What Are We Doing To Help Off-track And Disconnected Students In Duval County?

WHAT ARE WE DOING TO HELP OFF-TRACK AND DISCONNECTED STUDENTS IN DUVAL COUNTY? The Learning to Finish Options Work Group spent six months (June – November 2008) learning about off-track and disconnected students in the Duval County Public School (DCPS) system. Our activities were not intended to be an exhaustive review of the District’s strategies, but the learning sheds light on the options and supports presently available within the District for its students who are falling off-track and at-risk for not graduating, the current capacity and effectiveness of those programs, and opportunities for diversifying the options and strengthening supports available to those students. Key questions were the following: • • • • • • • • •

How many off-track students are there in Duval County public schools? What are the District’s primary strategies for helping off-track students? Do the District’s primary strategies meet the need of its off-track students? How much funding does the District allocate for its dropout prevention strategies? What are the other strategies used by the District to help students successfully navigate their graduation pathway? Are there opportunities to identify resources to support additional strategies for offtrack students? What is the graduation pathway for Duval County students? What best practices are the District and community implementing to help students? What are the District’s and community’s strategies for helping disconnected students who have fallen off the graduation pathway?

Overall learning includes the following: ! For this analysis, an off-track student was defined as being 2 or more years overage for his or her grade or a non-proficient reader based on FCAT scores. The number of off-track DCPS students is high, ranging from 11,349, or 9% of all students (2+ years overage for grade), to 32,839, or 44% of students in grades 3 – 10 (non-proficient readers). ! The District’s primary safety net strategies serve approximately 4,200 students annually, primarily high school students who need to recover credits. Still, this capacity does not match the number of off-track students. Additionally, while many students participating in safety net programs meet specified outcome indicators upon program completion, they are not tracked beyond program completion, so we do not know how many stay on track and eventually graduate. Finally, the District does not track students participating in school internal safety nets.

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! The District will spend about $12.3 million this year for its dropout prevention/safety net programs. These programs primarily help (1) overage elementary or middle school students accelerate grades, or (2) recover required high school credits, or (3) exit with a high school diploma even if the student has not earned all required credits or obtained minimum grade point average. ! The District is also investing in promising strategies (small learning communities, supportive elective classes, career and technical education) to encourage and help its students navigate the graduation pathway. However, effectiveness of each strategy needs to be analyzed, and then, as appropriate, District and community investments should help bring those strategies to scale while also ensuring implementation fidelity. ! Current allocation of District resources results in: (1) student to guidance counselor ratios that are more than double recommended standard, (2) disciplinary centers ($5 million) that do not have proven impact on student academic success, and (3) additional funds ($12.4 million) to schools that are below enrollment capacity. ! The District has adopted an academically rigorous graduation pathway, by exceeding state graduation requirements, increasing participation in advanced placement classes, providing dual enrollment opportunities, and developing additional career and technical education opportunities. Opportunities exist to strengthen District and community investments and strategies to identify and help off-track students. Those opportunities include: ! Upgrade data system so that off-track students are identified early. ! Develop targeted intervention plan to provide supports that help every student obtain their high school diploma. ! Determine whether changes to schedule would help students recover credits during the school day if they fall behind. ! Identify every senior who ends up several credits short and help them earn those credits and obtain diploma. ! Work with community partners to align and expand efforts that help off-track students graduate.

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HOW MANY OFF-TRACK STUDENTS ARE THERE IN DUVAL COUNTY PUBLIC SCHOOLS? The first step in understanding how to stop so many DCPS students from leaving before graduating is to identify how many students are off-track. For this analysis, an off-track student was defined as being 2 or more years overage for his or her grade or a non-proficient reader based on FCAT scores. The number of off-track DCPS students is high, ranging from 11,349, or 9% of all students (2+ years overage for grade), to 32,839, or 44% of students in grades 3 – 10 (non-proficient readers). Overage Students DCPS had 122,215 enrolled students in 2006-07. Nine percent, or 11,349 students, were two or more years overage for their grade level. The following chart summarizes the distribution of those students: CHART: DISTRIBUTION OF OVERAGE STUDENTS, SCHOOL YEAR 2006-07 School Years Over Age Total 2

Elementary School Middle School High School Districtwide

1,599 3,565 3,599 8,763

3

122 1,016 1,025 2,163

4 or more 13 188 222 423

Over Age 1,734 4,769 4,846 11,349

% Over Age 3% 17% 15% 9%

Number Enrolled 61,067 27,839 33,309 122,215

Notes: 1. This table is determined by students’ age compared to grade level at the time of calculation. The appropriate age for grade level is determined by the required age of students beginning kindergarten. 2. This information was presented to Jacksonville Journey Education, Truancy, Dropout and Literacy Subcommittee on February 11, 2008.

Non-Proficient Students The Florida Comprehensive Assessment Test (FCAT) measures student knowledge and understanding of reading, writing, science, and mathematics content as described in the Sunshine State Standards. The Standards are skills and competencies that Florida students should be able to learn from an early age, as defined by practicing classroom teachers, educational specialists, business people, and concerned citizens from Florida. A Level 1 score means that the student has little success with the challenging content of the Sunshine State Standards (SSS). A Level 2 score means that the student has limited success with those standards. The State of Florida requires students in the middle grades and in high school who score at Level 1 on FCAT Reading to be enrolled in and complete an intensive reading course the following year, and Level 2 readers to be placed in an intensive reading course or a content area course in which reading strategies are delivered as determined by diagnosis of reading needs. DCPS had 73,204 students in grades three through ten take the reading section of the FCAT in 2006-07. Forty-four percent (44%) of those students, or 32,839, scored a Level One or Two. The following chart summarizes the distribution of those students by grade:

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CHART: DISTRIBUTION OF STUDENTS SCORING LEVEL ONE OR TWO ON FCAT READING TEST, SCHOOL YEAR 2006-07 Level One in Level Two in Total Reading Reading Grade Number Number % Number % Total Level % Tested One or Two 3 10,182 2,036 20 1,425 14 3,461 34% 4 9,559 1,816 19 1,529 16 3,345 35% 5 9,269 1,298 14 1,391 15 2,689 29% Elementary Sub-Total 29,010 5,150 18% 4,345 15% 9,495 33% 6 9,203 1,841 20 1,933 21 3,774 41% 7 8,934 1,608 18 1,965 22 3,573 40% 8 8,793 1,934 22 2,814 32 4,748 54% Middle Sub-Total 26,930 5,383 20% 6,712 25% 12,095 45% 9 9,830 2,949 30 3,244 33 6,193 63% 10 7,434 2,974 40 2,082 28 5,056 68% High School Sub-Total 17,264 5,923 34% 5,326 31% 11,249 65% TOTAL 73,204 16,456 23% 16,383 22% 32,839 45% Source: Florida Department of Education School Indicators Report

District staff note that there is also significant variation in non-proficient readers when analyzed at the school level. WHAT ARE THE DISTRICT’S PRIMARY STRATEGIES FOR HELPING ITS OFF-TRACK STUDENTS? The second step in understanding how to stop so many DCPS students from leaving before graduating is to better understand the District’s portfolio of strategies to help these students regain their footing on the graduation pathway. School Day Supports DCPS is using several strategies to help its struggling students during the school day to stay on course. Scholastic’s READ 180 is an intensive reading intervention program to help struggling readers who are below proficient level. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. The 90 minute class includes 20 minutes of whole-group instruction, 60 minutes of computer rotations, and 10 minute wrap-up. Scholastic analyzed 4,943 middle, high and alternative school student records with FCAT data (pretest 2007 and posttest 2008 Developmental Scale Scores) and determined that 77% of middle school students and 63% of high school students met requirements for FCAT DSS annual gains. Students who did not have gains had significantly fewer software sessions or had extremely low comprehension and/or decoding skills that are needed for FCAT gains. !

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Another strategy is Compass Odyssey, which is a web-delivered, managed, curriculum software system providing state-aligned learning opportunities in four core content areas. The program provides differentiated instruction through automatic prescriptions of individualized learning paths based on assessment data. Students are assigned unique learning activities based upon identified deficits. Each student has a portfolio which shows student time-on-task, activity and test scores, and mastery and non-mastery of SSS. CompassLearning, the parent company, provided DCPS a report detailing Compass Odyssey implementation in 2007-08 and changes in student Developmental Scale Scores. Seventeen high school and 28 middle schools used Compass Odyssey. However, it was not clear in the report how many students actually used Compass Odyssey. They did recover 1,539 credits. An analysis of DSS gains was also provided, indicating that there were gains, including for Level 1 and 2 readers, and providing a detailed breakdown by school. Again it is not clear how many students achieved those gains and whether those gains were significant. Safety Nets DCPS has an Alternative Education/Safety Nets Office charged with increasing the district graduation rate, lowering the dropout rate, reducing the number of students overage for grade level, and enhancing opportunities for students' academic success by providing an array of educational services, programs, and safety nets designed to ensure that students remain on track towards high school graduation. DCPS uses three major safety net approaches to help off-track students – (1) grade acceleration, (2) credit recovery, and (3) GED exit option. Grade acceleration (Students Taking Academic Responsibility, Standards Based Promotion) allows retained/overage elementary and middle school students the opportunity for additional school day support so that they can return to their appropriate grade level with the peers. Credit recovery (Renaissance Academy and Accelerated Learning Centers) is primarily for high school students and may occur both during the school day, after school or during the summer. GED exit options (Graduation Initiative and Performance Based Diploma) help students at-risk of not graduating with their class to obtain their high school diploma through an alternate graduation route. The following chart outlines the District’s primary strategies to help off-track students:

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CHART: DROP OUT PREVENTION/SAFETY NET PROGRAMS OPERATED BY DUVAL COUNTY PUBLIC SCHOOLS Program

Target Group

Type of Student

STAR

Elementary School Middle School

Overage

24

Overage

All

Middle School

Overage

Middle School

Overage

Accelerated Learning Center (ALC) – Comprehensive Modified Accelerated Learning Center (ALC) – Credit Recovery Pre-Graduation Initiative (Pre-GI) Graduation Initiative (GI) PerformanceBased Diploma

High School

Overage

Renaissance Academy*

Standards Based Promotion Pre-Graduation Initiative (Pre-GI) Renaissance Academy*

TOTAL

High School

Number of Schools

2 - Butler and Arlington 2 - Forest and Jackson 14 high schools

High School

Overage

High School High School

Overage

High School

Overage

Overage

# of Participants (2007-08)

Type of Strategy

496

426

518

534

Grade Acceleration Grade Acceleration

210

165

GED Exit Option

-

153

Credit Recovery

406

414

Credit Recovery

1,575

School Day and Afterschool Credit Recovery

179

GED Exit Option

384

340

108

108

GED Exit Option GED Exit Option

-

192

# of Participants (2006-07)

2,106**

11 high school 13 high schools 3 – Peterson, Randolph, Marine Science Center 1 – Terry Parker

School Year 2006-07: 496 – elementary school 728 – middle school 3,004 – high school 4,228 – TOTAL

Credit Recovery

School Year 2007-08: 426 – elementary school 852 – middle school 2,808 – high school 4,086 – TOTAL

Source of Information: District Alternative Education/Safety Nets Office *Renaissance Academy was not operational in school year 2006-07. **Number of participants is for afterschool only. Alternative Education/Safety Nets Office does not track students using centers during school day.

Additional District Strategies The District also operates Standard TEAM UP programs as an afterschool credit recovery opportunity for students at 19 middle schools. One thousand three hundred twenty-seven (1,327) students attended these programs at least 18 days during 2006-07. However, any student is able to participate in TEAM UP so it is not included here as a specific dropout prevention/safety net strategy. Some standard TEAM UP programs will increase their operating days as they are transformed to Learning and Recommendations from Options Work Group – December 7, 2008 Prepared by Lisa Pelle, Consultant for Learning to Finish

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Comprehensive TEAM UP Programs under the Jacksonville Journey Initiative, spearheaded by the City of Jacksonville. Additionally, DCPS allocated $4.6 million to operate summer learning programs during 2008, including reading programs serving 2,239 students at 13 elementary schools; secondary credit recovery programs serving 1,842 students at 6 middle schools and 8 high schools; reading services for non-proficient readers serving at three middle schools and 6 high schools; and 11th grade science remediation serving 409 students at 8 high schools. Other summer programs were provided for students who participate in Graduation Initiative (GI) Program; participate in the exceptional student education program; are English Speakers of Other Languages (ESOL); are in the Voluntary PreKindergarten Program; or are in a Department of Juvenile Justice residential program. DO THE DISTRICT’S PRIMARY DROPOUT PREVENTION STRATEGIES MEET THE NEEDS OF ITS OFF-TRACK STUDENTS? Determining whether the District’s primary strategies meet the need of its off-track students depends on two key measures: capacity and effectiveness. It is very clear that current District strategies do not have sufficient capacity compared to the number of off-track students. It is less clear whether or not its current strategies are effective beyond the student’s participation and whether they should, therefore, be expanded if additional resources were available for that purpose. Capacity to Serve and Effectiveness of Dropout Prevention Programs for Offtrack Elementary School Students There is an estimated 1,734 (2+ years overage) to 9,495 (FCAT Reading Level 1 or 2) off-track DCPS elementary school students. The District’s primary dropout prevention program, STAR (Students Taking Academic Responsibility), for this group is available in 24 schools, specifically in 14 classrooms serving 2nd and 3rd grade students and 18 classrooms serving 4th and 5th grade students. Four hundred ninety-six (496) elementary school students participated in STAR in 200607. This is approximately 5% (non-proficient readers) to 29% (overage) of estimated offtrack students. The primary outcome for STAR students is that they are promoted and rejoin their peer group. According to data provided by the district, ninety-five percent, or 471 of 496 STAR students, met this promotion outcome in 2006-07. However, according to District staff, they are not currently tracking student academic progress in subsequent years after rejoining their peer group. Therefore, the District is not sure whether those students eventually graduate. Capacity to Serve and Effectiveness of Dropout Prevention Programs for Offtrack Middle School Students There is an estimated 4,769 (2+ years overage) to 12,095 (FCAT Reading Level 1 or 2) off-track DCPS middle school students. The primary dropout prevention strategies for these off-track students are Standards Based Promotion, Pre-Graduation Initiative, and Renaissance Academy. An estimated 728 middle school students participated in these programs in 2006-07. This is approximately 6% (non!

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proficient readers) to 15% (overage) of the estimated off-track students. (NOTE: Standard TEAM UP is an afterschool program open to all middle school students. Therefore, it is not included in the capacity calculation for off-track middle school students.) Students participating in Standards Based Promotion program take an additional English or math class during the school day. The primary student outcome is to be promoted and rejoin their peer group, including mid-year promotions allowing some students to start ninth grade after the first semester. DCPS reports that eighty-four percent, or 435 of 518 participants, met its primary outcome in 2006-07. However, several middle school counselors interviewed for this project expressed their concern about this strategy, indicating that many of these students were still not academically ready to move to high school and that they would not be successful once there. The District has not analyzed academic data to determine whether the students did stay on track, including those who were promoted mid-year to high school. (NOTE: The District has since revised its Standards Based Promotion policy. Eighth grade students will no longer participate in this program, ending mid-year promotions to ninth grade. Additionally, there is now consistent criteria to select participating students.) The primary outcome for students participating in Middle School Pre-Graduation Initiative Program is for those students to enter the High School Pre-Graduation Initiative Program. According to District data, seventy-seven percent, or 163 of 210 participants, met that stated outcome in 2006-07. Capacity to Serve and Effectiveness of Dropout Prevention Programs for Offtrack High School Students There are an estimated 4,846 (2+ years overage) to 11,249 (FCAT Reading Level 1 or 2) off-track DCPS high school students. An estimated 3,000 students participated in dropout prevention programs, including Accelerated Learning Centers, Graduation Initiative, Performance-Based Diploma and Renaissance Academy. This is approximately 26% (non-proficient readers) to 61% (overage) of the estimated need. Credit recovery programs (Accelerated Learning Centers and Renaissance Academy) allow students to use the Compass Odyssey computer-based learning system to earn credits. Teachers are also available to assist students. According to District data, high school students recovered 2,223 credits during 2006-07. Additionally, 621 students earned sufficient credits to graduate. (Note: Some of these students may have actually dropped out and then reconnected through the ALC program.) Another 268 high school students received their diploma after participating in the District’s Graduation Initiative (GI) Program, a state-approved GED Exit Option. These are students who are overage for their grade, are behind in credits, have a low grade point average, test at least at the 9th grade level on the Test for Adult Basic Education (TABE), and are in jeopardy of not graduating with their peer group. They must pass both !

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the FCAT and GED exams in order to receive their diploma. The Performance-Based Diploma option is another GED Exit Option for students at a career academy (Frank Peterson, AP Randolph or the Marine Science Center). Approximately 100 students annually earn their diploma that way. The following chart summarizes effectiveness of each dropout prevention/safety net strategy used in school year 2006-07: CHART: KEY PERFORMANCE INDICATORS FOR DISTRICT DROPOUT PREVENTION/SAFETY NET STRATEGIES Dropout Prevention Strategy

Key Performance Indicator(s)

Number Meeting Key Performance Indicator(s)

Number of Participants

Students Taking Academic Responsibility (STAR) Middle School PreGraduation Initiative (GI)

Percent of students promoted

471 students 95% of participants

496

Continued Tracking After Participation No

Number of students who enter High School PreGraduation Initiative Percentage of students promoted Number of credits earned Number of graduates Number of credits earned Number of graduates

163 students 77% of participants

210

No

435 students 85% of participants 892 credits 85 graduates 1,331 credits 536 graduates

518

No

439

No Not applicable No Not applicable

Standards Based Promotion Accelerated Learning Centers (Comprehensive) Accelerated Learning Centers (Afterschool Credit Recovery) High School PreGraduation Initiative (GI)

2,040

Number of students who 46 students 200 No qualify for GI or continue in High School Pre-GI Graduation Initiative (GI) Percentage of students 268 students 384 Not applicable who passed FCAT/GED and received a District High School Diploma Performance-Based Percentage of students 50 students 75 Not applicable Diploma who passed FCAT/GED and received a District High School Diploma Source of Information: Dr. Kris Larsen, Director of Duval County Public Schools Dropout Prevention Strategies, and Crystal Force, Director of Career and Technical Education

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HOW MUCH FUNDING DOES THE DISTRICT ALLOCATE FOR ITS STRATEGIES TO HELP OFF-TRACK STUDENTS? DCPS allocates about $13 million for its various dropout prevention/safety net strategies, including the following: •

$5 million to the Alternative Education/Safety Nets Office for its dropout prevention/safety net programs;

•

$5.8 million in FTE funding for teachers staffing dropout prevention/safety net programs; and

•

$1.5 million to schools in Supplemental Academic Instruction (SAI) for internal safety nets.

The following chart outlines budget allocations for Alternative Education/Safety Nets programs for school years 2006-07 and 2007-08. CHART: BUDGET ALLOCATIONS FOR DROPOUT PREVENTION PROGRAMS Program

Budget Allocation (School Year 2007-08) $1,373,700

Budget Allocation (School Year 2008-09) $1,290,390

$2,199,716 $878,983

$1,059,035 $674,813

($1,140,681)* ($204,170)

Renaissance Academy $1,200,000 $750,000 Accelerated Learning Center (ALC) – $624,997 $625,251 Comprehensive Accelerated Learning Center (ALC) – Credit $905,013 $659,669 Recovery TOTAL $7,182,409 $5,059,158 Source of Information: District Alternative Education/Safety Nets Office

($450,000) $ 254

STAR Standard TEAM UP Programs Pre-Graduation Initiative (Pre-GI) Graduation Initiative (GI)

Difference in Budget Allocation ($83,310)

($245,344) ($2,123,251)

These programs also generate an estimated $5.8 million in FTE funding based on the number of participating students. DCPS also allocates $1.5 million to elementary ($545,300) and secondary schools ($936,523) to support their internal safety net programs. The per school allocation is based on the number of enrolled students scoring Level 1 or 2 on FCAT reading. The principal submits a plan to the Alternative Education/Safety Nets Office about how school will use funds. However, students participating in internal safety nets are not tracked so the level of effectiveness is not clear. The five elementary schools receiving the largest SAI allocations are the following:

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CHART: SAI ALLOCATIONS TO SELECT ELEMENTARY SCHOOLS Number of Students at Level One or Two on FCAT Reading School School SAI Allocation Susie E. Tolbert 100 $9,376 R.V. Daniels 100 $9,376 Crystal Springs 110 $10,313 Andrew A Robinson 119 $11,157 North Shore 243 $22,783 $63,005 Secondary schools receiving at least $20,000 in SAI funds include the following:

School

CHART: SAI ALLOCATIONS TO SELECT MIDDLE SCHOOLS Number of Students at Level One or Two on FCAT Reading School SAI Allocation

Joseph Stilwell Jefferson Davis A Philip Randolph Academy Frank H Peterson Academy Ribault HS William M. Raines Duncan U. Fletcher HS Nathan B.Forrest Andrew Jackson Englewood HS Robert E. Lee Terry Parker Samuel W. Wolfson Mandarin HS Edward H. White First Coast Sandalwood

519 539 618 690 712 825 856 901 943 964 1005 1018 1020 1052 1162 1211 1415

$20,416 $21,203 $24,311 $27,143 $28,009 $32,454 $33,673 $35,444 $37,096 $37,922 $39,535 $40,046 $40,125 $41,384 $45,711 $47,638 $55,663 $ 607,773

Service reductions in safety net programs include the following: (1) Standard TEAM UP programs were reduced from 3 days per week to 2 days per week of credit recovery during afterschool hours in certain middle schools. (2) Renaissance Academy reduced number of teachers and guidance counselors available to support students. (3) The STAR Program eliminated four classrooms, decreasing from 36 to 32 classrooms. !

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WHAT ARE THE OTHER STRATEGIES USED BY THE DISTRICT TO HELP STUDENTS SUCCESSFULLY NAVIGATE THEIR GRADUATION PATHWAY? The District has identified and uses various strategies to help students successfully navigate the pathway to graduation, including guidance counseling services, Achievement Via Individual Determination (AVID) elective class, and disciplinary centers for behaviorally disruptive students. Guidance Counseling Services Guidance counselors are an important component of an effective school, providing counseling programs in three domains: academic, career, and personal/social. Their services and programs help students resolve emotional, social, or behavioral problems and help them develop a clearer focus or sense of direction. Effective counseling programs are important to the school climate and a crucial element in improving student achievement. The American School Counselor Association (ASCA) recommends a ratio of one guidance counselor for every 250 students. The Duval County School District currently has a much higher counselor to student ratio than the ASCA recommendation. In 2007-08, the guidance counselor to student ratio was the following: " 79 guidance counselors in high schools with ratio of 1 counselor for every 405 students; " 57.5 guidance counselors in middle schools with ratio of 1 counselor for every 453 students; and " 105 guidance counselors in elementary schools with ratio of 1 counselor for every 571 students. Interviews with a small group of guidance counselors revealed the impact of the higher than recommended ratios on their work. Guidance counselors noted that they spend little “hands on” time with the students and most of their job is “moving paper”. For example, one counselor noted that she is responsible for 500 students but she may only actually see five on any given day. Additionally, the guidance counselors reported having little time to actually get into classrooms. School Day Supports Achievement Via Individual Development (AVID), developed in 1980 in California, is a strategy to help close the achievement gap and increase the college-going rate for students from low-income and minority families. AVID teachers focus on helping mid-level students improve organizational and study skills, including note taking, problem solving, listening for understanding, writing skills, etc. The AVID classroom also provides participants a supportive environment to reinforce their efforts and success. Nationally, 75% of AVID students are accepted into a four-year college. AVID is an elective class in DCPS for mid-level or “C” students to help them manage the rigor of the high school curriculum, including encouraging them to enroll in Advanced Placement classes. Students usually apply to and interview for AVID class. Growing from a pilot at four high schools (Wolfson, Lee, Sandalwood and Parker) in 2006-07, there were about 1,000 AVID students across 10 high schools in 2007-08 as outlined in the following chart: !

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CHART: AVID PARTICIPATION IN SCHOOL YEAR 2007-08 Ninth grade Tenth grade Eleventh grade students students students Male Female Male Female Male Female Englewood 11 9 First Coast 33 38 27 30 Forrest 22 17 Jackson 19 23 13 32 Lee* 11 19 16 13 Terry 22 23 12 30 Parker* Raines 13 20 9 14 Ribault 24 40 3 8 Sandalwood* 37 53 39 44 41 35 Wolfson* 57 76 31 40 Total 238 309 161 220 41 35 *Operating program for second year. School

Total

20 128 39 87 59 87 56 75 249 204 1004

The District does not currently evaluate the academic progression of AVID students. Examples of effectiveness measures include: students return to school, success in AP classes, graduation and post-secondary enrollment. Student level data is being provided to the AVID national office for inclusion in their ongoing analysis of the program. Additionally, the District has had a preliminary discussion with AVID national about the possibility of the Schultz Center developing its capacity to serve as the local professional development provider. This would potentially be a critical next step in increasing the scale of AVID as well as ensuring the affordability of professional support. Other District efforts include requiring the Keytsone class for all ninth grade students, increasing enrollment in Advanced Placement classes, providing dual enrollment options, and using small learning communities in high schools. Disciplinary Centers The Duval County school district operates two schools that serve students who have committed serious disciplinary infractions: Grand Park Center and Mattie V. Rutherford Alternative Education Center. According to budget information provided by DCPS staff, the District has allocated nearly $5 million to operate the two disciplinary centers, budgeted to serve 408 students on a daily basis. Grand Park Center can serve 200 to 250 students, grades 6 to 12, who have committed multiple Class II or Class III violations of the Code of Student Conduct, according to its school improvement plan (2007-08). Students may attend for 45-90-180 days of instruction. Up to 800 students may attend Grand Park Center during a typical school year. The goal is to provide students an academic focus, counseling, and an opportunity to become in involved in the community while completing twenty (20) hours of community service. Each student is expected to set both short and long term goals; maintain a “C” average in every class; participate a minimum of weekly counseling sessions; and learn and apply a school creed during their assignment at Grand Park. The intent is to return !

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students to the home school with sound decision making skills, and a desire to continue on a more productive path throughout their school career and lives in general. Mattie V. Rutherford Alternative Education Center is a short term disciplinary program that serves students in grades 6- 8, according to its 2007-08 school improvement plan. Students have multiple Class II referrals and first time Class III or Class IV offenders and are usually enrolled for a minimum of forty-five (45) days. Each student continues with their academic courses under a rigorous individual study plan. They also experience intensive individual and group counseling in an effort to help them improve their selfconcept and modify their behavior. The following chart describes demographics of the two disciplinary centers as of October 2008: CHART: DESCRIPTION OF STUDENTS AT DISCIPLINARY CENTERS (as of October 2008) Disciplinary Center

Total Students

6th

7th

Grand Park 158 12 23 Center Mattie V. 148 35 65 Rutherford Total 306 47 88 Source: Duval County Public Schools

8th

9th

10th

11th

12th

Black

White

19

49

33

16

6

141

14

Free and Reduced Lunch 81

102

37

84

48

67 49 33 16 6 243 51 165 Instructional Research and Accountability Department

The per student allocation for the two disciplinary centers are the following: • $12,644 for Grand Park based on a total budget of $2,654,231 for 210 projected students attending the school on a daily basis; and • $11,840 for Mattie V. Rutherford based on a total budget of $2,344,224 for 198 projected students attending the school on a daily basis. The two Centers appear to be under-capacity because they are budgeted to serve 408 students, but in October 2008 they were only serving 306 or 75% of the budgeted capacity. District staff, however, indicates that enrollment at the two Centers builds over the year to maximum capacity. The District indicates that disciplinary centers are successful as recidivism of participating students is low after they return to their home school. Another effectiveness measure could be school year promotion in current and subsequent years as well as eventual graduation. ARE THERE OPPORTUNITIES TO IDENTIFY RESOURCES TO SUPPORT ADDITIONAL STRATEGIES FOR OFF-TRACK STUDENTS? In order for the District to address the feasibility of increasing the scale of or changing its strategies for helping off!

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track students it must determine whether there any opportunities within its current budget to redirect resources. District senior managers provided an overview of the challenges that it faces with its budget and the impact of recent State fiscal decisions. Those challenges include the following: •

Transportation is funded at 53% of cost, requiring additional funding of $21 million.

•

Day care costs require extra funding of $1.4 million for services provided to teen mothers and their babies.

•

It takes $12.4 million in small school add-ons to cover overhead costs at low enrollment schools. The chart below provides specific information about small school amounts by school.

Low Enrollment Schools DCPS has 39 schools that are at less than 75% capacity, resulting in 14,000 empty seats. Additionally, District budget managers report that DCPS currently budgets some $12.4 million for school add-ons to cover overhead costs at low enrollment schools. The following chart identifies 23 schools that are allocated an additional $4.6 million, at least $170,000+ each, for school year 2009. The remainder is spread over another 77 schools.

School Eugene Butler Middle School Bank of America Learning Academy Rutledge Pearson Elementary School West Jacksonville Elementary School John Love Elementary School Pickett Elementary School Spring Park Elementary School Northwestern Middle School Long Branch Elementary School Sallye B Mathis Elementary School Stonewall Jackson Elementary School Arlington Middle School Landon Middle School Justina Road Elementary School Wesconnett Elementary School S A Hull Elementary School Mamie Agnes Jones Elementary School Henry F Kite Elementary School Ruth N Upson Elementary School R V Daniels Elementary School Rufus E Payne Elementary School

$ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $ $

2009 Amount 282,849.00 231,755.00 217,678.00 212,896.00* 211,133.00 209,181.00 206,866.00 203,188.00 201,704.00 199,005.00 198,392.00 197,819.00 191,587.00 189,564.00 189,207.00* 184,914.00 182,652.00 181,582.00 181,067.00 177,685.00 176,283.00 !

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West Riverside Elementary School Biltmore Elementary School TOTAL

$ 173,514.00 $ 171,617.00 $ 4,572,138.00

Source: Duval County School District To address its facility issues, the School District started a comprehensive process of developing a long-range plan for its educational facilities. This effort will result in the development of the Academic and Community Excellence (ACE) Plan. The District’s goal is to provide all students equitable, appropriate, flexible, safe and secure environments. Recommendations currently being discussed include changing school boundaries, consolidating elementary and/or middle schools, creating new K-8 schools, and closing schools. This process has included opportunities for community involvement and feedback on various scenarios. Recommendations will be made to the School Board at its November 2008 meeting and may result in additional funds being available within the District’s budget. (*NOTE: DCPS staff is recommending the consolidation of three elementary schools: (1) Wesconnett into Cedar Hills and Oak Hill, (2) Finegan into Mayport, and (3) West Jacksonville into SP Livingston. Boundary changes were also recommended for a number of elementary schools. There are no current consolidation recommendations for middle or high schools.) WHAT IS THE GRADUATION PATHWAY FOR DUVAL COUNTY SCHOOL STUDENTS? The vision of the Duval county school district is that all students graduate with knowledge and skills to be successful in post-secondary education and/or the workforce. The District has aligned its high school graduation requirements with the admissions requirements for state universities, the state’s highest tier of post-secondary education. The District should be commended for its strongly held belief that all students can achieve at the highest level of academic rigor. This works very well for the 60% of every ninth grade class that graduates. Regrettably, however, too many ninth graders do not earn their high school diploma. Graduation Requirements Duval County Public Schools (DCPS) has adopted rigorous high school graduation requirements for students to earn a standard diploma. DCPS graduation requirements significantly exceed State requirements in math, science and word language (see Appendix A). DCPS requirements also significantly exceed graduation requirements of other Districts which, except for Hillsborough County, mirror state mandates. 1) Duval is the only district that requires 26 credits, compared to the State and other districts which require 24 credits.

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2) Duval is the only district that requires four science credits for all students, compared to the State and other districts which require 3 science credits. This strategy is supported by the American Diploma project. 3) Duval and Hillsborough are the only districts that require world language credits and specify geometry and algebra II as two of the required math credits. However, Hillsborough has three graduation paths (career preparatory, college/career preparatory and advanced college preparatory) whereas Duval has only one graduation path. World language credits are required for students to earn a Florida Bright Futures scholarship. (NOTE: Hillsborough had a graduation rate of 79.1%. It also has more high school students than Duval County. The percentage of high school students with disabilities is the same, 11.9% for Duval County and 11.7% for Hillsborough County.) Appendix A provides an overview of graduation requirements mandated by the State of Florida as well as requirements in several Districts (Duval, Hillsborough – both Career Preparatory and Career/College Preparatory - Palm Beach, Broward, and Orange counties). (NOTE: The District is now talking about revising its graduation requirements. Changes being discussed including reducing number of required credits to 24, eliminating world language and Keystone class as required credits, reducing required science credits from four to three, giving teachers less planning time, and reducing annual credits from eight to seven. The Board may act on Superintendent’s recommendations at its February 2009 meeting. It will be important to identify and encourage students who may qualify for a state scholarship to earn world language credits because they are required for scholarship eligibility.) Acceleration Opportunities Duval County was one of three sites to receive a College Board EXCELerator Grant. Other sites are Chicago and Washington, DC. The focus is to provide all students the opportunity to take Advanced Placement (AP) courses. The grant helps fund support systems and teacher training. Principals are also engaged in professional development. Every high school has acceleration through AP classes. The number of students taking AP exams has tripled from 4,037 in 2005-06 to 12,217 in 2007-08. Students took 20,712 tests in 2007-08 with students passing 4,892 of those tests for a pass rate of 24%. (The pass rate in 2005-06 was 46% or 3,651 tests passed of 7,995 tests taken.) However, research supports the value of taking an AP course, even if the student does not receive a 3 or higher on the exam. Higher rates of college courses attempted in high school are positively correlated with college completion.

Dual enrollment programs are available at some high schools. This allows the student to obtain college credit from FCCJ or another college, essentially starting their college !

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transcript. A teacher must have a master’s degree as well as 18 hours in the specific discipline in order to teach a dual enrollment class. Both FCCJ and the school district receive FTE funding for a student in dual enrollment classes. A high school can only offer dual enrollment option if it has qualified teachers or the student can attend classes at the community college. The District currently has about 25 to 30 teachers who are teaching dual enrollment classes at public high schools, with Fletcher High School having the largest program. The high school teachers essentially serve as an FCCJ adjunct. The district would like to increase its dual enrollment capacity in career and technical areas and is actively working collaboratively with FCCJ to do so on both high school and community college campuses. Teachers must have a different certification to teach those career and technical classes. Early College, available at Lee and Ribault high schools, also uses the dual enrollment mechanism. Students participate in honors 9th and 10th grade classes at the high school. Ribault students then typically attend classes at FCCJ’s northwest campus and Lee students usually attend classes at Kent campus in 11th and 12th grades. The students can, however, attend any community college. Books and transportation are provided for students attending early college. Early college students may earn up to 60 postsecondary credit hours (associate in arts degrees) and their high school diploma simultaneously. There are 162 students from Lee and 75 from Ribault participating in Early College program. Career And Technical Education Opportunities In addition to earning required academic credits, many DPCS students also have the opportunity to participate in career and technical education (CTE) classes that provide them additional workforce skills and knowledge. Approximately thirty-one percent (31%) of high school students participated in a CTE class and eight percent (8%) participated in CTE course of study during school year 2007-08. The District has outlined an ambitious plan to increase the number of students enrolled in career academies which feature many best practice strategies. Additionally, the State of Florida will start providing more FTE funding for students who obtain an industry certification, potentially boosting the District’s resources, in 2008-09. Passed in 2007, Florida’s Career and Professional Education Act (CAPE) includes a number of measures to improve the quality and perceived value of high school CTE programs in the state. Each District is required to have one operational CAPE program no later than the 2008-09 school year. The Florida Department of Education will begin providing back end funding of .30 FTE for each student who earns an industry credential in school year 2008-09. Currently, the District does not have any career academies that meet national standards. One of the biggest challenges is cohort scheduling, a national requirement, but DCPS !

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expects to meet the 2008-09 benchmark of career academies in five high schools meeting National Standards of Practice. The majority, fifty-nine percent (59%) or 1,555, of the District’s CTE students attend Frank Peterson or A. Philip Randolph Academies of Technology, magnet high schools that are wall-to-wall career programs. In addition to meeting core academic classes required for graduation these students also participate in CTE classes. Other high schools with large CTE programs include Andrew Jackson in Health Science (280 students), Wolfson in Finance (169 students), Terry Parker in International Business (141 students), Raines in Information Technology (123 students) and First Coast in International Trade and Logistics (102 students). Appendix B provides a detailed breakdown of career academies, baseline enrollment and projected enrollment for school year 2012-2013. WHAT BEST PRACTICES ARE THE DISTRICT AND COMMUNITY IMPLEMENTING TO HELP STUDENTS? The District and community partners are working collaboratively to implement best practice programs, such as targeted interventions for struggling students and summer transition programs. Achievers for Life Initiative (AFL) United Way of Northeast Florida contracts with Jewish Family and Community Services and Communities In Schools to operate AFL. AFL, now in four middle schools, is a voluntary program that identifies, targets, recruits and serves 6th grade students and their families who meet the following criteria: unexcused school absences (21+) during the prior school year; a grade point average of 1.5 or lower or failure in math or language arts; or three or more serious disciplinary referrals. AFL includes: •

Family Advocates who work with the family to identify student and /or family obstacles that impede academic progress and success and connection to community resources to resolve those obstacles;

•

Connection of students to achievement advocates, paid and volunteer, who monitor grades, classroom behavior and school attendance; and

•

Identification and implementation of school-wide strategies to keep students and families engaged in learning and help smooth the transition from elementary school to middle school.

UWNEFL and Duval County Public Schools are working collaboratively to determine the progress of AFL students, including comparing them to a similar group of non-participating students. Pilot year results show that AFL students had a 10% higher promotion rate, 35% fewer suspensions and 36% fewer course failures than a comparison group. Additionally, the GPA for AFL students increased 31% from 1.6 at the end of their 5th grade year to 2.1 at the end of their 6th grade year. !

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United Way expects to serve nearly 450 students through the AFL initiative during school year 2008-09. This includes 147 current AFL students and 150 new sixth graders at Ft. Caroline and Arlington Middle Schools as well as 150 incoming sixth graders at Matthew Gilbert and Northwestern Middle Schools. Summer Transition Programs Terry Parker and Wolfson High Schools operated transition programs in summer 2008. Terry Parker High School offered a half day program on three consecutive days. Program components included acclimation (obtaining ID badges and locker assignments; learning class and bell schedules; meeting staff, teachers and fellow students); relationship development (team building and communitybuilding activities with students, teachers, and school staff); character and personal development (activities to address responsibility, respect and involvement); and review of tools of success (attendance, organization, study skills and understanding promotion requirements). One hundred twenty students attended each day. Wolfson High School held a two week math summer bridge program. Two three hour sessions were held each day. Most of the 91 students participating in the summer bridge program were rising eighth graders assigned to Wolfson High School. The two-week program was written by teams of teachers working together to generate daily lessons which satisfied the learning objectives, provided engaging activities, and deeply involved students in the learning process. Each day included basic math skill development. Non-graded, formative assessments were created by the teams to track academic progress and provide descriptive feedback for students. After the lessons were constructed, teams presented the curriculum to the group which juried the lesson and made suggestions for any needed changes or additions. The collegial conversations regarding lesson development represented a true professional learning community. Since each teacher would be tasked with teaching lessons developed by their peers, they were acutely focused on how the lesson would be delivered, the materials required, time allotments, and student perceptions. The pretest or baseline assessment was given at the beginning of morning and afternoon class sessions to establish level of student background knowledge. The assessment included 30 questions in the following categories: whole numbers, integers, fractions, number sense, math symbols and math translation. A close examination of the summative assessment results reveals the following:

• • • • • •

The average increase for students who took both pretest and post-test was 57.2 %. The high score moved from 76% to 100% correct. 38 % of students scored 80% or higher on the post-test. 64% of students scored 70% or higher as compared to the pretest results of only 9% Student scores showed marked improvement in every math category. Some of the greatest growth was in the area of fractions.

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! WHAT ARE THE DISTRICT’S AND COMMUNITY’S STRATEGIES FOR HELPING DISCONNECTED STUDENTS WHO HAVE FALLEN OFF THE GRADUATION PATHWAY? There are a limited number of opportunities for a disconnected student in Duval County to reconnect with the graduation pathway and to try to earn their high school diploma. The District has two primary strategies: Comprehensive Accelerated Learning Centers (discussed in Dropout Prevention Strategies) and Drop Back In Academy. Community strategies, include but are not limited to, Pathways Academy at Florida Community College Jacksonville (FCCJ) and PACE Center for Girls. As outlined in the following chart, there are an estimated 1,838 disconnected students participating in these various options potentially leading to a standard diploma: CHART: NUMBER OF PARTICIPANTS IN DROP OUT RECOVERY PROGRAMS Program Number of Annual Participants Drop Back In Academy

1,448

Pathways Academy

200

PACE Center for Girls

190

Total

1,838

Additionally, FCCJ reports that 1,220 youth, ages 16 to 18 years old, participated in Adult Basic Education classes. These classes are essentially opportunities for intensive remediation, including options for students classified as beginning literacy to those that are high literacy. Adult Basic Education classes can help a student earn a GED, not a high school diploma. Drop Back In Academy The District started contracting with Alternatives Unlimited in school year 2006-07 to operate Drop Back In Academies to provide dropouts the opportunity to re-engage and earn credits for their high school diploma. Alternatives Unlimited, a private, for-profit company, operates Drop Back In Academy. The primary goal of the Drop Back In Academy is to recover these students and assist them in earning a standard high school diploma through computer-assisted instruction and direct teaching strategies. The computer-assisted lessons, in combination with whole group instruction in English, Math, Science, Social Studies and electives, allow students to pick up wherever they left off in traditional high school. There are also Life Skills sessions aimed at workplace skills and behaviors so students can become successful employees.

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Students work at their own pace completing high school courses. They may earn up to 12 credits a year. The student's schedule is designed to fit his or her individual needs and provides five hours of instruction per day. Instructional assistance is provided by the certificated teachers and paraprofessionals. Students work on their high school courses via the use of NovaNet software, which meets all district and state standards. Students are also administered the FCAT and receive tutorial services to enhance full program completion. Students enrolled in the Drop Back In Program are seeking either a standard diploma, special standards diploma, or a Certificate of Completion. They are not able to return to DCPS once they start at Drop Back In. District staff reports that Drop Back In Academy students accomplished the following in school year 2007-08:

CHART: DROP BACK IN ACADEMY NUMBER OF STUDENTS AND CREDITS EARNED (2007-08) Grade Level Number of Students Number of Credits Earned Enrolled at the End of in 2007-08 2007-08 9th Grade 458 408 th 10 Grade 346 305 11th Grade 272 211 th 12 Grade 372 2,232 TOTAL 1,448 3,156 Additionally, District staff report that 175 participating students accomplished the following: 87 students earned a standard diploma 87 students earned a certificate of completion 1 student a special standards diploma District staff also report that Alternatives Unlimited experienced significant difficulties in entering student, teacher, and school information into its information system in 20072008. The company needed to employ a team of DCPS employees to correct the entry of information. According to staff that correction was largely, but not totally, complete, as of August 2008. The District estimates that it will provide Alternatives Unlimited nearly $4 million in school year 2008-09. The source of funds includes FTEs generated ($3.5 million), Supplemental Academic Instruction – Remediation ($110,000) and Class-Size Amendment funds ($340,000). The exact amount of funding is dependent upon the precise number of students enrolled at the October and February FTE surveys. The District retains five percent of FTE funds generated. The Drop Back In Program is located in leased space at !

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twelve community-based sites geographically distributed around the city in either churches or community buildings. FCCJ Pathways Academy Florida Community College Jacksonville (FCCJ) operates Pathways Academy, a charter high school located on its downtown campus. Students have two options for exiting Pathways: (1) GED Exit Option, a one year program, that allows the student to obtain a standard diploma if they have a 2.0 GPA, pass the 10th grade FCAT and pass the GED, or (2) Credit Recovery, a two year program, that allows the student to recover credits and obtain their diploma if they have a 2.0 GPA and pass the 10th grade FCAT. Forty-five students graduated from Pathways Academy in Spring 2008. Most used the GED Exit Option. Every student participates in dual enrollment classes, allowing them to also earn college credit. (According to the FCCJ website, students are able to take introductory and workforce courses in the following areas: Information Technology, Business and Financial Services, Computerized Manufacturing and Robotics, Automotive Service and Collision Technology, Biomedical Equipment Technology, Biotechnical Laboratory Technology, or Construction Management and Trades.) A block schedule is used with the high school classes being scheduled around college classes. The college is considering allowing students the option of flexing part of their college schedule to accommodate work hours. Essentially, this would allow the student to take some of their college classes during the evening. Pathways Academy is not an intensive remediation program nor is it an early exit option for high school students. Because it is not intensive remediation, the eligibility criteria are fairly high: students must test at 9th grade in reading, 7th grade in math, and 7th grade in language on the Test of Adult Basic Education (TABE). Only about 50% of students who take the TABE are eligible for Pathways based on its eligibility criteria. Because of the dual enrollment component, each applicant must also take the College Placement Test (CPT). Additionally, Pathways does not accept students who had Class III violations while in DCPS. They will, however, take students with multiple Level II violations. Pathways Instruction The Pathways instructional approach rests on three key processes: building rudimentary skills, promoting core knowledge, and using project-based learning. Instructors reportedly know the names of all their students, increasing the personalization of the environment, within two weeks. Additionally, instructional methods are adapted to meet student needs, including use of active learning and open-ended questions and linking learning to relevance in student daily lives. New software will soon allow instructors to connect three core subjects to each other and to ensure that content is aligned to Sunshine State Standards. Students must also participate in employability skills (Jobs for Graduates) which focus on twenty workforce preparation competencies (ethics, resume writing, etc.). Students are !

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also required to complete ten hours of community service and participate in additional activities, including field trips. Support Services Pathways Academy staff includes five career coaches who work intensively with participating students. The career coaches serve as case managers and guidance counselors. They identify barriers to student success and help students develop strategies to address barriers. The frequency of meetings between career coaches and students is dependent on each student’s specific situation. Each coach carries a caseload of at least 35 active Pathway students. Coaches build relationships with the students and their parents and/or other supportive adults. Coaches also serve as resource to Pathways instructors giving them feedback, as appropriate, about barriers to student learning. Coaches also follow-up with students, including those exiting as graduate and those separated for other reasons. If a student separates without completing Pathways, then they are referred to a community program, such as Job Corps or Drop Back In. Nonactive Pathway students are contacted at least monthly for follow-up. Adult Basic Education Classes FCCJ recently developed Pathways Pre-Academy for students who do not qualify based on TABE criteria. These potential students may attend tutorials and take practice tests to reacquaint hem with testing process. FCCJ is looking at making the Pre-Academy a year round support for potential Pathways students. Students in need of intensive reading or math remediation are referred to Adult Basic Education (ABE) classes. ABE classes currently are available to students testing above 3rd grade. FCCJ is reportedly considering increasing this to 5th grade. Lower scoring students are referred to community literacy partners for intensive one-on-one services. FCCJ staff estimate making about 200 referrals each year. PACE Center for Girls Starting in Jacksonville in 1985, PACE Center for Girls is local public school number 81 in Duval County, operating a 12 month education program. In 2006-07, PACE Center Jacksonville served 193 girls, with average daily enrollment of 87. Four hundred thirty-two (432) girls were served in transition and follow-up components. The average age of participating girls was 15, with a range of 12 years to 18 years old. These are girls who were not successful in the public school system. Seventy percent have a history of emotional, physical or sexual abuse and are typically experiencing emotional issues from their victimization. PACE Center for Girls has two educational tracks: a credit recovery track for middle school students (sixth, seventh and eighth grade classrooms) and a GED exit option for high school students. The average length of stay is 13.5 months. Girls who return to the public school system typically return on grade level. Most high school students do not return to the public school system but usually exit with a GED. !

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PACE employs thirty-five staff, including 13 teachers. The ratio of teachers to students is one to twelve in all classrooms. Students participate in remedial reading and math classes. Disruptive student are not removed from the classroom at PACE. New teachers at PACE usually have to adjust to this policy. Counselors will help teachers with their classroom management strategies. Other unique characteristics of PACE include: •

A group meeting is held every morning in the activity center.

•

Counselors meet with each girl at least every other week.

•

The Spirited Girl curriculum addresses intellectual, physical, emotional, sexual, family and peer relations of the girls. It is taught every day.

•

A health clinic is available three days a week. A nurse practitioner provides pregnancy, HIV, and sexually transmitted disease testing. Monthly family visits are required.

•

Students are not court ordered to attend PACE because it is a prevention program. Staff track down students who do not show up for school.

•

PACE is developing a work certificate that will ensure employers that girls are ready to work.

•

PACE teachers report that their students can often pass math sections but not reading sections of FCAT.

PACE Center for Girls funding was cut four percent by DJJ as well as a reduction by DCPS in Title I funds for school year 2008-09.

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Learning and Recommendations from Options Work Group – December 7, 2008 Prepared by Lisa Pelle, Consultant for Learning to Finish

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APPENDIX B: ENROLLMENT BASELINE AND PROJECTIONS FOR CTE IN DUVAL COUTNY PUBLIC HIGH SCHOOLS Frank Peterson Academies of Technology Career Automotive Aviation Communications Culinary Early Childhood Education TOTAL

2007 Enrollment 250 113 301 213 108 985

Projected Enrollment 2013 300 300 301 250 150 1,301

A.P. Randolph Academies of Technology Career Criminal Justice Energy, Manufacturing and Construction Health Science Information Technology Fire and Rescue TOTAL

2007 Enrollment 41 88 235 191 15 570

Projected Enrollment 2013 82 176 400 335 120 1,113

2007 Enrollment

Projected Enrollment 2013

High School Englewood Wolfson Mandarin Terry Parker Sandalwood Fletcher Forrest Lee Ed White Baldwin Raines Ribault First Coast Jackson Stanton Paxon DASOTA Darnell AAA* TOTAL

Career BEAM – Building, Engineering Architecture and Manufacturing Academy of Finance Health Services Coastal and Environmental Sciences International Business Info Technology/GIS Hospitality and Tourism Education and Training Services Engineering Business and Entrepreneurship Teachers Academy Info Technology TBD International Trade and Logistics Health Science TBD TBD TBD TBD Information Technology

12 169 0 26 141 61 0 23 99 36 0 123 0 102 280 0 0 0 0 0 1,072

250 274 200 200 228 200 150 250 300 250 100 198 120 200 400 120 120 120 120 300 4,100 !

Learning and Recommendations from Options Work Group – December 7, 2008 Prepared by Lisa Pelle, Consultant for Learning to Finish

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