade-level mathematics assessments in grades 9 and 10 with end-of-course assessments in Algebra 1 and Geometry in 2011) on the FCAT 2.0 Mathematics assessment was fifty-six percent, which is still 6 percentage points higher than in 2001 under the previous assessment. Exhibit 2: Student Performance on the Statewide Assessment in Mathematics, Grades 3-10 2001 to 2010 and Grades 3-8 2011 to 2014 Trend data on Florida’s statewide, standardized assessments in reading and mathematics also demonstrate substantial improvement in the performance of Florida’s students on free and/or reducedpriced lunch. As shown in Exhibit 3, in 2001, a higher percentage of Florida’s economically disadvantaged students scored Level 1 than scored Level 3 and above on the statewide, standardized assessment in reading. By 2004, those lines crossed, culminating in a 20 percentage point improvement from 2001 to 2010 in the percentage of economically disadvantaged students scoring Level 3 and above in reading. As was the case with all students in Florida, though more rigorous standards and assessments were put into place with FCAT 2.0 in 2011, the percent of economically students scoring at or above grade level in on the FCAT 2.0 Reading assessment in the most recent year was still higher than it was in the 2001 under the previous assessment. In fact it was 15 percentage points higher in 2014 than in 2001 under the previous assessment. 2 Exhibit 3: Performance of Free and/or Reduced-Priced Lunch Students on the Statewide Assessment in Reading, Grades 3-10 2001 to 2014 The same pattern of improvement occurred in mathematics for Florida’s economically disadvantaged students. As demonstrated in Exhibit 4, in 2001, a higher percentage of free and/or reduced-priced lunch students scored Level 1 rather than Level 3 and above on the statewide, standardized assessment in mathematics. By 2010, fifty-eight percent of Florida’s economically disadvantaged students scored Level 3 and above, a twenty-five percentage point increase over 2001. In the most recent year, on the new assessments administered for the first time in 2011, forty-six percent of Florida’s economically disadvantaged students scored Level 3 and above, which is still 13 percentage points higher than in 2001 under the previous assessment. Exhibit 4: Performance of Free and/or Reduced-Priced Lunch Students on the Statewide Assessment in Mathematics, Grades 3-10 2001 to 2010 and Grades 3-8 2011 to 2014 3 Florida transitioned to new, more rigorous assessments in 2014-2015, the Florida Standards Assessments (FSA), aligned to Florida’s college and career ready content standards. As done in 2011, a new trend line will begin in 2015 to track the progress of Florida’s students in meeting these higher standards. As the past has demonstrated, as Florida’s raises the bar, our students rise to meet the challenges. 2. Improvements in High School Graduation Rates In 2013-14, Florida’s high school graduation rates increased to 76.1 percent, an increase of 0.5 percent over 2012-13 and a rise of nearly 17 percentage points since 2003-04. Florida’s graduation rate is a cohort graduation rate. A cohort is defined as a group of students on the same schedule to graduate. The graduation rate, which follows the federally mandated calculation methodology, measures the percentage of students who graduate within four years of their first enrollment in ninth grade. Subsequent to their enrollment in ninth grade, students who transfer to another school outside the Florida K-12 public school system and deceased students are removed from the calculation. Entering transfer students are included in the graduation rate for the class with which they are scheduled to graduate, based on their date of enrollment. Exhibit 5: Florida’s Graduation Rates, 2003-04 through 2013-14 80.0% 74.5% 75.0% 69.0% 70.0% 75.6% 76.1% 70.6% 65.5% 65.0% 60.0% 62.7% 59.2% 59.3% 58.8% 59.8% 55.0% 50.0% 2003-04 2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 Florida’s federally compliant graduation rates do show continuous improvement over the past decade, including improvement among African-American and Hispanic students. The graduation rate of AfricanAmerican students has increased by 6.9 percentage points from 2009-10 to 2013-14, improving from 57.8 percent to 64.7 percent. The graduation rate of Hispanic students has also increased by 6.9 percentage points from 2009-10 to 2013-14, improving from 68.1 percent to 75 percent. Also of note, Florida’s graduation rate maintained a level of improvement over the past several years as the school accountability system began to include the graduation rate as a component to evaluate high school performance. With the incentive of measurement in place, schools across the state have reacted 4 favorably, graduating more students, including minority students, ultimately leading to better outcomes for Florida’s students. Exhibit 6: Graduation Rates by Race/Ethnicity, 2009-10 through 2013-14 Year 2009-10 2010-11 2011-12 2012-13 White 74.1% 76.2% 79.5% 80.5% Black or African American 57.8% 58.6% 63.7% 64.6% 2013-14 81.7% 64.7% Hispanic/ Latino 68.1% 69.4% 73.0% 74.9% Asian 86.0% 85.9% 88.5% 88.4% American Indian or Alaska Native 67.3% 69.7% 69.7% 76.8% 75.0% 89.2% 73.8% Two or More Races 74.2% 75.1% 78.7% 79.7% 80.1% Native Hawaiian or Other Pacific Islander 62.5% 88.2% Total 69.0% 70.6% 74.5% 75.6% 75.6% 76.1% *Note, Pursuant to federal regulations, Florida began collecting race/ethnicity data on the category “Native Hawaiian or Other Pacific Islander” in 2011-2012. Therefore, the blanks in the table prior to 2011-2012 indicate there were no data identifying students as “Native Hawaiian or Other Pacific Islander” collected in those years. Florida’s graduation rate only considers standard diploma recipients as graduates in the calculation. Students who earn a special diploma, a high school equivalency diploma, a certificate of completion, transferred to an adult education program not culminating in a standard high school diploma, or have been retained and are still in school after four years are counted as non-completers in the calculation. Federal regulations require each state to calculate a four-year adjusted cohort graduation rate, which includes standard diplomas but excludes high school equivalency diplomas, both regular and adult, and special diplomas. The US Department of Education (USED) adopted this calculation method in an effort to develop uniform, accurate and comparable graduation rates across all states. The USED required states to begin calculating the new graduation rate in 2010-11. This graduation rate is currently used in Florida’s school accountability system in the high school grades calculation. In calculating graduation rates, Florida accounts for each and every student who enrolls in grade 9. As prescribed in federal regulations, the denominator is adjusted for each student who transfers into the system at grade 9 or higher and for each student who transfers out of the system to attend another public or private school, as well as for each student who is deceased. Critics also tend to focus on Florida’s ranking compared to other states on high school graduation rates. Some reports rank states based on the older methodologies that do not meet the federal requirements for accuracy and tracking student cohorts. Beyond this, though, even following the federal guidelines for a uniform graduation rate methodology, Florida’s relative position is not as high as some other states. Though the federal regulations have introduced uniformity into the method of calculating graduation rates, there remains much variability in the way states define “graduates.” Florida has consistently implemented higher standards for graduation since 1999; states may vary in their requirements for a diploma. Therefore, comparing graduation rates across states is less useful than comparing a given state’s graduation rate trends over time using a consistent method for calculating the rates. In Florida’s case, graduation rate trends over time are even more telling because the standards for graduation have steadily increased while the rates have gone up. For example, the graduating class of 2014 was the first required to pass the more rigorous standards set for the Grade 10 FCAT 2.0 Reading 5 exam. As evidenced over time, when standards are raised, improvements continue, with the graduate improving over 2012-13. It is important to note that though Florida law requires students to pass required statewide assessments in high school (Grade 10 English language arts and the Algebra 1 end-of-course assessment) in order to graduate, students have alternative means by which to meet those requirements. For example, a student may earn a concordant score or comparative score on the ACT or SAT for English language arts and a comparative score on the Postsecondary Education Readiness Test (PERT) for Algebra 1 in order to satisfy the graduation assessment requirement. Additionally, since the graduation assessments are a 10th grade assessment in English language arts and an Algebra 1 assessment that is typically taken by students in 9th grade, students have multiple opportunities to retake the exams before they are scheduled to graduate. Students have up to five opportunities to pass the Grade 10 English language arts assessment before their scheduled graduation. The Algebra 1 end-of-course assessment is offered four times a year, so depending on how early a student takes the assessment, he or she will have multiple opportunities to retake the assessment if needed. Once again, assessments play an important role in ensuring that students have mastered the required content. With multiple avenues to meet that requirement, assessments are not a barrier to graduation, but rather a guarantee that students have learned what is expected. 3. Improvements on the National Assessment of Educational Progress (NAEP) 1 Florida has also seen increases in nationally recognized assessments, such as the National Assessment of Educational Progress (NAEP). NAEP is an assessment administered to a representative sample of students across the nation allowing for state-to-state and state-to-national comparisons. All states are required by federal law to participate in the Grade 4 and Grade 8 NAEP assessments in reading and mathematics. Since 2003, these assessments have been administered every other year, with 2013 being the most recent administration. Also, since NAEP has been administered for a long time period, it allows for longitudinal comparisons of performance. The 2013 NAEP Reading results show that since 2003, Florida's fourth and eighth grade students have increased the percentage scoring at or above basic in reading by twelve and nine percentage points respectively, compared to a five percentage point gain by the nation's fourth graders and a three percentage point gain for eighth graders. The 2013 NAEP Mathematics results show that since 2003, Florida's fourth and eighth grade students have increased their overall mathematics scores by eight percentage points, exceeding their national counterparts. Exhibit 7: NAEP Reading percentage at or above Basic, Florida vs. the Nation, 2003 and 2013 Percentage Point 2003 2013 Change Florida - Grade 4 63% 75% 12% Nation - Grade 4 62% 67% 5% Florida - Grade 8 68% 77% 9% Nation - Grade 8 72% 77% 5% 1 All NAEP data available at http://nces.ed.gov/nationsreportcard/ 6 Exhibit 8: NAEP Mathematics percentage at or above Basic, Florida vs. the Nation, 2003 and 2013 Percentage Point 2003 2013 Change Florida - Grade 4 76% 84% 8% Nation - Grade 4 76% 82% 6% Florida - Grade 8 62% 70% 8% Nation -Grade 8 67% 73% 6% a. Fourth Grade Improvement on NAEP and the Third Grade Retention Policy Not coincidentally, Florida’s improvement on NAEP followed the implementation of the reforms begun in 1998. In 1998, Florida underperformed the nation in the percentage of 4th grade students scoring at or above Basic on the NAEP reading. By 2003, Florida’s performance outpaced the nation, and that trend has continued without interruption through the most recent administration of the NAEP in 2013. Whereas, two-thirds (67%) of 4th grade students across the country scored at or above Basic on NAEP Reading, three-quarters (75%) of Florida’s 4th grade students scored at or above Basic on NAEP Reading. Exhibit 9: NAEP Grade 4 Reading percentage at or above Basic, Florida vs. Nation, 1998 to 2013 80% 70% 70% 62% 60% 63% 60% 1998 2002 75% 71% 65% 58% 53% 73% 62% 62% 2003 2005 66% 66% 66% 67% 2007 2009 2011 2013 50% 40% Nation Florida b. Closing the Achievement Gap on NAEP NAEP results also indicate the progress Florida has made with minority students for over a decade. The percentage of Florida’s Hispanic and African-American 4th and 8th grade students scoring at or above Basic in reading is significantly higher than the nation. This is also true for Florida’s Hispanic and AfricanAmerican students in Grade 4 mathematics. In fact, Florida’s Hispanic fourth graders outperform all students in reading in 35 states and the District of Columbia. The percentage of Florida’s Hispanic fourth graders reading at or above the Basic level on NAEP Reading (73%) is greater than the percentage of all fourth grade students reading at or above the Basic level in Alabama, Alaska, Arizona, Arkansas, California, the District of Columbia, Georgia, Hawaii, Idaho, Illinois, Iowa, Kansas, Kentucky, Louisiana, Maine, Michigan, Mississippi, Missouri, Montana, Nebraska, Nevada, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, 7 Washington, West Virginia, and Wisconsin. The performance of Florida’s Hispanic students matches the performance of all students in two additional states, Indiana and North Dakota. Exhibit 10: NAEP percentage at or above Basic, African-American Students, Florida vs. the Nation Percentage Points Above the Florida Nation Nation Grade 4 Reading 57% 50% 7% Grade 8 Reading 66% 60% 6% Grade 4 Mathematics 72% 66% 6% Exhibit 11: NAEP percentage at or above Basic, Hispanic Students, Florida vs. the Nation Percentage Points Above the Florida Nation Nation Grade 4 Reading 73% 52% 21% Grade 8 Reading 73% 67% 6% Grade 4 Mathematics 82% 73% 9% Over the past decade, Florida has made tremendous progress in narrowing the achievement gap on NAEP between white and African-American students and between white and Hispanic students. For example, from 2003 to 2013 the achievement gap between white and African-American students in Grade 4 mathematics and Grade 8 reading has nearly been cut in half (gap reduced from 35 to 20 percentage points in Grade 4 mathematics and from 31 to 18 percentage points in Grade 8 reading). Also, from 2003 to 2013 the achievement gap between white and Hispanic students in Grade 4 reading narrowed from 20 percentage points to 12 percentage points. Of note, Florida was the only state in the nation between 2011 and 2013 to narrow the achievement gap between both white students and African-American students and white students and Hispanic students in Grade 4 and Grade 8 in both reading and mathematics. 8 Exhibit 12: NAEP Reading Grade 4, Percent Scoring Basic Level and Above, White and AfricanAmerican Students, Florida, 2003 to 2013 Exhibit 13: NAEP Mathematics Grade 4, Percent Scoring Basic Level and Above, White and AfricanAmerican Students, Florida, 2003 to 2013 9 Exhibit 14: NAEP Reading Grade 8, Percent Scoring Basic Level and Above, White and AfricanAmerican Students, Florida, 2003 to 2013 Exhibit 15: NAEP Mathematics Grade 8, Percent Scoring Basic Level and Above, White and AfricanAmerican Students, Florida, 2003 to 2013 10 Exhibit 16: NAEP Reading Grade 4, Percent Scoring Basic Level and Above, White and Hispanic Students, Florida, 2003 to 2013 Exhibit 17: NAEP Mathematics Grade 4, Percent Scoring Basic Level and Above, White and Hispanic Students, Florida, 2003 to 2013 11 Exhibit 18: NAEP Reading Grade 8, Percent Scoring Basic Level and Above, White and Hispanic Students, Florida, 2003 to 2013 Exhibit 19: NAEP Mathematics Grade 8, Percent Scoring Basic Level and Above, White and Hispanic Students, Florida, 2003 to 2013 Exhibits 12-19 demonstrate the substantial improvement Florida has made in reducing achievement gaps between white and minority students over the past decade. Though gaps continue to exist, Florida’s education reform policies of assessment and accountability have served Florida’s students, and in particular Florida’s minority students, well, resulting in a faster rate of improvement for these groups, 12 so that gaps, though persistent, are smaller now than they once were. Notably, Florida’s gaps are narrower than the gaps nationwide. As Exhibit 20 demonstrates, in each of the eight areas assessed by NAEP, Florida’s achievement gaps between white and African-American students and between white and Hispanic students is smaller than the gaps that exist across the nation’s public schools. Achievement gaps are a persistent issue facing the entire nation. However, Florida has been and continues to be a leader in narrowing those persistent gaps. Exhibit 20: Comparison of the Achievement Gap between White and African-American Students and White and Hispanic Students on the 2013 NAEP, Percent of Students Scoring At or Above Basic Florida National Public White/African-American Achievement Gap Grade 4 – Reading 28 29 Grade 4 – Mathematics 20 25 Grade 8 – Reading 18 25 Grade 8 – Mathematics 30 32 White/Hispanic Achievement Gap Grade 4 – Reading 12 27 Grade 4 – Mathematics 10 18 Grade 8 – Reading 11 18 Grade 8 – Mathematics 16 21 4. Improvements in Advanced Placement (AP) One aspect of student achievement that Florida has focused on in recent years is incentivizing more access to college level coursework for high school students, such as Advanced Placement (AP) courses. Florida has seen an increase in both participation and performance on AP examinations. For instance, 82,249 high school seniors graduating in 2014 took at least one AP exam. Students scored at level 3 or higher (score needed to earn college credit) on 43,154 exams. By comparison, in 2004, only 36,539 high school seniors took at least one AP exam, with only 21,383 scoring a 3 or higher. As the data shows, more graduates succeeded on AP exams in 2014 than took them in 2004. Exhibit 21: Florida High School Student Participation and Performance on AP exams 2004 2014 Number of students taking AP exams 36,539 82,249 Number of students with at least one score of 3+ 21,383 43,154 Increase 45,710 21,771 Florida is ranked third in the nation for the percentage of public high school graduates (2014) who took Advanced Placement (AP) courses and scored a 3 or higher (succeeded) on an AP exam. The percentage of graduates who took AP courses and succeeded is higher in Florida (30%) than the national average (21.6%). Florida maintained its rank as second in the nation for improvement over the past 10 years in the percentage of graduates scoring 3 or higher on the AP exam during high school. The percentage increased by 13.7 points from 16.3% in 2004 to 30% in 2014. Overall, Florida has had the largest 3-year and 5-year increases. Florida has eliminated the AP participation and success gap for its Hispanic/Latino students. Hispanic/Latino students made up 25.5 percent of the graduating class in Florida, yet they accounted for 28.6 percent of AP exam test takers and 32.2 percent of AP exam test takers who scored a 3 or higher. 13 Florida has made progress in narrowing the participation and success gap for African-American students. In 2004, 10.3 percent of African-American graduates leaving high school had taken an AP exam, compared to 14.7 percent in 2014. Additionally, the percentage of African-American graduates scoring a 3 or higher on an AP exam during high school has increased to 7.8 percent in 2014 from 5.7 percent in 2004. Florida has also increased AP exam participation and success among low-income graduates. In 2004, only 9.1 percent of graduates who had taken AP exams were low-income. By 2014 that percentage had risen to 36.6 percent. Success among graduates who had taken an AP exam and who were low-income has also increased significantly. In 2004, only 9.1 percent of low-income graduates scored a 3 or higher on an AP exam, compared to 33.5 percent in 2014. Florida has achieved significant increases in the number of African-American and Hispanic High School Graduates Participating and Succeeding in Advanced Placement. For example, the number of AfricanAmerican graduates participating in AP more than tripled between 2004 and 2014, and the number succeeding in AP (earning a 3 or higher) nearly tripled. The number of Hispanic graduates participating in AP more than tripled between 2003 and 2013, and the number succeeding in AP more than doubled. Exhibit 22: Number of African-American Graduates Participating in AP, 2004 vs. 2014 14 Exhibit 23: Number of African-American Graduates Succeeding in AP, 2004 vs. 2014 Exhibit 24: Number of Hispanic Graduates Participating in AP, 2004 vs. 2014 15 Exhibit 25: Number of Hispanic Graduates Succeeding in AP, 2004 vs. 2014 All of these examples highlight Florida’s commitment to increasing student achievement, but more so these results highlight that every time Florida has raised the bar, Florida’s students meet and exceed our expectations. 16 June 2014 Reading, Grades 3-10 Mathematics, Grades 3-8 Science, Grades 5 and 8 I FLORIDA DEPARTMENT OF L) ULMI ILHN ??Hdoe.org FCAT 2.0 Reading, Grades 3-10 Mathematics, Grades 3-8 Science, Grades 5 and 8 The Florida Comprehensive Assessment Test® 2.0 (FCAT 2.0) measures student achievement of the Next Generation Sunshine State Standards (NGSSS), which specify the challenging content Florida students are expected to know. Next year, Florida will be transitioning to the Florida Standards in English Language Arts (ELA) and Mathematics. As part of this transition, Florida will be developing new assessments that will replace the current FCAT 2.0 in Writing, Reading and Mathematics and Florida End-of-Course Assessments administered in Mathematics. FCAT 2.0 Reading and Writing will be replaced by an assessment in ELA. This is the last administration of the FCAT 2.0 Reading and Mathematics assessments, with the exception of the FCAT 2.0 Reading Retake, which will continue to be administered for graduation purposes. FCAT 2.0 Science also will continue to be administered next school year. On January 21, 2014, the State Board of Education established passing scores for all FCAT 2.0 assessments, as required by Section 1008.22(3), Florida Statutes. The State Board has established the minimum score in Achievement Level 3 as the passing score for all FCAT 2.0 Reading, Mathematics and Science assessments. Although the designated passing score is the minimum score in Achievement Level 3, state law does not require students to achieve this score to progress to the next grade level; however, state law does require students to pass the Grade 10 FCAT 2.0 Reading assessment for graduation purposes. Students in grade 3 must achieve an FCAT 2.0 Reading developmental scale score in Achievement Level 2 or higher, or show good cause, to be eligible for promotion to grade 4. Some students with disabilities, some English language learners and some students who have already been retained twice can receive a “good cause exemption” and be promoted even though they are not reading at the required level. 1 2014 A description of the Achievement Level definitions that apply to FCAT 2.0 Reading, Mathematics and Science are provided below, along with the cut scores that define the Achievement Levels: Level 5: Level 4: Level 3: Level 2: Level 1: Students at this level demonstrate mastery of the most challenging content of the Next Generation Sunshine State Standards. Students at this level demonstrate an above satisfactory level of success with the challenging content of the Next Generation Sunshine State Standards. Students at this level demonstrate a satisfactory level of success with the challenging content of the Next Generation Sunshine State Standards. Students at this level demonstrate a below satisfactory level of success with the challenging content of the Next Generation Sunshine State Standards. Students at this level demonstrate an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards. Grade 3 4 5 6 7 8 9 10 FCAT 2.0 Reading Developmental Scale Scores (140 to 302) Level 1 Level 2 Level 3 (Passing) Level 4 140-181 182-197 198-209 210-226 154-191 192-207 208-220 221-237 161-199 200-215 216-229 230-245 167-206 207-221 222-236 237-251 171-212 213-227 228-242 243-257 175-217 218-234 235-248 249-263 178-221 222-239 240-252 253-267 188-227 228-244 245-255 256-270 Level 5 227-260 238-269 246-277 252-283 258-289 264-296 268-302 271-302 Grade 3 4 5 6 7 8 FCAT 2.0 Mathematics Developmental Scale Scores (140 to 298) Level 1 Level 2 Level 3 (Passing) Level 4 140-182 183-197 198-213 214-228 155-196 197-209 210-223 224-239 163-204 205-219 220-233 234-246 170-212 213-226 227-239 240-252 179-219 220-233 234-247 248-260 187-228 229-240 241-255 256-267 Level 5 229-260 240-271 247-279 253-284 261-292 268-298 Grade 5 8 Level 1 140-184 140-184 FCAT 2.0 Science Scale Scores (140 to 260) Level 2 Level 3 (Passing) 185-199 200-214 185-202 203-214 2014 Level 4 215-224 215-224 Level 5 225-260 225-260 2 FCAT 2.0 Reading Grades 3-10 NOTES: 1) Percentages displayed in this document for 2013 may reflect minor differences from percentages published in last year’s press packet. This is because of routine updates made subsequent to last year’s FCAT 2.0 release. 2) For the implementation year of each FCAT 2.0 subject area, results were reported as FCAT Equivalent Scores in order to maintain consistent expectations for student performance during the transition year. This means that the 2011 FCAT 2.0 Reading results were reported using the existing FCAT score scale and Achievement Levels because the achievement standards had not yet been established for FCAT 2.0. The FCAT 2.0 Reading score scale and Achievement Levels were established by the State Board of Education on December 19, 2011. The FCAT Equivalent Scores reported for the 2011 FCAT 2.0 Reading assessment have been converted, or retrofitted, to the established FCAT 2.0 score scale and are provided in this media packet so that stakeholders and the general public are able to see what the results would have been if the established score scale and Achievement Levels had been approved and implemented at that time. 3 2014 Grades 3-10 FCAT 2.0 Reading By Achievement Level 100% 90% 80% 70% 60% 56% 57% 57% 58% 30% 31% 31% 32% 18% 17% 17% 17% 2011 2012 2013 2014 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 The percentage of students in grades 3-10 performing at or above Achievement Level 3 and at or above Achievement Level 4 on FCAT 2.0 Reading increased by 1 percentage point in comparison to 2013 and 2 percentage points in comparison to 2011. In 2014, 58 percent of students in grades 3-10 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 57 percent in 2013 and 2012 and 56 percent in 2011. In 2014, 32 percent of students in grades 3-10 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 31 percent in 2013 and 2012 and 30 percent in 2011. In 2014, 17 percent of students in grades 3-10 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is consistent with 17 percent in 2013 and 2012 and a decrease from 18 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 4 Grades 3-10 FCAT 2.0 Reading At or Above Achievement Level 3 (Passing) 100% 90% 80% 70% 60% 68% 68% 69% 69% 51% 52% 53% 54% 36% 37% 38% 38% 2011 2012 2013 2014 50% 40% 30% 20% 10% 0% White African-American Hispanic In 2014, the percentage of Hispanic students in grades 3-10 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading increased by 1 percentage point in comparison to 2013. In 2014, 69 percent of White students in grades 3-10 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is consistent with 69 percent in 2013 and an increase from 68 percent in 2012 and 2011. In 2014, 54 percent of Hispanic students in grades 3-10 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 53 percent in 2013, 52 percent in 2012 and 51 percent in 2011. In 2014, 38 percent of African-American students in grades 3-10 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is consistent with 38 percent in 2013 and an increase from 37 percent in 2012 and 36 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 5 2014 Grades 3-10 FCAT 2.0 Reading At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 41% 41% 41% 42% 30% 25% 26% 27% 28% 20% 14% 15% 15% 16% 2011 2012 2013 2014 40% 10% 0% White African-American Hispanic Since 2011, the percentage of Hispanic students in grades 3-10 performing at or above Achievement Level 4 has increased 3 percentage points. In 2014, the performance of White, African-American and Hispanic students at or above Achievement Level 4 increased 1 percentage point in comparison to 2013. In 2014, 42 percent of White students in grades 3-10 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 41 percent in 2013, 2012 and 2011. In 2014, 28 percent of Hispanic students in grades 3-10 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 27 percent in 2013, 26 percent in 2012 and 25 percent in 2011. In 2014, 16 percent of African-American students in grades 3-10 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 15 percent in 2013 and 2012 and 14 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 6 Grades 3-10 FCAT 2.0 Reading Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 30% 29% 29% 29% 21% 20% 20% 20% 10% 10% 10% 10% 2011 2012 2013 2014 White African-American Hispanic Since 2012, the percentage of Hispanic, African-American and White students in grades 3-10 performing at Achievement Level 1 has remained consistent. In 2014, 10 percent of White students in grades 3-10 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is consistent with 10 percent in 2013, 2012 and 2011. In 2014, 29 percent of AfricanAmerican students in grades 3-10 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is equal to 29 percent in 2013 and 2012 and a decrease from 30 percent 2011. In 2014, 20 percent of Hispanic students in grades 3-10 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is equal to 20 percent in 2013 and 2012 and a decrease from 21 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 7 2014 Grades 3-10 FCAT 2.0 Reading By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 46% 45% 45% 45% 26% 26% 26% 27% 10% 10% 10% 11% 2011 2012 2013 2014 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 In 2014, the percentage of Students with Disabilities in grades 3-10 performing at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 on FCAT 2.0 Reading increased 1 percentage point in comparison to 2013. In 2014, 27 percent of Students with Disabilities in grades 3-10 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 26 percent in 2013, 2012 and 2011. In 2014, 11 percent of Students with Disabilities in grades 3-10 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 10 percent in 2013, 2012 and 2011. In 2014, 45 percent of Students with Disabilities in grades 3-10 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is consistent with 45 percent in 2013 and 2012 and a decrease from 46 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 8 Grades 3-10 FCAT 2.0 Reading By Achievement Level English Language Learners 100% 90% 80% 70% 60% 52% 50% 50% 50% 16% 17% 18% 19% 4% 4% 4% 5% 2011 2012 2013 2014 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Since 2011, the percentage of English Language Learners in grades 3-10 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading has increased by 3 percentage points. Over that same time period, the percentage of English Language Learners in grades 3-10 performing at Achievement Level 1 on FCAT 2.0 Reading has decreased by 2 percentage points. In 2014, 19 percent of English Language Learners in grades 3-10 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 18 percent in 2013, 17 percent in 2012 and 16 percent in 2011. In 2014, 5 percent of English Language Learners in grades 3-10 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 4 percent in 2013, 2012 and 2011. In 2014, 50 percent of English Language Learners in grades 3-10 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is consistent with 50 percent in 2013 and 2012 and a decrease from 52 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 9 2014 Grades 3, 4 and 5 FCAT 2.0 Reading By Achievement Level 100% 90% 80% 70% 60% 58% 60% 59% 60% 33% 34% 33% 34% 16% 15% 16% 16% 2011 2012 2013 2014 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, the percentage of students in grades 3, 4 and 5 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading increased 2 percentage points since 2011. In 2014, 60 percent of students in grades 3, 4 and 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 59 percent in 2013, consistent with 60 percent in 2012 and an increase from 58 percent in 2011. In 2014, 34 percent of students in grades 3, 4 and 5 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 33 percent in 2013, consistent with 34 percent in 2012 and an increase from 33 percent in 2011. In 2014, 16 percent of students in grades 3, 4 and 5 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is equal to 16 percent in 2013, an increase from 15 percent in 2012 and equal to 16 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 10 Grades 3, 4 and 5 FCAT 2.0 Reading At or Above Achievement Level 3 (Passing) 100% 90% 80% 71% 71% 71% 56% 54% 56% 39% 41% 41% 41% 2011 2012 2013 2014 71% 70% 60% 50% 40% 53% 30% 20% 10% 0% White African-American Hispanic Since 2011, the percentage of Hispanic and African-American students in grades 3, 4 and 5 performing at or above Achievement Level 3 (Passing) has increased; Hispanic students’ performance has increased 3 percentage points, and African-American students’ performance has increased 2 percentage points. In 2014, 71 percent of White students in grades 3, 4 and 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is consistent with 71 percent in 2013, 2012 and 2011. In 2014, 56 percent of Hispanic students in grades 3, 4 and 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 54 percent in 2013, consistent with 56 percent in 2012 and an increase from 53 percent in 2011. In 2014, 41 percent of African-American students in grades 3, 4 and 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is consistent with 2013 and 2012 and an increase from 39 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 11 2014 Grades 3, 4 and 5 FCAT 2.0 Reading At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 45% 45% 45% 30% 28% 30% 16% 18% 17% 17% 2011 2012 2013 2014 44% 40% 30% 20% 27% 10% 0% White African-American Hispanic In 2014, the percentage of Hispanic students in grade 3, 4 and 5 performing at or above Achievement Level 4 increased 2 percentage points compared to 2013. This is 3 percentage points higher than their performance in 2011. In 2014, 45 percent of White students in grades 3, 4 and 5 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is equal to 45 percent in 2013 and 2012 and an increase from 44 percent in 2011. In 2014, 30 percent of Hispanic students in grades 3, 4 and 5 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 28 percent in 2013, consistent with 30 percent in 2012 and an increase from 27 percent in 2011. In 2014, 17 percent of AfricanAmerican students in grades 3, 4 and 5 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is equal to 17 percent in 2013, a decrease from 18 percent in 2012 and an increase from 16 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 12 Grades 3, 4 and 5 FCAT 2.0 Reading Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 27% 26% 27% 27% 19% 18% 18% 18% 9% 9% 9% 9% 2011 2012 2013 2014 White African-American Hispanic Since 2011, the percentage of Hispanic students performing at Achievement Level 1 has decreased by 1 percentage point. In 2014, 9 percent of White students in grades 3, 4 and 5 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is consistent with 9 percent in 2013, 2012 and 2011. In 2014, 27 percent of African-American students in grades 3, 4 and 5 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is equal to 27 percent in 2013, an increase from 26 percent in 2012 and consistent with 27 percent in 2011. In 2014, 18 percent of Hispanic students in grades 3, 4 and 5 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is equal to 18 percent in 2013 and 2012 and a decrease from 19 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 13 2014 Grades 3, 4 and 5 FCAT 2.0 Reading By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 42% 41% 42% 42% 30% 30% 30% 29% 13% 13% 13% 13% 2011 2012 2013 2014 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Since 2011, the percentage of Students with Disabilities in grades 3, 4 and 5 performing at or above Achievement Level 4 on FCAT 2.0 Reading has remained consistent, while the percentage at above Achievement Level 3 (Passing) has decreased 1 percentage point. In 2014, 29 percent of Students with Disabilities in grades 3, 4 and 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is a decrease from 30 percent in 2013, 2012 and 2011. In 2014, 13 percent of Students with Disabilities in grades 3, 4 and 5 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is equal to 13 percent in 2013, 2012 and 2011. In 2014, 42 percent of Students with Disabilities in grades 3, 4 and 5 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is consistent with 42 percent in 2013, an increase from 41 percent in 2012 and is consistent with 42 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 14 Grades 3, 4 and 5 FCAT 2.0 Reading By Achievement Level English Language Learners 100% 90% 80% 70% 60% 50% 43% 41% 41% 41% 21% 23% 23% 24% 6% 6% 5% 6% 2011 2012 2013 2014 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Since 2011, the percentage of English Language Learners in grades 3, 4 and 5 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading has increased 3 percentage points. Over that same time period, the percentage of English Language Learners in grades 3, 4 and 5 performing at Achievement Level 1 on FCAT 2.0 Reading has decreased 2 percentage points. In 2014, 24 percent of English Language Learners in grades 3, 4 and 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 23 percent in 2013 and 2012 and 21 percent in 2011. In 2014, 6 percent of English Language Learners in grades 3, 4 and 5 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 5 percent in 2013 and consistent with 6 percent in 2012 and 2011. In 2014, 41 percent of English Language Learners in grades 3, 4 and 5 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is equal to 41 percent in 2013 and 2012 and a decrease from 43 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 15 2014 Grades 6, 7 and 8 FCAT 2.0 Reading By Achievement Level 100% 90% 80% 70% 60% 57% 57% 57% 58% 29% 29% 30% 31% 18% 18% 18% 18% 2011 2012 2013 2014 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 In 2014, the percentage of students in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading increased by 1 percentage point from 2013. In 2014, 58 percent of students in grades 6, 7 and 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 57 percent in 2013, 2012 and 2011. In 2014, 31 percent of students in grades 6, 7 and 8 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 30 percent in 2013 and 29 percent in 2012 and 2011. In 2014, 18 percent of students in grades 6, 7 and 8 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is equal to 18 percent in 2013, 2012 and 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 16 Grades 6, 7 and 8 FCAT 2.0 Reading At or Above Achievement Level 3 (Passing) 100% 90% 80% 70% 60% 68% 68% 68% 69% 52% 52% 54% 55% 37% 38% 39% 40% 2011 2012 2013 2014 50% 40% 30% 20% 10% 0% White African-American Hispanic In 2014, the percentage of African-American, Hispanic and White students in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading increased by 1 percentage point compared to 2013. In 2014, 69 percent of White students in grades 6, 7 and 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 68 percent in 2013, 2012 and 2011. In 2014, 55 percent of Hispanic students in grades 6, 7 and 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 54 percent in 2013 and 52 percent in 2012 and 2011. In 2014, 40 percent of African-American students in grades 6, 7 and 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 39 percent in 2013, 38 percent in 2012 and 37 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 17 2014 Grades 6, 7 and 8 FCAT 2.0 Reading At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 38% 39% 39% 40% 30% 24% 25% 26% 28% 20% 13% 14% 15% 16% 2011 2012 2013 2014 40% 10% 0% White African-American Hispanic Since 2013, the percentage of African-American, Hispanic and White students in grades 6, 7 and 8 performing at or above Achievement Level 4 has increased by 1, 2 and 1 percentage points, respectively. Hispanic students in grades 6, 7 and 8 continued to narrow the achievement gap with White students. In 2014, 40 percent of White students in grades 6, 7 and 8 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 39 percent in 2013 and 2012 and 38 percent in 2011. In 2014, 28 percent of Hispanic students in grades 6, 7 and 8 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 26 percent in 2013, 25 percent in 2012 and 24 percent in 2011. In 2014, 16 percent of African-American students in grades 6, 7 and 8 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 15 percent in 2013, 14 percent in 2012 and 13 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 18 Grades 6, 7 and 8 FCAT 2.0 Reading Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 30% 20% 30% 30% 30% 29% 21% 20% 21% 21% 10% 11% 11% 11% 2011 2012 2013 2014 10% 0% White African-American Hispanic Overall, the percentage of African-American students in grades 6, 7 and 8 performing at Achievement Level 1 on FCAT 2.0 Reading decreased 1 percentage point from 2013, narrowing the achievement gap with White students. In 2014, 11 percent of White students in grades 6, 7 and 8 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is equal to 11 percent in 2013 and 2012 and an increase from 10 percent in 2011. In 2014, 21 percent of Hispanic students in grades 6, 7 and 8 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is consistent with 21 percent in 2013, an increase from 20 percent in 2012 and consistent with 21 percent in 2011. In 2014, 29 percent of African-American students in grades 6, 7 and 8 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is a decrease from 30 percent in 2013, 2012 and 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 19 2014 Grades 6, 7 and 8 FCAT 2.0 Reading By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 48% 48% 48% 48% 24% 24% 24% 25% 8% 8% 8% 9% 2011 2012 2013 2014 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Since 2013, the percentage of Students with Disabilities in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 on FCAT 2.0 has increased 1 percentage point. In 2014, 25 percent of Students with Disabilities in grades 6, 7 and 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 24 percent in 2013, 2012 and 2011. In 2014, 9 percent of Students with Disabilities in grades 6, 7 and 8 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 8 percent in 2013, 2012 and 2011. In 2014, 48 percent of Students with Disabilities in grades 6, 7 and 8 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is equal to 48 percent in 2013, 2012 and 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 20 Grades 6, 7 and 8 FCAT 2.0 Reading By Achievement Level English Language Learners 100% 90% 80% 70% 62% 60% 59% 58% 12% 12% 14% 15% 2% 2% 3% 3% 2011 2012 2013 2014 60% 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Since 2011, the percentage of English Language Learners in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading has increased 3 percentage points. Over that same time period, the percentage of English Language Learners in grades 6, 7 and 8 performing at Achievement Level 1 on FCAT 2.0 Reading has decreased 4 percentage points. In 2014, 15 percent of English Language Learners in grades 6, 7 and 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 14 percent in 2013 and 12 percent in 2012 and 2011. In 2014, 3 percent of English Language Learners in grades 6, 7 and 8 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is equal to 3 percent in 2013 and an increase from 2 percent in 2012 and 2011. In 2014, 58 percent of English Language Learners in grades 6, 7 and 8 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is a decrease from 59 percent in 2013, 60 percent in 2012 and 62 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 21 2014 Grades 9 and 10 FCAT 2.0 Reading By Achievement Level 100% 90% 80% 70% 60% 52% 51% 54% 54% 29% 28% 30% 31% 19% 19% 18% 18% 2011 2012 2013 2014 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 In 2014, the performance of students in grades 9 and 10 performing at or above Achievement Level 4 on FCAT 2.0 Reading increased 1 percentage point in comparison to 2013. In 2014, 54 percent of students in grades 9 and 10 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is equal to 54 percent in 2013 and an increase from 51 percent in 2012 and 52 percent in 2011. In 2014, 31 percent of students in grades 9 and 10 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 30 percent in 2013, 28 percent in 2012 and 29 percent in 2011. In 2014, 18 percent of students in grades 9 and 10 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is equal to 18 percent in 2013 and a decrease from 19 percent in 2012 and 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 22 Grades 9 and 10 FCAT 2.0 Reading At or Above Achievement Level 3 (Passing) 100% 90% 80% 70% 66% 67% 50% 50% 30% 32% 32% 2012 2013 2014 64% 64% 46% 46% 30% 2011 60% 50% 40% 30% 20% 10% 0% White African-American Hispanic In 2014, the percentage of White students in grades 9 and 10 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading increased by 1 percentage point. In 2014, 67 percent of White students in grades 9 and 10 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 66 percent in 2013 and 64 percent in 2012 and 2011. In 2014, 32 percent of African-American students in grades 9 and 10 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is equal to 32 percent in 2013 and is an increase from 30 percent in 2012 and 2011. In 2014, 50 percent of Hispanic students in grades 9 and 10 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is consistent with 50 percent in 2013 and an increase from 46 percent in 2012 and 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 23 2014 Grades 9 and 10 FCAT 2.0 Reading At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 40% 41% 26% 26% 12% 14% 13% 2012 2013 2014 39% 38% 30% 24% 23% 20% 12% 2011 40% 10% 0% White African-American Hispanic Since 2011, the percentage of White and Hispanic students in grades 9 and 10 performing at or above Achievement Level 4 has increased 2 percentage points. In 2014, 41 percent of White students in grades 9 and 10 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 40 percent in 2013, 38 percent in 2012 and 39 percent in 2011. In 2014, 26 percent of Hispanic students in grades 9 and 10 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is equal to 26 percent in 2013, an increase from 23 percent in 2012 and 24 percent in 2011. In 2014, 13 percent of African-American students in grades 9 and 10 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is a decrease from 14 percent in 2013 and an increase from 12 percent in 2012 and 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 24 Grades 9 and 10 FCAT 2.0 Reading Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 33% 33% 30% 22% 23% 11% 2011 32% 32% 21% 20% 11% 10% 10% 2012 2013 2014 20% 10% 0% White African-American Hispanic In 2014, the percentage of Hispanic students in grades 9 and 10 performing at Achievement Level 1 on FCAT 2.0 Reading decreased 1 percentage point in comparison to 2013. In 2014, 10 percent of White students in grades 9 and 10 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is equal to 10 percent in 2013 and a decrease from 11 percent in 2012 and 2011. In 2014, 20 percent of Hispanic students in grades 9 and 10 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is a decrease from 21 percent in 2013, 23 percent in 2012 and 22 percent in 2011. In 2014, 32 percent of African-American students in grades 9 and 10 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is equal to 32 percent in 2013 and a decrease from 33 percent in 2012 and 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 25 2014 Grades 9 and 10 FCAT 2.0 Reading By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 49% 49% 47% 46% 21% 21% 22% 23% 8% 8% 8% 9% 2011 2012 2013 2014 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Since 2011, the percentage of Students with Disabilities in grades 9 and 10 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading has increased 2 percentage points. Over that same time period, the percentage of Students with Disabilities in grades 9 and 10 performing at Achievement Level 1 has decreased 3 percentage points. In 2014, 23 percent of Students with Disabilities in grades 9 and 10 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is an increase from 22 percent in 2013 and 21 percent in 2012 and 2011. In 2014, 9 percent of Students with Disabilities in grades 9 and 10 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is an increase from 8 percent in 2013, 2012 and 2011. In 2014, 46 percent of Students with Disabilities in grades 9 and 10 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is a decrease from 47 percent in 2013 and 49 percent in 2012 and 2011. 2014 Source: K20 Education Data Warehouse Florida Department of Education, June 2014 26 Grades 9 and 10 FCAT 2.0 Reading By Achievement Level English Language Learners 100% 90% 80% 70% 64% 65% 63% 63% 9% 9% 11% 10% 2% 2% 3% 2% 2011 2012 2013 2014 60% 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 In 2014, the percentage of English Language Learners in grades 9 and 10 performing at or above Achievement Level 3 (Passing) decreased 1 percentage point in comparison to 2013; however, the percentage of English Language Learners in grades 9 and 10 performing at Achievement Level 1 remained consistent in comparison to 2013. In 2014, 10 percent of English Language Learners in grades 9 and 10 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Reading. This is a decrease from 11 percent in 2013 and an increase from 9 percent in 2012 and 2011. In 2014, 2 percent of English Language Learners in grades 9 and 10 were performing at or above Achievement Level 4 on FCAT 2.0 Reading. This is a decrease from 3 percent in 2013 and consistent with 2 percent in 2012 and 2011. In 2014, 63 percent of English Language Learners in grades 9 and 10 were performing at Achievement Level 1 on FCAT 2.0 Reading. This is equal to 63 percent in 2013 and a decrease from 65 percent in 2012 and 64 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 27 2014 Statewide Comparison Report FCAT 2.0 Reading 2011 to 2014 1 Grade Year 3 3 3 3 4 4 4 4 5 5 5 5 6 6 2011 2012 2013 2014 2011 2012 2013 2014 2011 2012 2013 2014 2011 2012 2013 2014 2011 2012 2013 2014 2011 2012 2013 2014 2011 2012 2013 2014 2011 2012 2013 2014 6 7 7 7 7 8 8 8 8 9 9 9 9 10 10 10 10 Number of Students Mean Developmental Scale Score 202,686 203,390 205,984 209,852 198,877 193,676 193,751 196,786 198,401 199,790 195,188 195,750 197,859 198,947 199,458 195,645 194,660 198,281 199,316 200,981 195,792 194,566 198,201 199,937 195,884 197,063 197,121 200,714 185,956 184,403 189,047 189,031 200 201 201 200 212 213 212 213 219 221 220 221 225 225 225 227 231 231 231 231 236 237 237 238 240 240 240 240 245 244 246 246 Percentage of Students By 2 Achievement Level 1 2 3 4 5 18 18 18 19 15 13 15 14 16 15 15 15 17 19 19 16 18 18 20 21 19 17 17 18 19 18 19 18 19 20 18 17 25 26 25 24 26 25 25 25 26 24 25 24 24 24 23 23 24 25 23 23 28 27 27 25 29 30 28 29 30 30 28 28 23 23 23 23 26 27 26 26 27 27 28 27 29 28 28 28 29 29 27 27 26 26 26 25 23 24 25 24 22 22 22 22 24 22 23 23 23 25 23 24 22 22 22 23 19 19 20 20 19 19 19 19 17 18 19 19 18 19 20 19 20 19 21 22 10 11 11 10 10 10 11 11 10 12 10 11 10 10 10 11 10 11 11 11 10 12 11 12 10 9 9 10 10 10 11 11 Percentage Passing (Level 3 and Above) 57 56 57 57 59 62 60 61 58 61 60 61 58 57 59 60 58 58 57 57 53 55 56 57 51 52 53 53 52 50 54 55 Source: Bureau of K-12 Student Assessment Florida Department of Education, June 2014 1 In spring 2011, FCAT 2.0 Reading was administered for the first time, and scores were reported as FCAT Equivalent Scores in order to maintain consistent expectations for student performance during the transition year. The 2011 scores have been converted, or retrofitted, to the established FCAT 2.0 Reading score scale so that stakeholders and the general public are able to see what the scores would have been if the score scale and Achievement Levels had been approved and implemented at that time. 2 Percentages may not add to 100 due to rounding. 2014 28 Grades 3-10 FCAT 2.0 Reading Results Percent Comparison by District District STATEWIDE ALACHUA BAKER BAY BRADFORD BREVARD BROWARD CALHOUN CHARLOTTE CITRUS CLAY COLLIER COLUMBIA MIAMI-DADE DESOTO DIXIE DUVAL ESCAMBIA FLAGLER FRANKLIN GADSDEN GILCHRIST GLADES GULF HAMILTON HARDEE HENDRY HERNANDO HIGHLANDS HILLSBOROUGH HOLMES INDIAN RIVER JACKSON JEFFERSON LAFAYETTE LAKE LEE LEON LEVY 29 Percentage Passing (Level 3 and Above) 2013 57 59 60 58 44 66 57 63 59 63 63 57 55 56 40 57 53 51 62 49 39 68 52 57 41 48 42 58 50 54 53 58 58 35 50 55 58 60 50 2014 58 59 57 59 48 66 58 63 57 63 64 58 57 57 41 57 52 52 63 54 38 67 52 58 39 47 43 59 50 56 54 58 58 34 50 56 58 62 49 Percentage Point Change of Students at Level 3 and Above 2014 1 0 -3 1 4 0 1 0 -2 0 1 1 2 1 1 0 -1 1 1 5 -1 -1 0 1 -2 -1 1 1 0 2 1 0 0 -1 0 1 0 2 -1 Grades 3-10 FCAT 2.0 Reading Results Percent Comparison by District Percentage Passing (Level 3 and Above) District STATEWIDE LIBERTY MADISON MANATEE MARION MARTIN MONROE NASSAU OKALOOSA OKEECHOBEE ORANGE OSCEOLA PALM BEACH PASCO PINELLAS POLK PUTNAM ST. JOHNS ST. LUCIE SANTA ROSA SARASOTA SEMINOLE SUMTER SUWANNEE TAYLOR UNION VOLUSIA WAKULLA WALTON WASHINGTON 2013 57 55 40 54 52 65 61 65 67 45 58 52 58 58 56 49 45 75 51 70 69 69 62 50 50 60 55 64 63 53 2014 58 58 43 54 51 63 60 67 68 45 58 54 58 58 56 49 46 77 51 70 70 69 63 49 51 61 55 65 65 55 Percentage Point Change of Students at Level 3 and Above 1 3 3 0 -1 -2 -1 2 1 0 0 2 0 0 0 0 1 2 0 0 1 0 1 -1 1 1 0 1 2 2 Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 30 FCAT 2.0 Mathematics Grades 3-8 NOTES: 1) Percentages displayed in this document for 2013 may reflect minor differences from percentages published in last year’s press packet. This is because of routine updates made subsequent to last year’s FCAT 2.0 release. 2) For the implementation year of each FCAT 2.0 subject area, results were reported as FCAT Equivalent Scores in order to maintain consistent expectations for student performance during the transition year. This means that the 2011 FCAT 2.0 Mathematics results were reported using the existing FCAT score scale and Achievement Levels because the achievement standards had not yet been established for FCAT 2.0. The FCAT 2.0 Mathematics score scale and Achievement Levels were established by the State Board of Education on December 19, 2011. The FCAT Equivalent Scores reported for the 2011 FCAT 2.0 Mathematics assessment have been converted, or retrofitted, to the established FCAT 2.0 score scale and are provided in this media packet so that stakeholders and the general public are able to see what the results would have been if the established score scale and Achievement Levels had been approved and implemented at that time. 3) Each year, more high-performing middle grades students take Algebra 1 and Geometry for high school course credit, and these students are not required to take FCAT 2.0 Mathematics; rather, they are required to take the corresponding EOC assessment. The provision allowing these students to be excluded from participation in FCAT 2.0 Mathematics was enacted into law during the 2012 legislative session when Section 1008.22(3), Florida Statutes, was amended. Since that time, the percentage of grade 8 students scoring Achievement Level 3 or above on FCAT 2.0 Mathematics has decreased. However, when middle grades students’ performance on all mathematics assessments is considered (FCAT 2.0, Algebra 1 and Geometry), the percentage passing remained stable at 56 percent from 2011 to 2013. This information will be updated when the 2014 EOC assessment data are available. 31 2014 Grades 3-8 FCAT 2.0 Mathematics By Achievement Level 100% 90% 80% 70% 60% 56% 57% 56% 56% 27% 29% 27% 28% 20% 20% 21% 21% 2011 2012 2013 2014 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 In 2014, the percentage of students in grades 3-8 scoring at or above Achievement Level 4 on FCAT 2.0 Mathematics increased 1 percentage point in comparison to 2013. In 2014, 56 percent of students in grades 3-8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is equal to 56 percent in 2013, a decrease from 57 percent in 2012 and equal to 56 percent in 2011. In 2014, 28 percent of students in grades 3-8 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is an increase from 27 percent in 2013, a decrease from 29 percent in 2012 and an increase from 27 percent in 2011. In 2014, 21 percent of students in grades 3-8 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is consistent with 21 percent in 2013 and an increase from 20 percent in 2012 and 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 32 Grades 3-8 FCAT 2.0 Mathematics At or Above Achievement Level 3 (Passing) 100% 90% 80% 70% 60% 66% 67% 66% 67% 53% 54% 53% 53% 37% 38% 37% 38% 2011 2012 2013 2014 50% 40% 30% 20% 10% 0% White African-American Hispanic In 2014, the percentage of White and African-American students in grades 3-8 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics increased 1 percentage point in comparison to 2013. In 2014, 67 percent of White students in grades 3-8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is an increase from 66 percent in 2013, consistent with 67 percent in 2012 and an increase from 66 percent in 2011. In 2014, 53 percent of Hispanic students in grades 3-8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is equal to 53 percent in 2013, a decrease from 54 percent in 2012 and consistent with 53 percent in 2011. In 2014, 38 percent of African-American students in grades 3-8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is an increase from 37 percent in 2013, consistent with 38 percent in 2012 and an increase from 37 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 33 2014 Grades 3-8 FCAT 2.0 Mathematics At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 40% 36% 37% 36% 37% 30% 24% 25% 24% 25% 20% 13% 14% 13% 13% 2011 2012 2013 2014 10% 0% White African-American Hispanic In 2014, the percentage of White and Hispanic students in grades 3-8 performing at or above Achievement Level 4 on FCAT 2.0 Mathematics increased 1 percentage point in comparison to 2013. In 2014, 37 percent of White students in grades 3-8 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is an increase from 36 percent in 2013, equal to 37 percent in 2012 and an increase from 36 percent in 2011. In 2014, 25 percent of Hispanic students in grades 3-8 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is an increase from 24 percent in 2013, equal to 25 percent in 2012 and an increase from 24 percent in 2011. In 2014, 13 percent of African-American students in grades 3-8 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is equal to 13 percent in 2013, a decrease from 14 percent in 2012 and equal to 13 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 34 Grades 3-8 FCAT 2.0 Mathematics Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 33% 33% 34% 34% 30% 22% 21% 22% 22% 13% 13% 13% 13% 2011 2012 2013 2014 20% 10% 0% White African-American Hispanic In 2014, the percentage of White, Hispanic and African-American students in grades 3-8 performing at Achievement Level 1 on FCAT 2.0 Mathematics remained consistent in comparison to 2013. In 2014, 13 percent of White students in grades 3-8 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is consistent with 13 percent in 2013, 2012 and 2011. In 2014, 22 percent of Hispanic students in grades 3-8 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is consistent with 22 percent in 2013, an increase from 21 percent in 2012 and consistent with 22 percent in 2011. In 2014, 34 percent of African-American students in grades 3-8 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is equal to 34 percent in 2013 and an increase from 33 percent in 2012 and 2013. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 35 2014 Grades 3-8 FCAT 2.0 Mathematics By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 47% 48% 47% 47% 28% 28% 29% 29% 10% 10% 11% 11% 2011 2012 2013 2014 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Since 2011, the percentage of Students with Disabilities in grades 3-8 scoring at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 increased 1 percentage point, while performance at Achievement Level 1 has remained the same. In 2014, 29 percent of Students with Disabilities in grades 3-8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is equal to 29 percent in 2013 and an increase from 28 percent in 2012 and 2011. In 2014, 11 percent of Students with Disabilities in grades 3-8 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is consistent with 11 percent in 2013 and an increase from 10 percent in 2012 and 2011. In 2014, 47 percent of Students with Disabilities in grades 3-8 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is consistent with 47 percent in 2013, a decrease from 48 percent in 2012 and consistent with 47 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 36 Grades 3-8 FCAT 2.0 Mathematics By Achievement Level English Language Learners 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 45% 44% 43% 43% 26% 28% 28% 29% 7% 8% 8% 9% 2011 2012 2013 2014 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Since 2011, the percentage of English Language Learners in grades 3-8 scoring at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics increased 3 percentage points. In comparison to 2013, English Language Learners scoring at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 increased 1 percentage point. In 2014, 29 percent of English Language Learners in grades 3-8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is an increase from 28 percent in 2013 and 2012 and 26 percent in 2011. In 2014, 9 percent of English Language Learners in grades 3-8 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is an increase from 8 percent in 2013 and 2012 and 7 percent in 2011. In 2014, 43 percent of English Language Learners in grades 3-8 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is equal to 43 percent in 2013 and a decrease from 44 percent in 2012 and 45 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 37 2014 Grades 3, 4 and 5 FCAT 2.0 Mathematics By Achievement Level 100% 90% 80% 70% 60% 57% 58% 58% 59% 28% 30% 29% 31% 19% 18% 18% 18% 2011 2012 2013 2014 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Since 2011, the percentage of students in grades 3, 4 and 5 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics increased 2 percentage points, and performance at Achievement Level 4 has increased 3 percentage points. In 2014, 59 percent of students in grades 3, 4 and 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is an increase from 58 percent in 2013 and 2012 and 57 percent in 2011. In 2014, 31 percent of students in grades 3, 4 and 5 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is an increase from 29 percent in 2013, 30 percent in 2012 and 28 percent in 2011. In 2014, 18 percent of students in grades 3, 4 and 5 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is consistent with 18 percent in 2013 and 2012 and a decrease from 19 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 38 Grades 3, 4 and 5 FCAT 2.0 Mathematics At or Above Achievement Level 3 (Passing) 100% 90% 80% 70% 60% 50% 40% 67% 68% 67% 69% 54% 56% 56% 57% 39% 40% 41% 42% 2011 2012 2013 2014 30% 20% 10% 0% White African-American Hispanic In 2014, the percentage of African-American, Hispanic and White students in grades 3, 4 and 5 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics increased, with AfricanAmerican and Hispanic students increasing by 1 percentage point and White students increasing by 2 percentage points compared to 2013. In 2014, 69 percent of White students in grades 3, 4 and 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is an increase from 67 percent in 2013, 68 percent in 2012 and 67 percent in 2011. In 2014, 57 percent of Hispanic students in grades 3, 4 and 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is an increase from 56 percent in 2013 and 2012 and 54 percent in 2011. In 2014, 42 percent of African-American students in grades 3, 4 and 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is an increase from 41 percent in 2013, 40 percent in 2012 and 39 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 39 2014 Grades 3, 4 and 5 FCAT 2.0 Mathematics At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 40% 39% 37% 39% 25% 27% 27% 28% 13% 15% 15% 16% 2011 2012 2013 2014 36% 30% 20% 10% 0% White African-American Hispanic In 2014, the percentage of White students in grades 3, 4 and 5 performing at or above Achievement Level 4 on FCAT 2.0 Mathematics increased 2 percentage points while African-American and Hispanic students increased by 1 percentage point in comparison to 2013. In 2014, 39 percent of White students in grades 3, 4 and 5 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is an increase from 37 percent in 2013, equal to 39 percent in 2012 and an increase from 36 percent in 2011. In 2014, 28 percent of Hispanic students in grades 3, 4 and 5 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is an increase from 27 percent in 2013 and 2012 and 25 percent in 2011. In 2014, 16 percent of African-American students in grades 3, 4 and 5 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is an increase from 15 percent in 2013 and 2012 and 13 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 40 Grades 3, 4 and 5 FCAT 2.0 Mathematics Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 31% 30% 31% 30% 21% 19% 19% 19% 12% 12% 12% 12% 2011 2012 2013 2014 White African-American Hispanic In 2014, the percentage of African-American students in grades 3, 4 and 5 performing at Achievement Level 1 on FCAT 2.0 Mathematics decreased 1 percentage point in comparison to 2013. In 2014, 12 percent of White students in grades 3, 4 and 5 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is equal to 12 percent in 2013, 2012 and 2011. In 2014, 30 percent of African-American students in grades 3, 4 and 5 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is a decrease from 31 percent in 2013, consistent with 30 percent in 2012 and a decrease from 31 percent in 2011. In 2014, 19 percent of Hispanic students in grades 3, 4 and 5 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is consistent with 19 percent in 2013 and 2012 and a decrease from 21 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 41 2014 Grades 3, 4 and 5 FCAT 2.0 Mathematics By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 42% 42% 42% 42% 32% 33% 33% 33% 12% 13% 13% 13% 2011 2012 2013 2014 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 In 2014, the performance of Students with Disabilities in grades 3, 4 and 5 performing at Achievement Leve1 1, at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 on FCAT 2.0 Mathematics remained consistent in comparison to 2013 and 2012. In 2014, 33 percent of Students with Disabilities in grades 3, 4 and 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is equal to 33 percent in 2013 and 2012 and an increase from 32 percent in 2011. In 2014, 13 percent of Students with Disabilities in grades 3, 4 and 5 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is equal to 13 percent in 2013 and 2012 and an increase from 12 percent in 2011. In 2014, 42 percent of Students with Disabilities in grades 3, 4 and 5 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is equal to 42 percent in 2013, 2012 and 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 42 Grades 3, 4 and 5 FCAT 2.0 Mathematics By Achievement Level English Language Learners 100% 90% 80% 70% 60% 50% 40% 38% 37% 37% 29% 32% 33% 34% 8% 9% 10% 11% 40% 30% 20% 10% 0% 2011 2012 2013 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 2014 English Language Learners in grades 3, 4 and 5 have made steady improvement in performance at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 since 2011. In 2014, the percentage of English Language Learners in grades 3, 4 and 5 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics increased 1 percentage point in comparison to 2013. In 2014, 34 percent of English Language Learners in grades 3, 4 and 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is an increase from 33 percent in 2013, 32 percent in 2012 and 29 percent in 2011. In 2014, 11 percent of English Language Learners in grades 3, 4 and 5 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is an increase from 10 percent in 2013, 9 percent in 2012 and 8 percent in 2011. In 2014, 37 percent of English Language Learners in grades 3, 4 and 5 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is equal to 37 percent in 2013 and a decrease from 38 percent in 2012 and 40 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 43 2014 Grades 6, 7 and 8 FCAT 2.0 Mathematics By Achievement Level 100% 90% 80% 70% 60% 55% 55% 53% 53% 27% 28% 25% 26% 21% 22% 23% 23% 2011 2012 2013 2014 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 In 2014, the percentage of students in grades 6, 7 and 8 performing at or above Achievement Level 4 on FCAT 2.0 Mathematics increased 1 percentage point, and performance at or above Achievement Level 3 (Passing) and at Achievement Level 1 remained consistent in comparison to 2013. In 2014, 53 percent of students in grades 6, 7 and 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is equal to 53 percent in 2013 and a decrease from 55 percent in 2012 and 2011. In 2014, 26 percent of students in grades 6, 7 and 8 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is an increase from 25 percent in 2013 and a decrease from 28 percent in 2012 and 27 percent in 2011. In 2014, 23 percent of students in grades 6, 7 and 8 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is consistent with 23 percent in 2013 and an increase from 22 percent in 2012 and 21 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 44 Grades 6, 7 and 8 FCAT 2.0 Mathematics At or Above Achievement Level 3 (Passing) 100% 90% 80% 70% 66% 66% 60% 52% 52% 36% 36% 2011 2012 50% 40% 65% 64% 49% 49% 33% 34% 2013 2014 30% 20% 10% 0% White African-American Hispanic For grades 6, 7 and 8 FCAT 2.0 Mathematics, the percentage of African-American students performing at or above Achievement Level 3 (Passing) increased 1 percentage point, and the percentage of White students performing at or above Achievement Level 3 (Passing) decreased 1 percentage point in comparison to 2013. In 2014, 64 percent of White students in grades 6, 7 and 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is a decrease from 65 percent in 2013 and 66 percent in 2012 and 2011. In 2014, 49 percent of Hispanic students in grades 6, 7 and 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is equal to 49 percent in 2013 and a decrease from 52 percent in 2012 and 2011. In 2014, 34 percent of African-American students in grades 6, 7 and 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is an increase from 33 percent in 2013 and a decrease from 36 percent in 2012 and 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 45 2014 Grades 6, 7 and 8 FCAT 2.0 Mathematics At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 40% 36% 36% 30% 23% 24% 12% 2011 34% 35% 21% 22% 12% 11% 11% 2012 2013 2014 20% 10% 0% White African-American Hispanic In 2014, the percentage of White and Hispanic students in grades 6, 7 and 8 performing at or above Achievement Level 4 on FCAT 2.0 Mathematics increased 1 percentage point in comparison to 2013. In 2014, 35 percent of White students in grades 6, 7 and 8 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is an increase from 34 percent in 2013 and a decrease from 36 percent in 2012 and 2011. In 2014, 22 percent of Hispanic students in grades 6, 7 and 8 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is an increase from 21 percent in 2013 and a decrease from 24 percent in 2012 and 23 percent in 2011. In 2014, 11 percent of African-American students in grades 6, 7 and 8 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is equal to 11 percent in 2013 and a decrease from 12 percent in 2012 and 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 46 Grades 6, 7 and 8 FCAT 2.0 Mathematics Achievement Level 1 100% 90% 80% 70% 60% 50% 38% 37% 24% 26% 26% 14% 14% 14% 15% 2011 2012 2013 2014 40% 36% 35% 30% 24% 20% 10% 0% White African-American Hispanic For grades 6, 7 and 8 FCAT 2.0 Mathematics, the percentage of White students performing at Achievement Level 1 increased 1 percentage point, and the percentage of African-American students performing at Achievement Level 1 decreased 1 percentage point in comparison to 2013. In 2014, 15 percent of White students in grades 6, 7 and 8 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is an increase from 14 percent in 2013, 2012 and 2011. In 2014, 26 percent of Hispanic students in grades 6, 7 and 8 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is equal to 26 percent in 2013 and an increase from 24 percent in 2012 and 2011. In 2014, 37 percent of African-American students in grades 6, 7 and 8 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is a decrease from 38 percent in 2013 and an increase from 35 percent in 2012 and 36 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 47 2014 Grades 6, 7 and 8 FCAT 2.0 Mathematics By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 52% 53% 52% 54% 24% 23% 24% 23% 7% 7% 8% 8% 2011 2012 2013 2014 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 In 2014, the percentage of Students with Disabilities in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics decreased in comparison to 2013. In 2014, 23 percent of Students with Disabilities in grades 6, 7 and 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is a decrease from 24 percent in 2013, equal to 23 percent in 2012 and a decrease from 24 percent in 2011. In 2014, 8 percent of Students with Disabilities in grades 6, 7 and 8 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is equal to 8 percent in 2013 and an increase from 7 percent in 2012 and 2011. In 2014, 54 percent of Students with Disabilities in grades 6, 7 and 8 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is an increase from 52 percent in 2013, 53 percent in 2012 and 52 percent in 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 48 Grades 6, 7 and 8 FCAT 2.0 Mathematics By Achievement Level English Language Learners 100% 90% 80% 70% 60% 54% 54% 55% 53% 20% 21% 20% 21% 5% 6% 5% 6% 2011 2012 2013 2014 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 In 2014, the percentage of English Language Learners in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 on FCAT 2.0 Mathematics increased 1 percentage point in comparison to 2013, while the percentage scoring at Achievement Level 1 decreased 2 percentage points in comparison to 2013. In 2014, 21 percent of English Language Learners in grades 6, 7 and 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Mathematics. This is an increase from 20 percent in 2013, consistent with 21 percent in 2012 and an increase from 20 percent in 2011. In 2014, 6 percent of English Language Learners in grades 6, 7 and 8 were performing at or above Achievement Level 4 on FCAT 2.0 Mathematics. This is an increase from 5 percent in 2013, consistent with 6 percent in 2012 and an increase from 5 percent in 2011. In 2014, 53 percent of English Language Learners in grades 6, 7 and 8 were performing at Achievement Level 1 on FCAT 2.0 Mathematics. This is a decrease from 55 percent in 2013 and 54 percent in 2012 and 2011. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 49 2014 Statewide Comparison Report FCAT 2.0 Mathematics 2011 to 2014 1 Grade Year 3 3 3 3 4 4 4 4 5 5 5 5 6 6 6 6 7 7 7 7 8 8 8 8 2011 2012 2013 2014 2011 2012 2013 2014 2011 2012 2013 2014 2011 2012 2013 2014 2011 2012 2013 2014 2011 2012 2013 2014 Number of Students FCAT 2.0 Mean Developmental Scale Score 202,719 203,207 205,717 209,724 198,969 193,802 193,956 196,845 198,520 199,844 195,012 195,622 197,668 199,076 199,520 194,759 194,484 198,277 194,065 193,140 195,479 194,346 174,349 167,173 201 202 201 201 214 215 215 216 221 222 221 221 227 227 226 226 236 236 235 235 243 243 240 239 Percentage of Students By 2 Achievement Level 1 2 3 4 5 19 18 18 18 19 18 17 16 19 19 20 20 22 23 23 23 20 20 21 21 22 22 25 28 25 24 24 24 23 22 21 20 25 24 25 23 24 25 24 23 24 24 24 23 22 21 24 25 31 30 31 31 28 27 28 28 28 27 27 27 26 25 25 24 28 27 27 28 30 30 31 29 16 18 17 17 20 20 21 22 18 18 18 19 18 18 18 19 18 18 18 19 16 16 14 12 9 10 10 9 10 12 12 13 10 11 10 11 9 10 10 11 10 10 9 9 10 11 6 6 Percentage Passing (Level 3 and Above) 56 58 58 58 58 60 61 63 56 57 55 56 53 53 52 53 56 56 55 56 56 57 51 47 Source: Bureau of K-12 Student Assessment Florida Department of Education, June 2014 1 In spring 2011, FCAT 2.0 Mathematics was administered for the first time, and results were reported as FCAT Equivalent Scores in order to maintain consistent expectations for student performance during the transition year. The 2011 scores have been converted, or retrofitted, to the established FCAT 2.0 Mathematics score scale so that stakeholders and the general public are able to see what the scores would have been if the score scale and Achievement Levels had been approved and implemented at that time. 2 Percentages may not add to 100 due to rounding. 2014 50 Grades 3-8 FCAT 2.0 Mathematics Results Percentage Comparison by District District STATEWIDE ALACHUA BAKER BAY BRADFORD BREVARD BROWARD CALHOUN CHARLOTTE CITRUS CLAY COLLIER COLUMBIA MIAMI-DADE DESOTO DIXIE DUVAL ESCAMBIA FLAGLER FRANKLIN GADSDEN GILCHRIST GLADES GULF HAMILTON HARDEE HENDRY HERNANDO HIGHLANDS HILLSBOROUGH HOLMES INDIAN RIVER JACKSON JEFFERSON LAFAYETTE LAKE LEE LEON LEVY 51 Percentage Passing (Level 3 and Above) 2013 56 54 61 54 38 60 56 59 53 62 63 60 51 54 41 55 53 49 59 53 51 67 58 59 42 48 48 56 53 54 49 47 60 31 62 52 58 61 50 2014 56 56 61 53 39 61 56 61 52 62 63 58 55 56 42 55 52 49 62 55 57 65 64 56 48 51 48 55 55 56 50 46 60 33 58 51 59 62 48 Percentage Point Change of Students at Level 3 and Above 2014 0 2 0 -1 1 1 0 2 -1 0 0 -2 4 2 1 0 -1 0 3 2 6 -2 6 -3 6 3 0 -1 2 2 1 -1 0 2 -4 -1 1 1 -2 Grades 3-8 FCAT 2.0 Mathematics Results Percentage Comparison by District Percentage Passing (Level 3 and Above) District STATEWIDE LIBERTY MADISON MANATEE MARION MARTIN MONROE NASSAU OKALOOSA OKEECHOBEE ORANGE OSCEOLA PALM BEACH PASCO PINELLAS POLK PUTNAM ST. JOHNS ST. LUCIE SANTA ROSA SARASOTA SEMINOLE SUMTER SUWANNEE TAYLOR UNION VOLUSIA WAKULLA WALTON WASHINGTON 2013 56 45 34 52 53 59 57 65 64 46 56 46 59 54 51 48 49 71 49 68 67 68 63 47 50 64 52 62 61 47 2014 56 52 38 56 51 59 56 68 66 47 58 47 58 53 52 45 49 74 48 70 69 68 64 47 53 68 54 62 64 51 Percentage Point Change of Students at Level 3 and Above 0 7 4 4 -2 0 -1 3 2 1 2 1 -1 -1 1 -3 0 3 -1 2 2 0 1 0 3 4 2 0 3 4 Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 52 FCAT 2.0 Science Grades 5 and 8 NOTES: 1) Percentages displayed in this document for 2013 may reflect minor differences from percentages published in last year’s press packet. This is because of routine updates made subsequent to last year’s FCAT 2.0 release. 2) For the implementation year of each FCAT 2.0 subject area, results were reported as FCAT Equivalent Scores in order to maintain consistent expectations for student performance during the transition year. This means that the 2012 FCAT 2.0 Science results were reported using the existing FCAT score scale and Achievement Levels because the achievement standards had not yet been established. The FCAT 2.0 Science score scale and Achievement Levels were established by the State Board of Education on December 12, 2012. The FCAT Equivalent Scores reported for the 2012 FCAT 2.0 Science assessment have been converted, or retrofitted, to the established FCAT 2.0 score scale and are provided in this media packet so that stakeholders and the general public are able to see what the results would have been if the established score scale and Achievement Levels had been approved and implemented at that time. 53 2014 Grade 5 FCAT 2.0 Science By Achievement Level 100% 90% 80% 70% 60% 52% 53% 54% 25% 26% 26% 22% 21% 21% 2012 2013 2014 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 In 2014, Florida’s students in grade 5 improved on FCAT 2.0 Science. In comparison to 2013, the percentage of grade 5 students performing at or above Achievement Level 3 (Passing) increased 1 percentage point and the percentage performing at or above Achievement Level 4 and Achievement Level 1 remained consistent. In 2014, 54 percent of students in grade 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science. This is an increase from 53 percent in 2013 and 52 percent in 2012. In 2014, 26 percent of students in grade 5 were performing at or above Achievement Level 4 on FCAT 2.0 Science. This is equal to 26 percent in 2013 and an increase from 25 percent in 2012. In 2014, 21 percent of students in grade 5 were performing at Achievement Level 1 on FCAT 2.0 Science. This is equal to 21 percent in 2013 and a decrease from 22 percent in 2012. Source: Bureau of K-12 Student Assessment Florida Department of Education, June 2014 2014 54 Grade 5 FCAT 2.0 Science At or Above Achievement Level 3 (Passing) 100% 90% 80% 70% 60% 50% 40% 65% 65% 67% 47% 49% 50% 34% 34% 2013 2014 30% 30% 20% 10% 0% 2012 White African-American Hispanic In 2014, the percentage of White and Hispanic students in grade 5 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science increased, with the performance of Hispanic students increasing by 1 percentage point and the performance of White students increasing by 2 percentage points. In 2014, 67 percent of White students in grade 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science. This is an increase from 65 percent in 2013 and 2012. In 2014, 50 percent of Hispanic students in grade 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science. This is an increase from 49 percent in 2013 and 47 percent in 2012. In 2014, 34 percent of African-American students in grade 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science. This is equal to 34 percent in 2013 and an increase from 30 percent in 2012. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 55 2014 Grade 5 FCAT 2.0 Science At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 40% 30% 35% 36% 36% 20% 22% 22% 10% 12% 11% 2012 2013 2014 20% 10% 0% White African-American Hispanic In 2014, the percentage of Hispanic and White students in grade 5 performing at or above Achievement Level 4 on FCAT 2.0 Science remained consistent in comparison to 2013, while African-American students’ performance decreased 1 percentage point. In 2014, 36 percent of White students in grade 5 were performing at or above Achievement Level 4 on FCAT 2.0 Science. This is equal to 36 percent in 2013 and an increase from 35 percent in 2012. In 2014, 22 percent of Hispanic students in grade 5 were performing at or above Achievement Level 4 on FCAT 2.0 Science. This is equal to 22 percent in 2013 and an increase from 20 percent in 2012. In 2014, 11 percent of African-American students in grade 5 were performing at or above Achievement Level 4 on FCAT 2.0 Science. This is a decrease from 12 percent in 2013 and an increase from 10 percent in 2012. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 56 Grade 5 FCAT 2.0 Science Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 30% 39% 35% 34% 25% 24% 23% 13% 13% 12% 2012 2013 2014 20% 10% 0% White African-American Hispanic Overall, the percentage of African-American, White and Hispanic students in grade 5 performing at Achievement Level 1 on FCAT 2.0 Science decreased in comparison to 2013. Since 2012, the percentage of grade 5 African-American students performing at Achievement Level 1 has decreased 5 percentage points. In 2014, 12 percent of White students in grade 5 were performing at Achievement Level 1 on FCAT 2.0 Science. This is a decrease from 13 percent in 2013 and 2012. In 2014, 23 percent of Hispanic students in grade 5 were performing at Achievement Level 1 on FCAT 2.0 Science. This is a decrease from 24 percent in 2013 and 25 percent in 2012. In 2014, 34 percent of African-American students in grade 5 were performing at Achievement Level 1 on FCAT 2.0 Science. This is a decrease from 35 percent in 2013 and 39 percent in 2012. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 57 2014 Grade 5 FCAT 2.0 Science By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 40% 30% 20% 45% 46% 46% 29% 28% 27% 11% 11% 10% 2012 2013 2014 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 In 2014, the percentage of Students with Disabilities in grade 5 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science decreased in comparison to 2013. In 2014, 27 percent of Students with Disabilities in grade 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science. This is a decrease from 28 percent in 2013 and 29 percent in 2012. In 2014, 10 percent of Students with Disabilities in grade 5 were performing at or above Achievement Level 4 on FCAT 2.0 Science. This is a decrease from to 11 percent in 2013 and 2012. In 2014, 46 percent of Students with Disabilities in grade 5 were performing at Achievement Level 1 on FCAT 2.0 Science. This is equal to 46 percent in 2013 and an increase from 45 percent in 2012. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 58 Grade 5 FCAT 2.0 Science By Achievement Level English Language Learners 100% 90% 80% 70% 60% 57% 51% 50% 19% 20% 50% 40% 30% 20% 15% 10% 3% 4% 4% 2012 2013 2014 0% At or Above Achievement Level 3 (Passing) At or above Achievement Level 4 Achievement Level 1 Since 2012, the percentage of English Language Learners in grade 5 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science has increased 5 percentage points, while the percentage performing at Achievement Level 1 has decreased 7 percentage points. In 2014, 20 percent of English Language Learners in grade 5 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science. This is an increase from 19 percent in 2013 and 15 percent in 2012. In 2014, 4 percent of English Language Learners in grade 5 were performing at or above Achievement Level 4 on FCAT 2.0 Science. This is equal to 4 percent in 2013 and an increase from 3 percent in 2012. In 2014, 50 percent of English Language Learners in grade 5 were performing at Achievement Level 1 on FCAT 2.0 Science. This is a decrease from 51 percent in 2013 and 57 percent in 2012. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 59 2014 Grade 8 FCAT 2.0 Science By Achievement Level 100% 90% 80% 70% 60% 50% 47% 47% 49% 25% 24% 25% 22% 22% 21% 2012 2013 2014 40% 30% 20% 10% 0% At or above Achievement Level 3 (Passing) At or above Achievement Level 4 Achievement Level 1 In comparison to 2013, the percentage of students in grade 8 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science increased 2 percentage points, the percentage performing at or above Achievement Level 4 increased 1 percentage point, and the percentage performing at Achievement Level 1 decreased 1 percentage point. In 2014, 49 percent of students in grade 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science. This is an increase from 47 percent in 2013 and 2012. In 2014, 25 percent of students in grade 8 were performing at or above Achievement Level 4 on FCAT 2.0 Science. This is an increase from 24 percent in 2013 and consistent with 25 percent in 2012. In 2014, 21 percent of students in grade 8 were performing at Achievement Level 1 on FCAT 2.0 Science. This is a decrease from 22 percent in 2013 and 2012. Source: Bureau of K-12 Student Assessment Florida Department of Education, June 2014 2014 60 Grade 8 FCAT 2.0 Science At or Above Achievement Level 3 (Passing) 100% 90% 80% 70% 60% 61% 61% 42% 42% 44% 26% 27% 2012 2013 60% 50% 40% 30% 29% 20% 10% 0% White 2014 African-American Hispanic In 2014, the percentage of Hispanic and African-American students in grade 8 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science increased 2 percentage points in comparison to 2013, narrowing the achievement gap with grade 8 White students. In 2014, 61 percent of White students in grade 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science. This is equal to 61 percent in 2013 and an increase from 60 percent in 2012. In 2014, 44 percent of Hispanic students in grade 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science. This is an increase from 42 percent in 2013 and 2012. In 2014, 29 percent of African-American students in grade 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science. This is an increase from 27 percent in 2013 and 26 percent in 2012. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 61 2014 Grade 8 FCAT 2.0 Science At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 40% 30% 34% 33% 34% 21% 20% 21% 10% 10% 12% 2012 2013 2014 20% 10% 0% White African-American Hispanic Overall, the percentage of African-American, White and Hispanic students in grade 8 performing at or above Achievement Level 4 on FCAT 2.0 Science increased in comparison to 2013. In 2014, 34 percent of White students in grade 8 were performing at or above Achievement Level 4 on FCAT 2.0 Science. This is an increase from 33 percent in 2013 and equal to 34 percent in 2012. In 2014, 21 percent of Hispanic students in grade 8 were performing at or above Achievement Level 4 on FCAT 2.0 Science. This is an increase from 20 percent in 2013 and consistent with 21 percent in 2012. In 2014, 12 percent of African-American students in grade 8 were performing at or above Achievement Level 4 on FCAT 2.0 Science. This is an increase from 10 percent in 2013 and 2012. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 62 Grade 8 FCAT 2.0 Science Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 39% 38% 26% 25% 24% 12% 12% 12% 2012 2013 2014 35% 30% 20% 10% 0% White African-American Hispanic In 2014, the percentage of African-American and Hispanic students in grade 8 performing at Achievement Level 1 on FCAT 2.0 Science decreased by 3 percentage points and 1 percentage point, respectively, in comparison to 2013. In 2014, 12 percent of White students in grade 8 were performing at Achievement Level 1 on FCAT 2.0 Science. This is equal to 12 percent in 2013 and 2012. In 2014, 24 percent of Hispanic students in grade 8 were performing at Achievement Level 1 on FCAT 2.0 Science. This is a decrease from 25 percent in 2013 and 26 percent in 2012. In 2014, 35 percent of African-American students in grade 8 were performing at Achievement Level 1 on FCAT 2.0 Science. This is a decrease from 38 percent in 2013 and 39 percent in 2012. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 63 2014 Grade 8 FCAT 2.0 Science By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 50% 49% 20% 20% 20% 8% 7% 8% 2012 2013 2014 50% 40% 30% 20% 10% 0% At or above Achievement Level 3 (Passing) At or above Achievement Level 4 Achievement Level 1 In 2014, the percentage of Students with Disabilities in grade 8 performing at or above Achievement Level 4 on FCAT 2.0 Science increased 1 percentage point in comparison to 2013, while the percentage scoring at Achievement Level 1 decreased by 1 percentage point. In 2014, 20 percent of Students with Disabilities in grade 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science. This is consistent with 20 percent in 2013 and 2012. In 2014, 8 percent of Students with Disabilities in grade 8 were performing at or above Achievement Level 4 on FCAT 2.0 Science. This is an increase from 7 percent in 2013 and equal to 8 percent in 2012. In 2014, 49 percent of Students with Disabilities in grade 8 were performing at Achievement Level 1 on FCAT 2.0 Science. This is a decrease from 50 percent in 2013 and 2012. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 2014 64 Grade 8 FCAT 2.0 Science By Achievement Level English Language Learners 100% 90% 80% 70% 67% 64% 61% 9% 10% 2% 2% 2013 2014 60% 50% 40% 30% 20% 10% 0% 8% 2% 2012 At or above Achievement Level 3 (Passing) At or above Achievement Level 4 Achievement Level 1 In 2014, the percentage of English Language Learners in grade 8 performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science increased 1 percentage point in comparison to 2013. In addition, the percentage of English Language Learners in grade 8 performing at Achievement Level 1 on FCAT 2.0 Science decreased 3 percentage points in comparison to 2013, which is a decrease of 6 percentage points since 2012. In 2014, 10 percent of English Language Learners in grade 8 were performing at or above Achievement Level 3 (Passing) on FCAT 2.0 Science. This is an increase from 9 percent in 2013 and 8 percent in 2012. In 2014, 2 percent of English Language Learners in grade 8 were performing at or above Achievement Level 4 on FCAT 2.0 Science. This is consistent with 2 percent in 2013 and 2012. In 2014, 61 percent of English Language Learners in grade 8 were performing at Achievement Level 1 on FCAT 2.0 Science. This is a decrease from 64 percent in 2013 and 67 percent in 2012. Source: K20 Education Data Warehouse Florida Department of Education, June 2014 65 2014 Statewide Comparison Report FCAT 2.0 Science 2012 to 2014 1 Grade Year 5 5 5 8 8 8 2012 2013 2014 2012 2013 2014 Number of Students Mean Scale Score 199,164 195,131 195,645 193,401 195,685 197,210 200 201 201 200 200 201 Percentage of Students by 2 Achievement Level 1 2 3 4 5 22 26 27 12 12 21 26 27 12 14 21 25 28 13 13 22 31 22 13 12 22 31 23 13 11 21 30 23 14 12 Percentage Passing (Level 3 and Above) 52 53 54 47 47 49 Source: Bureau of K-12 Student Assessment Florida Department of Education, June 2014 1 In spring 2012, FCAT 2.0 Science was administered for the first time, and results were reported as FCAT Equivalent Scores in order to maintain consistent expectations for student performance during the transition year. The 2012 scores have been converted, or retrofitted, to the established FCAT 2.0 Science score scale so that stakeholders and the general public are able to see what the results would have been if the score scale and Achievement Levels had been approved and implemented at that time. 2 Percentages may not add to 100 due to rounding. 2014 66 Grade 5 FCAT 2.0 Science Results Percentage Comparison by District District STATEWIDE ALACHUA BAKER BAY BRADFORD BREVARD BROWARD CALHOUN CHARLOTTE CITRUS CLAY COLLIER COLUMBIA MIAMI DADE DESOTO DIXIE DUVAL ESCAMBIA FLAGLER FRANKLIN GADSDEN GILCHRIST GLADES GULF HAMILTON HARDEE HENDRY HERNANDO HIGHLANDS HILLSBOROUGH HOLMES INDIAN RIVER JACKSON JEFFERSON LAFAYETTE LAKE LEE LEON LEVY 67 Percentage Passing (Level 3 and Above) 2013 53 59 37 49 43 62 49 63 56 51 62 52 50 51 40 45 51 59 49 56 47 57 41 47 41 44 43 50 43 52 39 47 61 32 48 49 53 53 49 2014 54 59 41 50 46 62 49 61 53 57 62 53 59 51 26 59 53 53 54 57 43 56 49 49 30 48 42 53 40 56 53 47 57 26 40 51 53 60 40 Percentage Point Change of Students at Level 3 and Above 2014 1 0 4 1 3 0 0 -2 -3 6 0 1 9 0 -14 14 2 -6 5 1 -4 -1 8 2 -11 4 -1 3 -3 4 14 0 -4 -6 -8 2 0 7 -9 Grade 5 FCAT 2.0 Science Results Percentage Comparison by District Percentage Passing (Level 3 and Above) District STATEWIDE LIBERTY MADISON MANATEE MARION MARTIN MONROE NASSAU OKALOOSA OKEECHOBEE ORANGE OSCEOLA PALM BEACH PASCO PINELLAS POLK PUTNAM ST JOHNS ST LUCIE SANTA ROSA SARASOTA SEMINOLE SUMTER SUWANNEE TAYLOR UNION VOLUSIA WAKULLA WALTON WASHINGTON 2013 53 40 29 45 55 60 63 63 63 37 55 51 60 49 49 45 37 71 47 62 64 63 61 35 52 42 61 55 59 45 2014 54 56 30 50 52 57 60 67 62 40 57 52 57 52 55 47 39 72 45 62 66 64 60 45 48 52 62 59 56 48 Percentage Point Change of Students at Level 3 and Above 1 16 1 5 -3 -3 -3 4 -1 3 2 1 -3 3 6 2 2 1 -2 0 2 1 -1 10 -4 10 1 4 -3 3 Source: Bureau of K-12 Student Assessment Florida Department of Education, June 2014 2014 68 Grade 8 FCAT 2.0 Science Results Percentage Comparison by District District STATEWIDE ALACHUA BAKER BAY BRADFORD BREVARD BROWARD CALHOUN CHARLOTTE CITRUS CLAY COLLIER COLUMBIA MIAMI-DADE DESOTO DIXIE DUVAL ESCAMBIA FLAGLER FRANKLIN GADSDEN GILCHRIST GLADES GULF HAMILTON HARDEE HENDRY HERNANDO HIGHLANDS HILLSBOROUGH HOLMES INDIAN RIVER JACKSON JEFFERSON LAFAYETTE LAKE LEE LEON LEVY 69 Percentage Passing (Level 3 and Above) 2013 47 51 48 45 33 60 46 52 47 53 52 46 42 42 30 50 45 42 44 51 17 69 31 47 16 30 29 51 41 45 37 50 52 8 50 47 48 53 44 2014 49 49 41 48 40 57 47 52 44 55 57 50 40 44 29 50 47 45 49 49 32 57 49 44 14 33 36 47 37 46 39 51 53 11 47 47 48 58 41 Percentage Point Change of Students at Level 3 and Above 2014 2 -2 -7 3 7 -3 1 0 -3 2 5 4 -2 2 -1 0 2 3 5 -2 15 -12 18 -3 -2 3 7 -4 -4 1 2 1 1 3 -3 0 0 5 -3 Grade 8 FCAT 2.0 Science Results Percentage Comparison by District Percentage Passing (Level 3 and Above) District STATEWIDE LIBERTY MADISON MANATEE MARION MARTIN MONROE NASSAU OKALOOSA OKEECHOBEE ORANGE OSCEOLA PALM BEACH PASCO PINELLAS POLK PUTNAM ST. JOHNS ST. LUCIE SANTA ROSA SARASOTA SEMINOLE SUMTER SUWANNEE TAYLOR UNION VOLUSIA WAKULLA WALTON WASHINGTON 2013 47 41 17 48 42 52 55 54 65 34 47 39 49 48 48 37 33 70 44 60 59 59 51 41 43 49 51 61 53 47 2014 49 48 36 47 41 58 58 60 63 35 49 42 51 52 47 39 35 74 46 64 59 59 50 42 50 57 55 59 58 52 Percentage Point Change of Students at Level 3 and Above 2 7 19 -1 -1 6 3 6 -2 1 2 3 2 4 -1 2 2 4 2 4 0 0 -1 1 7 8 4 -2 5 5 Source: Bureau of K-12 Student Assessment Florida Department of Education, June 2014 The Spring 2014 Grades 3-10 FCAT 2.0 Reading, Mathematics and Science Press Releases may be accessed at http://www.fldoe.org/news/2014/2014_06_06.asp. 2014 70 2014 June 2014 FLORIDA END-OF-COURSE ASSESSMENTS ALGEBRA 1, GEOMETRY, BIOLOGY 1 AND U.S. HISTORY Florida End-of-Course Assessments Grades 6-12 The Florida End-of-Course (EOC) Assessments are computer-based, criterion-referenced tests that measure the Next Generation Sunshine State Standards (NGSSS) for specific courses, as outlined in their course descriptions. The first assessment to begin the transition to EOC testing in Florida was the Algebra 1 EOC Assessment in spring 2011. Geometry and Biology 1 EOC Assessments were administered for the first time in spring 2012; the U.S. History EOC Assessment was administered for the first time in spring 2013; and the Civics EOC Assessment was administered for the first time in spring 2014. Next year, Florida will transition to new end-of-course assessments designed to measure students’ mastery of the new Florida Standards in Mathematics. These new assessments will replace the current EOC assessments administered in mathematics (Algebra 1 and Geometry). The Biology 1, U.S. History and Civics EOC Assessments will continue to be administered next school year, and retake administrations of the NGSSS Algebra 1 and Geometry EOC Assessments will be offered for graduation and course completion purposes. During the first year of implementation, each new EOC assessment is administered only in the spring. Currently, after the initial spring administration, each EOC assessment is also administered in the summer, fall and winter. Student results in this media packet include the combined results for the test administrations offered throughout the school year. These assessments are outlined on the notes pages preceding each subject area’s section. In addition, student performance in this media packet represents only student results for first-time test takers during the school year. The success a student has achieved with the NGSSS assessed by the EOC assessments is indicated by Achievement Levels that range from 1 (lowest) to 5 (highest). Achievement Levels are established by the State Board of Education after the first statewide test administration and a standard-setting process that includes educator and stakeholder input. U.S. History EOC Assessment Achievement Levels were established by the State Board on January 21, 2014. Student performance on the initial year of each EOC assessment presented in this media packet is reported using the adopted Achievement Level standards. This was done so stakeholders can compare school years and see how students would have performed if the Achievement Levels had been established at that time. For the Civics EOC Assessment, students received a score on a scale of 20‐80. This scale, which is only used for the first statewide test administration of each EOC assessment, is a special scale known as a T‐ score scale, and the score that students receive is called a T score. This information is not presented in this media packet but can be accessed on the department’s website at http://fcat.fldoe.org/mediapacket/2014/pdf/2014UEOCR.pdf. For more information about EOC assessments, please visit http://fcat.fldoe.org/eoc/. 2014 2 The Achievement Level definitions that apply to EOC assessments are provided below, along with the cut scores that define the Achievement Levels for each EOC assessment. The State Board has established the minimum score in Achievement Level 3 as the passing score for all EOC assessments. Level 5: Level 4: Level 3: Level 2: Level 1: Students at this level demonstrate mastery of the most challenging content of the Next Generation Sunshine State Standards. Students at this level demonstrate an above satisfactory level of success with the challenging content of the Next Generation Sunshine State Standards. Students at this level demonstrate a satisfactory level of success with the challenging content of the Next Generation Sunshine State Standards. Students at this level demonstrate a below satisfactory level of success with the challenging content of the Next Generation Sunshine State Standards. Students at this level demonstrate an inadequate level of success with the challenging content of the Next Generation Sunshine State Standards. Achievement Levels for the Florida EOC Assessment Scale Scores (325 to 475) Level 3 Assessment Level 1 Level 2 Level 4 Level 5 (Passing) Algebra 1 325-374 375-398 399-424 425-436 437-475 Geometry 325-369 370-395 396-417 418-433 434-475 Biology 1 325-368 369-394 395-420 421-430 431-475 U.S. History 325-377 378-396 397-416 417-431 432-475 For the statewide assessment of mathematics in 2013 and 2014, middle school students may have taken a mathematics EOC assessment only, the FCAT 2.0 Mathematics assessment for their grade level only, or both. The chart on the following page provides information on the performance of all middle school students who took a statewide mathematics assessment, regardless of the type of assessment taken. The Spring 2014 Florida EOC Assessments Press Releases may be accessed at http://www.fldoe.org/news/2014/2014_06_13.asp. 3 2014 Grades 6-8, All Mathematics Assessments Algebra 1 EOC, Geometry EOC and FCAT 2.0 Mathematics By Achievement Level 100% 90% 80% 70% 60% 56% 56% 56% 56% 28% 28% 28% 29% 21% 21% 22% 22% 50% 40% 30% 20% 10% 0% 2011 2012 2013 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 2014 Overall, the performance of students in grades 6, 7 and 8 at or above Achievement Level 3 (Passing) on all mathematics assessments, which include the Algebra 1 EOC, Geometry EOC and FCAT 2.0 Mathematics Assessments, has remained consistent since 2011. Over that same period of time, the percentage of students in grades 6, 7 and 8 performing at or above Achievement Level 4 and at Achievement Level 1 on all mathematics assessments has increased 1 percentage point. In 2014, 56 percent of students in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC, Geometry EOC and FCAT 2.0 Mathematics Assessments. This is equal to 56 percent in 2013, 2012 and 2011. In 2014, 29 percent of students in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Algebra 1 EOC, Geometry EOC and FCAT 2.0 Mathematics Assessments. This is an increase from 28 percent in 2013, 2012 and 2011. In 2014, 22 percent of students in grades 6, 7 and 8 performed at Achievement Level 1 on the Algebra 1 EOC, Geometry EOC and FCAT 2.0 Mathematics Assessments. This is equal to 22 percent in 2013 and an increase from 21 percent in 2012 and 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 4 Algebra 1 EOC Assessment Grades 6-12 2014 School Year NOTES: 1) Student performance on the 2011 Algebra 1 EOC Assessment presented in this media packet is reported using the Achievement Levels established by the State Board of Education in December 2011. This was done so stakeholders can compare school years and see how students would have performed if the Achievement Levels had been established in 2011. 2) Percentages displayed in this document for 2013 may reflect minor differences from percentages published in last year’s media packet. This is because of the inclusion of summer 2013 results and routine updates made to student data subsequent to last year’s release. 3) Algebra 1 student performance in this media packet includes student results for all first-time test takers for each administration during each school year. School Year 2010-11 2011-12 2012-13 2013-14 5 Administrations Spring Winter, Spring, Summer Winter, Spring, Summer Fall, Winter, Spring (Summer not yet administered) 2014 Grades 6-12 Algebra 1 EOC Assessment By Achievement Level 100% 90% 80% 70% 60% 55% 64% 65% 27% 28% 15% 13% 12% 2012 2013 2014 59% 50% 40% 30% 20% 10% 22% 17% 18% 0% 2011 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, students in grades 6-12 performing at or above Achievement Level 3 (Passing) improved 10 percentage points on the Algebra 1 EOC Assessment since 2011. The percentage of students in grades 6-12 performing at or above Achievement Level 4 improved 11 percentage points since 2011, while the percentage of students performing at Achievement Level 1 has improved (decreased) by 6 percentage points over the same period of time. In 2014, 65 percent of students in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is an increase from 64 percent in 2013, 59 percent in 2012 and 55 percent in 2011. In 2014, 28 percent of students in grades 6-12 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is an increase from 27 percent in 2013, 22 percent in 2012 and 17 percent in 2011. In 2014, 12 percent of students in grades 6-12 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 13 percent in 2013, 15 percent in 2012 and 18 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 6 Grades 6-12 Algebra 1 EOC Assessment At or Above Achievement Level 3 (Passing) 100% 90% 80% 70% 60% 50% 40% 69% 65% 56% 50% 72% 73% 61% 63% 48% 50% 2013 2014 40% 36% 30% 20% 10% 0% 2011 2012 White African-American Hispanic African-American students in grades 6-12 continue to close the achievement gap with White students on the Algebra 1 EOC Assessment. Since 2011, African-American students have improved 14 percentage points, Hispanic students improved 13 percentage points, and White students have improved 8 percentage points. In 2014, 73 percent of White students in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is an increase from 72 percent in 2013, 69 percent in 2012 and 65 percent in 2011. In 2014, 50 percent of African-American students in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is an increase from 48 percent in 2013, 40 percent in 2012 and 36 percent in 2011. In 2014, 63 percent of Hispanic students in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is an increase from 61 percent in 2013, 56 percent in 2012 and 50 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 7 2014 Grades 6-12 Algebra 1 EOC Assessment At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 28% 23% 19% 14% 9% 7% 33% 34% 24% 25% 14% 15% 2013 2014 0% 2011 2012 White African-American Hispanic African-American, Hispanic and White students in grades 6-12 performing at or above Achievement Level 4 on the Algebra 1 EOC Assessment increased 1 percentage point in 2014 compared to 2013. In 2014, 34 percent of White students in grades 6-12 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is an increase from 33 percent in 2013, 28 percent in 2012 and 23 percent in 2011. In 2014, 15 percent of African-American students in grades 6-12 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is an increase from 14 percent in 2013, 9 percent in 2012 and 7 percent in 2011. In 2014, 25 percent of Hispanic students in grades 6-12 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is an increase from 24 percent in 2013, 19 percent in 2012 and 14 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 8 Grades 6-12 Algebra 1 EOC Assessment Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 29% 25% 21% 21% 17% 19% 15% 14% 11% 10% 9% 8% 2011 2012 2013 2014 White African-American Hispanic The percentage of African-American students performing at Achievement Level 1 on the Algebra 1 EOC Assessment has improved (decreased) 10 percentage points since 2011. Over the same period of time, the percentage of Hispanic students performing at Achievement Level 1 improved (decreased) 7 percentage points, and White students performing at Achievement Level 1 improved (decreased) 3 percentage points. In 2014, 8 percent of White students in grades 6-12 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 9 percent in 2013, 10 percent in 2012 and 11 percent in 2011. In 2014, 19 percent of African-American students in grades 6-12 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 21 percent in 2013, 25 percent in 2012 and 29 percent in 2011. In 2014, 14 percent of Hispanic students in grades 6-12 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 15 percent in 2013, 17 percent in 2012 and 21 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 9 2014 Grades 6-12 Algebra 1 EOC Assessment By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 40% 40% 36% 35% 30% 33% 30% 20% 10% 27% 4% 6% 8% 34% 33% 8% 0% 2011 2012 2013 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 2014 Students with Disabilities in grades 6-12 performing at or above Achievement Level 3 (Passing) and at Achievement Level 1 on the Algebra 1 EOC Assessment improved 7 percentage points since 2011, while the percentage performing at or above Achievement Level 4 improved 4 percentage points since 2011. In 2014, 34 percent of Students with Disabilities in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is an increase from 33 percent in 2013, 30 percent in 2012 and 27 percent in 2011. In 2014, 8 percent of Students with Disabilities in grades 6-12 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is equal to 8 percent in 2013 and an increase from 6 percent in 2012 and 4 percent in 2011. In 2014, 33 percent of Students with Disabilities in grades 6-12 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 35 percent in 2013, 36 percent in 2012 and 40 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 10 Grades 6-12 Algebra 1 EOC Assessment By Achievement Level English Language Learners 100% 90% 80% 70% 60% 50% 44% 40% 37% 30% 20% 10% 26% 5% 30% 7% 37% 34% 11% 39% 31% 12% 0% 2011 2012 2013 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 2014 Overall, English Language Learners’ performance has improved on the Algebra 1 EOC Assessment since 2011. The percentage of English Language Learners in grades 6-12 performing at or above Achievement Level 3 (Passing) and at Achievement Level 1 has improved 13 percentage points since 2011, while the percentage performing at or above Achievement Level 4 has improved 7 percentage points. In 2014, 39 percent of English Language Learners in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is an increase from 37 percent in 2013, 30 percent in 2012 and 26 percent in 2011. In 2014, 12 percent of English Language Learners in grades 6-12 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is an increase from 11 percent in 2013, 7 percent in 2012 and 5 percent in 2011. In 2014, 31 percent of English Language Learners in grades 6-12 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 34 percent in 2013, 37 percent in 2012 and 44 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 11 2014 Grades 6, 7 and 8 Algebra 1 EOC Assessment By Achievement Level 100% 90% 87% 82% 91% 90% 53% 52% 80% 70% 60% 50% 40% 49% 39% 30% 20% 10% 4% 2% 1% 1% 2011 2012 2013 2014 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Since 2011, the performance of students in grades 6, 7 and 8 has improved on the Algebra 1 EOC Assessment; however, performance at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 has decreased 1 percentage point since 2013. In 2014, 90 percent of students in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing). This is a decrease from 91 percent in 2013 and an increase from 87 percent in 2012 and 82 percent in 2011. In 2014, 52 percent of students in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is a decrease from 53 percent in 2013 and an increase from 49 percent in 2012 and 39 percent in 2011. In 2014, 1 percent of students in grades 6, 7 and 8 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is consistent with 1 percent in 2013 and a decrease from 2 percent in 2012 and 4 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 12 Grades 6, 7 and 8 Algebra 1 EOC Assessment At or Above Achievement Level 3 (Passing) 100% 90% 91% 87% 87% 80% 70% 60% 80% 94% 92% 90% 89% 83% 82% 2013 2014 72% 64% 50% 40% 30% 20% 10% 0% 2011 2012 White African-American Hispanic Overall, White, Hispanic and African-American students in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) has improved since 2011; however, all three groups of students’ performance decreased slightly in 2014 compared to 2013. In 2014, 92 percent of White students in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is a decrease from 94 percent in 2013 and an increase from 91 percent in 2012 and 87 percent in 2011. In 2014, 82 percent of African-American students in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is a decrease from 83 percent in 2013 and an increase from 72 percent in 2012 and 64 percent in 2011. In 2014, 89 percent of Hispanic students in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is a decrease from 90 percent in 2013 and an increase from 87 percent in 2012 and 80 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 13 2014 Grades 6, 7 and 8 Algebra 1 EOC Assessment At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 54% 47% 34% 49% 49% 36% 36% 2013 2014 28% 20% 10% 57% 44% 40% 30% 59% 19% 0% 2011 2012 White African-American Hispanic Overall, White, Hispanic and African-American students in grades 6, 7 and 8 performing at or above Achievement Level 4 has improved since 2011. In comparison to 2013, Hispanic and African-American students’ performance remained consistent, while White students’ performance decreased 2 percentage points. In 2014, 57 percent of White students in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is a decrease from 59 percent in 2013 and an increase from 54 percent in 2012 and 44 percent in 2011. In 2014, 36 percent of African-American students in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is consistent with 36 percent in 2013 and an increase from 28 percent in 2012 and 19 percent in 2011. In 2014, 49 percent of Hispanic students in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is consistent with 49 percent in 2013 and an increase from 47 percent in 2012 and 34 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 14 Grades 6, 7 and 8 Algebra 1 EOC Assessment Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 9% 6% 4% 2% 2% 1% 2012 2011 White 3% 3% 1% 1% 2013 African-American 1% 1% 2014 Hispanic In 2014, Hispanic, African-American and White students in grades 6, 7 and 8 performing at Achievement Level 1 on the Algebra 1 EOC Assessment remained consistent in comparison to 2013. In 2014, 1 percent of White students in grades 6, 7 and 8 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is equal to 1 percent in 2013 and 2012 and a decrease from 2 percent in 2011. In 2014, 3 percent of African-American students in grades 6, 7 and 8 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is equal to 3 percent in 2013, and a decrease from 6 percent in 2012 and 9 percent in 2011. In 2014, 1 percent of Hispanic students in grades 6, 7 and 8 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is equal to 1 percent in 2013 and a decrease from 2 percent in 2012 and 4 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 15 2014 Grades 6, 7 and 8 Algebra 1 EOC Assessment By Achievement Level Students with Disabilities 100% 90% 75% 80% 70% 82% 80% 38% 37% 5% 4% 67% 60% 50% 34% 40% 30% 20% 10% 23% 10% 6% 0% 2011 2012 2013 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 2014 Overall, the performance of Students with Disabilities in grades 6, 7 and 8 has improved since 2011; however, the percentage of these students performing at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 decreased slightly in 2014 compared to 2013. In 2014, 80 percent of Students with Disabilities in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is a decrease from 82 percent in 2013 and increase from 75 percent in 2012 and 67 percent in 2011. In 2014, 37 percent of Students with Disabilities in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is a decrease from 38 percent in 2013 and an increase from 34 percent in 2012 and 23 percent in 2011. In 2014, 4 percent of Students with Disabilities in grades 6, 7 and 8 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 5 percent in 2013, 6 percent in 2012 and 10 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 16 Grades 6, 7 and 8 Algebra 1 EOC Assessment By Achievement Level English Language Learners 100% 90% 80% 80% 37% 38% 66% 70% 60% 80% 53% 50% 40% 28% 30% 20% 18% 10% 13% 0% 2011 9% 5% 2012 2013 4% 2014 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Since 2013, the percentage of English Language Learners in grades 6, 7 and 8 performing at or above Achievement Level 4 improved 1 percentage point, while the percentage performing at or above Achievement Level 3 (Passing) remained consistent and the percentage performing at Achievement Level 1 improved (decreased) 1 percentage point. In 2014, 80 percent of English Language Learners in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is equal to 80 percent in 2013, and an increase from 66 percent in 2012 and 53 percent in 2011. In 2014, 38 percent of English Language Learners in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is an increase from 37 percent in 2013, 28 percent in 2012 and 18 percent in 2011. In 2014, 4 percent of English Language Learners in grades 6, 7 and 8 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 5 percent in 2013, 9 percent in 2012 and 13 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 17 2014 Grades 9-12 Algebra 1 EOC Assessment By Achievement Level 100% 90% 80% 70% 60% 50% 40% 30% 50% 51% 21% 20% 18% 7% 9% 13% 13% 2011 2012 2013 2014 41% 25% 46% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, Florida students’ performance in grades 9-12 on the Algebra 1 EOC Assessment has improved since 2011. Since 2013, the percentage of students in grades 9-12 performing at or above Achievement Level 3 (Passing) and Achievement Level 1 improved 1 and 2 percentage points, respectively, in 2014 compared to 2013, while the percentage performing at or above Achievement Level 4 remained consistent. In 2014, 51 percent of students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is an increase from 50 percent in 2013, 46 percent in 2012 and 41 percent in 2013. In 2014, 13 percent of students in grades 9-12 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is equal to 13 percent in 2013 and an increase from 9 percent in 2012 and 7 percent in 2011. In 2014, 18 percent of students in grades 9-12 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 20 percent in 2013, 21 percent in 2012 and 25 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 18 Grades 9-12 Algebra 1 EOC Assessment At or Above Achievement Level 3 (Passing) 100% 90% 80% 70% 60% 55% 51% 50% 40% 44% 37% 30% 20% 32% 28% 58% 60% 48% 50% 38% 39% 2013 2014 10% 0% 2011 2012 White African-American Hispanic Overall, performance of White, African-American and Hispanic students in grades 9-12 performing at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment has improved since 2011. The percentage of White and Hispanic students in grades 9-12 performing at or above Achievement Level 3 (Passing) increased by 2 percentage points and the percentage of African-American students increased 1 percentage point in 2014 compared to 2013. In 2014, 60 percent of White students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is an increase from 58 percent in 2013, 55 percent in 2012 and 51 percent in 2011. In 2014, 39 percent of African-American students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is an increase from 38 percent in 2013, 32 percent in 2012 and 28 percent in 2011. In 2014, 50 percent of Hispanic students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is an increase from 48 percent in 2013, 44 percent in 2012 and 37 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 19 2014 Grades 9-12 Algebra 1 EOC Assessment At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 12% 10% 9% 5% 3% 2011 4% 2012 White African-American 17% 16% 13% 13% 7% 7% 2013 2014 Hispanic In 2014, the percentage of White students in grades 9-12 performing at or above Achievement Level 4 on the Algebra 1 EOC Assessment increased 1 percentage point, while the percentage of Hispanic and African-American students in grades 9-12 remained consistent compared to 2013. In 2014, 17 percent of White students in grades 9-12 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is an increase from 16 percent in 2013, 12 percent in 2012 and 10 percent in 2011. In 2014, 7 percent of African-American students in grades 9-12 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is equal to 7 percent in 2013 and an increase from 4 percent in 2012 and 3 percent in 2011. In 2014, 13 percent of Hispanic students in grades 9-12 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is equal to 13 percent in 2013 and an increase from 9 percent in 2012 and 5 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 20 Grades 9-12 Algebra 1 EOC Assessment Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 35% 30% 30% 27% 25% 23% 22% 20% 20% 28% 10% 17% 15% 14% 13% 2011 2012 2013 2014 0% White African-American Hispanic The percentage of White, African-American and Hispanic students in grades 9-12 performing at Achievement Level 1 on the Algebra 1 EOC Assessment has improved (decreased) steadily since 2011. In comparison to 2013, the percentage of African-American and Hispanic students in grades 9-12 performing at Achievement Level 1 decreased by 2 percentage points, while the percentage of White students decreased by 1 percentage point. In 2014, 13 percent of White students in grades 9-12 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 14 percent in 2013, 15 percent in 2012 and 17 percent 2011. In 2014, 25 percent of African-American students in grades 9-12 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 27 percent in 2013, 30 percent in 2012 and 35 percent in 2011. In 2014, 20 percent of Hispanic students in grades 9-12 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 22 percent in 2013, 23 percent in 2012 and 28 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 21 2014 Grades 9-12 Algebra 1 EOC Assessment By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 44% 40% 40% 39% 37% 25% 3% 27% 4% 28% 30% 20% 10% 22% 2% 4% 0% 2011 2012 2013 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 2014 Students with Disabilities in grades 9-12 have increased their performance on the Algebra 1 EOC Assessment since 2011. The percentage of Students with Disabilities in grades 9-12 that performed at or above Achievement Level 3 (Passing) increased 1 percentage point, and the percentage performing at Achievement Level 1 decreased 2 percentage points. In 2014, 28 percent of Students with Disabilities in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is an increase from 27 percent in 2013, 25 percent in 2012 and 22 percent in 2011. In 2014, 4 percent of Students with Disabilities in grades 9-12 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is equal to 4 percent in 2013 and an increase from 3 percent in 2012 and 2 percent in 2011. In 2014, 37 percent of Students with Disabilities in grades 9-12 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 39 percent in 2013, 40 percent in 2012 and 44 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 22 Grades 9-12 Algebra 1 EOC Assessment By Achievement Level English Language Learners 100% 90% 80% 70% 60% 50% 46% 38% 40% 30% 20% 10% 24% 4% 28% 6% 36% 35% 33% 34% 9% 10% 2013 2014 0% 2011 2012 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, English Language Learners in grades 9-12 performed higher on the Algebra 1 EOC Assessment in 2014. The percentage of English Language Learners in grades 9-12 performing at or above Achievement Level 3 (Passing) and at Achievement Level 1 improved 2 percentage points, while the percentage performing at or above Achievement Level 4 improved 1 percentage point in comparison to 2013. In 2014, 35 percent of English Language Learners in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Algebra 1 EOC Assessment. This is an increase from 33 percent in 2013, 28 percent in 2012 and 24 percent in 2011. In 2014, 10 percent of English Language Learners in grades 9-12 performed at or above Achievement Level 4 on the Algebra 1 EOC Assessment. This is an increase from 9 percent in 2013, 6 percent in 2012 and 4 percent in 2011. In 2014, 34 percent of English Language Learners in grades 9-12 performed at Achievement Level 1 on the Algebra 1 EOC Assessment. This is a decrease from 36 percent in 2013, 38 percent in 2012 and 46 percent in 2011. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 23 2014 Grades 6-12 Algebra 1 EOC Assessment Results Percentage Comparison by District 1 District STATEWIDE ALACHUA BAKER BAY BRADFORD BREVARD BROWARD CALHOUN CHARLOTTE CITRUS CLAY COLLIER COLUMBIA MIAMI DADE DESOTO DIXIE DUVAL ESCAMBIA FLAGLER FRANKLIN GADSDEN GILCHRIST GLADES GULF HAMILTON HARDEE HENDRY HERNANDO HIGHLANDS HILLSBOROUGH HOLMES INDIAN RIVER JACKSON JEFFERSON Percentage Passing (Level 3 and Above) 2013 64% 65% 66% 61% 40% 69% 65% 76% 62% 68% 64% 71% 60% 65% 50% 65% 59% 68% 76% 59% 39% 78% 63% 68% 31% 43% 45% 59% 46% 60% 65% 57% 66% 16% 2014 65% 69% 62% 62% 49% 68% 65% 83% 62% 68% 76% 73% 50% 68% 45% 48% 57% 66% 78% 54% 30% 76% 81% 74% 27% 49% 52% 58% 57% 64% 59% 59% 74% 38% Percentage Point Change of Students at Level 3 and Above 1% 4% -4% 1% 9% -1% 0% 7% 0% 0% 12% 2% -10% 3% -5% -17% -2% -2% 2% -5% -9% -2% 18% 6% -4% 6% 7% -1% 11% 4% -6% 2% 8% 22% This table includes student results of first-time test takers in the winter, spring and summer administrations for the previous year and fall, winter and spring administrations for the current year. 1 2014 24 Grades 6-12 Algebra 1 EOC Assessment Results Percentage Comparison by District 1 District STATEWIDE LAFAYETTE LAKE LEE LEON LEVY LIBERTY MADISON MANATEE MARION MARTIN MONROE NASSAU OKALOOSA OKEECHOBEE ORANGE OSCEOLA PALM BEACH PASCO PINELLAS POLK PUTNAM ST JOHNS ST LUCIE SANTA ROSA SARASOTA SEMINOLE SUMTER SUWANNEE TAYLOR UNION VOLUSIA WAKULLA WALTON WASHINGTON 25 Percentage Passing (Level 3 and Above) 2013 64% 76% 59% 62% 64% 69% 62% 39% 63% 57% 75% 71% 70% 77% 62% 66% 55% 68% 63% 57% 54% 51% 87% 51% 67% 73% 72% 74% 56% 74% 67% 65% 76% 73% 64% Percentage Point Change of Students at Level 3 and Above 2014 65% 1% 88% 12% 60% 1% 64% 2% 73% 9% 66% -3% 66% 4% 73% 34% 64% 1% 60% 3% 74% -1% 70% -1% 73% 3% 73% -4% 53% -9% 62% -4% 58% 3% 69% 1% 65% 2% 61% 4% 55% 1% 57% 6% 85% -2% 61% 10% 79% 12% 77% 4% 74% 2% 72% -2% 55% -1% 63% -11% 74% 7% 69% 4% 75% -1% 77% 4% 51% -13% Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 Geometry EOC Assessment Grades 6-12 2014 School Year NOTES: 1) Student performance on the 2012 Geometry EOC Assessment presented in this media packet is reported using the Achievement Levels established by the State Board of Education in December 2012. This was done so stakeholders can compare school years and see how students would have performed if the Achievement Levels had been established in 2012. 2) Percentages displayed in this document for 2013 may reflect minor differences from percentages published in last year’s media packet. This is because of the inclusion of summer 2013 results and routine updates made to student data subsequent to last year’s release. 3) Geometry student performance in this media packet includes student results for all first-time test takers for each administration during each school year. School Year 2011-12 2012-13 2013-14 Administrations Spring Winter, Spring, Summer Fall, Winter, Spring (Summer not yet administered) 2014 26 Grades 6-12 Geometry EOC Assessment By Achievement Level 100% 90% 80% 70% 60% 63% 64% 33% 34% 11% 12% 2013 2014 56% 50% 40% 30% 26% 20% 10% 15% 0% 2012 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, students in grades 6-12 continue to improve on the Geometry EOC Assessment. The percentage of students in grades 6-12 who performed at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 has increased 8 percentage points since 2012, with a 1 percentage-point increase in 2014 compared to 2013. In 2014, 64 percent of students in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is an increase from 63 percent in 2013 and 56 percent in 2012. In 2014, 34 percent of students in grades 6-12 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is an increase from 33 percent in 2013 and 26 percent in 2012. In 2014, 12 percent of students in grades 6-12 performed at Achievement Level 1 on the Geometry EOC Assessment. This is an increase from 11 percent in 2013 and a decrease from 15 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 27 2014 Grades 6-12 Geometry EOC Assessment At or Above Achievement Level 3 (Passing) 100% 90% 80% 70% 60% 74% 59% 61% 43% 44% 2013 2014 68% 50% 50% 40% 74% 33% 30% 20% 10% 0% 2012 White African-American Hispanic Gains made on the Geometry EOC Assessment by African-American and Hispanic students in grades 6-12 from 2013 to 2014 narrowed the achievement gap with White students. In 2014, the overall performance of Hispanic and African-American students performing at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment increased 2 percentage points and 1 percentage point, respectively, compared to 2013. In 2014, 74 percent of White students in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is equal to 74 percent in 2013 and an increase from 68 percent in 2012. In 2014, 44 percent of African-American students in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is an increase from 43 percent in 2013 and 33 percent in 2012. In 2014, 61 percent of Hispanic students in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is an increase from 59 percent in 2013 and 50 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 28 Grades 6-12 Geometry EOC Assessment At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 34% 42% 42% 29% 31% 15% 16% 2013 2014 21% 10% 0% 2012 White African-American Hispanic In 2014, Hispanic and African-American students in grades 6-12 performing at or above Achievement Level 4 on the Geometry EOC Assessment continued to narrow the achievement gap with White students. The percentage of Hispanic students in grades 6-12 performing at or above Achievement Level 4 increased by 2 percentage points, and the percentage of African-American students increased by 1 percentage point. In 2014, 42 percent of White students in grades 6-12 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is equal to 42 percent in 2013 and an increase from 34 percent in 2012. In 2014, 16 percent of African-American students in grades 6-12 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is an increase from 15 percent in 2013 and 10 percent in 2012. In 2014, 31 percent of Hispanic students in grades 6-12 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is an increase from 29 percent in 2013 and 21 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 29 2014 Grades 6-12 Geometry EOC Assessment Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 30% 20% 27% 20% 21% 13% 14% 8% 6% 7% 2012 2013 2014 18% 10% 0% White African-American Hispanic Overall, the performance of Hispanic, African-American and White students in grades 6-12 performing at Achievement Level 1 on the Geometry EOC Assessment has improved (decreased) since 2012; however, each of these subgroups increased 1 percentage point in 2014 compared to 2013. In 2014, 7 percent of White students in grades 6-12 performed at Achievement Level 1 on the Geometry EOC Assessment. This is an increase from 6 percent in 2013 and a decrease from 8 percent in 2012. In 2014, 21 percent of African-American students in grades 6-12 performed at Achievement Level 1 on the Geometry EOC Assessment. This is an increase from 20 percent in 2013 and a decrease from 27 percent in 2012. In 2014, 14 percent of Hispanic students in grades 6-12 performed at Achievement Level 1 on the Geometry EOC Assessment. This is an increase from 13 percent in 2013 and a decrease from 18 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 30 Grades 6-12 Geometry EOC Assessment By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 40% 33% 34% 33% 28% 8% 29% 11% 32% 11% 30% 20% 10% 0% 2012 2013 2014 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, the performance of Students with Disabilities on the Geometry EOC Assessment has improved since 2012. However, in comparison to 2013, the percentage of Students with Disabilities in grades 6-12 performing at or above Achievement Level 3 (Passing) decreased 1 percentage point; the percentage at Achievement Level 1 increased 3 percentage points, and the percentage at or above Achievement Level 4 remained consistent. In 2014, 33 percent of Students with Disabilities in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is a decrease from 34 percent in 2013 and an increase from 28 percent in 2012. In 2014, 11 percent of Students with Disabilities in grades 6-12 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is equal to 11 percent in 2013 and an increase from 8 percent in 2012. In 2014, 32 percent of Students with Disabilities in grades 6-12 performed at Achievement Level 1 on the Geometry EOC Assessment. This is an increase from 29 percent in 2013 and a decrease from 33 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 31 2014 Grades 6-12 Geometry EOC Assessment By Achievement Level English Language Learners 100% 90% 80% 70% 60% 50% 40% 33% 35% 30% 31% 6% 11% 11% 2012 2013 2014 40% 30% 20% 10% 0% 23% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, the percentage of English Language Learners in grades 6-12 performing at or above Achievement Level 3 (Passing) continued to improve on the Geometry EOC Assessment in comparison to 2012. The percentage of English Language Learners in grades 6-12 who performed at or above Achievement Level 3 (Passing) increased 1 percentage point in 2014 compared to 2013 and 8 percentage points since 2012. In 2014, 31 percent of English Language Learners in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is an increase from 30 percent in 2013 and 23 percent in 2012. In 2014, 11 percent of English Language Learners in grades 6-12 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is equal to 11 percent in 2013 and an increase from 6 percent in 2012. In 2014, 35 percent of English Language Learners in grades 6-12 performed at Achievement Level 1 on the Geometry EOC Assessment. This is an increase from 33 percent in 2013 and a decrease from 40 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 32 Grades 6, 7 and 8 Geometry EOC Assessment By Achievement Level 100% 90% 97% 97% 84% 83% 0% 0% 0% 2012 2013 2014 96% 80% 70% 78% 60% 50% 40% 30% 20% 10% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, the performance of students in grades 6, 7 and 8 on the Geometry EOC Assessment has improved since 2012. However, in comparison to 2013, the percentage of students in grades 6, 7 and 8 performing at or above Achievement Level 4 decreased 1 percentage point, while the percentage performing at or above Achievement Level 3 (Passing) and at Achievement Level 1 remained consistent. In 2014, 97 percent of students in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is equal to 97 percent in 2013 and an increase from 96 percent in 2012. In 2014, 83 percent of students in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is a decrease from 84 percent in 2013 and an increase from 78 percent in 2012. In 2014, 0 percent of students in grades 6, 7 and 8 performed at Achievement Level 1 on the Geometry EOC Assessment. This is equal to 0 percent in 2013 and 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 33 2014 Grades 6, 7 and 8 Geometry EOC Assessment At or Above Achievement Level 3 (Passing) 100% 90% 80% 97% 95% 99% 98% 89% 87% 2012 2013 97% 98% 91% 70% 60% 50% 40% 30% 20% 10% 0% White African-American 2014 Hispanic African-American students in grades 6, 7 and 8 continue to close the achievement gap. The percentage of AfricanAmerican students in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) increased 4 percentage points in 2014 compared to 2013. In 2014, 98 percent of White students in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is a decrease from 99 percent in 2013 and an increase from 97 percent in 2012. In 2014, 91 percent of African-American students in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is an increase from 87 percent in 2013 and 89 percent in 2012. In 2014, 97 percent of Hispanic students in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is a decrease from 98 percent in 2013 and an increase from 95 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 34 Grades 6, 7 and 8 Geometry EOC Assessment At or Above Achievement Level 4 100% 90% 81% 81% 61% 63% 2013 2014 73% 60% 50% 87% 83% 80% 70% 89% 54% 40% 30% 20% 10% 0% 2012 White African-American Hispanic Overall, the performance of Hispanic, African-American and White students in grades 6, 7 and 8 performing at or above Achievement Level 4 on the Geometry EOC Assessment has improved since 2012. African-American students in grades 6, 7 and 8 have continued to close the achievement gap with a 2 percentage-point increase in 2014 compared to 2013. In 2014, 87 percent of White students in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is a decrease from 89 percent in 2013 and an increase from 83 percent in 2012. In 2014, 63 percent of African-American students in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is an increase from 61 percent in 2013 and 54 percent in 2012. In 2014, 81 percent of Hispanic students in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is equal to 81 percent in 2013 and an increase from 73 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 35 2014 Grades 6, 7 and 8 Geometry EOC Assessment Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 2% 1% 2% 0% 0% 2013 0% 0% 2012 White African-American 0% 0% 2014 Hispanic African-American students’ performance in grades 6, 7 and 8 at Achievement Level 1 improved (decreased) by 1 percentage point in 2014 compared to 2013. In 2014, 0 percent of White students in grades 6, 7 and 8 performed at Achievement Level 1 on the Geometry EOC Assessment. This is equal to 0 percent in 2013 and 2012. In 2014, 1 percent of African-American students in grades 6, 7 and 8 performed at Achievement Level 1 on the Geometry EOC Assessment. This is a decrease from 2 percent in 2013 and 2012. In 2014, 0 percent of Hispanic students in grades 6, 7 and 8 performed at Achievement Level 1 on the Geometry EOC Assessment. This is equal to 0 percent in 2013 and 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 36 Grades 6, 7 and 8 Geometry EOC Assessment By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 95% 93% 95% 73% 75% 73% 1% 2% 0% 50% 40% 30% 20% 10% 0% 2012 2013 2014 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Students with Disabilities in grades 6, 7 and 8 improved their performance at or above Achievement Level 3 and at Achievement Level 1 on the Geometry EOC Assessment in 2014 compared to 2013. In comparison to 2013, the percentage of Students with Disabilities in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) increased 2 percentage points, while the percentage performing at Achievement Level 1 decreased 2 percentage points. In 2014, 95 percent of Students with Disabilities in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is an increase from 93 percent in 2013 and equal to 95 percent in 2012. In 2014, 73 percent of Students with Disabilities in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is a decrease from 75 percent in 2013 and equal to 73 percent in 2012. In 2014, 0 percent of Students with Disabilities in grades 6, 7 and 8 performed at Achievement Level 1 on the Geometry EOC Assessment. This is a decrease from 2 percent in 2013 and 1 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 37 2014 Grades 6, 7 and 8 Geometry EOC Assessment By Achievement Level English Language Learners 100% 90% 89% 85% 85% 80% 70% 60% 69% 63% 50% 56% 40% 30% 20% 10% 7% 4% 0% 0% 2012 2013 2014 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 In 2014, the percentage of English Language Learners in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) is consistent with their performance in 2012. However, the performance of English Language Learners performing at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 decreased, while performance at Achievement Level 1 increased in 2014 compared to 2013. In 2014, 85 percent of English Language Learners in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is a decrease from 89 percent in 2013 and equal to 85 percent in 2012. In 2014, 56 percent of English Language Learners in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is a decrease from 63 percent in 2013 and 69 percent in 2012. In 2014, 7 percent of English Language Learners in grades 6, 7 and 8 performed at Achievement Level 1 on the Geometry EOC Assessment. This is an increase from 0 percent in 2013 and 4 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 38 Grades 9-12 Geometry EOC Assessment By Achievement Level 100% 90% 80% 70% 60% 61% 61% 29% 30% 12% 13% 2013 2014 53% 50% 40% 30% 22% 20% 10% 16% 0% 2012 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, students in grades 9-12 have improved their performance on the Geometry EOC Assessment since 2012. From 2012 to 2014, the percentage of students in grades 9-12 performing at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 increased 8 percentage points, while performance at Achievement Level 1 improved (decreased) 3 percentage points. In 2014, 61 percent of students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is equal to 61 percent in 2013 and an increase from 53 percent in 2012. In 2014, 30 percent of students in grades 9-12 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is an increase from 29 percent in 2013 and 22 percent in 2012. In 2014, 13 percent of students in grades 9-12 performed at Achievement Level 1 on the Geometry EOC Assessment. This is an increase from 12 percent in 2013 and a decrease from 16 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 39 2014 Grades 9-12 Geometry EOC Assessment At or Above Achievement Level 3 (Passing) 100% 90% 80% 70% 60% 50% 40% 72% 72% 57% 59% 41% 42% 2013 2014 65% 48% 32% 30% 20% 10% 0% 2012 White African-American Hispanic African-American and Hispanic students in grades 9-12 continue to close the achievement gap with White students on the Geometry EOC Assessment. In comparison to 2013, the percentage of African-American students in grades 9-12 performing at or above Achievement Level 3 (Passing) increased 1 percentage point, the performance of Hispanic students increased 2 percentage points, and the performance of White students remained consistent. In 2014, 72 percent of White students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is equal to 72 percent in 2013 and an increase from 65 percent in 2012. In 2014, 42 percent of African-American students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is an increase from 41 percent in 2013 and 32 percent in 2012. In 2014, 59 percent of Hispanic students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is an increase from 57 percent in 2013 and 48 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 40 Grades 9-12 Geometry EOC Assessment At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 40% 30% 20% 31% 38% 26% 28% 13% 14% 2013 2014 18% 10% 0% 38% 8% 2012 White African-American Hispanic African-American and Hispanic students in grades 9-12 continue to close the achievement gap with White students on the Geometry EOC Assessment. In comparison to 2013, the percentage of African-American students in grades 9-12 performing at or above Achievement Level 4 increased 1 percentage point, the performance of Hispanic students increased 2 percentage points, and the performance of White students remained consistent. In 2014, 38 percent of White students in grades 9-12 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is equal to 38 percent in 2013 and an increase from 31 percent in 2012. In 2014, 14 percent of African-American students in grades 9-12 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is an increase from 13 percent in 2013 and 8 percent in 2012. In 2014, 28 percent of Hispanic students in grades 9-12 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is an increase from 26 percent in 2013 and 18 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 41 2014 Grades 9-12 Geometry EOC Assessment Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 30% 20% 28% 21% 22% 14% 15% 9% 7% 8% 2012 2013 2014 19% 10% 0% White African-American Hispanic The performance of Hispanic, African-American and White students in grades 9-12 performing at Achievement Level 1 on the Geometry EOC Assessment has improved (decreased) since 2012; however, all three subgroups had a slight decrease in performance in 2014 compared to 2013. In 2014, 8 percent of White students in grades 9-12 performed at Achievement Level 1 on the Geometry EOC Assessment. This is an increase from 7 percent in 2013 and a decrease from 9 percent in 2012. In 2014, 22 percent of African-American students in grades 9-12 performed at Achievement Level 1 on the Geometry EOC Assessment. This is an increase from 21 percent in 2013 and a decrease from 28 percent in 2012. In 2014, 15 percent of Hispanic students in grades 9-12 performed at Achievement Level 1 on the Geometry EOC Assessment. This is an increase from 14 percent in 2013 and a decrease from 19 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 42 Grades 9-12 Geometry EOC Assessment By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 40% 34% 33% 28% 29% 7% 10% 10% 2012 2013 2014 33% 30% 20% 10% 0% 32% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, Students with Disabilities in grades 9-12 performing at or above Achievement Level 4 on the Geometry EOC Assessment remained consistent from 2013 to 2014, while their performance at or above Achievement Level 3 (Passing) and at Achievement Level 1 declined over the same period of time. In 2014, 32 percent of Students with Disabilities in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is a decrease from 33 percent in 2013 and an increase from 28 percent in 2012. In 2014, 10 percent of Students with Disabilities in grades 9-12 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is equal to 10 percent in 2013 and an increase from 7 percent in 2012. In 2014, 33 percent of Students with Disabilities in grades 9-12 performed at Achievement Level 1 on the Geometry EOC Assessment. This is an increase from 29 percent in 2013 and a decrease from 34 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 43 2014 Grades 9-12 Geometry EOC Assessment By Achievement Level English Language Learners 100% 90% 80% 70% 60% 50% 40% 33% 35% 30% 30% 6% 11% 11% 2012 2013 2014 40% 30% 20% 10% 0% 22% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 The performance of English Language Learners in grades 9-12 at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 on the Geometry EOC Assessment remained consistent in 2014 compared to 2013; however, the percentage performing at Achievement Level 1 increased 2 percentage points over the same period of time. In 2014, 30 percent of English Language Learners in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Geometry EOC Assessment. This is equal to 30 percent in 2013 and an increase from 22 percent in 2012. In 2014, 11 percent of English Language Learners in grades 9-12 performed at or above Achievement Level 4 on the Geometry EOC Assessment. This is equal to 11 percent in 2013 and an increase from 6 percent in 2012. In 2014, 35 percent of English Language Learners in grades 9-12 performed at Achievement Level 1 on the Geometry EOC Assessment. This is an increase from 33 percent in 2013 and a decrease from 40 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 44 Grades 6-12 Geometry EOC Assessment Results Percentage Comparison by District 1 District STATEWIDE ALACHUA BAKER BAY BRADFORD BREVARD BROWARD CALHOUN CHARLOTTE CITRUS CLAY COLLIER COLUMBIA MIAMI DADE DESOTO DIXIE DUVAL ESCAMBIA FLAGLER FRANKLIN GADSDEN GILCHRIST GLADES GULF HAMILTON HARDEE HENDRY HERNANDO HIGHLANDS HILLSBOROUGH HOLMES INDIAN RIVER JACKSON JEFFERSON Percentage Passing (Level 3 and Above) 2013 63% 73% 60% 64% 59% 73% 65% 71% 66% 76% 67% 70% 51% 59% 63% 72% 56% 74% 75% 62% 29% 72% 51% 74% 42% 63% 53% 58% 63% 67% 49% 61% 61% 23% 2014 64% 68% 51% 66% 45% 70% 65% 72% 60% 69% 66% 67% 21% 63% 57% 64% 54% 74% 72% 59% 29% 76% 52% 84% 29% 41% 53% 59% 50% 64% 48% 65% 61% 21% Percentage Point Change of Students at Level 3 and Above 1% -5% -9% 2% -14% -3% 0% 1% -6% -7% -1% -3% -30% 4% -6% -8% -2% 0% -3% -3% 0% 4% 1% 10% -13% -22% 0% 1% -13% -3% -1% 4% 0% -2% This table includes student results of first-time test takers in the winter, spring and summer administrations for the previous year and fall, winter and spring administrations for the current year. 1 45 2014 Grades 6-12 Geometry EOC Assessment Results Percentage Comparison by District 1 District STATEWIDE LAFAYETTE LAKE LEE LEON LEVY LIBERTY MADISON MANATEE MARION MARTIN MONROE NASSAU OKALOOSA OKEECHOBEE ORANGE OSCEOLA PALM BEACH PASCO PINELLAS POLK PUTNAM ST JOHNS ST LUCIE SANTA ROSA SARASOTA SEMINOLE SUMTER SUWANNEE TAYLOR UNION VOLUSIA WAKULLA WALTON WASHINGTON Percentage Passing (Level 3 and Above) 2013 63% 43% 54% 56% 78% 64% 47% 50% 70% 59% 70% 84% 82% 73% 67% 60% 50% 63% 64% 66% 50% 58% 84% 44% 73% 73% 74% 61% 64% 57% 50% 67% 72% 52% 67% 2014 Percentage Point Change of Students at Level 3 and Above 2014 64% 1% 79% 36% 58% 4% 62% 6% 70% -8% 62% -2% 43% -4% 53% 3% 63% -7% 55% -4% 74% 4% 72% -12% 67% -15% 72% -1% 53% -14% 65% 5% 53% 3% 69% 6% 67% 3% 61% -5% 50% 0% 64% 6% 88% 4% 51% 7% 74% 1% 72% -1% 75% 1% 68% 7% 70% 6% 61% 4% 79% 29% 67% 0% 75% 3% 76% 24% 62% -5% Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 46 Biology 1 EOC Assessment Grades 6-12 2014 School Year NOTES: 1) Student performance on the 2012 Biology 1 EOC Assessment presented in this media packet is reported using the Achievement Levels established by the State Board of Education in December 2012. This was done so stakeholders can compare school years and see how students would have performed if the Achievement Levels had been established in 2012. 2) Percentages displayed in this document for 2013 may reflect minor differences from percentages published in last year’s media packet. This is because of the inclusion of summer 2013 results and routine updates made to student data subsequent to last year’s release. 3) Biology 1 student performance in this media packet includes student results for all first-time test takers for each administration during each school year. School Year 2011-12 2012-13 2013-14 47 Administrations Spring Winter, Spring, Summer Fall, Winter, Spring (Summer not yet administered) 2014 Grades 6-12 Biology 1 EOC Assessment By Achievement Level 100% 90% 80% 70% 60% 66% 68% 28% 30% 10% 9% 2013 2014 59% 50% 40% 30% 22% 20% 10% 14% 0% 2012 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, students in grades 6-12 performed higher on the Biology 1 EOC Assessment in 2014. The percentage of students in grades 6-12 performing at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 increased 2 percentage points in 2014 compared to 2013. In 2014, 68 percent of students in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 66 percent in 2013 and 59 percent in 2012. In 2014, 30 percent of students in grades 6-12 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is an increase from 28 percent in 2013 and 22 percent in 2012. In 2014, 9 percent of students in grades 6-12 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 10 percent in 2013 and 14 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 48 Grades 6-12 Biology 1 EOC Assessment At or Above Achievement Level 3 (Passing) 100% 90% 80% 70% 70% 60% 79% 77% 64% 61% 54% 50% 40% 30% 47% 48% 2013 2014 38% 20% 10% 0% 2012 White African-American Hispanic Overall, the percentage of Hispanic, African-American and White students in grades 6-12 performing at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment improved in 2014. Since 2012, the percentage of African-American and Hispanic students in grades 6-12 performing at or above Achievement Level 3 (Passing) increased by 10 percentage points, and the percentage of White students increased by 9 percentage points. In 2014, 79 percent of White students in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 77 percent in 2013 and 70 percent in 2012. In 2014, 48 percent of African-American students in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 47 percent in 2013 and 38 percent in 2012. In 2014, 64 percent of Hispanic students in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 61 percent in 2013 and 54 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 49 2014 Grades 6-12 Biology 1 EOC Assessment At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 40% 30% 30% 20% 26% 23% 17% 10% 0% 39% 37% 9% 2012 White 12% 14% 2013 2014 African-American Hispanic The percentage of Hispanic, African-American and White students in grades 6-12 performing at or above Achievement Level 4 on the Biology 1 EOC Assessment has continued to increase since 2012; the percentage of African-American students in grades 6-12 performing at or above Achievement Level 4 increased by 5 percentage points, while the percentage of Hispanic and White students increased by 9 percentage points. In 2014, 39 percent of White students in grades 6-12 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is an increase from 37 percent in 2013 and 30 percent in 2012. In 2014, 14 percent of African-American students in grades 6-12 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is an increase from 12 percent in 2013 and 9 percent in 2012. In 2014, 26 percent of Hispanic students in grades 6-12 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is an increase from 23 percent in 2013 and 17 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 50 Grades 6-12 Biology 1 EOC Assessment Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 30% 25% 19% 20% 10% 0% 17% 18% 11% 5% 13% 8% 6% 2012 2013 White 2014 African-American Hispanic The percentage of Hispanic, African-American and White students in grades 6-12 performing at Achievement Level 1 on the Biology 1 EOC Assessment has improved (decreased) since 2012; the percentage of African-American students decreased by 7 percentage points; the percentage of Hispanic students decreased by 6 percentage points; and the percentage of White students decreased by 3 percentage points since 2012. In 2014, 5 percent of White students in grades 6-12 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 6 percent in 2013 and 8 percent in 2012. In 2014, 18 percent of AfricanAmerican students in grades 6-12 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 19 percent in 2013 and 25 percent in 2012. In 2014, 11 percent of Hispanic students in grades 6-12 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 13 percent in 2013 and 17 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 51 2014 Grades 6-12 Biology 1 EOC Assessment By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 37% 38% 27% 25% 7% 9% 10% 2012 2013 2014 33% 31% 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, the performance of Students with Disabilities in grades 6-12 on the Biology 1 EOC Assessment has improved since 2012, with performance at or above Achievement Level 3 (Passing) increasing by 7 percentage points and performance at or above Achievement Level 4 increasing by 3 percentage points. In 2014, 38 percent of Students with Disabilities in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 37 percent in 2013 and 31 percent in 2012. In 2014, 10 percent of Students with Disabilities in grades 6-12 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is an increase from 9 percent in 2013 and 7 percent in 2012. In 2014, 25 percent of Students with Disabilities in grades 6-12 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 27 percent in 2013 and 33 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 52 Grades 6-12 Biology 1 EOC Assessment By Achievement Level English Language Learners 100% 90% 80% 70% 60% 50% 46% 40% 30% 20% 10% 16% 39% 40% 21% 21% 3% 3% 2% 0% 2012 2013 At or Above Achievement Level 3 (Passing) 2014 At or Above Achievement Level 4 Achievement Level 1 Overall, English Language Learners’ performance on the Biology 1 EOC Assessment has improved since 2012. Since then, the percentage of English Language Learners in grades 6-12 performing at or above Achievement Level 3 (Passing) increased 5 percentage points, the percentage performing at or above Achievement Level 4 increased 1 percentage point, and the percentage performing at Achievement Level 1 improved (decreased) 6 percentage points. In 2014, 21 percent of English Language Learners in grades 6-12 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is equal to 21 percent in 2013 and an increase from 16 percent in 2012. In 2014, 3 percent of English Language Learners in grades 6-12 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is equal to 3 percent in 2013 and an increase from 2 percent in 2012. In 2014, 40 percent of English Language Learners in grades 6-12 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is an increase from 39 percent in 2013 and a decrease from 46 percent in 2012. . Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 53 2014 Grades 6, 7 and 8 Biology 1 EOC Assessment By Achievement Level 100% 90% 80% 70% 60% 92% 91% 89% 63% 59% 53% 50% 40% 30% 20% 10% 2% 2% 1% 2012 2013 2014 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 The percentage of students in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) has steadily increased since 2012 on the Biology 1 EOC Assessment. Since then, the percentage of students in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) increased 3 percentage points, while the percentage performing at Achievement Level 1 improved (decreased) 1 percentage point. In 2014, 92 percent of students in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 91 percent in 2013 and 89 percent in 2012. In 2014, 59 percent of students in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is a decrease from 63 percent in 2013 and an increase from 53 percent in 2012. In 2014, 1 percent of students in grades 6, 7 and 8 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 2 percent points in 2013 and 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 54 Grades 6, 7 and 8 Biology 1 EOC Assessment At or Above Achievement Level 3 (Passing) 100% 95% 93% 90% 80% 70% 96% 93% 90% 88% 84% 80% 75% 60% 50% 40% 30% 20% 10% 0% 2012 2013 White 2014 African-American Hispanic Hispanic and African-American students in grades 6, 7 and 8 continue to close the achievement gap with White students on the Biology 1 EOC Assessment. Since 2012, the percentage of African-American students in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) increased by 9 percentage points; the percentage of Hispanic students in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) increased by 5 percentage points; and the percentage of White students in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) increased by 3 percentage points. In 2014, 96 percent of White students in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 95 percent in 2013 and 93 percent in 2012. In 2014, 84 percent of African-American students in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 80 percent in 2013 and 75 percent in 2012. In 2014, 93 percent of Hispanic students in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 90 percent in 2013 and 88 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 55 2014 Grades 6, 7 and 8 Biology 1 EOC Assessment At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 73% 57% 55% 63% 48% 40% 30% 75% 44% 38% 41% 20% 10% 0% 2012 2013 White African-American 2014 Hispanic Overall, the performance of Hispanic, African-American and White students in grades 6, 7 and 8 performing at or above Achievement Level 4 on the Biology 1 EOC Assessment has increased since 2012; however, all three subgroups had a decrease in the percentage of students performing at or above Achievement Level 4 from 2013 to 2014. In 2014, 73 percent of White students in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is a decrease from 75 percent in 2013 and an increase from 63 percent in 2012. In 2014, 41 percent of African-American students in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is a decrease from 44 percent in 2013 and an increase from 38 percent in 2012. In 2014, 55 percent of Hispanic students in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is a decrease from 57 percent in 2013 and an increase from 48 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 56 Grades 6, 7 and 8 Biology 1 EOC Assessment Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 4% 2% 6% 2% 2012 2% 4% 1% 1% 2013 White 0% 2014 African-American Hispanic The percentage of African-American, Hispanic and White students in grades 6, 7 and 8 performing at Achievement Level 1 on the Biology 1 EOC Assessment improved (decreased) in 2014 compared to 2013. The percentage of Hispanic and White students decreased 1 percentage point and the percentage of African-American students decreased 2 percentage points since 2013. In 2014, 0 percent of White students in grades 6, 7 and 8 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 1 percent in 2013 and 2 percent in 2012. In 2014, 4 percent of AfricanAmerican students in grades 6, 7 and 8 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 6 percent in 2013 and equal to 4 percent in 2012. In 2014, 1 percent of Hispanic students in grades 6, 7 and 8 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 2 percent in 2013 and 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 57 2014 Grades 6, 7 and 8 Biology 1 EOC Assessment By Achievement Level Students with Disabilities 100% 90% 80% 70% 70% 69% 61% 60% 44% 50% 39% 40% 30% 23% 20% 10% 20% 0% 2012 8% 9% 2013 2014 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Students with Disabilities in grades 6, 7 and 8 performing at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment increased 9 percentage points since 2012, and the percentage performing at or above Achievement Level 4 increased 16 percentage points over the same period of time. In 2014, 70 percent of Students with Disabilities in grades 6, 7 and 8 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 69 percent in 2013 and 61 percent in 2012. In 2014, 39 percent of Students with Disabilities in grades 6, 7 and 8 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is a decrease from 44 percent in 2013 and an increase from 23 percent in 2012. In 2014, 9 percent of Students with Disabilities in grades 6, 7 and 8 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is an increase from 8 percent in 2013 and a decrease from 20 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 58 Grades 9-12 Biology 1 EOC Assessment By Achievement Level 100% 90% 80% 70% 60% 66% 67% 27% 29% 11% 10% 2013 2014 59% 50% 40% 30% 22% 20% 10% 14% 0% 2012 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, students in grades 9-12 performed higher on the Biology 1 EOC Assessment in 2014 compared to 2013 and 2012. Since 2012, the percentage of students in grades 9-12 performing at or above Achievement Level 3 (Passing) increased 8 percentage points, and the percentage of students in grades 9-12 performing at or above Achievement Level 4 increased 7 percentage points. In 2014, 67 percent of students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 66 percent in 2013 and 59 percent in 2012. In 2014, 29 percent of students in grades 9-12 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is an increase from 27 percent in 2013 and 22 percent in 2012. In 2014, 10 percent of students in grades 9-12 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 11 percent in 2013 and 14 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 59 2014 Grades 9-12 Biology 1 EOC Assessment At or Above Achievement Level 3 (Passing) 100% 90% 80% 50% 40% 78% 60% 63% 47% 47% 2013 2014 70% 70% 60% 77% 53% 38% 30% 20% 10% 0% 2012 White African-American Hispanic In 2014, the overall percentage of Hispanic, African-American and White students performing at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment increased in comparison to 2012. The percentage of African-American students in grades 9-12 performing at or above Achievement Level 3 (Passing) increased by 9 percentage points; the percentage of Hispanic students in grades 9-12 performing at or above Achievement Level 3 (Passing) increased by 10 percentage points; and the percentage of White students in grades 9-12 performing at or above Achievement Level 3 (Passing) increased by 8 percentage points from 2012 to 2014. In 2014, 78 percent of White students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 77 percent in 2013 and 70 percent in 2012. In 2014, 47 percent of African-American students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is equal to 47 percent in 2013 and an increase from 38 percent in 2012. In 2014, 63 percent of Hispanic students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 60 percent in 2013 and 53 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 60 Grades 9-12 Biology 1 EOC Assessment At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 40% 30% 20% 30% 25% 22% 17% 10% 0% 39% 37% 9% 2012 White 12% 13% 2013 2014 African-American Hispanic In 2014, the overall performance of Hispanic, African-American and White students in grades 9-12 performing at or above Achievement Level 4 on the Biology 1 EOC Assessment increased in comparison to 2012, with AfricanAmerican students increasing by 4 percentage points, Hispanic students increasing by 8 percentage points, and White students increasing by 9 percentage points. In 2014, 39 percent of White students in grades 9-12 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is an increase from 37 percent in 2013 and 30 percent in 2012. In 2014, 13 percent of African-American students in grades 9-12 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is an increase from 12 percent in 2013 and 9 percent in 2012. In 2014, 25 percent of Hispanic students in grades 9-12 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is an increase from 22 percent in 2013 and 17 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 61 2014 Grades 9-12 Biology 1 EOC Assessment Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 30% 26% 19% 18% 8% 13% 6% 12% 5% 2012 2013 2014 20% 10% 0% 18% White African-American Hispanic The percentage of Hispanic, African-American and White students in grades 9-12 performing at Achievement Level 1 on the Biology 1 EOC Assessment has improved (decreased) since 2012, with African-American students improving by 8 percentage points, Hispanic students improving by 6 percentage points, and White students improving by 3 percentage points. In 2014, 5 percent of White students in grades 9-12 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 6 percent in 2013 and 8 percent in 2012. In 2012, 18 percent of AfricanAmerican students in grades 9-12 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 19 percent in 2013 and 26 percent in 2012. In 2014, 12 percent of Hispanic students in grades 9-12 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 13 percent in 2013 and 18 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 62 Grades 9-12 Biology 1 EOC Assessment By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 40% 30% 38% 37% 33% 31% 27% 20% 25% 10% 0% 7% 9% 10% 2012 2013 2014 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, Students with Disabilities in grades 9-12 performed higher on the Biology 1 EOC Assessment in 2014 than in 2013 and 2012. Since 2012, the percentage of Students with Disabilities in grades 9-12 who performed at or above Achievement Level 3 (Passing) increased 7 percentage points, and the percentage of Students with Disabilities performing at or above Achievement Level 4 increased 3 percentage points. In 2014, 38 percent of Students with Disabilities in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is an increase from 37 percent in 2013 and 31 percent in 2012. In 2014, 10 percent of Students with Disabilities in grades 9-12 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is an increase from 9 percent in 2013 and 7 percent in 2012. In 2014, 25 percent of Students with Disabilities in grades 9-12 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is a decrease from 27 percent in 2013 and 33 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 63 2014 Grades 9-12 Biology 1 EOC Assessment By Achievement Level English Language Learners 100% 90% 80% 70% 60% 50% 46% 40% 30% 20% 10% 16% 39% 40% 21% 21% 3% 3% 2% 0% 2012 2013 At or Above Achievement Level 3 (Passing) 2014 At or Above Achievement Level 4 Achievement Level 1 In comparison to 2012, English Language Learners in grades 9-12 performed higher on the Biology 1 EOC Assessment, with performance at or above Achievement Level 3 (Passing) increasing 5 percentage points and performance at or above Achievement Level 4 increasing 1 percentage point. In 2014, 21 percent of English Language Learners in grades 9-12 performed at or above Achievement Level 3 (Passing) on the Biology 1 EOC Assessment. This is equal to 21 percent in 2013 and an increase from 16 percent in 2012. In 2014, 3 percent of English Language Learners in grades 9-12 performed at or above Achievement Level 4 on the Biology 1 EOC Assessment. This is equal to 3 percent in 2013 and an increase from 2 percent in 2012. In 2014, 40 percent of English Language Learners in grades 9-12 performed at Achievement Level 1 on the Biology 1 EOC Assessment. This is an increase from 39 percent in 2013 and a decrease from 46 percent in 2012. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 64 Grades 6-12 Biology EOC Assessment Results Percentage Comparison by District 1 District STATEWIDE ALACHUA BAKER BAY BRADFORD BREVARD BROWARD CALHOUN CHARLOTTE CITRUS CLAY COLLIER COLUMBIA MIAMI DADE DESOTO DIXIE DUVAL ESCAMBIA FLAGLER FRANKLIN GADSDEN GILCHRIST GLADES GULF HAMILTON HARDEE HENDRY HERNANDO HIGHLANDS HILLSBOROUGH HOLMES INDIAN RIVER JACKSON JEFFERSON Percentage Passing (Level 3 and Above) 2013 66% 72% 65% 65% 52% 70% 65% 68% 68% 72% 70% 70% 57% 62% 63% 67% 67% 70% 79% 58% 40% 87% 62% 66% 49% 57% 53% 66% 63% 63% 66% 64% 64% 32% 2014 68% 71% 59% 71% 47% 76% 66% 68% 67% 67% 66% 69% 61% 65% 65% 55% 63% 71% 68% 70% 45% 88% 69% 62% 43% 54% 55% 70% 62% 63% 60% 67% 70% 50% Percentage Point Change of Students at Level 3 and Above 2% -1% -6% 6% -5% 6% 1% 0% -1% -5% -4% -1% 4% 3% 2% -12% -4% 1% -11% 12% 5% 1% 7% -4% -6% -3% 2% 4% -1% 0% -6% 3% 6% 18% This table includes student results of first-time test takers in the winter, spring and summer administrations for the previous year and fall, winter and spring administrations for the current year. 1 65 2014 Grades 6-12 Biology EOC Assessment Results Percentage Comparison by District 1 District STATEWIDE LAFAYETTE LAKE LEE LEON LEVY LIBERTY MADISON MANATEE MARION MARTIN MONROE NASSAU OKALOOSA OKEECHOBEE ORANGE OSCEOLA PALM BEACH PASCO PINELLAS POLK PUTNAM ST JOHNS ST LUCIE SANTA ROSA SARASOTA SEMINOLE SUMTER SUWANNEE TAYLOR UNION VOLUSIA WAKULLA WALTON WASHINGTON Percentage Passing (Level 3 and Above) 2013 66% 69% 66% 63% 71% 75% 59% 43% 69% 64% 77% 75% 73% 73% 64% 68% 54% 67% 67% 68% 52% 63% 87% 61% 79% 74% 74% 62% 66% 64% 59% 81% 81% 70% 65% Percentage Point Change of Students at Level 3 and Above 2014 68% 2% 75% 6% 70% 4% 63% 0% 69% -2% 65% -10% 76% 17% 38% -5% 68% -1% 64% 0% 76% -1% 77% 2% 76% 3% 75% 2% 73% 9% 69% 1% 63% 9% 70% 3% 70% 3% 68% 0% 56% 4% 69% 6% 91% 4% 62% 1% 76% -3% 77% 3% 77% 3% 67% 5% 72% 6% 62% -2% 73% 14% 74% -7% 78% -3% 76% 6% 73% 8% Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 66 U.S. History EOC Assessment Grades 7-12 2014 School Year NOTES: 1) Student performance on the 2013 U.S. History EOC Assessment presented in this media packet is reported using the Achievement Levels established by the State Board of Education in January 2014. This was done so stakeholders can compare school years and see how students would have performed if the Achievement Levels had been established in 2013. 2) Percentages displayed in this document for 2013 may reflect minor differences from percentages published in last year’s media packet. This is because of the inclusion of summer 2013 results and routine updates made to student data subsequent to last year’s release. 3) U.S. History student performance in this media packet includes student results for all first-time test takers for each administration during each school year. School Year 2012-13 2013-14 67 Administrations Spring, Summer Fall, Winter, Spring (Summer not yet administered) 2014 Grades 7-12 U.S. History EOC Assessment By Achievement Level 100% 90% 80% 66% 70% 60% 56% 50% 38% 40% 30% 28% 20% 21% 16% 10% 0% 2013 2014 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, students in grades 7-12 performed higher on the U.S. History EOC Assessment in 2014 than in 2013. The percentage of students in grades 7-12 who performed at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 increased 10 percentage points from 2013 to 2014. In 2014, 66 percent of students in grades 7-12 performed at or above Achievement Level 3 (Passing) on the U.S. History EOC Assessment. This is an increase from 56 percent in 2013. In 2014, 38 percent of students in grades 712 performed at or above Achievement Level 4 on the U.S. History EOC Assessment. This is an increase from 28 percent in 2013. In 2014, 16 percent of students in grades 7-12 performed at Achievement Level 1 on the U.S. History EOC Assessment. This is a decrease from 21 percent in 2013. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 68 Grades 7-12 U.S. History EOC Assessment At or Above Achievement Level 3 (Passing) 100% 90% 77% 80% 70% 70% 62% 60% 50% 50% 40% 46% 39% 30% 20% 10% 0% 2013 White 2014 African-American Hispanic Overall, African-American, Hispanic and White students in grades 7-12 performed higher on the U.S. History EOC Assessment in 2014 than in 2013. The percentage of African-American and White students in grades 7-12 performing at or above Achievement Level 3 (Passing) increased 7 percentage points, and the percentage of Hispanic students in grades 7-12 performing at or above Achievement Level 3 (Passing) increased 12 percentage points. In 2014, 77 percent of White students in grades 7-12 performed at or above Achievement Level 3 (Passing) on the U.S. History EOC Assessment. This is an increase from 70 percent in 2013. In 2014, 46 percent of African-American students in grades 7-12 performed at or above Achievement Level 3 (Passing) on the U.S. History EOC Assessment. This is an increase from 39 percent in 2013. In 2014, 62 percent of Hispanic students in grades 7-12 performed at or above Achievement Level 3 (Passing) on the U.S. History EOC Assessment. This is an increase from 50 percent in 2013. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 69 2014 Grades 7-12 U.S. History EOC Assessment At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 50% 40% 39% 34% 30% 20% 22% 20% 14% 10% 0% 2013 White 2014 African-American Hispanic In 2014, the overall performance of Hispanic, African-American and White students in grades 7-12 performing at or above Achievement Level 4 on the U.S. History EOC Assessment increased in comparison to 2013. The percentage of African-American students in grades 7-12 performing at or above Achievement Level 4 increased by 6 percentage points; the percentage of Hispanic students in grades 7-12 performing at or above Achievement Level 4 increased by 12 percentage points; and the percentage of White students in grades 7-12 performing at or above Achievement Level 4 increased by 11 percentage points. In 2014, 50 percent of White students in grades 7-12 performed at or above Achievement Level 4 on the U.S. History EOC Assessment. This is an increase from 39 percent in 2013. In 2014, 20 percent of African-American students in grades 7-12 performed at or above Achievement Level 4 on the U.S. History EOC Assessment. This is an increase from 14 percent in 2013. In 2014, 34 percent of Hispanic students in grades 7-12 performed at or above Achievement Level 4 on the U.S. History EOC Assessment. This is an increase from 22 percent in 2013. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 70 Grades 7-12 U.S. History EOC Assessment At Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 33% 20% 27% 26% 30% 18% 12% 8% 10% 0% 2013 White 2014 African-American Hispanic In 2014, the percentage of Hispanic, African-American and White students in grades 7-12 performing at Achievement Level 1 on the U.S. History EOC Assessment improved (decreased) in comparison to 2013. The percentage of African-American students in grades 7-12 performing at Achievement Level 1 improved (decreased) by 6 percentage points; the percentage of Hispanic students in grades 7-12 performing at Achievement Level 1 improved (decreased) by 8 percentage points; and the percentage of White students in grades 7-12 performing at Achievement Level 1 improved (decreased) by 4 percentage points. In 2014, 8 percent of White students in grades 7-12 performed at Achievement Level 1 on the U.S. History EOC Assessment. This is a decrease from 12 percent in 2013. In 2014, 27 percent of African-American students in grades 7-12 performed at Achievement Level 1 on the U.S. History EOC Assessment. This is a decrease from 33 percent in 2013. In 2014, 18 percent of Hispanic students in grades 7-12 performed at Achievement Level 1 on the U.S. History EOC Assessment. This is a decrease from 26 percent in 2013. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 71 2014 Grades 7-12 U.S. History EOC Assessment By Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 40% 38% 36% 42% 30% 20% 15% 34% 19% 10% 0% 2013 2014 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, Students with Disabilities in grades 7-12 performed higher on the U.S. History EOC Assessment in 2014 than in 2013, with a 6 percentage-point increase in performance at or above Achievement Level 3 (Passing) and a 4 percentage-point increase in performance at or above Achievement Level 4. In 2014, 42 percent of Students with Disabilities in grades 7-12 performed at or above Achievement Level 3 (Passing) on the U.S. History Assessment. This is an increase from 36 percent in 2013. In 2014, 19 percent of Students with Disabilities in grades 7-12 performed at or above Achievement Level 4 on the U.S. History Assessment. This is an increase from 15 percent in 2013. In 2014, 34 percent of Students with Disabilities in grades 7-12 performed at Achievement Level 1 on the U.S. History EOC Assessment. This is a decrease from 38 percent in 2013. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 72 Grades 7-12 U.S. History EOC Assessment By Achievement Level English Language Learners 100% 90% 80% 70% 59% 60% 52% 50% 40% 30% 20% 10% 22% 17% 6% 3% 0% 2013 2014 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, English Language Learners in grades 7-12 performed higher on the U.S. History EOC Assessment in 2014 than in 2013, with a 5 percentage-point increase in performance at or above Achievement Level 3 (Passing) and a 3 percentage-point increase in performance at or above Achievement Level 4. In 2014, 22 percent of English Language Learners in grades 7-12 performed at or above Achievement Level 3 (Passing) on the U.S. History EOC Assessment. This is an increase from 17 percent in 2013. In 2014, 6 percent of English Language Learners in grades 7-12 performed at or above Achievement Level 4 on the U.S. History EOC Assessment. This is an increase from 3 percent in 2013. In 2014, 52 percent of English Language Learners in grades 7-12 performed at Achievement Level 1 on the U.S. History EOC Assessment. This is a decrease from 59 percent in 2013. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 73 2014 Grades 9-12 U.S. History EOC Assessment By Achievement Level 100% 90% 80% 66% 70% 60% 56% 50% 38% 40% 30% 28% 20% 21% 16% 10% 0% 2013 2014 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, students in grades 9-12 performed higher on the U.S. History EOC Assessment in 2014 than in 2013. The percentage of students in grades 9-12 who performed at or above Achievement Level 3 (Passing) and at or above Achievement Level 4 increased 10 percentage points. In 2014, 66 percent of students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the U.S. History EOC Assessment. This is an increase from 56 percent in 2013. In 2014, 38 percent of students in grades 912 performed at or above Achievement Level 4 on the U.S. History EOC Assessment. This is an increase from 28 percent in 2013. In 2014, 16 percent of students in grades 9-12 performed at Achievement Level 1 on the U.S. History EOC Assessment. This is a decrease from 21 percent in 2013. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 74 Grades 9-12 U.S. History EOC Assessment At or Above Achievement Level 3 (Passing) 100% 90% 77% 80% 70% 70% 62% 60% 50% 50% 40% 46% 39% 30% 20% 10% 0% 2013 White 2014 African-American Hispanic Overall, the percentage of Hispanic, African-American and White students performing at or above Achievement Level 3 (Passing) on the U.S. History EOC Assessment increased in comparison to 2013. The percentage of AfricanAmerican and White students in grades 9-12 performing at or above Achievement Level 3 (Passing) increased by 7 percentage points, and the percentage of Hispanic students in grades 9-12 performing at or above Achievement Level 3 (Passing) increased by 12 percentage points. In 2014, 77 percent of White students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the U.S. History EOC Assessment. This is an increase from 70 percent in 2013. In 2014, 46 percent of African-American students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the U.S. History EOC Assessment. This is an increase from 39 percent in 2013. In 2014, 62 percent of Hispanic students in grades 9-12 performed at or above Achievement Level 3 (Passing) on the U.S. History EOC Assessment. This is an increase from 50 percent in 2013. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 75 2014 Grades 9-12 U.S. History EOC Assessment At or Above Achievement Level 4 100% 90% 80% 70% 60% 50% 50% 40% 39% 34% 30% 20% 22% 20% 14% 10% 0% 2013 White 2014 African-American Hispanic In 2014, the overall performance of Hispanic, African-American and White students in grades 9-12 performing at or above Achievement Level 4 on the U.S. History EOC Assessment increased in comparison to 2013. The percentage of African-American students in grades 9-12 performing at or above Achievement Level 4 increased by 6 percentage points; the percentage of Hispanic students in grades 9-12 performing at or above Achievement Level 4 increased by 12 percentage points; and the percentage of White students in grades 9-12 performing at or above Achievement Level 4 increased by 11 percentage points. In 2014, 50 percent of White students in grades 9-12 performed at or above Achievement Level 4 on the U.S. History EOC Assessment. This is an increase from 39 percent in 2013. In 2014, 20 percent of African-American students in grades 9-12 performed at or above Achievement Level 4 on the U.S. History EOC Assessment. This is an increase from 14 percent in 2013. In 2013, 34 percent of Hispanic students in grades 9-12 performed at or above Achievement Level 4 on the U.S. History EOC Assessment. This is an increase from 22 percent in 2013. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 76 Grades 9-12 U.S. History EOC Assessment Achievement Level 1 100% 90% 80% 70% 60% 50% 40% 33% 30% 20% 27% 26% 18% 12% 8% 10% 0% 2013 White 2014 African-American Hispanic In comparison to 2013, the percentage of Hispanic, African-American and White students in grades 9-12 who performed at Achievement Level 1 on the U.S. History EOC Assessment improved (decreased). The percentage of African-American students in grades 9-12 performing at Achievement Level 1 improved (decreased) 6 percentage points; the percentage of Hispanic students in grades 9-12 performing at Achievement Level 1 improved (decreased) 8 percentage points; and the percentage of White students in grades 9-12 performing at Achievement Level 1 improved (decreased) 4 percentage points. In 2014, 8 percent of White students in grades 9-12 performed at Achievement Level 1 on the U.S. History EOC Assessment. This is a decrease from 12 percent in 2013. In 2014, 27 percent of African-American students in grades 9-12 performed at Achievement Level 1 on the U.S. History EOC Assessment. This is a decrease from 33 percent in 2013. In 2014, 18 percent of Hispanic students in grades 9-12 performed at Achievement Level 1 on the U.S. History EOC Assessment. This is a decrease from 26 percent in 2013. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 77 2014 Grades 9-12 U.S. History EOC Assessment Achievement Level Students with Disabilities 100% 90% 80% 70% 60% 50% 40% 38% 36% 42% 30% 20% 15% 34% 19% 10% 0% 2013 2014 At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, Students with Disabilities in grades 9-12 performed higher on the U.S. History EOC Assessment in 2014 than in 2013, with the performance at or above Achievement Level 3 (Passing) increasing by 6 percentage points and performance at or above Achievement Level 4 increasing by 4 percentage points. In 2014, 42 percent of Students with Disabilities in grades 9-12 performed at or above Achievement Level 3 (Passing) on the U.S. History Assessment. This is an increase from 36 percent in 2013. In 2014, 19 percent of Students with Disabilities in grades 9-12 performed at or above Achievement Level 4 on the U.S. History Assessment. This is an increase from 15 percent in 2013. In 2014, 34 percent of Students with Disabilities in grades 6-12 performed at Achievement Level 1 on the U.S. History EOC Assessment. This is a decrease from 38 percent in 2013. Source: PK20 Education Data Warehouse 2014 78 Florida Department of Education, June 2014 Grades 9-12 U.S. History EOC Assessment By Achievement Level English Language Learners 100% 90% 80% 70% 59% 60% 52% 50% 40% 30% 20% 10% 22% 17% 3% 6% 2013 2014 0% At or Above Achievement Level 3 (Passing) At or Above Achievement Level 4 Achievement Level 1 Overall, English Language Learners in grades 9-12 performed higher on the U.S. History EOC Assessment in 2014 than in 2013, with performance at or above Achievement Level 3 (Passing) increasing by 5 percentage points and performance at or above Achievement Level 4 increasing by 3 percentage points. In 2014, 22 percent of English Language Learners in grades 9-12 performed at or above Achievement Level 3 (Passing) on the U.S. History EOC Assessment. This is an increase from 17 percent in 2013. In 2014, 6 percent of English Language Learners in grades 9-12 performed at or above Achievement Level 4 on the U.S. History EOC Assessment. This is an increase from 3 percent in 2013. In 2014, 52 percent of English Language Learners in grades 9-12 performed at Achievement Level 1 on the U.S. History EOC Assessment. This is a decrease from 59 percent in 2013. Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 79 2014 Grades 7-12 U.S. History EOC Assessment Results Percentage Comparison by District 1 District STATEWIDE ALACHUA BAKER BAY BRADFORD BREVARD BROWARD CALHOUN CHARLOTTE CITRUS CLAY COLLIER COLUMBIA MIAMI DADE DESOTO DIXIE DUVAL ESCAMBIA FLAGLER FRANKLIN GADSDEN GILCHRIST GLADES GULF HAMILTON HARDEE HENDRY HERNANDO HIGHLANDS HILLSBOROUGH HOLMES INDIAN RIVER JACKSON JEFFERSON Percentage Passing (Level 3 and Above) 2013 56% 59% 50% 63% 54% 66% 55% 53% 62% 61% 63% 60% 53% 44% 53% 31% 41% 63% 66% 44% 26% 63% 59% 62% 41% 45% 54% 59% 52% 60% 47% 66% 61% 37% 2014 66% 70% 63% 57% 63% 70% 63% 76% 66% 69% 73% 72% 61% 57% 70% 51% 60% 68% 73% 54% 28% 73% 63% 72% 40% 50% 69% 66% 60% 74% 59% 69% 68% 34% Percentage Point Change of Students at Level 3 and Above 10% 11% 13% -6% 9% 4% 8% 23% 4% 8% 10% 12% 8% 13% 17% 20% 19% 5% 7% 10% 2% 10% 4% 10% -1% 5% 15% 7% 8% 14% 12% 3% 7% -3% This table includes student results of first-time test takers in the spring and summer administrations for the previous year and fall, winter and spring for the current year administrations. 1 2014 80 Grades 7-12 U.S. History EOC Assessment Results Percentage Comparison by District 1 District STATEWIDE LAFAYETTE LAKE LEE LEON LEVY LIBERTY MADISON MANATEE MARION MARTIN MONROE NASSAU OKALOOSA OKEECHOBEE ORANGE OSCEOLA PALM BEACH PASCO PINELLAS POLK PUTNAM ST JOHNS ST LUCIE SANTA ROSA SARASOTA SEMINOLE SUMTER SUWANNEE TAYLOR UNION VOLUSIA WAKULLA WALTON WASHINGTON 81 Percentage Passing (Level 3 and Above) 2013 56% 62% 58% 55% 64% 58% 73% 31% 56% 58% 64% 39% 62% 73% 39% 60% 50% 55% 64% 60% 50% 55% 80% 52% 75% 69% 71% 65% 57% 55% 64% 60% 66% 62% 58% Percentage Point Change of Students at Level 3 and Above 2014 66% 10% 66% 4% 65% 7% 63% 8% 64% 0% 71% 13% 72% -1% 43% 12% 67% 11% 66% 8% 72% 8% 75% 36% 76% 14% 77% 4% 51% 12% 67% 7% 55% 5% 67% 12% 72% 8% 66% 6% 57% 7% 57% 2% 85% 5% 60% 8% 78% 3% 75% 6% 77% 6% 69% 4% 52% -5% 31% -24% 76% 12% 65% 5% 70% 4% 75% 13% 58% 0% Source: PK20 Education Data Warehouse Florida Department of Education, June 2014 2014 2003–2013 NAEP Reading, Grade 4 Florida vs. National Public National School Lunch Program (NSLP) Eligibility Average Scale Score Achievement Gains and Gaps Scale scores range from 0 to 500 and serve as the basis for achievement levels. 2003–2013 NAEP Cut Scores: Basic 208 to 237; Proficient 238 to 267; Advanced 268 to 500; scores below 208 are classified as below Basic. NSLP Eligible/Not Eligible Average Scale Score 280 National Public Florida 260 240 220 200 231 230 239 242 234 236 19 23 24 21 21 26 205 209 213 234 236 229 230 232 232 28 27 27 26 27 29 217 216 218 NSLP Not Eligible 205 206 207 207 201 203 NSLP Eligible 180 2003 2005 2007 2009 2011 2013 2003 2005 2007 2009 2011 2013  Significantly higher, larger, increased or wider  No significant difference or change Significantly lower, smaller, decreased or narrower  Average scale score ─ Florida (FL) compared to the nation (NP) by year 2003 2005 2007 2009 2011 2013 Eligible ─ FL vs. NP             Not Eligible ─ FL vs. NP Changes in average scale scores between 2003 and 2013 Eligible Not Eligible Florida  13  11 National Public 6 7 FL Change Compared to NP Change   Gaps ─ Florida’s compared to the nation’s by year 2003 2005 2007 2009 Eligible/Not Eligible     Gap ─ FL vs. NP Gaps ─ Changes between 2003 and 2013 Florida National Public FL Gap Change Compared to NP Gap Change 2011 2013   Eligible/Not Eligible  2  1  Notes: Comparisons based on statistical tests (.05 level) using unrounded numbers that consider the magnitude of difference and standard errors. Source: U.S. Department of Education, Institute of Education Sciences, National Center of Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Reading Assessment. NAEP Data Explorer Search Criteria: Reading, Grade 4. Jurisdictions: National Public, Florida. Years: 2003-2013. Variables: National School Lunch Program eligibility. Edit Reports: Statistics Options, Average Scale Scores. 1 2003–2013 NAEP Reading, Grade 4 Florida vs. National Public National School Lunch Program (NSLP) Eligibility At or above Basic Achievement Gaps Scale scores range from 0 to 500 and serve as the basis for achievement levels. 2003–2013 NAEP Cut Scores: Basic 208 to 237; Proficient 238 to 267; Advanced 268 to 500; scores below 208 are classified as below Basic. NSLP Eligible/Not Eligible Florida 100 80 Percent 60 77 82 83 77 23 28 24 59 40 49 National Public 86 89 23 19 24 64 62 75 77 79 82 83 31 31 29 28 30 30 66 53 44 NSLP Not Eligible 20 79 46 50 51 52 53 NSLP Eligible 0 2003 2005 2007 2009 2011 2013 2003 2005 2007 2009 2011 2013  Significantly higher, larger, increased or wider  No significant difference or change Significantly lower, smaller, decreased or narrower  Percent at or above Basic ─ Florida (FL) compared to the nation (NP) by year 2003 2005 2007 2009 2011      Eligible ─ FL vs. NP      Not Eligible ─ FL vs. NP 2013   Changes in percent performing at or above Basic between 2003 and 2013 Eligible Not Eligible Florida  17%  12% National Public  9%  8% FL Change Compared to NP Change   Gaps ─ Florida’s compared to the nation’s by year 2003 2005 2007 2009 2011 Eligible/Not Eligible      Gap ─ FL vs. NP Gaps ─ Changes between 2003 and 2013 Florida National Public FL Gap Change Compared to NP Gap Change 2013  Eligible/Not Eligible  5%  1%  Notes: Comparisons based on statistical tests (.05 level) using unrounded numbers that consider the magnitude of difference and standard errors. At or above Basic: Partial mastery of prerequisite knowledge and skills needed for proficient work. Source: U.S. Department of Education, Institute of Education Sciences, National Center of Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Reading Assessment. NAEP Data Explorer Search Criteria: Reading, Grade 4. Jurisdictions: National Public, Florida. Years: 2003-2013. Variables: National School Lunch Program eligibility. Edit Reports: Statistics Options, Achievement Levels, Cumulative. 2 2003–2013 NAEP Reading, Grade 4 Florida vs. National Public National School Lunch Program (NSLP) Eligibility At or above Proficient Achievement Gaps Scale scores range from 0 to 500 and serve as the basis for achievement levels. 2003–2013 NAEP Cut Scores: Basic 208 to 237; Proficient 238 to 267; Advanced 268 to 500; scores below 208 are classified as below Basic. NSLP Eligible/Not Eligible Florida National Public Percent 100 80 NSLP Not Eligible 60 53 45 40 20 42 46 49 27 23 24 18 19 22 58 24 29 31 25 24 NSLP Eligible 27 41 42 44 45 48 51 28 30 31 26 27 27 15 15 17 17 18 20 0 2003 2005 2007 2009 2011 2013 2003 2005 2007 2009 2011 2013 Percent at or above Proficient ─ Florida (FL) compared to the nation (NP) by year 2003 2005 2007 2009 2011 2013       Eligible ─ FL vs. NP       Not Eligible ─ FL vs. NP Changes in percent performing at or above Proficient between 2003 and 2013 Eligible Not Eligible Florida  9%  13% National Public  5%  10% FL Change Compared to NP Change   Gaps ─ Florida’s compared to the nation’s by year 2003 2005 2007 2009 2011 Eligible/Not Eligible      Gap ─ FL vs. NP Gaps ─ Changes between 2003 and 2013  Significantly higher, larger, increased or wider  No significant difference or change Significantly lower, smaller, decreased or narrower  Florida National Public FL Gap Change Compared to NP Gap Change 2013  Eligible/Not Eligible  4%  5%  Notes: Comparisons based on statistical tests (.05 level) using unrounded numbers that consider the magnitude of difference and standard errors. At or above Proficient: Mastery of complex material; higher than grade level performance. Source: U.S. Department of Education, Institute of Education Sciences, National Center of Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Reading Assessment. NAEP Data Explorer Search Criteria: Reading, Grade 4. Jurisdictions: National Public, Florida. Years: 2003-2013. Variables: National School Lunch Program eligibility. Edit Reports: Statistics Options, Achievement Levels, Cumulative. 3 2003–2013 NAEP Mathematics, Grade 4 Florida vs. National Public National School Lunch Program (NSLP) Eligibility Average Scale Score Achievement Gains and Gaps Scale scores range from 0 to 500 and serve as the basis for achievement levels. 2003–2013 NAEP Cut Scores: Basic 214─248; Proficient 249─281; Advanced 282─500; scores below 214 are classified as below Basic. NSLP Eligible/Not Eligible National Public Florida 245 250 251 251 252 255 244 18 16 20 22 21 23 229 233 235 232 248 22 23 22 233 222 222 225 NSLP Not Eligible 2003 2005 2007 2009 2011 2013 250 249 2003 227 252 254 24 22 23 228 229 230 NSLP Eligible 2005 2007 2009 2011 2013 Average scale score ─ Florida (FL) compared to the nation (NP) by year 2003 2005 2007 2009 2011 2013       Eligible ─ FL vs. NP Not Eligible ─ FL vs. NP       Changes in average scale scores between 2003 and 2013 Eligible Not Eligible Florida  11  10 National Public 8  10 FL Change Compared to NP Change   Gaps ─ Florida’s compared to the nation’s by year 2003 2005 2007 2009 Eligible/Not Eligible     Gap ─ FL vs. NP Gaps ─ Changes between 2003 and 2013  Significantly higher, larger, increased or wider  No significant difference or change Significantly lower, smaller, decreased or narrower  Florida National Public FL Gap Change Compared to NP Gap Change 2011 2013   Eligible/Not Eligible  1  2  Notes: Comparisons based on statistical tests (.05 level) using unrounded numbers that consider the magnitude of difference and standard errors. Source: U.S. Department of Education, Institute of Education Sciences, National Center of Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Mathematics. NAEP Data Explorer Search Criteria: Mathematics, Grade 4. Jurisdictions: National Public, Florida. Years: 2003-2013. Variables: National School Lunch Program eligibility. Edit Reports: Statistics Options, Average Scale Scores. 1 2003–2013 NAEP Mathematics, Grade 4 Florida vs. National Public National School Lunch Program (NSLP) Eligibility At or above Basic Achievement Gaps Scale scores range from 0 to 500 and serve as the basis for achievement levels. 2003–2013 NAEP Cut Scores: Basic 214─248; Proficient 249─281; Advanced 282─500; scores below 214 are classified as below Basic . NSLP Eligible/Not Eligible 100 80 88 91 Percent 40 93 93 95 14 13 15 17 25 17 74 60 93 63 79 80 78 88 90 91 91 NSLP Not Eligible 93 20 26 23 21 20 19 78 Florida 92 62 67 70 71 73 73 National Public NSLP Eligible 20 0 2003 2005 2007 2009 2011 2013 2003 2005 2007 2009 2011 2013  Significantly higher, larger, increased or wider  No significant difference or change Significantly lower, smaller, decreased or narrower  Percent at or above Basic ─ Florida (FL) compared to the nation (NP) by year 2003 2005 2007 2009 2011 2013       Eligible ─ FL vs. NP       Not Eligible ─ FL vs. NP Changes in percent performing at or above Basic between 2003 and 2013 Eligible Not Eligible Florida  15%  7% National Public  11%  5% FL Change Compared to NP Change   Gaps ─ Florida’s compared to the nation’s by year 2003 2005 2007 2009 Eligible/Not Eligible     Gap ─ FL vs. NP Gaps ─ Changes between 2003 and 2013 Florida National Public FL Gap Change Compared to NP Gap Change 2011 2013   Eligible/Not Eligible  8%  6%  Notes: Comparisons based on statistical tests (.05 level) using unrounded numbers that consider the magnitude of difference and standard errors. At or above Basic: : Partial mastery of prerequisite knowledge and skills needed for proficient work. NAEP Data Explorer Search Criteria: Mathematics, Grade 4. Jurisdictions: National Public, Florida. Years: 2003-2013. Variables: National School Lunch Program eligibility. Edit Reports: Statistics Options, Achievement Levels, Cumulative. 2 2003–2013 NAEP Mathematics, Grade 4 Florida vs. National Public National School Lunch Program (NSLP) Eligibility At or above Proficient Achievement Gaps Scale scores range from 0 to 500 and serve as the basis for achievement levels. 2003–2013 NAEP Cut Scores: Basic 214─248; Proficient 249─281; Advanced 282─500; scores below 214 are classified as below Basic. NSLP Eligible/Not Eligible NSLP Not Eligible 80 Percent National Public Florida 100 53 60 55 55 56 45 30 26 30 33 30 31 20 16 NSLP Eligible 61 46 40 22 25 29 Percent at or above Proficient ─ Florida (FL) compared to the nation (NP) by year 2003 2005 2007 2009 2011 2013       Eligible ─ FL vs. NP       Not Eligible ─ FL vs. NP 26 50 53 54 57 60 31 32 33 34 31 30 28 15 19 22 22 24 26 0 2003 2005 2007 2009 2011 2013 2003 2005 2007 2009 2011 2013  Significantly higher, larger, increased or wider  No significant difference or change Significantly lower, smaller, decreased or narrower  Changes in percent performing at or above Proficient between 2003 and 2013 Eligible Not Eligible Florida  12% 15% National Public  11%  15% FL Change Compared to NP Change   Gaps ─ Florida’s compared to the nation’s by year 2003 2005 2007 2009 2011 Eligible/Not Eligible      Gap ─ FL vs. NP Gaps ─ Changes between 2003 and 2013 Florida National Public FL Gap Change Compared to NP Gap Change 2013  Eligible/Not Eligible  3%  4%  Notes: Comparisons based on statistical tests (.05 level) using unrounded numbers that consider the magnitude of difference and standard errors. At or above Proficient: Mastery of complex material; higher than grade level performance. Source: U.S. Department of Education, Institute of Education Sciences, National Center of Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Mathematics. NAEP Data Explorer Search Criteria: Mathematics, Grade 4. Jurisdictions: National Public, Florida. Years: 2003-2013. Variables: National School Lunch Program eligibility. Edit Reports: Statistics Options, Achievement Levels, Cumulative. 3 2003–2013 NAEP Reading, Grade 8 Florida vs. National Public National School Lunch Program (NSLP) Eligibility Average Scale Score Achievement Gains and Gaps Scale scores range from 0 to 500 and serve as the basis for achievement levels. 2003–2013 NAEP Cut Scores: Basic 243─280; Proficient 281─322; Advanced 323─500. Scores below 243 are classified as below Basic. NSLP Eligible/Not Eligible Florida National Public Average Scale Score 300 280 260 240 267 264 268 273 273 277 18 19 20 19 22 18 249 245 246 255 254 257 NSLP Not Eligible 220 275 278 271 270 271 273 24 25 23 24 24 24 251 254 246 247 247 249 NSLP Eligible 200 2003 2005 2007 2009 2011 2013 2003 2005 2007 2009 2011 2013  Significantly higher, larger, increased or wider  No significant difference or change Significantly lower, smaller, decreased or narrower  Average scale score ─ Florida (FL) compared to the nation (NP) by year 2003 2005 2007 2009 2011 2013       Eligible ─ FL vs. NP       Not Eligible ─ FL vs. NP Changes in average scale scores between 2003 and 2013 Eligible Not Eligible Florida  12  10 National Public 8 7 FL Change Compared to NP Change   Gaps ─ Florida’s compared to the nation’s by year 2003 2005 2007 2009 2011 Eligible/Not Eligible      Gap ─ FL vs. NP Gaps ─ Changes between 2003 and 2013 Florida National Public FL Gap Change Compared to NP Gap Change 2013  Eligible/Not Eligible  2  1  Notes: Comparisons based on statistical tests (.05 level) using unrounded numbers that consider the magnitude of difference and standard errors. Source: U.S. Department of Education, Institute of Education Sciences, National Center of Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Reading Assessment. NAEP Data Explorer Search Criteria: Reading, Grade 8. Jurisdictions: National Public, Florida. Years: 2003-2013. Variables: National School Lunch Program eligibility. Edit Reports: Statistics Options, Average Scale Scores. 1 2003–2013 NAEP Reading, Grade 8 Florida vs. National Public National School Lunch Program (NSLP) Eligibility At or above Basic Achievement Gaps Scale scores range from 0 to 500 and serve as the basis for achievement levels. 2003–2013 NAEP Cut Scores: Basic 243─280; Proficient 281─322; Advanced 323─500. Scores below 243 are classified as below Basic. NSLP Eligible/ Not Eligible Florida 100 Percent 80 60 78 79 74 67 61 56 84 83 86 82 18 16 18 17 23 18 55 National Public 65 81 82 84 85 87 21 26 24 24 24 22 70 56 57 58 60 63 66 40 NSLP Not Eligible NSLP Eligible 20 0 2003 2005 2007 2009 2011 2013 2003 2005 2007 2009 2011 2013  Significantly higher, larger, increased or wider  No significant difference or change Significantly lower, smaller, decreased or narrower  Percent at or above Basic ─ Florida (FL) compared to the nation (NP) by year 2003 2005 2007 2009 2011 2013       Eligible ─ FL vs. NP Not Eligible ─ FL vs. NP       Changes in percent performing at or above Basic between 2003 and 2013 Eligible Not Eligible Florida  15%  8% National Public  10%  5% FL Change Compared to NP Change   Gaps ─ Florida’s compared to the nation’s by year 2003 2005 2007 2009 2011 Eligible/Not Eligible      Gap ─ FL vs. NP Gaps ─ Changes between 2003 and 2013 Florida National Public FL Gap Change Compared to NP Gap Change 2013  Eligible/Not Eligible  7%  5%  Notes: Comparisons based on statistical tests (.05 level) using unrounded numbers that consider the magnitude of difference and standard errors. At or above Basic: Partial mastery of prerequisite knowledge and skills needed for proficient work. Source: U.S. Department of Education, Institute of Education Sciences, National Center of Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Reading Assessment. NAEP Data Explorer Search Criteria: Reading, Grade 8. Jurisdictions: National Public, Florida. Years: 2003-2013. Variables: National School Lunch Program eligibility. Edit Reports: Statistics Options, Achievement Levels, Cumulative. 2 2003–2013 NAEP Reading, Grade 8 Florida vs. National Public National School Lunch Program (NSLP) Eligibility At or above Proficient Achievement Gaps Scale scores range from 0 to 500 and serve as the basis for achievement levels. 2003–2013 NAEP Cut Scores: Basic 243─280; Proficient 281─322; Advanced 323─500. Scores below 243 are classified as below Basic. NSLP Eligible/Not Eligible Florida 100 Percent 80 National Public NSLP Not Eligible NSLP Eligible 60 42 40 20 35 32 20 15 15 17 36 47 41 39 24 19 21 21 17 21 20 38 39 41 44 48 26 28 24 23 24 25 23 15 15 15 16 18 20 0 2003 2005 2007 2009 2011 2013 2003 2005 2007 2009 2011 2013  Significantly higher, larger, increased or wider  No significant difference or change Significantly lower, smaller, decreased or narrower  Percent at or above Proficient ─ Florida compared to the nation by year 2003 2005 2007 2009 2011 2013       Eligible ─ FL vs. NP       Not Eligible ─ FL vs. NP Changes in percent performing at or above Proficient between 2003 and 2013 Eligible Not Eligible Florida  8%  12% National Public  5%  9% FL Change Compared to NP Change   Gaps ─ Florida’s compared to the nation’s 2003 2005 2007 Eligible/Not Eligible    Gap ─ FL vs. NP 2009 2011 2013    Gaps ─ Changes between 2003 and 2013 by year Eligible/Not Eligible Florida  4 National Public 4  FL Gap Change Compared to NP Gap Change Notes: Comparisons based on statistical tests (.05 level) using unrounded numbers that consider the magnitude of difference and standard errors. At or above Proficient: Mastery of complex material; higher than grade level performance. Source: U.S. Department of Education, Institute of Education Sciences, National Center of Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Reading Assessment. NAEP Data Explorer Search Criteria: Reading, Grade 8. Jurisdictions: National Public, Florida. Years: 2003-2013. Variables: National School Lunch Program eligibility. Edit Reports: Statistics Options, Achievement Levels, Cumulative. 3 2003–2013 NAEP Mathematics, Grade 8 Florida vs. National Public National School Lunch Program (NSLP) Eligibility Average Scale Score Achievement Gains and Gaps Scale scores range from 0 to 500 and serve as the basis for achievement levels. 2003–2013 NAEP Cut Scores: Basic 262─298; Proficient 299─332; Advanced 333─500. Scores below 262 are classified as below Basic. NSLP Eligible/Not Eligible Florida 310 Average Scale Score 300 290 291 287 289 284 285 280 270 28 265 256 294 24 23 25 22 20 260 250 National Public 26 27 29 27 26 27 269 267 271 260 240 287 288 258 NSLP Not Eligible 230 295 297 291 293 261 265 266 269 270 NSLP Eligible 220 2003 2005 2007 2009 2011 2013 2003 2005 2007 2009 2011 2013  Significantly higher, larger, increased or wider  No significant difference or change Significantly lower, smaller, decreased or narrower  Average scale scores ─ Florida (FL) compared to the nation (NP) by year 2003 2005 2007 2009 2011 2013 Eligible ─ FL vs. NP       Not Eligible ─ FL vs. NP       Changes in average scale scores between 2003 and 2013 Eligible Not Eligible Florida  15  10 National Public  12  10 FL Change Compared to NP Change   Gaps ─ Florida’s compared to the nation’s by year 2003 2005 2007 2009 2011 Eligible/Not Eligible      Gap ─ FL vs. NP 2013  Gaps ─ Changes between 2003 and 2013 Eligible/Not Eligible Florida 5 National Public 2 FL Gap Change vs. NP Gap Change  Notes: Comparisons based on statistical tests (.05 level) using unrounded numbers that consider the magnitude of difference and standard errors. Source: U.S. Department of Education, Institute of Education Sciences, National Center of Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Mathematics Assessment. NAEP Data Explorer Search Criteria: Mathematics, Grade 8. Jurisdictions: National Public, Florida. Years: 2003-2013. Variables: National School Lunch Program eligibility. Edit Reports: Statistics Options, Average Scale Scores. 1 2003–2013 NAEP Mathematics, Grade 8 Florida vs. National Public National School Lunch Program (NSLP) Eligibility At or above Basic Achievement Gaps Scale scores range from 0 to 500 and serve as the basis for achievement levels. 2003–2013 NAEP Cut Scores: Basic 262─298; Proficient 299─332; Advanced 333─500. Scores below 262 are classified as below Basic. NSLP Eligible/Not Eligible Florida 100 Percent 80 60 40 75 77 78 80 National Public 81 83 45 50 59 57 81 61 47 NSLP Not Eligible 20 79 83 84 86 25 25 26 26 31 28 22 21 24 30 27 23 55 78 51 55 57 59 61 NSLP Eligible 0 2003 2005 2007 2009 2011 2013 2003 2005 2007 2009 2011 2013  Significantly higher, larger, increased or wider  No significant difference or change Significantly lower, smaller, decreased or narrower  Percent at or above Basic ─ Florida (FL) compared to the nation (NP) by year 2003 2005 2007 2009 2011 2013 Eligible ─ FL vs. NP       Not Eligible ─ FL vs. NP       Changes in percent performing at or above Basic between 2003 and 2013 Eligible Not Eligible Florida  16%  8% National Public  14%  8% FL Change Compared to NP Change   Gaps ─ Florida’s compared to the nation’s by year 2003 2005 2007 2009 2011 Eligible/Not Eligible      Gap ─ FL vs. NP 2013  Gaps ─ Changes between 2003 and 2013 Eligible/Not Eligible Florida  8% National Public  6% FL Gap Change vs. NP Gap Change  Notes: Comparisons based on statistical tests (.05 level) using unrounded numbers that consider the magnitude of difference and standard errors. At or above Basic: Partial mastery of prerequisite knowledge and skills needed for proficient work. Source: U.S. Department of Education, Institute of Education Sciences, National Center of Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Mathematics Assessment. NAEP Data Explorer Search Criteria: Mathematics, Grade 8. Jurisdictions: National Public, Florida. Years: 2003-2013. Variables: National School Lunch Program eligibility. Edit Reports: Statistics Options, Achievement Levels, Cumulative. 2 2003–2013 NAEP Mathematics, Grade 8 Florida vs. National Public National School Lunch Program (NSLP) Eligibility At or above Proficient Achievement Gaps Scale scores range from 0 to 500 and serve as the basis for achievement levels. 2003–2013 NAEP Cut Scores: Basic 262─298; Proficient 299─332; Advanced 333─500. Scores below 262 are classified as below Basic. NSLP Eligible/Not Eligible National Public Florida 100 Percent 80 NSLP Not Eligible NSLP Eligible 60 40 20 0 34 36 37 40 42 22 26 23 23 21 11 13 2003 2005 16 18 2007 2009 16 2011 44 24 45 47 39 15 19 20 13 17 11 2003 2005 2007 2009 2011 2013 28 28 29 27 26 26  Significantly higher, larger, increased or wider  No significant difference or change Significantly lower, smaller, decreased or narrower  49 37 20 2013 42 Percent at or above Proficient ─ Florida compared to the nation by year 2003 2005 2007 2009 2011 2013 Eligible ─ FL vs. NP             Not Eligible ─ FL vs. NP Changes in percent performing at or above Proficient between 2003 and 2013 Eligible Not Eligible Florida  9%  10% National Public  9%  12% FL Change Compared to NP Change   Gaps ─ Florida’s compared to the nation’s by year 2003 2005 2007 2009 2011 Eligible/Not Eligible      Gap ─ FL vs. NP 2013  Gaps ─ Changes between 2003 and 2013 Eligible/Not Eligible Florida  1% National Public  4% FL Gap Change vs. NP Gap Change  Notes: Comparisons based on statistical tests (.05 level) using unrounded numbers that consider the magnitude of difference and standard errors. At or above Proficient: Mastery of complex material; higher than grade level performance. Source: U.S. Department of Education, Institute of Education Sciences, National Center of Education Statistics, National Assessment of Educational Progress (NAEP), 2013 Mathematics Assessment. NAEP Data Explorer Search Criteria: Mathematics, Grade 8. Jurisdictions: National Public, Florida. Years: 2003-2013. Variables: National School Lunch Program eligibility. Edit Reports: Statistics Options, Achievement Levels, Cumulative. 3 AP Cohort Data, Graduating Class of 2014 – Talking Points Highlights • Florida ranks third (up from fifth) in the nation for the percentage of high school graduates who scored a 3 or higher (succeeded) on an Advanced Placement (AP) exam. The percentage of graduates who took and succeeded on AP exams is higher in Florida (30.0%) than the national average (21.6%). • Florida has maintained its rank as second in the nation for improvement over the past 10 years in the percentage of graduates scoring 3 or higher on the AP exam during high school, improving by 13.7 percentage points during that time (up from 16.3% in 2004). Overall, Florida has had the largest 3-year and 5-year increases. Division of Accountability, Research and Measurement 1 • • • • • Florida has maintained its rank as second in the nation for the percentage of graduates who took an AP exam during high school (57.2%). In the last decade, AP participation among graduates has increased from 36,539 students in 2004 to 82,249 students in 2014, an increase of 125 percent. Four public school districts in Florida were recognized on the 2015 AP District Honor Roll. The award is provided to districts that increase access to AP courses for more students while simultaneously increasing the percentage of students earning scores of 3 or higher on AP exams. The six districts that were recognized are: o Lake County Public Schools (also a 2013 AP Honor Roll District) o Miami-Dade County Public Schools (also a 2014 AP Honor Roll District) o Orange County Public Schools (also a 2013 and 2011 AP Honor Roll District) o Pasco County Public Schools Florida has eliminated the AP participation and success gap for its Hispanic/Latino students. Hispanic/Latino students made up 25.5 percent of the graduating class in Florida, yet they accounted for 28.6 percent of AP exam test takers and 32.2 percent of graduates scoring 3 or higher on an AP exam during high school. Although the equity gap still exists for black students, Florida has made progress in narrowing the participation and success gap for Black/African American students. In 2004, 10.3 percent of graduates leaving high school having taken an AP exam were Black/African American, compared to 14.7 percent in 2014. Additionally, the percentage of graduates scoring a 3 or higher on an AP exam during high school who were Black/African American has increased to 7.8 percent in 2014 from 5.7% in 2004. Florida has also increased AP exam participation and success among low-income graduates. In 2004, only 9.1 percent of graduates who had taken AP exams were low-income. By 2014, that percentage had risen to 36.6 percent. Success among graduates who had taken an AP exam and who were low-income has also increased significantly. In 2004, only 9.1 percent of graduates with successful AP scores were low income, compared to 33.5 percent in 2014. 2014 AP Results – Number and Percentage of Graduating Seniors Graduates who Participated in AP Percentage Point Change Subgroup Florida Overall1 White2 Black2 Hispanic2 LowIncome3 1 2004 2013 2014 36,539 (27.8) 20,431 (55.9%) 3,750 (10.3%) 8,306 (22.7%) 80,291 (53.2%) 37,099 (46.2%) 11,759 (14.6%) 22,377 (27.9%) 82,249 (57.2%) 37,353 (45.4%) 12.078 (14.7%) 23,501 (28.6%) 3,340 (9.1%) 28,243 (35.2%) 30,100 (36.6%) Graduates who Scored 3+ on AP Tests Percentage Point Change 2004 2013 2014 0.7↑ 21,383 (16.3%) 12,114 (56.7%) 1,228 (5.7%) 5,742 (26.9%) 41,256 (27.3%) 20,859 (50.6%) 3,011 (7.3%) 12,781 (31%) 43,154 (30%) 21,096 (48.9%) 3,368 (7.8%) 13,886 (32.2%) 1.4↑ 1,937 (9.1%) 12,796 (31%) 14,457 (33.5%) 10 year 1 year 29.4↑ 4↑ -10.5↓ -0.8↓ 4.4↑ 0.1↑ 5.9↑ 27.5↑ 10 year 1 year 13.7↑ 0.7↑ -7.8↓ -1.7↓ 2.1↑ 0.5↑ 5.3↑ 1.2↑ 24.4↑ 2.5↑ Percentages reflect he percentage of graduates who participated in AP or who scores 3 or higher on AP tests. Percentages reflect the percentage AP examinees or successful examinees who were in the subgroup. 3 Percentages reflect the percentage of AP examinees who were low income. 2 Division of Accountability, Research and Measurement 2 Florida’s High School Cohort Graduation Rate December 2014 Florida’s Graduation Rate Florida’s high school graduation rate increased by 0.5 percentage points over the last year and has increased significantly during the past ten years. The rate rose from 59.2 percent in 2003-04 to 76.1 percent in 2013-14. Figure 1 below shows the trend in graduation rates from 2003-04 through 2013-14. Federal regulations require each state to calculate a four-year adjusted cohort graduation rate, which includes standard diplomas but excludes GEDs, both regular and adult, and special diplomas. The US Department of Education (USED) adopted this calculation method in an effort to develop uniform, accurate and comparable graduation rates across all states. The USED required states to begin calculating the new graduation rate in 2010-11. This graduation rate is currently used in Florida’s school accountability system in the high school grades calculation. Figure 1: Florida’s Graduation Rates, 2003-04 through 2013-14 Florida’s graduation rate is a cohort graduation rate. A cohort is defined as a group of students on the same schedule to graduate. The graduation rate measures the percentage of students who graduate within four years of their first enrollment in ninth grade. Subsequent to their enrollment in ninth grade, students who transfer out and deceased students are removed from the calculation. Entering transfer students are included in the graduation rate for the class with which they are scheduled to graduate, based on their date of enrollment. District-level graduation rates are provided in Table 3 and Table 4. School-level graduation rates are available online at http://www.fldoe.org/eias/eiaspubs/pubstudent.asp. 1 In the calculation, stringent guidelines are prescribed for not only the definition of a graduate, but also for the definition of a transfer. Students who transfer to adult education programs or Department of Juvenile Justice (DJJ) facilities remain with their regular high schools’ cohorts. How Does Florida’s Graduation Rate Compare with Other States’ Rates? The USED requires all states to report a uniform cohort graduation rate, but publication of national data tends to lag by two to three years. Therefore, the most current national data available is for the 2012-13 school year. Graduation rates by state are accessible through the ED Data Express at http://eddataexpress.ed.gov/. Graduation Rates by Race/Ethnicity and Gender Florida’s graduation rates vary by race/ethnicity, but all groups have increased their graduation rates over the last few years. Table 1: Graduation Rates by Race/Ethnicity, 2009-10 through 2013-14 Year 2009-10 2010-11 2011-12 2012-13 White 74.1% 76.2% 79.5% 80.5% Black or African American 57.8% 58.6% 63.7% 64.6% 2013-14 81.7% 64.7% Hispanic/ Latino 68.1% 69.4% 73.0% 74.9% Asian 86.0% 85.9% 88.5% 88.4% American Indian or Alaska Native 67.3% 69.7% 69.7% 76.8% 75.0% 89.2% 73.8% Two or More Races 74.2% 75.1% 78.7% 79.7% 80.1% Native Hawaiian or Other Pacific Islander 62.5% 88.2% Total 69.0% 70.6% 74.5% 75.6% 75.6% 76.1% Note: Beginning with the 2010-11 school year, Florida implemented new data elements for collecting and reporting student demographic data in compliance with changes made by the U.S. Office of Management and Budget. For race, students select one or more of the following: American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or Other Pacific Islander, White. Students who select more than one racial category, but do not indicate that they are Hispanic or Latino, are included in the Two or More Races category in this report. All students who indicated that they are Hispanic or Latino are included only in the Hispanic/Latino rates in this report; they are not included in the racial categories they have selected. Table 2: Graduation Rates by Gender within Race/Ethnicity, 2009-10 through 2013-14 Year 2009-10 2010-11 2011-12 White Female 79.1% 80.6% 83.4% White Male 69.4% 72.1% 75.7% Black or African American Female 65.3% 64.8% 70.0% 2012-13 2013-14 84.4% 85.3% 76.7% 78.2% 70.5% 69.4% Black or African American Male 50.7% 52.6% 57.4% Hispanic/ Latino Female 73.8% 73.8% 77.2% Hispanic/ Latino Male 62.7% 65.2% 68.9% Asian Female 89.3% 88.0% 90.5% Asian Male 82.8% 84.0% 86.5% 58.9% 59.9% 78.0% 78.4% 71.9% 71.6% 90.8% 90.8% 86.0% 87.5% 2 Table 2 Continued: Graduation Rates by Gender within Race/Ethnicity, 2009-10 through 2013-14 Year 2009-10 American Indian or Alaska Native Female 72.9% American Indian or Alaska Native Male 62.4% Two or More Races Female 78.8% Two or More Races Male 69.3% 2010-11 2011-12 2012-13 2013-14 73.3% 73.6% 83.5% 79.5% 66.5% 65.6% 70.9% 68.0% 79.7% 81.6% 83.1% 83.5% 70.8% 75.8% 76.3% 77.3% Native Hawaiian or Other Pacific Islander Female 61.5% 91.7% 77.1% Native Hawaiian or Other Pacific Islander Male 63.2% 86.4% 74.1% Total Female 74.7% Total Male 63.6% 75.3% 78.9% 79.7% 79.9% 66.0% 70.3% 71.6% 72.5% Table 3: Graduation Rates by District, 2009-10 through 2013-14 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 District FLORIDA Alachua Baker Bay Bradford Brevard Broward Calhoun Charlotte Citrus Clay** Collier Columbia Miami-Dade DeSoto Dixie Duval Escambia Flagler Franklin Gadsden Gilchrist Glades Gulf Hamilton Hardee Hendry Hernando Highlands Hillsborough Holmes Indian River 2009-10 69.0% 62.6% 64.5% 69.2% 51.8% 80.6% 72.4% 76.1% 73.4% 68.8% 69.9% 70.6% 59.8% 68.3% 53.2% 56.0% 58.3% 55.4% 69.7% 57.8% 42.8% 77.7% 56.0% 81.9% 52.6% 60.4% 69.1% 68.8% 58.7% 66.7% 77.8% 67.1% 2010-11 70.6% 63.4% 65.0% 68.1% 61.1% 81.4% 71.6% 74.1% 73.0% 74.5% 74.4% 72.5% 63.2% 71.3% 63.1% 52.5% 63.3% 57.7% 70.1% 59.0% 55.1% 79.9% 47.7% 77.6% 65.0% 65.7% 65.6% 71.5% 60.2% 69.3% 75.1% 71.7% 2011-12 74.5% 68.7% 72.8% 73.7% 64.2% 85.2% 76.4% 77.3% 79.2% 78.0% 74.2% 78.4% 64.8% 76.0% 67.9% 77.1% 67.7% 62.1% 74.8% 59.0% 61.4% 85.9% 64.8% 84.7% 55.0% 63.6% 73.5% 74.2% 62.1% 72.6% 72.8% 80.9% 2012-13 75.6% 72.6% 72.1% 73.0% 67.5% 87.4% 75.3% 80.6% 75.5% 80.1% 77.9% 81.3% 65.7% 77.2% 61.6% 82.4% 72.1% 64.2% 76.9% 58.8% 58.3% 89.7% 61.8% 85.7% 55.5% 65.2% 67.8% 74.1% 61.8% 74.1% 78.1% 80.1% 2013-14 76.1% 72.2% 75.2% 70.8% 71.3% 85.8% 74.2% 80.8% 76.2% 77.0% 80.1% 82.1% 61.0% 76.6% 61.0% 87.8% 74.0% 66.1% 77.8% 69.9% 56.0% 95.4% 60.8% 77.8% 78.6% 64.3% 67.5% 76.7% 63.6% 73.5% 71.6% 79.1% 3 Table 3 Continued: Graduation Rates by District, 2009-10 through 2013-14 Notes: 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 71 72 73 74 75 District FLORIDA Jackson Jefferson Lafayette Lake Lee Leon Levy Liberty Madison Manatee Marion Martin Monroe Nassau Okaloosa Okeechobee Orange Osceola Palm Beach Pasco Pinellas Polk Putnam St. Johns St. Lucie Santa Rosa Sarasota Seminole Sumter Suwannee Taylor Union Volusia Wakulla Walton Washington Deaf/Blind Wash. Special FL Virtual FAU Lab Sch FSU Chtr Sch FAMU Lab Sch UF Lab Sch 2009-10 69.0% 68.1% 42.3% 81.3% 70.9% 69.8% 64.0% 61.1% 58.2% 56.3% 67.9% 62.8% 75.5% 71.2% 76.4% 86.2% 58.5% 71.8% 75.7% 74.8% 67.1% 64.8% 62.9% 57.7% 83.9% 63.7% 74.7% 71.4% 77.8% 73.4% 53.6% 57.8% 64.3% 63.9% 65.5% 74.2% 74.8% 54.3% 0.0% 2010-11 70.6% 64.7% 38.6% 63.8% 75.4% 68.9% 68.4% 61.0% 53.5% 57.1% 64.7% 69.8% 82.4% 66.4% 79.9% 84.5% 61.9% 71.4% 76.1% 74.3% 71.0% 65.2% 66.4% 63.2% 85.8% 65.4% 77.8% 70.7% 78.8% 75.3% 54.4% 61.1% 73.7% 62.0% 74.7% 74.2% 68.7% 64.3% 3.2% 100.0% 97.2% 94.6% 95.7% 100.0% 98.5% 95.1% 95.6% 2011-12 74.5% 69.2% 42.6% 65.8% 78.2% 71.9% 71.3% 72.2% 64.2% 66.3% 76.2% 75.2% 84.9% 68.6% 89.0% 83.3% 58.9% 73.9% 77.5% 77.0% 76.6% 72.0% 67.6% 58.9% 86.0% 70.6% 77.2% 78.0% 80.3% 77.7% 59.5% 63.5% 70.4% 66.8% 70.4% 74.5% 71.1% 36.9% 0.0% * 100.0% 98.5% 81.8% 94.8% 2012-13 75.6% 72.1% 35.1% 87.5% 78.3% 74.4% 77.0% 77.8% 68.9% 64.0% 76.8% 76.7% 87.7% 71.3% 90.9% 82.7% 63.0% 75.9% 78.1% 76.3% 75.9% 71.9% 69.4% 58.2% 86.7% 67.7% 78.9% 76.2% 83.8% 78.5% 59.5% 62.4% 79.0% 68.0% 78.9% 77.6% 71.0% 44.0% * * 100.0% 97.6% 92.9% 95.0% 2013-14 76.1% 70.2% 56.7% 80.0% 76.6% 75.2% 83.5% 69.1% 71.3% 75.7% 75.7% 77.9% 88.8% 72.8% 89.9% 82.5% 61.2% 74.6% 78.0% 77.9% 79.4% 76.2% 69.0% 58.2% 87.8% 73.2% 82.8% 81.3% 85.1% 83.4% 76.6% 49.5% 82.8% 70.6% 75.1% 68.4% 66.2% 51.8% * 74.9% 100.0% 88.0% 76.7% 97.3% Source: 2013-14 Florida Department of Education (FDOE) cohort graduation data as of 11/17/14. Clay County’s 2011-12 rate was revised after the official release. To provide meaningful results and to protect the privacy of individual students, data are displayed only when the total number of students in a group is at least 10 and when the performance of individuals would not be disclosed. Data for groups less than 10 are displayed with an asterisk (*). A blank cell indicates no students in the cohort. 4 Withdrawal Status of All Students in the Graduation Cohort Florida’s graduation rate is 76.1 percent, but that does not mean that 23.9 percent of students in the cohort are dropouts. Students in a cohort can be classified as graduates, dropouts and non-graduates. Non-graduates include students who have been retained and are still in school, received certificates of completion or received GED-based diplomas. In Florida’s 2013-14 cohort, 4.3 percent of the students dropped out and 19.6 percent are still enrolled in school or earned a certificate of completion, special diploma or GED-based diploma. Figure 2 illustrates the proportions of students in the 2013-14 cohort who graduated, dropped out and did not graduate. District-level data are provided in Table 5. Figure 2: 2013-14 Cohort Outcomes by Withdrawal Code Categories Special Diplomas: 2,588 (1.3%) GED-based Diplomas: 1,534 (0.8%) Certificates of Completion: 9,003 (4.6%) Still Enrolled: 25,325 (12.9%) Note: Non-graduates include special diplomas, certificates of completion, GED recipients and students who are still enrolled. 5 Table 4: Cohort Outcomes by Withdrawal Code Category, 2013-14 Non-Graduates 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 District FLORIDA Alachua Baker Bay Bradford Brevard Broward Calhoun Charlotte Citrus Clay Collier Columbia Miami-Dade DeSoto Dixie Duval Escambia Flagler Franklin Gadsden Gilchrist Glades Gulf Hamilton Hardee Hendry Hernando Highlands Hillsborough Holmes Indian River Jackson Jefferson Lafayette Lake Lee Leon Levy Liberty Madison Manatee Marion Adjusted Cohort Total 196,234 2,060 343 1,887 209 5,325 19,233 130 1,524 1,134 2,998 3,049 708 26,426 272 115 8,128 2,827 969 83 357 174 74 135 84 361 486 1,814 874 14,317 211 1,354 486 60 75 2,945 5,837 2,023 424 94 185 2,969 3,043 % Graduating with Standard Diploma 76.1% 72.2% 75.2% 70.8% 71.3% 85.8% 74.2% 80.8% 76.2% 77.0% 80.1% 82.1% 61.0% 76.6% 61.0% 87.8% 74.0% 66.1% 77.8% 69.9% 56.0% 95.4% 60.8% 77.8% 78.6% 64.3% 67.5% 76.7% 63.6% 73.5% 71.6% 79.1% 70.2% 56.7% 80.0% 76.6% 75.2% 83.5% 69.1% 71.3% 75.7% 75.7% 77.9% % Special Diplomas 1.3% 2.2% 0.3% 0.8% 2.9% 1.2% 0.9% 2.3% 1.9% 2.6% 1.5% 1.5% 2.7% 0.5% 1.8% 0.0% 1.6% 2.7% 2.8% 0.0% 3.1% 0.0% 2.7% 2.2% 2.4% 2.2% 1.0% 1.3% 2.7% 1.0% 2.4% 0.5% 0.6% 5.0% 1.3% 1.5% 2.0% 1.1% 0.7% 1.1% 2.7% 2.9% 2.3% % Graduating with GED or GEDbased Diplomas 0.8% 0.2% 4.7% 0.8% 0.5% 1.9% 0.1% 2.3% 0.9% 1.0% 1.9% 3.3% 2.4% 0.3% 2.9% 0.0% 0.7% 1.0% 0.1% 0.0% 0.0% 0.0% 0.0% 0.0% 1.2% 1.7% 1.4% 3.4% 0.6% 1.4% 1.9% 1.0% 2.7% 0.0% 1.3% 0.9% 0.7% 0.8% 0.5% 3.2% 1.1% 0.4% 1.7% % Certificates of Completion 4.6% 0.7% 6.4% 3.7% 8.6% 2.1% 4.8% 0.0% 3.4% 2.4% 2.6% 2.2% 7.6% 6.5% 7.0% 3.5% 6.6% 5.3% 4.2% 3.6% 0.3% 0.0% 5.4% 3.7% 10.7% 2.8% 11.7% 4.3% 4.3% 4.3% 5.2% 5.2% 6.2% 6.7% 8.0% 5.7% 4.6% 1.1% 1.4% 3.2% 5.4% 0.6% 3.8% % Still Enrolled 12.9% 18.4% 10.5% 19.6% 10.5% 7.0% 17.1% 6.9% 11.0% 11.4% 10.3% 5.4% 24.6% 11.3% 14.3% 6.1% 11.7% 21.9% 11.2% 13.3% 35.0% 3.4% 24.3% 11.9% 2.4% 14.7% 4.9% 6.4% 16.7% 17.2% 9.5% 13.7% 17.1% 23.3% 8.0% 9.7% 13.6% 10.7% 23.6% 18.1% 9.2% 11.5% 9.4% % Dropping Out 4.3% 6.2% 2.9% 4.3% 6.2% 2% 2.9% 7.7% 6.6% 5.6% 3.6% 5.4% 1.7% 4.9% 12.9% 2.6% 5.3% 2.9% 3.8% 13.3% 5.6% 1.1% 6.8% 4.4% 4.8% 14.4% 13.4% 7.9% 12% 2.6% 9.5% 0.4% 3.3% 8.3% 1.3% 5.6% 3.9% 2.7% 4.7% 3.2% 5.9% 9% 4.9% 6 Table 4: Cohort Outcomes by Withdrawal Code Category, 2013-14 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 71 72 73 74 75 District FLORIDA Martin Monroe Nassau Okaloosa Okeechobee Orange Osceola Palm Beach Pasco Pinellas Polk Putnam St. Johns St. Lucie Santa Rosa Sarasota Seminole Sumter Suwannee Taylor Union Volusia Wakulla Walton Washington Deaf/Blind Wash. Special FL Virtual FAU Lab Sch FSU Chtr Sch FAMU Lab Sch UF Lab Sch Adjusted Cohort Total 196,234 1,514 624 864 2,116 438 13,488 4,247 13,924 4,866 7,716 6,369 711 2,508 2,957 1,922 3,119 5,005 511 350 214 157 4,819 338 494 269 56 * 470 75 150 30 110 % Graduating with Standard Diploma 76.1% 88.8% 72.8% 89.9% 82.5% 61.2% 74.6% 78.0% 77.9% 79.4% 76.2% 69.0% 58.2% 87.8% 73.2% 82.8% 81.3% 85.1% 83.4% 76.6% 49.5% 82.8% 70.6% 75.1% 68.4% 66.2% 51.8% * 74.9% 100% 88.0% 76.7% 97.3% % Special Diplomas 1.3% 1.4% 2.1% 2.1% 1.6% 1.1% 1.1% 1.4% 1.1% 1.5% 1.2% 2.4% 7.0% 1.3% 0.8% 1.2% 2.0% 1.2% 1.8% 4.6% 1.4% 3.2% 1.4% 2.1% 0.2% 1.9% 33.9% * 0.0% 0.0% 0.0% 0.0% 0.0% Non-Graduates % Graduating with GED % or GEDCertificates based of Diplomas Completion 0.8% 4.6% 0.6% 1.3% 1.9% 3.5% 0.6% 0.0% 0.3% 1.4% 3.2% 6.6% 0.1% 5.8% 0.2% 6.8% 0.3% 5.2% 1.9% 4.8% 0.9% 3.9% 0.8% 6.8% 1.7% 6.2% 0.7% 1.2% 0.0% 5.6% 1.0% 0.9% 2.4% 2.6% 1.1% 2.1% 0.8% 0.8% 0.0% 6.6% 1.9% 3.7% 0.0% 0.0% 0.1% 3.6% 1.5% 0.3% 0.0% 2.0% 1.5% 3.3% 0.0% 3.6% * * 0.0% 1.9% 0.0% 0.0% 0.0% 2.0% 0.0% . 0.0% 0.9% % Still Enrolled 12.9% 5.8% 14.7% 6.7% 12.8% 16.4% 15.2% 11.6% 8.2% 10.7% 15.7% 10.9% 12.5% 6.1% 15.9% 10.7% 7.5% 9.6% 7.2% 11.1% 28.5% 10.2% 22.2% 14.2% 18.6% 17.5% 10.7% * 15.5% 0.0% 10.0% 23.3% 0.9% % Dropping Out 4.3% 2.1% 5.0% 0.7% 1.5% 11.4% 3.2% 2.0% 7.3% 1.6% 2.1% 10.0% 14.3% 3.0% 4.4% 3.4% 4.3% 1.0% 6.1% 1.1% 15% 3.8% 2.1% 6.8% 10.7% 9.7% 0.0% * 7.7% 0.0% 0.0% 0.0% 0.9% Notes: Source: 2013-14 Florida Department of Education (FDOE) cohort graduation data as of 11/17/14. To provide meaningful results and to protect the privacy of individual students, data are displayed only when the total number of students in a group is at least 10 and when the performance of individuals would not be disclosed. Data for groups less than 10 are displayed with an asterisk (*). 7 Diploma Types Florida students may receive several types of diplomas upon completion of high school. Table 6 details the number of each type of diploma awarded for the past five cohorts. A complete list of the diploma definitions is provided in Appendices A and B of the 2013-14 Database Manuals, available at: http://www.fldoe.org/eias/dataweb/student_1314.asp#APPENDICES. Table 5: Diploma Types by Number of Diplomas Awarded (Cohort Based) Diploma Types Diploma Definitions Standard Diplomas (Counted as graduates in the graduation rate) Any student who graduated from school and met all of W06 the requirements to receive a standard diploma Any student who graduated from school and met all of the requirements to receive a standard diploma, based W6A on the 18-credit college preparatory graduation option Any student who graduated from school and met all of the requirements to receive a standard diploma, based W6B on the 18-credit career preparatory graduation option Any adult student who graduated from school with a W43 standard diploma Any adult student who graduated from school with a standard diploma and satisfied the graduation test requirement through an alternate assessment, 24-credit W52 option Adult standard high school diploma (ACCEL) 18-credit W54 option. Adult standard high school diploma (ACCEL), alternate W55 assessment score, 18-credit option. Any student who graduated from school with a standard diploma based on an 18-credit college preparatory graduation option and satisfied the state approved graduation test requirement through an alternate WFA assessment. Any student who graduated from school with a standard diploma based on an 18-credit career preparatory graduation option and satisfied the state approved graduation test requirement through an alternate WFB assessment. Any student who graduated from school with a standard diploma and satisfied the state approved graduation test requirement through an alternate assessment. (For students meeting accelerated high school graduation WFT option requirements, see WFA and WFB.) Any student with disabilities who graduated from school WFW with a standard diploma and an FCAT waiver. Any student who graduated from school and met all of the requirements to receive a standard diploma based on the Academically Challenging Curriculum to enhance Learning (ACCEL) options, F.S. 1002.3105(3). NEW WXL DIPLOMA CODE FOR 2013-14. 2009-10 2010-11 2011-12 2012-13 2013-14 132,783 133,766 132,333 136,210 132,239 89 15 32 35 59 27 6 14 11 28 297 227 166 211 177 12 6 8 4 7 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 8 6 3 19 20 8 1 0 1 6 10,458 5,865 6,716 9,122 10,974 2,700 3,447 2,681 3,817 4,562 N/A N/A N/A N/A 1,081 8 Table 5: Diploma Types by Number of Diplomas Awarded (Cohort Based) Diploma Types Diploma Definitions Any student who graduated from school and met all of the requirements to receive a standard diploma based on the Academically Challenging Curriculum to enhance Learning (ACCEL) options, F.S. 1002.3105(3) and satisfied the state graduation test requirement through an approved state alternate assessment score. NEW WXT DIPLOMA CODE FOR 2013-14. Any student with disabilities who graduated from school and met all of the requirements to receive a standard diploma based on the Academically Challenging Curriculum to enhance Learning (ACCEL) options, F.S. 1002.3105(3) and satisfied the state graduation test requirement with an approved statewide assessment WXW waiver. NEW DIPLOMA CODE FOR 2013-14. Total Standard Diplomas Special Diplomas Any student who graduated from school with a special diploma based on option one - as referenced in State W07 Board of Education Rule 6A-1.09961. Any student who graduated from school with a special diploma based on option two-mastery of employment W27 and community competencies. Total Special Diplomas GED-based Diplomas Any student who completed the Performance-Based Exit Option Model Program requirements, passed the GED Tests and the state approved graduation test, and was awarded a State of Florida High School PerformanceW10 Based Diploma. Any adult student who left school with a State of Florida W45 diploma (GED). Any student who completed the Performance-Based Exit Option Model Program requirements, passed the GED Tests, satisfied the state approved graduation test requirement through an alternate assessment, and was awarded a State of Florida High School PerformanceWGA Based Diploma. Any student who completed the Performance-Based Exit Option Model Program requirements and passed the GED Tests, but did not pass the state approved graduation test and was awarded a State of Florida WGD diploma. Total GED Based Diplomas Total Completers 2009-10 2010-11 2011-12 2012-13 2013-14 N/A N/A N/A N/A 110 N/A 146,382 N/A 143,339 N/A 141,953 N/A 149,430 134 149,397 3,750 3,408 2,661 2,589 2373 401 4,151 217 3,625 161 2,822 185 2,774 215 2,588 1,740 927 560 418 225 2,365 2,906 1,010 1,656 1,049 83 21 25 19 5 931 5,119 155,652 578 4,432 151,396 529 2,124 146,899 396 2,489 154,693 255 1,534 153,519 9 Florida Department of Education Pam Stewart, Commissioner For questions regarding Florida’s High School Cohort Graduation Rate contact: Florida Department of Education Division of Accountability, Research and Measurement Bureau of Accountability Reporting 850-245-0411 evalnrpt@fldoe.org 10 STRATEGIC PLAN AREA AND PRIORITIES Increase Career and Technical Educational Opportunities The Florida Career and Professional Education (CAPE) Act was created to provide a statewide planning partnership between business and education communities, to expand and retain high-value industry, and sustain a vibrant state economy. CAPE Academy Enrollment and Industry Certifications Earned, 2007-08 to 2013-14 Total Enrollment: High School and Middle School* Total Certifications Earned 235,276 250,000 225,000 200,000 154,327 175,000 150,000 102,430 125,000 100,000 53,324 75,000 50,000 25,000 - 187,396 20,492 954 2,732 2007-08 2008-09 16,408 2009-10 33,523 2010-11 45,447 2011-12 61,568 2012-13 222,664 75,002 2013-14** *Unduplicated count of high school students enrolled in at least one CAPE academy based on final Survey 5 data reported as of Feb. 28, 2014. (Source: EIAS) **Preliminary data as of December 2014 CAPE Industry Certification Funding List Program Description CAPE Digital Tool Certificates • For K-8 students • For certificates in the following areas: word processing; spreadsheets; sound, motion, and color presentations; digital arts; cybersecurity; coding CAPE Innovation Courses • Courses that combine academic and career performance outcomes with embedded industry certifications CAPE Industry Certifications CAPE Acceleration Industry Certifications • • Limited to students in grades 6 through 12 Certifications with 15 or more college credit hours Implementation • 2014-15 list includes 13 certificates College Board partnership for course development • 2014-15: 1 course being implemented in 5 pilot districts • 2015-16: 3 courses under development for launch in fall 2015 • 2014-15 List includes: • • 154 certifications without an articulation agreement • 66 certifications with an articulation agreement of up to 14 credits 2014-15 list includes: • 2 certifications with an articulation agreement of 15 or more credits CAPE Performance Comparison, 2013-14 Note: Includes high school students enrolled in either a registered academy or career-themed course. Enrollment is unduplicated to the district and student. Students are counted more than once if they are reported in more than one district during the academic year. District and College Enrollments in Adult Education Programs 2013-14 80,000 70,000 60,000 50,000 40,000 30,000 20,000 10,000 - 8,437 16,883 53,738 543 5,747 20,089 2,958 7,628 31,938 66,584 248 7,244 Districts 3,176 4,230 Colleges Postsecondary Statewide District Career and Adult Education Headcount by Program Area CWE, 4,611, 2% Adult General Education, 157,894 , 74% Career Certificate, 42,606 , 20% Applied Technology Diploma, 1,086 , 1% Apprenticeship , 6,884 , 3% Total: 213,081 2015-19 Long Rang SCHOOL CHOICE Performance Measures 3.1, 3.2, 3.5, 3.9 Strategic Plan Priority: Increase the percentage of charter school students performing at grade level. 3.1 Percentage of students attending a charter school and scoring at or above grade level on statewide assessments in English Language Arts, science and mathematics. 3.2 Percentage of students attending a charter school coring Level 4 or above on statewide assessments in English Language Arts, science and mathematics. Students attending charter schools continue to demonstrate strong performance on statewide assessments, outperforming the statewide average in reading, mathematics and science, by 7, 3 and 1 percentage points respectively. In each subject, performance in charter schools was higher in 2013-14 than in the 2011-12 baseline year. Additionally, higher level performance, as measured by the percentage of students scoring a level 4 or above, improved in both reading and mathematics from the 2011-12 baseline measures. Students in charter schools outperformed the state average in reading and mathematics in this measure as well. The department implemented a number of initiatives to support the continued strong academic performance of charter schools such as the development of the Principles and Standards of Quality Charter School Authorizing and providing training opportunities to school districts to enhance their authorizing capacity. Additionally, the department has provided a multitude of professional development opportunities to charter school teachers, leaders, and governing boards. Strategic Plan Priority: Expand choice options for students. 3.5 Close the gap between the percentage of free and reduced-price lunch students served by charters and traditional public schools. 3.9 Percentage of students attending a full-time virtual program and scoring at or above grade level on statewide assessments in English Language Arts, science and mathematics. The department has continued efforts to encourage the growth of high-quality charter schools in highneed areas. While progress is slow, there has been a slight narrowing of the gap between the overall poverty rate in our public schools and the poverty rate in charter schools. The department has initiated several strategies to accelerate this effort, including the department’s Charter School Program grant and the recently announced District-Charter Collaborative Compact Grant. Students attending full-time virtual programs also continue to demonstrate strong performance on statewide assessments, outperforming the statewide average in reading and science, but lagging in mathematics. The performance in full-time virtual programs has improved from the 2011-12 baseline year in reading and science, but remained stagnant in mathematics. Each district in Florida must offer a virtual instruction program to their students. School districts can accomplish this in a number of ways, including contracting with a DOE approved provider. To become a DOE approved provider, applicants undergo a six-month approval process that is comprehensive and rigorous. Provider applications are reviewed at the department by 27 review experts in the following areas: Assessment, Curriculum and Instruction, Database Reporting, Staff Requirements, Financial Solvency, Quality Assurance and Technology and Technical Support. Part 1. A. Implement State Board of Education Priorities and Strategic Plan GOAL 1: HIGHEST STUDENT ACHIEVEMENT The Division of Florida Colleges supports the Department’s goal to have the Highest Student Achievement by focusing on activities that Increase College Readiness and Success. The indicators in the following table quantify progress towards meeting this goal. Description Baseline Year Most Recent Year Change Year Amount Year Amount Percentage of developmental education completers who complete college-level course in same subject with a "C" grade or above within 2 years Mathematics English Mathematics and English Retention rates AA Retention Rate Fall 2007 to Spring 2011 66.70% AAS/AS Retention Rate Fall 2007 to Spring 58.80% 2011 Number of degrees and certificates awarded 2010-11 93,285 Graduation rate for first-time college students (150% time) Fall 2010 Adjusted 34.90% Cohort Average time and credit to associate degree Time to Degree Accelerated students 2009-10 2.8 years Non-accelerated students 2009-10 4.4 years Fall 2010 to Spring 2014 64.10% -3% Fall 2010 to Spring 2014 52.30% -6% 2013-14 104,693 11,408 Fall 2011 Adjusted Cohort 34.60% 0% 2012-13 2012-13 2.5 years 4.6 years 0.3 years less 0.2 years more Credit to Degree Accelerated students 2009-10 73 credits 2012-13 70 credits 3 credits less Non-accelerated students 2009-10 78 credits 2012-13 77 credits 1 credit less Transfer rates of associate degree graduates who transfer within two years to upper division at a Florida College System institution or state university Transfers enrolled in SUS or FCS 2008-09 57.29% 2013-14 56.33% Florida College System institutions have made progress in reducing the time and number of college credits students complete on average to earn an associate degree. And while the total number of degrees and certificates awarded by Florida College System institutions has increased, the rate of graduation has held constant as has the transfer rates to public institutions in the state of Florida. The overall success of students could be supported by improvement in retention rates. -0.96% GOAL 2: SEAMLESS ARTICULATION/MAXIMIZE ACCESS The Division of Florida Colleges supports the Department’s goal to achieve Seamless Articulation/Maximize Access by focusing on activities that Expand and Maintain Student Access. The indicators in the following table quantify progress towards meeting this goal. Description Baseline Year Year Amount Number of high school students participating in dual enrollment 2010-11 46,083 Average net price of attending a FCS institution 2009-10 $6,511 Most Recent Year Year Amount Change 2013-14 53,810 7,727 2013-14 $6,766 $255 Access to college opportunities is a hallmark of the Florida College System. The number of students accessing a college education through dual enrollment increased from 2010-11 to 2013-14. The cost of college has long been identified as a barrier to college participation. Over the past 5 years the net price of attending a Florida College System increased by $255. GOAL 3: SKILLED WORKFORCE/ECONOMIC DEVELOPMENT The Division of Florida Colleges supports the Department’s goal to achieve Skilled Workforce/Economic Development by focusing on activities that Prepare Students for Careers. The indicators in the following table quantify progress towards meeting this goal. Description Baseline Year Most Recent Year Year Amount Year Amount Percentage of graduates found employed in Florida within one year of college completion Overall 2009-10 80.1% 2012-13 80.3% Average wages of college graduates found employed in Florida within one year of college completion disaggregated by certificate/degree type Overall 2009-10 $37,344 2012-13 $37,264 Percentage of school district postsecondary certificate program completers found employed in Florida within one year of completion 2010-11 59.0% 2013-14 65.4% Percentage of school district postsecondary certificate program enrollees who earn an industry certification 2011-12 8.9% 2013-14 14.6% One aspect of Florida College System institutions is their focus on preparing students for careers. The performance of colleges on this issue is constant, with the percent of graduates employed within a year holding at 80% and the average annual wage decreasing by $80. With respect to postsecondary certificate programs in school districts, positive progress is being made as both the percent of participants who earn a certificate and the placement rate increased by 6% and 7% respectively. Change 0.2% -$80 7% 6% STRATEGIC PLAN AREA AND PRIORITIES Increase Employment Outcomes for Blind Services Customers Below are the Division of Blind Services (DBS) four primary performance indicator outcomes with explanations and charts, as well as additional outcomes for incorporation into the Commissioner’s Evaluation support documentation. Primary Performance Indicators SFY-YTD PERFORMANCE INDICATOR SFY2011 SFY2012 SFY2013 SFY2014 A.1 Number of Blind Service customers placed in competitive employment (at or above minimum wage). 716 708 689 706 382 A.2 Number of Blind Vending Food Service Facilities Supporting Employed Blind Vendors. Number of Individuals exiting the Vocational Rehabilitation program who achieved an employment 147 147 143 143 145 720 729 700 713 386 Of the Individuals who achieved employment from the Vocational Rehabilitation program, the percentage who exit with earnings equivalent to at least minimum wage. 99.44% 97.12% 98.43% 99.02% 98.96% A.3 A.4 (07/01 - 3/31) Chart A.1 Placements in Competitive Employment Number of Blind Service customers placed in competitive employment (at or above minimum wage). 1000 500 0 716 708 689 706 SFY2011 SFY2012 SFY2013 SFY2014 382 SFY-YTD (07/01 3/31) There have been slight decreases in the number of customers placed in competitive employment over the past four state fiscal years. This decrease is attributed to staff turnover, employer attitudinal barriers to hiring individuals with disabilities, competition with social security benefits, and the increase in the number of individuals seeking post-secondary education instead of immediate job seeking. As a result, the Division has developed and is implementing the following strategies: • Implementing fully trained employment placement specialists across the state; • Collaborating with DEO and other entities to encourage utilization of employment portals and models (the Vermont Model, Employment Model, Pre-employment Transition model, Abilities Work Web portal); • Expanding the utilization of other providers to assist in job placement; and • Increasing partnerships with local employers and national employer networks. Chart A.2 Vending Food Service Facilities Number of Blind Vending Food Service Facilities Supporting Employed Blind Vendors. 190 170 150 147 147 143 143 145 SFY2011 SFY2012 SFY2013 SFY2014 SFY-YTD (07/01 3/31) 130 110 90 70 50 30 10 There have been minimal decreases in the number of blind vending food service facilities supporting employed blind vendors over the past four state fiscal years. This slight decrease in SFY 2012 and 2013 is attributed to consolidation of vendor facilities and facility closures (i.e, U. S. Postal Service and federal building opportunities). Improvement strategies include: • Increasing marketing efforts to assist in promoting and expanding business opportunities for the blind; and • Aggressively pursuing opportunities where the Randolph Sheppard Act gives priority to blind vendors, including military, dining, Veterans Administration, and state and federal buildings currently serviced by other companies. Chart A.3 Employment of Individuals Exiting Vocational Rehabilitation Programs Number of Individuals exiting the Vocational Rehabilitation program who achieved an employment 800 600 400 200 0 729 720 700 713 386 SFY2011 SFY2012 SFY2013 SFY2014 SFY-YTD (07/01 3/31) There have been slight fluctuations in the number of individuals exiting the vocational rehabilitation program who achieved an employment outcome over the past four state fiscal years. In addition to the comments in A.1 above, the DBS has prioritized its employment efforts to incorporate WIOA regulations as they relate to transition, supported employment, and collaboration with other entities. A.4 Individuals Exiting Programs with Earnings Equivalent to At Least Minimum Wages Of the Individuals who achieved employment from the Vocational Rehabilitation program, the percentage who exit with earnings equivalent to at least minimum wage. 110.00% 100.00% 99.44% 97.12% 98.43% 99.02% 98.96% SFY2011 SFY2012 SFY2013 SFY2014 SFY-YTD (07/01 3/31) 90.00% 80.00% 70.00% 60.00% 50.00% DBS continues to exceed the Rehabilitation Services Administration (RSA) standard (35.4%) for agencies serving blind individuals by approximately 63 percentage points. This measure is a percentage that indicates the effectiveness of the DBS VR program in placing customers in competitive employment. The measure is calculated per reporting period by dividing the number of customers competitively employed within the reporting period by the total number of customers placed in gainful employment during the same reporting period. Additional Division of Blind Services Outcomes: Outcome 1: Self-Supporting (Financial Independence) Self-Supporting 85.47% 83.51% 83.43% 83.05% 83.02% 90.00% 80.00% 70.00% 60.00% 50.84% 45.57% 44.07% 42.49% 50.00% 38.48% 40.00% 30.00% 20.00% 10.00% 0.00% SFY11 SFY12 SFY13 SFY14 SFY-YTD (07/01 03/31) Intake SFY11 SFY12 SFY13 SFY14 SFY-YTD (07/01 - 03/31) Intake 50.84% 44.07% 45.57% 42.49% Closure 85.47% 83.05% 83.02% 83.43% Net % Difference 34.63% 38.98% 37.45% 40.94% 38.48% 83.51% 45.03% Closure DBS has continuously improved the financial independence of customers with visual disabilities who successfully completed the DBS VR program as compared to their status before they entered the program. The DBS exceeds the RSA standard (30.44%) for agencies serving blind individuals (See “Net % Difference” above.). Outcome 2: BBE Vendor Earnings BBE Vendor Earnings $70,000.00 $59,306.00 $60,000.00 $50,000.00 $40,000.00 $54,217.00 $50,976.00 $50,723.00 $40,884.00 $48,946.00 $41,425.00 $44,092.00 $30,000.00 $20,000.00 $10,000.00 $0.00 SFY2011 SFY2012 Average Earnings SFY2013 SFY2014 Median Earnings BBE average and median vendor earning have shown steady increases over the past four state fiscal years. Outcome 3: Earnings Ratio for all Individuals in Competitive Employment DBS Earnings Ratio 0.70 0.66 0.65 0.68 0.65 0.62 0.60 .59 0.55 0.50 SFY11 SFY12 SFY13 SFY14 DBS Earnings Ratio SFY-YTD(07/01 - 03/31) RSA Standard Over the past four state fiscal years, the DBS continues to exceed the RSA Standard (.59) for agencies serving blind individuals. The Earnings Ratio is the ratio of the average hourly earnings of all individuals in competitive employment to the average hourly earnings of all employed individuals in the state. For example, this ratio means that blind agency customers who achieved competitive outcomes should be earning, on the average, at least 59 cents for every dollar earned hourly by all employed individuals in the state. Outcome 4: Average Annual and Hourly Wage Information at Intake and Closure Average Hourly Wage $13.42 $15.00 $10.00 $7.67 $7.03 SFY2011 SFY2012 $14.26 $13.55 $13.37 $12.19 $9.02 $7.88 $8.26 SFY2013 SFY2014 SFY-YTD (07/01 03/31) $5.00 $0.00 Intake Closure Average Annual Wage $25,000.00 $20,000.00 $20,264.37 $15,000.00 $12,323.40 $20,320.46 $12,010.12 $21,046.38 $13,675.69 $20,730.39 $13,143.41 $22,085.85 $14,218.38 $10,000.00 $5,000.00 $0.00 SFY2011 SFY2012 SFY2013 Intake Closure SFY2014 SFY-YTD (07/01 03/31) There has been an overall increase in average income from when clients enter the program as compared to when they successfully exit the program. Division of Vocational Rehabilitation Part 1: Demonstrate Executive Leadership Section A - Implement State Board of Education Priorities and Strategic Plan VR Primary Accomplishments LRPP OBJECTIVE 4A: To increase employment outcomes for vocational rehabilitation (VR) customers. Outcome Number of individuals exiting the VR program who achieved an employment outcome. 4A.1: *Corresponds to FDOE Strategic Plan Appendix A; Indicator A.3 Baseline FY 2012-13 6,523 Outcome 4A.2: Outcome 4A.3: FY 2013-14 7,214 Of all the individuals who achieved an employment outcome for the VR program, the percentage who exited with earnings equivalent to at least the minimum wage. *Corresponds to FDOE Strategic Plan Appendix A; Indicator A.4 Baseline FY 2012-13 98.3% FY 2013-14 99.8% Number/percent of all VR customers gainfully employed (rehabilitated) for at least 90 days. Baseline FY 2012-13 6,523 / 43.4% FY 2013-14 7,214 / 29.8%1 Rehabilitation rate decline is due to instituting waiting lists for all service categories and strategic closure of all inactive cases / non- responsive or non-interested customers. 1 Performance Highlights VR is a federal/state partnership – 78.7% of funds for VR program expenditures come from federal sources and required match of 21.3% from state general revenue. 2013-14 Division Programs Total Division Expenditures $190,174,782 g in iv L nt 3% de am n r pe og de Pr n I Vocational Rehabilitation General Program 87% 4% ts ac r t n Co dults with A ilities Disab% 6 VR Purchased Client Services (PCS) Expenditures by Category Total VR Expenditures $172,618,544 Total PCS Expenditures $105,590,220 Salaries & OPS 28% Su Education & Training 23% ic ds oo s 3% G r e he vic Ot Ser & pp or t 5% Ser v Assistive Technology & Services 9% Expenses 11% es 2013-14 VR General Program Expenditures Purchased Client Services 61% Vocational Evaluation, Employment Services & Supported Employment Services 29% Medical & Mental Health Services 31% For every $1 invested in rehabilitating the customer, an estimated $10.73 was returned to the economy in state fiscal year 2013-14. VR Customers Gainfully Employed* 10000 8000 8,077 7,214 6,523 6,071 6000 5,018 3,874 4000 2000 0 2008-09 2009-10 2010-11 Gainfully Employed VR Customers Gainfully Employed* by Primary Disability Category Sensory 12% Chronic Medical 11% al ent pm s 10% o ing l Learn y 1% ve tie De abili bilit a is s D Di Orthopedic 15% Substance Abuse 2% Mental Health 49% 2011-12 2012-13 2013-14 * Gainful employment occurs when a customer has job stability for at least 90 days and is placed in employment that is competitive, integrated into the community, and for which they receive at least minimum wage. Order of Selection Waiting List Status Summary as of June 30, 2014 Under Order of Selection, all eligible individuals are placed on a prioritized waiting list based on the significance of their disability. Significance is assessed by the number of barriers created in getting or keeping a job and the nature of VR services needed. Federal law requires that individuals with the most significant disabilities be served first. Category 1 – Most Significant Disabilities (6,199) Category 2 – Significant Disabilities (6,615) Category 3 – Other Disabilities (1,476) The Rehabilitation Services Administration (RSA) defines primary disability as the individual’s primary physical or mental impairment that causes or results in a substantial impediment to employment. Category 1 customers are currently being released from the waitlist. Top 10 Occupations for 2013-14 Customers Who Got or Kept a Job 1,301 Office & Administrative Support 1,040 Food Preparation & Serving-Related 726 Sales & Related Occupations 656 Building & Grounds Cleaning, Maintenance 595 Transportation & Material Moving 420 Personal Care & Service 383 Healthcare Support Contruction & Extraction 267 Installation, Maintenance, and Repair 256 237 Production Occupations 0 300 600 900 Number Gainfully Employed 1200 1500 Number of Customers who Received Services Age Groups of Customers who Received Services Under an Individualized Plan for Employment by Under an Individualized Plan for Employment Race and Ethnicity 60 80 70 69% 50 60 40 Percent Percent 50 40 30% 30 21% 36% 30 20 14% 20 12% 10 10 1% 0 19% 17% White African American/ Black Hispanic/ Latino Asian Race 0% 0% American Native Indian/ Hawaiian/ Alaska Pacific Island Native 2% 0 16-21 22-32 33-42 43-52 Age Group 53-62 63+ Governmental Relations 2014 Florida Legislative Session to Present 2014 Legislative Update Meetings To provide a full review of the 2014 legislative session’s impact on education, the Commissioner and her leadership team traveled the state to provide technical assistance on legislation that was passed and its impact on local educational agencies. The meetings were held in the locations listed below. The presentation that was used may be accessed at the following link: http://www.fldoe.org/core/fileparse.php/7513/urlt/2014legupdatepresentcolor.pdf Meeting Locations May 12, 2014 May 13, 2014 May 14, 2014 May 16, 2014 May 19, 2014 May 20, 2014 Baker County Middle School Marion County Community Technical Adult Education Center Hillsborough County School Board Auditorium Highland County Heartland Education Consortium Training Room Miami – Andover Middle School Webinar held in Leon County Walton County WISE Training Center Santa Rosa School Board Office Legislative Presentations Prepared and Presented by DOE Staff 2014 Legislative Session to Present Date September 23–27, 2013 Total 6 October 07– 1, 2013 9 November 4–8, 2013 8 December 9–13, 2013 January 6–10, 2014 2 3 January 13–17, 2014 2 February 3–7, 2014 February 17–21, 2014 1 2 January 5–9, 2015 8 January 19–23, 2015 9 February 2–6, 2015 3 February 9–13, 2015 7 February 16–20, 2015 2 March 2–6, 2015 4 March 16–20, 2015 TOTAL 1 66 Committees; Topic of Presentation • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Senate Education; Implementation of SB 1076 House Choice and Innovation; Implementation of HB 7009 House Education Approps.; New FTE Reporting Policy House K-12; Implementation on SB 1076 Senate Education Approps.; K-12 Performance Funding History & Update House Higher Education & Workforce; Implementation on SB 1076 Senate Education; Five presentations on implementation of HB 723, SB 1096, HB 21, HB 609, HB 7059 Senate Education Approps.; FTE Reporting Policy for FEFP House Education Approps.; Two presentations on Dual enrollment and Teacher Salary Increases House Choice and Innovation; Implementation on HB 7029 House Education Approps.; DOE Legislative Budget Request Senate Education; Three presentations SB 1514, HB 7029 and HB 7009 House K-12; Middle Grades Requirements and data presentation Senate Education Approps.; DOE Legislative Budget Request HealthCare Workforce Innovation Committee; Nursing Loan Forgiveness Program House Choice and Innovation; Charter Model Contract Senate Education; Implementation of SB 1664 and HB 7165 House Education; Impact of attendance on student achievement House Education Approps.; Florida Virtual Campus Senate Education; School Accountability Activities Academic Standards Senate Education Approps.; Postsecondary Education in Career & Technical Centers House Education Approps.; District Technology Plans, Safe Schools Categorical in the FEFP/ Safe Schools Security Assessment Update House Education; Presentation on Assessments/Accountability Senate Education Approps.; Update on Student Enrollment House Education; Presentation by the Commissioner House Choice and Innovation; Implementation update on HB 7029 and the PLSA House Education Approps.; DOE Legislative Budget Request Presentation Senate Education Approps.; Federal, State, and School Board K-12 Assessment Requirements, Purposes and Activities House Higher Education & Workforce; Three presentations on the overview of Career & Adult Education, the Florida College System, and the Commission for Independent Education House K-12; School Board, Superintendent and Principal Duties in the K-12 System, State Board and K-12 System Senate Education PreK-12; K -12 Public School Assessment Policies House Education Approps.; Workforce Performance Funding Overview; Senate Education PreK-12; Two Presentations Digital Classroom Pans Update and the FACTS initiative House Higher Education & Workforce; Overview Apprenticeship House Choice and Innovation; Charter School Contract, Principals, Standards and District Charter Collaboration House K-12; Presentation on Attendance, Academic Intervention and Dropout Prevention Senate Education Approps.; Two Presentations, one on K-12 federal impact aid and CAPE Funding and ROI House Education; Update on Graduation Rates, Approved ELL waiver and Assessment Investigation. House Education Approps.; Presentation on the Governor's Recommendations House K-12; Presentation on School Climate Senate Education Approps.; Governor's Recommended Budget and K-12 Assessment Issues House K-12; Educational Leadership Senate Education Approps.; Three presentations on K-12, College and Workforce Performance Funding House Education Approps.; Three presentations on K-12, College and Workforce Performance Funding House Higher Education & Workforce; Presentation on accreditation and transfer of credit Senate Education PreK-12; K-12 Education Accountability Recommendations and Options House Education Approps.; Presentation on Financial Aid Senate Education Approps.; Digital Classroom Budget Requirements House Education Committee; Presentation Assessment Investigation and Keep Florida Learning Committee Senate Appropriations; Overview on Charter Schools Senate Education Approps.; Discussion on Assessments and Technology 2015-19 Long Rang APPENDIX I.B. PART I: DEMONSTRATE EXECUTIVE LEADERSHIP B. Communicate and Advocate for Improved Education Outcomes 2015-19 Long Rang PRESS RELEASES September 3, 2013–April 1, 2015 4/1/2015 State's Brightest College Students Honored as Part of "Florida College System Month" 3/18/2015 Santa Fe College Named Nation’s Top College 3/12/2015 Twenty Four Florida Department Of Education Employees Recognized For Major Cost-Saving Projects 3/9/2015 FDLE Investigating Cyber-Attacks Against FSA Testing System 2/24/2015 Education Commissioner Announces Keep Florida Learning Committee Members 2/23/2015 Top Principal and Assistant Principal Announced at Commissioner of Education’s Summit 2/20/2015 Florida’s Top Stem Scholars Honored at Statewide Conference 2/17/2015 2/9/2015 2/6/2015 Florida College System Announces the 2015 All-Florida Academic Team Department of Education Recognized Student Winners During the Florida Future Educators of America State Conference Florida Department of Education Celebrates Florida Career and Technical Education Month 2/4/2015 Outstanding School Volunteers Announced 2/3/2015 1/29/2015 1/28/2015 Commissioner Pam Stewart Announces Finalists for Principal and Assistant Principal of the Year Celebrate Literacy Week, Florida! Public Service Announcement Contest Winners Named Governor’s “KEEP FLORIDA WORKING” Budget Invests Over $1 Billion in Early Education for Florida’s Children Governor Rick Scott Proposes Historic Education Funding In The “KEEP FLORIDA WORKING” Budget 1/28/2015 1/27/2015 Florida Education Leaders Applaud Governor Scott’s Proposals to Eliminate Sales Tax on Textbooks and Invest in Bright Futures 1/26/2015 First Lady Ann Scott and Florida Students Celebrate Literacy In Florida Schools 1/14/2015 Citrus Superintendent Named District Data Leader 1/9/2015 St. Lucie Teacher Surprised with $25,000 Milken Award 1/8/2015 State Board of Education to Meet in Highlands County 1/7/2015 Commissioner Stewart Thanks School First Responders 1/5/2015 Commissioner of Education Honors Florida First Responders 12/31/2014 Commissioner Pam Stewart to Superintendents: Urge School Staff to Engage Students in Efforts to Thank Our First Responders 12/22/2014 Commissioner Pam Stewart Announces Two Key Education Initiatives 12/18/2014 Commissioner Pam Stewart: Graduation Rates at 11-Year High 12/11/2014 Governor and Florida Cabinet Highlight Program to Match Floridians with Disabilities to Jobs 12/3/2014 Teacher Evaluation Data Now Available Online 11/7/2014 Commissioner Stewart Names Dr. Stacy Carlson to Lead Florida Education Foundation 10/30/2014 Florida College System Chancellor Recognizes Innovation, Excellence 10/9/2014 9/29/2014 Marion County's Jayne Ellspermann Named National Principal of the Year Florida's Top African American Scholars Named National Achievement Scholarship Semifinalists 9/26/2014 Winners of the 2014 Literacy Leaders of the Year to be Announced 9/24/2014 Broward College Hosts "Chat With The Chancellor" 9/24/2014 First Lady Ann Scott Celebrates with Students at Grassy Waters Elementary School for their Commitment to Reading 9/22/2014 Orange County School District Shares 2014 Broad Prize 9/17/2014 Florida Students Named National Merit Scholarship Semifinalists 2015-19 Long Rang 9/4/2014 Two Florida Colleges Named Finalists for Prestigious Aspen Prize 8/20/2014 Governor and First Lady Scott Announce Hispanic Heritage Month Contests 8/5/2014 First Lady Concludes 2014 Summer Literacy Adventure at Wekiwa Springs State Park in Apopka 7/22/2014 7/14/2014 First Lady Ann Scott Makes a Splash in Panama City Beach for Third Stop on Summer Literacy Adventure 7/11/2014 Department of Education Thanks Business Partners Committed to Supporting Florida's Teachers More Florida Schools Earn "A" Grades as State Prepares for New Grading System with Focus on Student Success Factors 7/11/2014 7/11/2014 7/8/2014 Florida Department of Education and Florida PTA Announce Parent Involvement Award Winners Polk County Educator Named 2014 Teacher of the Year First Lady Ann Scott Makes Second Stop on Summer Literacy Adventure 6/23/2014 Chancellor's Leadership Seminar Graduates Future College Leaders 6/16/2014 6/11/2014 6/6/2014 School Districts Show Improvement on End-of-Course Assessments First Lady Scott Kicks Off Summer Literacy Adventure at Weeki Wachee Springs State Park Florida School Districts Improve Student Performance on FCAT Reading, Mathematics and Science 5/23/2014 Florida School Districts Show Strong FCAT Gains Monroe County Education Leaders Celebrate National Charter School Week 5/7/2014 4/25/2014 Commissioner Pam Stewart Announces Florida's Top School-Related Employee 4/25/2014 Outstanding Florida College System Students Recognized 4/24/2014 Outstanding Florida College System Students Recognized 4/24/2014 Broward County School District Honored for Going Green 4/24/2014 Department of Education Employees Honored with Patriot Award 4/10/2014 Florida Institute Recognizes FDOE Employees for Major Cost-Saving Projects 4/1/2014 Commissioner Pam Stewart Recognizes Outstanding School Support Staff 3/17/2014 With Students as a Top Priority, Florida Chooses Replacement for FCAT 2/18/2014 State Board of Education Approves New Florida Standards 2/14/2014 Sunshine State Scholars Program Recognizes Florida's Top STEM Students 2/14/2014 Statement from Commissioner of Education Pam Stewart on Alberto Carvalho Being Honored as National Superintendent of the Year 2/13/2014 FDOE Inspector General Earns Prestigious Accreditation 2/12/2014 Green Ribbon Schools Award Nominations Announced 2/11/2014 Florida Celebrates Career and Technical Education on the Hill 2/11/2014 Florida Ranks Second in the Nation for Advanced Placement Participation 2/3/2014 Commissioner Stewart Names Florida's Top School Leaders 1/30/2014 Two Florida Colleges Finalists for Awards of Excellence 1/30/2014 1/30/2014 Florida Students Surpass 2014 Reading Goal Governor Rick Scott's "It's Your Money Tax Cut Budget" Funds Education at Highest Total and State Funding Levels in Florida History for Florida's K-12 Public Schools and Florida College System 1/23/2014 Fifteen Florida Colleges Eligible to Compete for Prestigious Aspen Prize 1/21/2014 Florida State Board of Education Thanks Barbara Feingold for Dedicated Service 1/17/2014 First Lady Ann Scott Concludes Statewide Literacy Tour 1/15/2014 1/15/2014 Florida College System Launches Free Mobile App Florida's Top Teacher a National Finalist for Fifth Straight Year 2015-19 Long Rang 1/14/2014 1/13/2014 1/13/2014 1/13/2014 Florida Department of Education Completes Analysis of Public Comments on Florida Standards First Lady Ann Scott Kicks Off Literacy Tour and 6th Annual Celebrate Literacy Week, Florida! Florida Department of Education Completes Analysis of Public Comments on Florida Standards First Lady Ann Scott Kicks Off Literacy Tour and 6th Annual Celebrate Literacy Week, Florida! 1/9/2014 Florida Moves up in Student Achievement 1/26/2014 Florida Title I Schools Recognized for Academic Excellence 12/18/2013 Two Florida Districts Excel in National Assessment 12/18/2013 Record Number of High Schools Earn Top Marks 12/11/2013 Florida Graduation Rates Rise Again 12/9/2013 Florida Department of Education Recognizes Florida's Outstanding Volunteers 12/3/2013 District's Initial Personnel Evaluation Results Posted 11/14/2013 Florida College System Chancellor Recognizes Innovation, Excellence 11/14/2013 More than 35 Districts Have Approved Gov. Scott's Teacher Pay Raises 11/7/2013 Commissioner of Education Applauds Alachua and Osceola School Boards on Approving Teacher Pay Raises 11/7/2013 Nation's Report Card Shows Florida Student Progress 11/6/2013 Orange County Superintendent Named Florida's District Data Leader of the Year 11/1/2013 More than 19,000 Floridians Share Feedback on Florida Standards 10/31/2013 Commissioner of Education Applauds Miami-Dade Agreement on Teacher Pay Raises 10/29/2013 Deadline Approaches to Provide Comment on Florida Standards 10/21/2013 10/8/2013 Florida Students Move Ahead to National Competition FSU College of Criminology and Criminal Justice and Florida College System Make History 9/25/2013 National Scholarship Program Chooses More Than 100 Top Black Florida Scholars as Semifinalists 9/24/2013 Four Florida Schools Win National Blue Ribbon Awards 9/18/2013 Federal Grant Bringing $30.5 Million to Florida Colleges 9/17/2013 9/12/2013 Pam Stewart Named as Florida Commissioner of Education National Merit Scholarship Program Recognizes More Than 700 Florida Semifinalists 9/11/2013 Florida Colleges Designated Military Friendly 9/4/2013 Fire Science Programs Recognized for Good Return on Investment 9/3/2013 Florida College System EMT Programs Lead National Rankings 2015-19 Long Rang MEDIA ADVISORIES September 10, 2013–April 3, 2015 4/3/2015 3/26/2015 2/20/2015 2/18/2015 2/17/2015 2/12/2015 Commissioner Stewart to Plant Pinwheel Garden Education Commissioner to Host Keep Florida Learning Committee Organizational Conference Call Florida Department of Education to Name Principal of the Year and Assistant Principal of the Year Conference to Honor State's Top STEM Students State Board of Education to Meet in Tallahassee First Lady Ann Scott to Recognize Florida Students at the 2015 Celebration of Reading Breakfast 1/29/2015 1/28/2015 1/27/2015 1/26/2015 1/25/2015 1/12/2015 1/9/2015 1/8/2015 First Lady Ann Scott to Conclude Celebrate Literacy Week, Florida! First Lady Ann Scott to Announce Celebrate Literacy Week, Florida! PSA Contest Winners First Lady Scott to Visit Schools as part of Celebrate Literacy Week, Florida! First Lady Scott to Visit Schools as part of Celebrate Literacy Week, Florida! First Lady Scott to Kick Off Celebrate Literacy Week, Florida! State Board of Education to Meet in Highlands County State Board of Education to Meet in Highlands County Governor Scott to Visit Lorenzo Walker Institute of Technology to Highlight $20 Million in Tech Center Funding in "KEEP FLORIDA WORKING" Budget State Board of Education to Meet in Highlands County Governor Scott to Visit Orlando Tech to Highlight $20 Million in Tech Center Funding In "KEEP FLORIDA WORKING" Budget High School Graduation Rates and Grades to be Released Tomorrow State Board of Education to Meet at Seminole State College State Board of Education to Meet at Seminole State College 1/8/2015 1/8/2015 12/17/2014 11/17/2014 11/12/2014 10/13/2014 10/13/2014 10/6/2014 9/29/2014 9/26/2014 9/24/2014 9/23/2014 9/23/2014 9/16/2014 9/15/2014 9/3/2014 9/3/2014 8/27/2014 8/20/2014 8/19/2014 8/19/2014 8/18/2014 8/4/2014 7/21/2014 7/10/2014 7/10/2014 Florida First Lady to Visit Citrus Grove Elementary School Florida First Lady to Visit A.D. Henderson University School Florida First Lady to Visit Ketterlinus Elementary First Lady to Visit Ivey Lane Elementary School First Lady to Visit Gulf Gate Elementary School Florida First Lady to Visit Barbara Hawkins Elementary School Florida First Lady to Visit Grassy Waters Elementary School State Board of Education to Meet in Tampa First Lady to Visit Miami Heights Elementary School First Lady to Visit Layla's House First Lady to Visit Southport Elementary School in Panama City First Lady to Visit Bay Elementary in Santa Rosa Beach Governor Scott to Participate in Commissioner Pam Stewart's Back-to-School Tour First Lady to Visit Laurel Oak and Golden Terrace Elementary Schools in Naples First Lady to Visit Laurel Oak and Golden Terrace Elementary Schools in Naples First Lady to Visit Parkside Elementary School Education Commissioner to Visit Riversprings Middle School First Lady to Conclude 2014 Summer Literacy Adventure at Wekiwa Springs State Park in Apopka First Lady Continues Summer Literacy Adventure at Camp Helen State Park in Panama City Beach Florida's Teacher of the Year to be Named Tonight Florida Department of Education to Announce School Grades 2015-19 Long Rang 7/9/2014 7/7/2014 6/13/2014 6/10/2014 6/6/2014 5/27/2014 5/22/2014 4/23/2014 4/14/2014 4/9/2014 4/8/2014 4/7/2014 Florida's Teacher of the Year to be Named Tomorrow Night First Lady Continues Summer Literacy Adventure at Fort George Island Cultural State Park Department of Education to Announce End-of-Course Assessment Results First Lady to Kick Off Summer Literacy Adventure at Weeki Wachee Springs State Park Florida Department of Education to Announce Reading, Mathematics and Science Results First Lady Ann Scott to Visit Leon County School 2014 FCAT 2.0 Results Release - Writing and Grade 3 Reading and Mathematics Department of Education Employees to be Honored with Patriot Award First Lady to Visit Hardee County Elementary School 3/26/2014 First Lady to Visit Alta Vista Elementary School 3/20/2014 3/10/2014 2/25/2014 2/24/2014 2/17/2014 2/13/2014 2/12/2014 2/12/2014 2/12/2014 2/12/2014 2/10/2014 1/31/2014 1/20/2014 1/16/2014 1/15/2014 1/14/2014 1/14/2014 1/13/2014 1/12/2014 1/10/2014 12/17/2013 12/9/2013 11/18/2013 11/13/2013 11/5/2013 10/16/2013 10/14/2013 10/14/2013 10/3/2013 9/25/2013 9/23/2013 9/16/2013 9/10/2013 State Board of Education to Meet in Tallahassee First Lady to Visit Bond Elementary School State Board of Education to Meet in Tallahassee First Lady to Visit Westside Elementary School State Board of Education to Meet Via Conference Call First Lady to Visit Clay County School FDOE to Release Value-Added Teacher Evaluation Data State Board of Education to Meet in Orlando Conference to Honor State's Top STEM Students Begins Tonight Conference to Honor State's Top STEM Students First Lady to Visit Citrus County School First Lady to Visit Marion County School State Board of Education to Meet in Orlando Career and Technical Education Day on the Hill Commissioner Stewart to Announce Top Principal and Assistant Principal of the Year State Board of Education to Meet in Miami First Lady Ann Scott Concludes Statewide Literacy Tour First Lady Ann Scott's Statewide Literacy Tour Continues State Board of Education to Meet in Miami First Lady Ann Scott's Statewide Literacy Tour Visits Tarpon Springs First Lady Ann Scott Continues Statewide Literacy Tour First Lady Ann Scott Begins Statewide Literacy Tour Celebrate Literacy Week, Florida! Event Focuses on Healthy Habits Florida Department of Education to Hold Media Conference Call Student Growth Implementation Committee to Hold Face-to-Face Meeting State Board of Education to Meet in Gainesville State Board of Education to Meet in Gainesville Florida District Data Leader to be Announced Department of Education Hosting Public Meetings State Board of Education to Meet in Tampa Thousands Share Thoughts on Florida Standards Department to Hold Public Meetings on Florida Standards Florida Department of Education Webinar Department of Education to Hold Media Briefing State Board of Education to Meet in West Palm Beach State Board of Education to Meet in West Palm Beach 2015-19 Long Rang COMMISSIONER’S SPEAKING ENGAGEMENTS September 5, 2013 – March 31, 2015 September 2013 – December 2013 Date City, State County 9/5/13 Gainesville, FL Alachua 9/13/13 Tampa, FL Hillsborough 9/18/13 --- --- 9/19/13 Tallahassee, FL Leon Event North East Florida Educational Consortium (NEFEC) Annual Board of Directors Leadership Development Summit Florida Association of District School Superintendents (FADSS) Commissioner's Summit Consortium of Florida Education Foundations (CFEF) Lively Technical School 9/26/13 Orlando, FL Orange Florida Chamber of Commerce Education Summit 10/1/13 Celebration, FL Osceola 10/9/13 Seminole, FL Pinellas Florida Philanthropic Network-Education Affinity Group State College System-Civics Education Initiative 10/23/13 Palm Beach, FL Palm Beach 10/24/13 Tampa, FL Hillsborough 10/28/13 Orlando, FL Orange 11/5/13 Tallahassee, FL 11/6/13 Type Keynote Address Session Webinar Student awards presentation . Spoke regarding Florida Standards and Accountability Spoke to group regarding the Florida Standards Keynote Address 34th Annual Florida Tax Watch General Membership meeting Florida Association of School Personnel Administrators (FASPA) State Conference Keynote Address Welcomed Attendees Leon 2013 Educational Strategies and Student Engagement Institute Building Legacies One Woman at a Time Tallahassee, FL Leon Gubernatorial Fellows Program 11/9/13 Sebring, FL Highlands ECET2 Fireside Chat Conversation and Q&A with Fellows Conversation and Q&A 11/13/13 Lake Buena Vista, FL Osceola Florida School Finance Officers Association FDOE Update 11/22/13 St. Petersburg, FL Pinellas Gates Foundation's Florida Key Partners Convening 11/23/13 Longboat Key, FL Manatee/Sarasota Gulf Coast Community Foundation Board Meeting 12/4/13 Tampa, FL Hillsborough Conversation and Q&A with Chancellor Hanna and attendees Spoke regarding implementation of Florida Standards Presented at breakout sessions for FSBA and then FADSS 12/10/13 Bethesda, MD 12/13/13 Ocala, FL --- Florida School Board Association (FSBA) and Florida Association of District School Superintendents (FADSS) Annual Joint Conference International Baccalaureate Government Taskforce Keynote Address Keynote Address Opening session presentation Marion College of Central Florida Graduation Ceremony Keynote Address Type Keynote Address Read to Students January 2014–December 2014 Date 1/16/14 City, State Palm Coast, FL County Flagler 1/22/14 Clermont, FL Lake Event Flagler County Teacher of the Year and Employee of the Year gala Celebrate Literacy Week-Lost Lake Elementary 2/3/14 Orlando, FL Orange Commissioner's Summit for Principals Keynote Address 2/4/14 Tallahassee, FL Leon Manufacturers Association of Florida's Day at the Capitol FDOE Legislative Update 2015-19 Long Rang 2/5/14 Amelia Island, FL Nassau Florida Educational Facilities and Planners Association's (FEFPA) Winter Conference Keynote Address 2/1314/14 Orlando, FL Orange Sunshine State Scholars Awards Ceremony 2/21/14 St. Augustine St. Johns Annual Secretarial Leadership Conference Keynote Address 3/5/14 Tallahassee, FL Leon Florida Children's Council Executive Board Meeting Served on Panel 3/5/14 Tallahassee, FL Leon FDOE Legislative Update 3/13/14 Tallahassee, FL Leon 3/14/14 Ponte Vedra Beach, FL St. Johns Consortium of Florida Education Foundations (CFEF) Reception Future Farmers of America's (FFA) Day at the Capitol ECET2: Elevating and Celebrating Excellence in Teachers and Training 3/19/14 Tallahassee, FL Leon Bonita Springs Chamber of Commerce 3/25/14 Tallahassee, FL Leon Florida Keys Days 3/26/14 Tallahassee, FL Leon City Year AmeriCorps Members 3/27/14 Tallahassee, FL Leon Roberts Elementary FDOE update on K12 funding and workforce development FDOE update on Florida Standards and Assessment Presentation on raising achievement for students and importance of education as a career choice Spoke to parents 3/28/14 Tallahassee, FL Leon 4/8/14 Tallahassee, FL Leon Florida Association of District School Superintendents Leadership Conference Children's Week at the Capitol Read to students 4/8/14 Tallahassee, FL Leon Highlands County Leadership Delegation FDOE Update on Assessment 4/12/14 Lake Buena Vista, FL Osceola Commissioner's Academic Challenge Keynote Address 05/10/14 Orlando, FL Orange Math Counts Conference Keynote Address 6/6/14 Kissimmee, FL Osceola/Orange Florida College System Council of Presidents Conversation and Q&A with Council 6/7/14 Orlando, FL Orange Congratulatory speech 6/11/14 Tampa, FL Hillsborough 16th Annual Family Café - Governor's Summit on Disabilities Commissioner's Leadership Academy Graduation 6/16/14 Tallahassee, FL Leon FDOE Update 6/24/14 Fort Lauderdale, FL Broward 7/12/14 Palm Harbor, FL Pinellas 7/15/14 Tallahassee, FL Leon Florida Association of Management Information Systems Consortium of Florida Education Foundations (CFEF) Annual Meeting Florida Parent Teacher Association Annual Leadership Convention Leon County Sheriff's Read-A-Thon 7/17/15 St. Augustine, FL St. Johns Big Brothers Big Sisters Conference Keynote Address 7/21/14 St. Augustine, FL St. Johns Welcome and Keynote Address 8/4/14 Williston, FL Levy North East Florida Educational Consortium (NEFEC) Annual Meeting and Board of Directors Luncheon Williston Middle High School groundbreaking Conversation w/ Q&A Welcome Address FDOE update Keynote Address Keynote Address Keynote Address Read to students Congratulatory speech 2015-19 Long Rang 8/6/14 Gainesville, FL Alachua Welcome and Keynote Address St. Johns Florida Developmental Research School's Best Practices Drive-in Conference ECET2: Fireside Chat 8/6/14 St. Augustine, FL 8/11/14 Tallahassee, FL Leon Hawks Rise Elementary 8/18/14 Crawfordville, FL Wakulla Riversprings Middle School 8/20/14 Ocala, FL Marion 9/9/14 Cross City, FL Dixie Chamber and Economic Partnership's exCEPtional mornings Dixie Middle High School groundbreaking Welcome back to teachers and school staff Welcome students on first day of school and visit AVID class Keynote Address 9/10/14 Tampa, FL Hillsborough Florida High School High Tech Awards Luncheon Keynote Address 9/26/14 Tampa, FL Hillsborough FDOE Updates 9/27/14 Ocala, FL Marion 10/6/14 Orlando, FL Orange 10/16/14 Altamonte Springs, FL Seminole Florida Association of District School Superintendents' Conference Marion County Eighth Street School's 100th Anniversary Florida Association of Professors of Educational Leadership (FAPEL) Commissioner's Leadership Academy FDOE update and Q&A with attendees Keynote Address 10/16/14 Orlando, FL Orange Florida Tax Watch-Principal Leadership Awards Keynote Address 10/17/14 Orlando, FL Orange Florida Reading Association 2014 Conference Welcome speech 10/20/14 Orlando, FL Orange Success Summit Conference Keynote Address 10/23/14 Tampa, FL Hillsborough Florida Association of School Personnel Administrators (FASPA) Conference Keynote Address 10/23/14 Palm Harbor, FL Pinellas Presentation 10/24/14 St. Augustine, FL St. Johns Florida Council of Teachers of Mathematics (FCTM) Conference ECET2 11/3/14 Tallahassee, FL Leon Keynote Address 11/7/14 Panama City, FL Bay Parental Involvement Month Kick-Off Celebration At Fort Braden K-8 Bay County Chamber: First Friday Presentation–State of Education 11/12/14 Jacksonville, FL Duval Jacksonville University Policy Panel Panel member 11/19/14 11/20/14 Orlando, FL Washington DC Orange --- Teacher LEAD Network Foundation for Excellence's Summit Welcome Served on two panels 12/3/15 Tampa, FL Hillsborough FSBA and FADSS Annual Joint Conference Presented at breakout sessions for FSBA and then FDSS Conversation and Q&A Congratulatory speech Congratulatory Speech Welcome February 10, 2015 – March 31, 2015 Date 2/10/15 2/10/15 2/19/15 2/27/15 City, State Tallahassee, FL Tallahassee, FL Orlando, FL Yulee, FL County Leon Leon Orange Nassau Event Foundation for Excellence Summit Take Stock in Children-Leaders for Life Sunshine State Scholars Education Leadership Summit Type Conversation with Attendees/Q&A Keynote Address Congratulatory Speech/Awards Panel member 2/28/15 3/04/15 Ocala, FL Tallahassee, FL Marion Leon Closing remarks/presentation FDOE Update 3/11/15 Tallahassee, FL Leon 27th Early Childhood Conference Consortium of Florida Education Foundations (CFEF) Reception Citrus County Students 3/31/15 Tallahassee, FL Leon Florida Keys Days Conversation and Q&A with Attendees FDOE update 3/31/15 Tallahassee, FL Leon STEM Days Congratulatory speech 2015-19 Long Rang State Board of Education Rule Action Key: Rule No. 6A-1.001 6A-1.094223 6A-1.09441 A – Amendment N – New R – Repeal Rulemaking Actions September 2013 – April 2015 Rule Title – 2013 6A-1.09981 6A-1.099822 6A-1.099828 6A-4.00821 District Financial Records Comparative and Concordant Scores for the Statewide Assessment Program Requirements for Programs and Courses Which are Funded Through the Florida Education Finance Program and for Which the Student May Earn Credit Toward High School Graduation Charter School Corrective Action and School Improvement Plans Florida Teacher Certification Examinations Industry Certification Process Definitions Which Apply to Programs for English Language Learners Extension of Services in English for Speakers of Other Languages (ESOL) Program College Preparatory Testing, Placement, and Instruction Maintenance of Test Security Residency for Tuition Purposes Meta-Major Academic Pathways Institutional Licensure Standards and Procedures for Licensure School District Budget Requirements Fiscal Reporting Dates Charter School and Charter Technical Career Center Monthly Financial Statements and Financial Conditions Implementation of Florida’s System of School Improvement and Accountability School Improvement Rating for Alternative Schools School Accountability for Exceptional Student Education (ESE) Center Schools Florida Educational Leadership Examinations 6A-6.0201 State of Florida High School Diploma Program 6A-6.0202 6A-1.0943 6A-1.09431 6A-4.002 6A-4.003 Awarding High School Diplomas to Honorably Discharged Veterans Statewide Assessment for Students with Disabilities Procedures for Special Exemption from Graduation Test Requirement for Students with Disabilities Seeking a Standard High School Diploma General Provisions Degrees, Programs, and Credits for Educator Certification 6A-6.0574 6A-6.0981 6A-20.028 Postsecondary Industry Certification Funding List Provider Approval for Virtual Instruction Program Florida Bright Futures Scholarship Program 6A-1.099827 6A-4.0021 6A-6.0573 6A-6.0901 6A-6.09022 6A-10.0315 6A-10.042 6A-10.044 6A-14.065 6E-2.002 6E-2.004 6A-1.004 6A-1.0071 6A-1.0081 SBE Agenda Action 09/17/13 09/17/13 09/17/13 A A A 09/17/13 09/17/13 09/17/13 09/17/13 09/17/13 09/17/13 09/17/13 09/17/13 09/17/13 09/17/13 09/17/13 10/15/13 10/15/13 10/15/13 A A A A A A A A N A A A A A 10/15/13 10/15/13 10/15/13 09/17/13 10/15/13 09/17/13 10/15/13 10/15/13 11/19/13 11/19/13 A A N A 11/19/13 09/17/13 11/19/13 11/19/13 11/19/13 10/15/13 11/19/13 A A A N A R N A A Rule No. Rule Title – 2014 SBE Agenda Action 6A-1.09422 6A-14.099 Florida Comprehensive Assessment Test and End-of-Course Assessment Requirements Failure of Florida College System Administrator or Law Enforcement Agency to Report Child Abuse, Abandonment or Neglect Renewal or Reinstatement of a Professional Certificate Florida Educator’s Certificates with Academic, Administrative, Degreed Vocational, and Specialty Class Coverages Failure of Nonpublic College, University or School Administrator or Law Enforcement Agency to Report Child Abuse, Abandonment or Neglect Application for and Issuance and Revocation of Master School Identification Numbers 1/21/14 1/21/14 A N 1/21/14 1/21/14 A A 1/21/14 N 2/18/14 N 6A-4.0051 6A-4.004 6E-6.001 6A-1.0016 2015-19 Long Rang 6A-1.09401 6A-1.09412 6A-1.09414 6A-1.09441 6A-1.09941 6A-1.0995 6A-10.090 Student Performance Standards Course Requirements – Grades K-12 Basic and Adult Secondary Education Course Requirements – Grades PK-12 Exceptional Student Education Requirements for Programs and Courses Which are Funded Through the Florida Education Finance Program and for Which the Student May Earn Credit Toward High School Graduation State Uniform Transfer of High School Credits Form of High School Diplomas and Certification of Completion General 6A-10.091 6A-10.092 6A-10.093 Definitions Administrative and Supervisory Requirements Analysis of Individual Needs and Potential 6A-10.094 6A-10.095 6A-10.096 6A-10.097 6A-10.098 6A-10.099 6A-10.0991 Instructional Procedures Communication Skills Management Techniques Competence in Specialization Evaluation of Learning and Goal Achievement Human and Interpersonal Relationships Personal Requirements 6A-6.0253 6A-6.03028 Diabetes Management Provision of Free Appropriate Public Education (FAPE) and Development of Individual Educational Plans for Students with Disabilities General Education Intervention Procedures, Identification, Evaluation, Reevaluation and the Initial Provision of Exceptional Education Services Procedural Safeguards and Due Process Procedures for Parents and Students with Disabilities 6A-6.0331 6A-6.03311 6A-1.0451 6A-10.040 6A-14.0303 6A-6.0571 6A-6.0651 6A-10.02412 6A-10.0401 6A-6.021 6A-6.0573 6A-6.07862 6A-6.09021 6A-1.09401 6A-2.0010 6A-6.0252 6A-1.001 6A-1.094221 6A-1.004 6A-1.0071 6A-6.0573 6A-6.0574 6A-6.0960 6A-6.0961 6A-6.0982 6A-2.0010 6A-1.0014 6A-1.0451 6A-1.0943 Florida Education Finance Program Student Membership Surveys Basic Skills Requirements for Postsecondary Career and Technical Certificate Education General Education Core Course Options Career and Technical Education and Adult General Education Standards and Industry-Driven Benchmarks Alternative Credit Pilot Program Foreign Language Competence and Equivalence Gold Standard Career Pathways Articulation Agreements State of Florida High School Diplomas Industry Certification Process Model Forms for District Innovation Schools of Technology Annual English Language Proficiency Assessment for English Language Learners (ELLs) Student Performance Standards (financial literacy) Educational Facilities (amendment related to proceeds from the sale of land and other real property) Use of Prescribed Pancreatic Enzyme Supplements District Financial Records Alternative Standardized Reading Assessment and Use of Student Portfolio for Good Cause Promotion. School District Budget Requirements Fiscal Reporting Dates Industry Certification Process CAPE Postsecondary Industry Certification Funding List Florida Tax Credit Scholarship Program Florida Personal Learning Scholarship Accounts Program Florida Approved Online Course Providers Educational Facilities Comprehensive Management Information System Florida Education Finance Program Student Membership Surveys Statewide Assessment for Students with Disabilities 2/18/14 2/18/14 2/18/14 2/18/14 A A A A 2/18/14 2/18/14 2/18/14 A A R 2/18/14 2/18/14 2/18/14 2/18/14 R R R R 2/18/14 2/18/14 2/18/14 2/18/14 2/18/14 2/18/14 R R R R R R 2/18/14 1/21/14 2/18/14 1/21/14 2/18/14 1/21/14 2/18/14 3/18/14 4/11/14 4/11/14 4/11/14 A A A A A A N A 4/11/14 5/20/14 5/20/14 5/20/14 5/20/14 5/20/14 5/20/14 6/17/14 6/17/14 9/29/14 6/17/14 9/29/14 9/29/14 R A A R A N A A A 9/29/14 9/29/14 9/29/14 A A A 9/29/14 9/29/14 A A 9/29/14 9/29/14 9/29/14 11/18/14 11/18/14 11/18/14 A N A A A A A A A 2015-19 Long Rang 6A-1.09441 6A-1.0995 6A-1.09963 6A-1.099811 Requirements for Programs and Courses Which are Funded Through the Florida Education Finance Program and for Which the Student May Earn Credit Toward High School Graduation Form of High School Diplomas and Certificates of Completion High School Graduation Requirements for Students with Disabilities Differentiated Accountability State System of School Improvement 6A-10.024 Articulation Between and Among Universities, Community Colleges, and School Districts 6A-14.0304 6A-20.027 6A-4.0012 6A-4.002 6A-4.0051 6A-4.006 6A-4.00821 6A-4.0021 6A-6.03022 6A-6.03028 6A-6.03411 6A-6.0786 Online Courses Rosewood Family Scholarship Fund Application Information General Provisions Renewal and Reinstatement of a Professional Certificate General and Professional Preparation Florida Educational Leadership Examination Florida Teacher Certification Examinations Exceptional Student Education Eligibility for Students with Dual Sensory Impairments Provision of Free Appropriate Public Education (FAPE) and Development of Individual Educational Plans for Students with Disabilities. Development of Family Support Plans for Children with Disabilities Ages Birth Through Five Years General Education Intervention Procedures, Evaluation, Determination of Eligibility, Reevaluation and the Provision of Exceptional Student Education Services. Definitions, ESE Policies and Procedures, and ESE Administrator Forms for Charter School Applicants and Sponsors 6A-6.0900 Programs for English Language Learners 6A-6.09022 Extension of Services in English for Speakers of Other Languages (ESOL) Program 6A-6.0905 Requirements for the District English Language Learners Plan 6A-6.0909 Exemptions Provided to English Language Learners 6A-6.0982 Florida Approved Online Course Providers 6A-6.03029 6A-6.0331 Rule No. Rule Title – 2015 9/29/14 11/18/14 11/18/14 11/18/14 9/29/14 11/18/14 9/29/14 11/18/14 11/18/14 11/18/14 11/18/14 11/18/14 11/18/14 11/18/14 11/18/14 11/18/14 11/18/14 11/18/14 A A N A A N A A A A A A A A A 11/18/14 11/18/14 A A 11/18/14 9/29/14 11/18/14 9/29/14 11/18/14 9/29/14 11/18/14 9/29/14 11/18/14 9/29/14 11/18/14 9/29/14 11/18/14 A A A A A A N SBE Agenda Key 6A-1.09422 Florida Comprehensive Assessment Test and End-of-Course Assessment Requirements 1/14/15 A 6A-1.094222 6A-6.053 Standards for Mid-Year Promotion of Retained Third Graders K-12 Comprehensive Research-Based Reading Plan 1/14/15 1/14/15 A A 6A-10.0342 Career and Technical Education Program Performance Reporting 1/14/15 A 6A-5.066 6A-1.09433 6A-6.014 Approval of Teacher Prep Programs Voluntary Prekindergarten Pre- and Post-Assessments General Requirements for Adult General Education Program 1/14/15 2/25/15 2/25/15 A N A 6A-6.03023 6A-6.05281 Exceptional Student Education Eligibility for Students With Autism Spectrum Disorder Educational Programs for Students in Department of Juvenile Justice Detention, Prevention, Residential, or Day Treatment Programs Florida Incentive Scholarship Program Career and Technical Education and Adult General Education Standards and Industry-Driven Benchmarks Industry Certification Process Requirements for Exiting English Language Learners from the English for Speakers of Other Languages Program Gold Standard Career Pathways Articulation Agreements Standards Relating to Gross Immorality and Acts of Moral Turpitude 2/25/15 2/25/15 A A 2/25/15 4/15/15 N A 4/15/15 4/15/15 A A 4/15/15 4/15/15 A N 6A-20.0281 6A-6.0571 6A-6.0573 6A-6.0903 6A-10.0401 6A-10.083 2015-19 Long Rang APPENDIX II.C. PART II: DEMONSTRATE EXECUTIVE MANAGEMENT C. Ensure Department of Education Provides Effectives and Responsive Services 2015-19 Long Rang COMMISSIONER’S CORRESPONDENCE TURNAROUND CorrFlow Assignments September 2013–April 2015 Assigned Division/Office Commissioner's Office Office of Articulation Office of the General Counsel Office of Governmental Relations Office of K-12 School Choice Office of Inspector General Commission for Independent Education Division of Accountability Research and Measurement Division of Blind Services Division of Career and Adult Education Division of Finance and Operations Division of Florida Colleges Division of K-12 Public Schools Division of Technology and Innovation Division of Vocational Rehabilitation State University System TOTALS Assignment Count On Time Count On Time Percentage 20 51 885 20 703 33 551 2,574 26 626 2,272 192 14,505 16 200 1 20 50 876 20 701 33 551 2,554 26 626 2,271 190 14,501 16 200 1 100 98.03 98.98 100 99.71 100 100 99.22 100 100 99.96 98.95 99.97 100 100 100 22,675 22,636 99.83 2015-19 Long Rang Florida Department of Education Legislative Constituent Inquiries September 2013 – April 2015 AGENCY NUMBER OF INQUIRIES HOUSE SENATE GENERAL PUBLIC OUTSIDE AGENCY DISTRICT US LEGISLATOR GOVERNOR TOTAL 334 217 41 18 9 6 1 626 AVERAGE NUMBER OF DAYS TO COMPLETE 3 3 4 2 1 1 1 2 Total Number of Inquires Received 2013-2015 Legislative Constituent Inquiries 400 350 334 300 250 217 200 150 100 50 0 41 18 9 6 1 2015-19 Long Rang Prudential Productivity Award 2014 and 2015 DOE Award Winners Three teams of Florida Department of Education employees were winners of the 2014 Prudential Productivity Award for their cost-saving, innovative ideas and solutions. Descriptions of the award-winning projects are below. • Helping Floridians Make Smart College Choices The team created a web portal for the public to get information about graduation rates, employment statistics and earnings data on graduates of the 28 Florida College System institutions. The portal also helps colleges determine program effectiveness and quality, employers see the link between education and jobs, and students and families make informed choices. • Florida Teacher Certification Exam/Florida Educational Leadership Exam Remote Item Writing Costs to develop test items for the Florida Teacher Certification Exam and the Florida Educational Leadership Exam were reduced by using a cloud-based document sharing service. Committee members formerly met in person over multiple days to create the test items. Now FDOE staff and committee members can securely complete those tasks without incurring travel costs. • Expanding Out-of-State Florida Teacher Certification Exam/Florida Educational Leadership Exam Test Sites Since Florida obtains a significant number of teacher candidates from out of state, it was necessary to increase the number of test sites available. By working with a contractor, the team increased the number of out-of-state testing locations from seven to 74 in states that have a large number of candidates seeking educator certification in Florida. This allowed a larger number of qualified candidates to earn Florida educator certification. Five teams comprised of Florida Department of Education employees were winners of the 2015 Prudential Productivity Award for their innovative solutions and productivity improvements in state government. The following teams were honored for their work: • Looking Out for Florida’s Taxpayers The team developed an automated state reporting system for school districts to submit cost data to a web portal, where the data can be reviewed quickly, accurately and consistently. The system provides school districts speedier feedback regarding their data, saving the districts – as well as the state – time and money. • Ticket to Work The team developed numerous process enhancements that improved the accuracy and integrity of data for vocational rehabilitation consumers. This resulted in using fewer resources to accomplish goals of the program, which yielded an ongoing cost savings to the state and an increase in program income of more than $3 million. • Process Action The team determined the Education Practices Commission could operate more efficiently by eliminating two part time positions and discontinuing outsourcing for bulk scanning and copying services. One full-time staff member was hired to take on both part-time requirements and the outsourcing work that will continue to result in a net savings of more than $10,000.00 every year. • Eliminating Duplicate Equipment Cost The team eliminated duplicate departmental resources while maintaining high-quality customer service. Structuring this method of shared resources allowed the team to terminate its lease agreement with an outsourced company, which resulted in an annual cost savings of $1,533.96 to the agency. With this accomplishment, the team will save taxpayers more than $7,500 of taxpayers’ money during the next five years. • Christian Masal (Individual Winner) expedited the implementation of assistive technology orders to improve client services, placement efforts and allow for efficient placement and successful planned outcomes of blind clients. 2015-19 Long Rang DIVISION OF K-12 PUBLIC SCHOOLS Weekly Memoranda September 2, 2013–April 10, 2015 9/2-6/2013 9/13/2013 9/16-20/2013 9/27/2013 9/30-10/4/2013 10/7-11/2013 10/21-25/2013 10/18-11/1/2013 11/4-8/2013 11/11-15/2013 11/18-22/2013 12/9-13/2013 DPS: 2013-139 Weekly Memo • Florida Instructional Materials Changes Resulting from Senate Bill 1388 • The Family and School Partnership for Student Achievement Act • Florida Assessments for Instruction in Reading (FAIR) Assessment Schedule for 2013-14 • Florida Instructional Materials Changes Resulting from Senate Bill 1388 • Regional Technical Assistance – Managing Change DPS: 2013-145 Weekly Memo • Compulsory School Immunizations Annual Report and Survey 2013-2014 School Year • Update Primary Accountability Coordinator and Value Added Model Contact Information DPS: 2013-149 Weekly Memo • Nomination Packets for 2013-2014 Principal Achievement Award for Outstanding Leadership and the Outstanding Assistant Principal Achievement Award • 2013-14 Supplemental Educational Services (SES) Provider Application DPS: 2013-154 Weekly Memo • Transmittal for 2014 Florida School-Related Employee of the Year Nomination Packet • Annual Assurances of School Improvement Plans and School Advisory Council Composition • Mathematics and Science Partnership Request for Proposals (K-12 Mathematics) • National Green Ribbon Schools Award • U.S. Presidential Scholars Student Nominations DPS: 2013-157 Weekly Memo • District-level Administrator Evaluation Systems DPS: 2013-161 Weekly Memo • Technical Assistance Paper For 2013-14 Reading Data Reporting • 2014 Sunshine State Scholar Program • Healthy Schools Project • School Technology Resources Inventory • Senate Bill 1076 Implementation DPS: 2013-165 Weekly Memo • Driver Education • Clinical Educator Trainer Preparation Sessions • Invitation to Participate in the 2014 Commissioner’s Academic Challenge • RFA for District Participation in ELA Formative Assessment Pilot DPS: 2013-168 Weekly Memo • 2015 Florida Department of Education-Macy’s Teacher of the Year Nomination Packet Transmittal • 2013-14 Title I Comparability Report • New Postsecondary Education Readiness Test Mathematics Comparative Score for Algebra 1 EOC Assessment DPS: 2013-171 Weekly Memo • 2013-2014 No Child Left Behind (NCLB) Monitoring Cycle • Evaluation System for Specialized Exceptional Student Education Personnel • District-level Administrator Evaluation Systems • 2013-14 Digital Learning Advisory Committee Nominations DPS: 2013-175 Weekly Memo • TAP: Exceptional Student Education Eligibility for Infants, Toddlers and Prekindergarten Children • Educator Quality Legislation Implementation • 2013 Legislation-Charter Schools and Title II, Part A • Professional Development System Supports DPS: 2013-178 Weekly Memo • Technical Assistance Paper -- Third-Grade Student Progression • The FCAT 2.0 Reading ACT Concordant Score of 19 Adopted in January 2013 DPS: 2013-181 Weekly Memo • Civics End-of-Course Standard-Setting Committee • National Missing Children's Day Poster Contest 2015-19 Long Rang 12/16-20/2013 12/30/20131/3/2014 1/6-10/2014 1/20-24/2014 1/27-31/2014 2/10-14/2014 2/17-21/2014 2/24-28/2014 3/3-7/2014 3/10-14/2014 3/17-21/2014 3/24-28/2014 4/7-11/2014 4/14-18/2014 4/21-25/2014 DPS: 2013-184 Weekly Memo • Official Documentation of Degrees and Credits for Educator Certification • Application Posted for Private School Opportunity to Administer FL Statewide Assessments in 2014-15 • SIG Waiver DPS: 2014-04 Weekly Memo • Technical Assistance Paper - Provision of Occupational or Physical Therapy as a Related Service • Secondary Lead Facilitator Training on Mathematics Formative Assessment System (MFAS) DPS: 2014-07 Weekly Memo • Talented Twenty Program: Technical Specifications for the Submission of Talented Twenty Data • School Choice Access DPS: 2014-15 Weekly Memo • Spring 2014 Computer-Based Testing Certification Guidelines • Technological Tools Survey - 2012-2013 Fiscal Year DPS: 2014-22 Weekly Memo • Public Review of Proposed Financial Literacy Standards • Identifying Co-Located Schools for Accountability Reporting in 2013-14 DPS: 2014-33 Weekly Memo • 2014 Healthy Schools Summer Academy • Public Review of Draft Civics End-of-Course Assessment Achievement Level Descriptions • Survey of 2012-2013 Activities Funded by Safe Schools Appropriation - Due March 7, 2014 DPS: 2014-37 Weekly Memo • Announcement of the 2014-2015 Instructional Materials Adoption • Certification of Adopted Instructional Materials & District/Consortium Reporting in accordance with s.1006.283, F.S. • Invitation to Attend Community of Practice May 28, 2014 • District-level Administrator Evaluation Systems • New U.S. History End-of-Course (EOC) Assessment Achievement Levels and the Designation of Passing Scores for Each FCAT 2.0 and EOC Assessment • 2014 Summer Reading Camps Planning and Reporting DPS: 2014-41 Weekly Memo • Special Temporary Certificate in Educational Leadership • Staffing Plans for Monitoring Equitable Distribution of Effective and Highly Effective Teachers and Principals DPS: 2014-43 Weekly Memo • Renewal Credit in Teaching Students with Disabilities • High School Feedback Report for 2012 Graduates DPS: 2014-47 Weekly Memo • Title II, Part A Private School Questions and Answers • Florida Missing Children's Day Statewide Essay Contest Deadline - May 9, 2014 • Continued Approval of Teacher Preparation Programs: A Description of Program Performance Measures DPS: 2014-48 Weekly Memo • 2014 Talent Pool Recommendations • Student Transcript and Course Grade Code Reporting Requirements DPS: 2014-53 Weekly Memo • Community Eligibility Provision and Title I, Part A Allocations to Schools • Updates for the Florida Teacher Certification Examinations Program DPS: 2014-58 Weekly Memo • Report on Developing Effective Educational Programs in Department of Juvenile Justice and Other Dropout Prevention Programs 2012-2013 • 2014 Literacy Leader Awards • Interstate Compact on Educational Opportunity for Military Children Newsletter • Notification of Maintenance for Portal to Exceptional Education Resources (PEER) and Medicaid Tracking System DPS: 2014-63 Weekly Memo • Implementation of Attendance Requirements for Minors to Maintain Their Driving Privilege • Kindergarten and Seventh-Grade Immunization Status Report 2013-2014, From the Florida Department of Health • Kindergarten and Seventh-Grade Validation Assessment, School Year 2013–2014, Provided from the Florida Department of Health DPS: 2014-67 Weekly Memo • Title II-A, Teacher and Principal Training and Recruiting Fund, 2013-14 Annual Report • 2014 Differentiated Accountability Regional Summer Academies • 2014 Process for District Verification of Combined Student FTE Records 2015-19 Long Rang 4/28-5/2/2014 5/5-9/2014 5/12-16/2014 5/19-23/2014 5/26-30/2014 6/2-6/2014 6/9-13/2014 6/16-20/2014 6/23-27/2014 6/30-7/3/2014 7/7-11/2014 7/14-18/2014 7/21-25/2014 7/28-8/1/2014 DPS: 2014-70 Weekly Memo • One Percent Cap Requirement and Waiver Process • One Percent Cap Requirement and Waiver Process • The Florida Online Course Catalog • Initial Assessment Timeline DPS: 2014-75 Weekly Memo • Annual Assurances of School Improvement Plans and School Advisory Council Composition • Summer Meal Programs DPS: 2014-77 Weekly Memo • 2013-14 Florida Green School and District Recognition Opportunity DPS: 2014-83 Weekly Memo • 2013-2014 Mathematics 6-12 Instructional Materials Adoption Request for Review DPS: 2014-87 • 2014 Summer Literacy Adventure • Paperless Communication of Florida Educator's Certificates • 2014-2015 Statewide Assessment Schedule Released • 2013-14 Instructional Materials Adoption • Request for Proposal (RFP) to provide funding for Centers of Excellence in Elementary Teacher Preparation DPS: 2014-92 Weekly Memo • 2014-2015 Request for Application for Title II, Part A Teacher and Principal Recruiting Fund • 2014–2015 Dual Enrollment Course—High School Subject Area Equivalency List DPS: 2014-97 Weekly Memo • Release of the 2014-15 Request for Proposal for the 21st Century Community Learning Centers Program Competitive Projects • District-Level Administrator Evaluation Systems • Virtual Instruction Program Approved Provider DPS: 2014-100 Weekly Memo • 2014 Economic Security Report DPS: 2014-103 Weekly Memo • Certification of Fidelity of Implementation of Instructional Materials • House Bill 23 Signed Into Law • House Bill (HB) 7031: Secondary Student Progression Implementation • 2014-2017: K-12 Mathematics and Science Partnership (MSP) STEM; year 1 of 3 • Online Portal and Resources for the Florida Standards Assessments • 2014-15 Workforce Education Tuition and Fees DPS: 2014-110 Weekly Memo • 2014-15 Collaborative Curriculum Challenge Grant Projects for Gifted: Call for Applications • Organizing Webinar for 5Essentials School Climate Survey Pilot • District Instructional Leadership and Faculty Development Grant • Commissioner’s Leadership Academy DPS: 2014-113 Weekly Memo • Additional Requirements for District Codes of Student Conduct • Mathematics Formative Assessment System Lead Facilitator Training Sessions--Second Round DPS: 2014-120 Weekly Memo • Chapter 2014-202 • Technological Tools Survey - 2013-2014 Fiscal Year DPS: 2014-126 Weekly Memo • District Certification for 2012-2013 School Environmental Safety Incident Reporting, Discipline Referral Action Data and Verification of Compliance with Policy Prohibiting Bullying and Harassment Required by s. 1006.147, F.S. • Informational Memo on House Bill 433 (Chapter 2014-32) • Legislation: Single-Gender Public School Programs • Scheduling Requirements in the 300 Lowest Performing Elementary Schools • Public Launch of the Florida Online Course Catalog DPS: 2014-127 Weekly Memo • Technical Assistance Paper - What’s Special about Special Education? Specially Designed Instruction for Students with Disabilities within a Multi-tiered System of Supports • 2014-15 Computer-Based Assessment Certification Process • ELA Text-Based Writing Rubrics Posted for the Florida Standards Assessments • Guidance for District Virtual Course Offerings 2015-19 Long Rang 8/4-8/2014 8/11-15/2014 8/18-22/2014 8/29/2014 9/1-5/2014 9/8-12/2014 9/15-19/2014 9/22-26/2014 9/29-10/3/2014 10/6-10/2014 10/13-17/2014 10/20-24/2014 11/3-7/2014 DPS: 2014-135 Weekly Memo • Specific Appropriations 9 and 96 - Library Media Allocation • Flexibility in the Use of Instructional Materials Funds • Digital Classrooms Plan • Technical Assistance Paper, Senate Bill 850 DPS: 2014-147 Weekly Memo • Digital Classrooms Plan Template DPS: 2014-150 Weekly Memo • 2015–16 Statewide Assessment Schedule • Professional Development Save the Date: Instructional Strategies and Resources for Delivering Instruction in the Career and Technical Education Classroom DPS: 2014-152 Weekly Memo • Updates to the Florida Department of Education's School Environmental Safety • Incident Reporting (SESIR) System • House Bill 7141 Human Trafficking • U.S. Presidential Scholars Student Nominations • Clinical Educator Trainer Preparation Sessions • Florida Power-Library School Program DPS: 2014-154 Weekly Memo • 2014-2015 Principal Achievement Award for Outstanding Leadership and the Outstanding Assistant Principal Achievement Award Nomination Packets • Transmittal for 2015 Florida School-Related Employee of the Year Nomination Packet • 2015 Sunshine State Scholars Program • Technical Assistance Paper - Frequently Asked Questions for SB1642 and SB188 DPS: 2014-162 Weekly Memo • CS/SB 260 Unaccompanied Homeless Youths Implementation • Required Data Collection for Fine Arts Report - Section 1003.4995, Florida Statute (F.S.) • DPS 2014-149 Compulsory School Immunizations Annual Report and Survey 2014-2015 School Year DPS: 2014-168 Weekly Memo • District Instructional Personnel and School Administrator Evaluation System Revisions • Driver Education • Florida Teacher LEAD Network • Program Certification Requirements for Secondary Automotive Service Technology Programs – Programs • Potentially at Risk • Charter Schools Digital Classrooms Plan Memo DPS: 2014-172 Weekly Memo • Changes to the 2014-15 Dual Enrollment Program • Guidelines & Certification Regarding Constitutionally Protected Prayer in Public Elementary & Secondary Schools • National Green Ribbon Schools and District Award • Update Primary Accountability Coordinator Contact Information and Designate Value-Added Model Data Contact • Florida College System Informational Postcard for Seniors DPS: 2014-176 Weekly Memo • High School Graduation Reporting Systems • Celebrate Literacy Week, Florida! 2015 • Draft Standard Charter School Contract DPS: 2014-177 Weekly Memo • 2014-2015 No Child Left Behind (NCLB) Monitoring Cycle DPS: 2014-182 Weekly Memo • 2016 Florida Department of Education-Macy’s Teacher of the Year Nomination Packet Transmittal • Computer-Based Assessment Certification Tool Opening for Winter 2014 Assessments DPS: 2014-185 Weekly Memo • Technical Assistance Paper - Third-Grade Student Progression • Interstate Compact on Educational Opportunity for Military Children Newsletter DPS: 2014-190 Weekly Memo • 2014-15 Title I Comparability Report • Senate Bill 850 and Educational Services in Juvenile Justice Programs • Florida Parental Involvement in Education Month • Commissioner’s Academic Challenge • 5 Essentials School Improvement Survey Update 2015-19 Long Rang 11/10-14/2014 12/1-5/2014 12/8-12/2014 12/15-19/2014 12/29/20141/2/2015 1/5-9/2015 1/12-16/2015 1/19-23/2015 1/26-30/2015 2/6/2015 2/9-13/2015 2/16-20/2015 3/9-3/13/2015 3/16-20/2015 3/23-27/2015 3/30-4/3/2015 4/6-10/2015 DPS: 2014-195 Weekly Memo • Performance-Based Exit Option Application • Florida Standards Assessments Standard Setting Panels • Release of the 2013-14 Elementary and Secondary Education Act (ESEA) School Public Accountability Reports DPS: 2014-203 Weekly Memo • Florida Missing Children's Day Statewide Essay Contest Deadline - February 16, 2015 • National Missing Children's Day Poster Contest DPS: 2014-205 Weekly Memo • Data Element Revision: Career and Technical Education/Adult General Education, Disability Student DPS: 2014-207 Weekly Memo • Educator Certification Rules Chapter 6A-4 for Implementation of HB 433 • Information Regarding the Florida English Language Arts Formative Assessment System (ELFAS) DPS: 2015-03 Weekly Memo • Application Posted for Private School Opportunity to Administer FL Statewide Assessments in 2015-16 DPS: 2015-06 Weekly Memo • Annual Assurances of School Improvement Plans and School Advisory Council Composition • Computer-Based Assessment Certification Tool Opening for Spring 2015 Assessments DPS: 2015-08 Weekly Memo • Monthly Florida Standards Updates DPS: 2015-13 Weekly Memo • Title II-A, Teacher and Principal Training and Recruiting Fund, 2010-11 – 2012-13 Report • Identifying Alternative Schools for School Improvement Ratings and/or School Grades • Confirmation of ESE Centers for School Improvement Ratings and/or School Grades DPS: 2015-18 Weekly Memo • Continued Approval of Teacher Preparation Programs in Florida: A Description of Program Performance Measures • Approved Providers for School District Virtual Instruction Program DPS: 2015-22 Weekly Memo • Talented Twenty Program: Technical Specifications for the Submission of Talented Twenty Data DPS: 2015-26 Weekly Memo • Monthly Florida Standards Updates (February) DPS: 2015-29 Weekly Memo • 2015 Healthy Schools Summer Academy • 2014-15 Florida Instructional Materials Adoption - District Reviews • 2015 Talent Pool Recommendations DPS: 2015-43 Weekly Memo • Parental Notification of School Choice Options • School Library Month 2015 and Content-Area Literacy Resource Materials • 2015 Professional Development Opportunity for District Staff • Music in our Schools Month, Youth Art Month, Theatre in our Schools Month • 2015-16 RFP for the 21st Century Community Learning Centers Competitive Projects DPS: 2015-48 Weekly Memo • Technical Assistance Paper, Statewide Assessment for Students with Disabilities • 2015-2018 Title X, Part C, Education of Homeless Children and Youth Project Grant: Call for Proposals • Mandatory District Hiring Practices • 2015 Summer Reading Camps Planning and Reporting • Monthly Florida Standards Updates (March) • Level II School Principal Preparation Programs DPS: 2015-49 Weekly Memo • Certification and Documentation Regarding Instructional Materials DPS: 2015-54 Weekly Memo • Kindergarten & Seventh-Grade Immunization Status Report 2014-2015, Provided from the Florida DOH • Student Tutorials and Resources DPS: 2015-62 Weekly Memo • Report on Developing Effective Education in the Department of Juvenile Justice Annual Report FY 2013-2014 • Accelerated Biology Courses that Satisfy Biology 1 • High School Feedback Report for 2013 Graduates • Request for Information Regarding Teacher Externships • Interstate Compact on Educational Opportunity for Military Children Newsletter 2015-19 Long Rang DIVISION OF K-12 PUBLIC SCHOOLS Educator Quality September 2, 2013–April 10, 2015 Accomplishments 1. 2. 3. 4. 5. 6. State Board adoption of rule regarding initial and continuing approval of teacher preparation programs Launch of Florida Teacher LEAD Network and Commissioner’s Leadership Academy Improved process for and approval of district teacher and administrator evaluation systems Greater efficiencies in investigating, processing and taking action on educator misconduct Transition to issuing educator certificates exclusively electronically State Board of adoption of rules for teacher certification including renewal requirements for teaching students with disabilities Priorities/Projects 1. Update www.floridaschoolleaders.org to be an accessible and trusted resource for FL’s school- and district-based leaders 2. Train supervising and cooperating teachers in the updated clinical educator skills 3. Support continuous improvement among teacher preparation programs through continuing program approval process and program “report cards,” including recognition for high performing programs, support for lower performing programs and denial of continued approval for persistently low performing programs 4. Deepen the instructional leadership skills of select principals and principal supervisors through the Commissioner’s Leadership Academy 5. Develop the leadership skills of district teachers of the year through the FL Teacher LEAD Network 6. Enthusiastically promote teaching in Florida to Florida high school and college students with a sincere interest in education and to pre-service educators in targeted states 7. Add a performance component to the Florida Educational Leadership Exam in the area of instructional leadership 8. Co-create with educational leadership faculty 8-10 competency-based performance tasks for universitybased instructional leadership courses 9. Produce regular and relevant reports, with recommendations where appropriate, on the relationship between various EQ data elements (VAM, certification status, certification route, certification exam score, reciprocity, renewal, disciplinary action, etc.) 10. Facilitate knowledge and best-practice sharing among districts and key partners including Teach For America, TNTP, New Leaders, New Teacher Center, Urban Schools Human Capital Academy, KIPP, Leadership Florida, Center for Educational Leadership, Research for Better Teaching 11. Recognize and engage for the purpose of learning and sharing the highest impact teachers in Florida according to VAM 12. Ensure that all Florida teachers understand how they will be evaluated, including how VAM works 13. Support the work of the four centers of excellence in elementary teacher preparation 14. Ensure that Florida’s certified educators, and those who support them, understand the Code of Ethics for the teaching profession in Florida and what their responsibilities are when a violation of the code has occurred 15. Redeploy the professional development standards and protocol review process with a focus on demonstrable school- and educator-level improvements in teaching and learning 16. Make VAM an accessible and useful data point for educators and school, district and state leaders 17. Support Florida educators in the use of a growth mindset 2015-19 Long Rang 18. Ensure that recognition programs, through content that deepens educators’ expertise, connect educators to one another in sustained and meaningful ways 19. Ensure that district Title II applications have the reasonable chance of demonstrably improving instruction and student learning 20. Develop a certificate or endorsement for instructional leadership 21. Research reciprocity policies to ensure that newly certified FL educators through reciprocity are meeting the same standards as those educators initially certified in Florida 22. Ensure that leaders who deliver professional learning as part of funding provided by Title IIA meet a rigorous credential standard and lead professional learning in ways that demonstrably improve teaching and learning 23. Use the certification website/portal as a resource for advancing the division and the department’s goals and priorities 24. Transition certification computer system to new platform Ensure DOE provides effective and responsive services 1. Direct and participate in public and internal communications of priorities a. Monthly calls with deans and directors of teacher preparation programs b. Weekly emails to evaluation contacts regarding evaluation system approval status c. Presentations and meetings regarding DOE/Educator Quality initiatives i. Professional Development System Evaluation Protocol ii. FFEA iii. Leadership Florida iv. National Symposium on Teacher Induction v. Resident Teacher Professional Preparation Program (RTP3) vi. Strategic Data Project Convening vii. Commissioner’s Leadership Academy viii. Florida Turnaround Leadership Program Final Meeting ix. FADSS Human Capital Academy x. Multi-state PD Network Convening xi. Clinical Educator Training xii. Teach For America Jacksonville Board Meeting and Luncheon d. Educator recognition programs i. Teacher of the Year ii. Principal of the Year iii. Assistant Principal of the Year iv. School-Related Employee of the Year v. ECET2 1. Statewide (St. Johns) 2. Walton e. District presentations on educator effectiveness i. Calhoun County ii. Hernando County iii. Indian River County iv. Orange County v. Broward County vi. Leon County vii. Polk County 2015-19 Long Rang viii. Hardee County School learning walks/meetings i. Orange County (2 schools) ii. Polk County (2 schools) iii. Pinellas County (3 schools) iv. Broward County (3 schools) v. Indian River County (1 school) vi. Seminole County (1 school) vii. Leon County (2 schools) viii. Walton County (1 school) ix. Gulf County (1 school) x. Columbia County (1 school) xi. Wakulla County (2 schools) xii. Liberty County (1 school) xiii. Miami-Dade County (1 school) g. Regional consortium/district meetings regarding evaluation systems i. NEFEC (Columbia) ii. Glades iii. PAEC (Gulf) iv. HEC (Highlands) h. Teacher and leader preparation program presentations, workshops and meetings i. St. Leo ii. USF iii. UF iv. FAMU v. Univ of Miami vi. UCF/RTP3 vii. FAU-PROPEL viii. USF-Project PRIDE ix. FIU x. FFMT xi. FFEA xii. UTAP 2. Initiate policy discussions in workshops or at constituent group meetings about potential education improvements identified by the Commissioner a. Presentations and workshops with statewide associations i. FACTE ii. FAPEL iii. FATE iv. Rule development workshops b. Monthly community of practice calls with teacher preparation program deans and directors c. EQ Review 3. Ensure all sector/office publications focus on mission and how the vision of a world class education system can be realized f. 2015-19 Long Rang DIVISION OF K-12 PUBLIC SCHOOLS Exceptional Education and Student Services September 2, 2013–April 10, 2015 Outreach Activities Date Annual Annual Annual Annual Webinar/ Conference/ Presentation Administrators' Management Meeting Pre-K Contacts Meeting VISIONS Conference Family Café Audience Topic Exceptional Student and Student Services Directors, and Project staff PreK disabilities, Child find and local early steps contacts Transition contacts BEESS Legislative/Rule Update and Results Driven Accountability Parents BEESS Legislative/Rule Update and Results Driven Accountability BEESS Legislative/Rule Update and Results Driven Accountability Results Driven Accountability Annual Institute for Higher Education Educators and administrators BEESS Legislative/Rule Update and Results Driven Accountability Annual Florida Charter School Conference Charter School representatives BEESS Legislative/Rule Update and Results Driven Accountability Annual Directors Overview of required responsibilities per statute/rule and Results Driven Accountability BEESS Legislative/Rule Update and Results Driven Accountability Quarterly New Director's Academy Institute for Small and Rural Districts Presentation Annual Presentation 10/17/2013 10/19/2013 Annual Directors Various state agencies and discretionary project, locals. Early Learning Coalition contacts, Early Steps contacts and child care providers. Expanding Opportunities; Focus: inclusive opportunities for children b-5 with disabilities. Florida Council for Exceptional Children Teachers Provide resources, publications, and information to stakeholder 12/13/13 CARD Directors' Call 1/8/2014 ASD relevant topics, FDOE resources, and problem solving related to district planning Bureau Updates 1/9/14 Bimonthly Parent Liaison Call Statewide topical call 2/14/14 CARD Directors' Call CARD Directors, CARD staff, FLDOE liaison FDLRS & District Parent Liaisons Statewide district personnel CARD Directors, CARD staff, FLDOE liaison 3/7/2014 Florida Down Syndrome Conference ESE Directors Call Leaders and parents BEESS Legislative/Rule Update and Results Driven Accountability ESE Directors Parent Services Update 3/10/2014 One Goal Summer Conference Breakout sessions - Inclusion for prekindergarten children with disabilities - resources for families and providers who care for children with disabilities. FDLRS-MDC services and resources ASD relevant topics, FDOE resources, and problem solving related to district planning 2015-19 Long Rang 3/12/2014 Bimonthly Parent Liaison Call FDLRS & District Parent Liaisons Bureau Updates 3/14/14 CARD Directors' Call 3/18/2014 Developmental Disabilities Day at the Capitol Quarterly Parent Involvement & Engagement Strategic Planning Meeting SEDNET Administration and district SEDNETs call Child Development/Educat ion Task Force Meeting CARD Directors' Call CARD Directors, CARD staff, FLDOE liaison Families ASD relevant topics, FDOE resources, and problem solving related to district planning Provided TA to families on resources from the bureau Group Members Presentation and Review of Strategic Plan SEDNET Administration, SEDNET district, FLDOE liaison E/BD and SEDNET relevant topics, FDOE resources, and district and statewide problem solving as needed Group Members Provide Input into education work of the task force CARD Directors, CARD staff, FLDOE liaison ASD relevant topics, FDOE resources, and problem solving related to district planning 3/25/2014 4/3/14 4/11/2014 4/14/14 5/8/2014 5/9/14 Florida Association of Staffing Specialists Conference CARD Directors' Call Current Florida ESE Initiatives CARD Directors, CARD staff, FLDOE liaison ASD relevant topics, FDOE resources, and problem solving related to district planning 5/14/2014 Bimonthly Parent Liaison Call FDLRS & District Parent Liaisons Bureau Updates 6/13/14 CARD Directors' Call 6/16/14 Presentation ASD relevant topics, FDOE resources, and problem solving related to district planning Strategic Planning Team Call 6/18/2014 ESE Director’s Call CARD Directors, CARD staff, FLDOE liaison Two team members (outside agencies, discretionary projects and BEESS members) ESE Director’s 6/19/14 DJJ Accountability Workgroup DJJ Accountability Workgroup SEDNET Administration and district SEDNETs call Quarterly Parent Involvement & Engagement Strategic Planning Meeting DJJ Accountability Workgroup DOE Staff Senate Bill 850, Legislative updates for DJJ Programs and accountability measures Senate Bill 850, Legislative updates for DJJ Programs and accountability measures E/BD and SEDNET relevant topics, FDOE resources, and district and statewide problem solving as needed DJJ Accountability Workgroup 6/20/14 6/26/14 6/27/2014 6/27/14 7/11/14 DOE Staff SEDNET Administration, SEDNET district, FLDOE liaison Parent Services Update Group Members Presentation and Review of Strategic Plan DOE Staff Senate Bill 850, Legislative updates for DJJ Programs and accountability measures DOE Staff Senate Bill 850, Legislative updates for DJJ Programs and accountability measures 2015-19 Long Rang 7/14/14 DJJ Accountability Workgroup DOE Staff Senate Bill 850, Legislative updates for DJJ Programs and accountability measures 7/14/14 Presentation-SAC meeting DJJ Accountability Workgroup DJJ Accountability Workgroup Center for Autism and Related Disabilities (CARD), Technical Assistance DJJ Accountability Workgroup and extended invitation to the DJJ Interagency Workgroup DJJ Interagency Workgroup State Advisory Committee members DOE Staff Restraint and Seclusion data 7/15/14 7/18/14 7/28/14 8/1/14 8/7/14 8/7/14 8/14/2014 Attended TrainingSEDNET-Leon County ESE Director’s Call 8/14/14 DOE Staff CARD Directors, CARD staff, FLDOE liaison Senate Bill 850, Legislative updates for DJJ Programs and accountability measures Senate Bill 850, Legislative updates for DJJ Programs and accountability measures ASD relevant topics, FDOE resources, and problem solving related to district planning DOE, DJJ, District and Private Educational Provider Staff Senate Bill 850, Legislative updates for DJJ Programs and accountability measures DOE, DJJ, District and Private Educational Provider Staff Senate Bill 850, Legislative updates for DJJ Programs and accountability measures Trauma-Informed Care Introduction ESE Directors Parent Services Updates Presentation New college students enrolled in the Visual Disabilities program FSU Visual Disabilities Program Welcome Represented the Department of Education and answered questions regarding the critical shortage of teachers of the visually impaired in our school districts 8/15/14 DJJ Accountability Workgroup DOE Staff Senate Bill 850, Legislative updates for DJJ Programs and accountability measures 8/21/14 SEDNET Administration and district SEDNETs call DJJ Accountability Workgroup SEDNET Administration, SEDNET district, FLDOE liaison E/BD and SEDNET relevant topics, FDOE resources, and district and statewide problem solving as needed DOE Staff Senate Bill 850, Legislative updates for DJJ Programs and accountability measures 8/22/14 CARD Directors Call CARD Directors, CARD staff, FLDOE liaison ASD relevant topics, FDOE resources, and problem solving related to district planning 8/27/14 Training-Florida Department of Financial Services Annual Assessment & Accountability Meeting Contract Managers Advancing Accountability Alternate Assessment Coordinators Florida Alternate Assessment/updates 8/29/14 DJJ Accountability Workgroup DOE Staff Senate Bill 850, Legislative updates for DJJ Programs and accountability measures 9/2/14 DJJ Accountability Workgroup DOE Staff Senate Bill 850, Legislative updates for DJJ Programs and accountability measures 9/4/2014 ESE Parent Stakeholder Group Parent Centers & Parent Advocates Presented on Parent Services and collaboration 8/22/14 8/28/2014 2015-19 Long Rang 9/10/2013 Parent leader groups BEESS Parent Services 9/12/14 CARD Director's Call CARD Directors, CARD staff, FLDOE liaison ASD relevant topics, FDOE resources, and problem solving related to district planning 9/14/14 Presentation District contacts for deaf/hard of hearing and visual impairments, discretionary project staff covering same areas Deaf/Hard of Hearing and Visual Impairment Joint Meeting for District contacts; To provide resources educational opportunities, rules, and statutes regarding students with sensory loss 9/18/2014 9/18/14 Working With the Experts - Deaf/Hard of Hearing SEDNET Administration and district SEDNETs call 9/23/14 BEESS Legislative/Rule Update, Model Communication Plan and Results Driven Accountability SEDNET Administration, SEDNET district, FLDOE liaison E/BD and SEDNET relevant topics, FDOE resources, and district and statewide problem solving as needed Phone Conference Discretionary Projects, District Program Coordinators Upcoming Event - Autism Spectrum Disorder Conference 9/24/14 PEPSA Director Call ASD relevant topics, FDOE resources, and problem solving related to district planning 9/26/14 DJJ Accountability Workgroup PEPSA Director, CARD participants, FLDOE liaison DOE Staff 9/30/2014 Group Members Presentation to the FDLRS Miccosukee Parent advisory group on bills that passed in the previous session DOE Staff 10/10/14 FDLRS Miccosukee Parent Advisory Group DJJ Accountability Workgroup Presentation Senate Bill 850, Legislative updates for DJJ Programs, CAPE, GED and accountability measures Regional Child Outcomes Meeting. 10/10/14 CARD Directors Call 10/13/14 Presentation Local Early Steps Contacts and Prekindergarten Disabilities Contacts. Regional Child Outcomes Meeting 10/16/14 SEDNET Administration and district SEDNETs call Council for Exceptional Children SEDNET Administration, SEDNET district, FLDOE liaison E/BD and SEDNET relevant topics, FDOE resources, and district and statewide problem solving as needed Educators and administrators BEESS Legislative/Rule Update and Results Driven Accountability 10/17/14 Presentation Local Early Steps Contacts and Prekindergarten Disabilities Contacts. Regional Child Outcomes Meeting 10/20/14 Presentation Regional Child Outcomes Meeting 10/21/14 Presentation Local Early Steps Contacts and Prekindergarten Disabilities Contacts. Local Early Steps Contacts and Prekindergarten Disabilities Contacts. 10/2/14 10/17/2014 Local Early Steps Contacts and Prekindergarten Disabilities Contacts. CARD Directors, CARD staff, FLDOE liaison Senate Bill 850, Legislative updates for DJJ Programs and accountability measures ASD relevant topics, FDOE resources, and problem solving related to district planning Regional Child Outcomes Meeting 2015-19 Long Rang 11/6/14 DJJ Interagency Workgroup DOE, DJJ, District and Private Educational Provider Staff Local Early Steps Contacts and Prekindergarten Disabilities Contacts. District staff Senate Bill 850, Legislative Updates for DJJ Programs and accountability measures 11/10/14 Presentation 11/14/2014 Highlands County District Team Meeting 11/14/14 CARD Directors' Call CARD Directors, CARD staff, FLDOE liaison ASD relevant topics, FDOE resources, and problem solving related to district planning 11/18/14 Statewide topical call Restraint and Seclusion reporting requirements 11/19/14 ASD Rule 6A6.03023 Revision Workshop SEDNET Administration and district SEDNETs call FDLRS Network Institute DJJ Accountability Workgroup CARD Directors' Call Statewide district personnel ASD Contacts, Districts and Constituents SEDNET Administration, SEDNET district, FLDOE liaison E/BD and SEDNET relevant topics, FDOE resources, and district and statewide problem solving as needed Project staff BEESS Legislative/Rule Update and Results Driven Accountability DOE Staff Senate Bill 850, Legislative updates for DJJ Programs and accountability measures ASD relevant topics, FDOE resources, and problem solving related to district planning Bureau Updates 11/20/14 12/2/2014 12/9/14 12/12/14 CARD Directors, CARD staff, FLDOE liaison FDLRS & District Parent Liaisons Battelle Developmental Inventory 2 (BDI-2) Train-the-Trainer planning workgroup BEESS Legislative/Rule Update and Results Driven Accountability Amendments and updates to Rule 6A-6.03023 1/13/2015 Bimonthly Parent Liaison Call 1/15/15 SEDNET Administration and district SEDNETs call SEDNET Administration, SEDNET district, FLDOE liaison E/BD and SEDNET relevant topics, FDOE resources, and district and statewide problem solving as needed 1/20/15 DJJ Rule 6A6.05281 Revision Workshop DJJ Technical Assistance Telephone Call DJJ Contacts, District and Private Educational Provider Staff DOE, DJJ, District and Private Educational Provider Staff Amendments and updates to Rule 6A-6.05281 Parent Centers and Parent Advocates University of FloridaCARD Staff Presented on Parent Services and Collaboration 1/28/15 ESE Parent Stakeholder Group Center for Autism and Related Disabilities (CARD), Technical Assistance Presentation Hospital/Homebound 2/12/2015 ESE Directors Call Institute for Small and Rural Districts ESE Directors 2/19/15 SEDNET Administration and district SEDNETs call SEDNET Administration, SEDNET district, FLDOE liaison E/BD and SEDNET relevant topics, FDOE resources, and district and statewide problem solving as needed 1/21/15 1/22/2015 1/27/15 Legislative updates ss. 1003.51, 1003.52, F.S.; course code designations Providing general monitoring of discretionary project. Informal meeting with CARD staff. Parent Services Update 2015-19 Long Rang 2/21/2015 Parents United with Leaders, Students, and Educators Conference Parents, educators, students Closing notes Collaboration with parent and other stakeholders in Orange County 2/27/2015 CASE, FOIL, FASA, and FASSA Educators and administrators BEESS Legislative/Rule Update and Results Driven Accountability 3/3/2015 Bimonthly Parent Liaison Call FDLRS & District Parent Liaisons Bureau Updates 3/10/15 Phone Conference Hospital/Homebound Update, ASD Rule 3/17/2015 ESE Parent Stakeholder Group DJJ Technical Assistance Telephone Call Discretionary Projects, District Program Coordinators Group Members DOE, DJJ, District and Private Educational Provider Staff Legislative updates ss. 1003.51, 1003.52, F.S.; DJJ Rule 6A-6.05281 Quarterly Parent Involvement and Engagement Strategic Planning Meeting Bimonthly Parent Liaison Call Group Members Presentation and Review of Strategic Plan FDLRS & District Parent Liaisons Bureau Updates 06/4-5/2014 Differentiated Accountability Retreat DA Team Members BEESS Legislative/Rule Update and Results Driven Accountability 07/9/2014 Alternate Assessment Coordinators meeting Alternate Assessment Coordinators included improvements to the 2015 Florida Alternate Assessment (FAA) Administration, guidance on students that should be taking the FAA, and provided assistance with understanding the 1% cap waiver for districts. 1/15 - 18/15 CARD Conference District Staff and other Stakeholders ASD relevant topics, FDOE resources, and problem solving related to district planning 1/15 - 18/15 CARD Conference 1/16-19, 2014 CARD Conference ASD relevant topics, FDOE resources, and problem solving related to district planning ASD relevant topics, FDOE resources 1/21/15 1/22/15 Presentation 1/28/13 1/31/13 Presentation District Staff, Stakeholders and Constituents CARD Staff, District Staff, Stakeholders and Constituents North Florida students, parents, and educators of students with visual impairments ESE personnel in districts responsible for assistive technology needs 1/28/2014 1/29/14 2/21/14 Presentation Presentation 10/15/13 10/19/13 Presentation ISRD ESE personnel in districts responsible for assistive technology needs National Ex Officio Trustees, national experts regarding braille 10/20 - 23/14 Student Success Summit rules, legislative update Assistive Technology Industry Association; Accessible Instructional Materials, Accommodations for State Assessments, Assistive technology for students with disabilities American Printing House for the Blind Annual Meeting of Ex Officio Trustees and Braille Authority of North America Transition Meeting; To represent Florida’s Ex Officio Trustee; to represent Florida at the national timeline discussion for the transition to the new braille code Legislative updates ss. 1003.51, 1003.52, F.S.; accountability measures 3/18/15 3/31/2015 9/27/2013 DJJ Contacts, District and Educational Private Provider Staff Bureau Updates Regional Braille Challenge-North Florida; Braille code is changing in 2016. Provide support for this change as well as answer questions regarding services for students with visual impairments Assistive Technology Industry Association; Accessible Instructional Materials, Accommodations for State Assessments, Assistive technology for students with disabilities 2015-19 Long Rang 10/29/14 thru 10/31/14 11/11/13 11/15/13 New Director’s Academy Presentation Group Members Provide information on parent services to new ESE Directors Part B Prekindergarten Disabilities Contacts. Early Steps Partnering for Success Statewide Meeting Break out session to discuss least restrictive environment for prekindergarten children with disabilities with the same audience. 11/17/14 11/19/14 Presentation Center for Online Learning and Students with Disabilities OSEP grant and other ESE chiefs from around the United States Center on Online Learning and Students with Disabilities meeting; To provide information about Florida’s response to students with disabilities in the online courses and schools. 11/20/2013 Presentation new directors DRM information 11/3-4/2014 Annual Language and Culture Conference Principals, curriculum leaders, professional developers "Raising Academic Expectations for All Students, Practical Steps for Leaders" 11/5/2014 Presentation FL Rehab Council information on graduation changes; bureau update 11/7/13 11/9/13 Presentation Florida Summit on Childhood Deafness and DHH/VI Joint District Contact Meeting; To provide resources educational opportunities, rules, and statutes regarding students with sensory loss 12/08/14 thru 12/09/14 State Advisory Group District contacts for deaf/hard of hearing and visual impairments, discretionary project staff covering same areas Group Members 12/1/2014 Presentation DOAH judges 12/5/13 Presentation Child Outcomes Advisory Meeting Review the SPP Indicator 7 results with our advisory council and review improvement strategies. 12/8/14 12/9/14 Presentation 2/2/15 2/4/15 Presentation 2/4/2015 Presentation Local school district, local Early Steps contacts, DOE and Department of Health (DOH) state contacts. Division of Blind Services, Variety of size School District contacts, braille transcribers, high education programs, parents, teachers of the visually impaired Part B Prekindergarten Disabilities Contacts, Local Early Steps and Child Find contacts. FL Rehab Council 3/16/2015 Presentation CEESS meeting status of prior year's legislative implementation; update 3/3/14 Presentation FAAST board members 4/22/2014 Webinar FDLRS Florida Alliance for Assistive Services and Technology Board member rule and legislative update 4/22/2014 thru 4/24/2014 4/24/14 FDLRS Managers Meeting Group Members Provide Guidance on the grant PTS/SOD system Webinar Florida Diagnostic and Learning Resources System (FDLRS) managers FDLRS Manager Meeting; Provided a Child Find Function update via adobe connect Florida Summit on Childhood Deafness and DHH/VI Joint District Contact Meeting; To provide resources educational opportunities, rules, and statutes regarding students with sensory loss Florida Summit on Childhood Deafness and DHH/VI Joint District Contact Meeting; To provide resources educational opportunities, rules, and statutes regarding students with sensory loss State Vision Leadership Team Meeting Advance the knowledge of the National Agenda for the Education of Children and Youths with Visual Impairments and to work together to make decisions regarding the implementation of the new braille code and the continuation of the math braille code. Prekindergarten Disabilities Contacts Meeting information on graduation changes; bureau update 2015-19 Long Rang 4/28/14 4/30/14 Presentation Part B Prekindergarten Disabilities Contacts, Local Early Steps and Child Find contacts. FL Rehab Council Prekindergarten Disabilities Contacts Meeting comments and questions session 5/15/14 Presentation 5/20/14 5/22/14 SEDNET Workdays SEDNET state, regional and district personnel Emotional/Behavioral Disabilities professional development and collaborative statewide project planning. 5/23/2013 Presentation FRC bureau update; legislation; rules 5/28/14 5/29/15 BEESS Strategic Plan meeting Planning and development for Positive Behavior Support and Student Engagement plan 5/30/14 5/31/14 Presentation Positive Behavior Support and Student Engagement team FSDB students, parents, board members, and staff 5/8 Presentation PASS rule and legislative update 6/13/2014 Presentation CEC leadership bureau update; legislation; rules 6/14/2013 Presentation CEC leadership bureau update, legislation, rules 6/16/2014 Presentation Update/reminders regarding data reporting for Exceptional Education Students. 6/17/2013 Conference 2014 Florida Association of Management Information Systems School teams 7/14/2014 Presentation SAC legislative and rule update 7/14/2014 thru 7/16/2014 State Advisory Committee Meeting Group Members Parent Services Update 7/24/13 7/26/13 Presentation Board members and public Florida Rehabilitation Council for the Blind 8/11/14 Presentation FTE auditors matrix discussion; update of relevant legislation 9/8/2014 9/11/2014 9/16/14 9/18/14 9/18/2013 AMM Conference ESE Directors and Stakeholders Test developers, FLDOE assessment office District VI contacts, higher education contacts, Division of Blind Services 9/6/20139/7/2013 9/9/2013 9/13/13 Heart and Hope Family Conference NCSC English Language Arts Item Review Committee Meetings Heart and Hope Family Conference Parents Relevant issues required under IDEA and other federal and state regulations; Problem solving related to district planning FSA Writing Prompt Review Meeting Provide bias and sensitivity feedback regarding prompts and passages Florida Association for the Education and Rehabilitation of the Blind and Visually Impaired Represent Florida Department of Education and provide resources educational opportunities, rules, and statutes regarding students with sensory loss Provide resources, publications, and information to stakeholder Education Strategies and Student Engagement Institute Florida Charter School Conference 9/6/20139/7/2013 10/27/2013 10/30/2013 11/18/2013 11/20/2013 Presentation Presentation Closing bureau update; graduation; transition Represented the DOE provided support to the Common Core Summer Institutes National Center and State Collaborative (NCSC) Review Committee Development and review process for Core Content Connector test items Parents Provide resources, publications, and information to stakeholder Parents Provide resources, publications, and information to stakeholder Parents Provide resources, publications, and information to stakeholder 2015-19 Long Rang 1/13/2014 1/18/2014 Annual Statewide CARD conference Parents Provide resources, publications, and information to stakeholder 10/20/2014 10/22/2014 Parents Provide resources, publications, and information to stakeholder 6/5/2014 6/8/2014 Florida Afterschool Conference and the Educational Strategies & Student Engagement Annual Family Café Conference Parents Provide resources, publications, and information to stakeholder 7/10/2014 7/12/2014 Annual Florida PTA Conference Parents Provide resources, publications, and information to stakeholder 2015-19 Long Rang DIVISION OF K-12 PUBLIC SCHOOLS Family and Community Outreach September 2, 2013–April 10, 2015 Training, Technical Assistance and Professional Development to Districts Program Office Date Title/Description of Meeting Approximate # of Participants Drop Out Prevention 8/2014 Back-To-School Event and Health Fair Drop Out Prevention Annually since 10/2013 Educational Strategies & Student Engagement Institute Approx. 150 parents, students, community leaders, teachers, local business organizations, health & social service providers Approx. 250 dropout prevention coordinators, juvenile justice personnel, faith-based constituents, parent involvement coordinators, volunteer coordinators, exceptional student education administrators Drop Out Prevention Summer 2014 "School Transitions", Charting the Future Workshop Series, Community Center, Tallahassee Drop Out Prevention Summer 2014 "Graduation Progress Check-up", Charting the Future Workshop Series, Community Center, Tallahassee Drop Out Prevention 10/2014 & 3/2015 Provided updates to Governor's Faith-and Community-based Advisory Board Meeting Drop Out PreventionFaith/Community-based Initiatives 6/2014 - current (weekly & quarterly) Provide FDOE and other educationalrelated updates to FDOE's Faith- and Community-based Advisory Council via quarterly full committee meetings and weekly email posts to members. Dropout Prevention 11/2014 Dropout Prevention 2/2015 Conference Presentation at the National Dropout Prevention Conference in Kentucky Talented Twenty Technical Assistance Paper and Teenage Parent Program Manual Release Approx. 800 dropout prevention administrators, teachers, alternative school personnel, etc. Statewide Dropout Prevention 3/2015 Conference Presentation at the National Alternative Education Association Conference Dropout Prevention 5/2013-14 Planning Team for Preventing Crime in the Black Community Conference Family Engagement 4/11/2014 Alliance for Family Engagement Meeting Approx. 275 school counselors, social workers, dropout prevention school administrators, alternative education personnel, teachers Approx. 1,000 teenagers, law enforcement personnel, juvenile justice administrators, dropout prevention administrators, teachers of at-risk students, truancy officers, faith-based constituents, etc. 20 Approx. 20 students, families, center staff, school personnel, educational/community service providers Approx. 20 students, families, center staff, school personnel, educational/community service providers Members including school district and state agency representatives, and faith- and community-based organization leaders throughout FL Approx. 20 council members including school district and state agency representatives, and faithand community-based organization leaders throughout FL Statute (if applicable) 2015-19 Long Rang Family Engagement 5/6/2014 Conference Presentation at FASFEPA Increasing Foster Parent Engagement Webinar (Student Support Services will host the webinar) Conference Presentation at ECTACFamily Engagement Meeting Parental Involvement Month Kick-off event at Fort Braden K-8 (Leon County) Provided technical assistance in collaboration with the Bureau of School Improvement to Marion County for a community forum entitled, "Engage in Education." Conference Presentation at ECTACFamily Engagement Meeting SESIR and Bullying Prevention Training - Walton County School District SESIR and Bullying Prevention Training - Walton County School District 100 Family Engagement 5/20/2014 Family Engagement 8/24/2014 Family Engagement 11/3/2014 Family Engagement 2/12/2015 Family Engagement 2/26/2015 Safe Schools 9/12/2013 Safe Schools 11/5/2013 Safe Schools 11/15/2013 SESIR and Bullying Prevention Training - Jefferson County School District 60 s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. Safe Schools 11/22/2013 SESIR and Bullying Prevention Training - Gilchrist County School District 15 s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. Safe Schools 2/17/2014 SESIR and Bullying Prevention Training - Pinellas County Schools 200+ Safe Schools 3/31/2014 10 Safe Schools 4/9/2014 Bullying Prevention Technical Asst. and Monitoring - School District of Indian River Bullying Prevention Training for FL Transportation Staff - Lake County Schools s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. Safe Schools 4/28-29/2014 Bullying Prevention Technical Asst. and Monitoring - Pasco and Sumter County School Districts 25 s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. Safe Schools 4/29/2014 Bullying Prevention Technical Asst. and Monitoring - Putnam County School District 10 s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. Safe Schools 4/30/2014 Alternatives to Suspension/Expulsion - Florida School Health Association Conference (Orlando) 25 Safe Schools 5/1/2014 250 Safe Schools 5/5/2014 Bullying Prevention Technical Asst. Florida School Health Association Conference (Orlando) SESIR and Bullying Prevention Training - Florida School for the Deaf and the Blind 50 50 150 50 50 25 25 40 30+ s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. 2015-19 Long Rang Safe Schools 5/8-9/2014 Bullying Prevention Technical Asst. and Monitoring - Pinellas County School District 20 s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. Safe Schools 5/9/2014 10 Safe Schools 5/12-13/2014 Safe Schools 5/14/2014 Safe Schools 5/15/2014 Safe Schools 5/15-16/2014 Bullying Prevention Technical Asst. and Monitoring - Wakulla County School District Bullying Prevention Technical Asst. and Monitoring - School District of Osceola County Bullying Prevention Technical Asst. and Monitoring - Jackson County School District Bullying Prevention Technical Asst. and Monitoring - Nassau County School District Bullying Prevention Technical Asst. and Monitoring - Orange County Public Schools s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. Safe Schools 5/22/2014 10 Safe Schools 6/10/2014 Safe Schools 7/14/2014 Safe Schools 7/30/2014 Safe Schools 8/28-30/2014 Safe Schools 9/12/2014 Safe Schools 9/22-25/2014 Safe Schools 9/29-30/2014 Bullying Prevention Technical Asst. and Monitoring - Gilchrist County School District Cyber-Bullying Prevention Training Office of Healthy Schools Summer Academy SESIR and Bullying Prevention Training - P.K. Yonge Developmental Research School SESIR and Bullying Prevention Training - Okaloosa County School District Bullying Prevention Technical Asst. and Monitoring - Suwannee and Hamilton County School Districts SESIR and Bullying Prevention Training - St. Johns County School District SESIR Training and Onsite Monitoring - Liberty, Charlotte, and Marion County School Districts Bullying Prevention Training - Bay District Schools Safe Schools 10/1/2014 Bullying Prevention Training Heartland Area Consortium (Lake Placid) 45 Safe Schools 10/15/2014 SESIR Training - School District of Indian River County 50 Safe Schools 10/23-24/2014 75 Safe Schools 11/10/2014 SESIR and Bullying Prevention Training - Marion County School District Bullying Prevention Training - St. Lucie Public Schools Safe Schools 12/1/2014 SESIR Training - Gulf County Schools 12 15 10 10 20 50 12 125 25 125 120 90 100 s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. 2015-19 Long Rang Safe Schools 4/14/2015 10 10/21/2014 Bullying Prevention Technical Asst. and Monitoring - District School Board of Madison County Bullying Prevention Technical Asst. and Monitoring - Taylor County School District Bullying Prevention Technical Asst. and Monitoring - Clay and St. Johns County School Districts Bullying Prevention Technical Asst. and Monitoring - Citrus County Schools Bullying Prevention Technical Asst. and Monitoring - Seminole County Public Schools Restorative Justice - Florida School Health Association Conference (Orlando) Bullying Prevention Technical Asst. Florida School Health Association Conference (Orlando) Fall Leadership Safe Schools 4/22/2015 Safe Schools 4/29-30/2015 Safe Schools 4/30/2015 and 5/1/15 Safe Schools 5/11-12/2015 Safe Schools 5/13/2015 Safe Schools 5/14/2015 Volunteers/Community Volunteers/Community 10/22/2014 Fall Leadership 25 Volunteers/Community 2/19/2015 Summer Feeding-2 districts 15 Volunteers/Community 4/15/2015 Summer Feeding-PAEC 20 21st Century Community Learning Centers (CCLC) 21st CCLC 10/7/201310/11/2013 2013 21st CCLC/FASA Conference 500 11/9/2013 PBL Training - Gadsden 40 21st CCLC 12/13/2013 Program Evaluation Webinar 21st CCLC 1/17/2014 PBL Training - Miami 40 21st CCLC 2/4/2014 ELT Deliverables Training 10 21st CCLC 2/28/2014 Intro to PDU 60 21st CCLC 3/12/2014 PBL Plan & Implementation Webinar 60 21st CCLC 4/2/2014 80 21st CCLC 4/16/2014 21st CCLC 4/23/2014 21st CCLC & Y4Y Family Involvement Training 21st CCLC End of Year Survey Administration Training PBL Training - Miami 21st CCLC 4/26/2014 30 21st CCLC 5/6/2014 21st CCLC 5/8/14-5/9/14 21st CCLC 6/2/2014 Presentation at Pasco Afterschool Conference PBL for Academic and Personal Enrichment Presentation at Primetime Afterschool Conference RFP Workshop - Orange 21st CCLC 6/3/2014 RFP Workshop - Broward 60 21st CCLC 6/10/2014 RFP Workshop - Leon 60 21st CCLC 6/17/2014 Online RFP Workshop 40 21st CCLC 6/19/2014 Online RFP Workshop 40 10 25 10 20 75 250 25 60 25 50 30 60 s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. s. 1001.54(3), F.S.; s. 1006.09(6), F.S.; s. 1006.147, F.S. 2015-19 Long Rang 21st CCLC 10/20/14-10/24/14 2014 21st CCLC/FASA Conference 500 21st CCLC 12/17/2014 50 21st CCLC 1/13/2015 21st CCLC Evaluation Guidance and Reporting Tools – Continuing Programs New Subgrantees Orientation and Deliverables Review 21st CCLC 4/17/2015 50 21st CCLC 3/24/2015 21st CCLC End-of-Year Stakeholder Surveys RFP Training - Tallahassee 21st CCLC 3/25/2015 RFP Training - Ft. Walton 2 21st CCLC 3/30/2015 RFP Training - St. Augustine 15 21st CCLC 3/31/2015 RFP Training - Beverly Hills 15 21st CCLC 4/1/2015 RFP Training - Sarasota 15 21st CCLC 4/2/2015 RFP Training - Vero Beach 15 21st CCLC 4/3/2015 RFP Training - Miami 40 21st CCLC 09/01/201303/30/2015 Site Visits to Programs where technical assistance/training is provided occur throughout the year approximately 10/month Approximately 200 site visits 50 30 2015-19 Long Rang DIVISION OF K-12 PUBLIC SCHOOLS Just Read, Florida! Date Event Description Place Title/Topic 4/3/15 4/3/15 4/2/15 Literacy Symposium Literacy Symposium Present at the FL Literacy & International Reading Faculty Fellows Meeting DA Region 5 ELA Meeting DA Region 3 ELA Meeting Celebrate Literacy Week (CLW) Presentation Presentation Presentation UCF-Orlando UCF-Orlando UCF-Orlando Writing like Readers Disciplinary Literacy JRF! Updates Collaboration Collaboration CLW-Deliver prize baskets Literacy focus in K-3 Literacy focus in K-3 CLW Winners of Reading Nook Photo Contest 3/30/15 3/31/15 3/30-31/15 Board Meeting Guest readers Workshop PD Cocoa PD Presentations Suwannee County Panama City 1/29/15 Florida Reading Association Dr. Seuss Birthday Celebrations REL-SE Improving Literacy Workshop Comprehension Instructional Sequence (CIS) Writing for Kindergarten and first grade Bay County Reading Association Meeting CLW PSA Awards Ceremony Ft. Lauderdale Orlando Hollywood, Palm Beach, and Stuart Orlando Tallahassee Miami Award presentation Kennedy Space Center 1/26/15 CLW Kick Off Event Kick-off event Nov 2014Jan 2015 CLW Portable Planetarium Visits Planetarium events 1/23/15 Secondary Reading Council of Florida Educational Leadership Academy Presentations Timbercreek High School 38 schools 17 districts 7600 students Jacksonville 3/20-22/15 3/2/15 2/16-17/15 2/5/15 2/4/15 1/30-31/15 1/15/15 1/13-14/15 1/5/15 State Board of Education Workshop and SBE Meeting Third Grade Portfolio Nov-Dec 2014 FDOE FSA Writing PD for education leaders (train-the- Member Attendance Read to several classes Implementing Florida Standards for Literacy CIS implementation with Literacy standards Implementing the writing standards in K-1 Formative Assessment JRF! Updates CLW PSA Awards for Elementary, Middle, and High School Students Million-Minute Marathon Kick off CLW Connect STEM to literacy Academic Conversations Writing in Content Areas Attendance Professional development opportunity attendance Altamonte Springs Sebring Attendance PD Madison/Jasper PD 13 sites Accessing the FDOE provided third grade assessments through IBTP Writing instructional implications, the writing 2015-19 Long Rang trainer) Sept-Nov 2014 11/2/14 RTTT CTE Regional Meetings Presentations 4 sites Annual Language and Culture Meeting Presentation West Palm Beach 10/16-18/14 Florida Reading Association Conference Presentations Orlando Oct 2014 Oct 2014 10/2/14 10/3/14 9/23-26/14 FAIR-FS Phase II FSA ELA Passage/item review CLAS FCTE Meeting Summer Literacy Adventure Beating the Odds Schools Administrators’ Management Meeting PD Review Presentation Collaboration Event Visit Presentation and panel discussion Presentation with FCRR Presentations with Pearson 11 sites Jacksonville Lake Mary Lake Mary Miami Miami St. Petersburg 9/9-11/14 July-August 2014 July-August 2014 FAIR-FS Work Sampling System (WSS) Across Florida Across Florida 8/25-29/14 DRC/FSA Writing Content Advisory Meeting Review Scoring Minnesota 8/12-15/14 Writing Instruction aligned to new writing standards PD 4 sites June-July 2014 5/15-16/14 Summer Reading Camp Visits Observations 19 districts CLAS Presentations Orlando 5/9-12/14 International Reading Association Convention Professional learning New Orleans 5/7-8/14 FOIL Presentation Lake Mary 4/22-25/14 Equip Training Professional Orlando standards and the FSA Writing Rubric Implementing the Standards Collaborative Conversations addressing the Speaking and Listening Standards for all students Addressing the Speaking and Listening Standards in all classrooms JRF! Updates Instructional Implication Review passages/items JRF! Updates Meeting Delivered Books to events w/First Lady Intensive reading supports for all students with BEESS and FCRR Overview of PMRN, SSO, and new FAIR-FS Overview of WSS observation tool, resources, and manual Reviewed writing samples/range finding review Writing in the content areas/across the curriculum Observations of 3rd grade Summer camp JRF! Updates Coaching Effective Coaches State Literacy Initiatives Writing like Readers Collaborative Conversations Coaching JRF! Updates Legislative Updates Review Equip Rubric 2015-19 Long Rang learning Collaboration Wesley Chapel 4/8-10/14 CTE Alignment 2/28/14 2/8-9/14 1/24-26/14 Read aloud Board Meeting Presentation Jackson County Orlando Clearwater 1/13-17/14 Dr. Seuss Celebration FRA Meeting Secondary Reading Council of Florida Celebrate Literacy Week (CLW) Kick-off and PSA Awards Miami Titusville 12/13/2013 CLW Gainesville 12/3-5/2013 Literacy Design Collaborative Portable Planetarium event Demonstration and meeting 11/1719/2013 Summer Literacy Adventure & meet w/Miami-Dade district reading staff CLW Nov-Dec 2013 10/1-3 EQuiP Training Sept-Dec 2013 Writing PD Tampa/Brandon Align standards in CTE courses Read with classes Member attendance DOE Updates Kick-off Event PSA Award Presentation w/the First Lady STEM and Literacy connection Event and meeting Tampa & Miami Demonstration presentations by various schools Event w/Ms. Scott Portable Planetarium Visits District Trainthe-trainer session PD Throughout Florida STEM and Literacy connection Ft. Lauderdale Rubric Review 6 sites Using the rubric to score students’ writing 2015-19 Long Rang DIVISION OF K-12 PUBLIC SCHOOLS School Improvement September 2, 2013–April 10, 2015 School Improvement Presentations Date Title Audience 9/16/2013 School Improvement in Florida Florida Association of State and Federal Educational Programs Administrators (FASFEPA) 11/13/2013 School Improvement in Florida Florida Organization of Instructional Leaders (FOIL) 11/19/2013 School Improvement in Florida Florida Charter School Conference 2/20/2014 The Compelling Why for Continuous Improvement Potential School Improvement Grant (SIG) 1003(g) applicants from south and central Florida 2/24/2015 The Compelling Why for Continuous Improvement Potential School Improvement Grant (SIG) 1003(g) applicants from north and west Florida 4/4/2014 School Improvement in Florida Hamilton County admininstrators, teachers, and staff 5/5/2014 School Improvement Planning FASFEPA 5/7/2014 School Improvement Planning FOIL 6/19/2014 Florida's Support of Continuous Improvement in Underperforming Schools State Development Network (SDN); convening of SEA school improvement leads from approximately 12 states 6/23/2014 Learning experiences delivered over a four day period on the following topics: School Level Needs Assessment; PD-to-Practice; Effective Leadership; Ambitious and Collaborative Teaching; Supportive Environments School and district leadership teams from Differentiated Accountability regions 2 and 3 7/7/2014 Same as above School and district leadership teams from Differentiated Accountability region 1 7/14/2014 Same as above School and district leadership teams from Differentiated Accountability regions 3 and 4 7/21/2014 Same as above School and district leadership teams from Differentiated Accountability regions 1, 4 and 5 7/28/2014 Same as above School and district leadership teams from Differentiated Accountability regions 4 and 5 8/5/2014 Florida's Support of Continuous Improvement in Underperforming Schools St. Lucie school district administrators 9/8/2014 Compliance to Performance: Applying a Growth Mindset to Federal Programs Administration FASFEPA 9/25/2014 Five Essentials Survey: A Brief Introduction Florida Association of District School Superintendents (FADSS) Addressing the Challenges of School Improvement: Using a Systems Approach 2014 RTI Innovations Summit- representatives of SEA and LEA implementers of response to intervention programs 10/22/2014 2015-19 Long Rang 10/21/2014 Incorporation of Problem Solving into the Title I, Part A Application Reform Support Network; a convening of approximately six SEA school improvement leads pursuing implementation of performance management routines 10/23/2014 Incorporation of the 5Essentials Survey into Florida's Continuous Improvement Efforts SDN 11/19/2014 Florida's Support of Continuous Improvement in Underperforming Schools Florida Charter School Conference 12/4/2014 Redesign of Florida's Title I, Part A Annual LEA Application for 2015-16 Florida Grant Developers Network 1/13/2015 Florida's Support of Continuous Improvement in Underperforming Schools and Districts Florida's State Board of Education 1/21/2015 FDOE and Polk County Public Schools Collaborative Problem Solving Polk County Public Schools superintendent and cabinet level leadership 2/5/2015 Presenting School Improvement Results to a State Board of Education SDN 2/27/2015 Thoughts on MTSS from the Perspective of School Improvement CASE/FASA/FOIL/FASSA collaborative meeting on effective use of early warning systems indicators 2015-19 Long Rang DIVISION OF K-12 PUBLIC SCHOOLS Standards, Instruction and Student Services January 2014 – April 2015 Priorities/Projects • High Quality College and Career Ready Standards - State Board Adoption of Florida Standards and Course Descriptions that include the new standards – February 2014 • Alignment of All Standards for All Students – State Board Adoption of Access Points for Students with Significant Cognitive Disabilities and English Acquisition Standards for English Language Learners – June 2014 • Adoption of Financial Literacy Standards – June 2014 • Adoption of set of rules to implement all Students with Disabilities graduating with a standards diploma – November 2014 • Adoption of 2014-15 Course Code Directory – November 2014 • Completion of the English Language Arts Formative Assessment System – November 2014 • Adoption of VPK Pre- and Post- Assessments – February 2015 • Adoption of rule that defines Quality Education Programs for students being served in DJJ Programs – February 2015 • Launch of Florida Standards Student Tutorial and Resources – March 2015 • Adoption of Requirements for Exiting English Language Learners from the English for Speakers of Other Languages Program – April 2015 Advocate for Improved Education Outcomes 1. Direct and participate in public and internal communication of priorities. • Bimonthly conference calls with district directors of curriculum • Monthly District Reading Contact Conference calls (JR,F!) • Weekly Bureau of Exceptional Education and Student Services (BEESS) digital newsletters • Exceptional Student Education and Student Services Conference calls • Annual Back-to-School Memorandum • Legislative Update Workshops • Monthly Call with district Postsecondary Education Readiness Test (PERT) contacts • Biannual Updates to the Florida Organization of Instructional Leaders (FOIL) • Bureau of Standards and Instructional Support (BSIS) Monthly Newsletters • Presentations at Content Associations Annual Meetings • Quarterly Conference calls with Media Specialist, Gifted Education and Social Studies Supervisors • Three meetings with Fine Arts Supervisors • Eleven STEM webinars (math standards, CPALMS, Intervention in Fractions) • Six emails and two conference calls with writing/literacy educators • Monthly Florida Standards Update Conference Call • Annual Evaluation Report of the College Reach-Out Program • Department of Juvenile Justice Education Program Annual Report • Bureau of Student Achievement Through Language Acquisition (SALA) Quarterly Newsletters • SALA Monthly Conference Calls for ESOL, Title III, and World Languages • Advisory Committee for English Language Learners (ELLs) Quarterly Conference Calls 2015-19 Long Rang 2. Initiate policy discussions in workshops or at constituent group meetings about potential education improvements identified by the Commissioner. See attached for additional outreach provided by Just Read, Florida!, Bureau of Exceptional Education and Student Services, Bureau of Family and Community Outreach, and Director of K-12 Standards Implementation. • Florida Standards Public Hearings • State Board of Education Rule Public Hearings • Writing Professional Development Workshops to support instruction and preparation for new FSA • Commissioner’s Leadership Academy • Annual STEM scholars recognition and recruitment fair • On-site Monitoring ESOL/Title III Gilchrist County December 2013 • Technical Assistance to Increase ELL Academic Achievement in Calhoun County December 2013 • On-site Monitoring ESOL/Title III Marion County January 2014 • On-site Monitoring ESOL/Title III Pinellas County February 2014 • On-site Monitoring ESOL/Title III DeSoto County February 2014 • On-site Monitoring ESOL/Title III Collier County March 2014 • On-site Monitoring ESOL Jefferson County March 2014 • ESOL Update for Sunshine State Teachers of English for Speakers of Other Languages (SSTESOL) Conference May 2014 • ESOL Update for Florida League of United Latin American Citizens (LULAC) Conference May 2014 • Presentation on Increasing Academic Achievement of English Language Learners (ELLs) Dual Language Institute Osceola County June 2014 • Presentation on Increasing Academic Achievement of English Language Learners (ELLs) Sanibel Leadership Conference June 2014 • Presentation on Using Federal Funds to Increase ELL Academic Achievement at Florida Association of State and Federal Program Administrators (FASFEPA) Spring and Fall Forums 2014 • Presentation on Increasing Student Achievement in Chinese Courses at Confucius Institute, October 2014 • Presentation on Increasing Academic Achievement of World Language Students at Florida Foreign Language Association of Managers in Education (FLAME) Meeting November 2013 and October 2014 • Presentation on Increasing Academic Achievement of World Language Students at Florida Foreign Language Association (FFLA) Conference 2013 and 2014 • Celebrating a Decade of Language and Culture Pre-Conference, Leadership Symposium at West Palm Beach, November 3, 2014 Meeting with 300+ administrators • Celebrating a Decade of Language and Culture Conference at West Palm Beach, November 4, 2014 Sessions with 800+ administrators and teachers • ESOL Update for Florida Association of Bilingual and English for Speakers of Other Languages (ESOL) Supervisors (FABES), November 2013, June 2014 and November 2014 • Technical Assistance to Increase ELL Academic Achievement in Hernando, Pasco and Hamilton County December 2014 • On-site Monitoring ESOL Franklin County December 2014 • Presentation on Increasing ELL Academic Achievement at Multicultural Conference in Escambia County, January 2015 • On-site Monitoring ESOL/Title III Manatee County January 2015 • On-site Monitoring ESOL/Title III Flagler County February 2015 • Technical Assistance ESOL/Title III DeSoto County February 2015 • On-site Monitoring ESOL/Title III Orange County February 2015 2015-19 Long Rang • • • • • • • • • • • • • • • • • On-site Monitoring ESOL/Title III Charlotte February 2015 On-site Monitoring ESOL Florida Atlantic University (FAU) Lab School February 2015 Office of Equal Educational Opportunity Technical Assistance Meeting with District Equity Coordinators Fall 2013 and Fall 2014 Office of Equal Educational Opportunity Compliance Monitoring Site Visits – Spring 2014 and Spring 2015 (select districts; all districts are on a 5-year cycle) Standards presentation at the Florida Family Engagement Conference FAST presentations PAEMST Awards Aug 2014 PS/RTI Aug 2014 FAMS presentations Oct 2014 FTCM presentations Oct 2014 FASSS presentations Oct 2014 Florida Dance Educators Conference Oct 2014 Florida Music Educators Conference Jan 2015 Content and Technical Assistance presentations in 57 districts and all three consortia Weekly from 8/2014 Special health programs assistance to Gadsden County February 2015 Technology Integration presentations to Heartland Consortium Oct 2014 Project Optimize Technical Assistance to Flagler and Taylor Nov 2014 3. Ensure all sector/office publications focus on mission and how the vision of a world class education system can be realized. • Annual Evaluation Report of the College Reach-Out Program • Department of Juvenile Justice Education Program Annual Report • Annual STEM scholars recognition and recruitment fair Ensure DOE provides effective and responsive services This section represents the entire division. 1. Provide State Board materials and respond to Commissioner or formal Board member inquiries by provided deadline. • The Division of Public Schools provided (beginning 1/1/14): o Recognition of the Milken Educator, Superintendent of the Year, National Principal of the Year, Principal of the Year Finalists, Assistant Principals of the Year, and Teacher of the Year o Two workshops, one on Quality Teachers (4/10/14) and one on Florida’s Support of Continuous Improvement in Underperforming Schools (1/13/15) o Two presentations, one on the Florida Standards (1/12/14) and one on the Proposed Accountability Plan (2/18/14) o 28 Action Items that were all approved o 23 Consent Items that were all passed 2. Improve to and maintain at least 95% on-time response rate per month, Department-wide, to correspondence inquiries processed through “CorrTrack” (i.e., the state agency correspondence tracking system). • DPS rate is 99.98% 2015-19 Long Rang Ensure Internal and External Financial Accountability 1. Organize staffing and funding structures to align internal division/office operational resources with priorities of the State Board and sector/office. • Position shared between BEESS and Just Read, Florida! to hire reading program specialist with expertise in dyslexia • New position description in BSIS to support digital instruction • Addition of a Florida Standards communications staff member to division office 2. Eliminate or show success in programmatic, financial or other audits or studies of progress and achievement. • Florida received the second highest ranking, “B”, on the ALEC report card on American Education and was ranked the highest performing state for economically disadvantaged student performance in 4th grade reading • Florida Third in the Nation for Senior Class of 2014 AP Performance • Florida Second in the Nation for ten year improvement in Senior Class AP Performance • 2014 Graduation Rate an eleven year high • 2014 Increase in per pupil funding • Six out of eight grade levels assessed in reading had the highest performance on FCAT 2.0, one maintained, one grade level decreased • Two out of six grade levels assessed in mathematics had the highest performance on FCAT 2.0, three maintained, one grade level decreased • Two out of two grade levels assessed in science had the highest performance on FCAT 2.0 • Two out of three grade levels assessed in writing had the highest performance on FCAT 2.0, one grade level decreased • Student performance on the FCAT 2.0 Algebra 1 EOC improved, with a greater percent of students scoring level 3 and above and level 4 and above and a lower percent scoring level 1 • Student performance on the FCAT 2.0 Geometry EOC improved, with a greater percent of students scoring level 3 and above and level 4 and above and a lower percent scoring level 1 • Student performance on the FCAT 2.0 Biology 1 EOC improved, with a greater percent of students scoring level 3 and above and level 4 and above and a lower percent scoring level 1 3. Improve the quality of division/office leadership, technical and/or policy development performance by all staff participating in staff development. • Vice Chancellor for Standards, Instructional Support and Student Services and Direct Reports PD o Ethics (all) o Cultural Diversity (all) o Teaching Students with Disabilities (20 hour module)(all) o Why Employees Don’t Do What They’re Supposed to (PLC - book) (all) o First Friday of the Month presentations from program office’s regarding policy and services of their office (all) o BSIS attendance at “Mindset” luncheon o BSIS PLC – Digital Teaching Platforms o Mindset (Vice Chancellor - PLC with Senior Leadership) o Smartest Kids in the World (Vice Chancellor) o Participant at Education Summit (Vice Chancellor) 2015-19 Long Rang Secure and Retain High Quality Personnel 1. Fully integrate Strategic Plan goals and expectations into the performance plans of division/office staff, as appropriate. • Vice-Chancellor of Standards, Instructional Support and Student Services and all direct reports have the following performance expectations: o Increased Student Performance o Professional Learning o Quality Teachers and Leaders 3. Annually expand the pool of quality division/office mid-level managers eligible for promotion into senior level positions. • Hiring of five new office managers with military, district or school leadership and teacher experience. 2015-19 Long Rang DIVISION OF K-12 PUBLIC SCHOOLS Standards Implementation January 2014 – April 2015 JANUARY 2014 FEBRUARY 2014 MARCH 2014 APRIL 2014 MAY 2014 JUNE 2014 JULY 2014 AUGUST 2014 SEPTEMBER 2014 OCTOBER 2014 NOVEMBER 2014 DECEMBER 2014 • • • • • • • • • • • • • • • • • • • • • • • JANUARY 2015 • • FEBRUARY 2015 MARCH 2015 • • • • APRIL 2015 ONGOING PRACTICES • • • • • • ICCS Meeting with Department Stakeholders Black History Month Committee Member Consortium of Florida Education Foundations Panel Discussion Participant Presented at CTE Alignment Workshop Presented at Equip Rubric Trainings in Orlando & Ft. Lauderdale We Can Do This Florida Filmings Florida Attractions Association Roundtable Discussion Participation Presented at DA Conference Presented on College Deans & Directors Conference Call Presented at Summer PDAPs in Broward, Collier & Pasco Became RTTT Project Lead of B.2.6/B.2.7 (Indian River Consortium providing PD on RTTT tools) Presented to colleagues at “Lunch & Learn” Presented at Summer PDAPs in Gadsden We Can Do This Florida Filmings Presented at Parent Involvement Night in Hamilton County on the ways parents can support learning at home (used ELA Parent Guides) Presented at Tallahassee Meeting of Indian River Consortium Members/trainers Presented to Gasdsden County Administrators (FS Implementation Checklist) We Can Do This Florida Filmings Hispanic Heritage Essay Committee (scorer) Gadsden County Writing Training “Standards, Assessments, & Accountability in Florida” – FAMU Education Seminar Class St. Johns County FS Writing Training East Coast Technical Assistance Center (ECTAC) -- Provide presentations entitled “Practical Ways to Ensure District Implementation” & “Ways Parents Can Support Florida Standards” at ECTAC Conference in Orlando Jefferson County FS Training Provide presentation entitled “Interpreting & Implementing the Florida Standards to Ensure Student Mastery” at SRCFL 2015 Winter Conference in Jacksonville Presentation -- St. Johns County (follow-up visit) Presentation -- Broward & Collier Counties (mid-year PDAP follow up) Presentation -- Jefferson County (follow-up) “Standards, Assessments, & Accountability in Florida” – FAMU Education Seminar Class & Intro to Education Class “Standards, Assessments, & Accountability in Florida” – FAMU Intro to Education Class Weekly Signings with Mary Jane – updates are provided to the Commissioner based on information discussed here Weekly Meetings with Jennifer in Communications – two-way communication is provided here regarding FS implementation and ways to improve and market Bi-weekly meeting with Bureau Chiefs – updates and information is shared in order to collaborate and improve implementation efforts Weekly Race to the Top Meetings – updates provided on PDAP and Indian River Projects to other project leads (whenever necessary) Weekly Race to the Top Meetings with Mary Jane – updates provided on PDAP and Indian River Projects 2015-19 Long Rang K-12 SCHOOL CHOICE Independent Education and Parental Choice September 2013 – April 2015 The Florida Department of Education is deeply committed to ensuring that students have access to a variety of highquality educational options. The department continues to provide technical assistance, guidance, and professional development opportunities to stakeholders across the state, as evidenced by the summary below. • • • • • • • • Distributed 55 newsletters to stakeholders Hosted two statewide charter school conferences with over 1,500 attendees and over 100 breakout sessions Distributed 243 electronic communications to statewide list-servs Creation of 20 web-based Compliance Tutorial Videos for private schools covering topics such as: background screening, employment history checks, fiscal soundness, instructor qualifications Fielded over 42,000 phone calls to the Department’s School Choice Hotline Provided 347 training or technical assistance sessions with attendance of 7,411 o 126 web-based trainings o 115 regional trainings o 95 site-based trainings o 11 conference sessions or presentations Provided unique blended learning opportunity for charter schools to support full transition to Florida Standards o Created self-paced online modules for teachers, principals, and governing board members  5,851 online course completions  2,821 unique users, representing over 500 charter schools have completed at least one online module o Offered individualized on-site follow-up support after completion of online module  152 onsite coaching session attended by over 1,600 educators Created the Florida Principles and Standards for Quality Charter School Authorizing Presentations (not included in figures above) • • • • • • • • • • Charter Schools in Florida, Florida Senate, Appropriations Committee, March 5, 2015 Status Update on Florida Approved Courses and Tests (FACT) Initiative, Florida Senate, Education Committee, January 21, 2015 Presentation on Charter Schools and Authorizers, Florida House of Representatives, Choice and Innovation Education Subcommittee, January 21, 2015 Overview of School Choice Programs, Florida House of Representatives, Choice and Innovation Education Subcommittee, January 6, 2015 Keeping them Closed: Refining Default Closure Laws, NACSA Conference, Miami, FL, October, 2014 But They Changed the Tests! Must Accountability Take a Break due to Common Core Assessments?, NACSA Conference, Miami, FL, October 2014 Compliance Update, McKay Coalition Annual Conference, Orlando, FL, October 2014 Scholarship Update, Florida Association of Nonpublic Schools, Tallahassee, FL, September 2014 McKay Program Options, Family Café Conference, Orlando, FL, June 2014 Policy Update, Florida Catholic Conference, Orlando, FL, May 2014 2015-19 Long Rang CAREER AND ADULT EDUCATION September 2013 – April 2015 Communications activities related to sharing the priorities and achievements of secondary and postsecondary career and technical education and adult education programs include webinars, written correspondence, emails, newsletters, and professional development activities. Webinars The division holds bi-monthly webinars with secondary, postsecondary and adult education directors and farmworker career development program providers in order to provide them with updates and answer any questions they may have. PowerPoints for the webinars are prepared by the division leadership team and emailed to the participants prior to the scheduled webinar. Recording of the webinars are also available. 2015 Bi-monthly Webinar Schedule All calls occur on Monday at 1:30 p.m. Eastern unless noted otherwise. Jan Secondary District Career & Technical Education Directors Farmworker Career Development Program Feb 20* 26 Providers Mar 16 Apr 23 May 18 Jun 26* Jul 20 Aug 27 Sep 21 Oct 28 Nov 16 Dec 23 Postsecondary 9 20 15 17 19 7 Adult Education 23 27 22 24 26 14 Technical Center Directors & State Colleges District & State College Adult Education Directors *Webinars held on Tuesday. Date Sent Subject Recipients 1/6/2015 Perkins IV 2013-14 Local Level Data Review 1/9/2015 2014-15 FEEP 3rd Calculation Memo CTE Directors, Technical Center Directors CTE Directors 1/9/2015 Adult Education Program Income Request 2014-2015 Adult Education Directors 1/26/2015 CTE Month Proclamation 1/29/2015 2014-15 Industry Certification & CAPE Reporting 1/30/2015 2014-15 Career-Themed Courses Registration Update Window Survey of 2014-15 District Workforce Programs Enrollment Pilot Program for use of Unmanned Aerial Systems in Agriculture Application Process for Participation in the Beta Test for Agricultural Use of Unmanned Aerial Systems Secondary Program Adult General Education Tuition for Residents and NonResidents CTE Directors, Technical Center Directors, Florida Colleges Occupational Deans CTE Directors, Technical Center Directors CTE Directors 2/13/2015 2/16/2015 2/19/2015 2/19/2015 CTE Directors, Adult Education Directors CTE Directors CTE Directors Adult Education Directors 2015-19 Long Rang Memoranda and Statewide Emails The following correspondence was sent from the chancellor to career and technical education directors, technical center directors, adult education directors and Florida college occupational deans. January 2015–February 2015 Subject Recipients Date Sent CTE Directors, Technical Center Directors Perkins IV 2013-14 Local Level Data Review 1/6/2015 CTE Directors Adult Education Directors CTE Directors, Technical Center Directors, Florida Colleges Occupational Deans CTE Directors, Technical Center Directors CTE Directors CTE Directors, Adult Education Directors 2014-15 FEEP 3rd Calculation Memo Adult Education Program Income Request 2014-2015 CTE Month Proclamation 1/9/2015 1/9/2015 1/26/2015 2014-15 Industry Certification & CAPE Reporting 2014-15 Career-Themed Courses Registration Update Window Survey of 2014-15 District Workforce Programs Enrollment 1/29/2015 1/30/2015 2/13/2015 CTE Directors CTE Directors Pilot Program for use of Unmanned Aerial Systems in Agriculture Application Process for Participation in the Beta Test for Agricultural Use of Unmanned Aerial Systems Secondary Program Adult General Education Tuition for Residents and Non-Residents 2/16/2015 2/19/2015 Adult Education Directors Subject January 2014–December 2014 2014-15 Registered Career-themed Courses memo 2/19/2015 Subject Perkins Program Improvement Plans 2014-15 Postsecondary Career and Technical Education and Adult General Education Reporting Requirements Changes - Colleges Allocation of Funds in Specific Appropriation 115 2014-15 Postsecondary Career and Technical Education and Adult General Education Reporting Requirements Rule Development Workshop 2014 GED Test and Conference Call Postsecondary Workforce Education Student Information System Pilot Perkins 2014-15 Technical Skill Attainment Inventories Perkins IV Technical Skill Attainment Window 2014-15 CAPE Industry Certification Funding List Adult Education Program Improvement Plans 2014-15 Registered CAPE Academies Return on Investment Parent Notification 2014-15 CTC Registration Memo 2013-14 Final Allocation of Performance Based Incentives Postsecondary Industry Certification Funding List Memo and Recommendation Form Survey for ABE professional development Industry Certification Recommendations Submitted through CSF for 2015-16 Career Pathways USDOE Request Senate Bill 524 Sexually Violent Predators CareerSource Florida Submission Criminal Justice Operations PD Workshop Appropriations Bill Conference Report Administrator Pre-conference Workshop Industry Certification 4th Calculation Program Certification Requirements for Secondary Automotive Services Technology Programs 2014-15 Middle School Academy Registration Window HB 851 and HB 7015 2014-15 Adult General Education Reporting Requirements Changes – Colleges 2014-15 Adult General Education Reporting Requirements Changes – Districts State-established cut scores for National Occupational Competency Testing Institute (NOCTI) Assessment for 13-14 Survey on Students with Disabilities NCCER Credential Types Memo DJJ Volunteer Reviewers Fall Professional Development Reviewer Registration for Ad Ed and Family Literacy Competitive Grants 2014-15 Professional Development Plan Adult Education Program Income Request for Program Year 2013-14 Perkins 2012-2013 Basic Grant Roll Forward Funds Adult Education Career Pathways Institute AGE Reporting Changes 2015-19 Long Rang 2014-15 Data Submission Cycle: District Postsecondary Career and Technical Education 2014-15 Data Submission Cycle: College Career and Technical Education Perkins Grant Posted and Conference Call 2014=15 Data Submission Cycle: College Adult General Education Allocation of performance based incentive funds 2014-15 Data Submission Cycle: District Adult General Education Perkins IV 2012-13 Local Level Data Review Professional Development Save the Date Registered 13-14 Career-themed Courses Memo CareerSource Florida Certification Request Window Announcement 2014-15 HS CAPE Academy Memo 2014-15 Preliminary Industry Certification Funding List SB 850 Technical Assistance Email 2014 NG CATER Workshop 2014-15 District Postsecondary Student Fee Survey Email regarding CTE Month Proclamation 13-14 MS CTC Registration Update Window Memo CTE Academic Alignment Workshop Re-advertisement AGE & EL Civics Funding Opportunities Revision of Rule 6A-6.0573 Industry Certification - Additional FTE in the 2013-14 Florida Education Finance Program, 3rd calculation UPDATED FILES Career-themed Registration Update Window Memo Notification Regarding Removal of Certificate from the Funding Lists Industry Certification - 3rd calculation of FEFP Perkins IV 2012-13 Local Level Data Review Perkins IV 2012-13 Local Level Data Review (Secondary) Subject Available Summer Training for Florida Automotive Instructors Basic Skills Exit Requirements and Exemptions September 2013-December 2013 Subject 2013-14 Career and Professional Academy Registered High School Academies 2013-14 Career and Professional Academy Registration Data Corrective Action Plan Closure Perkins Professional Developmental Institute 2013-2014 Career-themed course registration Revised Adult Education Allocations Adult Education Career Pathways Institute FJEP Monitoring Notification 2013 to Superintendents Graduation Requirements for Adult High School students Adult Education Career Pathways Closeout Letter (non-compliant) Emergency Program Approval Conference Call Juvenile Justice Education Programs Thomas Kennedy, Citrus County Task Force 2013 ACE Conference Memo and Workshops Appointment of Emergency Medical Services Advisory Council District Secondary CTE Reporting Memo 2014 Congress Bundestag, Vocational Exchange Scholarship District CTE Reporting memo 2014 GED Prep District AGE Reporting memo Residency Rule Revision College CTE Reporting memo Brevard Public Schools CTE & AE Final Report College AGE Reporting memo SWD Education Pathway Report FJEP Monitoring Notification Letters Data CAP Closure Letter Perkins 2013-2014 Basic Grant Roll Forward Funds RTTT CTE STEM grant recipients Postsecondary Industry Certification Funding List MOUS Miami-Dade GED and Walton County Postsecondary Online Master’s Degree at USF DOE Execution of DJJ MOU - Broward GED and Postsecondary CTE Day on the Hill Authorization to Utilize Invitation to Negotiate Process for High School Equivalency Exam Fee Survey Email 2013-14 Career and Professional Education Act Registered Middle School Academies Data Corrective Action Plan Closure 2015-19 Long Rang Newsletter Web Updates Newsletters were sent to district career and technical directors, technical center directors, adult education directors, Florida college occupational deans, farmworker jobs and education program coordinators and other subscribers on a regularly scheduled basis from September 2013 through April 2015. April 2015 March 2015 January 2015 September 2014 August 2014 May 2014 April 2014 March 2014 February 2014 January 2014 September 2013 Professional Development The Division of Career and Adult Education developed and provided presentations, training events, workshops and curriculum reviews during September 2013 through April 2015 to increase career and technical education development. Presentations Date September 2013 October 2013 October 2013 October 2013 November 2013 November 2013 December 2013 January 2014 February 2014 February 2014 April 2014 April 2014 April 2014 Presentation/Program Updates Florida Agriscience Education Leadership Program Presentation and Updates Presentation for the Engineering Technology AS Specialization Curriculum Review Presentation for the Engineering and Technology Education Career Cluster at the Technology Student Association Board of Directors meeting and Florida Technology and Engineering Educators Association Business Meeting Curriculum Review Updates on Program Changes of Business Education Teacher Certification Annual Association of Practical Nurse Educators of Florida Presentation and Updates “Defining Machining Education in Florida” workshop, presenting updates and answering questions concerning articulation, course numbering, industry certifications, and alignment exercises related to Machining Presentation at the Florida Emergency Management Services Educators Association Meeting Future Business Leaders of America Board Meeting Presentation Computer Science Workgroup and Occupational Education Standing Committee Meeting Presentation Council on Instructional Affairs Presentation Engineering Technology As Specialization Curriculum Review Presentation HOSA State Leadership Conference Presentation Program updates presentation and technical assistance to teachers at the Florida Skills USA State Conference 2015-19 Long Rang May 2014 June 2014 June 2014 June 2014 June 2014 June 2014 July 2014 August 2014 August 2014 October 2014 November 2014 November 2014 November 2014 December 2014 January 2015 January 2015 February 2015 Presentation and Review of Electrical Line Programs at the Florida Skills SA Board of Directors meeting Presentation in Osceola County for Industrial Machinery Program Review and Update Aviation/Aerospace Curriculum Frameworks Presentation and Roundtable Discussion regarding articulations, curriculum frameworks, course numbering and industry certifications National HOSA Leadership Conference Presentation Fire Consortium Visioning Meeting Presentation Florida State FFA Convention and Leadership Conference Update on members and teacher initiatives Florida Association of Career and Technical Education (FACTE) Conference multiple presentations by FDOE staff Presentation at the FFA Alumni Conference Presentation at the Future Agriculture Teachers of UF Family and Consumer Sciences Supervisors Meeting Presentation Annual Association of Practical Nurse Educators of Florida Business Meeting and Fall Conference Presentation Florida Agriscience Education Leadership Program North Florida Presentation Florida Aerospace & Aviation Consortium Presentation Mid-Florida Manufacturing and Supply Chain Alliance Meeting Presentation Florida Association of Agriculture Educators Mid Winter Conference and FFA Board Meeting Presentations FLATE Advisory and NVC Meetings Presentations Florida Automotive Programs Advisory Council Meeting Presentation Trainings/Workshops/ Curriculum Development Date Training/Workshop September 2013 Agriculture Teacher In-Service September 2013 New Teachers in Agriculture Workshop October 2013 Agriculture Teachers Workshop November 2013 Technical Assistance Workshop for Business, Technology and Marketing March 2014 Professional Development for Early Childhood Teacher Assisting Program April 2014 Workshop for updating Applied Welding Technologies Secondary and PSAV programs April 2014 May 2014 Curriculum Development Workshop for the School Age Certification Training Program Business, Technology, Computer Information Technology, Computer Programming and Analysis and Business Intelligence Curriculum Development Program Review June 2014 Florida Automotive Instructors Summer In-service June 2014 June 2014 Future Business Leaders of America Board Meeting Presentation Computer Science Workgroup and Occupational Education Standing Committee Meeting Presentation July 2014 New Teacher Training provided at the annual FACTE Conference July 2014 Review and Revision of the Horticulture Programs with program participants September 2014 Teacher In-service for Agriculture Education September 2014 New Agriculture Teachers Workshop February 2015 Curriculum Review for Human Services and Cosmetology Programs 2015-19 Long Rang Career Planning Team Professional Development Trainings and Presentations From September 2013 to February 2015, the Career Planning team has held 59 in-person trainings with total attendance of 1100 people and 57 webinars with attendance of 1202 people. The team has also presented at the following conferences and conventions: • -Florida School Counselor Association Convention, November 1, 2013, St. Petersburg, FL • -Future of Education Technology Conference (FETC), January 29, 2014, Orlando, FL • -Florida Association for Career and Technical Education Conference, July 29, 2014, Tampa, FL • -Booker High School Faculty, August 14, 2014, Sarasota, FL • -National Career Pathways Network Conference, October 14, 2014, Orlando, FL • -Florida School Counselor Association Convention, October 24, 2014, St. Petersburg, FL • -Florida Education Technology Conference, January 22, 2015, Orlando, FL Professional Development Activity Florida Career Pathways Network Conference Florida Association for Career and Technical Education National Career Pathways Network Conference Date # of Attendees Oct-13 Jul-14 Oct-14 100 80 100 Training Opportunities and Presentations to Increase Adult Education Programs in School Districts In-Person Adult Education Training for Educators Date and Location September 24, 2013, Florida State College at Jacksonville October 1, 2013, Clay County Adult Education Center October 18, 2013, Tallahassee Community College October 24, 2013, Orlando Tech November 14, 2013, Atlantic Tech November 18, 2013, Palm Beach School District, Adult Education March 14, 2014, Miami-Dade College, Kendall Campus March 15, 2014, Saturday Academy, Lindsey Hopkins Tech Center March 17, 2014, Coral Gables Adult Education March 18, 2014 D. A. Dorsey Adult Education Center Event ACE Symposium ACE Symposium ACE Conference ACE Conference ACE conference ACE conference ACE conference FLC conference Gadsden GTI Statewide/regional –83 workshops Date 6/2014 6/2013 10/2013 10/2014 10/2014 10/2014 10/2014 5/2013 10/2014 Total Participants Title of Presentation DOE update DOE update Adult High School ABE college & career readiness Adult High School ABE CCRS Action Steps to Employment DOE Update DOE update TABE training Number of Participants 8 4 6 32 20 28 17 65 11 8 199 Number of Participants 120 110 50 75 50 50 40 75 30 1,283 2015-19 Long Rang Date Location Type of Training Number of Attendees 20 February 2013 Brevard County School District CASAS Implementation Training May 2013 May 2013 Florida Literacy Coalition Florida Literacy Coalition 20 25 September 2013 ACE Conference CASAS Implementation Training FDOE Policy on the Use of CASAS Assessments Career Pathways for Adult ESOL Students College and Career Readiness for ESOL September 2013 November 2013 November 2013 February 2014 February 2014 February 2014 May 2014 Update CASAS Trainers on FDOE Policies CASAS Implementation Training CASAS Implementation Training CASAS Implementation Training CASAS Implementation Training College and Career Readiness for ESOL College and Career Readiness for ESOL 15 20 15 20 1 45 25 October 2014 CASAS Trainer Meeting Northwest Florida State College South Florida State College Brevard County School District Tallahassee Community College Miami-Dade ELITE Florida Literacy Coalition Conference ACE Conference 30 January 2015 February 2015 CASAS Trainer Meeting Miami-Dade ELITE College and Career Readiness for Academic Skills College and Career Readiness for ESOL Update CASAS Trainers on FDOE Policies College and Career Readiness for ESOL 25 17 45 College and Career Readiness Standards Training – 2014-2015 Date County Location October 20 October 30 November 4 November 4 Polk Leon Broward Miami-Dade November 7 November 7 November 7 Miami Santa Rosa Lee West Area Adult School Leon County Schools Adult & Community Education Atlantic Technical College Miami Dade Public Schools–Lindsey Hopkins Technical Education Center Miami Dade College –Kendall Campus Santa Rosa Adult School Lee County Adult Education November 13 November 13 November 14 November 21 November 21 December 5 December 12 Jan. February 17 Hernando Duval St. Lucie Alachua Manatee Hillsborough Pinellas Brevard Miami-Dade Hernando County Schools District Office Florida State College Indian River State College Santa Fe College Manatee Technical Institute Adult Education Center Learey Administrative Center Pinellas County Schools Administration Building Brevard Public Schools Miami Dade Public Schools Number of Attendees 10 16 41 46 21 25 8 17 11 28 24 20 40 17 53 2015-19 Long Rang Training Opportunities and Presentations to Increase Quality Data Reporting, Accountability and Assessment Type Date Title Location Summary CTE/AGE MISATFOR/WEDDAC Lively Technical Center Tallahassee, FL Washington D.C. Data Reporting Workshop CTE/AGE October 17-18, 2013 January 13-15, 2014 April 16-17, 2014 Data Reporting Workshop AGE May 20, 2014 CTE/AGE July 16-17, 2014 AGE Data Reporting Requirements/Gadsden County MISATFOR/WEDDAC CTE July 28-30, 2014 AGE August 20, 2014 FACTE-Secondary/Postsecondary CTE Data Workshop AGE Data Reporting for First Coast Tech College Lively Technical Center Tallahassee, FL Florida Department of Education Tallahassee, FL Lively Technical Center Tallahassee, FL Saddle Brook Resort Wesley Chapel, FL Florida Department of Education Tallahassee, FL AGE September 3, 2014 NRS Data Reporting and Post Testing Department of Corrections Tallahassee, FL AGE September 4, 2014 AGE Data Workshop AGE September 16, 2014 September 17, 2014 AGE Data Workshop AGE September 18, 2014 AGE Data Workshop CTE/AGE MISATFOR/WEDDAC AGE October 15-16, 2014 October 16, 2014 AGE October 20, 2014 CBO data Reporting Training with First Coast Tech AGE Data Workshop AGE October 6-8, 2014 Adult Education Conference AGE January 12, 2015 AGE Data Workshop AGE January 13, 2015 AGE Data Workshop AGE January 14, 2015 AGE Data Workshop AGE January 22, 2015 AGE Data Workshop Thomas P. Haney Technical Center Panama City, FL Lindsey Hopkins Tech. Ed. Ctr. Miami, FL Atlantic Technical College Broward County Public Schools Coconut Creek, FL Mary & Robert Pew Leadership Development Center Palm Beach Gardens, FL Lively Technical Center Tallahassee, FL Lively Technical Center Tallahassee, FL Lively Technical Center Tallahassee, FL Omni Orlando Champions Gate Orlando, FL Lee Co. Public Education Ft. Meyers, FL Hillsborough County Instructional Services Center Tampa, FL Mid-Florida Tech Center Orlando, FL 32809 Clay County Center for Adult & Community Education Orange Park, FL AGE AGE NRS Training MISATFOR/WEDDAC AGE Data Workshop Workshop AGE Data Reporting Training Data Reporting Workshop Data Reporting Workshop With FCTC being awarded the AGE grant for outside districts, the call was to discuss the reporting requirements for a CBO and what may and may not be reported. Anomalies were identified on the 2013-14 data reporting regarding test dates and scores. A meeting was requested to determine if the errors were caused by a reporting issue or a policy issue. Data Reporting Workshop Data Reporting Workshop Data Reporting Workshop Data Reporting Workshop Data Reporting Workshop Data Reporting Training Data Quality Workshop Adult Education Conference Data Reporting Workshop Data Reporting Workshop Data Reporting Workshop Data Reporting Workshop 2015-19 Long Rang AGE NRS Report Card Online Course Web-based Course AGE February 17 March 16, 2015 April 7, 2015 AGE Data Reporting Overview CTE/AGE April 15-16, 2015 MISATFOR/WEDDAC Florida Department of Education Tallahassee, FL Lively Technical Center Tallahassee, FL AGE April 23, 2015 AGE Data Reporting Overview CTE May 13, 2015 CTE Data Workshop CTE May 14, 2015 CTE Data Workshop CTE May 19, 2015 CTE Training/ Professional Development Data Reporting Training for Glades school district Data Reporting Workshop Florida Department of Education Tallahassee, FL Lindsey Hopkins Tech. Ed. Ctr. Miami, FL Atlantic Technical College Coconut Creek, FL Data Reporting Training for Wakulla school district Data Reporting Workshop CTE Data Workshop Erwin Technical College Tampa, FL Data Reporting Workshop May 20, 2015 CTE Data Workshop Valencia College Orlando, FL Data Reporting Workshop CTE June 3, 2015 CTE Data Workshop Northwest Florida State Niceville, FL Data Reporting Workshop CTE June 4, 2015 CTE Data Workshop Lively Technical Center Tallahassee, FL Data Reporting Workshop Data Reporting Workshop Overview of 2014-15 AGE Data Workshops During the 2014-15 fiscal year (September 2014 - January 2015) the Division of Career and Adult Education; Bureau of Budget, Accountability and Assessment (BAA) and the Division of Accountability Research and Assessment; Bureau of Community College and Technical Center Management Information Systems (CCTCMIS) conducted nine Adult General Education Data Workshops throughout the state. Workshop Locations and Attendees County Bay Miami-Dade Broward Palm Beach Leon Lee Hillsborough Orange Clay Date Number of Districts Number of Colleges Number of Attendees Thomas P. Haney Tech Center September 4, 2014 7 1 21 Lindsey Hopkins Technical Education Center September 16, 2014 1 1 30 Atlantic Technical College Department of Adult & Community Education Lively Technical Center Lee County Adult and Career Education September 17, 2014 1 0 33 September 18, 2014 4 1 21 October 20, 2014 7 2 33 January 12, 2015 4 0 15 Hillsborough County Schools January 13, 2015 8 1 29 OCPS – Mid-Florida Tech January 14, 2015 8 1 34 Adult and Community Education January 22, 2015 6 3 21 Total Agency/Attendees Represented 46 10 237 Location of Workshop 2015-19 Long Rang Workshop Format The workshops were delivered in four modules at each of the above locations and included several small group activities, group discussions and allowed for a general Q&A period towards the end of each workshop. Following is a summary of each module: • Module I – Adult General Education 101 In this module, an overview of Adult General Education (AGE) data reporting requirements, i.e., why the data is collected for state and federal purposes. The link between AGE programs and the National Reporting System (NRS). What are the benefits and limitations of an agencies intake process and how funding is impacted. • Module II – Reporting 101 In this module, a review of the Data Elements (demographic, programmatic, and accountability) that is collected and the importance of collecting this data. Outcome measures that students may achieve at some point during their adult education program, defining an NRS participant and completer. In addition, a review of the reporting process for Learning Completion Points (LCPs) and common LCP reporting issues. This module also covered the necessity for agencies to develop locally generated reports and developing a local review process. Attendees were also provided with a copy of their NRS Reports for their agency and the step by step process for building each NRS table was reviewed. • Module III – Collection and Reporting of Attendance and Instructional Hours In this module, the importance of collecting and reporting instructional hours was reviewed. Validating the withdrawal date and instructional hours for a student who is withdrawn for non-attendance was reviewed. Attendees also participated in small group activities and discussions. • Module IV – Collection and Reporting of Learning Completion Points and Test Records In this module, the collection and reporting of Learning Completion Points and Test Records was reviewed. The importance of tracking attendance hours for post testing purposes was discussed and the value of developing local level reports so that performance can be tracked throughout the year. Workshop Attendees/Survey Questions and Feedback The workshops were designed so that attendees from different administrative areas within the adult general education program participated. A sample of the participants who attended the workshops included: teachers, database administrators/coordinators, principals, registrars, directors, secretaries, deans and associate deans. In addition to the instructor led portion of the workshops, participants also had an opportunity to work on small group activities and review their individual NRS and local level reports. Following the workshops, attendees were asked to provide feedback in a brief survey to help with the development of topics for future workshops. Below is a sample of the questions in the survey and the responses received: 1. Was the location of the Workshop convenient for you? Yes, the majority of respondents (97%) indicated the workshop locations were convenient. 2. Was the scheduled time of the Workshop sufficient to give you a better understanding of the materials (Best practices of data collection, review and local validation process, reporting timelines, importance of local level reports, etc.) covered? Yes, the majority of respondents (97%) indicated the scheduled time was sufficient to give them a better understanding of the materials covered. 2015-19 Long Rang 3. Did the small group activities help you to see where improvements can be made in your Agency (i.e., student intake process, attendance taking, program operations, or data management) to improve the quality of the data you are providing to the Florida Department of Education, Division of Career and Adult Education? Yes, all the respondents (100%) said the small group activities helped them to see where they can make improvements in their agency. 4. In future AGE Data Workshops, what areas (best practices of data collection, review and local validation process, reporting timelines, importance of local level reports, etc.) of Data Management would you like to spend more time discussing? “Local validation processes - would like additional colleges participating.” “Best practices of data collection and the local level reports.” 5. The majority of the respondents to the following Likert Statements indicated they agree or strongly agree. Few respondents indicated Strongly Disagree. Likert Statements I have a better understanding of state data reporting requirements. I have a better understanding of the National Reporting System. I have a better understanding of how to collect and report instructional hours. I have a better understanding of how to report learning completion points and test scores. I have a better understanding of who I can contact at FDOE and what they can assist me with. Percent Strongly Agree or Agree 89% 80% 84% 87% 89% In addition participants were allowed to provide feedback and suggestions to assist in planning future technical assistance training. Based on feedback, the format and sizes of the workshops were preferred as well as the small group activities. Workshop Follow-up Based on the feedback received, the division has begun to develop the materials from the workshops into an online training format. This will allow it to be accessed anytime by school districts and colleges. In addition, the materials will be placed on the Institute for the Professional Development of Adult Educators website (www.ipdae.org). 2015-19 Long Rang DIVISION OF FLORIDA COLLEGES September 2013–April 2015 COMMUNICATIONS Activities related to sharing the priorities and achievements of the Division of Florida Colleges and The Florida College System. Press Releases Florida College System institutions have been named finalists for the prestigious Aspen Prize for Community College Excellence. Indian River State College and Santa Fe College today were named finalists for the 2015 prize in Aspen's official announcement. The Aspen Institute identified the top 10 community colleges in the nation based on exceptional levels of student success. Florida was one of only three states with multiple finalists. http://www.fldoe.org/newsroom/latestnews/204841-two-florida-colleges-named-finalists-for-prestigious-aspen-prize.stml Florida Department of Education Commissioner Pam Stewart announced that Christopher Mullin will be the Executive Vice Chancellor of the Division of Florida Colleges. https://www.floridacollegesystem.com/Articles/christopher_mullin_named_executive_vice_chancellor_of_division_of_fl orida_colleges.aspx All-Florida Academic Team 4/1/15The Florida College System is pleased to announce the 2015 All-Florida Academic First and Second Teams and scholars. These students will be recognized at an awards ceremony on April 9 at the Donald L. Tucker Civic Center in Tallahassee. https://www.floridacollegesystem.com/Articles/states_brightest_college_students_honored_as_part_of_florida_college_ system_month.aspx The department (FLDOE) distributed nearly 200,000 postcards to high school seniors informing them about the Florida College System. The postcard guides students to a webpage developed to assist with making the transition to college. The memorandum sent informing the superintendents is available at http://info.fldoe.org/docushare/dsweb/Get/Document7189/dps-2014-169.pdf Florida College System Month April 2015 - April is National Community College Month and has been proclaimed by Governor Rick Scott as Florida College System Month! https://www.floridacollegesystem.com/news_events/florida_college_system_month_2015.aspx The Florida College System (FCS) graduated an additional 11,543 students in 2012 and 2013. The campaign - Finish Up, Florida! - was a coordinated effort by all 28 Florida colleges to encourage students who left without completing their studies to re-enroll and finish their degrees. Source: http://www.fldoe.org/news/2013/2013_06_04.asp Three FCS institutions graduated an additional 1,500 students and re-enrolled nearly 850 former students. Project WinWin was an effort by Broward College, Indian River State College and St. Johns River State College to identify former students who left without completing a degree and award the degrees retroactively. Students who were just short of earning degrees were encouraged to re-enroll and complete. Source: http://www.fldoe.org/news/2013/2013_08_15.asp The 28 colleges in the FCS signed on to a national initiative to promote veteran-friendly policies at colleges and universities. The eight strategies in “Keys to Facilitating Veterans’ Success on Campus” encourages colleges to implement policies that help veterans, active-duty service members and their families achieve educational and training goals. Source: http://www.fldoe.org/news/2013/2013_08_12.asp The College of Central Florida was the recipient of a grant that promotes student success in dual enrollment courses across the state. The Florida Department of Education issued the $100,000 Florida College System (FCS) Dual Enrollment Toolkit Grant to promote secondary-postsecondary collaboration and training to help students succeed in college-level courses. Source: http://www.fldoe.org/news/2013/2013_04_02-2.asp Broward College was the recipient of a grant that will put tools in the hands of colleges to help Florida College System students make good financial decisions. Over the next several months the college will work closely with other colleges and the Florida Department of Education to finalize a toolkit that will be distributed across the state. Source: http://www.fldoe.org/news/2013/2013_03_26.asp All of the 24 institutions in the Florida College System that offer baccalaureate degrees have announced their support to Governor Scott’s higher education affordability challenge. Source: http://www.fldoe.org/news/2013/2013_01_28.asp 2015-19 Long Rang Florida students will get help to complete their associate degree after transferring to a state university due to a grant partnership between the State University System and the Florida College System. The $495,000 Credit When It’s Due grant from Helios Education Foundation complements and expands current efforts to boost college completion rates, and provides students with a meaningful stepping stone toward completing their baccalaureate degree. Source: http://www.fldoe.org/news/2012/2012_10_12.asp A new agreement between The Florida State University (FSU) and the FCS will allow FCS bachelor’s degree students to transition smoothly into FSU’s online Master of Science degree in Criminal Justice Studies. Any student who meets FSU’s admission requirements and is enrolled in an FCS bachelor’s program in criminal justice or public safety administration will be guaranteed admission into FSU’s online program. The agreement will also allow students to take two courses from FSU while still enrolled at FCS institutions. Source: https://www.floridacollegesystem.com/NewsListing.aspx?url=fsu_college_of_criminology_and_criminal_justice_and_flori da_college_system_make_history Newsletters Distributed A Community for Completion Newsletter January 2015 Foster Youth in Florida October 2014 Expanding College Opportunities July Prior Learning Assessment May Massive Open Online Courses April Financial Literacy March Textbook Affordability February Homeless Student Advising January Meta-Major Madness November 2013 30-Hour Advising Florida College System Newsletters: Volume 3, Issues 5-10; Volume 4, Issues 1-2; Florida College System Month 4 Issues IMPLEMENTATION ACTIVITIES Activities related to implementing or supporting the priorities of the Division of Florida Colleges and The Florida College System or legislative requirements. Legislative Implementation and Technical Assistance Association of Florida Colleges Annual Conference- November 2014: Legislative Update Monthly meetings with FCS Lobbyists during Session & Committee Weeks (January-April 2015) College Leadership (Staff/Student) Teams visit Tallahassee • St. Pete College March 2015 • Palm Beach State College April 2015 • Pasco-Hernando State College April 2015 • Valencia College April 2015 Jacksonville Chamber of Commerce – current FCS legislative priorities - February 2015 FCS Performance Funding Workshops/Conference Calls (July 2014-current) Senate Bill 1720 (2013 legislation) was implemented by the 28 Florida College System institutions making major reforms to student admission and advising procedures, course placement and developmental education instruction. In spring 2014, each college submitted a comprehensive developmental education implementation plan that was reviewed and approved by the chancellor. In fall 2014, full implementation of the approved plans was initiated. The division prepared technical assistance for Senate Bill 850 (2014) requiring each Florida College System institution to work with each district school board in its designated service area to establish one or more collegiate high school programs. 2015-19 Long Rang In 2014, the division prepared technical assistance for House Bill 851 amending section (s.) 1009.26, Florida Statutes (F.S.), fee waivers, to authorize an out-of-state fee waiver for students who attend a Florida secondary school for three consecutive years immediately preceding high school graduation and apply for enrollment and submit an official high school transcript to the Florida College System institution within 24 months of high school graduation. In 2014, the division prepared technical assistance for House Bill 7015 creating the Congressman C.W. Bill Young Veteran Tuition Waiver Program, authorizing an out-of-state fee waiver for honorably discharged veterans of the United States (U.S.) Armed Forces, U.S. Reserve Forces or the National Guard who physically reside in Florida. Rulemaking Activities September 2013 October 2013 Rule 6A-14.065 Meta-Major Academic Pathways Rule 6A-10.0315 Common Placement Testing and Instruction Rule 6A-10.0444 Residency for Tuition Purposes Rule 6A-14.065 Meta-Major Academic Pathways May 2014 December 2014 Rule 6A-14.0303 General Education Core Course Options Rule 6A-14.0304 Online Courses 2015 First District Court of Appeals affirmed order determining the DOE continuing contract revised rule is a valid exercise of rulemaking authority Workshops presented by staff Presenter Julie Alexander Tamaria Williams Date Meeting October 2013 DevEd Reform Workshop October 2013 DevEd Reform Workshop Abbey Ivey November 2013 Making Transfer Work In An Era of Pathways Reform Tamaria Williams November 2013 pre-AFC Convention SB1720 Workshop Abbey Ivey July 2014 FCS-SUS Workshop Julie Alexander July 2014 FCS-SUS Workshop Julie Alexander August 2014 Disability Task Force Julie Alexander October 2014 College Readiness Summit and AFC Convention Tamaria Williams October 2014 August 2014 – January 2015 College Readiness Summit Disability Services Task Force Julie Alexander Lynda Earls Kasongo Butler Alex Jordan Conferences or Meetings Presenter Date Meeting Julie Alexander September 2013 AFC Student Development Commission Julie Alexander September 2013 Board of Governors Julie Alexander October 2013 National Council on Student Development Tamaria Williams October 2013 Florida College English Association Abbey Ivey November 2013 Making Transfer Work In An Era of Pathways Reform 2015-19 Long Rang Julie Alexander November 2013 AFC Annual Convention Julie Alexander November 2013 Florida Key Partners Convening Tamaria Williams November 2013 2013 Equity Conference Julie Alexander December 2013 Board of Trustees Meeting Abbey Ivey January 2014 Complete Florida Meeting Julie Alexander January 2014 Northeast Florida Education Consortium Narcissus Willis January 2014 Winter 2014 State Policy Mtg. Tamaria Williams January 2014 Winter 2014 State Policy Mtg. Abbey Ivey February 2014 Community College Baccalaureate Association Julie Alexander February 2014 Transfer Pathways Meeting Narcissus Willis February 2014 Sunshine State Scholars Tamaria Williams February 2014 Connect2Complete Summit Abbey Ivey March 2014 SUS Undergrad Deans Mtg. Julie Alexander March 2014 International conference on Teaching & Learning Narcissus Willis March 2014 Credit When It's Due Convening Tamaria Williams March 2014 NADE 2014 Conference Julie Alexander April 2014 AACC Annual convention Julie Alexander April 2014 Core to College Convening Tamaria Williams April 2014 Guided Pathways to Student Success Abbey Ivey May 2014 Connections Conference Abbey Ivey May 2014 JFF STEM Initiative State Kickoff Julie Alexander May 2014 AFC Student Development Commission Conf Julie Alexander May 2014 Connections Conference Narcissus Willis May 2014 Connections Conference Tamaria Williams May 2014 Connections Conference Tamaria Williams May 2014 Math Prep for CC Students in STEM Tamaria Williams May 2014 NISOD Conference Abbey Ivey June 2014 Complete College America GPS Institute Julie Alexander Julie Alexander June 2014 June 2014 Chancellor's Leadership Seminar Legislative Education Staff Network & Education of the States (ECS) Forum Tamaria Williams June 2014 Complete College America GPS Institute Julie Alexander July 2014 Summer State Policy Meeting Julie Alexander August 2014 Southern Regional Education Board Abbey Ivey October 2014 AFC Annual Convention Tamaria Williams October 2014 National Council on Student Development Julie Alexander November 2014 Lumina Convening Narcissus Willis November 2014 Credit When It's Due Convening Narcissus Willis November 2014 Credit When It's Due Convening Abbey Ivey December 2014 Complete College America Abbey Ivey January 2015 JFF Winter State Policy Mtg Julie Alexander January 2015 National Council of State Association Chief Executives 2015-19 Long Rang Julie Alexander January 2015 North Carolina Community College System Narcissus Willis January 2015 National Policy Summit on Reverse Transfer Abbey Ivey February 2015 Dream Institute Julie Alexander February 2015 Dream Institute Narcissus Willis February 2015 Sunshine State Scholars Tamaria Williams February 2015 National Association of Developmental Education Julie Alexander March 2015 Tamaria Williams Kasongo Butler Kasongo Butler March 2015 September 2014 September 2014 Kasongo Butler October 2014 Kasongo Butler November 2014: Kasongo Butler Kasongo Butler February 2015 April 2015 Kasongo Butler May 2015 Kasongo Butler July 2014 Kasongo Butler Kasongo Butler September 2014 Kasongo Butler October 2014 Kasongo Butler Kasongo Butler Kasongo Butler November 2014 November 2014 November 2014 Kasongo Butler Kasongo Butler December 2014 February 2015 Kasongo Butler January 2015 Lisa Cook & Kenny Bell) April 2014 Board of Governors Site visit to Dana Center Florida College System Trustee Association Annual Meeting: NISOD Annual International Conference on Teaching and Leadership Excellence: Presentation on Developmental Florida College Access Network Summit - Session with Senator John Legg and USDOE’s Greg Darnieder Association of Florida Colleges Annual Conference- Chancellor’s Best Practice Awards, Chancellor’s Leadership Seminar – Phase II Sunshine State Scholars All-Florida Academic Team, Phi Theta Kappa Ceremony • Student Honorees Recognition • Administrator/Advisor/Faculty Recognition • Chancellor’s Student Civic Engagement Award: FCS students contest of best student engagement on campus/in community, 7th grade Civics students judge and make recommendations of winners to Chancellor USDOE Methods Of Administration Civil Rights Compliance Coordinators’ Annual Training Conference Jobs for the Future STATE POLICY MEETING (Summer) Quality, Scale, and Cost in Advancing Structured Pathways: Priorities for State Policymakers and Institutional Leaders Florida Association on Higher Education and Disability Association of Florida Colleges Trustee Commission Annual Meeting National Council of Student Development Annual Conference – Developmental Education panelCollege Readiness Summit Florida College System Equity Conference State Board of Education Florida College System Workshop at Seminole State College Domestic Security Oversight Council Campus Safety & Security, Florida College System Trustee Association • Annual Legislative Summit • Reception with Governor at Mansion Jobs for the Future STATE POLICY MEETING (Winter) –Design for Scale Capital Improvement Plan Workshops for Florida College System (presented annually by Division of Florida Colleges staff to provide directions for fixed capital outlay and facilities operating legislative budget requests for the colleges, as well as updates on facilities planning and budgeting issues) 2015-19 Long Rang Campus Visits Presenter Julie Alexander Julie Alexander Date December 2014 March 2015 Kenny Bell October 2013 Kenny Bell December 2013 Kenny Bell January 2014 Kenny Bell January 2015 Kenny Bell March 2015 Kenny Bell September 2013 Kenny Bell March 2014 Kenny Bell March 2014 Kenny Bell May 2014 Kenny Bell June 2014 Kenny Bell June 2014 Kenny Bell November 2014 Kenny Bell February 2015 Kenny Bell March 2015 Lisa Cook and Kenny Bell April 2014 Lisa Cook and Kenny Bell September 2014 Lisa Cook September 2014 Lisa Cook and Kenny Bell November 2014 SB 1720 Site Visit SJRSC Meeting GCSC site visit-SB1720 implementation ADA Reviews – Review sites and facilities for compliance with the Americans with Disabilities Act - Seminole State ADA Reviews – Review sites and facilities for compliance with the Americans with Disabilities Act – State College of Florida ADA Reviews – Review sites and facilities for compliance with the Americans with Disabilities Act - Florida State College at Jacksonville ADA Reviews – Review sites and facilities for compliance with the Americans with Disabilities Act - Polk State College ADA Reviews – Review sites and facilities for compliance with the Americans with Disabilities Act - Indian River State College Facilities Assessment – Extensive review of sites and facilities for general assessment of condition and inventory coding Broward College Facilities Assessment – Extensive review of sites and facilities for general assessment of condition and inventory coding - Lake Sumter State College Facilities Assessment – Extensive review of sites and facilities for general assessment of condition and inventory coding South Florida State College Facilities Assessment – Extensive review of sites and facilities for general assessment of condition and inventory coding - Polk State College Facilities Assessment – Extensive review of sites and facilities for general assessment of condition and inventory coding Chipola College Facilities Assessment – Extensive review of sites and facilities for general assessment of condition and inventory coding Eastern Florida State College Facilities Assessment – Extensive review of sites and facilities for general assessment of condition and inventory coding Indian River State College Facilities Assessment – Extensive review of sites and facilities for general assessment of condition and inventory coding Florida Gateway College Facilities Assessment – Extensive review of sites and facilities for general assessment of condition and inventory coding - Palm Beach State College General Site Visit - generally a ½-day or one-day visit with facilities director to address a specific issue or concern – Northwest Florida state College General Site Visit - generally a ½-day or one-day visit with facilities director to address a specific issue or concern – Florida Keys Community College General Site Visit - generally a ½-day or one-day visit with facilities director to address a specific issue or concern – Pensacola State College General Site Visit - generally a ½-day or one-day visit with facilities director to address a specific issue or concern – 2015-19 Long Rang Tallahassee Community College Kasongo Butler September & November 2014 Kasongo Butler 2014-2015 Chat with the Chancellor: Miami Dade College, Broward College, North Florida Community College (local Businessman, College President and Chancellor speak with students about higher ed opportunities and challenges Florida College System Federal Civil Rights On-Site Reviews: Polk State College , Pasco-Hernando State College, Indian River State College REGULAR MEETINGS Activities related to informing priorities of the Division of Florida Colleges and The Florida College System or legislative requirements. Subject Matter Meetings – State and National Presenter Abbey Ivey Date October 2013 Meeting Councils of Instructional and Student Affairs Julie Alexander October 2013 Councils of Instructional and Student Affairs Narcissus Willis October 2013 Florida College Registrars and Admissions Officers Tamaria Williams October 2013 Councils of Instructional and Student Affairs Julie Alexander November 2013 AFC Annual Convention Tamaria Williams November 2013 Florida Developmental Education Association Abbey Ivey February 2014 Councils of Instructional and Student Affairs Julie Alexander February 2014 Councils of Instructional and Student Affairs Narcissus Willis February 2014 Councils of Instructional and Student Affairs Abbey Ivey June 2014 Councils of Instructional and Student Affairs Julie Alexander June 2014 Florida College Registrars and Admissions Officers Julie Alexander June 2014 Councils of Instructional and Student Affairs Narcissus Willis June 2014 Florida College Registrars and Admissions Officers Tamaria Williams June 2014 Councils of Instructional and Student Affairs Tamaria Williams September 2014 Florida Developmental Education Association Abbey Ivey October 2014 Councils of Instructional and Student Affairs Abbey Ivey October 2014 AFC Annual Convention Julie Alexander October 2014 Councils of Instructional and Student Affairs Julie Alexander October 2014 AFC Annual Convention Narcissus Willis October 2014 Florida College Registrars and Admissions Officers Tamaria Williams October 2014 NCSD Conference Abbey Ivey February 2015 Councils of Instructional and Student Affairs Julie Alexander February 2015 Florida Association of College Testing Administrators Julie Alexander February 2015 Councils of Instructional and Student Affairs Tamaria Williams February 2015 Councils of Instructional and Student Affairs Kenny Bell Lisa Cook and John Holdnak May 2014 September 2013 U.S. Office of Civil Rights Conference Council of Business Affairs (COBA) ) – provide an update on fixed capital outlay and financial issues and funding 2015-19 Long Rang Lisa Cook and John Holdnak Lisa Cook and John Holdnak Lisa Cook, Kenny Bell Randy Hanna Lisa Cook and Scott Kittel Lisa Cook and John Holdnak February 2014 June 2014 September 2014 January 2015 October 2013 Lisa Cook June 2014 Lisa Cook March 2014 Lisa Cook August 2014 Lisa Cook January 2015 Lisa Cook and Kenny Bell February 2014 Kenny Bell July 2014 Lisa Cook and Kenny Bell February 2015 Lisa Cook October 2013 Lisa Cook June 2014 Kasongo Butler Kasongo Butler Kasongo Butler October 2014, June 2015 Monthly Kasongo Butler Quarterly Kasongo Butler Scott Kittel Quarterly March 12, 2015 Council of Business Affairs (COBA) ) – provide an update on fixed capital outlay and financial issues and funding Council of Business Affairs (COBA) ) – provide an update on fixed capital outlay and financial issues and funding Council of Business Affairs (COBA) ) – provide an update on fixed capital outlay and financial issues and funding Council of Business Affairs (COBA) ) – provide an update on fixed capital outlay and financial issues and funding Florida Virtual Campus (FLVC) Board Meetings – represent FCS Chancellor and provide guidance for all operational issues Florida Virtual Campus (FLVC) Board Meetings – represent FCS Chancellor and provide guidance for all operational issues Complete Florida Program – represent Division of Florida Colleges and Florida College System Florida College System Risk Management Consortium – represent Division of Florida Colleges on the Operations Committee Florida College System Risk Management Consortium – represent Division of Florida Colleges on the Operations Committee Florida Educational Facilities Planners’ Association, Inc. (FEFPA) Conference – provide resource information as necessary during roundtable sessions Florida Educational Facilities Planners’ Association, Inc. (FEFPA) Conference – provide resource information as necessary during roundtable sessions Florida Educational Facilities Planners’ Association, Inc. (FEFPA) Conference – provide resource information as necessary during roundtable sessions Florida State-Owned Land and Records Information System (FL-SOLARIS) – represent Division of Florida Colleges and Florida College System on the Executive Management Team Florida State-Owned Land and Records Information System (FL-SOLARIS) – represent Division of Florida Colleges and Florida College System on the Executive Management Team Florida Reach monthly conference calls to discuss the issues impacting individuals in/formerly in DCF Foster Care Service Council of Instructional Affairs / Council of Student Affairs – Quarterly meetings American Association of Community Colleges National Council of State Directors of Community Colleges monthly conference call Florida College System Activities Association board meetings Association of Florida Colleges Board meetings Florida Prepaid College Board Meeting – Represent Chancellor who is a board member by virtue of the position 2015-19 Long Rang State Board of Education Meetings Presenter Julie Alexander Date November 2014 Meeting State Board of Education Workshop & Meeting Council of Presidents Meetings Presenter Date Meeting Julie Alexander June 2014 Council of Presidents Julie Alexander August 2014 Council of Presidents Kasongo Butler August 2014 Council of Presidents Kasongo Butler September Council of Presidents Abbey Ivey September 2014 Council of Presidents Julie Alexander September 2014 Council of Presidents Kasongo Butler October 2014 Council of Presidents Kasongo Butler November 2014 Council of Presidents Kasongo Butler January 2015 Council of Presidents Kasongo Butler February 2015 Council of Presidents Kasongo Butler March2015 Council of Presidents Kasongo Butler April 2015 Council of Presidents Florida College System Performance Funding Workgroup Presenter Scott Kittel John Holdnak Randy Hanna Scott Kittel and Scott Parke Date July 16, 2014 August 18, 2014 August 25, 2014 September 5, 2014 September 16, 2014 September 26, 2014 November 13, 2014 January 22, 2015 January 26, 2015 Scott Kittel and Scott Parke January 28, 2015 February 2, 2015 February 3, 2015 February 13, 2015 Meeting Valencia College Telephone Conference Telephone Conference Telephone Conference Telephone Conference Telephone Conference Telephone Conference description of Commissioner’s recommendation to college presidents feedback from college presidents regarding Commissioner’s recommendation Telephone conference description of Commissioner’s recommendation to legislative staff Telephone Conference Telephone conference 2015-19 Long Rang TALKING POINTS FOR POWERPOINTS Florida leads the 16 member states of the Southern Regional Education Board in: st • First-year persistence rates (Ranked 1 ) st • Three-year graduation rates (Ranked 1 ) st • Associate degrees and certificates awarded (Ranked 1 ) nd • Total full-year, full-time equivalent enrollment (Ranked 2 ) Santa Fe State College won the 2015 Aspen Prize for Community College Excellence, beating out more than 1,000 other colleges nationwide. Indian River State College was a finalist and half of our state’s 28 colleges were considered. Nearly one out of 20 Floridians ages 16 and over are served by a FCS college – more than 800,000 people. More than 90 percent of FCS graduates are working or continuing their education within a year of graduation. More than 90 percent of FCS graduates continue their work in Florida. The average starting salary for a baccalaureate graduate from an FCS college is nearly $46,000. The average starting salary for an A.S. graduate is more than $43,000. Two Florida College System institutions – Miami Dade College and Tallahassee Community College – were named finalists by the American Association of Community Colleges for the second annual Awards for Excellence. In 2013, five FCS institutions landed in the top 50 of Washington Monthly’s list of best community colleges in the nation, a rating based on data in a number of areas including collaborative learning, student effort, academic rigor, student-faculty interaction and support for learning. According to Washington Monthly, North Florida Community College ranked second among national community colleges; Chipola College; Miami Dade College; Valencia College and South Florida State College also made the list. th In 2014, U.S. News and World Report ranked Indian River State College as the 9 top public regional colleges in the Southern United States in its 2015 rankings of Best Colleges. More than 1,300 colleges and universities were ranked based on 16 measures of quality, including student/faculty ratio, class size, faculty credentials, and retention and graduation rates. The American Association of Community Colleges (AACC) Awards of Excellence program recognizes distinguished innovation st and promising practices among two year colleges and is tied to key recommendations from the 21 Century Commission on the Future of Community Colleges. In 2014 Miami Dade College and Tallahassee Community College were named finalists; and for the second year in a row, MDC attained an AACC award in the “Student Success Award” category. Tallahassee Community College was distinguished as a finalist this year for the “Emerging Leadership Award.” In 2014, 16 of 28 Florida colleges were listed on the Top Associate degree producers in Community College Week • Three colleges were in the Top 10 of Associate Degree producers for Hispanics (Miami Dade, Valencia, Broward) • Five colleges were in the Top 10 of Associate Degree producers for African Americans (Miami Dade, Broward, Florida State College at Jacksonville, Valencia, and Palm Beach State) Daytona State College ranked #2 for Best Online Programs by US News and World Report. Among hundreds of colleges and universities in the nation offering bachelor degree programs online, Daytona State College has again ranked in the top 10, coming in at No. 2, according to rankings released January 7, 2015, by U.S. News & World Report, continuing its prestigious placement in the category. This is the third year that DSC has been placed in the top-10. 2015-19 Long Rang DIVISION OF FINANCE AND OPERATIONS September 2013 – April 2015 Audit Reports The State of Florida Auditor General (AG) conducts financial audits of the accounts and records of state agencies, state universities, state colleges, district schools board and other local governments as directed by the Legislative Auditing Committee. The AG also reviews all audit reports of local governmental entities, charter school, charter technical career centers, and district school boards submitted pursuant to section 218.39, Florida Statutes. The Administrative Services Office coordinates requests for records, files and other information for review by the auditors. Report Number 2014-173 2014-201 2014-203 2015-004 2015-007 2015-032 2015-166 Release Date State of Florida-Compliance and Internal Controls Over Financial Reporting and Federal Awards Class Size Reduction, Information Technology Controls, and Prior Audit Follow-Up - Operational Review of Charter School, Charter Technical Career Center, and District School Boards 2012-13 Fiscal Year Audit Reports Prepared by Independent Certified Public Accountants Report on Significant Financial Trends and Findings Identified in Charter School and Charter Technical Career Center 2012-13 Fiscal Year Audit Reports - Operational Federal Family Education Loan Program (FFELP) System Information Technology Operational Office of Inspector General's Internal Audit Activity - Quality Assessment Review State of Florida-Compliance and Internal Controls Over Financial Reporting and Federal Awards 1 03/31/14 06/24/2014 06/30/2014 07/29/2014 08/14/2014 10/30/2014 03/30/15 2015-19 Long Rang Training Activities School Business Services • Florida School Finance Officers Association , DOE Updates, November 2013, June 2014 and November 2014 FTE Forecasting Office • In the fall of 2013 and 2014, workshops and webinars were provided for school district staff to explain the current year FTE reporting and estimating and the issues and requirements for FTE forecasting for the next fiscal year. Office of Funding and Financial Reporting • Made available to school districts, program cost report training and presentations on our web site at http://www.fldoe.org/finance/fl-edu-finance-program-fefp/program-cost-report-training.stml. These are available as slide and videos. An FAQ was also published to assist school districts. • Florida Association of MIS (FAMIS), June 2014 & June 2015. Topics included:  Class Size Reduction  Florida Education Finance Program  FTE Recalibration and Reporting  Virtual Education Reporting & Funding  School District Transportation Funding & Reporting • New Charter Schools Conferences, May 2014. In Miami, Orlando and Tallahassee. Topic: Charter School Funding and FTE reporting. • Charter School Conference, November 2013 & November 2014. In Orlando. Topic: Charter School Funding and FTE reporting. • Charter School webinars. September 2014- November 2014. Topics: Class Size, FTE Reporting, Funding and Recalibration. • Florida School Finance Officers Association November 2013, June 2014 and November 2014. Topic: Florida Education Finance Program 2.0. • School District Program Cost Report Training. February – March 2014. Orlando, Sarasota, Palm Beach, Chipley and Tallahassee. • School District Program Cost Report Training. April 2015. Tallahassee. • Florida Auditor General – School District FTE Reporting. June 2014. Transportation • Florida Student Transportation Conference, annually • District Transportation Directors Mid-year meeting, annually • Safety Training Webinar, annually • Facilitated and participated in Statewide School Bus Operator Safety Training Program • Facilitated Statewide Student Safety Campaign to record the number of motorists who illegally pass stopped school buses loading or unloading students. College Budget Office • Conduct presentations to the Council of Business Affairs annually in the months of September, January, and June on year end system-wide financial data and statewide updates. Office of Educational Facilities • Provided training and technical assistance to all 67 districts, the Florida School for the Deaf and the Blind, The Developmental Research Schools and the 28 Florida Colleges. • Provided training sessions at the Florida School Plant Managers Association (FSPMA) Conference: September, 2013; September, 2014 2 2015-19 Long Rang • • • • • Provided training sessions for the district facilities planners at the Florida Educational Facilities Planners Association (FEFPA): February 2014; July 2014. 2000+ hours providing technical support to the 67 districts, the Florida School for the Deaf and the Blind, The Developmental Research Schools and the 28 Florida Colleges. 2000+ hours maintaining and updating EFIS, FISH, COFTE, Cost of Construction Reports, Student Station Cost and District Educational Facilities Plan Data and verification and approval of pending users of EFIS. Annual Occupational Safety and Health Administration (OSHA) Safety Training - 131 classes taught to 4477 attendees from 25 school districts, 11 Florida Colleges and 2 Universities Annual State Requirements for Educational Facilities (SREF) Training - 13 classes taught to 359 attendees from 28 school districts and 8 Florida Colleges Comptroller • Eight (8) financial analysis training sessions were provided to over 70 new and newly promoted accountants and budget analysts. Contracts, Grants and Procurement • Ongoing training for mandatory Advancing Accountability – 117 Department staff participated and received mandatory Advancing Accountability certification. As required by statute, all contract or grant managers identified on a purchase order or contract/agreement issued with an amount exceeding CATEGORY TWO ($35,000.00) but less than $100,000.00 must attend Department of Financial Services’ Advancing Accountability: Best Practices for Contract and Grant Management training. • Provided training to more than 120 Department staff regarding revisions to the Federal guidelines called Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards, or “Omni Circular.” General Services and Emergency Management • Blindness Sensitivity Training for ADA Coordinators/ Daytona Beach – The Bureau of General Services and the Division of Blind Services offered a unique training opportunity at the Daytona Campus for the Blind & Visually Impaired on October 7-8, 2014. Specifically designed to provide an immersive training experience, this training facilitated our mission to foster the learning goals of our department employees participating in the ADA Coordinator Certification Training (ACTCP). • Certified ADA Coordinators – Thirteen DOE employees received ADA Coordinator certifications. Personnel Office – Human Resources • Personnel staff successfully trained over 200 department managers on SMART Methodology. This was a threehour session which focused on how to create job-specific, measureable performance expectations that are tailored to daily duties and responsibilities. The goal was for each employee to be assigned clear performance expectations that are Specific, Measureable, Achievable, Relevant, and Time-bound or “SMART.” Office of Student Financial Assistance • National Training for Counselors and Mentors (NT4CM) – OSFA provided training to over 1,000 counselors and mentors over the 2013-14 and 2014-15 academic years to assist students and families with financial options to access postsecondary education. • Florida Association of Student Financial Aid Administrators (FASFAA) – OSFA provided training and disseminated information about Florida’s scholarship and grant programs to Florida’s postsecondary institutions at regional and annual conferences throughout the 2013-14 and 2014-15 academic years. • National Association of Student Financial Aid Administrators (NASFAA) – OSFA provided training and disseminated information about Florida’s scholarship and grant programs to southern regional postsecondary institutions at regional and annual conferences throughout the 2013-14 and 2014-15 academic years. 3 2015-19 Long Rang • • • • Financial Literacy Workshops – OSFA educated over 150,000 parents, students and community-based organizations at over 1,000 sites in the past two years about Florida’s scholarship and grant options as well as other options to increase postsecondary access. Senate and House presentations – Every year, OSFA presents to both Florida Senate and House committees on issues surrounding state financial aid and student access. College Goal Sunday – For the past two academic years, OSFA spearheaded the Florida CGS initiative, organizing over 58 sites throughout Florida to provide free assistance to students and families to file the Free Application for Federal Student Aid (FAFSA). This has been an ongoing initiative. OSFA is partnering with Florida school districts to meet the President’s FAFSA Initiative by providing valuable information to high schools and districts on student progress in completing the FAFSA. 4 2015-19 Long Rang Technical Assistance and Other Initiatives School Business Services Office of Funding and Financial Reporting • Financial Profiles of Florida School Districts. • Funding for Florida School Districts • Education Appropriations Funded by the Educational Enhancement (Lottery) Trust Fund January Florida School Recognition Program Awards February Class Size Categorical Allocation, Recommendation for an Alternate Reduction February Full-Time Equivalent (FTE) Student Survey Information February Student Transportation Survey Information Program Cost Report Workshops March School Financial Report Calculation of Florida School Recognition Program Awards Student/Staff Ratios April Equity in School-Level Funding Florida Education Finance Program Third Calculation Florida Education Finance Program Fourth Calculation May Full-Time Equivalent (FTE) Student Reporting June Class Size Operating Categorical Reallocation and Restoration Calculations Projected Instructional Materials Expenditures Survey June Student Transportation Survey Information July Capital Outlay Full-Time Equivalent Student Membership Forecast Program Revenue Distribution July Student Transportation Survey Information and Student Transportation General Instructions Digital Classrooms Allocation Florida Education Finance Program Second Calculation Reporting for Additional Hour of Intensive Instruction Capital Outlay and Debt Service Journal Entries District Summary Budget Florida Teachers Classroom Supply Assistance Program August Annual Financial Report Package Certification of the School District Millage Rates and Prior Period Funding Adjustment Millage 5 2015-19 Long Rang District Summary Budget and Annual Financial Report Online Submission; Program Cost Report Submission September Full-Time Equivalent Student (FTE) Enrollment Forecast Webinar and Workshops July Full-Time Equivalent (FTE) Student Survey Information October October Student Transportation Survey Information Florida Education Finance Program (FEFP) Final Calculation Factors to Estimate the Virtual Schools’ October and February Full-Time Equivalent Student Membership for the Third and Fourth Florida Education Finance Program Calculation Factors to Estimate February Full-Time Equivalent Student Membership for the Third Florida Education Finance Program November Estimated Florida Department of Juvenile Justice Unweighted Full-Time Equivalent (UFTE) Students (Survey 4) State Board of Education Rule Change School Board Organization Reporting for Actual Research-Based Reading Instruction Allocation Expenditures Reporting for Additional Hour of Intensive Instruction December Calculations of Reductions to Class Size Operating Funds (Prior to Appeals) School Class Sizes and Process and Time Line for Appeals Expenditures Per Full-Time Equivalent (FTE) Student Reporting Of Research-Based Reading Instruction Allocation Expenditures Rebate/E-payable Payments Florida Education Finance Program Third Calculation Transportation • School District Transportation Profiles College Budget Office • FCS budget office has continued to increase access to financial information in order to increase transparency through a website for FCS business officers to share information and timely reporting of consolidated financial reports Budget Office • Budget Process – Provided: June 10, 11 and 17, 2014 and February 9 and 27, 2015 Technical Assistance is provided to departmental staff on the budget process. Detail information is provided on the cycle that occurs from the point of the Legislative Budget Request (LBR) to the final General Appropriations Act (GAA) that is signed into law by the Governor. Attendees are provided assistance on budget terminology, statutory and constitutional requirements, and how to read a General Appropriations Act. The goal is to provide this technical assistance twice a year: prior to the LBR season and again prior to the Legislative Session. Technical assistance is also provided one-on-one as requested by departmental staff. • Legislative Budget Request – Provided: June 10, 11 and 17, 2014 Technical Assistance is provided to departmental staff on the Legislative Budget Request (LBR) process and how to properly create an LBR issue. Attendees are provided specific information on the types of information 6 2015-19 Long Rang that must be included in an issue. Information such as whom and how many are impacted by the initiative, how will the initiative be implemented, how much is of a recurring nature vs. a nonrecurring nature, how were costs determined, etc. Attendees are provided examples of do’s and don’ts and recent questions posed to the department regarding LBR issues. This technical assistance is offered prior to the LBR season. Technical assistance is also provided one-on-one as requested by departmental staff. • Operating Budget Process – Provided: April 3, 2015 Technical Assistance is provided to departmental staff on day to day activities regarding the operating budget. Staff is provided some of the same information that is provided in the Budget Process Technical Assistance but more detail is provided regarding day to day activities such as purchase requisitions, personnel actions, travel, allocations, etc. Staff are provided details on how codes are used on all expenditure documents to align each expenditure with the proper GAA line item which is ultimately provided to not only legislative staff but to the Transparency Florida website as well. This technical assistance has been provided during various times based on workload. The goal is to provide this technical assistance twice a year: when the LBR season is over and again when the Legislative Session is over. Technical assistance is also provided one-on-one as requested by departmental staff. General Services and Emergency Management • Hearing Loop System between Turlington Building / Betty Easley Center – The Department of Education is the first state agency to introduce the addition of a hearing loop system in a meeting room. The loop is located in conference room 1703/07 of the Turlington Building, and conference room 171 at the Betty Easley Center. This system greatly benefits those employees or visitors with major or minor hearing loss. Assistive listening devices for individuals without hearing aids are also available. • ADA Improvement Project for DBS/Daytona Beach Campus – Major renovations were completed in 2014 at the DBS Daytona Campus. The renovations focused on bringing the DBS Daytona Campus into full ADA Compliance. ADA modifications included the complete interior and exterior renovation of the Center for the Visually Impaired, the addition of ADA accessible parking spaces, the renovation of ADA accessible Test Kitchens, campus-wide renovations on accessible pathways, and modifications to general site conditions in order to bring the campus into compliance with the most current ADA standards for accessibility. • Risk Assessment Tool – Emergency Management staff, in collaboration with a vendor (Haystax), developed a risk assessment tool to conduct security assessments for schools and districts. The assessment tool was funded from 2013 Florida Legislature appropriated funds. Known as the Florida Safe School Assessment Tool (FSSAT), the tool is designed to provide school officials the ability to identify threats and vulnerabilities, generate automated reports of assessment findings and provide appropriate safety controls for schools they supervise. • Turlington Security – Security controls such as card readers and the replacement and upgrade of closed circuit television were procured to provide the department an improved security posture. Personnel Office – Human Resources • Personnel staff successfully implemented the new Performance Management module in the People First system and was evaluated by the Department of Management Services as a top state agency in meeting prescribed objectives. Some of the activities involved in this successful roll-out included:  Exceeded the statewide goal in setting employee performance expectations for the initial evaluation period of July 1, 2013, through December 31, 2013, with a completion percentage of 95.69%.  Exceeded the statewide goal in evaluations completed for the period of January 1, 2014, through June 30, 2014, with a completion percentage of 97.60%.  Exceeded the statewide goal in setting employee performance expectations for the evaluation period of July 1, 2014, through June 30, 2015, with a completion percentage of 97.29%. Office of Student Financial Assistance • Annual Report to the Commissioner on Scholarships and Grants 7 2015-19 Long Rang • • Default prevention and financial literacy resources in print and on the Navigating Your Financial Futures (NyFF) website at http://www.navigatingyourfinancialfuture.org/. State scholarship and grant information, student applications and assistance with for student borrowers on the Office of Student Financial Assistance website at http://www.floridastudentfinancialaid.org/FFELP/. 8 2015-19 Long Rang DIVISION OF BLIND SERVICES Ensure Effective and Responsive Services September 2013 – April 2015 The Division of Blind Services (DBS) has worked to ensure effective and responsive services that continuously improve outcomes for blind and visually impaired Floridians. The following captures our efforts to support the Department’s and the Division’s Strategic Plan Goals for the State Fiscal Years 2012/2013, 2013/2014 and current year: Section A: Implement State Board of Education Strategic Plan and Sector/Office Priorities (See Exhibit 1) DBS Primary Accomplishments A1: Number of blind service customers placed in competitive employment (at or above minimum wage). A2: Number of blind vending food service facilities supporting employed blind vendors. Section B: Communicate and Advocate for Improved Education Outcomes (See Exhibit 2) • Enhanced the comprehensive statewide communications and outreach plan to include a social media presence on both Facebook (738 likes) and Twitter (733 followers) and maintained a 5,000 subscriber email list. Additionally, produced the monthly DBS newsletter, participated in public education displays, conducted presentations, and provided educational materials. (See Exhibit 2) Section C: Effective and Responsive Services (See Exhibit 3) DBS Secondary Accomplishments • • • • • Increased the number of total customers served by .03%. Increased the number of Library Customers served who requested braille and recorded material by .01%. Increased the percentage of children from birth to age 5, who are prepared to achieve independence and educational success by 9%. Increased the number of adults benefiting from Adjustment to Blindness Skills Training by .3% Increased the Rehabilitation Rate for blind and visually impaired Floridians by 17% over a four year period. Increased the financial independence of customers with disabilities who have successfully completed the DBS VR program enabling them to become self-supporting, compared to their prior economic status. Supporting Achievements/Successes • Provided additional supplemental services to Florida’s blind population by reinstituting the DBS Grant Application Program and awarded $75,000 to the following three Not for Profit entities ( Center for Visually Impaired in Daytona, Lighthouse of Visually Impaired in Port Richey, and Miami Lighthouse. Grants focused on providing an array of training opportunities related to employment, education, and independence. 2015-19 Long Rang • Improved internal conflict resolution policy and reporting process to decrease the number of Administrative Fair Hearings and the number internal appeals. (See Exhibits 6 and 7.) • Along with eight other State Partner agencies, DBS signed the Employment First Cooperative Agreement, a multi-faceted plan for agencies committed to improving competitive employment outcomes for individuals with disabilities. (See Exhibit 8) • Partnered with the Department of Economic Opportunity and the Division of Vocational Rehabilitation to assist in the development and implementation of the Abilities Work web portal and help desk for the purpose of matching skills sets between potential employers and the disabled population. (See Exhibit 8.) • Strengthened the contracting language to clarify roles and responsibilities between the Division and Community Rehabilitation Providers to ensure improved quality service delivery. (Detailed data available upon request) • Ensured that newly hired district administrators and supervisors, and administrative staff were provided training on contract compliance and service categories. (See Exhibits 9 and 10.) • Provided training to 189 of employees related to case management, leadership, human resources, Microsoft Office suite, state and federal regulations, technology and more. (See Exhibit 11.) • Increased gross revenue (sales) by 4%, average blind vendor earnings by 9%, and median vendor earnings by 11% between FFY2013 and FFY 2014. (See Exhibit 12.) • Awarded licensed blind vendors more than 380 Continuing Education Units (CEUs), comprising over 3,000 hours of instruction to blind vendors since August 2013. (Detailed data available upon request.) • Increased successful employment outcomes through a multifaceted approach that included hiring Employment Placement Specialists, building new employer partnerships and implementing the Allen Anderson Employment Outcomes Professional Model. (Detailed data available upon request) • Improved Information Technology application stability and data speed, while providing data consistency, security and reliability to field offices. • Upgraded all district field network servers by migrating from Windows 2003 to Windows 2008 R2 and replaced all Windows XP computers with Windows 7 or Windows 8. • Replaced copiers statewide to a more cost-effective solution and added functionality (scanning, statewide OCR solution for converting files to accessible formats). • Completed the Daytona campus renovations to support ADA requirements. • Increased security awareness on the Daytona campus by hiring additional security officers issuing badges for staff, visitors and volunteers as well as conducted a vulnerability assessment. 2015-19 Long Rang Exhibit 1: Long Range Program Plan FY 2014 through FY 2018-19 Division of Blind Services Florida Department of Education Long Range Program Plan FY 2014-15 through FY 2018-19: http://floridafiscalportal.state.fl.us/Document.aspx?ID=9124&DocType=PDF, p. 16 (Objective 4B), p. 63, 64. Long Range Program Plan FY 2015-16 through FY 2019-20: http://floridafiscalportal.state.fl.us/Document.aspx?ID=11022&DocType=PDF, (Objective 4B p. 16, pp. 70, 71) 2015-19 Long Rang Exhibit 2: 2014 Outreach and Communication Plan Division of Blind Services Florida Department of Education Division Mission To ensure blind and visually impaired Floridians have the tools, support and opportunity to achieve success. Strategic Plan and Goals 1. Create an environment that provides job opportunities for visually impaired and blind Floridians. 2. Create a service delivery system that provides comprehensive services to visually impaired and blind Floridians. 3. Create an environment that fosters an exemplary division workforce. 4. Create a well-managed and accountable organization that ensures high quality. Key Audiences The Division of Blind Services exists to serve the people of the state of Florida. Key audiences or customers include: Clients (birth through seniors) Families Counselors Educators (birth through independent living) K-12 Leaders and Administrators Colleges and University Administrators Business and Workforce Organizations Government and Elected Officials Community Partners Consumer Organizations, Associations and Coalitions Civic and Community Organizations Print and Electronic Media Taxpayers Key areas of Focus Successful Employment and Self-Employment Early Intervention (Blind Babies through Children’s Program) Successful School to Work and Higher Education (14 years old up to 23 years) Independent Living Access to Braille and Talking Books Community Partnerships Counselor Education and Training Client Outreach Public Awareness and Education 2015-19 Long Rang Upcoming Issues/Events/Announcements 2015 The 2015 communications calendar is a comprehensive overview of activities, events, and communication opportunities that are, to some extent, predictable. Not included are those events, situations, and opportunities that are spontaneous or unique. Date January Jan. 1-31 Subject Location Messaging Strategies National Braille Month Statewide Districts, CRPs, Community Groups Social Media Newsletter Jan. 16-19 National Federation of the Blind Florida Ft. Lauderdale Staff Jan. 22 Jan. 20-23 Braille Challenge Fla. Ed. Tech. Conf. (FETC) Jacksonville Orlando Staff Public Education ?Display Newsletter Social Media Social Media Social Media Jan. 27-31 Assistive Technology Industry Association Orlando Staff Feb. 6 Braille Challenge Orlando Social Media Feb. 20 Braille Challenge Ft. Lauderdale Social Media Feb. 11 Rehab. Council for the Blind Tallahassee Districts CRPs, Social Media Meeting Notice Newsletter Feb. 12 Vision Summit, FAASB sponsor Tallahassee Districts Gov. Officials, Staff Community Social Media, Newsletter Public Education Display Dr. Seuss Birthday Read Across America Statewide Districts CRPs Public •Social Media •Newsletter Social Media Newsletter February March Mar. 2 2015-19 Long Rang Mar. 3 First Day of Legislative Session Tallahassee All Mar. 6 Digital Learning Day Mar. 6 Braille Challenge Tampa District staff Social Media Newsletter Mar. 3 Transportation for Disadvantaged Tallahassee All Social Media Newsletter Public Education Display Mar. 5 Developmental Disabilities Awareness Day Tallahassee All Social Media Newsletter Public Education Display March 22 Natl. Rehab. Counselor Day Library, Center and CRPs Newsletter Social Media Social Media April April 9-10 Narrowing the Gulf—Florida State Colleges St. Peter College Civil Rights Coords. Provide educational materials April 12-17 Children’s Week at Capital Tallahassee Districts, State Office and CRPs, Public Education Display Newsletter Social media April 14 Children’s Day at the Capital Tallahassee Districts, State Office and CRPs, Public Education Display Newsletter Social media April 15 Florida Senior Day (Ambassadors for Aging) Tallahassee Local staff CRPs, April 9-11 SportsAbility Tallahassee Community Districts CRPs Public Education Display Social Media Newsletter Social media 2015-19 Long Rang April 10 SportsAbility—In-door expo Tallahassee Districts and CRPs April 23 Take Son and Daughter to workday Tallahassee April 23-24 Rehab. Council for the Blind Miami Florida Council of the Blind Convention (Doug Hall/Sally Benjamin) Orlando Staff Public Education Display Newsletter Social Media June 5-7 Family Café (BEESS) Orlando Community Districts CRPs Public Education Display Newsletter Social Media June 5-7 SportsAbility (Sampler at Family Café) Orlando Districts CRPs July 1-30 ADA Month Statewide Districts CRPs, Community Gov. Officials Proclamation Newsletter Social media July 5-10 NFB Feb call Beth 407-659-9314 ext: 2369 display at $ lower than $950 Orlando— location for next 10 years Staff Public Education Display Newsletter Social media DOE employee’s children Staff Public Education Display Newsletter Social media Newsletter Presentations Social Media Public Education Display Meeting Notice Newsletter Social media May May 14-17 June July 2015-19 Long Rang July 28-29 Florida Rehab. Council for the Blind Orlando Districts, CRPs, Community Groups, Newsletter Meeting notice Social media Florida Rehab. Association Annual Training (FRA) Orlando Madeline Davidson Public Education Display Newsletter Social media Sept. TBD Fla. Assn. for Ed. & Rehab. of the Blind (FAER) Conf. Tallahassee Staff Public Education Display Newsletter Social media Sept. TBD National Disability Employment Awareness Month—Cabinet Resolution Tallahassee All Attend Newsletter Social media All Newsletter Social media August Aug. TBD September October Oct. 1-31 Vision Awareness Month Oct. 1—31 National Disability Employment Awareness Month Statewide Districts CRPs, Community Gov. Officials Proclamation Public Education Display Newsletter Social media Oct. 3 SportsAbility Gainesville Community Districts CRPs Proclamation Newsletter Social media Oct. TBD Disability History and Awareness Weeks—Kick Off Tallahassee Turlington DOE Public Education Display Newsletter Social media Presentation Oct. TBD Disability History and Statewide Districts Proclamation 2015-19 Long Rang Awareness Weeks CRPs, Community Gov. Officials Public Education Display Newsletter Social media Lunch & Learn Oct. TBD Employer Recognition Awards Tallahassee City Hall Districts CRPs, Gov. Officials Public Education Display Newsletter Social media Oct. 15 White Cane Day Statewide Districts CRPs, Community Public Education Display Newsletter Social media Events Oct. TBD Disability Mentoring Day Statewide All Newsletter Social Media Oct. TBD Abilities Awareness DayDaytona State College Daytona Center-Cynthia Slater Public Education Display Newsletter Social media Oct. 22-23 Florida Rehab. Council for the Blind Jacksonville Districts, CRPs, Community Groups, Newsletter Meeting notice Social media November December 2015-19 Long Rang Exhibit 3: Data References for Additional Accomplishments Division of Blind Services Florida Department of Education • Increased the number of total customers served by .3 %. a) Actual SFY 12/13 is 11,187 b) Actual SFY 13/14 is 11,218 Documentation: LRPP (standard measure for all programs served) http://floridafiscalportal.state.fl.us/Document.aspx?ID=9124&DocType=PDF, pp. 63-64 http://floridafiscalportal.state.fl.us/Document.aspx?ID=11022&DocType=PDF, pp. 70, 71 • Increased the number of Library Customers served who requested braille and recorded material by .01%. a) Actual SFY 12/13 is 34,283 b) Actual SFY 13/14 is 34, 287 Documentation: LRPP (standard measure for number of library patrons) http://floridafiscalportal.state.fl.us/Document.aspx?ID=9124&DocType=PDF, pp. 63-64 http://floridafiscalportal.state.fl.us/Document.aspx?ID=11022&DocType=PDF, pp. 70, 71 • Increased the percentage of children from birth to age 5, who are prepared to achieve independence and educational success by 9%. a) Actual SFY 12/13 is 160 b) Actual SFY 13/14 is 175 Documentation: LRPP (standard measure for blind babies program and transitioning into children’s program) http://floridafiscalportal.state.fl.us/Document.aspx?ID=9124&DocType=PDF, pp. 63-64 http://floridafiscalportal.state.fl.us/Document.aspx?ID=11022&DocType=PDF, pp. 70, 71 • Increased the number of adults benefiting from Adjustment to Blindness Skills Training by .3% a) Actual SFY 12/13 is 1,667 b) Actual SFY 13/14 is 1,672 Documentation: LRPP (standard measure for blind babies program and transitioning into children’s program) http://floridafiscalportal.state.fl.us/Document.aspx?ID=9124&DocType=PDF, pp. 63-64 http://floridafiscalportal.state.fl.us/Document.aspx?ID=11022&DocType=PDF, pp. 70, 71 Increased the Rehabilitation Rate for blind and visually impaired Floridians by 17% over a four year period. 2015-19 Long Rang Documentation: MIS workbook (extract below); Full workbook available upon request SFY11 SFY12 SFY13 SFY14 • Closed Other Total Served Closed Rehab (After Service) Rehab Rate % 1,541 720 821 1,472 729 743 1,318 700 618 1,264 713 551 46.72% 49.52% 53.11% 56.41% Increased the financial independence of customers with disabilities who have successfully completed the DBS VR program enabling them to become self-supporting, compared to their prior economic status. Documentation: MIS workbook (extract below); Full workbook available upon request SFY13 SFY14 Intake 45.57% 42.49% Closure 83.02% 83.43% Net percentage Difference 37.45% 40.94% 2015-19 Long Rang Exhibit 4: 2014 ANNUAL REPORT ON APPEALS PROCESS FOR FLORIDA Division of Blind Services Florida Department of Education RSA-722: Annual Report on Appeals Process for Florida 2014 I. Mediation A. Request for Mediation 1. Pending requests for mediation, October 1 (carryover from prior fiscal year) 0 2. New requests for mediation, October 1 0 3. Total requests for mediation this fiscal year 0 B. Disputes Resolved during Mediation Process 1. Disputes settled prior to the development of a written agreement 0 2. Disputes resulting in a written mediation agreement 0 3. Total disputes resolved during mediation process 0 4. Disputes not resolved during mediation process 0 C. Mediation Request Carried Over 1. Mediation requests pending resolution, September 30 0 2015-19 Long Rang II. Impartial hearing process A. Requests for Impartial Hearings 1. Pending Impartial hearing requests, October 1 1 2. New requests for impartial hearings since October 1 0 3. Total requests for impartial hearings this fiscal year 1 4. Number from Line II.A3 which had also been through the mediation process this fiscal year 0 B. Disputes Resolved during Impartial Hearing Process 1. Disputes resolved without IHO decision 0 2. IHO decisions favoring the individual 0 3. IHO decisions favoring the agency 1 4. Total IHO decisions 1 5. Total disputes resolved during impartial hearing process 1 6. Disputes not resolved during impartial hearing process 0 C. Impartial Hearing Requests Carried Over 1. Impartial hearing requests pending, September 30 0 2015-19 Long Rang III. Review of IHO decisions Has your agency established a process for review of IHO decisions? Y A. Requests for Review of IHO Decisions: 1. Requests for review of IHO decisions in process, October 1 0 2. New requests for review of IHO decisions since October 1 0 3. Total requests for review of IHO decisions this fiscal year 0 B. Reviews of IHO Decisions Completed 1. IHO decisions favoring the individual sustained 0 2. IHO decisions favoring the individual reversed 0 3. IHO decisions favoring the agency sustained 0 4. IHO decisions favoring the agency reversed 0 5. Total reviews of IHO decisions completed 0 6. IHO decisions not reviewed 1 C. Reviews of IHO Carried Over 1. Reviews of IHO decisions pending, September 30 0 2015-19 Long Rang IV. Civil actions A. Civil Actions Filed 1. Civil actions pending, October 1 0 2. New civil actions filed this fiscal year 0 3. Total civil actions this fiscal year 0 B. Civil Actions Resolved 1. Civil actions resolved in individual favor (sustaining final administrative decision) 0 2. Civil actions resolved in individual favor (reversing final administrative decision) 0 3. Civil actions resolved in agency favor (sustaining final administrative decision) 0 4. Civil actions resolved in agency favor (reversing final administrative decision) 0 5. Total civil actions resolved 0 6. Civil actions not resolved 0 C. Civil Actions Carried Over 1. Civil actions pending, September 30 0 2015-19 Long Rang V. Types of complaints/issues involved in disputes Mediation (a) Impartial Hearings (b) Reviews of IHO Decisions (c) Civil Actions (d) 1. Applicant eligibility for VR 0 0 0 0 2. Nature/contents/scope of IPE 0 0 0 0 3. Quality of counseling services 0 0 0 0 4. Delivery/quality of other VR services 0 1 0 0 5. Cost of services 0 0 0 0 6. Termination of services/service record closure 0 0 0 0 7. All other complaints/issues 0 0 0 0 Type 2015-19 Long Rang Certification Approved Last Name Williams First Name Antionette Phone Number 850-245-0322 Signed? Yes Signed Date 10/16/2014 or Walter Blackmon Florida Department of Education Division of Blind Services 325 West Gaines Street, Rm. 1114 Tallahassee, Florida 32399-0400 Tel: 850-245-0323 2015-19 Long Rang DIVISION OF VOCATIONAL REHABILITATION Communicate and Advocate for Improved Education Outcomes September 2013 – April 2015 Attached are VR’s Communication Plans for 2012, 2013, and 2014. All activities were fulfilled or exceeded in each year. VR’s outward-facing website is: www.Rehabworks.org VR publications may be found at links below. These are revised and updated as needed, and are always current. http://rehabworks.org/brochures.shtml VR’s Success Story Brochure (2015) and Success Story Videos may be found at: http://rehabworks.org/success.shtml Following is a compilation of performance-related data for three state fiscal years: Source data from LRPP, LBR Activity Narrative (AN) and VR Performance Report SFY 2011-12 SFY 2012-13 SFY 2013-143 16,959 17,128 9,143 VR- G Number of IPEs written* Total- Customers who obtained gainful employment (LRPP Outcome 4A.1; FDOE Strategic Plan Appendix A Indicator A.3) 6,071 6,523 7,214 VR- G Customers with SD or MSD who obtained gainful employment 5,988 6,450 7,019 VR- G Applicants who were determined eligible for VR services 24,484 23,740 21,896 VR- G Customers in Active Status 55,035 55,457 44,014 VR- G $17,286 $17,242 $17,536 VR- G Projected average annual earnings Customers exiting with earnings at or above min. wage (LRPP Outcome 4A.2; FDOE Strategic Plan Appendix A Indicator A.4) 90.4% 98.3% 99.8% VR- G Activity Measure (*indicates Unit Cost Measure in LBR-AN) VR- G2 Rehabilitation rate (LRPP Outcome 4A.3) 48.9% 43.4% 29.8% IL4 Number of clients served* 25,024 23,030 20,380 IL Independent Living Plans developed 20,986 19,421 17,406 IL Independent Living goals set and pursued 36,370 49,980 35,639 IL Community transition assistance provided 157 56 86 IL Information and Referral services provided 28,648 27,342 33,027 FAAST5 Number of clients served* 133,327 169,409 240,766 FAAST Regional device demonstrations, training & assessments 51,445 118,823 34,178 FAAST Regional device reuse 304 189 FAAST SW & Regional loan program 2,350 2,354 FAAST SW alternative financing 61 63 FAAST Public awareness, information, referral & assistance services 22,617 222,095 FAAST Distribution of self-help resource guides and magazines 25,770 215,073 VR- G = Vocational Rehabilitation General Program 3 Performance reductions in this SFY (2013-14) are due to instituting customer waiting lists for all service categories and strategic closure of all inactive cases / non- responsive or non-interested customers. 4 IL = Independent Living Program 5 FAAST = Florida Alliance for Assistive Services and Technology 2 2015-19 Long Rang VR operates under an annual VR State Plan, submitted to and approved by our federal partner, the Rehabilitation Services Administration (RSA). VR also maintains a rolling VR Strategic Plan, documenting the achievement of goals and objectives, as well as the rationale from removing items from the Plan. In order to be responsive to our customers, contractors, and other community partners, VR has conducted the following external training and educational activities and collaborations: VR External Training and Educational Activity Summary Type of Activity External Training Presentations Topic/ Role Disability Etiquette provided to FL CARES Webinar Conference 6 Consortia 25+ A Self-Employment, Supported Training Options, Discovery, CBTAC Director’s presentation- quarterly to the Florida Rehabilitation Council (FRC), FL Association of Rehabilitation Facilities (ARF), and the Developmental Disabilities Council (DDC) VR Youth in Transition (35 events total) 12 T 12 T 12 T 500+ A 350+ A 350+ A TASH Transition Conference Presentation 100+ A Self & Supp. Emp., Discovery, Ticket to Work at Family Café Director- Independence Through Employment Conf. (FAU) 100+ A 130+ A 150+ A Collaborations Activity Summary Type of Activity Total Trainings (T) or Number Attending (A) 2012 2013 2014 Topic/ Role VR and APD joint trainings and presentations on topics such as Supported Employment, Discovery, and Collaboration VR and USF joint presentation on School Based Discovery Supported CANAR6 planning & logistics Supported/ Hosted SE Regional Institute on Deafness (SERID) Conference 100 A 100+ A Total Trainings (T) or Number Attending (A) 2012 2013 2014 400+ A 300+ A 150+ A 225+ A 238+ A for Administrators of Native American Rehabilitation Additional Outreach Activities: • Educated Families on youth in transition services during Disability History Weeks, Hartwick Symposium, Downtown Transition Conference, Family Network on Disabilities webinar on Service Plans, Family Café, CAP collaboration and Resources • Engaged in outreach to youth through activities which include participation in the Able Trust Youth Leadership Forum, Inclusion Council, and Transition Fairs • Representation on National, State and Local advisory boards and councils for Transition, VR Performance, Workforce Development and so forth • Participation in at least 20 local employment events and Job Fairs across the state each year • Planning, Executing, and Participating annually in Disability Employment Awareness Events across the state, in collaboration with the Agency for Persons with Disabilities, the Able Trust, and other partners • Planning, Executing, and Participating annually in Disability Mentoring Day activities across the state, in collaboration with the Agency for Persons with Disabilities, the Able Trust, and other partners 2015-19 Long Rang Additional Supporting Achievements/ Successes: • Along with eight other State Partner agencies, DVR signed the Employment First Cooperative Agreement, a multi-faceted plan for agencies committed to improving competitive employment outcomes for individuals with disabilities. • Partnered with the Department of Economic Opportunity (DEO), the Division of Blind Services, and the Employment First Collaborative to assist in the development and implementation of the Abilities Work web portal on the DEO Career Source website. • VR Director participated as a member of the Governor’s Commission on Employment for People with Disabilities for 3 years. • Abilities Work Help Desk - Implemented, per the Governor’s Commission’s recommendation, the Abilities Work Help Desk, a cross-agency collaboration (VR, Blind Services, APD, Career Source) designed to provide Florida’s employers a single point of access through which to interface with Florida’s disability employment system. Additional info may be found at: http://rehabworks.org/abilitieswork.shtml. • Business Relationship Program – building a new line of business for Vocational Rehabilitation, acknowledging employers as dual customers for VR; helping them meet their hiring obligations under Section 503 of the Rehabilitation Act; Secure and Retain High Quality Personnel • • Successful pilot and rollout of , the division’s learning management system (LMS). ted makes delivering and receiving training more efficient and hopefully, more effective. The LMS will also allow for more efficiency in notifying staff of policy changes and agency wide information delivery. LMS Courses to date include Diversity, Sexual Harassment Prevention, ADA, Ethics, and Confidentiality, with an average completion rate of 932 staff. VR has also developed and in 2015, will roll out a comprehensive Mentoring Program for all staff, to be used in conjunction with onboarding and promotion into new roles. Internal Training and Educational Activity Summary (outside of ted) Activity Internal Training Topic/ Role New Counselor (9 sessions total) New Counselor Follow-up (8 sessions total) Supervisor’s Apprenticeship (1 session) Statewide Supervisor Training (3 sessions) VR 101 Counselor Policy Manual Updates True Colors SMART Expectations (1 F-t-F, 1 WebEx) Hearing Loss RSA-911 Data Collection Changes in RIMS New Florida Medicaid methodology Transition topics- AT, Service to Employment, Effective Practices, Guidance and Counseling, IPE Development, PSE Programs, Critical Thinking, Coordination and Collaboration of Services, and Implementing EvidenceBased Programs to Improve Outcomes Supported Training Options, Self-Employment, CBTAC, Discovery, Autism Total Trainings (T) or Number Attending (A) 2012 2013 2014 98 A 77 A 73 A 70 A 21 A 202 A 101 A 4T 30 T 900+ A 95 A 615 A 10 T 12 A 27 A 250+ A 250+ A 250+ A 1000+ A 950+ A 2015-19 Long Rang Communications Each year we hold a two-day training for our Communications Coordinators (1-2 from each service area). They were taught how to collect more success stories and articles to share, how to take better photos and edit them using standard Microsoft Office software, how to hold special events, and how to interview well (e.g., staff; successful VR customers; employers). Communications Liaisons also learned about how to effectively use social media and SharePoint. 2012 in Ocala with 10 attendees 2013 in St. Augustine with 11 attendees 2014 over WebEx with 12 attendees Facilities Management (all since 2014) Quarterly Safety Team Training- (CPR; Active Shooter; AED; First Aid; Building Evacuation; Tornado and Inclement Weather; Safety Hazards) for HQ safety team members (20-40 each time) Quarterly Disability Awareness Meeting – (Disability Etiquette; Blind Sensitivity; Deaf & Hard of Hearing; Assistive Technology) for HQ staff (35-55) VOIP Phone Support Technical Assistance- for HQ IT staff (4) Photo Editing Technical Assistance (EMAIL PHOTOS) - Statewide staff (13) Budget Section FLAIR Report training provided to eight employees on March 27, 2012 (SR Management Team) (8) FLAIR Report training provided to eight employees on February 20, 2013 (Area OMCs and HQ employees) (8) FLAIR & Budget Report training provided to seven employees on August 28, 2014 (Bureau of Planning and Performance) (7) Admin Services Employee Orientation to 4070 Bldg. - August, September, October 2013 (150) Easley Form technical assistance - 2014 (15) Supply request form technical assistance - 2014 (35) ‘Go to’ user orientation - 2015 (75) IT On demand IT technical assistance (from SharePoint) (potentially 1500) MS Training on Demand (potentially 1500) SharePoint Orientation 2013 (70) New user IT orientation/setup (ongoing - about 200 so far) Air Card Technical Assistance 2015 (15) Various IT topics Lunch and learns 2013 – to date, about (75) Contract Referral Training 2014 (750) REBA training 2013 (350) ADA Training done through National ADA organization-10 certified 2015-19 Long Rang APPENDIX II.D. PART II: DEMONSTRATE EXECUTIVE MANAGEMENT D. Ensure Internal and External Financial Accountability 2014-15 State Board of Education Successes The 2014-15 Operating and Fixed Capital Outlay General Appropriations Act provides $17.21 billion, an increase of $272.7 million or 1.61% over the 2013-14 appropriation: Total Annual Request Total Fixed Capital Outlay Request $ 15.26 billion $ 1.95 billion Florida Education Finance Program (FEFP) - $10.6 billion: • Highest Levels of State and Total Funding o Historic total funds per FTE since FY 2007-08 ($7,126.33 per FTE) o Historic total funding since FY 2007-08 of $18,751.3 million o $480 million to maintain teacher pay increases within the Base Student Allocation o $40 million to school districts for Digital Classroom Allocation specifically for school district technology enhancements. o $30 million increase for CAPE Industry Certification Funding o $2.6 million increase in Sparsity Supplement for small districts o $38.3 million increase in Class Size Reduction Workforce Development - $489.6 million • Continues $5 million for performance-based incentives for industry certifications Florida Colleges - $1.15 billion • Continues $5.0 million for performance incentives based on industry certifications • $20.5 million increase for college funding formula adjustments • $4.8 million increase for dual enrollment to be allocated to Florida College institutions Fixed Capital Outlay – $1.82 billion • $1.34 billion for Debt Service payment on capital bonds • $180.6 million for Maintenance, Repair, Renovation, and Remodeling, comprised of o $53.0 million for Public Schools o $75.0 million for Charter Schools o $37.7 million for the State University System o $15.0 million for the Florida College System • $59.7 million for Special Facility Construction Account projects • $28 million for Capital Outlay & Debt Service (MVLR Flow-Through) • $12.1 million for Other K-12 projects • $107.5 million for Florida College System projects Other Education • $148 million for teacher professional development o $7.9 million increase for Professional Development for principals and other district administrators in instruction and human resource leadership o $1 million increase for statewide resources approved by the commissioner for improving school leadership practices that are linked to increased state achievement Florida Education Finance Program (FEFP) Total and State K-12 Public School Funding $20,000 $18,751.3 $17,919.9 $18,000 $18,002.0 $18,226.4 $907.9 $872.7 $18,309.2 $16,581.6 $18,884.1 $17,223.2 Dollars in Millions $16,000 $14,000 $7,836.4 $9,042.1 $9,363.5 $12,000 $9,002.9 $8,444.2 $8,236.5 $7,678.4 Federal $7,872.2 Local $10,000 State $8,000 $6,000 $9,709.2 $4,000 $8,556.4 $8,091.2 2008-09 2009-10 $8,909.5 $8,709.4 2010-11 2011-12 $9,544.8 $10,472.8 $10,647.6 2013-14 Fourth 2014-15 Conf. $2,000 $0 2007-08 2012-13 www.FLDOE.org © 2014, Florida Department of Education. All Rights Reserved. 1 Florida Education Finance Program (FEFP) Total Funding per Full Time Equivalent (FTE) $8,000 $7,126.32 $6,846.52 $7,000 $6,846.64 $6,897.38 $345.31 $330.24 $6,761.09 $6,217.18 $6,937.23 $6,376.64 $6,000 $3,436.40 $5,000 $/FTE $2,893.78 $3,577.43 $3,424.02 $3,195.52 $2,951.64 $3,025.73 Federal $/FTE $2,842.81 Local $/FTE $4,000 State $/FTE $3,000 $2,000 $3,689.92 $3,269.09 $3,077.31 2008-09 2009-10 $3,371.62 $3,265.54 $3,533.82 2010-11 2011-12 2012-13 $3,867.31 $3,911.50 2013-14 Fourth 2014-15 Conf. $1,000 $0 2007-08 www.FLDOE.org © 2014, Florida Department of Education. All Rights Reserved. 2 Florida Education Finance Program (FEFP) Total Full-Time Equivalent (FTE) FTE 2,750,000 2,700,000 2,650,000 2,600,000 2,700,982 2,708,031 2012-13 2013-14 Fourth 2,722,135 2,667,058 2,638,331 2,631,277 2006-07 2007-08 2,617,372 2,629,327 2,642,511 2,550,000 2,500,000 2,450,000 2,400,000 2,350,000 2,300,000 2,250,000 2,200,000 2008-09 2009-10 2010-11 2011-12 www.FLDOE.org © 2014, Florida Department of Education. All Rights Reserved. 2014-15 Conf. 3 2014-15 FLORIDA EDUCATION FINANCE PROGRAM FINAL CONFERENCE REPORT Statewide Summary Comparison to 2013-14 Fourth Calculation 2013-14 FEFP Fourth Calculation MAJOR FEFP FORMULA COMPONENTS Unweighted FTE Weighted FTE School Taxable Value Required Local Effort Millage Discretionary Millage Total Millage Base Student Allocation 2014-15 FEFP Conference Calculation Percentage Difference Difference 2,708,031.13 2,941,396.30 2,722,134.53 2,948,902.59 14,103.40 7,506.29 0.52% 0.26% 1,419,479,110,114 1,494,439,837,993 74,960,727,879 5.28% 5.183 0.748 5.931 5.183 0.748 5.931 0.000 0.000 0.000 0.00% 0.00% 0.00% 3,752.30 4,031.77 279.47 7.45% www.FLDOE.org © 2014, Florida Department of Education. All Rights Reserved. 4 2014-15 FLORIDA EDUCATION FINANCE PROGRAM FINAL CONFERENCE REPORT Statewide Summary Comparison to 2013-14 Fourth Calculation 2013-14 FEFP Fourth Calculation FEFP DETAIL WFTE x BSA x DCD (Base FEFP Funding) Declining Enrollment Supplement Sparsity Supplement State Funded Discretionary Contribution 0.748 Mills Discretionary Compression DJJ Supplemental Allocation Safe Schools ESE Guaranteed Allocation Supplemental Academic Instruction Instructional Materials Student Transportation Teachers Classroom Supply Assistance Reading Allocation Virtual Education Contribution Digital Classroom Allocation TOTAL FEFP 11,536,424,815 3,354,730 45,754,378 13,800,874 151,341,162 5,244,370 64,456,019 947,987,428 639,296,226 217,277,372 422,674,570 45,286,750 130,000,000 24,734,723 0 14,247,633,417 2014-15 FEFP Conference Calculation 11,898,760,020 4,357,114 48,318,959 15,387,446 161,981,068 7,260,453 64,456,019 950,781,688 642,089,342 223,382,911 424,875,855 45,286,750 130,000,000 22,529,395 40,000,000 14,679,467,020 www.FLDOE.org © 2014, Florida Department of Education. All Rights Reserved. Difference 362,335,205 1,002,384 2,564,581 1,586,572 10,639,906 2,016,083 0 2,794,260 2,793,116 6,105,539 2,201,285 0 0 (2,205,328) 40,000,000 431,833,603 Percentage Difference 3.14% 29.88% 5.61% 11.50% 7.03% 38.44% 0.00% 0.29% 0.44% 2.81% 0.52% 0.00% 0.00% -8.92% 100.00% 3.03% 5 2014-15 FLORIDA EDUCATION FINANCE PROGRAM FINAL CONFERENCE REPORT Statewide Summary Comparison to 2013-14 Fourth Calculation 2013-14 FEFP Fourth Calculation 2014-15 FEFP Conference Calculation Difference Percentage Difference Less: Required Local Effort 6,832,547,579 7,179,517,373 346,969,794 5.08% GROSS STATE FEFP Proration to Appropriation NET STATE FEFP 7,415,085,838 (51,655,306) 7,363,430,532 7,499,949,647 0 7,499,949,647 84,863,809 51,655,306 136,519,115 1.14% -100.00% 1.85% STATE CATEGORICAL PROGRAMS Class Size Reduction Allocation Discretionary Lottery/School Recognition TOTAL STATE CATEGORICAL FUNDING 2,974,766,164 134,582,877 3,109,349,041 3,013,103,776 134,582,877 3,147,686,653 38,337,612 0 38,337,612 1.29% 0.00% 1.23% 10,472,779,573 10,647,636,300 174,856,727 1.67% 6,832,547,579 1,003,907,765 7,836,455,344 7,179,517,373 1,056,928,333 8,236,445,706 346,969,794 53,020,568 399,990,362 5.08% 5.28% 5.10% 18,309,234,917 18,884,082,006 574,847,089 3.14% 6,937.23 176.14 2.61% TOTAL STATE FUNDS LOCAL FUNDING Total Required Local Effort Total Discretionary Taxes from 0.748 Mills TOTAL LOCAL FUNDING TOTAL FUNDING Total Funds per UFTE www.FLDOE.org 6,761.09 © 2014, Florida Department of Education. All Rights Reserved. 6 Department of Education Prepared by Budget Bureau  2013‐14  Appropriations after Vetoes 05‐20‐13   2014‐15 DOE Request  Greenbook plus  Administered  Funds,  Annualizations  and Technical  Adjustments   2014‐15 Appropriations  after Vetoes 06‐02‐14   2014‐15  Appropration over/(under) 2013‐14  Appropriation   % 2014‐15  Appropration  over/(under) 2013‐14  Appropriation  TOTAL ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS                              931.00                       45,432,793                                       ‐                              819,103                                       ‐                           9,979,396                                       ‐                         10,693,484  932.00                      49,092,339                                       ‐                              819,103                                       ‐                           9,989,430                                       ‐                           9,993,484  931.00                49,088,962                     554,000                  1,467,459                     616,210                10,632,402                  1,026,000                10,793,484 0.00                    3,656,169                        554,000                        648,356                        616,210                        653,006                    1,026,000                        100,000 ‐ 8.05% 100.00% 79.15% 100.00% 6.54% 100.00% 0.94%                           500,000                             549,823                        549,823                          49,823 9.96% Comparison of 2013‐14 Appropriation and 2014‐15 Appropriation June 3, 2014  Row #  1 2 3 3a 7 7a 8 8a 10 12 14 14a 15 15b 18 19 19a 20 21 22 24 26 26a 26b 26c 28 29 30 31 32 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 49a 49b 49c 51 52 53 54 55 56 58 59 Vocational Rehabilitation Positions Salaries and Benefits  Draw Down Additional Federal Funds Other Personal Services Draw Down Additional Federal Funds Expenses Draw Down Additional Federal Funds Adults with Disabilities Funds Florida Endowment Foundation for Vocational  Rehabilitation (ABLE) Operating Capital Outlay Draw Down Additional Federal Funds Contracted Services Draw Down Additional Federal Funds Independent Living Services Purchased Client Services Draw Down Additional Federal Funds Risk Management Insurance Tenant Broker Commissions Transfer to DMS ‐ HR Services Purchased per Statewide  Contract Other Data Processing Services Education Technology and Information Services Data Information Technology Security Services Information Security Management  Legacy Server Replacement Northwest Regional Data Center (NWRDC) Total Vocational Rehabilitation Blind Services Positions Salaries and Benefits Other Personal Services Expenses Community Rehabilitation Facilities Operating Capital Outlay Food Products Acquisition of Motor Vehicles Client Services Contracted Services Independent Living Services Risk Management Insurance Library Services Vending Stands ‐ Equipment and Supplies Tenant Broker Commissions Transfer to DMS ‐ HR Services Purchased per Statewide  Contract Other Data Processing Services Education Technology and Information Services Data Information Technology Security Services Information Security Management  Legacy Server Replacement Southwood Shared Resource Center Northwest Regional Data Center (NWRDC) Total Blind Services Private Colleges & Universities Medical Training and Simulation Laboratory ABLE Grants (Access to Better Learning and Education) Historically Black Private Colleges  Academic Program Contracts                          24,000                          24,000                    6,025,040                    5,752,640                        150,000                  35,979,697                  35,979,697                        (20,780)                                ‐ 4.99% 100.00% 50.42% 100.00% 2.30% 31.30% 100.00% ‐5.22% ‐                           329,332                             314,101                        313,757                        (15,575) ‐4.73%                           480,986                                       ‐                         11,950,661                                       ‐                           6,531,793                    114,952,016                                       ‐                              398,063                               97,655                            480,986                                       ‐                        12,403,561                                       ‐                           6,531,793                    114,952,016                                       ‐                              377,283                              97,655                       504,986                        24,000                17,975,701                  5,752,640                  6,681,793              150,931,713                35,979,697                      377,283                        97,655                           670,078                               68,761                                       ‐                                         ‐                                         ‐                              196,503                    203,100,624                            860,078                       670,078                             91,556                         77,747                          4,763                                      ‐                             1,524                                      ‐                                 845                           196,503                       196,503                   206,749,711               250,359,346                              299.75                       13,389,143                            446,202                         2,973,667                         5,369,554                            289,492                            200,000                            100,000                       24,079,144                            481,140                               35,000                            185,676                            189,735                         2,803,000                               18,158  299.75                      14,738,296                            446,202                         2,973,667                         5,369,554                            289,492                            200,000                            100,000                      23,212,144                            481,140                              35,000                            210,869                            189,735                         3,670,000                              18,158                                 ‐                            8,986                            4,763                            1,524                               845                                ‐                  47,258,722 ‐ 13.07% 100.00% 100.00% 100.00% ‐ 23.27% 0.00                        963,323                          17,512                                ‐                                ‐                                ‐                                ‐                                ‐                      (667,000)                                ‐                                ‐                          25,193                                ‐                        867,000                                ‐ ‐ 7.19% 3.92% ‐ ‐ ‐ ‐ ‐ ‐2.77% ‐ ‐ 13.57% ‐ 30.93% ‐                           106,034                             100,610                        100,610                           (5,424) ‐5.12% 299.75                14,352,466                      463,714                  2,973,667                  5,369,554                      289,492                      200,000                      100,000                23,412,144                      481,140                        35,000                      210,869                      189,735                  3,670,000                        18,158                      686,842                        97,384                          5,352                          1,713                              949                                   419                                    544                               424                           210,755                            210,755                       210,755                      51,650,985                      53,062,568                  52,861,954                                 ‐                          10,360                            5,352                            1,713                               949                                    5                                ‐                     1,210,969  ‐ 11.90% 100.00% 100.00% 100.00% 1.19% ‐ 2.34%                  6,000,000                  5,689,500                12,643,514                      418,520                    6,000,000                    2,449,933                    1,701,971                      (225,694) 100.00% 75.63% 15.56% ‐35.03%                           686,842                               87,024                                       ‐                                         ‐                              686,842                            129,560                              40,239                                       ‐                                          ‐                           3,239,567                       10,941,543                            644,214                                        ‐                           3,649,400                      10,941,543                            612,734  Page 1 of 5  2013‐14  Appropriations after Vetoes 05‐20‐13   2014‐15 DOE Request  Greenbook plus  Administered  Funds,  Annualizations  and Technical  Adjustments   2014‐15 Appropriations  after Vetoes 06‐02‐14   2014‐15  Appropration over/(under) 2013‐14  Appropriation   % 2014‐15  Appropration  over/(under) 2013‐14  Appropriation   Row #  TOTAL ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS 63 66 68 69 70 71 72 73 74 75 76 77 78 79 90 91 92 93 94 95                        1,250,000                       89,664,961                         4,234,749                         1,691,010                    111,666,044                         1,000,000                      89,851,351                         4,234,749                         1,691,010                    111,980,787                 15,250,000              112,359,000                  4,734,749                  1,691,010              158,786,293                  14,000,000                  22,694,039                        500,000                                ‐                  47,120,249 1120.00% 25.31% 11.81% ‐ 42.20%                (43,221,874)                    2,870,820                                ‐                                ‐                        114,532                                ‐                                ‐                  16,166,530                                ‐                                ‐                (24,069,992) ‐13.97% 100.00% ‐ ‐ 12.93% ‐ ‐ 11.70% ‐ ‐ ‐5.18%                        8,049,190                         6,828,934                       600,000                   (7,449,190)                           250,000                            150,000                       150,000                      (100,000) ‐92.55% ‐40.00% Department of Education Prepared by Budget Bureau Comparison of 2013‐14 Appropriation and 2014‐15 Appropriation June 3, 2014 Private Colleges & Universities Florida Resident Access Grant (FRAG) Nova Southeastern University ‐ Health Programs LECOM / Florida ‐ Health Programs Total Private Colleges & Universities Student Financial Aid Program (State) Florida's Bright Futures Scholarship Program Florida National Merit Program First Generation in College Matching Grant Program Prepaid Tuition Scholarships Minority Teacher Scholarship Program Nursing Student Reimbursement/Scholarship Mary McLeod Bethune Scholarship Student Financial Aid Jose Marti Scholarship Challenge Grant Transfer to the Florida Education Fund Total Student Financial Aid Program (State) Student Financial Aid Program (Federal) College Access Challenge Grant Program Student Financial Aid Transfer Default Fees to the Student Loan Guaranty  96 Reserve Trust Fund 97 Total Student Financial Aid Program (Federal) 98 State Grants/K‐12 Program/FEFP 99 Florida Education Finance Program 99a Salary Allocations 99b Workload for Enrollment 99c Technology Allocation Initiative  99d Dual Enrollment Tuition Initiative  99e Summer Algebra Initiative 99f HB 5103 ‐ Florida Personal Learning Account Program 99g Principal Training Allocation 99h Additional CAPE Industry Certification Funding 99i Virtual Education Contribution 99j Additional Funds for Dual Enrollment Materials 99k Increase Sparsity Supplement 99l FRS UAL and Normal Contribution Adjustment 99m Health Insurance Subsidy (HIS) Contribution 99n Consumer Price Index (CPI) of 1.70% 99o (Less) Local Funding from Tax Roll Increase DJJ Education Supplement ‐ Funds for Career Ed & GED  99p Fees 107 Class Size Reduction 107a Consumer Price Index (CPI) of 1.70% 107b (Less) CSR Decrease 111 District Lottery and School Recognition Program 112 Total State Grants/K‐12 Program/FEFP 113 State Grants/K‐12 Program/Non‐FEFP 114 Instructional Materials 117 Assistance to Low Performing Schools 118 Mentoring/Student Assistance Initiatives 119 Performance Adjustments to School Districts 120 Transfer FIRN to DMS 125 College Reach Out Program 126 Florida Diagnostic and Learning Resources Centers 127 New World School of the Arts 128 School District Matching Grants Program 129 Teacher and School Administrator Death Benefits 130 Risk Management Insurance 131 Autism Program                   309,413,826                    271,425,474               266,191,952                  2,870,820                        5,308,663                         5,308,663                   5,308,663                        7,000,000                         7,000,000                   7,000,000                           885,468                            885,468                   1,000,000                           929,006                            929,006                       929,006                           321,000                            321,000                       321,000                   138,122,806                    138,319,553               154,289,336                           100,000                            100,000                       100,000                        3,000,000                         2,000,000                   3,000,000                   465,080,769                    426,289,164               441,010,777                              15,000                               15,000                          15,000                                ‐                        8,314,190                         6,993,934                       765,000                   (7,549,190)                7,353,620,532                    480,000,000                                       ‐                                         ‐                                         ‐                                         ‐                                         ‐                                         ‐                                         ‐                                         ‐                                         ‐                                         ‐                                         ‐                                         ‐                                         ‐                                         ‐                   7,470,033,937                    480,000,000                       30,970,674                      40,000,000                        6,311,116                        8,946,990                                       ‐                                         ‐                                         ‐                        32,933,130                                       ‐                             582,384                                       ‐                                         ‐                     223,234,823                  (203,442,582)          7,499,962,017                                ‐                 10,737,095                40,000,000                               ‐                               ‐                               ‐                               ‐                30,000,000                               ‐                  5,000,000                  2,564,581                39,312,223                  6,901,503                               ‐                               ‐                                      ‐                                          ‐                                   ‐                2,974,766,164                                       ‐                                         ‐                      134,582,877               10,462,969,573                 3,018,079,535                      50,434,909                      (7,121,538)                   134,582,877              10,622,696,349           3,013,103,776                               ‐                               ‐              134,582,877        10,647,648,670                        1,160,000                         1,060,000                   1,230,000                        4,000,000                         4,000,000                   5,000,000                      15,847,897                      12,239,967                 23,058,720                  2,500,000                               ‐                        1,000,000                         1,000,000                   1,000,000                        1,982,626                          1,982,626                     2,700,000                           500,000                            500,000                       650,000                        4,000,000                         6,000,000                   4,500,000                              18,000                              18,000                         18,000                           881,820                            819,926                       819,926                        7,500,000                         7,500,000                   9,000,000 Page 2 of 5                146,341,485              (480,000,000)                  10,737,095                  40,000,000                                ‐                                ‐                                ‐                                ‐                  30,000,000                                ‐                    5,000,000                    2,564,581                  39,312,223                    6,901,503                                ‐                                ‐                                ‐                  38,337,612                                ‐                                ‐                                ‐               184,679,097                          70,000                    1,000,000                    7,210,823                    2,500,000                                ‐                                ‐                        717,374                        150,000                        500,000                                ‐                        (61,894)                    1,500,000 ‐ ‐90.80% 1.99% ‐100.00% 100.00% 100.00% ‐ ‐ ‐ ‐ 100.00% ‐ 100.00% 100.00% 100.00% 100.00% ‐ ‐ ‐ 1.29% ‐ ‐ ‐ 1.77% 6.03% 25.00% 45.50% 100.00% ‐ ‐ 36.18% 30.00% 12.50% ‐ ‐7.02% 20.00% Department of Education Prepared by Budget Bureau  2013‐14  Appropriations after Vetoes 05‐20‐13   2014‐15 DOE Request  Greenbook plus  Administered  Funds,  Annualizations  and Technical  Adjustments   2014‐15 Appropriations  after Vetoes 06‐02‐14   2014‐15  Appropration over/(under) 2013‐14  Appropriation   % 2014‐15  Appropration  over/(under) 2013‐14  Appropriation  TOTAL ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS Comparison of 2013‐14 Appropriation and 2014‐15 Appropriation June 3, 2014  Row #  132 133 171 172 Regional Education Consortium Services Teacher Professional Development Continuation of Education Initiatives/Training and  Technical Assistance Support for Principals/Administrators Professional  Development Strategic Statewide Initiatives Florida Personalized Accounts for Learning Safe Schools Security Assessments (Software) Career and Education Planning System District Bandwidth Support Technology Transformation Grants for Rural School  Districts School and Instructional Enhancements Exceptional Education Florida School for the Deaf and the Blind  Transfer to DMS ‐ HR Services Purchased per Statewide  Contract Total State Grants/K‐12 Program/Non‐FEFP Federal Grants K‐12 Program 173 Projects, Contracts and Grants 133a 133b 140 140a 140b 140c 140d 140e 145 164 168 169                        1,445,390                         1,750,000                   2,545,390                    1,100,000                   134,998,244                    148,406,454               148,043,454                  13,045,210                                      ‐                           5,000,000                                 ‐                                ‐                                      ‐                           8,358,210                    7,858,210                    7,858,210 76.10% 9.66% ‐ 100.00%                      21,328,468                         3,015,000                 21,400,000                18,400,000                       1,000,000                              15,000                                ‐                       3,000,000                        3,000,000                   3,000,000                     11,328,468                                       ‐                                  ‐                          71,532                  18,400,000                   (1,000,000)                                ‐                (11,328,468) 0.34% 100.00% ‐100.00% ‐ ‐100.00%                       6,000,000                                        ‐                                   ‐                   (6,000,000) ‐100.00%                        8,141,116                         6,216,116                 25,794,131                  17,653,015                        5,047,080                         5,047,080                   6,947,080                    1,900,000                      45,655,946                      48,879,476                 48,882,504                    3,226,558                           263,965                             258,477                        258,477                           (5,488)                   253,770,552                    248,693,122               304,347,682                  50,577,130                        3,999,420                          3,999,420                     3,999,420                                ‐ 216.84% 37.65% 7.07% ‐2.08% 19.93% ‐ 174 Federal Grants and Aids                1,512,712,755                  1,512,712,755             1,512,712,755                                ‐ ‐ 175 Domestic Security                        5,409,971                          5,409,971                     5,409,971                                ‐ ‐ 176 178 179 Strategic Education Initiatives                   168,619,271                                         ‐                                   ‐              (168,619,271) Partnership for Assessment of Readiness for College and                       81,206,849                                         ‐                                   ‐                (81,206,849) Careers (PARCC) Total Federal Grants K‐12 Program                1,771,948,266                 1,522,122,146           1,522,122,146              (249,826,120) Educational Media & Technology Services 177 ‐100.00% ‐100.00% ‐14.10% 180 Capitol Technical Center                         1,995,104                             149,624                        324,624                   (1,670,480) ‐83.73% 181 Federal Equipment Matching Grant                                       ‐                                           ‐                          450,000                        450,000 100.00% 182 189 190 Public Broadcasting Total Educational Media & Technology Services Career and Adult Education Performance Based Incentives (Conference ‐ Industry  Certification) Adult Basic Education Federal Flow‐Through Funds Workforce Development Targeted Career/Technical Education for Industry  Certification Vocational Formula Funds School & Instructional Enhancements Total Career and Adult Education Florida Colleges Performance Based Incentives (Conference ‐ Industry  Certification) Florida College System Program Fund Florida First in Education ‐ Performance Funding  Dual Enrollment Commission on Community Service Florida Virtual Campus Northwest Regional Data Center (NWRDC) Total Florida Colleges State Board of Education Positions Salaries and Benefits Transfer VPK to OEL Continuation of Education Initiatives                       11,137,905                          9,207,609                  10,207,609                      (930,296)                      13,133,009                         9,357,233                 10,982,233                   (2,150,776) ‐8.35% ‐16.38% 191 194 195 196 197 198 200 201 202 203 203a 203b 207 208 212 213 214 215 216 216a 216b                        4,982,722                       10,000,000                     4,982,722                                ‐                      41,552,472                       41,552,472                  41,552,472                                ‐                   348,996,628                     348,996,628                369,544,488                  20,547,860                      22,484,521                       22,484,521                                 ‐ ‐ ‐ 5.89%                (22,484,521) ‐100.00%                      72,144,852                       72,144,852                  72,144,852                                ‐                                       ‐                                           ‐                          893,000                        893,000                   490,161,195                    495,178,473               489,117,534                   (1,043,661) ‐ 100.00% ‐0.21%                        5,000,000                          5,000,000                     5,000,000                                ‐ ‐                1,100,388,710                                       ‐                                         ‐                              433,182                       12,329,843                               50,400                 1,118,202,135                  1,146,977,884                      15,000,000                      18,000,000                            433,182                      12,329,843                                        ‐                   1,164,740,909             1,132,423,739                               ‐                               ‐                      683,182                  9,006,230                               ‐          1,147,113,151                  32,035,029                                ‐                                ‐                        250,000                   (3,323,613)                        (50,400)                  28,911,016 2.91% ‐ ‐ 57.71% ‐26.96% ‐100.00% 2.59%                          1,029.50                       64,712,947                                       ‐                                         ‐                             1,021.50                      69,353,768                          (601,634)                       2,760,925                      1,019.50                67,880,512                    (707,349)                               ‐                          (10.00)                    3,167,565                      (707,349)                                ‐ ‐0.97% 4.89% 100.00% ‐ Page 3 of 5  2013‐14  Appropriations after Vetoes 05‐20‐13   2014‐15 DOE Request  Greenbook plus  Administered  Funds,  Annualizations  and Technical  Adjustments   2014‐15 Appropriations  after Vetoes 06‐02‐14   2014‐15  Appropration over/(under) 2013‐14  Appropriation   % 2014‐15  Appropration  over/(under) 2013‐14  Appropriation   Row #  TOTAL ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS 221 222 222a 222b 229 230 230a 230b                        2,062,445                       13,287,629                                       ‐                                         ‐                           1,610,168                       92,298,317                                       ‐                                         ‐                           1,412,445                      12,371,781                            (60,964)                          628,163                         1,073,090                      91,087,271                        1,356,270                                       ‐                     1,493,386                11,891,885                      (60,964)                               ‐                  1,073,090              105,514,645                               ‐                15,216,328                      (569,059)                   (1,395,744)                        (60,964)                                ‐                      (537,078)                  13,216,328                                ‐                  15,216,328 Department of Education Prepared by Budget Bureau Comparison of 2013‐14 Appropriation and 2014‐15 Appropriation June 3, 2014 Other Personal Services Expenses Transfer VPK to OEL Continuation of Education Initiatives  Operating Capital Outlay Assessment and Evaluation Continuation of Education Initiatives  Statewide Assessment Program Transfer to Division of Administrative 234 Hearings 235 Contracted Services 235a Transfer VPK to OEL 235b Educator Certification System Upgrade 235c Virtual Instruction Applications Development                           411,928                             411,928                        454,325                          42,397                      15,753,926                      26,442,574                                       ‐                                (3,698)                                      ‐                             163,200                 18,899,363                         (3,698)                  1,913,855                               ‐ 235d Technology Infrastructure Resources ‐ Systems Architect                                      ‐                              228,800                                 ‐ 235e Information Security Management  Continuity of Operations Planning ‐ Business Impact  Analysis (Conference ‐ at NWRDC only) Project Management Resources District Technology Survey Technology Application Resources Continuation of Education Initiatives  235f 235g 235h 235i 235j 245 246 247 247a 249 249a 249b 254 254a 254b 254c 254d 254e 254f 254g 254h 254i 254j 254k 262 263 263a 263b 263c 263d 263e 269 270 271 272 273 274                    3,145,437                          (3,698)                    1,913,855                                ‐                                ‐ 10.29% 19.97% 100.00% 100.00% ‐ ‐                     451,200                        451,200 100.00%                                      ‐                              100,000                          50,000                          50,000 100.00%                                ‐                          65,000                                ‐                                ‐ ‐ 100.00% ‐ ‐                                      ‐                             451,200                                       ‐                                         ‐                                         ‐                                         ‐                             370,000                              65,000                        2,870,000                        4,596,211                                ‐                        65,000                               ‐                               ‐ Educational Facilities Research and Development Projects                           200,000                             200,000                        200,000                                ‐ Student Financial Assistance Management Information  System Risk Management Insurance Transfer VPK to OEL Transfer to DMS ‐ HR Services Purchased per Statewide  Contract Transfer VPK to OEL Continuation of Education Initiatives  Education Technology and Information Services Infrastructure Consolidation Telecommunications Infrastructure Replacement &  Upgrade Project Management Resources Enterprise Email Migration Continuation of Technology Initiatives (Customer) Continuation of Education Initiatives  Legacy Server Replacement District Technology Survey Data Information Technology Security Services Information Security Management  Educator Certification System Upgrade Southwood Shared Resource Center Northwest Regional Data Center (NWRDC) Final Phase of Cloud Migration ‐ Legacy  Primary Data Center ‐ Enterprise Email Migration Security Services for ECS Primary Data Center ‐ Data Base Administration Continuation of Education Initiatives  Total State Board of Education Total Department of Education ‐ Operating Fixed Capital Outlay SUS Capital Improvement Fee Projects Maintenance, Repair, Renovation, and Remodeling Survey Recommended Needs ‐ Public Schools ‐27.59% ‐10.50% 100.00% ‐ ‐33.36% 14.32% ‐ 100.00%                           259,845                                         ‐                                   ‐ ‐                      (259,845) ‐100.00%                           528,595                            480,568                       480,568                        (48,027)                                      ‐                                (5,171)                         (5,171)                          (5,171) ‐9.09% 100.00%                           380,414                             364,923                        358,903                        (21,511) ‐5.65%                         (5,154)                          (5,154)                               ‐                                ‐ 100.00% ‐                                      ‐                                (5,154)                                      ‐                                10,320                       14,388,852                       35,685,304                  16,969,338                    2,580,486 17.93%                               ‐                                ‐ ‐                                      ‐                              770,300                                 ‐                                ‐ ‐                                      ‐                          3,606,000                                 ‐                                ‐                                ‐                                ‐                        248,206                          64,534                    1,399,885                        447,963                          23,223                            8,648                    1,670,286                        250,000                                ‐                    1,410,000                                ‐                                ‐                   20,999,883                    96,117,327  ‐ ‐ ‐ ‐ 100.00% 100.00% 100.00% 100.00% 100.00% 3.08% 41.45% 100.00% ‐ 100.00% ‐ ‐ 9.99% 0.63%                      70,000,000                     151,123,760                  41,123,760                (28,876,240)                   182,706,597                     187,912,399                180,649,378                   (2,057,219)                        2,715,022                          4,798,454                     4,798,454                    2,083,432 ‐41.25% ‐1.13% 76.74%                                      ‐                                         ‐                                         ‐                                         ‐                                81,659                              98,400                      10,525,140                        5,794,328                                       ‐                                         ‐                                         ‐                                         ‐                              280,422                         4,029,758                                       ‐                                         ‐                                         ‐                                         ‐                                         ‐                      210,205,246               15,160,202,588                                       ‐                                         ‐                              299,181                          8,671,743                           250,000                              15,000                        1,410,000                           270,000                        2,696,985                    247,854,576              15,115,718,972  Page 4 of 5                               ‐                               ‐                               ‐                               ‐                     248,206                        64,534                  1,399,885                     447,963                        23,223                      289,070                    5,700,044                     250,000                               ‐                  1,410,000                               ‐                               ‐              231,205,129         15,256,319,915  Department of Education Prepared by Budget Bureau  2013‐14  Appropriations after Vetoes 05‐20‐13   2014‐15 DOE Request  Greenbook plus  Administered  Funds,  Annualizations  and Technical  Adjustments   2014‐15 Appropriations  after Vetoes 06‐02‐14   2014‐15  Appropration over/(under) 2013‐14  Appropriation   % 2014‐15  Appropration  over/(under) 2013‐14  Appropriation  TOTAL ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS TOTAL  ALL FUNDS                      41,510,867                       57,495,391                         7,870,913                 1,052,593,280                       46,186,264                       62,622,030                       37,013,188                  1,033,048,697                106,661,216               178,005,000                 59,686,264            1,023,048,697                  65,150,349                120,509,609                  51,815,351                (29,544,583) 156.95% 209.60% 658.31% ‐2.81%                   156,011,746                     155,882,941                155,882,941                      (128,805) ‐0.08% Comparison of 2013‐14 Appropriation and 2014‐15 Appropriation June 3, 2014  Row #  275 276 277 278 279 280 281 282 Florida College System Projects State University System Projects Special Facility Construction Account Debt Service Classrooms First And 1997 School Capital Outlay Bond  Programs ‐ Operating Funds and Debt Service School District And Community College (MVLR) Debt Service ‐ Class Size Reduction Lottery Capital Outlay  Program Educational Facilities Debt Service                      28,000,000                      28,000,000                 28,000,000                                ‐                   153,806,836                     153,799,896                152,836,215                      (970,621) ‐0.63%                        6,650,113                         6,648,759                   6,648,759                          (1,354) ‐0.02% 283 Florida School for the Deaf and Blind ‐ Capital Projects                        1,222,123                          1,057,989                     1,057,989                      (164,134) 284 285 287 288 Public Broadcasting Projects Partnership Complex ‐ University of Central Florida Vocational Technical Facilities Putnam County Schools Calhoun County School Board ‐ Energy  Conservation and Safety Enhancement Non‐Public Higher Education Project  Total Fixed Capital Outlay Total DOE Operating and Fixed Capital Outlay Positions                                       ‐                                          ‐                                          ‐                                          ‐    289 290 291 292 ‐                  2,245,750                               ‐                  3,000,000                  1,000,000 100.00% ‐ 100.00% 100.00%                      (500,000) ‐100.00%                                       ‐                     2,000,000                   (7,000,000)                 1,870,340,127             1,946,644,423                 176,561,535               16,986,059,099           17,202,964,338                 272,678,862                           2,253.25 2,250.25 (10.00) ‐77.78% 9.97% 1.61% ‐0.44%                           500,000                                         ‐                                   ‐                        9,000,000                 1,770,082,888               16,930,285,476  2260.25 ‐13.43%                    2,245,750                                ‐                    3,000,000                    1,000,000                        2,245,750                                        ‐                                          ‐                                          ‐    Page 5 of 5 The Florida College System Program Fund Appropriations by Source Lower and Upper Levels Combined $2,200 $1,969.2 $2,000 $1,846.1 $1,800 $1,697.3 $1,697.8 $1,941.9 $1,973.1 $840.7 $840.7 $1,916.6 $1,925.1 $855.0 $893.2 $873.3 $1,031.1 $1,023.5 $1,051.8 $1,101.2 $1,132.4 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15 $83.0 $83.3 $1,622.0 $1,600 $1,423.5 $1,482.1 $1,400 $456.9 $551.7 $641.4 $795.4 $469.6 Millions $1,200 $500.1 $1,000 $800 $600 $966.6 $1,012.5 2004‐05 2005‐06 $1,121.9 $1,145.6 $1,056.4 $967.3 $400 $200 $0 2006‐07 2007‐08 2008‐09 State Funds 2009‐10 Tuition SFSF Funds Note: Amounts reflect appropriations for CCPF/FCSPF (all years), upper level categorical appropriations (2004‐05 through 2009‐10) and Performance Based Incentives (through 2008‐09).  State funds include General Revenue and Educational Enhancement Trust Fund. Tuition includes tuition, out‐of‐state fees, and technology fees. Tuition amounts for 2013‐14 and 2014‐15  are estimated based on 2013‐14 FTE‐1A. 2013‐14 and 2014‐15 assume no tuition increase and use  an enrollment estimate and projection respectively.  Totals may not add due to rounding. J:\Daisy\Finance and FTE Charts LST 06.06.14 The Florida College System Program Fund Appropriations per FTE Lower and Upper Levels Combined  $7,000 $6,000 $5,631 $5,543 $5,137 $5,129 $5,000 $4,814 $1,625 $1,545 $5,092 $230 $1,736 $4,000 $5,498 30.8% $5,246 31.7% 32.1% $2,494 $2,194 43.1% $2,460 $2,460 43.3% 42.6% $3,222 $3,314 2013‐14 2014‐15 $221 $1,941 37.8% $5,774 $5,152 $1,802 32.5% $5,682 $2,401 $2,278 45.4% 46.6% 43.4% $3,000 $2,000 $3,269 $3,504 $3,895 $3,741 $3,196 $2,668 $2,747 $2,751 2009‐10 2010‐11 2011‐12 $3,004 $1,000 $0 2004‐05 2005‐06 2006‐07 2007‐08 2008‐09 State Funds Tuition 2012‐13 SFSF Funds Note: Amounts reflect appropriations for CCPF/FCSPF (all years), upper level categorical appropriations (2004‐05 through 2009‐10) and Performance Based Incentives (through 2008‐09).  State funds include General Revenue and Educational Enhancement Trust Fund. Tuition includes tuition, out‐of‐state fees, and technology fees. Tuition amounts for 2013‐14 and 2014‐15 are estimated based on 2013‐14 FTE‐1A. 2013‐14 and 2014‐15 assume no tuition increase and use an enrollment estimate and projection respectively.  Totals may not add due to  rounding. J:\Daisy\Finance and FTE Charts LST 06.06.14 The Florida College System Comparison of FTE to Total Program Fund  Appropriations per FTE, Lower and Upper Levels Combined $7,000 400,000 375,292 372,050 362,630 350,109 341,756 341,756 350,000 $6,000 Funds per FTE 306,238 $5,774 $5,682 295,740 288,983 $5,543 $5,498 $5,137 288,079 $5,246 $5,129 $5,000 300,000 $5,152 $5,092 250,000 $4,814 $4,000 200,000 2004‐05 2005‐06 2006‐07 2007‐08 2008‐09 2009‐10 Total Funds per FTE 2010‐11 2011‐12 2012‐13 2013‐14 FTE‐ 2A 2014‐15 FTE Enrollments Note: All years reflect actual FTE and appropriations except 2013‐14 and 2014‐15, which assume no tuition increase and uses an enrollment estimate and projection respectively. Includes GR, EETF, Federal SFSF (09‐10 and 10‐11) and Tuition, which includes tuition, out‐of‐state fees, and technology fees.  J:\Daisy\Finance and FTE Charts LST 06.06.14 FTE Enrollment 330,556 $5,631 The Florida College System Comparison of FTE to State Program Fund  Appropriations per FTE, Lower and Upper Levels Combined $5,000 400,000 375,292 372,050 362,630 350,109 341,756 $4,000 $3,895 341,756 350,000 330,556 295,740 $3,504 288,079 $3,269 300,000 306,238 $3,196 288,983 $3,314 $3,222 $3,000 $2,897 $3,004 $2,969 250,000 $2,751 $2,000 200,000 2004‐05 2005‐06 2006‐07 2007‐08 2008‐09 State Funds per FTE 2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 FTE‐ 2A 2014‐15 FTE Enrollments Note: All years reflect actual FTE and appropriations except 2013‐14 and 2014‐15, which uses an enrollment estimate and projection respectively.  State funds  include GR, EETF, and Federal SFSF (09‐10 and 10‐11). J:\Daisy\Finance and FTE Charts LST 06.06.14 FTE Enrollment Funds per FTE $3,741 2015-19 Long Rang FLORIDA DEPARTMENT OF EDUCATION BUREAU OF THE COMPTROLLER Performance Measures Performance measures reported by the Bureau of the Comptroller in documenting staff progress toward ensuring Department of Education internal and external financial accountability. Base Target March 2014 Actual 1. Maintain an audit compliance with the Department of Financial Services of no less than 99% on all payments. 98% 99% 99.25% 2. Accurately audit and process 99% of P-Card charges within 10 days of the charge displaying in FLAIR. 95% 99% 99% 3. Reconciles 99.5% of approximately 650 accounts to the Department of Financial Services accounting records by the 10th of each month. 97% 99.5% 99.9% 4. Maintain a financial statement year-end accuracy and timeliness of 95% with the Department of Financial Services. 95% 95% 100% 5. Reconciles 99.5% of over 192 federal grants 88 state grants with FLAIR by the 10th of each month. 98% 99.5% 99.9% 6. Annual review and approval 98% of 70 indirect cost plans from the LEAs within 30 days of receipt. 98% 98% 99.7% 7. Accurately and timely submit all federal financial reports with no more than 10 total adjustments per year. 10 <10 5 8. Accurately and timely submit the Schedule of Expenditures of Federal Awards (SEFA) with no audit findings. 2 0 1 Performance Measures 2015-19 Long Rang APPENDIX II.E. PART II: DEMONSTRATE EXECUTIVE MANAGEMENT E. Secure and Retain High Quality Personnel 2015-19 Long Rang Key Management Positions Filled POSITION TITLE NAME General Counsel Matthew Mears Deputy Commissioner Juan Copa Chancellor of Public Schools Hershel Lyons Communications Administrator Deputy Executive Director for Education Services Executive Vice Chancellor Meghan Collins Catherine Schroeder Christopher Mullin Deputy Chancellor, Educator Quality Brian Dassler Assistant Deputy Commissioner Assistant Deputy Assistant Deputy Commissioner Vincent Verges Assistant Deputy Commissioner Andre Smith Gretchen Brantley DIVISION EFFECTIVE DATE Office of the General Counsel Accountability, Research and Measurement 01/20/2015 Public Schools Office of Communications and External Affairs 02/27/2015 Office of the Commissioner 12/02/2013 Florida Colleges 02/23/2015 Public Schools Accountability, Research and Measurement Accountability, Research and Measurement Accountability, Research and Measurement 12/02/2013 Public Schools 10/01/2013 Adam Miller Office of the Commissioner 09/03/2013 Director, K-12 Standards Implementation Denise Barrett Public Schools 01/07/2014 Director, Charter Schools Adam Emerson Wendy Stevens Office of the Commissioner 01/06/2014 Public Schools Accountability, Research and Measurement 01/01/2014 Blind Services 02/12/2014 Finance and Operations Accountability, Research and Measurement Accountability, Research and Measurement 09/03/2013 01/01/2014 Director, Education Practices Commission Director, Independent Education and Parental Choice Director, Just Read, Florida! Office Policy, Research and Accountability Coordinator Jane Fletcher 09/18/2013 12/01/2014 09/12/2013 11/01/2013 11/01/2013 Deputy Director Jason Gaitanis Antionette Williams Bureau Chief, Personnel Management Alissa Perdue Bureau Chief, Postsecondary Assessment Philip Canto Bureau Chief, Accountability and Reporting Bureau Chief, Contracts, Grants and Procurement Edward Croft Bureau Chief, K-20 Data Warehouse Bureau Chief, Standards and Instructional Support Sara Dugger Finance and Operations Accountability, Research and Measurement Steven Neely Public Schools 03/03/2014 Bureau Chief, Administrative Services Marcia Haye Blind Services 04/21/2014 Bureau Chief, Education Data Center Eric Smith Technology and Innovation 07/02/2014 Janice Brown 12/02/2013 09/12/2013 11/01/2013 03/03/2014 2015-19 Long Rang Bureau Chief, Client Services and Program Support Bureau Chief, Otis-Technology Planning and Management Bureau Chief, School Business Services Bureau Chief, PK-12 Education Information Services Bureau Chief, PK-20 Ed Report and Accessibility Thomas Austin Blind Services 08/04/2014 Paul Munyon Technology and Innovation 09/03/2014 Suzanne Tart Finance and Operations Accountability, Research and Measurement Accountability, Research and Measurement 09/19/2014 Jess Clark Tammy Duncan 12/01/2014 12/01/2014 2015-19 Long Rang Department Reorganizations for Increased Efficiency and Effectiveness DIVISION Florida Colleges Division of Public Schools Accountability, Research and Measurement Division of Public Schools Accountability, Research and Measurement Technology and Innovation DESCRIPTION Realigned several management positions including Executive Vice Chancellor, Associate Vice Chancellors (3) and made appropriate changes to the reporting structure Realigned several positions including Bureau Chief, Federal Educational Programs; Bureau Chief, Family and Community Outreach; and Director, Office of Equal Educational Opportunity Retitled the Bureau of PK-12 Education Information Services; created the Bureau of PK-20 Education Reporting and Accessibility; and reclassify positions to provide bureau chiefs for both bureaus. Retitled the Bureau of Curriculum and Instruction to the Bureau of Standards and Instructional Support and reclassified three positions including Bureau Chief and two Program Specialist VI positions Retitled the Bureau of Research and Evaluation and transferred all positions and functions to the new Bureau of Accountability Reporting; created a new section, Florida Education and Training Placement Information Program within the K-20 Data Warehouse and abolished the Florida Education and Training Placement Information Program (bureau equivalent); changed reporting structure accordingly; and reclassified several position including Bureau Chief, Accountability Reporting, Systems Project Consultant, and Senior Educational Program Director Created the Division of Technology and Innovation, moved the Office of Technology and Information Services from the Division of Finance and Operations to the newly created Division; reclassified the position of Deputy Commissioner of Technology and Innovation * Other reorganization activities not included here are minor adjustments in the organizational structure. EFFECTIVE DATE April 1, 2015 April 1, 2015 December 1, 2014 January 2, 2014 November 1, 2013 September 1, 2013