Recommendation
2015-16 School Improvement Rating (“SIR”) System
ALS Education, a network of 22 SACS-CASI accredited Florida Dropout Prevention and
Recovery Schools governed by non-profit charter boards, is requesting the opportunity to work
with the Department of Education and the Florida Legislature to design an accountability system
for alternative, dropout prevention schools that better measures the performance and learning
growth of enrolled high school students. Because of the recent significant changes made to the
School Improvement Rating (SIR) system and the lack of Learning Gain data available to
alternative schools this year, an assessment of the SIR system’s efficacy cannot be adequately
measured until it is received.
Consequently, just as 2015 A-F grades did not count against schools because it was the first
year of a new system, ALS asks that the first year of SIR grades do not count against schools in
2016. This will give the ALS network of schools time to work with the Department of Education
and the Legislature to ensure an equitable, data informed alternative education accountability
system.
Revision to the current alternative school grading SIR system is needed because:


Students who have been enrolled in alternative schools less than 6 weeks are included
in the SIR system.



Under the new SIR system, prior Learning Gain performance of students will no longer
be considered, which may unfairly penalize schools that serve the lowest performing
students. The typical students served at ALS Schools as well as other programs
providing drop-out prevention and retrieval services are:
o 17-18 years old with 12 or less previously earned high school credits
o Reading at or below the 8th grade level- 90%
o Over age for expected grade level – 89%
o Performing at the lowest two levels on state standardized exams- 95%
o In need of special services – 18% need special education accommodations and
8-12% are parenting, pregnant or caring for other children



There is no current method to capture the improved performance of 11th and 12th grade
students if they have already passed required assessments and end of course exams.



Learning Gains for students retaking a math assessment require an entire level gain
while Learning Gains for students retaking a reading assessment can be achieved within
a level. When serving students who enter performing severely below grade level, a gain
within a level is a significant accomplishment. Failing to recognize this growth in math
penalizes most dropout prevention high schools who typically serve a high percentage of
students who have not passed the Algebra End of Course exam.

1

 To provide context, below are some of the 2016 changes to the SIR system with no available
Learning Gain data to accurately evaluate these changes.


The revised SIR system requires more than a year’s worth of growth to be considered a
Learning Gain regardless of a student’s length of time in the program or entry skill levels.
The typical student in dropout prevention schools is 17 years old, reading below the 8 th
grade level and scoring at the lowest two levels on state standardized exams upon
enrollment. Also, over 90% of students must take remedial reading and math classes
upon enrollment and are typically enrolled in these courses for at least a full semester
before they can adequately progress through grade level coursework.
SIR rated schools are graded solely on Learning Gains and the impact of the higher
hurdle is unknown and supports the need for an initial hold harmless year in 2016.



Math and reading points are combined for a final rating. The impact of this change is
unknown and supports the need for a hold harmless year in 2016.



The Learning Gain point cut-offs for SIR ratings were set at the January 2016 SBE
meeting, prior to determining actual Learning Gains. The impact of this change is
unknown and supports the need for a hold harmless year in 2016.



Learning Gains for first-time tests will automatically be considered over retake tests
despite the fact that students may be more focused on preparing for/performing on the
exams required for graduation.

The substantial changes made to the alternative accountability SIR system and a lack of
2015 Learning Gain performance data to test the accuracy of this system has resulted in a
circumstance that could negatively impact schools and students across the State. Many of
these schools are achieving positive results while serving a severely at-risk student
population. ALS Education is requesting the opportunity for SIR rated schools to observe a
one year hold harmless for 2015-16 in order to better understand the impact of the SIR
calculations and offer critical feedback necessary to ensure that Florida is a leader in
effectively evaluating the efficacy of alternative dropout prevention and retrieval programs.

2