academic advisement update florida department of education, k–12 public schools nefec 3 rd annual...
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Academic Advisement UpdateFlorida Department of Education, K–12 Public Schools
NEFEC 3rd Annual Secondary School Counselor Forum
January 15, 2013
Topics Common Core Standards
Student Services
Graduation Requirements
End-of-Course Assessments
Transfer Student Record Evaluation
Credit Recovery Courses
NCAA
Postsecondary Education Readiness Test
Resources
Florida’s Common Core State Standards (CCSS) Implementation
Plan
http://www.fldoe.org/bii/
Timeframe2010 and 2010-11
State Board adopted Common Core State Standards in Reading and Mathematics
Florida joined Partnership for Assessment of Readiness for College and Career (PARCC) to develop a student assessment
USDOE awarded PARCC a grant to develop a common core assessment
2011-12 Summer regional professional developmentCommon Core Standards implemented in Kindergarten classrooms
PARCC began development of the common core assessment
2012-13 Conduct common core summer institutes and fall, and spring common core workshopsCommon Core Standards implemented in Kindergarten and 1st grade
Pilot test PARCC items, continue item development, conduct research
2013-14 Conduct common core summer institutesCommon Core Standards implemented in Kindergarten, 1st and 2nd grade. Full implementation of Common Core State Standards In grades 3 to 12 blended implementation of NGSS and Common Core
Field test PARCC items, continue item development and research
2014-15 Full implementation of Common Core State Standards Students assessed with the common core assessments
Multi-tier System of Student Supports (MTSSS):Response to Instruction/Intervention (RtI)
An Overview of Data-based Problem-solving within a Multi-tier System of Student Supports in Florida’s Public Schools
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Intensive, Individualized Supports•Intensive interventions based on individual student needs•Students receiving prolonged interventions at this level may be several grade levels behind or above the one in which they are enrolled•Progress monitoring occurs most often to ensure maximum acceleration of student progress•If more than approximately 5% of students are receiving support at this level, engage in Tier 1 and Tier 2 level, systemic problem-solving
Targeted, Supplemental Supports•Interventions are based on data revealing that students need more than core, universal instruction•Interventions and progress monitoring are targeted to specific skills to remediate or enrich, as appropriate•Progress monitoring occurs more frequently than at the core, universal level to ensure that the intervention is working•If more than approximately 15% of students are receiving support at this level, engage in Tier 1 level, systemic problem-solving
Core, Universal Supports•Research-based, high-quality, general education instruction and support•Screening and benchmark assessments for all students•Assessments occur for all students •Data collection continues to inform instruction•If less than approximately 80% of students are successful given core, universal instruction, engage in Tier 1 level problem-solving
Critical Role of Student Services: Addressing Barriers
to Learning
Engaging in collaborative problem-solving at district, school, and individual levels.
Providing culturally competent services to students, schools, and families within a multi-tier model of service delivery.
Developing and implementing evidence-based interventions at each tier.
Providing services and supports to reengage disconnected students.
Engage families
Child Abuse Prevention Sourcebook for Florida School Personnel: A Tool for Reporting Abuse and Supporting the Child.http://www.fldoe.org/ese/pdf/chiabuse.pdf
Sourcebook Content Indicators of Abuse
Exposure to Domestic Violence
Drug-Endangered Children
Child Trafficking
Reporting
What Happens After a Report is Made?
Confidentiality
Dealing With Your Own Feelings About Reporting
Engaging the Family
Prevention Programs in the Classroom
Reporting Child Abuse Web-based Course http://www.myflfamilies.com/service-programs/abuse-hotline
http://www.sss.usf.edu/resources/professions/sspem/index.html
Fundamental PrinciplesFundamental Purpose: Improve academic and
behavioral outcomes for students
Reflect a Multi-tiered System of Support framework
Align with evidence-based practices professional standards linked to positive student outcomes
Integrate common practice standards across student services professions
Support professional growth and continuous improvement
Offer a state-approved evaluation framework that is dynamic (flexible & fluid) and complies with the Student Success Act for districts to adopt, adapt, or use as a guide.
Section 504 District Implementation Guide
Revised 2011 with ADA amendments included
Sample forms provided
Expansion of definition of disability
Includes attention to mitigating factors, disabilities that are in remission or are episodic
http://www.sss.usf.edu/resources/topic/section504/index.html
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State Graduation Requirementshttp://www.fldoe.org/bii/studentpro/grad-require.asp
Florida’s College & Career Planner
2012–2013www.flvc.org
Education or training beyond high school is fast becoming a necessity for anyone in Florida who hopes to earn a livable wage. The College & Career Planner helps middle and high school students understand their options.
2012–2013 9th Grade Cohort
In order to earn course credit, a student must earn a passing score on Algebra 1 End-of-Course (EOC) Geometry EOC Assessment
Exempt if credit was earned as a middle grades student
Biology 1 EOC Assessment Exempt if credit was earned as a middle grades student
In addition, must earn course credit in Algebra 2
Online Course Graduation Requirement
Required for 24-credit graduation option only
School districts may not require a student to fulfill the online course requirement
outside of the school day in addition to the student’s courses for a
given semester.
Does not apply to a student who has an IEP which indicates that an online
course would be inappropriate who is enrolled in a Florida high school and
has less than 1 academic year remaining.
What would you advise ? ? ?
“If I have a 10th grader who completed English II, Segment I with an F and I place him in a virtual English II class but he completes the remainder of English II in a physical class on campus and passes the course—does this satisfy the online requirement?”
No. A student must complete the entire course online.
Memo http://info.fldoe.org/docushare/dsweb/Get/Document-6582/dps-2012-179.pdf
FAQs http://info.fldoe.org/docushare/dsweb/Get/Document-6583/dps-2012-179a.pdf
Early High School Graduation
Section 1003.4281, F.S.• “Early graduation” means graduation in less than 8
semesters • Applies only to the 24 minimum requirements option• School board must adopt a policy and cannot prohibit
a student from choosing this option• Districts with additional graduation requirements can
continue but must not prohibit a student who has met the 24 state requirements from exiting early
• Eligible students who graduate mid-term receive Bright Futures Scholarship award during spring term
FAQs related to EOCs
http://www.fldoe.org/faq/default.asp?Dept=179&Cat=125
United State History EOC Assessment
In 2012-2013Any student enrolled in and completing
2100310 US History 2100320 US History Honors
30% of a student’s course grade based on results beginning in 2012-2013
(s. 1003.428(4)a), F.S.)
EOC Assessments Results Waiver for ESE Students
What requirements must an ESE student meet to be considered for an EOC assessment results waiver?
To be considered for an EOC assessment waiver, the student must meet all of the following criteria:
Be identified as a student with a disability, as defined in s. 1007.02(2), F.S.
Have an active individual educational plan
Have taken the EOC assessment with appropriate allowable accommodations at least once
Have demonstrated, as determined by the IEP team, achievement of the course standards
Middle Grades Students 2012–2013
If enrolled, in order to earn high school course credit, a student must earn a passing score on Algebra 1 EOC Geometry EOC Assessment
Biology 1 EOC Assessment
If a student passes the course (regardless of the EOC Assessment score), the course can count toward promotion from 8th to 9th grade
Transfer of High School CreditConsiderations:
The school year in which the student entered ninth grade for the first time (ninth grade cohort)
The school year in which the student took the course.
Cohort 2010-2011
• No EOC required• Must earn a credit in Algebra 1 and Geometry
to graduate• If transfer student has credit it is honored
Cohort 2011-2012
• Algebra 1 EOC required to earn credit• Must earn credits in Geometry and Biology to
graduate• If transfer student has credit in Geometry or Biology
it is honored
Cohort 2012-2013
• Algebra 1 EOC, Geometry EOC, and Biology 1 EOC required for graduation
Memo: http://info.fldoe.org/docushare/dsweb/Get/Document-6587/dps-2012-193.pdf
What would you advise ? ? ?
This student is an out of state transfer student —
in the 2011-2012 grade 9 cohort
earned Algebra I credit in Grade 8 (2010–2011).
The transfer student is not required to take the Algebra 1 EOC Assessment if the student entered grade 9 in 2011–2012 and the student took and passed a high school level Algebra 1 course in the 2010–2011 year (the year it was a 30% requirement) or prior.
What would you advise ? ? ?
“A student who earned Algebra 1 credit in 7th grade 2010–2011 school year, and Geometry credit in 8th grade 2011–2012 school year who is now in 9th grade in the 2012–2013 school. Are they required to take the EOCs now?”
This student is not required to take the EOCs because the student took both Algebra 1 and Geometry during middle school in a school year that a 9th grade cohort was required to have the EOC results count 30% of the final course grade.
Credit Recovery Courses.5 elective credit (maximum value of 1.0)
May earn .5 elective credit if EOC is not passed for (Algebra 1, Geometry, Biology)
Recovered and/or grade forgiven credit posted for corresponding academic core subject with grade from CR course reported (must pass EOC in Algebra 1, Geometry, Biology 1)
Must have previously attempted the corresponding academic core subject course and/or EOC assessment prior to taking a edit recovery course
Not bound by instructional hour requirements
Does not count for Bright Futures or SUS Admissions (corresponding academic core courses will satisfy requirements)
Credit Recovery CoursesSemester elective credit bearing courses
Used for course grade forgivenessUsed to prepare to retake EOCs (could include
transfer students)
Why elective credit? Collect FTEProvide a non-seat time option for remediationRequire a certified instructor
Students in the same classroom can be enrolled in different courses (Algebra 1, Geometry, Algebra 2)
Level 1 CoursesStudents with an IEP entering 9th grade in 2012-
2013 and prior may take Level 1 courses and they will count
toward a standard diploma IEP team determines appropriateness of level of
course for student
Students with an IEP entering 9th grade in 2013-2014 and thereafterno Level 1 courses will count for credit towards a
standard diploma Students with disabilities pursuing a special
diploma will receive credit for Level 1 courses
National Collegiate Athletic Association (NCAA)
NEW
College-bound student athletes will need to meet more rigorous academic rules to receive a scholarship at a NCAA Division 1 and 2 college or university. For information on the rules, visit https://web1.ncaa.org/hsportal/exec/links?linksSubmit=ShowActiveLinks.
Which students will need to take the P.E.R.T.?
• College readiness evaluation is required for current 11th grade students who score
– Grade 10 FCAT 2.0 Reading (Levels 2 or 3)
– Algebra 1 EOC Assessment (Levels 2, 3, or 4)
• P.E.R.T. testing includes:
- Special Diploma students for whom the IEP specifies that the FCAT is an appropriate assessment
- Department of Juvenile Justice students
- Charter School students
- Full-time public virtual school students
• A student who has met the college-ready cut scores does not need to take the P.E.R.T.
S. 1008.30(3), Florida StatutesState Board Education Rule 6A-10.0315, F.A.C.
College-Ready Scores
P.E.R.T. Accuplacer (CPT) SAT-1 ACT
Math113
Elem. Algebra
72 Math 440 Math 19
Reading104
Reading 83 Verbal 440 Reading 18
Writing 99Sentence
Skills83 Verbal 440 English 17
How else can a student demonstrate college readiness?
FCAT 2.0 Reading (262 or higher/Level 4 or higher) = College-Ready for Reading and Writing
CHOICES WebinarsWednesday, January 16, 2013
10:00 AM–11:00 AM — Introduction to CHOICES Planner
3:00 PM–4:00 PM — CHOICES Planner —Professional Tools
Wednesday, January 23, 2013
10:00 AM–11:00 AM — CHOICES Planner — Professional Tools
3:00 PM–4:00 PM — CHOICES Planner — Beyond The Basics (NEW Webinar)
Contact - CHOICES Team at 800-342-9271 or [email protected]
Available online at the Graduation Requirements pagehttp://www.fldoe.org/bii/studentpro/grad-require.asp
Rich text format•English•Spanish
Bright Futures Training New for 2012-13 Instructor-led WebEx Training
OSFA/BF What’s New & Website Overview (through December)
OSFA/BF Entering Transcript Data (through May)OSFA/BF Ask the Experts (through May)OSFA/BF Florida Financial Aid Application (starts in
November)
New session offered in January/FebruaryOSFA/BF Basics of Matching Information
New session offered March through MayOSFA/BF Summer Evaluation Process
Register online at https://suncom.webex.com
Bright Futures TrainingNew for 2012-13 Self-paced Recorded Training
Comprehensive topics in 15-minute intervalsAvailable online
Online Transcript Entry & Evaluation System Help TabTraining Website Documentation Link
https://www.osfaffelp.org/osfatraining/Learn on your terms — time, location, quantityReview as needed
