Welcome Back. It’s great to be a Timberwolf!

1. Welcome Back. It’s great to be a Timberwolf! Lawton Chiles High School 2011-2012

2. Educational Tour of China Principal’s Perspective of Chinese Education

3. High School Day is 7:30-4:30. Summer break – July and August Compulsory education K-8 Students test after 8th and 12th grades to determine academic placement. College entrance is very competitive . ( similar to U.S.) The best and brightest students tend to stay in China at their elite schools, others travel abroad. All students wear uniforms. School Structure

4. Art, Music, and P.E. are elective classes with little structure. Students are required to participate in physical activity before school. The two middle schools that we visited had approximately 700 students per school. Students take chemistry, physics, biology, and algebra by 8th grade. Students are taught English in their English class Teachers change classes, not the students. Teachers work 10 months, administrators work 12 months. School Structure

6. 35 to 40 students per classroom Bare walls in classrooms Antiquated technology in the classroom Computers were unplugged Televisions were old cabinet style No disruptive behavior Students were very focused Teaching methodology Direct Instruction Teacher asked all the questions Students would stand to give response Appeared to be ultimate drill and question Classroom Observations

11. One birth policy One birth policy vs. wealthy Societal difference regarding the child and parents Little Emperor Syndrome Tiger moms Reasons for academic success -Strong influence from the home -Students are focused -Dedicated Teachers Students with special needs are not mainstreamed. They attend special education schools. Political Impact on Chinese Education

19. 1.3 Billion people The three cities I visited equals one-third of the U.S. population. Most effective way to elevate your standing in China is through education. Air and water pollution is a serious problem. 55% of population is now urban. Shanghai’s population is 23 million people with 15,000 skyscrapers , all built since 1982. 200 million cars in the country A Few More Interesting Facts About China

20. The United States has consistently reduced funding for education. The United States has an aging population and resources are going elsewhere. The U.S. political system not facilitative of long range planning. A Few interesting Facts about the U.S.

24. Revision of Rule 6A-1.09981, F.A.C. Revising High School Grading Requirements

25. Current FCAT School Grades Components, Total Points PLUS 11th and 12th grade retakes for possible bonus points (10) – High schools earn ten bonus points when half of all 11th and 12th graders retaking the FCAT meet the graduation requirement.

26. What is the Purpose of this Rule Change? • Senate Bill 1908 (2008 Legislative Session) requires a significant change to the way high schools are graded beginning with the 2009-10 School Year. • In addition to the vital foundation of assessment results in Grades 9, 10, and 11 (Science), the law requires an equal focus be placed on: • Access to rigorous, accelerated coursework, as well as performance in rigorous, accelerated coursework. • College Readiness • Graduation rates for all students as well as those academically at-risk.

27. Why Change the Way we Grade our High Schools? • Over the past decade, Florida has shown tremendous progress in the foundation skills of reading and mathematics proficiency through Grade 10

28. Why Change the Way we Grade our High Schools? • State and national expectations are rising for our high schools • In 2007, 54 percent of high school graduates who enrolled in community college required remediation in at least one subject. • The high school accountability system demands: • More rigorous standards and assessments • Alignment between high school and college readiness and high-skill/high-wage employment • Focus on access, rigor, and readiness

29. New Component #1: Graduation Rate 29

30. New Component #2A: Participation in Accelerated Coursework Proposed Calculation: • For a school to receive credit for participation in an accelerated course that ends in an exam (e.g., AP, IB, AICE), the student must take the exam. • For dual enrollment, a student must earn a grade in the course for a school to receive credit for participation. • For industry certification, a student must have taken an industry certification exam on the SBE approved “Industry Certification Funding List” for the year.

31. New Component #2B: Performance in Accelerated Coursework Proposed Calculation:

32. New Component #2B: Performance in Accelerated Coursework Weighting Proposal for Performance • Measure will be based on credits earned. • Depending on their score on AP, IB, and/or AICE, students will receive weight in the formula based on the number of postsecondary courses for which the student earns credit as determined by the Articulation Coordinating Committee’s Credit-by-Exam Equivalencies List. (http://www.fldoe.org/articulation/pdf/ACC-CBE.pdf) • Successful completion (a “C” or higher) of a Dual Enrollment course leads to students earning credit in one course. • Successful passage of an Industry Certification exam.

33. New Component #3: Postsecondary Readiness Proposed Calculation: • Separate Measures for Reading and Math. • If student takes multiple tests (ACT, SAT, or CPT), the student’s highest score by subtest is used. • The scores used to define “ready” are set in State Board of Education Rule 6A-10.0315, F.A.C. • This measure will be based on all on-time standard high school graduates beginning no later than 2011-12.

34. New Component #4: Graduation Rate for At-Risk Students • Track the 4-year high school graduation rate of students who scored a Level 2 or lower on both FCAT Reading and Mathematics in 8th Grade. • If a school does not have at least 10 students in that subgroup, the school’s overall graduation rate will be substituted for this measure.

35. Additional Requirement – At-Risk Graduation Rate • Law stipulates that in order for a school that earns enough points for an “A” to be awarded an “A”, the school’s at-risk graduation rate must meet a certain threshold to ensure “adequate progress.” • Recommended Threshold: • 75%; or • 1 percentage point improvement over the prior year if percentage is within 10 points of the target • 5 percentage point improvement over the prior year if percentage is beyond 10 points of the target • This requirement is akin to the current learning gains requirement for the Low 25%.

36. New Component #5: Growth or Decline in components • Schools earn an escalating number of points based on the magnitude of their improvement. • Additional points would be awarded based on the number of points the school improved (growth from prior year); up to 20 additional points. • Schools will lose 5 points if a component declines by at least 10 percentage points. • EXAMPLES • GROWTH: A school’s acceleration performance improves from 25% to 32%; the school earns an additional 7 points resulting in a total of 39 points (32 + 7). • DECLINE: A school’s acceleration performance declines from 30% to 20%; the school would lose an additional 5 points resulting in a total of 15 points (20 – 5).

37. New High School ComponentsNEW 50% (with points possible) • All components are percentages. Those components weighted twice as much as others reflect a calculated percentage that is doubled (e.g., School X has a 75% graduation rate – School X earns 150 points (75*2) for that component). • All component values are capped at their maximum values. That is, if a school earns points in excess of the total for a particular component – through the growth adjustment or the escalating weights in the acceleration components – the school will receive the maximum points for that component.

38. FCAT Components (50% of the Grade) PLUS 11th and 12th grade retakes for possible bonus points (10) – High schools earn ten bonus points when half of all 11th and 12th graders retaking the FCAT meet the graduation requirement. 38

39. New High School Grade

40. FCAT SCORES

41. .

42. What does this year’s data tell us?

43. FCAT Reading Ninth and Tenth Grade 2010-2011 Ninth Grade Tenth Grade Level 1 30 (6%) 50 (10%) Level 2 90 (18%) 123 (25%) Level 3 174 (34%) 104 (21%) Level 4 121 (24%) 64 (13%) Level 5 96 (19%) 158 (32%)

44. Students in the Bottom 35% Making a Year’s Growth 78% 56% 50% 61% 69% 65% 63% 75% 57% 64% 70% 57% 53% 40% 43% 42% 48% 38% 42% 51% 38% 43% 49% 40%

46. What is the impact of Advanced Placement course work on FCAT Performance?

47. Dr. Linda Dean, Leon County Schools, conducted a district wide study using 09-10 FCAT data to determine if rigorous coursework in AP classes increased FCAT reading test scores in 9th and 10th grade. The findings are as follows:

48. What challenges does the Class Size Amendment present for Chiles?

49. Class Size • Limitations on Level Changes • Must maximize differentiation with instruction. • Students could take core class on-line. • Not for all students. • Could offer two course enrollments per class. • Guidance can still work all issues but changes will • be difficult.

50. How will the co-teacher model work? • Each class will have a lead teacher. • The primary, state-certified teacher • Same responsibilities as before • Will provide guidance and leadership to the co-teacher.