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DOE Information Data Base Workshop 200809 School Year and Some 200708

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Title: DOE Information Data Base Workshop 200809 School Year and Some 200708


1
DOE Information Data Base Workshop2008-09 School
Year(and Some 2007-08)
Florida Department of Education Commissioner Eric
J. Smith
2
Todays Agenda
  • District Roll Call
  • A Big Surprise
  • Data Quality
  • Update on Data Base Redesign
  • Graduation Rate Changes in the Landscape
  • Legislative Update

3
(No Transcript)
4
The Data Quality List
  • Charlotte
  • Clay
  • Hernando
  • Highlands
  • Lee
  • Okeechobee
  • P.K. Yonge (UF Lab School)

5
Data Quality Issues
6
Data Quality As I See It
I want one of these jobs!
7
Or One of these
8
MY DREAM JOB
9
Attendance Issues
  • 3701 K-12 Schools Reported Students in Attendance
  • 239 Had Attendance Rates in Excess of 99 Percent
  • 149 of the total reported no single day of
    absence
  • Juvenile Justice sites.
  • Drug Treatment Centers
  • Jails

10
More Attendance Issues
  • Of the schools with no absences
  • there are 2 middle schools
  • and 2 high schools

11
What does this mean?
  • State Per Pupil Expenditures drives the flow of
    federal funds to states.
  • IT MEANS

12
What Does this mean?
  • The basic data for computing the SPPE are
  • (a) the Current Net Expenditures,
  • (b) the Total Exclusions of federal education
    monies, and
  • (c) the average daily attendance as defined by
    state or territorial law, for each state and
    territory.
  • Current Net Expenditures record the total amount
    spent on education within a given state or
    territory for a single fiscal year
  • Total Exclusions record the amount of federal
    funding for education received by a given state
    and territory.

13
The Florida Department of Educations Student
and Staff Database Redesign ProjectExecutive
Summary
14
Student and Staff DatabaseDesign
  • Florida has a State of the Art Database System
  • for 1987.
  • Original purpose Streamline data collection
    process
  • Design began in 1984, and implementation in 1987
  • It gathers data from a series of snapshot
    surveys
  • While database technology has made major advances
  • this database had not been reviewed since 1992

15
The Student and Staff Database Contains
  • It now contains
  • Database Gigabytes
  • Supplemental 15.9 Gig
  • Staff 11.5 Gig
  • Student 115.5 Gig
  • Total 142.9 Gig
  • It grows 5 every year.
  • Performance, Accessibility and Storage Costs are
    BIG issues!

16
Reality Is FoundBetween The Windows
  • The surveys provide data snap-shots
  • A lot happens between the snap-shots
  • Students move
  • Programs change
  • Clerical errors are discovered
  • Delayed accounting for these impacts planning

17
The Recent Review
  • Functionality Review and Analysis DOE
  • Documentation Review and Analysis ISD
  • District Representatives Input JADs
  • Joint Application Development Sessions
  • Teleconferences with Internet Presentations
  • Florida Association of Management Information
    Specialists (FAMIS)
  • Vendors Input
  • CrossPointe
  • Genesis

18
Findings
  • Functionality Issues
  • District Concerns
  • District Desires
  • Other States Actions
  • Vendor Resources

19
Functionality Issues
  • Technical Problems
  • Data Integrity Problems
  • Data Validity Problems
  • Data Access Problems
  • Reports Problems
  • Timeliness Problems

20
District Concerns
  • Financial Resources
  • Updating present systems
  • Implementing new data formats
  • Implementing new data transmission systems
  • Staffing Resources
  • Expanding workload for dwindling staff
  • System Resources
  • Data Validation Edits
  • Transaction Volume

21
District Desires
  • Access to More Current Data
  • Student Records
  • Teacher Credentials
  • Business Intelligence Reporting Tools
  • Improved access to their own data
  • Ability to compare districts or schools
  • Longitudinal Data Analysis

22
Other States Take Action
  • We talked with these states
  • Alabamas Software Technology Incorporated
  • 131 districts 750,000 students
  • Californias Schools Information Services
  • 1,300 LEAs 6,200,000 students
  • Mississippi Student Information System
  • 163 districts 517,992 students
  • West Virginia Education Information System
  • 55 districts 283,000 students

23
Their Successes
  • Statewide Student Identifiers
  • Attendance
  • Scheduling
  • Grading
  • Discipline
  • Transportation
  • Special Education
  • Vocational Education

24
Their Shortcomings
  • None are truly transactional systems
  • None have real-time, continuous data
  • All make little use of effective dates
  • All compare snapshots to identify changes
  • Most see data entry as a secondary task
  • Critical steps are manual processes (student
    searches, student enrollment)

25
Next Steps
  • Finalize Requirements Specifications
  • Share Specifications with Districts
  • Propose Database Design
  • Acquire Hardware
  • Develop Reports
  • Test System
  • Implement

26
We Have a Vision
  • A replacement system that incorporates
  • a relational database design
  • with transactional processes
  • and a flexible, extensible district data transfer
    methodology
  • and robust Business Intelligence (BI) analysis
    and reporting capability
  • in a self-service environment for all data
    consumers

27
Our Goal Build a more efficient, less
cumbersome database where only the elements that
change update...
resulting in a continually up-to-date,
uncluttered environment.
28
Changes in the Graduation Rate Landscape
  • Current Methodology
  • NGA Graduation Rate
  • USED Proposal
  • National Academy Study Group

29
Graduation Rate Current Methodology
  • The cohort of students who entered ninth grade
    for the first time four years prior, adjusting
    for incoming and outgoing transfers, and dividing
    the number of graduates from the adjusted cohort
    by the total adjusted cohort.
  • Issues with the methodology
  • Who is a graduate?
  • What about withdrawals to adult education?
  • What about unconfirmed transfers?

30
Floridas High School Four Year Graduation
Rate Illustrated for 2006-2007s Graduates
Transfers into Each Grade Level

2003-04 9th graders
2004-05 10th graders
2005-06 10th graders
2006-07 11th graders

Adjusted Cohort
Transfers from Each Grade Level
The Denominator
-
-
Students not graduating
Dropouts during the 4 years
Adjusted Cohort
Total Graduates

The Numerator
31
Cohort High School Four Year Graduation
Rate Illustrated for 2006-2007s Graduates
Total Graduates
Four Year Graduation Rate 70.3

Adjusted Cohort
NGA Compact Rate- Education Information and
Accountability Services, Florida DOE
32
NCLB Graduation Rate
  • The NCLB graduation rate includes standard
    diplomas and regular GEDs but excludes the
    special diplomas and the adult GEDs.
  • It uses the same cohort of students.

33
National Governors Association Graduation Rate
  • The modified NCLB graduation (NGA Compact rate),
    includes standard and special diplomas but
    excludes all GEDs, regular and adult.
  • It uses the same cohort.

34
Average Freshman Graduation Rate
  • Provides an estimate of the percentage of high
    school students who graduate on time.
  • Uses aggregate student enrollment data to
    estimate the size of an incoming freshman class
    and aggregate counts of the number of diplomas
    awarded 4 years later.

35
Average Freshman Graduation Rate
  • The incoming freshman class size is estimated by
    summing the enrollment in eighth grade in one
    year, ninth grade for the next year, and tenth
    grade for the year after and then dividing by
    three. (The averaging is intended to account for
    higher grade retentions in the ninth grade.).
  • Graduates include those students who are reported
    as diploma recipients. These are individuals who
    are awarded, in a given year, a regular high
    school diploma or a diploma that recognizes some
    higher level of academic achievement.
  • Other high school completers who were awarded
    alternate credentials such as a certificate of
    completion and equivalency recipients (e.g.,
    individuals receiving credentials based on the
    General Educational Development, or GED, test)
    are not included because they are not regular
    graduates.

36
One More
  • Number of beginning 12th graders compared to the
    number of graduates.

37
National Academy Study Group
  • Study group
  • Bob Hauser (U of Wisc- Madison), Chair
  • Elaine Allensworth (Consortium on Chicago School
    Research)
  • Lavan Dukes (Florida DOE)
  • Kenji Hakuta (Stanford)
  • Russ Rumberger (UC Santa Barbara)
  • Rob Warren (U of Minn)
  • Pat Wright (Virginia DOE)

38
Study Purpose
  • Evaluate all methodologies used.
  • Establish a 2 day workshop to review and present
    all issues related to each rate.
  • Recommend changes in methodology for BOTH grad
    rate and dropout rate.

39
Review of Data Base Changes for 08-09(and some
for 07-08)
  • Lavan Dukes
  • June 2008

They did it again!
40
Rule Change
  • 6A-1.0451 Florida Education Finance Program
    Student Membership Surveys Update Period
  • Previous allowable amendment period was 9 months
  • Allowed substantial prior year adjustments in a
    separate fiscal year

41
Rule Change for Membership Survey Updates
  • New update period for Surveys are as follows
  • Survey Period 1 (July) may not be amended after
    September 30 following the survey (09/30/2008)
  • Survey Period 2 (October) may not be amended
    after March 31 following the survey (03/31/2009)

42
Rule Change for Membership Survey Updates
  • Survey Period 3 (February) may not be amended
    after July 31 following the survey (07/31/2009)
  • Survey Period 4 (June) may not be amended after
    August 31 following the survey (08/31/2009).

43
Other Changes to Update Periods
  • Survey Period 5 2/28/2010
  • Survey Period 6 None
  • Survey Period 7 None
  • Survey Periods 9 3/31/2009

44
Sources of FEFP Data
45
FTE Survey Dates/FEFP Calculations
46
FEFP Calculations FTE Surveys
47
Racial/Ethnic Categories
48
Racial/Ethnic Categories - History
  • In 1977, OMB issued the Race and Ethnic Standards
    for Federal Statistics and Administrative
    Reporting that are set forth in Statistical
    Policy Directive No. 15.
  • The standards in this Directive have been used
    for almost two decades throughout the Federal
    government for recordkeeping, collection, and
    presentation of data on race and Hispanic origin.
  • The standards have been used in two decennial
    censuses and in surveys of the population, data
    collections necessary for meeting statutory
    requirements associated with civil rights
    monitoring and enforcement, and in other
    administrative program reporting.

49
Racial/Ethnic Categories - History
  • Resulting Categories under old system were
  • White, Non-Hispanic
  • Black, Non-Hispanic
  • Hispanic
  • Asian American/Pacific Islander
  • American Indian/Alaska Native
  • Florida later added
  • Multi-Racial

50
Racial/Ethnic Changes
  • History of Recent Events
  • Fall 1995 OMB analyzes Federal Register notice
    comments receives results of May 1995 CPS
    Supplement continues to consult on options with
    affected groups
  • March 1996 Census Bureau conducts National
    Content Test (NCT) in preparation for 2000
  • June 1996 Census Bureau conducts Race and Ethnic
    Targeted Test (RAETT) in preparation for 2000
    Census

51
Racial/Ethnic Changes
  • November 1996 Bureau of the Census provides test
    through January 1997 results from National
    Content Test and Race and Ethnicity Targeted Test
  • Spring 1997 OMB publishes Federal Register
    notice on research results and proposed decisions
    on changes, if any, to Directive No. 15
  • Mid-1997 OMB publishes final decision regarding
    any changes to Directive No. 15 in a Federal
    Register notice

52
Racial/Ethnic Categories The New
Categories/Collection
  • OMB guidelines on the use of a two-question
    format
  • Ethnicity is based on the following
    categorization
  • Hispanic or Latino A person of Cuban, Mexican,
    Puerto Rican, South or Central American, or other
    Spanish culture or origin, regardless of race.
    The term "Spanish origin" can be used in addition
    to "Hispanic or Latino."

53
Racial/Ethnic Categories The New
Categories/Collection
  • Race is based on the following five
    categorizations
  • American Indian or Alaska Native A person having
    origins in any of the original peoples of North
    and South America (including Central America),
    and who maintains tribal affiliation or community
    attachment.
  • Asian A person having origins in any of the
    original peoples of the Far East, Southeast Asia,
    or the Indian subcontinent, including, for
    example, Cambodia, China, India, Japan, Korea,
    Malaysia, Pakistan, the Philippine Islands,
    Thailand, and Vietnam.
  • Black or African American A person having
    origins in any of the black racial groups of
    Africa. Terms such as "Haitian" or "Negro" can be
    used in addition to "Black or African American."
  • Native Hawaiian or Other Pacific Islander A
    person having origins in any of the original
    peoples of Hawaii, Guam, Samoa, or other Pacific
    Islands.
  • White A person having origins in any of the
    original peoples of Europe, the Middle East, or
    North Africa.

54
Examples of Single Race
55
Examples of Combination of Two Races
56
The Combination of Racial and Ethnic Categories
  • The race question must allow respondents to
    choose one or more of the listed categories.
  • Taken together, the Hispanic/Latino category from
    the ethnicity question and the 5 race categories
    result in 62 possible combinations of race and
    Hispanic ethnicity.

57
Florida Implementation
  • 2008-2009 Voluntary and local only. No
    required reporting to FLDOE
  • 2009-2010 Required Implementation using both
    categories
  • 2010-2011 Required Reporting with only the
    new categories

58
A Recommended (STRONGLY SUGGESTED) Question Format
  • What is this person's (your) ethnicity?
         Hispanic or Latino     Not Hispanic or
    Latino
  • What is this person's (your) race? Mark one or
    more races to indicate what this person (you)
    consider himself/herself (yourself) to be.
         White      Black or African
    American     Asian      American Indian or
    Alaska Native      Native Hawaiian or Other
    Pacific Islander

59
Survey 6
60
Survey 6
  • Uses of Data
  • Planning for student projections
  • 10-day, 15-day and 20-day counts
  • August 29, September 5 12
  • Legislative budget decisions
  • Projections
  • Populate FACTS.org
  • ePep ePersonal Education Planner for high
    school
  • Used by students and parents
  • Assists guidance staff in advisement process

61
Survey 6
  • Populate Progress Monitoring and Reporting
    Network (PMRN)
  • Monitor reading progress
  • New this year
  • Includes staff data
  • Used by over 2,700 schools

62
Survey 6
  • Tight timeline
  • No updates after survey processing
  • Proved to be very important
  • Consolidates data collections

63
The Session
64
FLORIDA LEGISLATURE REGULAR SESSION 2008
65
HB 5083, Implementing Bill
  • Extended class size compliance calculations at
    the school level for 1 more year.
  • Under CURRENT change, classroom will be the
    measure in 09-10 unless additional changes are
    made during the next session
  • No other changes made in class size compliance
    legislation

66
HB 5083, Implementing Bill
  • Amended 1007.271 Dual enrollment programs. to
    eliminate the 75 hour calculation requirement for
    dual enrollment courses
  • Amended 1011.62(1)(i), Funds for operation of
    schools. to define FTE earning for dual
    enrollment to earn what the course would have
    earned for an equivalent course if it were taught
    in the school district

67
Basic Schedule for 9-12 Student
68
Basic Schedule for 9-12 Student with Dual
Enrollment Course
69
HB 5083, Implementing Bill
  • Major changes in FTE Earned Values that are
    reported in S5 including
  • International Baccalaureate examination scores of
    students.--A value of 0.16 not 0.24
  • IB Diplomas remains at 0.30
  • Advanced International Certificate of Education
    qualifying examination scores reduced from 0.24
    to 0.16
  • AICE ½ credit courses with qualifying scores
    reduced from 0.12 to 0.08
  • AICE diploma values remain at 0.30.

70
HB 5083, Implementing Bill
  • Advanced Placement qualifying examination scores
    reduced from 0.24 to 0.16
  • Grade 6-8 Algebra FTE add-on no longer exists
    for funding

71
HB 5083, Implementing Bill
  • Successful completion of industry-certified
    career and professional academy programs pursuant
    to s. 1003.492.
  • Still at 0.3 FTE
  • Student must complete an industry-certified
    career and professional academy program under s.
    1003.492
  • Must be issued the highest level of an industry
    certification and a high school diploma
    certificate.
  • The additional full-time equivalent membership
    authorized under this paragraph may not exceed
    0.3 per student.

72
CS/HB 251 ROTC
  • Creates 1003.451Reserve Officers' Training Corps
    programs
  • Prohibits district from banning any branch of the
    military or the Department of Homeland Security
    from establishing, maintaining, or operating a
    unit of the Junior Reserve Officers' Training
    Corps at a public high school in the district.
  • Requires school district to grant recruiters of
    the military and Department of Homeland Security
    the same access to secondary school students, and
    to school facilities and grounds, as to
    postsecondary educational institutions or
    prospective employers of students.

73
CS/HB 251 ROTC
  • Requires districts to follow federal code and
    grant military recruiters access to the names,
    addresses, and telephone listings of secondary
    school students except for those who, under
    federal code, have opted out.
  • Ditto community colleges and universities

74
HB 669 Bullying/Harassment
  • Covers BOTH students and employees
  • Defined bullying/harassment to be prohibited
  • During any education program or activity
    conducted by a public K-12 educational
    institution
  • During any school-related or school-sponsored
    program or activity or on a school bus of a
    public K-12 educational institution or
  • Through the use of data or computer software that
    is accessed through a computer, computer system,
    or computer network of a public K-12 educational
    institution.

75
HB 669 Bullying/Harassment
  • Defines bullying as
  • systematically and chronically inflicting
    physical hurt or psychological distress on one or
    more students that may include
  • 1. Teasing 2. Social exclusion
  • 3. Threat 4. Intimidation
  • 5. Stalking 6. Physical violence
  • 7. Theft 8. Sexual, religious, or racial
    harassment
  • 9. Public humiliation 10. Destruction of
    property.

76
HB 669 Bullying/Harassment
  • Harassment means any threatening, insulting, or
    dehumanizing gesture, use of data or computer
    software, or written, verbal, or physical conduct
    directed against a student or school employee
    that
  • Places student/employee in fear of harm to person
    or damage to property
  • Effectively interferes with a student's
    educational performance, opportunities, or
    benefits
  • Effectively disrupts the orderly operation of a
    school.

77
HB 669, Bullying/Harassment
  • Other applicable definitions are in
  • s. 815.03, Florida Computer Crimes Act
    COMPUTER-RELATED CRIMES
  • s. 784.048(1)(d) Stalking definitions penalties
    relating to stalking are applicable to this
    section.
  • (d)  "Cyberstalk" means to engage in a course of
    conduct to communicate, or to cause to be
    communicated, words, images, or language by or
    through the use of electronic mail or electronic
    communication, directed at a specific person,
    causing substantial emotional distress to that
    person and serving no legitimate purpose.

78
HB 669 Bullying/Harassment
  • On or before January 1 of each year, the
    Commissioner of Education shall report to the
    Governor, the President of the Senate, and the
    Speaker of the House of Representatives on the
    implementation of this section. The report shall
    include data collected pursuant to paragraph
    (4)(k)
  • must include each incident of bullying or
    harassment and the resulting consequences,
    including discipline and referrals.
  • The report must include in a separate section
    each reported incident of bullying or harassment
    that does not meet the criteria of a prohibited
    act under this section with recommendations
    regarding such incidents.
  • The Department of Education shall aggregate
    information contained in the reports.

79
CS/HB 1203, Interstate Compact on Educational
Opportunity for Military Children
  • Takes effect when adopted by ten states
  • Purpose is to remove barriers to educational
    success imposed on children of military families
    because of frequent moves and deployment of their
    parents
  • Compact is designed to accomplish this by
  • Facilitating timely enrollment
  • Facilitating student placement
  • Facilitating qualification and eligibility for
    enrollment in educational programs,
    extracurricular athletic, and social activities
  • Facilitating on-time graduation

80
CS/HB 1203, Interstate Compact on Educational
Opportunity for Military Children
  • Providing for adoption and enforcement of
    administrative rules implementing the compact
  • Providing for the uniform collection and sharing
    of information between states
  • Promoting coordination between the compact and
    other compacts affecting military children
  • Promoting flexibility and cooperation between the
    educational system, parents, and student

81
CS/HB 1203, Interstate Compact on Educational
Opportunity for Military Children
  • Compact covers
  • active duty armed forces personnel
  • personnel or veterans who are medically
    discharged or retired for a period of one year
    and
  • personnel who die on active duty or as a result
    of injuries sustained on active duty for a period
    of one year after death
  • Local education agencies (LEA) must abide by
    compact terms

82
CS/HB 1203, Interstate Compact on Educational
Opportunity for Military Children
  • Compact requires
  • a student's former school to issue temporary
    transcripts in the event that it cannot timely
    furnish official transcripts.
  • Pending receipt of official transcripts, the
    students receiving school must accept the
    temporary transcripts for enrollment and
    placement purposes.
  • Compact states must give the student 30 days to
    obtain required immunizations.
  • Students must be allowed to continue their
    enrollment at the grade level they were enrolled
    in at the former school.

83
CS/HB 1203, Interstate Compact on Educational
Opportunity for Military Children
  • Requires that a student who has completed a
    grade-level in the former state must be allowed
    to enroll in the next highest grade level in the
    receiving state, regardless of age.
  • Requires a LEA to honor temporary guardianships
    executed to enroll the child in school due to a
    students parent being deployed out of state or
    country.
  • Prohibits a LEA from charging tuition to a
    student who is placed in the care of a person who
    lives outside of the LEAs jurisdiction. Such
    students must be allowed to remain at the
    original school.
  • LEAs must also allow a transitioning military
    child to participate in extracurricular
    activities, regardless of when the child enrolled
    in the school.

84
CS/HB 1203, Interstate Compact on Educational
Opportunity for Military Children
  • Provides that a transferring student must be
    allowed to continue in the academic program in
    which the student was enrolled in at his or her
    former school, including English as a second
    language, exceptional student education, gifted,
    honors, International Baccalaureate, Advanced
    Placement, and career and technical courses.
  • Program placement must occur based upon prior
    participation or educational assessments
    conducted at the students former school.

85
CS/HB 1203, Interstate Compact on Educational
Opportunity for Military Children
  • When a parent, who has been deployed out of the
    state or country, is home on leave, a district
    must allow the student additional excused
    absences to visit with the parent
  • Requires states and districts to waive courses
    required for graduation if similar course work
    was previously completed or provide alternative
    means for such students to satisfy coursework
    requirements.

86
CS/HB 1203, Interstate Compact on Educational
Opportunity for Military Children
  • Requires states to accept exit exam,
    end-of-course exam, or other testing required for
    graduation in the students former state.
  • For military students who transfer before or
    during their senior year and who are not eligible
    to graduate from the receiving state, the current
    and former district must arrange for the student
    to receive a diploma from the students former
    LEA

87
HB 1313, Students with Disabilities
  • CODE EXCEPTIONALITY CODE EXCEPTIONALITY
  • C Orthopedically Impaired M Hospital/Homebound
  • F Speech Impaired O Dual-Sensory Impaired
  • G Language Impaired P Autism Spectrum
    Disorder
  • H Deaf or Hard of Hearing S Traumatic Brain
    Injured
  • I Visually Impaired T Developmentally Delayed
  • J Emotional/Behavioral Disability U Established
    Conditions
  • K Specific Learning Disability V Other Health
    Impaired
  • L Gifted W Intellectual Disability
  • Z Not Applicable
  • Historical Notes
  • 1995-96 Code R was collapsed into Code H
  • 2007-08 Code Q (SED) was collapsed into Code J
    s. 1003.01(3)(a), Florida Statutes
  • 2008-09 Codes A, B, and N (EMH, TMH, and PMH)
    were collapsed into Code W s. 1003.01(3)(a),
    Florida Statutes

88
HB 7067 K-8 Virtual School Programs
  • In 2008-09, school districts may establish K-8
    Virtual Education Programs
  • In 2009-10, districts must establish K-8 Virtual
    Education Programs.
  • In both cases, Students must be full-time in
    kindergarten through grade 8 using online and
    distance learning technology.

89
HB 7067 K-8 Virtual School Programs
  • For 2008-09 and thereafter, students in these
    programs are reported
  • Using a single school number of 7005 as BOTH the
    school number of enrollment and instruction
  • Report students in Surveys 2 and 3 with FTE
    Earned .0000
  • Report the FTE in the programs of 101, 102, 111,
    or 112.
  • Report all students in Survey 4 with FTE Earned
    appropriately in each course for students who
    have been promoted to the next highest grade.

90
HB 7067 K-8 Virtual School Programs
  • School districts may participate in
    multi-district contractual arrangements, which
    may include contracts executed by a regional
    consortium for its member districts, for
    provision of the schools.
  • Each K-8 virtual school operated or contracted
    under this section must have a sufficient number
    of students enrolled in each grade to permit a
    school grade to be assigned to the school
    pursuant to s. 1008.34 and State Board of
    Education rule.

91
HB 7067 K-8 Virtual School Programs
  • K-8 VIRTUAL SCHOOL REQUIREMENTS.--Each K-8
    virtual school operated or contracted by a school
    district or regional consortium must
  • (a) Require all members of the school's
    instructional staff to be certified professional
    educators under the provisions of chapter 1012.
  • (b) Conduct background screening of all of the
    school's employees as required by s. 1012.32.
  • (c) Align its curriculum and course content to
    the Sunshine State Standards under s. 1003.41.

92
HB 7067 K-8 Virtual School Programs
  • (d) Offer an online program of instruction that
    is full time and of 180 days' duration.
  • (e) Provide each student enrolled in the virtual
    school with
  • 1. All necessary instructional materials.
  • 2. All equipment, including, but not limited to,
    a computer, computer monitor, and printer for
    each household that has a student enrolled in the
    virtual school.
  • 3. Access to or reimbursement for all Internet
    services necessary for online delivery of
    instruction for each household that has a student
    enrolled in the virtual school.
  • (f) Not require tuition or student registration
    fees.

93
HB 7067 K-8 Virtual School Programs
  • Each school district's K-8 Virtual School Program
    must have at least the capacity to serve the
    greater of the following number of students
  • 1. One-quarter of 1 percent of the school
    district's total population of public school
    students in kindergarten through grade 8 or
  • 2. The number of students who reside in the
    district and were enrolled during the prior
    school year in a K-8 virtual school under this
    section.

94
HB 7067 K-8 Virtual School Programs
  • Beginning 2010-2011 school year, the enrollment
    for a K-8 virtual school may not be increased in
    excess of its prior school year enrollment unless
    the school has achieved a school grade of "C" or
    better under the school grading system created
    under s. 1008.34.

95
HB 7067 K-8 Virtual School Programs
  • STUDENT ELIGIBILITY PRIORITY.
  • Any K-8 student residing within the district's
    attendance area if
  • Prior year participant anywhere in FL if reported
    in BOTH October and February
  • Prior year enrolled in K-8 Virtual
  • Sibling currently enrolled and was enrolled at
    the end of prior year
  • Dependent child of armed forces member
    transferred to FL from out-of-state or foreign
    country.

96
HB 7067 K-8 Virtual School Programs
97
HB 7067 K-8 Virtual School Programs
  • Other Requirements for K-8 Virtual Programs
  • Attendance records must be maintained
  • Calendar must be 180 days
  • Students must take FCAT
  • Receive a school grade

98
SB 1906, Alternative high school courses and
programs
  • Establishes pilot program to allow high school
    students to take one course and generate two
    credits, under certain conditions.
  • Commissioner is directed to establish
    participation criteria for districts and select
    up to three participating school districts by
    July 30, 2008. School districts wishing to
    participate must submit a letter of interest to
    the Commissioner by July 15, 2008.
  • Beginning 2008-2009, up to three districts
    selected may award alternative credit to a
    student for a course in which the student is not
    enrolled, but for which the student may earn
    academic credit by enrolling in another course or
    sequence of courses required to earn a nationally
    or state-recognized industry certificate as
    defined by the AWI in accordance with the
    criteria described in s. 1003.492(2), F.S.

99
SB 1906, Alternative high school courses and
programs
  • The additional course credit is limited to the
    following five core courses Algebra 1a, Algebra
    1b, Algebra 1, Geometry, or Biology.
  • The majority of the standards-based content in
    the course description approved by the Department
    of Education (DOE) must be consistent for the
    course in which the student enrolls and the
    course for which the student earns additional,
    alternative credit
  • The bill exempts an alternative credit course
    from
  • the definitions of credit in s. 1003.436, F.S.,
  • the time requirements in s. 1011.60(2), F.S., and
  • the net-hours-of-instruction requirements for
    purposes of determining full-time equivalency in
    the Florida Education Finance Program.

100
SB 1906, Alternative high school courses and
programs
  • To earn the additional credit, a student must
    pass an end-of-course assessment approved by DOE
    the assessment may be either from those developed
    by the Florida Virtual School or an end-
    of-course statewide standardized assessment
    developed or adopted by DOE.
  • DOE must approve the administration of these
    assessments and determine the minimum passing
    scores for each course.
  • DOE must prescribe procedures for school
    districts to report all enrollments and credits
    earned for alternative education courses, and
    calculate each successfully-completed credit
    earned under the requirements of this bill as 1/6
    of an FTE, with exceptions.
  • DOE must report to the Governor, the President of
    the Senate, and the Speaker of the House is
    required by January 1, 2010, on the participation
    of and credits earned by students as well as
    recommendations for expanding the use of
    alternative credit for core academic courses.

101
SB 1908, Many Subjects
  • Creates Next Generation Sunshine State
    Standards
  • Requires review and adoption for each subject by
    12/31/11
  • Extensive other curricular requirements are
    identified.
  • Requires an annual review of each high school
    student's electronic personal education plan
    created pursuant to s.1003.4156
  • Adds practical arts course that incorporates
    artistic content and techniques of creativity,
    interpretation, and imagination to the one credit
    in fine or performing arts requirement for
    graduation.
  • Requires that those courses be specifically
    identified in the the Course Code Directory.

102
SB 1908, Many Subjects
  • Requires by the 2008-2009 school year that each
    standard high school diploma include, as
    applicable
  • A designation of the student's major area of
    interest pursuant to the student's completion of
    credits as provided in s. 1003.428.
  • A designation reflecting completion of four or
    more accelerated college credit courses if the
    student is eligible for college credit pursuant
    to s. 1007.27 or s. 1007.271 in Advanced
    Placement, International Baccalaureate, Advanced
    International Certificate of Education, or dual
    enrollment courses.
  • The Commissioner of Education shall establish
    guidelines for successful passage of examinations
    or coursework in each of the accelerated college
    credit options for purposes of this subsection.
  • A designation reflecting career education
    certification in accordance with s. 1003.431
  • A designation reflecting a Florida Ready to Work
    Credential in accordance with s. 1004.99.

103
SB 1908, Many Subjects
  • Add a subsection require in the district
    interinstitutional articulation agreement an
    identification of the responsibility of the
    postsecondary educational institution for
    assigning letter grades for dual enrollment
    courses and the responsibility of school
    districts for posting dual enrollment course
    grades to the high school transcript as assigned
    by the postsecondary institution awarding the
    credit.

104
SB 1908, Many Subjects
  • Beginning with the 2009-2010 school year for
    schools comprised of high school grades 9, 10,
    11, and 12, or grades 10, 11, and 12,
  • 50 percent of the school grade shall be based on
    a combination of the factors currently used and
  • The remaining 50 percent on the following
    factors
  • The high school graduation rate of the school
  • As valid data becomes available, the performance
    and participation of the school's students in
    College Board Advanced Placement courses,
    International Baccalaureate courses, dual
    enrollment courses, and Advanced International
    Certificate of Education courses and the
    students' achievement of industry certification,
    as determined by the Agency for Workforce
    Innovation under s. 1003.492(2) in a career and
    professional academy, as described in s.
    1003.493
  • Postsecondary readiness of the school's students
    as measured by the SAT, ACT, or the common
    placement test
  • The high school graduation rate of at-risk
    students who scored at Level 2 or lower on the
    grade 8 FCAT Reading and Mathematics examinations

105
SB 1908, Many Subjects
  • Each school cafeteria must post in a visible
    location and on the school website the school's
    semiannual sanitation certificate and a copy of
    its most recent sanitation inspection report.

106
CS/CS/SB 242 Single Gender
  • Establishes and allows single gender programs as
    a public school choice just as labs, charters,
    alternatives, controlled open enrollment, etc.
  • Allows school boards to establish and maintain a
    single-gender nonvocational class,
    extracurricular activity, and/or school
  • Must also offer options for a coeducational
    group.
  • Participation must be voluntary.

107
SB 610, PE, Don Davis Physical Education Act
  • This bill creates the Don Davis Physical
    Education Act and amends s. 1003.455, F.S.,
    Physical Education assessment, to require each
    district school board to do the following
  • Include in its written physical education policy
    the benefits of such education and the
    availability of one-on-one counseling concerning
    these benefits.
  • Provide 150 minutes of physical education each
    week for students for students in grade 6 who are
    enrolled in a school that contains one or more
    elementary grades.
  • Provide at least 30 consecutive minutes of
    physical education instruction on any day during
    which it is conducted for students in grades
    kindergarten through grade 5, and for students in
    grade 6 who are enrolled in a school that
    contains one or more elementary grades.

108
SB 610, PE, Don Davis Physical Education Act
  • Provide the equivalent of one class period per
    day of physical education for one semester of
    each year for students enrolled in grades 6
    through 8, beginning with the 2009-2010 school
    year.
  • Notify the parents of students of the waiver
    options available before scheduling the student
    to participate in physical education.
  • The following waiver options are available for
    students enrolled who meet the following
    criteria
  • The student is enrolled or required to enroll in
    a remedial course.
  • The students parent indicates in writing to the
    school that
  • 1. The parent requests that the student enroll in
    another course from among those courses offered
    as options by the school district or
  • 2. The student is participating in physical
    activities outside the school day which are equal
    to or in excess of the mandated requirement.

109
SB 642, Siblings
  • Allows parents to request the placement of
    multiple birth siblings in the same or separate
    classrooms in the same grade level.
  • Directs the school to grant the parent's request
    unless
  • the student's performance indicates otherwise or
  • If it would require the district to add another
    class to the students' grade level.
  • Allows a principal to change the student's
    placement if his or her behavior is disruptive to
    the school.
  • Allows parent to appeal the principal's decision.
  • The bill specifies that these provisions do not
    apply to the rights or obligations of students
    with disabilities or the removal of students
    pursuant to disciplinary policies.

110
SB 1414, Supplemental Educational Services
  • Amends s. 1008.331, F.S., Supplemental
    educational services in Title I schools school
    district, and provider responsibilities, to add
    responsibilities of the Department of Education
    and school districts to the law.
  • Requires the DOE to annually designate a
    performance grade for each state-approved
    Supplemental Educational Services (SES) provider,
  • A, providing superior service
  • B, providing above satisfactory service
  • C, providing satisfactory service
  • D, providing below satisfactory service or
  • F, providing unsatisfactory service

111
SB 1414, Supplemental Educational Services
  • Based on a combination of student learning gains
    and student proficiency levels, as measured by
    the statewide assessment pursuant to s. 1008.22,
    F.S., and norm-referenced tests approved by the
    DOE for students in kindergarten through grade 3.
  • Under the bill, a grade is assigned beginning
    with the 2007-2008 school year and must be
    reported to parents, SES providers, school
    districts, and the public by March 1, 2009, and
    by March 1 each year thereafter.

112
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