FLORIDA DEPARTMENT OF EDUCATION
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STATE BOARD OF EDUCATION
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John L. Winn
Commissioner of Education
F. PHILIP HANDY,
Chairman
T. WILLARD FAIR,
Vice Chairman
Members
DONNA G. CALLAWAY
ROBERTO MARTÍNEZ
PHOEBE RAULERSON
KATHLEEN SHANAHAN
LINDA K. TAYLOR
CONTACT PERSON
Name:
Samantha Love
Phone:
(850) 245-0426
Suncom:
205-0426
Email:
Samantha.Love@fldoe.org
K-12: 2006-60
MEMORANDUM
To:
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District School Superintendents
High School Principals
From:
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Cheri Yecke, Ph.D.
Date:
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May 2, 2006
Subject:
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ASSISTANCE TO GRADES 11 and 12 STUDENTS WHO HAVE NOT
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EARNED PASSING SCORES ON THE FCAT FOR 2005-2006
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We anticipate that the results for the 2006 Florida Comprehensive Assessment Test (FCAT) administered
to grades 11 and 12 students in March will be sent to school districts soon. All grades 11 and 12 students
who took the FCAT in March and did not earn a passing score should be provided information regarding
opportunities for assistance and support immediately upon receiving their results. These efforts are in
accordance with the Department’s commitment to focus on maximizing student achievement.
CHERI PIERSON YECKE, PH.D.
CHANCELLOR, K-12 PUBLIC SCHOOLS
325 W. GAINES STREET •SUITE 514• TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org
District School Superintendents and High School Principals
May 2, 2006
Page 2
To provide you and your staff with assistance, please find enclosed the following materials:
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Sample Planning Checklist for Grades 11 and 12 Students Who Have Not Earned Passing Scores
on the Grade 10 FCAT for 2005-2006
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Grade 12 FCAT Information 2005-2006
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Sample Parent Letter-
Education and Exit Options for Students Who Did Not Earn Passing Scores
on the Grade 10 FCAT
from the School Principal in English and Spanish
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Stay in the Loop
Student Information Sheet for Seniors
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FCAT Fact Sheet for 2005-2006 High School Juniors and Seniors
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Contact Information for Department of Education Staff
We strongly recommend that your guidance counselors schedule a time to meet with each student who
took the FCAT in March to review his or her graduation plan and recent scores. This is an important time
for face-to-face interaction with these students to provide support and information regarding opportunities
for success. It is critical that these students receive immediate and appropriate information regarding their
scores and the opportunities for remediation and other options, such as the GED Exit Option and summer
school. We strongly urge you to provide a copy of
Stay in the Loop
to each senior. We also recommend
that you provide a copy of
FCAT Fact Sheet for 2005-2006 High School Juniors and Seniors.
This
resource is designed to provide specific information regarding the Grade 10 FCAT and how students can
access assistance at their school.
School staff can use the sample planning checklist to plan instruction and academic interventions
for students and to develop a continuing education plan that may include continued intervention
programs such as summer school, tutoring, FCAT Explorer, adult education, work study
programs, mentoring, and thirteenth year study options. Intensive reading intervention courses
must be provided for all students who have not passed the FCAT in reading.
Thank you for your continued commitment to Florida’s education goal of highest student achievement.
Through your efforts and those of teachers and guidance personnel, we will fulfill our commitment to
ensuring that Florida’s students are prepared for a successful future. Let’s continue to work together to
help all of our students succeed.
CY:sml
Attachments
cc:
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Community College Presidents
Assistant Superintendents for Curriculum and Instruction
Secondary Education Directors
Student Services Directors
Guidance Supervisors
ESE Directors
Title I Coordinators
Dropout Prevention Coordinators
Adult and Community Education Directors
Technical Center Directors
Florida Department of Education
Sample Planning Checklist for Grades 11 and 12 Students Who Have Not
Earned Passing Scores on the Grade 10 FCAT
2005-2006
High school juniors and seniors who have not yet earned passing scores on the Grade
10 Florida Comprehensive Assessment Test (FCAT) continue to need assistance from
their schools and the community. This assistance must be customized to meet the
student’s individual needs, as each has unique concerns and options for continuing
his or her education. A case management team consisting of at least the student,
parent(s), and guidance counselor (or other school staff member) should consider all
the information related to the student to determine a proper course of action. The
following is a planning checklist that can help guidance counselors and other school
staff manage this process and ensure that students have the best opportunity to
succeed on the FCAT in future administrations.
A guidance counselor or other member of the school staff identifies all juniors
and seniors who have not earned passing scores on the FCAT and meets with the
student and parent.
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Explain the implications of not earning passing scores on the FCAT.
Florida law requires that students achieve a passing score on the Grade 10
FCAT to qualify for a standard high school diploma (Section 1008.22(3)(c)5,
Florida Statutes).
For high school seniors with disabilities, refer to K12 memo: 2005-170, dated
December 14, 2005, “Waiver Form for the Florida Comprehensive Assessment
Test,” available on line at
http://info.fldoe.org/docushare/dsweb/Get/Document-3434/k12_05_170memo.pdf
and attachment available online at
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http://www.firn.edu/doe/commhome/fcat/fcatwaiv.pdf.
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___
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Review the student’s FCAT scores, which are stated on the Individual
Student FCAT Report, and analyze FCAT content areas and benchmarks
to identify remediation needs.
Students who were administered the Grade 10 FCAT for the first time during the
2001 administrations must earn a developmental score of 1856 (passing score of
287) or higher in reading and 1868 (295) or higher in mathematics.
Students who were administered the Grade 10 FCAT for the first time during the
2002 administrations must earn a developmental score of 1926 (passing score of
300) or higher for reading and 1889 (300) or higher for mathematics.
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Review the student’s overall school performance, comparing it to
requirements for graduation with a standard diploma.
▪
Course credits (Refer to the DOE Student Progression Website for DPS MEMO
05-129: Florida’s Guide to Public High School Graduation)
http://www.firn.edu/doe/commhome/12grade/new-grad.htm
▪
Minimum cumulative grade point average (GPA) of 2.0 on a scale of 4.0 for the
traditional graduation program or the specific GPA for the three-year graduation
program
▪
Additional local school district requirements
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Identify barriers that exist for the student, including, but not limited to:
poor student attendance
lack of school programs
lack of resources
lack of available staff who have expertise in intervention
lack of career goals/plans
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Determine the area(s) in which the student needs intervention.
The
student’s specific area(s) of reading and/or mathematics deficiencies must be
diagnosed using all available information, including FCAT reports, class
reports, teacher observations, and other diagnostic instruments.
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Check the student's current schedule to ensure that the student is enrolled
in coursework related to his or her FCAT deficiencies and/or that the
student has been placed in the proper intervention studies.
If course
changes are appropriate, these should be scheduled at the same meeting with
the parent. The student’s schedule should reflect supplemental or intervention
program/courses to support FCAT remediation. (Students who have not passed
the FCAT in reading must be enrolled in an intensive reading intervention
course.)
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Check to see if the student has a four year (plus) career and education plan
based on a career pathway or cluster.
Students can identify their interests and
skills on Florida Choices Planner (http://www.florida.access.bridges.com) and
generate a list of matching occupations and programs of study. Career goals will
add purpose to further studies to pass the FCAT and finish high school.
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Review the student’s current Academic Improvement Plan (AIP) with the
student and parent.
The AIP must focus on the student’s intervention needs
and must include a process for monitoring student progress and the
effectiveness of instructional strategies and the academic program.
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Revise the AIP to reflect any additional academic interventions that are
needed and to ensure that the most effective intervention strategies are
provided.
The plan must include a process for frequent progress monitoring to
determine effectiveness of intervention strategies and to enable staff to modify
plan if strategies are not effective.
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Document that the parent or guardian is aware of the plan for his or her
child and understands the options for continuing education available in
the event that the student does not earn passing scores on the
spring/summer 2006 administration of the FCAT.
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Schedule regular follow-up meetings to monitor the student’s progress and
the effectiveness of the interventions.
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If the student does not earn passing scores during the spring/summer
administration of the FCAT, meet again to select one (or more) of the
continuing education options available in your district.
Develop a continuing
education plan and timeline of activities. Intervention classes and other activities,
such as tutoring, should address the student’s specific deficiencies. If the
summer school option is chosen and the student is not successful in meeting the
requirements for graduation during the summer, the case management team
should meet again to determine the next option for success. Ensure that
students and parents are aware of the full range of alternative educational
programs available in the district and of all high school completion options,
including the standard diploma, GED Exit Option, certificate of completion,
Common Placement Test (CPT)-eligible certificate of completion and adult
education.
GED Exit Option Model
The GED Exit Option Model is an effective strategy for students who do
not have the required credit hours, do not have the required GPA, or have
not earned passing scores on the FCAT. Students must be at least 16
years of age and currently enrolled in a K-12 public school.
The GED Exit Option Model requires that the student continue to be
enrolled in courses leading to a standard high school diploma. If the
student takes and passes the GED tests before the end of the school
year, he or she can graduate with a State of Florida Diploma and
participate in all graduation activities.
Twelfth grade students scheduled to graduate in the 2005-2006 school year who
have attained the ACT or SAT scores concordant with the FCAT passing scores
shown below shall satisfy the assessment requirement for a standard high school
diploma as provided by Florida law [sections 1003.43 (5) (a) (General
requirements for high school graduation.--) and 1003.429 (6) (a) (Accelerated
high school graduation options.--), Florida Statutes].
Concordant Scores for 2005-2006
Reading
Math
FCAT 300
FCAT 300
SAT 410
SAT 370
ACT 15
ACT 15
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Track the success of the student and communicate with the parent and
student concerning progress.
Florida Department of Education
Grade 12 FCAT Information
2005-2006
Florida Comprehensive Assessment Test (FCAT) results for grade 12 students are
targeted to arrive in districts by the end of April 2006. Districts will receive
individual student FCAT reports.
This report contains individual students’ scores for the Reading and Mathematics Sunshine
State Standards portion of the grade 10 FCAT. Passing scale scores for the 2004 grade 10
FCAT are 1926 or above for reading and 1889 or above for mathematics. Students who took
the grade 10 FCAT for the first time during the 2001 administrations must earn a passing scale
score of 1856 or higher in reading and 1868 or higher in mathematics.
FCAT Summer Administration Schedule
The next reading and mathematics FCAT administration for rising grades 12-13 regular high
school students is in June. Please check with your local district assessment office for test dates.
School guidance counselors will also be able to provide students and parents with more
information about test schedules and test sites.
Other FCAT Interpretive Materials
(available in a separate shipment to districts and schools)
Understanding 2006 FCAT Reports
is a booklet that provides information about the FCAT
student, district, and school reports. Samples of reports, an explanation of the reports, and a
glossary of technical terms are included. Distribution to districts is scheduled to coincide with
the delivery of student reports. The booklet may be downloaded from the Department of
Education Web site at http://www.firn.edu/doe/sas/fcat.htm.
Keys to FCAT 2006, Grades 9-10
are booklets that contain information for parents and students
preparing for FCAT Reading, Writing, and Mathematics. They are distributed to districts each
January. The 2004 publications are translated into Spanish and Haitian Creole and are
available, along with the
Keys to FCAT
in English, on the Department of Education Web site at
http://www.firn.edu/doe/sas/fcat.htm. Success on the Reading and Mathematics Sunshine State
Standards portion of the FCAT can best be understood by focusing on the “Achievement
Levels” where a Level 3 or higher means that the student has scored at or above grade level.
Additional Web Resources
FCAT sample reading and mathematics test materials and released items for grade 10 students
(http://www.firn.edu/doe/sas/fcat.htm
)
FCAT sample reading and mathematics test materials and released items for grade 10 students
(www.fcatexplorer.org
)
Section 1008.22(3)(c)5, Florida Statutes
State law authorizes the State Board of Education to designate a passing score for each part of
the grade 10 assessment test. School staff should explain to families why the Sunshine State
Standards are important, what their child’s scores mean, and why their child should participate
in appropriate intervention and retake the FCAT.
SAMPLE PARENT LETTER
Date:
Dear Parent or Guardian:
Your grade 12 student took the Grade 10 Florida Comprehensive Assessment Test (FCAT) in
March. Because your child did not earn a passing score in either reading or math, or both, your
child is not currently eligible to receive a standard high school diploma. However, if your child
passes the FCAT when the test is given in June and meets all other graduation requirements,
he or she will be able to graduate with a standard high school diploma. So it is very important
that your child receive help immediately to learn the skills needed to be ready to meet
graduation standards when he or she takes the FCAT in June. Now is the time for all of us to
work together with intensity to give your child the best chance for success.
Your child’s guidance counselor will meet with you and your child to discuss appropriate
intervention for your child. This is a chance for you to get information about the types of help
available to prepare your child for the FCAT. It is very important that your child receive
intervention services in the specific areas of reading and/or math that he or she needs in order
to pass the FCAT. The guidance counselor will also be able to give you information about
continuing education options for students who have not earned passing scores on the FCAT,
including alternate assessment options (ACT and SAT), continuation of high school education,
summer school, the General Educational Development (GED) Exit Option Program, adult
education high school diploma, certificate of completion, and the Common Placement Test
(CPT)-eligible certificate of completion.
Unfortunately, most young people who leave high school without a diploma never return to
school for more education. The lack of a high school diploma limits options for employment and
career advancement in adult life. I encourage you to help your child focus on the skills needed
to pass the FCAT so your child will have greater opportunities in the future.
We believe all children can learn and all students can succeed. We are anxious to continue
working with you and your child to ensure that he or she reaches his or her personal and
professional goals. Please contact your child’s guidance counselor today. Thank you for your
commitment to supporting your child in this very important endeavor.
Sincerely,
Principal
CARTA EJEMPLO PARA LOS PADRES
Fecha
Estimado Padre o Tutor:
Su hijo(a) que está en el 12 grado , tomó la prueba del FCAT (
Florida Comprehensive
Assessment Test)
en el mes de marzo. En vista que no obtuvo la puntuación necesaria para
aprobar la parte de lectura o la de matemáticas, o ambas, no es elegible para recibir el diploma
regular de la escuela secundaria. Sin embargo, si su hijo(a) aprueba el FCAT cuando lo realice
nuevamente en el mes de junio, y reúne todos los otros requisititos necesarios para recibir el
diploma regular, el o ella podrá graduarse de la escuela secundaria. Por lo tanto, es muy
importante que su hijo(a) reciba inmediatamente ayuda para obtener los conocimientos
necesarios y así conseguir la puntuación requerida para pasar la prueba FCAT en junio. Este es el
momento de que todos trabajemos juntos y con intensidad para darle a su hijo(a) la mejor
oportunidad de alcanzar el éxito.
El(La) consejero(a) escolar se reunirá con usted y con su hijo(a) para decidir el programa de
repaso que su hijo(a) necesita. Esta es la oportunidad para obtener información sobre los
diferentes tipos de ayuda disponibles para preparar a su hijo(a) para obtener su diploma. Es
muy importante que su hijo(a) reciba un programa de recuperación en las áreas especificas de
lectura y matemáticas que el(ella) necesita para aprobar el FCAT. También le podrá dar
información sobre las diferentes opciones disponibles para aquellos estudiantes que no pasen
la prueba FCAT, incluyendo la opción de tomar una examinación alterna (ACT y SAT), la
continuación de sus estudios de la escuela secundaria, los programas de estudio durante el
verano, la prueba del GED (
General Educational Development, )
y el
Exit Option Program,
las clases de educación para adultos para obtener el diploma de la escuela secundaria, el
Certificate of Completion (certificado de terminaci
ó
n),
y la prueba de
Common Placement
Test (CPT)-Elegible Certificate of Completion (CPT elegible para certificado de terminaci
ó
n).
Desafortunadamente, la mayoría de los jóvenes que salen de la escuela secundaria sin
obtener un diploma, nunca regresan a la escuela para continuar su educación. El hecho de
no obtener el diploma de la escuela secundaria, limita las oportunidades de trabajo y el
avance de su carrera profesional en su vida. Por favor ayude a su hijo(a) a aprender lo que
necesita para pasar la prueba FCAT, ya que con eso tendrá mayores oportunidades en el
futuro.
Nosotros sabemos que todos los niños pueden aprender y todos pueden triunfar. Deseamos
continuar trabajando con usted y su hijo(a) para asegurarnos que alcance todas sus metas
profesionales. Por favor, comuníquese con el(la) consejero(a) de la escuela hoy mismo.
Gracias por comprometerse a ayudar a su hijo(a) en esta tarea tan importante.
Atentamente,
Director
STAY IN THE LOOP!
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If you’re a high school senior and you haven’t passed the FCAT yet, you may feel discouraged. Now is the time for
you to take your future into your own hands and do what it takes to succeed. Think about the possibilities. Talk to
your family, teachers, and guidance counselor. And most of all, stay in school and stay in the Learning Loop!
TAKE THE FCAT AGAIN.
Your school has the know-how to teach the skills you need for the FCAT. Take advantage of it! Sign on for the extra
instruction you will be offered; do your best, and take the FCAT again in June. You could also sign up for summer
school or come back to school for part of next year in order to brush up on your skills so you’ll be ready for the
FCAT.
TAKE AN ALTERNATIVE ASSESSMENT - ACT OR SAT
.
A senior may use alternate assessment (ACT or SAT) scores that are concordant with the FCAT passing scores to
satisfy the assessment requirement for a standard high school diploma. See your guidance counselor for more
information.
TAKE THE GED EXIT OPTION.
Stay in school and enroll in a GED Exit Option program. Then, if you pass the GED tests before the end of the
school year, you can graduate with a State of Florida diploma and participate in graduation activities. Did you know
that a GED is no different than a diploma? In fact, the Surgeon General of the United States is a GED recipient. The
possibilities are endless!
TAKE A CPT-ELIGIBLE CERTIFICATE OF COMPLETION. THEN CONTINUE YOUR EDUCATION.
If you earn all your required course credits and have at least a 2.0 GPA, you can receive a CPT-eligible certificate of
completion. That will let you enroll in community college or postsecondary career and technical education
programs. Take the CPT (Common Placement Test), and if you make a high enough score, you can take college
credit courses. Even if you don’t make the cut-off score, you can start with remedial courses at the community
college, and later, you may be able to move on to college credit courses.
TAKE A CERTIFICATE OF COMPLETION. THEN CONTINUE YOUR EDUCATION.
If you earn all your required course credits but don’t have a GPA of 2.0 or higher, you can receive a certificate of
completion. The certificate of completion does not carry any of the privileges of a standard high school diploma, so
you should still sign up for summer school, return to school next year, or enroll in a GED preparation program.
TAKE COURSES THROUGH ADULT HIGH SCHOOL.
Once you are out of school, you can sign up for adult high school credit courses. You’ll still need to pass the courses
have a 2.0 GPA and pass the FCAT to get a diploma from your school district, but you can continue your education.
Students who are still enrolled in the K-12 program may take additional credit courses through the Adult High
School programs as a co-enrolled student to earn credits necessary for the standard high school diploma.
TAKE THE GED AS AN ADULT.
Once you are out of school, you can sign up for an adult education GED preparation program. This program is
offered at technical centers, adult and community education centers, and community colleges. Some community –
based organizations may also offer preparation programs but the tests must be administered at an official GED
Testing Center. However if you pass the GED tests, you will receive a State of Florida diploma.
THESE OPTIONS ARE ONLY AVAILABLE FOR STUDENTS WITH DISABILITIES.
●
Some students with disabilities are eligible for an FCAT waiver.
●
Students with disabilities who have not yet earned a standard diploma may stay in school until their22nd birthday.
Florida Department of Education
Contact Information for Department of Education Staff
Grades 11 and 12 Students Who Have Not Earned Passing Scores on the Grade 10 FCAT
2006-2007
General Curriculum
Family and Community Involvement
Kate Kemker
Joe Davis
(850)245-9868
(850)245-0847
kate.kemker@fldoe.org
joe.davis@fldoe.org
Career Guidance
GED Exit Option
Zelda Rogers
Kimberly Davis
(850)245-0908
(850)245-9000
zelda.rogers@fldoe.org
kimberly.davis@fldoe.org
Mathematics
Reading
Patrick Wright
Evan Lefsky
(850)245-0830
(850)245-0503
patrick.wright2@fldoe.org
evan.lefsky@fldoe.org
Adult Education Assessment, GED
Preparation Program, Adult High
School, ESOL
Teresa Bestor
(850)245-9906
School Improvement
Sandra Dilger
(850)245-0824
sandra.dilger@fldoe.org
teresa.bestor@fldoe.org
Assessment – Career Education
Jane Silveria
(850)245-9022
jane.silveria@fldoe.org
English for Speakers of Other
Languages- K12
Lisa Saavedra
(850)245-0414
lisa.saavedra@fldoe.org
Exceptional Student Education
General Education Development Testing
Evy Friend
Christine Davis
(850)245-0478
(850)245-9000
evy.friend@fldoe.org
christine.davis@fldoe.org
Assessment
Academic Advisement
Kris Ellington
Helen Lancashire
(850)245-0513
(850)488-1842
kris.ellington@fldoe.org
hlancash@tempest.coedu.usf.edu
Victoria Ash
Samantha Love
(850)245-0513
(850)245-9947
victoria.ash@fldoe.org
samantha.love@fldoe.org
CHERI PIERSON YECKE, PH.D.
CHANCELLOR, K-12 PUBLIC SCHOOLS
325 W. GAINES STREET •SUITE 514• TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org
