1 / 37

January 15, 2013

Academic Advisement Update Florida Department of Education, K–12 Public Schools NEFEC 3 rd Annual Secondary School Counselor Forum. January 15, 2013. Topics. Common Core Standards Student Services Graduation Requirements End-of-Course Assessments Transfer Student Record Evaluation

morag
Download Presentation

January 15, 2013

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Academic Advisement UpdateFlorida Department of Education, K–12 Public SchoolsNEFEC 3rd Annual Secondary School Counselor Forum January 15, 2013

  2. 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

  3. Common Core States www.corestandards.org/

  4. Florida’s Common Core State Standards (CCSS) Implementation Plan http://www.fldoe.org/bii/

  5. http://www.florida-rti.org/index.htm

  6. 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 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

  7. 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

  8. 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

  9. 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

  10. http://www.sss.usf.edu/resources/professions/sspem/index.htmlhttp://www.sss.usf.edu/resources/professions/sspem/index.html

  11. Fundamental Principles • Fundamental 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.

  12. 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

  13. State Graduation Requirements http://www.fldoe.org/bii/studentpro/grad-require.asp

  14. 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. Florida’s College & Career Planner 2012–2013 www.flvc.org

  15. 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

  16. 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.

  17. 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

  18. 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

  19. FAQs related to EOCs http://www.fldoe.org/faq/default.asp?Dept=179&Cat=125

  20. United State History EOC Assessment • In 2012-2013 • Any 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.)

  21. 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

  22. 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

  23. Transfer of High School Credit Considerations: • 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. Memo: http://info.fldoe.org/docushare/dsweb/Get/Document-6587/dps-2012-193.pdf

  24. 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.

  25. 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.

  26. 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)

  27. Credit Recovery Courses • Semester elective credit bearing courses • Used for course grade forgiveness • Used to prepare to retake EOCs (could include transfer students) • Why elective credit? • Collect FTE • Provide a non-seat time option for remediation • Require a certified instructor • Students in the same classroom can be enrolled in different courses (Algebra 1, Geometry, Algebra 2)

  28. Level 1 Courses • Students 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 thereafter • no 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

  29. 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. Florida, Get Ahead of the Game!

  30. 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 Statutes State Board Education Rule 6A-10.0315, F.A.C.

  31. 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

  32. CHOICES Webinars Wednesday, 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 orchoices@fldoe.org

  33. Available online at the Graduation Requirements page • http://www.fldoe.org/bii/studentpro/grad-require.asp • Rich text format • English • Spanish

  34. 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/February • OSFA/BF Basics of Matching Information • New session offered March through May • OSFA/BF Summer Evaluation Process Register online at https://suncom.webex.com

  35. Bright Futures Training • New for 2012-13 Self-paced Recorded Training • Comprehensive topics in 15-minute intervals • Available online • Online Transcript Entry & Evaluation System Help Tab • Training Website Documentation Link • https://www.osfaffelp.org/osfatraining/ • Learn on your terms — time, location, quantity • Review as needed

  36. Helen.Lancashire@fldoe.org (850) 245-7840

More Related