Office of Continuous Quality Improvement

2. 2 Workshop Objectives Understand DOE Rule 6A-1.09981 Write appropriate SIP objectives Develop comprehensive action steps Our three objectives for today are these three here� We are going to review the DOE rule for both 2004 and for 2005�There are a few changes there to talk about And We are going to remind everyone about writing good objectives with good action stepsOur three objectives for today are these three here� We are going to review the DOE rule for both 2004 and for 2005�There are a few changes there to talk about And We are going to remind everyone about writing good objectives with good action steps

3. 3 During Needs Assessment, your SAC should have been looking at all your processes, your human resources, your data, your information�now you are analyzing all that needs assessment information to begin planning for next year�2005�that is where the revised SIP comes in�the SAC must now begin thinking about 2005�This year�s Plan has pretty much been implemented�the FCAT is right around the corner�not much you as the SAC can do about how the students will do�so now you must begin looking forward to next year�During Needs Assessment, your SAC should have been looking at all your processes, your human resources, your data, your information�now you are analyzing all that needs assessment information to begin planning for next year�2005�that is where the revised SIP comes in�the SAC must now begin thinking about 2005�This year�s Plan has pretty much been implemented�the FCAT is right around the corner�not much you as the SAC can do about how the students will do�so now you must begin looking forward to next year�

4. 4 Sterling Planning Cycle (PDSA) Plan Do Study Act: We have reached the ACT part of the cycle�we started out this year in finalizing a plan, then we implemented all the action steps, then we watched our progress as gave various benchmark tests, practice tests, interim measures, etc�and we did a school�s needs assessment� Now, we are getting ready to Revise the SIP (based on the results of our success for the current objectives)�you will not be able to finalize your revisions until June when the FCAT scores come out, but you can start talking about possible revisions now�Plan Do Study Act: We have reached the ACT part of the cycle�we started out this year in finalizing a plan, then we implemented all the action steps, then we watched our progress as gave various benchmark tests, practice tests, interim measures, etc�and we did a school�s needs assessment� Now, we are getting ready to Revise the SIP (based on the results of our success for the current objectives)�you will not be able to finalize your revisions until June when the FCAT scores come out, but you can start talking about possible revisions now�

5. DOE Rule 6A-1.09981 First, let�s look at the DOE rule for this year�now remember that you are beginning to plan for 2004-2005, but let�s review where the DOE stands for this year before we get into planning for the next year�First, let�s look at the DOE rule for this year�now remember that you are beginning to plan for 2004-2005, but let�s review where the DOE stands for this year before we get into planning for the next year�

6. 6 The good news is that the DOE made only minor changes in the Rule for this year�s school performance grade�in other words, you will be comparing �apples to apples� for two years in a row�when you get your school grade in June 2004 (based on what students did on this FCAT), the computation is the same as this last year�with only a few modifications�In general, there is no change on how your school�s grade is calculated�the school grade will still be based on six factors: Level 3 and above in Reading Level 3 and above in Math Learning gains in Reading Learning gains in Math Learning gains of the lowest 25% of students in Reading Students scoring 3.0 or over in writing plus 3.5 and over in writing, divided by 2 None of this has changed for this year�The good news is that the DOE made only minor changes in the Rule for this year�s school performance grade�in other words, you will be comparing �apples to apples� for two years in a row�when you get your school grade in June 2004 (based on what students did on this FCAT), the computation is the same as this last year�with only a few modifications�In general, there is no change on how your school�s grade is calculated�the school grade will still be based on six factors: Level 3 and above in Reading Level 3 and above in Math Learning gains in Reading Learning gains in Math Learning gains of the lowest 25% of students in Reading Students scoring 3.0 or over in writing plus 3.5 and over in writing, divided by 2 None of this has changed for this year�

7. 7 When it comes to Learning Gains, remember that any retained students scoring Level I or II must move up a whole Level to be reported as making learning gains�this is because they are taking the same test twice (last year and this year�), therefore they should be moving up a whole Level�students who were promoted can still show learning gains by just �doing better� in Level I or II�this is the same as last year� When it comes to Learning Gains, remember that any retained students scoring Level I or II must move up a whole Level to be reported as making learning gains�this is because they are taking the same test twice (last year and this year�), therefore they should be moving up a whole Level�students who were promoted can still show learning gains by just �doing better� in Level I or II�this is the same as last year�

8. 8 How Are Learning Gains Defined? A student demonstrates a �learning gain� by: Improving from one FCAT Achievement Level to the next Level (example: Level 3 to Level 4) Maintaining FCAT Achievement Level within Levels 3, 4, or 5 Remaining within FCAT Levels 1 or 2 and demonstrating more than one year�s growth on the FCAT developmental scale. Again, for this year�there is no change on how a student shows learning gains�Again, for this year�there is no change on how a student shows learning gains�

9. 9 Bottom Quartile At least 50% of students (INCLUDING ESE AND LEP) in the school�s bottom 25% (at or below Level 3) must demonstrate annual learning gains in reading In a school not showing adequate progress, the SAC shall include a component (objective) in the SIP for meeting the adequate progress requirement by the next school year If the school does not meet the adequate progress requirement for two years in a row, the Performance Grade designation will be reduced by one letter grade No change here either�No change here either�

10. 10 Calculating the School Grade in 2005 and 2006 The point scale for school grades remains the same for this year, no change�The point scale for school grades remains the same for this year, no change�

11. 11 Additional Grade Factors All schools will receive a school grade during the first year data is available for the school--including new schools Special schools (centers, etc.) will be issued performance grades based on revised rules Schools which test less than 90% can receive a lower grade than the grade represented by the points earned (but not automatically an �F�) If a school does not have 30 students for FCAT Writing results, then the District average percentage for �high achievement� in writing will be used There are a few more minor changes for this year, but these will effect just specific schools�.even new schools will now receive school grades; additional schools that were exempt from getting a grade may now get one (a decision will be coming later on that); if a school test less than 90% the school may lose a letter grade but not automatically become an F; and If a school has less than 30 students showing FCAT Writing results, the State will use the District averages for 3.0 and higher, plus 3.5 and higher (divided by 2) to come up with writing points for that school. In previous years they used the School�s reading scores to figure writing points if the student group was less than 30�. No other changes for this year�There are a few more minor changes for this year, but these will effect just specific schools�.even new schools will now receive school grades; additional schools that were exempt from getting a grade may now get one (a decision will be coming later on that); if a school test less than 90% the school may lose a letter grade but not automatically become an F; and If a school has less than 30 students showing FCAT Writing results, the State will use the District averages for 3.0 and higher, plus 3.5 and higher (divided by 2) to come up with writing points for that school. In previous years they used the School�s reading scores to figure writing points if the student group was less than 30�. No other changes for this year�

12. 12 DOE Rules for Special Centers All Centers (excluding DJJ) will be graded by 2005 DJJ Centers will be graded by 2006

13. 13 School Performance Grade Changes in 2007 The high performance level for writing will stay at 3.5 for two years and then up to 4.0 in 2007 Science results (Grades 5, 8, and 11) will be added to the school grade calculation in 2007 So now let�s talk about 2005�remember, when you are revising our SIP plan (starting next month) you are now writing objectives for �June 2005��the rule will change just a little bit�consider these factors when writing your revised objectives for 2005: Writing points will only be earned by your school for students scoring 3.5 or above�the State is dropping the 3.0 calculation�and even 3.5 will only stay in effect for 2 years and then the State is going to 4.0 in writing for school grade points�we recommend you just go to 4.0 now if you have not already done so�that way you can do some long range planning using the same criteria from one year to the next� The second big change is that ALL Students taking the FCAT will be used to calculate learning gains--even your ESE students and LEP students who take the test but were not counted previously, will now be counted showing learning gains�they will not be counted in the Level 3 or above points, but they will be counted in the percent of students showing learning gains�and also counted when calculating the percent of students being tested�in other words, ESE and LEP students cannot be ignored�they must take the FCAT and they should be at least showing learning gains�So now let�s talk about 2005�remember, when you are revising our SIP plan (starting next month) you are now writing objectives for �June 2005��the rule will change just a little bit�consider these factors when writing your revised objectives for 2005: Writing points will only be earned by your school for students scoring 3.5 or above�the State is dropping the 3.0 calculation�and even 3.5 will only stay in effect for 2 years and then the State is going to 4.0 in writing for school grade points�we recommend you just go to 4.0 now if you have not already done so�that way you can do some long range planning using the same criteria from one year to the next� The second big change is that ALL Students taking the FCAT will be used to calculate learning gains--even your ESE students and LEP students who take the test but were not counted previously, will now be counted showing learning gains�they will not be counted in the Level 3 or above points, but they will be counted in the percent of students showing learning gains�and also counted when calculating the percent of students being tested�in other words, ESE and LEP students cannot be ignored�they must take the FCAT and they should be at least showing learning gains�

14. 14 Writing Points Activity At 3.0 (2004), 3.5 (05, 06), or 4.0 (2007) Elementary School 3.0 - 94 pts or 389 total = B 3.5 - 86 pts or 381 total = B 4.0 - 73 pts or 368 total = C Middle School 3.0 - 93 pts or 415 total = A 3.5 - 86 pts or 408 total = B 4.0 - 77 pts or 399 total = B High School 3.0 - 90 pts or 328 total = C 3.5 - 80 pts or 318 total = D 4.0 - 62 pts or 300 total = D So now let�s talk about 2005�remember, when you are revising our SIP plan (starting next month) you are now writing objectives for �June 2005��the rule will change just a little bit�consider these factors when writing your revised objectives for 2005: Writing points will only be earned by your school for students scoring 3.5 or above�the State is dropping the 3.0 calculation�and even 3.5 will only stay in effect for 2 years and then the State is going to 4.0 in writing for school grade points�we recommend you just go to 4.0 now if you have not already done so�that way you can do some long range planning using the same criteria from one year to the next� The second big change is that ALL Students taking the FCAT will be used to calculate learning gains--even your ESE students and LEP students who take the test but were not counted previously, will now be counted showing learning gains�they will not be counted in the Level 3 or above points, but they will be counted in the percent of students showing learning gains�and also counted when calculating the percent of students being tested�in other words, ESE and LEP students cannot be ignored�they must take the FCAT and they should be at least showing learning gains�So now let�s talk about 2005�remember, when you are revising our SIP plan (starting next month) you are now writing objectives for �June 2005��the rule will change just a little bit�consider these factors when writing your revised objectives for 2005: Writing points will only be earned by your school for students scoring 3.5 or above�the State is dropping the 3.0 calculation�and even 3.5 will only stay in effect for 2 years and then the State is going to 4.0 in writing for school grade points�we recommend you just go to 4.0 now if you have not already done so�that way you can do some long range planning using the same criteria from one year to the next� The second big change is that ALL Students taking the FCAT will be used to calculate learning gains--even your ESE students and LEP students who take the test but were not counted previously, will now be counted showing learning gains�they will not be counted in the Level 3 or above points, but they will be counted in the percent of students showing learning gains�and also counted when calculating the percent of students being tested�in other words, ESE and LEP students cannot be ignored�they must take the FCAT and they should be at least showing learning gains�

15. 15 Changes in FCAT Science FCAT for 11th Grade 4th, 8th, & 10th Grade Writing - to include multiple choice questions on conventions Keep in mind: Current 7th grades will be required to pass both sections (essay and multiple choice questions) of the writing assessment for graduation in 2010 So now let�s talk about 2005�remember, when you are revising our SIP plan (starting next month) you are now writing objectives for �June 2005��the rule will change just a little bit�consider these factors when writing your revised objectives for 2005: Writing points will only be earned by your school for students scoring 3.5 or above�the State is dropping the 3.0 calculation�and even 3.5 will only stay in effect for 2 years and then the State is going to 4.0 in writing for school grade points�we recommend you just go to 4.0 now if you have not already done so�that way you can do some long range planning using the same criteria from one year to the next� The second big change is that ALL Students taking the FCAT will be used to calculate learning gains--even your ESE students and LEP students who take the test but were not counted previously, will now be counted showing learning gains�they will not be counted in the Level 3 or above points, but they will be counted in the percent of students showing learning gains�and also counted when calculating the percent of students being tested�in other words, ESE and LEP students cannot be ignored�they must take the FCAT and they should be at least showing learning gains�So now let�s talk about 2005�remember, when you are revising our SIP plan (starting next month) you are now writing objectives for �June 2005��the rule will change just a little bit�consider these factors when writing your revised objectives for 2005: Writing points will only be earned by your school for students scoring 3.5 or above�the State is dropping the 3.0 calculation�and even 3.5 will only stay in effect for 2 years and then the State is going to 4.0 in writing for school grade points�we recommend you just go to 4.0 now if you have not already done so�that way you can do some long range planning using the same criteria from one year to the next� The second big change is that ALL Students taking the FCAT will be used to calculate learning gains--even your ESE students and LEP students who take the test but were not counted previously, will now be counted showing learning gains�they will not be counted in the Level 3 or above points, but they will be counted in the percent of students showing learning gains�and also counted when calculating the percent of students being tested�in other words, ESE and LEP students cannot be ignored�they must take the FCAT and they should be at least showing learning gains�

17. 17 SIP Target AreasPull-Down Menu Leadership Personnel Curriculum/Reading Curriculum/Writing Curriculum/Mathematics Curriculum/Science Parent Involvement Health Fitness Other (type in space) Look at the Sample SIP Objective page in your folder�Let�s just go down the sample�there will be a few changes to the form�we are still meeting about exactly what the revised SIP will look like� The SIP target areas will be the same�it�s a pull down menu and you will select the target area that best fits the objective�no changes here anticipated� Look at the Sample SIP Objective page in your folder�Let�s just go down the sample�there will be a few changes to the form�we are still meeting about exactly what the revised SIP will look like� The SIP target areas will be the same�it�s a pull down menu and you will select the target area that best fits the objective�no changes here anticipated�

18. 18 Broward�s Strategic Planning GoalsPull-Down SIP Menu All students will achieve at their highest potential All schools will have equitable resources All operations of the school system will demonstrate best business practices while supporting student achievement All stakeholders will work together to build a better school system The School Board has made a few changes in the District�s goals�these changes will be reflected on the revised SIP�the biggest change is in Goal Three�the other goals stayed the same�its another pull down menu and you will select the most appropriate goal for each objective�usually it�s the first goal, but you may write an objective that seems to fit one of the other goals--for example, the Title I objectives�The School Board has made a few changes in the District�s goals�these changes will be reflected on the revised SIP�the biggest change is in Goal Three�the other goals stayed the same�its another pull down menu and you will select the most appropriate goal for each objective�usually it�s the first goal, but you may write an objective that seems to fit one of the other goals--for example, the Title I objectives�

19. 19 Florida�s Educational GoalsPull-Down Menu Goal 1: Highest Student Achievement Goal 2: Seamless Articulation and Maximum Access Goal 3: Skilled Workforce and Economic Development Goal 4: Quality Efficient Services The State has changed its Educational Goals�we used to have eight Goals with number 3 being the one about high achieving students�now there are only four goals, and Goal 1 will be the Goal selected most often. This is also a pull down menu�The State has changed its Educational Goals�we used to have eight Goals with number 3 being the one about high achieving students�now there are only four goals, and Goal 1 will be the Goal selected most often. This is also a pull down menu�

20. 20 What�s Included in SIP Title I (within SIP Action Plan) See Yellow Menu for Title I contact numbers Safety and Security - Dr. Joe Melita 754-321-0735 Partners in Excellence - Nina Randall 754-321-1974 Technology - Dr. Jeanine Gendron 754-321-0475 Discipline - Dr. Harry LaCava 754-321-3000 The SIP Supplements are still part of the overall SIP�so look for them on the Yellow Menu page after you put in your password using the Filemaker Server link�If you have any questions about the Supplements please call the District Administrator in charge of the specific supplement� The Discipline Plan is being revised, but it will still be there� Start working on these Supplements now�most will done by someone on your school staff�usually an administrator does the Security Plan, someone else is in charge of Partnerships, the Tech person should be responsible for the Technology Supplement, the Discipline Plan may written by a Faculty Committee and must be approved by the Faculty vote (see the BTU contract)�These supplements are now the work of just the SAC so get the right people involved early�The SIP Supplements are still part of the overall SIP�so look for them on the Yellow Menu page after you put in your password using the Filemaker Server link�If you have any questions about the Supplements please call the District Administrator in charge of the specific supplement� The Discipline Plan is being revised, but it will still be there� Start working on these Supplements now�most will done by someone on your school staff�usually an administrator does the Security Plan, someone else is in charge of Partnerships, the Tech person should be responsible for the Technology Supplement, the Discipline Plan may written by a Faculty Committee and must be approved by the Faculty vote (see the BTU contract)�These supplements are now the work of just the SAC so get the right people involved early�

21. 21 What�s New for SIP 2005-2006?? The District SIP Task Force makes recommendations each year to revise the SIP (our own version of Plan Do Study Act)� The Task Force is still deciding on specific changes for 2005�there will be a few�start thinking about: Mulitple measures for monitoring progress rather than just one interim measures. One Year Objectives but Long Range Planning including No Child Left Behind/Anuual Yearly Progress issues at your school.. An begin thinking about AYP requirements impacting your action steps and objectives�what are you going to do about AYP????The District SIP Task Force makes recommendations each year to revise the SIP (our own version of Plan Do Study Act)� The Task Force is still deciding on specific changes for 2005�there will be a few�start thinking about: Mulitple measures for monitoring progress rather than just one interim measures. One Year Objectives but Long Range Planning including No Child Left Behind/Anuual Yearly Progress issues at your school.. An begin thinking about AYP requirements impacting your action steps and objectives�what are you going to do about AYP????

22. 22 What Now? Conduct Needs Assessment Evaluate the Appropriateness of Current Objectives Analyze Results (In-house - pre/mid/post) Analyze FCAT Scores Analyze Annual Yearly Progress Data (AYP) Set Priorities Write One Year Objectives But Look for Long Term Performance Trends Resources: WebSite: SIP Checklist, Essential Questions, Sample Plans (B-5); School Improvement Process Manual: FCAT Levels B-3.14, SAC Advisory Report B-3.22, Review Checklist B-6.3, Florida Goals E, AYP E-1; Sub-Committee Process - SIP Planning Guide Info R7-3 So, what should the SAC be doing right now?? At the end of Needs Assessment, you should be reviewing your current objectives�are they still valid and appropriate based on the revisions in 2005 to the DOE rule, etc. What about AYP issues at your school�how can you begin writing action steps that will cover the AYP issues� How has the School been doing over the last four years in reading, math, and writing�what is our long term trend�not just enough to write yearly objectives�what does the overall trend look like�its like having a strategy for the Stock Market�how do you invest over the long haul? You don�t have to look at just the short term results, how have you done over the long haul?? Any changes?? This is what the SAC should be asking itself now before getting ready to Revise the SIP�So, what should the SAC be doing right now?? At the end of Needs Assessment, you should be reviewing your current objectives�are they still valid and appropriate based on the revisions in 2005 to the DOE rule, etc. What about AYP issues at your school�how can you begin writing action steps that will cover the AYP issues� How has the School been doing over the last four years in reading, math, and writing�what is our long term trend�not just enough to write yearly objectives�what does the overall trend look like�its like having a strategy for the Stock Market�how do you invest over the long haul? You don�t have to look at just the short term results, how have you done over the long haul?? Any changes?? This is what the SAC should be asking itself now before getting ready to Revise the SIP�

23. 23 Annual Yearly Progress (AYP) Ethnic/Economic Subgroup Performance Students With Disabilities/LEP Subgroup Performance Levels of Performance (Level 3 & above) 2004: Math 38% Reading 31% 2005 & 2006: Math 53% Reading 48% Percent Tested (95%) Includes all students who took the FCAT Let�s look at AYP Report (in the folder) Look at various subgroups: Which are Yes and which are No for AYP at your school�can we focus on these subgroups in some new way? What about ESE (students with disabilities) and LEP groups�have we been sort of ignoring these students because they don�t �count� for FCAT�they do now for AYP, so do we have specific action steps that focus on these subgroups?? AYP requires 38% in math and 31% in reading to score Level 3 or better on the FCAT? Again, which subgroups were successful�and now the requirements are going up for 2005�math will be 53% and reading will be 48% at Level 3 or above�can your school get there?? And Remember, for a DOE school grade you only need to test 90% of students, but for AYP you must test 95% to get a �Yes� in a subgroup�How is your school making sure that 95% of each group is being tested?? This is a big deal, especially when your subgroup can be rather small�just one or two students not taking the test can result in less than 95% being tested�Let�s look at AYP Report (in the folder) Look at various subgroups: Which are Yes and which are No for AYP at your school�can we focus on these subgroups in some new way? What about ESE (students with disabilities) and LEP groups�have we been sort of ignoring these students because they don�t �count� for FCAT�they do now for AYP, so do we have specific action steps that focus on these subgroups?? AYP requires 38% in math and 31% in reading to score Level 3 or better on the FCAT? Again, which subgroups were successful�and now the requirements are going up for 2005�math will be 53% and reading will be 48% at Level 3 or above�can your school get there?? And Remember, for a DOE school grade you only need to test 90% of students, but for AYP you must test 95% to get a �Yes� in a subgroup�How is your school making sure that 95% of each group is being tested?? This is a big deal, especially when your subgroup can be rather small�just one or two students not taking the test can result in less than 95% being tested�

24. 24 Sample Data Review SIP Planning Guidelines Enrollment Data Demographics Personnel Data Funding Sources Survey Results FCAT Statistics (All Students) No Child Left Behind (NCLB) Annual Yearly Progress (AYP) During the Schools� Needs Assessment all kinds of data should have been collected and analyzed�see the data handout in the folder�Now you must put it all together� What does this information say about your school, your students, your teachers?? What should be your SIP priorities? Activity�During the Schools� Needs Assessment all kinds of data should have been collected and analyzed�see the data handout in the folder�Now you must put it all together� What does this information say about your school, your students, your teachers?? What should be your SIP priorities? Activity�

25. 25 Each objective should be written using the SMART formula�we have given you plenty of examples and suggested objectives in our model SIP plans that are on our web sites and in many of our handouts� Also keep your objectives SIMPLE�remember in educational research�you should only be checking one variable at a time�so restrict objectives to a single FCAT score, etc�write additional objectives if you need to�but objectives should be focused and simple�as well as SMART!Each objective should be written using the SMART formula�we have given you plenty of examples and suggested objectives in our model SIP plans that are on our web sites and in many of our handouts� Also keep your objectives SIMPLE�remember in educational research�you should only be checking one variable at a time�so restrict objectives to a single FCAT score, etc�write additional objectives if you need to�but objectives should be focused and simple�as well as SMART!

26. 26 Sample Objective: Level 3 By June 2006, xx% of all students meeting the criteria of DOE rule will score Level 3 or above on the reading (mathematics) portion of the FCAT. Here are some Sample Objectives�This one is a Level 3 or above objective�Here are some Sample Objectives�This one is a Level 3 or above objective�

27. 27 Sample Objectives: Learning Gains By June 2006, xx% of all students meeting the criteria of DOE rule will demonstrate annual learning gains as described by the rule on the reading (mathematics) portion of the FCAT. By June 2006, xx% of xx grade students meeting the criteria of DOE rule and previously scoring in the lowest 25% of the school FCAT scores will demonstrate annual learning gains as described by the rule on the reading section of the FCAT. Here are two �learning gains� objectives�Here are two �learning gains� objectives�

28. Sample Objective: Writing By June 2006, xx% of all 4th grade students will score a 4.0 or higher on FCAT writing. And a Writing Objective�notice on this one we use the word �all� 4th graders�not just the DOE rule accountability students� This is because when the initial school grades come out, the data on the accountability students and writing is not complete� The first data you get in May is for �all students� and does show how your students scored in writing separated by score 3.0, 3.5, 4.0, etc�so use this initial data received in May to calculate your writing objective�And a Writing Objective�notice on this one we use the word �all� 4th graders�not just the DOE rule accountability students� This is because when the initial school grades come out, the data on the accountability students and writing is not complete� The first data you get in May is for �all students� and does show how your students scored in writing separated by score 3.0, 3.5, 4.0, etc�so use this initial data received in May to calculate your writing objective�

29. 29 Sample Objectives: Science By June 2006, 8th grade students� mean score on FCAT Science will be 312 Note: FCAT levels may be set by the DOE for the 2005 FCAT Science Assessment. Again, Science is up to you�no need to be overly worried about it until 2007�Again, Science is up to you�no need to be overly worried about it until 2007�

30. 30 Objectives to Fit High School FCAT Graduation Requirement* By June 2006, xx% of 10th Grade students will score 300 or higher on the reading (or mathematics) portion of the FCAT. *A score of 300 is at FCAT Level 2 and does not represent a satisfactory score for the purposes of calculating a school grade or grade level performance This requirement for high school student has not changed, and a high school could include this kind of objective�but just remember that scoring 300 on reading or math is not �grade level� or Level 3�300 is in the middle of Level II�This requirement for high school student has not changed, and a high school could include this kind of objective�but just remember that scoring 300 on reading or math is not �grade level� or Level 3�300 is in the middle of Level II�

31. 31 Office of Continuous Quality Improvement / Strategic Planning Our area code has changed to 754 and our numbers are also new�Our area code has changed to 754 and our numbers are also new�