Adequate Yearly Progress - The School District of Palm Beach County

Updated with most recent FLDOE information as of October 10, 2011.
Information subject to change as information is provided by FDOE.
FY 12 School Accountability Report and Adequate Yearly Progress
Questions and Answers – High School Version
School Accountability Report (SAR)
School Grade Determination
No Child Left Behind (NCLB)
Adequate Yearly Progress (AYP)
What assessments are used in the calculation?
FCAT Components Assessment requirement for FY12:
• Reading:
o Grades 9 & 10 FCAT 2.0 or FAA
• Mathematics:
o Algebra EOC Assessment – Calculation To Be
Determined (TBD)
o FAA
• Reading and Mathematics Retake:
o Grades 11 & 12
• Reading Grade 10 FCAT/FCAT 2.0
• Mathematics Grade 10 FCAT
• Writing:
o Grade 10 FCAT
• Science:
o Biology 1 EOC Assessment Calculation TBD
Assessment requirement for FY12:
• Reading:
o Grades 9 & 10 FCAT 2.0 or FAA
• Mathematics:
o Algebra EOC Assessment – Calculation TBD
o FAA
• Writing:
o Grade 10 FCAT
What students/student groups/schools are included in the calculations?
FCAT Components
Eligible Students :
• Students reported in Survey 2 (October) and Survey 3
(February) required to participate in the required
assessment(s).
• Students attending public schools, (includes charter,
alternative schools, and district virtual schools).
• For High Standards:
o students with the required assessment(s) scores
o Standard Curriculum Students (which includes
English Language Learners (ELL), LY only, with more
than 2 years in ESOL program, and ESE (gifted,
hospital/homebound and speech impaired) students
• For Learning Gains – All students with current and prior
scores in the required assessment(s) (which includes all
ELL and ESE students, students with Florida Alternate
Assessment (FAA) scores, and students who have been
referred to an alternative school that is receiving an
improvement rating).
To receive a school grade, a school must have at least 30
eligible students with valid, required assessment(s) scores in
reading and mathematics for high standards calculation and
current and prior required assessment(s) scores in reading
and mathematics for Learning Gains. Algebra 1 EOC
Assessment calculation TBD.
Eligible students:
• All students
• For participation rate: all students reported in Survey 3
(February)
• For proficiency rates: all students reported in Survey 2
(October) and Survey 3 (February) required to participate
in FCAT/Algebra 1 EOC (First-year ELL students with less
than 365 days in an ESOL program are not included in
reading and mathematics.)
• Students with the required assessment(s) scores or
Alternate Assessments (SWD students only)
• Total school population and eight subgroups
• Students attending public schools (includes charter and
alternative schools)
Schools will be evaluated for AYP if the number of students
with valid test scores is greater than 10 for each subject.
The minimum cell size for reporting writing proficiency is 30
students with valid test scores.
The criteria for determining AYP apply to subgroups whose
population is
• greater than or equal to 30 and represents more than
15% of total school population (with valid test scores) or
• at least 100 students in the subgroup count.
For writing, a school must have 10 or more eligible students
with valid FCAT scores for high standards calculation. In the
event that fewer than 10 eligible students were tested in
writing the district writing average for the grades at the school
is substituted.
For science, Biology 1 EOC Assessment calculation TBD
Examples: Criteria applied
subgroup count ≥ 30 and > 15% of total population or
subgroup count ≥ 100
Examples: Criteria NOT applied
subgroup count 15% of total population or
subgroup count >30 and < 15% of total population
Non-FCAT Components
Each component specifies students, assessments, and survey
periods.
Nancy E. Brito, NBCT, Instructional Specialist, Division of Performance Accountability, 561-357-7521, PX47521
FY12 SAR & AYP Questions & Answers - HS Updated 10-10-11.Docx
1

What students are NOT included in a school’s calculation?
FCAT Components
Students who were
• NOT enrolled in surveys 2 and3
• withdrawn after survey 3, but before the required
assessment(s) administration
• promoted out of grade 10
Students who are
• home schooled
• attending private schools
• in Grade 10 and have met the State assessment
graduation requirement
• in drop-out retrieval programs
• in alternative to expulsion programs
• in Department of Juvenile Justice programs
What is the required participation rate?
Students who are
• in Grade 10 who have met the State assessment
graduation requirement
• withdrawn after Survey 3 (February) and prior to the
required assessment(s) testing administration
• promoted out of grade 10
• home schooled
• attending private schools
FCAT Components
Participation rate refers to the percent of eligible students
tested with the required assessment(s).
• 95% or more to attain an "A"
• 90% or more for “B”, “C” or “D”
• less than 90% may result in a grade lower than indicated
by the total points accumulated.
Participation rate refers to the current year percent or the
average percent of the prior and current year of students who
participate in the required assessment(s).
The required participation rate is 95% or more for each of the
nine (9) subgroups. Reading and mathematics is calculated
separately, for a total of 18 participation cells
What is considered proficient in Reading/Mathematics/Science/Writing?
• Level 3 or higher
o FCAT 2.0 Reading
o Algebra 1 EOC
o Biology 1 EOC Assessment calculation TBD
• Four (4) points or higher
o FCAT Writing
• Level 4 or higher
o Florida Alternate Assessment (FAA)
• Level 3 or higher
o FCAT 2.0 Reading
o Algebra 1 EOC
• Three (3) points or higher
o FCAT Writing
• Level 4 or higher
o Florida Alternate Assessment (FAA)
Nancy E. Brito, NBCT, Instructional Specialist, Division of Performance Accountability, 561-357-7521, PX47521
FY12 SAR & AYP Questions & Answers - HS Updated 10-10-11.Docx
2

What rules are applied to receive a rating?
FCAT Components
High Standards points are calculated as follows:
• Reading and Mathematics - One point is accrued for each
percent of eligible students scoring in Levels 3, 4 and 5
• Writing – One point is accrued for each percent of eligible
students scoring a 4 and above.
• Science – Biology 1 EOC (calculation TBD)
Learning Gains:
How the FLDOE will calculate Learning Gains in Algebra1
EOC Assessment is yet to be determined. The following
calculation was used in the 2010-11 calculation for
students with FCAT or FCAT 2.0 scores.
Students may demonstrate Learning Gains in one of three
ways:
1. All eligible students who have a current and prior year
scores who improve from the prior year by at least one
level. (i.e., Level 1 to 2, 2 to 3, 3 to 4, or 4 to 5).
2. All eligible students who maintain high standards (Levels
3, 4 or 5). (Note: A drop in level within high standards,
Level 5 to 4, 4 to 3, or 5 to 3 will not add learning gain
points, but will earn high standards points for the school).
3. All eligible non-retained students who scored at Levels 1
or 2 in the current and prior year must demonstrate more
than one year’s growth in the Developmental Scale
Score (DSS) for their particular grade level. (One year's
growth plus one point).
All eligible retained students in Levels 1 and 2 must improve
by at least one level to be counted for Learning Gains, (i.e.
Level 1 to 2, 2 to 3). Retained high standards students must
maintain high standards, (i.e., Level 3 to 3, 4 to 4, 5 to 5).
Learning Gains using developmental scale scores can only be
calculated for a student who takes the next higher grade test.
If students skip a grade (e.g., 8 to 10), Learning Gains are
calculated using methods 1 and 2 above.
NOTE: In December 2011, new Achievement Levels and cut
scores in Reading and Mathematics FCAT 2.0 and the Algebra
1 EOC assessment are scheduled to be adopted by the State
Board of education.
Students with FAA scores demonstrate Learning Gains in
one of two ways:
1. All eligible students who have a current and prior year
FAA score who maintain a proficient level, (i.e., Levels 4
to 4, 5 to 5, 6 to 6, 7 to 7, 8 to 8, or 9 to 9).
To make AYP the following criteria must be met:
For all students and subgroups :
• 95% participation rate (reading & mathematics
separately);
• 90% percent writing proficiency rate or higher or 1%
improvement from previous year’s score;
• 85% graduation rate or 2% improvement from previous
year;
• 86% of students proficient in reading, meet Safe Harbor
or the Growth Model criteria; and
• 86% of students proficient in mathematics, meet Safe
Harbor or the Growth Model criteria
The Safe Harbor and/or the Growth Model provision can be
applied only if a school has met all three requirements below:
1. At least 95% of students in total and in each subgroup
have participated in testing;
2. The school has met writing criteria or 1% improvement
from previous year; and
3. The school has met graduation rate criteria or 2%
improvement from previous year.
Safe Harbor:
Safe Harbor applies only to those subgroups that did not meet
the reading or mathematics targets. In Safe Harbor, the
percentage of non-proficient students must be decreased by at
least 10% from the prior year for the area being evaluated. In
addition, the subgroup must make progress in writing
proficiency and graduation rate. Students who use the FAA
will have growth calculated based on improving achievement
levels or maintaining a proficient level.
Growth Model:
The Growth Model applies only to those subgroups that did not
meet the reading or mathematics proficiency target or did not
make Safe Harbor. For 2011-12, the Growth Model requires
that the percentage of students “on track to be proficient” is at
least 86% in reading and mathematics. In addition, the
subgroup must meet AYP writing proficiency and graduation
rate requirements. Students with FAA results are “on track to
be proficient” by improving achievement levels or maintaining
proficiency levels.
Safe Harbor and Growth Model will be computed for each
subgroup without regard to overall school performance in
writing, graduation rate, or school grade.
School Grade does not impact HS AYP status. High school will
be evaluated for AYP before their letter grade is designated.
2. All eligible students who have a current and prior year
FAA score who improve performance by at least one
level. (i.e., Level 1 to 2, 2 to 3, 3 to 4, 4 to 5, 5 to 6, 6 to
7, 7 to 8, or 8 to 9).
Learning Gains are calculated from March administration to
March administration. Retakes are not factored in.
Nancy E. Brito, NBCT, Instructional Specialist, Division of Performance Accountability, 561-357-7521, PX47521
FY12 SAR & AYP Questions & Answers - HS Updated 10-10-11.Docx
3

What rules are applied to receive a rating? continued
Bonus Points:
High schools with at least 10 eligible students in reading and
10 students in mathematics may earn an additional ten (10)
bonus points if at least 50% of all eligible grade 11 and 12
students retaking the grade 10 FCAT (50% in reading and
50% in mathematics) meet the FCAT graduation
requirement.
Alternative School Improvement Rating:
If an alternative school is evaluated through a school
improvement rating rather than a school grade, the
performance of eligible students shall be included in their
home schools. The performance results are included in the
overall reading and mathematics Learning Gains percentages
for the home school(s) and the alternative school(s).
Non-FCAT Components:
High school grade includes non-FCAT components. These
measures account for 50% of the school grade.
What are the components?
FCAT Components
The formula to determine a school grade is based on the total
percentage points earned by a school in the following:
Eight (8) components:
1. Reading Proficiency
2. Mathematics Proficiency
3. Writing Proficiency
4. Science Proficiency
5. Reading Learning Gains
6. Mathematics Learning Gains
7. Lowest 25% Students Reading Learning Gains
8. Lowest 25% Students Mathematics Learning Gains
And, additional requirements:
• Percent Tested
• Adequate Progress of Lowest 25% in reading and
mathematics
Non-FCAT Components
• Overall Graduation Rate
• Graduation Rate for At-risk Student
• Participation in Accelerated Coursework
• Performance in Accelerated Coursework
• Post-secondary Readiness: Reading and
Mathematics
• Growth or Decline in each component
The formula to determine if a school has made Adequate
Yearly Progress is based on the following information:
• Participation rate of nine (9) subgroups
• Reading proficiency of nine (9) subgroups
• Mathematics proficiency of nine (9) subgroups
• Performance in School Writing Proficiency
• School Graduation Rate
• School Grade
The groups are:
1. All students (total)
2. White (W)
3. Black (B)
4. Hispanic (H)
5. Asian (A)
6. American Indian (I)
7. Economically Disadvantaged (ED)
8. English Language Learners (ELL), LY and LF
9. Students With Disabilities (SWD), students with
disabilities other than gifted
Note: 504 students are not included in SWD subgroup.
Multiracial students are included for the school in the total
subgroup, but not any of the racial/ethnic subgroups. They
may be represented in the ED, ELL, and SWD subgroups.
Nancy E. Brito, NBCT, Instructional Specialist, Division of Performance Accountability, 561-357-7521, PX47521
FY12 SAR & AYP Questions & Answers - HS Updated 10-10-11.Docx
4

What is Adequate Progress of the Lowest 25%?
FCAT Components
How the FLDOE will calculate Learning Gains in Algebra1
EOC Assessment is yet to be determined. The following
calculation was used in the 2010-11 calculation for
students with FCAT or FCAT 2.0 scores.
1. Adequate Progress of the Lowest 25% students:
At least 50 percent of the Lowest 25%* (50% in reading
and 50% in mathematics) must show learning gains for a
school to meet Adequate Progress.
If less than half of the Lowest 25% do not make learning
gains
• "A" schools will be lowered one letter grade if
adequate progress is not met each year
• "B" and "C" schools will be lowered one letter grade
if adequate progress is not met in current ** or prior
year.
• "D" and "F" schools will maintain their letter grade
designation
2. Flexibilities extended to schools falling short of the 50
percent mark.
NA
Adequate Progress is NOT met, but School Grade is NOT
lowered if the percent of current year Lowest 25% making
Learning Gains is
a. at least 40% (40% - 49%) and that percent
represents at least a 1% improvement over the prior
year.
b. below 40% (39% or less) and that percent
represents at least a 5% improvement over the prior
year.
Students in the FAA program are not included in the Lowest
25% category.
*Includes all ELL and ESE students with FCAT or FCAT 2.0 scores
**Includes new schools
How are learning gains of the Lowest 25% calculated?
FCAT Components
The Lowest 25% of a school is calculated using the prior
year's DSS results of all eligible students.*
The boxes below show the student groups for which the
Lowest 25% is calculated. There is a separate calculation of
the Lowest 25% for each student group (box). The sum of all
groups is the school’s Lowest 25% calculation.
Grade Grade Grade Grade
8 to 9 9 to 9
7 to 9**
10 to 10
8 to 10** 9 to 10
Total Total Total Total
+
+
+
Group Group Group Group
=
School
Total
NA
Calculation is the same for reading and mathematics.
* If there are fewer than 30 students who scored at or below Level 3 in
the prior year, the reading and mathematics gains respectively of all
students will be substituted.
** Students who skip a grade will show Learning Gains by moving up
an achievement level or maintaining high standards.
Nancy E. Brito, NBCT, Instructional Specialist, Division of Performance Accountability, 561-357-7521, PX47521
FY12 SAR & AYP Questions & Answers - HS Updated 10-10-11.Docx
5

Non-FCAT Components
What is the minimum cell size for each component?
• At least 10 students
If a school does not have at least 10 students in every cell except for the Graduation Rate: At-Risk cell, the school grade will
default to the FCAT School Grade.
If a school does not have at least 10 students in the Graduation Rate: At-Risk cell, its overall graduation rate is substituted.
How is the graduation rate calculated?
• For FY12, the Federal Uniform Rate 4-year adjusted cohort method is used
• End-of-year reporting (Survey 5) is used for reporting each year’s end-of-year status for students (including withdrawals,
diploma codes, etc.).
• A student is included in the cohort when the student is first reported as a high school student.
Who is included in the graduation rate?
Numerator:
The number of on-time graduates
o Students from the adjusted cohort who received a standard diploma (diploma codes W06, W6A, W6B, WFA,
WFB, WFT, WFW, W43, and W52)
Denominator:
The adjusted cohort =
• the number of first time 9 th graders in membership during fall 2008
o plus incoming transfer students on the same schedule to graduate
• (i.e., first time 9 th graders in 2008-09
• first time 10 th graders in 2009-10
• first time 11 th graders in 2010-11
• first time 12 th graders in 2011-12)
o minus students from this combined population who
• transferred out to another public school (W02, W3A, W3B, as applicable)
• left to enroll in a private school (W04)
• left to enroll in a home education program (W24)
• are deceased students (W12)
Note: Students in the cohort who receive standard high school diplomas through an adult education program (code W43 and
W52) are counted as graduates.
Who are considered non-graduates?
• Dropouts
• Certificate of completion recipients
• Special Diploma recipients
• GED diploma recipients in high school exit option programs
• Continuing enrollees who are not on-time graduates
Who is included in the graduation rate for at-risk students?
• Students who earned a Level 1 or 2 on both the Grade 8 FCAT Reading and Mathematics (including scores for repeaters
in sequential years)
• Does not include students without Grade 8 FCAT score
Who is included in accelerated coursework* participation?
Numerator:
• All students in grades 9 through 12 who took an accelerated exam and/or dual enrollment course
Denominator:
• All students in grades 11 and 12 at the same school in surveys 2 and 3 (each student counts only once) reported on
Survey 5
*AP = Advanced Placement, IB = International Baccalaureate, AICE = Advanced International Certification of Education, Industry
Certification courses
Nancy E. Brito, NBCT, Instructional Specialist, Division of Performance Accountability, 561-357-7521, PX47521
FY12 SAR & AYP Questions & Answers - HS Updated 10-10-11.Docx
6

What are the criteria for accelerated coursework participation?
Courses that end in an exam (e.g., AP, IB, AICE*):
• Student must take the exam
Dual enrollment course:
• Student must earn a grade in the course
Industry certification:
• Student must have taken an industry certification exam listed on the Industry Certification Funding List approved by the
State Board of Education
*AP = Advanced Placement, IB = International Baccalaureate, AICE = Advanced International Certification of Education
What is the weighting system for accelerated coursework participation?
Schools will earn an increasing amount of credit for those students who take increasing number of courses/exams.
Weight
• 1.00
• 1.10
• 1.20
• +0.1
Participation Outcome
• 1 Exam/Dual Enrollment Course Taken
• 2 Exams/Dual Enrollment Courses Taken
• 3 Exams/Dual Enrollment Courses Taken
• For Each Additional Exam/Dual Enrollment Course Taken
What is an example of a student’s participation in acceleration coursework?
Example of a student’s participation in accelerated coursework:
Accelerated Exam/Course Exam/Course Taken Weight
Dual Enrollment Course #1 1 1.00*
Dual Enrollment Course #2 1 .10
Dual Enrollment Course #3 1 .10
AP Exam #1 1 .10
AP Exam #2 1 .10
Industry Certification Exam 1 .10
Total Exams/Courses Taken 6 -
Student A Weight in the Formula → 1.50
*The first course is weighted at 1.00.
Who is included in accelerated coursework performance?
Numerator:
• A weighted count of successful completions for students in the denominator
Denominator:
• All unweighted and unduplicated count of students in grades 9 through 12 who took at least one AP, IB, AICE, or Industry
Certification examination or at least one dual enrollment course.
• Students in survey 2 and 3, results reported on Survey 5
Nancy E. Brito, NBCT, Instructional Specialist, Division of Performance Accountability, 561-357-7521, PX47521
FY12 SAR & AYP Questions & Answers - HS Updated 10-10-11.Docx
7

What are the criteria for accelerated coursework performance?
Successful completion of accelerated coursework
AP, IB, or AICE examination:
• A score that is high enough to earn college credit as determined by the Articulation Coordinating Committee’s Credit-by-
Exam Equivalency list
Dual enrollment:
• A course grade of “C” or higher
Industry certification:
• Passing an industry certification examination on the State Board of Education approved industry certification funding list
What is the weighting system for accelerated coursework performance?
Schools will earn an increasing amount of credit for those students who successfully complete an increasing number of
courses/exams.
Weight
Performance Outcome
1.00 1 Successful Completion
1.10 2 Successful Completions
1.20 3 Successful Completions
1.30 4 Successful Completions
1.40 5 Successful Completions
+ 0.1 For each Additional Successful Outcome
Definition of successful outcomes
How are accelerated coursework successful outcomes defined?
Accelerated
Coursework
AP
IB
AICE
Dual
Enrollment
Industry
Certification
Score of 3
Passing Scores
Score of 4 or 5
Score of 4
Score of 5, 6, or 7
Passing Score on an
“AS” Level AICE Exam
Passing Score on an “A”
Level AICE Exam
Passing grade of “C” or
higher in the course
Earning an industry
certification by exam
1 Successful Outcome
Successful Outcome
1 or 2 Successful Outcomes
(depending on ACC Credit-by-Exam Equivalencies)
1 Successful Outcome
1 or 2 Successful Outcomes
(depending on ACC Credit-by-Exam Equivalencies)
1 Successful Outcome
1 or 2 Successful Outcomes
(depending on ACC Credit-by-Exam Equivalencies)
1 Successful Outcome
1 or multiple successful outcomes based on statewide
articulation agreements
(http://www.fldoe.org/workforce/dwdframe/artic_frame.
asp)
Nancy E. Brito, NBCT, Instructional Specialist, Division of Performance Accountability, 561-357-7521, PX47521
FY12 SAR & AYP Questions & Answers - HS Updated 10-10-11.Docx
8

What is an example of a student’s performance in acceleration coursework?
Example of a student’s performance in accelerated coursework
Accelerated Exam/Course Score/Grade Successful Completion Weight
Dual Enrollment Course 1 “C” 1 1.00
Dual Enrollment Course 2 “C” 1 .10
Dual Enrollment Course 3 “D” 0 0
AP Exam 1 2 0 0
AP Exam 2 4 2 .20
Industry Certification Exam Passed 1 .10
Total Successful Completions - 5 -
Student A’s Weight in the
Formula
- → 1.40
Who is included in the post-secondary readiness calculation?
This measure consists of two separate components, one for reading and one for mathematics.
Numerator:
• The count of students from the denominator who scored at “ready” levels on SAT, ACT, CPT and/or P.E.R.T. in the
applicable subject any time during their high school careers
Denominator:
• For 2011-12, the count of all on-time (4-year) high school graduates
The post secondary readiness cohort is a subset of the graduation rate cohort. Students are reported at the high school from
which they graduated.
What are the cut-scores for post-readiness calculation?
Cut Scores
CPT SAT ACT P.E.R.T.
Algebra 72 Math 440 Math 19 Math TBD
Reading 83 Verbal 440 Reading 18 Reading TBD
What are the criteria for calculating the growth or decline in components?
• Points are awarded based on improvement or decline (from prior year).
How is growth determined?
• One growth point is awarded for each annual percent increase
• Capped at 20 points per component
How is decline determined?
• Five (5) points are subtracted if component declines by at least 10 percentage points
Nancy E. Brito, NBCT, Instructional Specialist, Division of Performance Accountability, 561-357-7521, PX47521
FY12 SAR & AYP Questions & Answers - HS Updated 10-10-11.Docx
9

What are other additional requirements?
• For a school to qualify for a grade of “A” the school’s at-risk population must
o meet an annual graduation rate target of 75% or
o show adequate annual improvement
School’s grade will be lowered to a “B” if one of the above conditions is not met
• Schools will NOT be lowered more than one grade
How does a school show adequate annual improvement of the at-risk graduation
population?
• One (1) percentage point improvement over the prior year if percentage is within 10 points of the target; or
• Five (5) percentage point improvement over the prior year if percentage is beyond 10 points of the target
FY12 Distribution of points
At-Risk Graduation Rate
HS Measure Related Action
75% + No Reduction (“A” is maintained)
65% - 74%
“A” reduced to “B” unless improvement of 1% or
more is made over the prior year.
64% and Below
“A” reduced to “B” unless improvement of 5% or
more is made over the prior year.
How are the Non-FCAT component points distributed?
GRADUATION ACCELERATION READINESS
Overall Rate
200*
(Growth points max. = 40)
(Decline points max = 10)
At-Risk Rate
100
(Growth points max. = 20)
(Decline points max = 5)
Total Graduation
Points Possible
300
Participation
150**
(Growth points max. = 30)
(Decline points max = 7.5)
Performance
150**
(Growth points max. = 30)
(Decline points max = 7.5)
Total Acceleration
Points Possible
300
Reading
100
(Growth points max. = 20)
(Decline points max = 5)
Mathematics
100
(Growth points max. = 20)
(Decline points max = 5)
Total Readiness Points
Possible
200
Total Points Possible
800
* percentage points are doubled
Example: percentage point = 75
percentage points doubled (75 X 2 = 150 points)
plus growth 75 + 20(growth points) = 95 X 2 =190,
minus decline = 75 – 5(decline points) = 70 X 2 =140
** percentage points are multiplied by 1.50
Example: percentage point = 60
percentage points multiplied by 1.50 = 60 X 1.50 = 90 points
percentage points plus growth 60 + 20(growth points) = 80 X 1.50 = 120
percentage points minus decline = 60 – 5(decline points) = 55 X 1.50 = 82.5 (83 when rounded)
• All component values are capped at their maximum values.
High schools with insufficient data on the new measures will default to the 800 point scale for school grade calculation.
(e.g., schools without a grade 12 population do not have a graduation rate)
Nancy E. Brito, NBCT, Instructional Specialist, Division of Performance Accountability, 561-357-7521, PX47521
FY12 SAR & AYP Questions & Answers - HS Updated 10-10-11.Docx
10

How will combination schools be graded?
K-12 schools (HS serving more than three tested grade levels below grade 9):
• 80% FCAT Components, 20% Non-FCAT Components
6 -12 schools (high school serving three or fewer tested grade levels below grade 9:
• 70% FCAT Components, 30% Non-FCAT Components
What are the high school grade scales?
School
Grade
800-point scale
(FCAT and FAA
Components)
School
Grade
1600-point scale
(FCAT, FAA, and non-FCAT
Components)
A 525-800 A 1050-1600
B 495-524 B 990-1049
C 435-494 C 870-989
D 395-434 D 790-869
F Less Than 395 F Less Than 790
High schools with insufficient data on the new measures will default to the 800 point scale for school grade calculation.
Nancy E. Brito, NBCT, Instructional Specialist, Division of Performance Accountability, 561-357-7521, PX47521
FY12 SAR & AYP Questions & Answers - HS Updated 10-10-11.Docx
11