6A-1.09981: Implementation of Florida's System of School Improvement and Accountability
PURPOSE AND EFFECT: This rule establishes procedures for implementing Florida’s system of school improvement and accountability – specifically, Florida’s school grading system as required by Section 1008.34, Florida Statutes. The amendments modify the proficiency criterion for the FCAT writing portion of school grades from 3.5 to 4.0 or higher. In addition, the amendments incorporate the 2009-10 Guide to Calculations for Florida’s Public High School Graduation Rate in place of the 2008-09 version of the document. The amendments delete portions of the rule addressing differentiated accountability.
SUMMARY: The purpose of the rule amendment is to modify the sections of rule pertaining to the calculation of school grades and to eliminate obsolete requirements related to school improvement that have been supplanted by Differentiated Accountability.
SUMMARY OF STATEMENT OF ESTIMATED REGULATORY COSTS: The Agency has determined that this will not have an impact on small business. An SERC has not been prepared by the agency.
Any person who wishes to provide information regarding a statement of estimated regulatory costs, or provide a proposal for a lower cost regulatory alternative must do so in writing within 21 days of this notice.
RULEMAKING AUTHORITY: 1001.02, 1008.22, 1008.34, 1008.345 FS.
LAW IMPLEMENTED: 1008.34, 1008.345, 1008.36 FS.
A HEARING WILL BE HELD AT THE DATE, TIME AND PLACE SHOWN BELOW:
DATE AND TIME: May 17, 2011, 8:30 a.m.
PLACE: St. Petersburg College, EpiCenter, Collaborative Labs, 13805 58th St. N., Largo, Florida
THE PERSON TO BE CONTACTED REGARDING THE PROPOSED RULE IS: Edward Croft, Director, Evaluation and Reporting, 325 West Gaines Street, Room 1401, Tallahassee, Florida 32399-0400
THE FULL TEXT OF THE PROPOSED RULE IS:
6A-1.09981 Implementation of Florida’s System of School Improvement and Accountability.
(1) through 3.a. No change.
b. Schools demonstrate a five (5) percentage point improvement in the percent of such students making learning gains over the prior year, if the percent of such students making learning gains is below forty (40) percent in the current year.
If the minimum requirement for adequate progress in reading among the lowest twenty-five (25) percent of students in the school is not met, the School Advisory Council shall amend its School Improvement Plan to include a component for improving learning gains of the lowest performing students. If a school otherwise designated as Performance Grade “B” or “C” does not make adequate progress, as defined above, in at least one (1) of two (2) consecutive years, the final Performance Grade designation shall be reduced by one (1) letter grade. No school shall be designated as Performance Grade “A” unless the adequate progress criterion in reading is met each year.
4. through 7. No change.
8. Intensive assistance and intervention, including on-site assistance, preference for awarding grants, and priority for other discretionary funds as specified in subsections (9), (10), and (11) of this rule, shall be provided to schools designated School Performance Grade F and School Performance Grade D. Renegotiation of bargained contracts as specified in subsection (9) of this rule may be provided to schools designated School Performance Grade F.
(b) through (4) No change.
(5) Criteria for Designating School Performance Grades. School performance grades shall be based on a combination of the following three components, as specified in Section 1008.34(3), F.S.:
(a) Student achievement scores, aggregated for each school, which indicate the percent of eligible students who score at or above FCAT Achievement Level 3 in reading and math and the percent of students who score “4.0” “3.5” or higher on the FCAT writing assessment;
(b) through (c) No change.
(6) Procedures for Calculating School Performance Grades. The overall Performance Grade of A, B, C, D or F for school years 2001-2002 and thereafter, as designated in Section 1008.34(2), F.S., shall be based on the sum of the following six (6) school grade point elements:
(a) One (1) point for each percent of students who score at or above FCAT Achievement Level 3 in reading;
(b) One (1) point for each percent of students who score at or above FCAT Achievement Level 3 in mathematics;
(c) One (1) point for each percent of students who score “4.0” “3.5” or higher on the FCAT writing assessment. Beginning in 2009-10, in order to accommodate changes in scoring procedures this percentage shall be determined for schools by averaging the percentage of students scoring “3.0” or higher and the percentage of students scoring “4.0” or higher;
(d) through (8)(b)1.a. No change.
b. Schools demonstrate a five (5) percentage point improvement in the percent of such students making learning gains over the prior year, if the percent of such students making learning gains is below forty (40) percent in the current year.
If the minimum requirement for adequate progress in mathematics among the lowest twenty-five (25) percent of students in the school is not met, the School Advisory Council shall amend its School Improvement Plan to include a component for improving learning gains of the lowest performing students. If a school otherwise designated as Performance Grade “B” or “C” does not meet the minimum requirement for adequate progress by having at least fifty (50) percent of its lowest performing students making learning gains in reading and in math in at least one (1) of two (2) consecutive years, or demonstrate improvement as defined in sub-subparagraphs (8)(b)1.a. and b. of this rule, the final Performance Grade designation shall be reduced by one (1) letter grade. No school shall be designated as Performance Grade “A” unless the adequate progress criterion in mathematics is met each year.
2. through (d) No change.
(e) School performance grades for high schools (schools that include grades 9 through 12 among grades taught) shall be evaluated on a revised scale beginning with school grading for the 2009-10 school year. Beginning in 2009-10, fifty (50) percent of the performance grade for high schools shall be based on the following components in addition to the components previously described in paragraphs (6)(a) through (f) and (8)(a) through (b) of this rule:
1. Four-year high school graduation rate. For the 2009-10 and 2010-11 School Years, the graduation rate will be calculated using criteria for the modified No Child Left Behind (NCLB) graduation rate. The procedures used to calculate this rate can be found in the 2009-10 Guide to Calculations for Florida’s Public High School Graduation Rate, November 2010, (http://www.flrules.org/Gateway/reference.asp? No=Ref-00249) which is hereby incorporated by reference in this rule and may be obtained at http://www.fldoe.org/eias/eiaspubs/word/gradgde0910.doc 2008-09 Guide to Calculations for the NCLB School Public Accountability Reports, April 2009, http://www.fldoe.org/eias/eiaspubs/word/nclbguide.doc. For this component, two (2) grade points shall be awarded for each percent of students counted as on-time graduates in the graduation rate. The total possible points awarded for this component is 200 points.
2. through (10) No change.
(11) Assistance and Intervention for Schools Designated School Performance Grade F or School Performance Grade D. Assistance and intervention plans shall be provided for each school designated School Performance Grade F and School Performance Grade D.
(a) Assistance for Schools Designated School Performance Grade F or School Performance Grade D. Each school designated School Performance Grade F or School Performance Grade D shall develop its school improvement plan in collaboration with the school advisory council, school board and the Department. The school improvement plan shall take into account the unique demographic characteristics of the school. The school board shall have final approval of the plan. Each school designated School Performance Grade F or School Performance Grade D shall receive specific assistance and interventions, including additional resources if needed, from the district school board as provided in Section 1001.42(16)(c), F.S. The district’s two-year plan of increasing individualized assistance and intervention for each school designated School Performance Grade F or School Performance Grade D shall be approved by the school board. Forms SIP-1, School Improvement Plan, and DIAIP-1, District Improvement, Assistance and Intervention Plan, and School Improvement Reporting Deadlines, are located on the Department’s Bureau of School Improvement website at http://www.flbsi.org/, and are hereby incorporated by reference in this rule to become effective with the date of this rule. Assistance shall be provided to each designated school in the district at increasingly intensive levels as long as the school continues to be so designated. For the purpose of documenting compliance with Section 1001.42(16)(c), F.S., school boards shall provide to the Department annually a copy of the approved assistance and intervention plan for each school designated School Performance Grade F in the district.
(b) The Commissioner is authorized to give preference to schools designated School Performance Grade F and School Performance Grade D in awarding federal and state grants designed to improve student achievement. The Department shall give priority to School Performance Grade F and School Performance Grade D schools in providing school improvement assistance and resources. The Department shall identify demographically similar, but higher performing, schools in the state for possible assistance.
(c) The local school board is authorized to declare an emergency in order to negotiate special provisions of its contract with appropriate bargaining units to implement programs and strategies needed to improve student performance as specified in Section 1001.42(19), F.S.
(12) State Board of Education Action for Schools Designated Performance Grade F. A process for invoking State Board of Education action shall be implemented if, during any two (2) years out of a four (4) year period, a school is designated School Performance Grade F. The Commissioner shall coordinate the process and ensure that members of the State Board of Education are informed of recommendations for action regarding schools failing to make adequate progress. This process shall include the following steps:
STEP 1: Within thirty (30) days after the school has been notified by the Department that it has been designated School Performance Grade F for the second year in a four-year period, the district school board chair, the superintendent, the school advisory council chair, and the school principal shall submit a written report to the Commissioner. The report shall outline the steps taken to remedy the inadequate performance and identify causes for continued failure to make adequate progress. The Commissioner shall provide the report to the State Board of Education and may include recommendations.
STEP 2: The State Board of Education shall review the school’s performance data, including data reported as required in subsection (3) of this rule and Rule 6A-1.09982, F.A.C. The State Board of Education shall, if necessary, collect additional information on which to make a decision and may require the school district superintendent to provide additional written or verbal information.
STEP 3: Based on an analysis of all reports and data including a thorough consideration of the unique characteristics of the school, and after the district and school are given an opportunity to respond to any new information, the State Board of Education shall formally determine the degree of progress made by the school. Pursuant to this determination and recommendations of the Commissioner, the State Board of Education shall take action as authorized in Section 1008.33(2), F.S.
STEP 4: If the school board fails to comply with the actions recommended by the State Board of Education, within the time specified in said action, the school district’s lottery funds shall be withheld unless the school board can justify its noncompliance to the State Board’s satisfaction. If the State Board accepts a district’s justification for noncompliance, the State Board may amend its recommended actions, or extend the time allowed for compliance.
(13) State Board of Education Review of Schools Designated Performance Grade D. A process for invoking State Board of Education review may be initiated by the Commissioner if, during any two (2) years out of a four (4) year period, a school is designated School Performance Grade D. The Commissioner is authorized to require the school and district to report to the State Board of Education for an instructional review and action as authorized in Section 1001.42(16)(d), F.S.
(14) Responsibilities of Schools Performing at School Performance Grade C and Above. Schools determined to be performing at School Performance Grade C and above shall continue identifying needs, developing school improvement plans, and defining goals for improved performance without required State Board of Education intervention and assistance. These schools shall continue to assess and report progress on the goals as required by Sections 1008.34(1) and 1001.42(16)(e), F.S., and Rule 6A-1.09982, F.A.C.
(15) Measures of Student Performance. The Department shall develop statewide assessments designed to measure student performance based on the following four standards to achieve the goal set forth in Section 1001.03(1), F.S., with special emphasis on reading, writing, and mathematics as defined in Rule 6A-1.09401, F.A.C., in the “Sunshine State Standards” as incorporated by reference.
(a) Florida students locate, comprehend, interpret, evaluate, maintain, and apply information, concepts, and ideas found in literature, the arts, symbols, recordings, video and other graphic displays, and computer files in order to perform tasks and/or for enjoyment.
(b) Florida students communicate in English and other languages using information, concepts, prose, symbols, audio and video recordings, speeches, graphic displays, and computer-based programs.
(c) Florida students use numeric operations and concepts to describe, analyze, disaggregate, communicate, and synthesize numeric data, and to identify and solve problems.
(d) Florida students use creative thinking skills to generate new ideas, make the best decisions, recognize and solve problems through reasoning, interpret symbolic data, and develop efficient techniques for lifelong learning.
Rulemaking Authority 1001.02, 1008.22, 1008.33, 1008.345 FS. Law Implemented 1000.03, 1001.42, 1003.63, 1008.33, 1008.34, 1008.345, 1008.36 FS. History–New 10-11-93, Amended 12-19-95, 3-3-97, 1-24-99, 2-2-00, 2-11-02, 12-23-03, 5-15-06, 6-19-08, 11-26-08, 11-12-09,________.