Brevard County Public Schools Dr. Richard A. DiPatri, Superintendent 2008 …eagendatoc.brevardschools.org/09-09-2008 Regular School... · 2008-09-09 · Eva Lewis, Director OFFICE

Brevard County Public Schools Dr. Richard A. DiPatri, Superintendent

2008-2009

SCHOOL BOARD OF BREVARD COUNTY

Educational Services Facility 2700 Judge Fran Jamieson Way

Viera, Florida 32940-6699

SCHOOL BOARD MEMBERS Janice Kershaw, Chairman

Amy Kneessy, Vice Chairman Larry Hughes Robert Jordan

Dr. Barbara A. Murray

SUPERINTENDENT Dr. Richard A. DiPatri

DIVISION OF CURRICULUM AND INSTRUCTION ASSOCIATE SUPERINTENDENT

Brenda Blackburn

AREA SUPERINTENDENTS Dr. Ronald Bobay

Dr. Thomas McIntyre Sandra Demmon

OFFICE OF ELEMENTARY PROGRAMS

Lynn Spadaccini, Director

OFFICE OF SECONDARY PROGRAMS, SENIOR Dr. Walter Christy, Director

OFFICE OF SECONDARY PROGRAMS, MIDDLE

Elizabeth Thedy, Director

OFFICE OF EXCEPTIONAL EDUCATION PROGRAM SUPPORT Eva Lewis, Director

OFFICE OF EARLY CHILDHOOD AND TITLE I PROGRAMS

Teresa Wright, Director

OFFICE OF CAREER AND TECHNICAL EDUCATION Margaret Lewis, Director

OFFICE OF EXCEPTIONAL EDUCATION ADMINISTRATIVE SUPPORT

Dr. Karen Palladino, Director

ACKNOWLEDGEMENTS

Grateful appreciation is extended to the following personnel who assisted in the preparation of the Plan.

2004-2005 Review Team Lynn Spadaccini, Director .................................Office of Elementary Programs Walt Christy, Director ........................................ Office of Secondary Programs Margaret Lewis, Director.................................... Office of Applied Technology Eva Lewis, Director........................................... Exceptional Student Education Pamela Gillette, Director ......... Office of Early Childhood and Title 1 Programs 2005-2006 Review Team Lynn Spadaccini, Director .................................Office of Elementary Programs Walt Christy, Director ........................................ Office of Secondary Programs Margaret Lewis, Director.................................... Office of Applied Technology Eva Lewis, Director........................................... Exceptional Student Education Maureen Ferrie, Acting Director........................ Office of Early Childhood and

Title 1 Programs 2006-2007 Review Team Lynn Spadaccini, Director .................................Office of Elementary Programs Walt Christy, Director ........................................ Office of Secondary Programs Margaret Lewis, Director.................................... Office of Applied Technology Eva Lewis, Director........................................... Exceptional Student Education Teresa Wright, Director........... Office of Early Childhood and Title 1 Programs 2008-2009 Review Team Lynn Spadaccini, Director .................................Office of Elementary Programs Walt Christy, Director ........Office of Secondary Programs, Senior High School Elizabeth Thedy, Director.......... Office of Secondary Programs, Middle School Eva Lewis, Director........................................... Exceptional Student Education Margaret Lewis, Director...................Office of Career and Technical Education Teresa Wright, Director........... Office of Early Childhood and Title 1 Programs Dr. Karen Palladino, Director ............................ Exceptional Student Education Linda Jennings, Principal................................................. Columbia Elementary Donna Neill, Principal ..................................................... Pinewood Elementary Cindy Wilson, Principal ..................................................Sherwood Elementary Tami Lanterman, Assistant Principal ................................ Williams Elementary Rick Sheppard, Assistant Principal .................................Freedom 7 Elementary Tara Taylor, Assistant Principal.................................. Port Malabar Elementary

Jeannie Judnich, Resource Teacher...............................................Equity/ESOL

2008-2009 Review Team (continued) Barbara Rodrigues, Principal, ........................................Hoover Middle School Jeremy Salmon, Principal .............................................DeLaura Middle School Rosette Brown, Principal ............................................... McNair Middle School Todd Scheuerer, Principal ......................................... Southwest Middle School Richard Myers, Principal ..............................................Kennedy Middle School Rob Fish, Principal ........................................................Johnson Middle School Cyndi Van Meter, Principal ............................................ .Columbia Elementary

Nel Marshall, Assistant Principal.................................... Edgewood Jr. Sr, High Christine Moore, Assistant Principal ......................................... EauGallie High John Small, Assistant Principal.....................................................Bayside High Lena Wiebelt, Assistant Principal ................................................Palm Bay High Kate Setterbo, Assistant Principal................................................. ..Bayside High John Prasek, Assistant Principal ..................................................Astronaut High Terri Kulaga Greene, Assistant Principal ................................... .Rockledge High Ilene Herr, Assistant Principal ....................................................... Satellite High Stephanie Soliven, Assistant Principal .............................................. .Cocoa High Margaret Brugman, Assistant Principal ......................... .Space Coast Jr. Sr. High Joyce Cochran, Counselor ............................................................. Bayside High David Goodman, Resource Teacher..............................................K-12 Guidance Patty Adams, Resource Teacher ...........................................Secondary Programs Ann Marie Hubscher, Resource Teacher...............................Secondary Programs Hope Ascher, Resource Teacher........................ Accelerated Programs and SSNP

Student Progression Plan

2008-2009 Table of Contents

LEGAL FOUNDATION OF THE STUDENT PROGRESS PLAN ....................................i FOREWARD .........................................................................................................................i INTRODUCTION ................................................................................................................ii RESPONSIBILITIES ...........................................................................................................ii Teacher..................................................................................................................................ii Principal ...............................................................................................................................iii Parent ...................................................................................................................................iii Student .................................................................................................................................iii MAKE-UP WORK ..............................................................................................................iv STUDENT PERFORMANCE STANDARDS ....................................................................iv GENERAL INFORMATION ..............................................................................................1 Report Cards .........................................................................................................................1 End of Year Status ................................................................................................................1 No Academic Exemptions Based on Student Attendance ....................................................1 School Grading System.........................................................................................................1 Public School Student Progression; Remedial Instruction; Reporting Requirements .......................................................................................................2 Comprehensive Program for Student Progression ................................................................2 Retention: Alternative Placement ........................................................................................3 Resource Allocation..............................................................................................................3 Assessment and Remediation ...............................................................................................3 Progress Monitoring Plan (PMP)......................................................................................3, 4 Brevard PMP Requirements .............................................................................................4, 5 Social Promotion Elimination...............................................................................................5 Promotion Good Cause Exemption from Mandatory Retention, and Retention ........................................................................................................................5 Requests for Good Cause Exemptions..................................................................................6 Annual Reports .....................................................................................................................6 Parent ............................................................................................................................6 Local Newspaper...........................................................................................................6 Physical Education Policy.....................................................................................................7 Intent .............................................................................................................................7 Strategies ...................................................................................................................7, 8 Rationale .......................................................................................................................8 HB967 ...........................................................................................................................8 SB610..................................................................................................................8

ELEMENTARY SCHOOLS (GRADE K-6) PROGRESSION PLAN Entrance Requirements .......................................................................................................10 Mandatory School Age ...............................................................................................10 Initial Entry to Kindergarten .......................................................................................10 Initial Entry into First Grade .......................................................................................10 Transfer Requirements ...........................................................................................10-12 Kindergarten Readiness Uniform Screening ......................................................................12 Elementary Student Performance Standards.......................................................................13 Comprehensive Program for Student Progression ..............................................................13 Elementary Report Cards ............................................................................................13 Grading Below Grade Level Students...................................................................13, 14 ESOL Student Consideration ........................................................................................14, 15 Elementary Reading Deficiency .........................................................................................16 Intensive Reading Instruction .............................................................................................16 Mandatory Retention ..........................................................................................................16 Parent Notification ........................................................................................................16, 17 Successful Progression for Retained Students ..............................................................17, 18 Reading Enhancement and Acceleration Development (READ) Initiative ................19 Intensive Acceleration Class for Retained 3rd Grade Students Who Receive a Second Retention in Third Grade ................................................19, 20 Mandatory Retention Exemptions for Good Cause ............................................................21 Good Cause Exemptions: Grades K, 1 and 2........................................................................................................21 Grade 3 ..................................................................................................................21, 22 Grades 4-6 .............................................................................................................22, 23

Mid-Year Promotion for Retained Third Graders...............................................................24 Acceleration ................................................................................................................25 MIDDLE SCHOOL STUDENT PROGRESSION PLAN Alternative Scheduling........................................................................................................27 Middle School Instructional Program.................................................................................27 Instructional Day.................................................................................................................27 Report Cards .......................................................................................................................27 Grading Scale......................................................................................................................27 Parent Notification ..............................................................................................................28

Promotion Criteria ..............................................................................................................28 Promotion....................................................................................................................28

Middle Grade Definition.....................................................................................................28 General Requirements for Middle Grades Promotion ..................................................28, 29 Middle Grades Intensive Reading Requirement and Middle Grades

Mathematics Remediation ..................................................................................................29 Middle Grades Promotion: Grade Configurations .............................................................29

Middle and High School Grading System, Grades 6-12.....................................................30 Good Cause Exemptions From Mandatory Retention ..................................................31, 32 Retention .............................................................................................................................33 Options for Assistance ........................................................................................................33 Acceleration ........................................................................................................................34

Middle School Progression and the Limited English Proficient Student......................34, 35 Transfer Students (public school, private school, home school umbrella) .........................35 Home Education............................................................................................................35, 36

Students Without Records...................................................................................................36 High School Definition of Credit and Transfer or Credit Guidelines.................................36 Credit Toward Graduation ..................................................................................................37 Grade Forgiveness ........................................................................................................37, 38 No Academic Exemptions Based on Attendance ...............................................................38 Distance Learning ...............................................................................................................38 Public School Student Progression ...............................................................................38, 39 Progress Monitoring Plan (PMP)..................................................................................39, 40 Diagnostic Assessments......................................................................................................40 SENIOR HIGH SCHOOL PROGRESSION PLAN Alternative Scheduling........................................................................................................42 Senior High School Instructional Program .........................................................................42 Instructional Day.................................................................................................................42 Report Cards .......................................................................................................................42 Grading Scale......................................................................................................................42 Parent Notification ..............................................................................................................43 Promotion Criteria ..............................................................................................................43

Promotion...............................................................................................................43-45 Good Cause Exemptions From Mandatory Retention ...................................................45-47

Retention .....................................................................................................................48 Options for Assistance ................................................................................................49

High School Progression and the Limited English Proficiency Student ......................48, 49 State Transfer of High School Credits ................................................................................50 Students With Records........................................................................................................50

High School Definition of Credit and Transfer of Credit Guidelines.................................51 High School Credit Toward Graduation .......................................................................51, 52 Grade Forgiveness ..............................................................................................................52 Graduation Requirements .............................................................................................53, 54 Standard and Accelerated High Graduation Options..........................................................54 Parent Notification of Graduation Options .........................................................................54 Accelerated Graduation Selection Requirements ...............................................................54 Graduation Option Selection/Parent and Student Responsibility .......................................55 Four Year Standard 24-Credit Program .........................................................................55-57 Graduation Standards..........................................................................................................57 High School Graduation Requirements in Excess of Minimum 24 Credits...........................................................................................57

Standard Diploma Awarding Three-Year Graduation Options ..........................................58 The Three-Year College Preparatory Program (18 Credits) ...............................................59

The Three-Year College Career Preparatory Program (18 Credits) .............................59, 60 Three-Year Graduation Options FCAT and GPA Requirements .................................60, 61 High School Graduation Requirements in Excess of Minimum Eighteen Credits .............61

Three-Year Graduation Programs.......................................................................................61 Notification of Grade 10 Completion .................................................................................62 Automatic Change to Four-Year Graduation Program.......................................................62 High School Graduation Credit Requirements Revised for Incoming Students entering in 2008-2009 .....................................................................................62-65 Establishment of Graduation Standards..............................................................................66 Advanced Placement Studies Diploma ...............................................................................66 Assistance for Students in Meeting Graduation Requirements ..........................................66

Standard Diploma Awarding ..............................................................................................66 Standard Diploma Awarding Three-Year Graduation Options ..........................................67 Reporting Requirements: Student Workforce Preparation ................................................67 Students With Disabilities...................................................................................................67 Strategies For Exceptional Students to Meet Standard Diploma Requirements.................67 Exceptional Student Education (ESE) Waiver....................................................................68 Grade Point Average...........................................................................................................68 High School Weighted Grading System – Rank-In-Class ..................................................69 Honor Graduates .................................................................................................................69 Valedictorian and Salutatorian............................................................................................70 No Academic Exceptions Based on Attendance.................................................................70 Basic Education Course Substitutions ................................................................................70 Distance Learning ...............................................................................................................71 Credit by Examination Program – Secondary Level Examination Program (SLEP)..................................................................................................................71 Voluntary Service Credit ....................................................................................................71 Course Credit for Courses Taken Prior to Ninth Grade......................................................71 High School Courses or Programs Excluded From Awarding Credit ................................72 Learning Opportunities for Out-of-State and Out-of-County (Graduation Requirements) Transfer Students Needing Additional Instruction to Meet High School Graduation Requirements.........................................72, 73 Military Personnel’s Dependent Children Transfer to Florida Schools and Equivalencies for Standardized Tests.............................................................73 Graduation Requirements for Foreign Students Without Records .....................................73 Public School Student Progression Plan .............................................................................74 Progress Monitoring Plan (PMP)........................................................................................75 Diagnostic Assessments......................................................................................................76 Alternative to High School Graduation ........................................................................76, 77

Adult Student High School Diploma............................................................................77 High School Equivalence Diploma Assistance Exception ...........................................77

Acceleration ........................................................................................................................78 Early Graduation...........................................................................................................78 Acceleration Mechanisms: Parental Notification ...................................................79-83

State Board of Education Review .......................................................................................84 Interinstitutional Articulation Agreement.....................................................................84, 85 Bright Futures Scholarship Program...................................................................................86

EXCEPTIONAL STUDENT PROGRESSION PLAN General Information............................................................................................................88

Progression ...................................................................................................................88 K-2 Grades....................................................................................................................88 ESE Student Working on Sunshine State Standards for Standard Diploma .........................................................................................................89

Graduation From High School as Related to a Free and Appropriate Public Education (FAPE) .........................................................................89, 90 Graduation Requirements ...................................................................................................90 Exceptional Student Education Diploma – Independent Level – Option 1 ..................90, 91 Exceptional Student Education Diploma – Independent Level – Option 2 ..................91, 92 Exceptional Student Education Diploma –Supported Level...............................................92 Exceptional Student Education Special Certificate of Completion ....................................92 Certificate of Completion ...................................................................................................93 ESE Guidelines ...................................................................................................................93

Documentation of Diploma Option ..............................................................................93 Certification of Mastery of Required Courses..............................................................93 Course Modifications for Exceptional Students ...........................................................93 Extended Year Services ................................................................................................94

CAREER & TECHNICAL EDUCATION STUDENT PROGRESSION PLAN Career Education Course Substitution ................................................................................96 Business Technology Education Course.............................................................................96 Networking Technology Dual Enrollment and Gold Seal Endorsement ............................97 Drafting (Industrial) Programs Dual Enrollment and Gold Seal Endorsement................................................................................................97 Drafting/Illustrative Design Technology Dual Enrollment and Gold Seal Endorsement.......................................................................................................98 Patient Care Technician Dual Enrollment and Gold Seal Endorsement.............................99 Early Childhood Education Dual Enrollment and Gold Seal Endorsement .....................100 Culinary Operations and Commercial Foods & Culinary Arts Dual Enrollment and Gold Seal Endorsement..............................................................................................101

APPENDIXES

General Information Brevard Physical Education Policy Implementation Procedure .............................Appendix No. 1 Best Practices Guidelines ..........................................................................................Appendix No. 2 Elementary School Sample Letter to Parents of 3rd Graders ............................................................. ..Appendix No. 3, 4 Sample Letter to Parents of Level 1 Students ..........................................................Appendix No. 5 Sample Letter For Substantial Deficiency................................................................Appendix No. 6 Flow Chart for Promotion/Retention of K-2 Students .............................................Appendix No. 7 Flow Chart for Promotion/Retention of 3rd Grade Students ....................................Appendix No. 8 Flow Chart Good Cause Exemption Student Portfolio 3rd Grade ...........................Appendix No. 9 Portfolio Guidelines for Third Grade Promotion ...................................................Appendix No. 10 Good Cause Exemption Student Portfolio – 3rd Grade ................................... Appendix No. 11, 12 Flow Chart for Promotion/Retention of 4-5 Grade Students.................................Appendix No. 13 Flow Chart for Promotion/Retention of 6th Grade Students.................................Appendix No. 14 Flow Chart Good Cause Exemption Student Portfolio 4th-6th Grades ....................................................................................Appendix No. 15 Sample Good Cause Exemption Notice..................................................................Appendix No. 16 Sample Retention Notice .........................................................................................Appendix No. 17 6th Grade Promotion Letter ......................................................................................Appendix No. 18 Promotion for Good Cause – Grades K-2 ..............................................................Appendix No. 19 Promotion for Good Cause – Grades 3 ...................................................................Appendix No. 20 Promotion for Good Cause – Grades 4-6 ...............................................................Appendix No. 21 Middle School Promotion Flow Chart Grades 7-8 ..........................................................................Appendix No. 22 Grade Level Assignment Procedures ............................................................... Appendix No. 23, 24 Good Cause Exemption Form .................................................................................Appendix No. 25 Promotions for Good Cause (FCAT – Grades 7-8) ...............................................Appendix No. 26 Good Cause Exemption Documentation Reading – Grades 7-8/Benchmarks ......................................................... Appendix No. 27, 28 Good Cause Exemption Student Portfolio Mathematics – Grades 7-8/Benchmarks ................................................. Appendix No. 29, 30 FCAT Reading/Math Parent letters ................................................................. Appendix No. 31, 32 Senior High School Promotion Flow Chart Grades 9, 10, 11 .................................................................Appendix No. 33 High School Graduation/Promotion Requirements, Grade 9 ................... Appendix No. 34, 35, 36 High School Graduation/Promotion Requirements, Grades 10-12 ....................................................................................... Appendix No. 37, 38, 39 Good Cause Exemption Form ................................................................................Appendix No. 40 Promotions for Good Cause (FCAT-Grades 9-11) ................................................Appendix No. 41 Good Cause Exemption Student Portfolio Reading – Grades 9-11/Benchmarks ....................................................... Appendix No. 42, 43 Good Cause Exemption Student Portfolio Mathematics – Grades 9-11/Benchmarks ............................................... Appendix No. 44, 45 FCAT Reading/Math Parent Letters ................................................................ Appendix No. 46, 47

LEGAL FOUNDATION OF THE STUDENT PROGRESSION PLAN

SECTION 1008.25, FLORIDA STATUTES, STUDENT PROGRESSION Each district school board shall establish a comprehensive program for pupil progression, which shall be based upon an evaluation of each pupil's performance, including how well the student masters the performance standards approved by the state board. The district program for student progression shall be based upon local goals and objectives, which are compatible with the state's plan for education. Pertinent factors considered by the teacher before recommending that a pupil progress from one grade to another shall be prescribed by the district school board in its rules. Each district comprehensive program for student progression shall reflect an effort to identify students at each grade level in grades 9 through 12 who have attained a cumulative grade point average of 2.0 or below. The program shall further include provisions for assisting such students to achieve the 2.0 cumulative grade point average required for graduation pursuant to Section 1003.43.

FOREWORD In compliance with Florida Statutes passed during the 1976 Legislative Session, Brevard County developed an initial Student Progression Plan. The document established guidelines, which have been implemented at appropriate levels in all schools in Brevard County. In the summer of 1978, a committee was appointed to revise this plan. In response to new legislation, the Student Progression Plan is revised and updated annually, based on input from school and district personnel and legislative and State Board Rule changes. This plan gives consideration to the best interest of individual students and complies with the State Statutes and State Department of Education Directives. All district level and school level instructional personnel, parents, and students are encouraged to study the requirements of the Brevard Public School Student Progression Plan, with the understanding that the legislative intent is to raise the quality of education in Florida. Some students may not meet one or more of the requirements for promotion and/or graduation. When this occurs, schools are expected to make every reasonable effort to assist students in meeting these requirements.

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INTRODUCTION

Satisfactory progress through Brevard Public Schools depends on the combined efforts of students, parents, and professional educators. With appropriate motivation and instruction, most students will make satisfactory progress. However, individuals may require varied amounts of time to develop their educational potential. The Student Progression Plan for Brevard Public Schools has been developed and revised to provide an instructional program in which each student can progress academically, emotionally, socially, and physically. This plan outlines provisions for promotion, retention, good cause exemptions from mandatory retention, acceleration, enrichment, or alternative assignments for all Brevard Public School students.

RESPONSIBILITIES RELATED TO STUDENT PROGRESSION

RESPONSIBILITIES OF THE TEACHER A. Use of the curriculum guides, scope and sequence charts, language arts, and mathematics

assessment information, B. Key student evaluation to Sunshine State Standards, FCAT item specifications, and district

adopted programs, C. Utilization of all available data including achievement tests, progress tests, daily

assignments, teacher observations, portfolios, past performance, and other available information to plan instruction and evaluate student performance,

D. Determination of the student's grades and to follow established district and school procedures

for reporting and recording them, E. Advise the Principal with regard to the grade level assignment of students, F. Inform parents or guardians of student progress and to seek their assistance in meeting

student needs, G. Help students acquire study skills and self-discipline needed to complete their subjects

successfully, H. Schedule conferences with parents if progress reports indicate their child is having difficulty, I. Follow the Student Progression Plan as it pertains to grade level assignment.

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RESPONSIBILITIES OF THE PRINCIPAL

A. Administration of the Student Progression Plan within the school,

B. Assist and supervise teachers in utilizing curriculum guides, scope and sequence charts,

Sunshine State Standards, FCAT item specifications, and assessment information, and to assist and supervise teacher preparation of additional subject goals and objectives,

C. Make final decisions regarding the assignment of specific students,

D. Insure that parents or guardians are advised of student progress and of the possible

retention of their child as soon as possible,

E. Make available to all parents or guardians and students a copy of the Student Progression Plan at the time the student is officially enrolled in the school if requested

RESPONSIBILITIES OF THE PARENT

A. Insure consistent school attendance by the student, B. Encourage student to have good study and work habits, self-discipline and respect for

schools and school personnel, C. Review official interim and progress reports from the school at the end of each grading

period and to schedule conferences with teachers if such reports indicate their child is having difficulty,

D. Honor requests for conferences from school officials whenever possible, E. Respond promptly to all requests from the school for information, F. Stay informed of their child(ren)'s progress through scheduled parent-teacher

conferences, progress reports, and communications from the school.

RESPONSIBILITIES OF THE STUDENT

A. Make an effort to accomplish all objectives in each subject, B. Maintain good attendance, C. Deliver all report cards and other communications from the school to the parent(s), D. Develop good study habits and self-discipline, as well as accept additional help from

available educational personnel and parents if experiencing school related problems, E. Make their best effort in taking all tests, including teacher made, achievement and

assessment.

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MAKE-UP WORK Students may be able to make up any work missed for grade or credit within the nine (9) days per semester or the (4) days within a 9-week period for schools on a block schedule. All educational requirements for the course shall be met before a passing grade and/or credit is assigned. The student shall have a reasonable amount of time, left up to the discretion of the teacher, to complete make-up work. Principals may grant extensions to make up time limit for extenuating circumstances. The principal shall determine, in consultation with teachers, when appropriate, whether the student should be given the opportunity to make-up schoolwork and course requirements missed while absent due to out-of-school suspension. If this privilege is given, the student shall have a reasonable amount of time left up to the discretion of the teacher following suspension to complete the schoolwork missed and shall do so on his or her own initiative. STUDENT PERFORMANCE STANDARDS

All Brevard Public Schools provide appropriate instruction in the state adopted student performance standards in reading, writing, mathematics, science, computer literacy, economics, geography, government, and history and in the state adopted standards in mathematics, science, social studies, and writing. In addition, student performance standards for each course in grades 9-12 for which credit toward graduation is awarded have been developed and are adopted by the School Board as part of the Student Progression Plan. These student performance standards relate directly to the intended outcomes specified in the curriculum frameworks adopted by the State Board of Education and are reviewed by the Instructional Division to insure that they are conceptually and pedagogically consistent with State Board approved course student performance standards in each district course for which statewide standards have been adopted. In grades 6-8, state adopted curriculum frameworks provide the basis for instruction in mathematics, science, language arts, social studies, foreign language, health and physical education, fine and performing arts, and applied technology. Provision is also made for teaching computer literacy and critical thinking skills.

General Information

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GENERAL INFORMATION REPORT CARDS — s.1003.33 (1), F.S. The Report Card shall clearly depict and grade the following:

• Academic performance in each class or course in grades 1 through 12 based on examinations, as well as written papers, class participation, and other academic performance criteria;

• Conduct and behavior;

• Attendance, including absences and tardiness; • Report Cards issued quarterly in accordance with the Brevard Public School Calendar,

which is distributed to schools and community prior to the start of the school year. Additional grading information can be found in the elementary, middle and high school sections. END OF YEAR STATUS STATEMENT – s.1003.33(2), F. S. The final report shall indicate the end-of-year status or performance or nonperformance at grade level, acceptable or unacceptable behavior and attendance, and promotion or non-promotion. NO ACADEMIC EXEMPTIONS BASED ON STUDENT ATTENDANCE-s.1003.33(2),F.S. There are no academic exemptions based on student attendance. A student may not be exempt from academic performance requirements, such as final examinations, based on practices or policies designed to encourage student attendance. Attendance records may not be used in whole, or in part, to provide an exemption from any academic performance requirement. (s.1003.33 (2), F.S.) SCHOOL GRADING SYSTEM— s.1003.437, FS All schools will use the state grading system and interpretation of letter grades in grades 3-12 as follows: Letter Grade Grade Point Average Value Definition

A 90-100 4 Outstanding Progress

B 80-89 3 Above Average Progress

C 70-79 2 Average Progress

D 60-69 1 Lowest Acceptable Progress

F 0-59 0 Failure

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PUBLIC SCHOOL STUDENT PROGRESSION; REMEDIAL INSTRUCTION; REPORTING REQUIREMENTS – s.1008.25 (1), F.S. Student progression from one grade to another is partially based upon proficiency in reading, writing, science, and mathematics. District policies must facilitate student achievement of proficiency and inform each student and his/her parent of academic progress. Note: Each student must participate in statewide assessment tests at designated grade levels, as required by s.1008.22, F.S.

COMPREHENSIVE PROGRAM FOR STUDENT PROGRESSION – s.1008.25 (2)(a)-(b), F.S. The school board must establish a comprehensive program for student progression which must include:

• Standard for evaluating student performance and how well a student masters the performance standards (Sunshine State Standards);

• Specific levels of performance for student progression in reading, writing, science and mathematics for each grade level, that include the state levels of performance on statewide assessments, below which a student must receive remediation or be retained within an intensive program that is different from the previous year’s program and takes into account the student’s learning style;

• Retention decisions based on more than a single test score. Students who score at achievement Level 1 or fail FCAT Sunshine State Standards tests in reading and mathematics in grades 3-10 will be required to receive remediation through a Progress Monitoring Plan (PMP) or be retained, as determined by the district progression plan. The district may determine that students performing at a higher level (e.g. Level 2) should receive remediation through a PMP. At a minimum, students who score lower than 4.0 on the FCAT writing tests at grades 4, 8, and 10 must be required to receive remediation through a PMP or be retained, as determined by the district student progression plan.

The Florida Comprehensive Assessment Test (FCAT) assesses student mastery of the Sunshine State Standards. It is administered at the elementary, middle, and senior high levels. The FCAT includes multiple-choice items, items that require short answers, essay questions, mathematic computations, and writing proficiency. FCAT results are used to determine student mastery of the standards, and indicate whether schools are teaching what is outlined in the Standards. Progression and Retention decisions are based on more than a single test score. The district levels of expectation include:

• Mastery of performance standards approved by the State Board of Education according to Section 1001.03 and 1010.305, F.S. for grades PreK-12 which are, at a minimum, the Sunshine State Standards in reading, writing, science and mathematics;

• Achievement of specific, district-established levels of performance in reading, writing, science, and mathematics for each grade level, including levels of performance on statewide assessments at selected grade levels in elementary, middle, and high school;

• Pertinent factors to be considered by the teacher before recommending that a pupil progress from one grade to another;

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• State Sunshine State Standards serve as the district level expectations; • Appropriate alternative placement for a student who has been retained 2 or more years; • Remedial and supplemental instructional to students who are deficient; and • Compliance with the Brevard Public Schools attendance policy 5200.

RETENTION: ALTERNATIVE PLACEMENT – s.1008.25 (2) (c), F.S. If a student is retained, it must be within an intensive program that is different from the previous year’s program and that takes into account the student’s learning style. An appropriate placement must be included for a student who has been retained two or more years. The nature of the alternative placement is determined by the school district. Elementary Schools may reference the “What is Different” guidance for elementary students. RESOURCE ALLOCATION – s.1008.25 (3) (a)-(b), F. S. District school boards shall allocate remedial and supplemental instruction resources to students in the following priority: 1. Students who are deficient in reading by the end of third grade 2. Students who fail to meet performance levels required for promotion consistent with the

Brevard Student Progression Plan ASSESSMENT AND REMEDIATION – s.1008.25(4)(a), F.S. Each student must participate in statewide assessment tests, at designated grade levels, as required by statute. Each student who does not meet the district specific levels of performance for student progression in reading, writing, science, and mathematics for each grade level, or who scores below Level 3 in reading or math must be provided with additional diagnostic assessments to determine the nature of the student’s difficulty in the areas of academic need. PROGRESS MONITORING PLAN (PMP) – s. 1008.25(4)(b) Note: The Progress Monitoring Plan (PMP) was formerly known as the Academic Improvement Plan (AIP). The schools must develop, in consultation with the student’s parent, and must implement a Progress Monitoring Plan (PMP). A PMP is intended to provide the school district and the school flexibility in meeting the academic needs of the student and to reduce paperwork. The plan must include intensive remedial instruction in the areas of weakness. Schools are expected to provide students with strategies to meet the individual needs of students. These strategies may include but are not limited to summer school, dropout prevention services, parent tutorial programs, contracted academic services, exceptional education services, modified curriculum, reading instruction, after school instruction and other extended day services, tutoring, mentoring, class size reduction, extended school year, and intensive skills development programs. Whatever the format, the PMP should: • clearly identify the specific diagnosed academic needs to be remediated; • clearly identify the success-based intervention strategies to be used;

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• clearly identify a variety of remedial instruction to be provided; and • clearly identify the monitoring and reevaluation activities to be employed.

A student who is not meeting the school district or state requirements for proficiency in reading and mathematics shall be covered by one of the following plans to target instruction and identify ways to improve his or her academic achievement;

- A federally required student plan such as an individual education plan (IEP); - A school-wide system of progress monitoring for all students; or - An individualized PMP

The plan chosen must be designed to assist the student or the school in meeting state and district expectations for proficiency. If the student has been identified as having a deficiency in reading, the K-12 Comprehensive Reading Plan required by s. 1011.62(8), F. S. shall include instructional and support services to be provided to meet the desired levels of performance. District school boards may require low performing students to attend remediation progress held before or after regular school hours or summer if transportation is provided. The plan must also provide that if upon subsequent evaluation the documented deficiency has not been remediated, the student may be retained. Each student who does not meet minimum performance expectations for the statewide assessment tests in reading, writing, science, and mathematics must continue remedial instruction or supplemental instruction until expectations are met or the student graduates from high school or is not subject to compulsory school attendance. The PMP will stay active until a student has made sufficient learning gains to illustrate proficiency. (s.1008.25 (4) (b-c), F.S.) District school boards may require low performing students to attend remediation programs held before or after regular school hours or during summer if transportation is provided. Brevard PMP Requirements Progress Monitoring Plans are required for the following:

• K-3 students who exhibit a substantial deficiency in reading or mathematics;

• Students in grades 3-12 who score at Level 1 or equivalent or fail FCAT Reading or Mathematics;

• Students who score below 4.0 on FCAT Writing+;

• K-3 students who score as “intensive” or “high risk” on DIBELS

• Retained students in grades K-3; and

• Students new to Brevard Public Schools who exhibit substantial deficiencies in reading, writing, mathematics, and science.

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The law’s intent is that an intervention model be implemented for students having difficulty meeting the levels of performance for student progression. The intervention model shall consist of the following steps:

Effective, research-based, standards-driven, initial instruction; Identification of student with problems (assessment or screening);

Diagnosis of specific problems of the individual student; Progress Monitoring Plan addressing diagnosed problems (prescription) Immediate intensive remedial instruction; Progress monitoring, reevaluation, and redesign of instruction to meet student’s current needs;

Continued support and reinforcement.

SOCIAL PROMOTION ELIMINATION – s.1008.25 (6), F.S. No student can be assigned to a grade level based solely on age or other factors that constitutes social promotion. Social promotion occurs when a student is promoted based on factors other than the student achieving the district and state levels of performance for student progression. A student fails to meet the state portion of levels of performance for student progression when the student fails to achieve the required levels in reading, writing, mathematics or science on the Florida Comprehensive Assessment Test of Sunshine State Standards. Students with disabilities following the general education curriculum must meet the state or district levels of performance for student progression unless the student’s individual educational plan (IEP) team has determined the student should follow a modified curriculum aligned with exceptional student education course requirements and benchmarks. Retention of English language learners (ELLs)/limited English proficient (LEP) students must be determined by a school’s ELLs/LEP committee, except in the case of mandatory retention for reading deficiencies in grade 3. Promotion, Good Cause Exemption from Mandatory Retention, and Retention Promotion is the assignment of a student to the next grade level after successful completion of all grade level requirements. Good Cause Exemption from Mandatory Retention is the assignment of a student to the next grade level who has met the requirements for a good cause exemption. Retention is the assignment of a student to repeat the same grade level for the next school year.

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The principal is responsible for making the final recommendation for student progression. REQUESTS FOR GOOD CAUSE EXEMPTIONS – s. 1008.25(6)(c), F.S. Requests for good cause exemptions for students from the mandatory retention requirement must include the following: 1. Documentation must be submitted from the student’s teacher to the school principal that

indicates that the promotion of the student is appropriate and is based upon the student’s academic record. Documentation shall only consist of the existing progress monitoring plan (PMP); individual educational plan (IEP); if applicable, or student portfolio. (See Appendixes)

2. There must be discussion with the teacher by the school principal to review and make the

determination if the student should be promoted or retained. (See Appendixes.) 3. If the school principal determines that the student should be promoted, the school principal

must submit the recommendation in writing to the district school superintendent. (See Appendixes)

4. The district school superintendent shall accept or reject the school principal’s

recommendation in writing. ANNUAL REPORTS Parent – s.1008.25 (8)(a), F.S Schools must annually report to the parents of each student the progress of the student towards achieving the state and district expectations for proficiency in reading, writing, science, and mathematics, including the student’s results of FCAT. The evaluation of student progress must be based upon classroom work, observations, tests, district and state assessments, including FCAT, and other relevant information. Progress reporting must be provided to the parent in writing in a format adopted by the district school board. No one test with a single administration should determine promotion or retention. Local Newspaper – s.1008.25 (8)(b), F.S. Brevard Public Schools will annually publish in the local newspaper and report in writing to the State Board of Education by September 1 of each year the following information on the prior school year: 1. The provisions of the law relating to public school student progression and the district school

board’s policies and procedures on student retention and promotion; 2. By grade, the number and percentage of all students in grades 3-10 performing at Levels 1 &

2 on the reading portion of FCAT; 3. By grade, the number and percentage of all students in grades 3-10; 4. Information on the total number of students who were promoted for good cause, by each

category of good cause; and 5. Any revisions to the district school board’s policy on retention and promotion from the prior

year.

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PHYSICAL EDUCATION POLICY – s.1003.455. F.S. Each district school board shall adopt a written physical education policy that decides school district’s physical education program and expected program outcomes. The School Board of Brevard Public Schools recognizes the value of Physical Education to the maintenance of the health and the development of life-long habits that will enhance personal fitness and wellness. Therefore, it shall be the policy of the Board that instruction in Physical Education shall be available to all students PreK through Grade 12. These programs shall consist of physical activities of at least a moderate intensity level and for duration sufficient to provide a significant health benefit to students, subject to the differing capabilities of students. Intent: Every student shall be physically educated with the outcome being:

1. Demonstration of competency in the motor skills and movement patterns needed to perform a variety of physical activities;

2. Demonstration of an understanding of movement concepts, principles, strategies and

tactics as they apply to the learning and performance of physical activities;

3. Regular participation in physical activities;

4. Achievement and maintenance of a health enhancing level of physical fitness;

5. Exhibition of responsible personal and social behavior that respects self and others within physical activity settings.

Strategies: 1. A standards based, balanced, sequential and progressive program of physical education that

involves moderate to vigorous physical activity: Teaches knowledge, motor skills, self-management skills, and positive attitudes; Provides experiences that are age and developmentally appropriate; Promotes activities, including dance and sports, that students find enjoyable and

personally relevant which they can pursue throughout their lives; Gives assignments and projects that encourage students to interact with family

members; Is taught by well-prepared and well-supported certified physical education staff; Is coordinated with the Sunshine State and National Health and Physical Education

Standards; Reinforces and supports knowledge from other subject areas.

2. Opportunities and encouragement for K-6 elementary students to participate in supervised recess are provided.

3. Opportunities and encouragement for students to voluntarily participate in before and after

school physical activity programs, such as intramurals, clubs, and at the high school level, interscholastic athletics are provided.

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4. Opportunities and encouragement for staff and family members to be physically active are made available.

5. School staff institutes a safe and healthy environment in which to conduct age appropriate

physical activity. 6. The program shall make effective use of school and community resources and equitably

service the needs and interests of all students and staff, taking into consideration differences of gender, cultural norms, physical and cognitive abilities, and fitness levels.

7. Provision shall be made at all levels to excuse individual students from specific activities if

direction to do so is received, in writing, from the student’s physician after discussion with all interested parties has taken place regarding what is best for the student. In addition, students may be excused from specific activities if those activities are contrary to their religious beliefs; a request to excuse a student from such activities must be received, in writing, from the student’s parent or guardian.

The Superintendent shall develop the administrative procedures necessary to implement this policy. (See Appendix.) Rationale: Schools have a responsibility to help students and staffs establish and maintain lifelong habits of being physically active. According to the United States Surgeon General, regular physical activity is one of the most important things people can do to maintain and improve their physical and mental health and overall well-being. Movement facilitates thinking processes and prepares the brain for optimal learning. Physical Education is an integral part of the total education of a child. HB967 Each district school board shall provide 150 minutes of physical education each week for students in kindergarten through grade 5. Students enrolled in such instruction shall be reported through the periodic student membership surveys, and records of such enrollment shall be audited pursuant to s.1010.305. Such instruction may be provided by any instructional personnel as defined in s.1012.02(2), regardless of certification, who are designated by the school principal. Each district school board is encouraged to provide 225 minutes of physical education each week for students in grades 6 through 8. SB610 Senate Bill 610 revises the language of HB 967 to require:

Make available one-on-one counseling concerning the benefits of physical education. Inclusion of 6th grade students who are enrolled in an elementary school to received 150

minutes of physical education per week Provision of at least 30 consecutive minutes of physical education on any day during

which physical education instruction is conducted Provision for waiver options to go into effect in 2009-2010.

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Elementary Student Progression Plan

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ELEMENTARY SCHOOLS

ENTRANCE REQUIREMENTS Initial Entry to Voluntary Prekindergarten (VPK) Children entering voluntary prekindergarten (VPK) must comply with s.1002.53(2), Florida Statutes, regarding entry age. A child must be four (4) years old by September 1, in order to meet the Florida age requirement for voluntary prekindergarten. Brevard Public Schools offers a limited number of public school VPK classes, however, several private providers in the county also offer VPK programs. For information regarding registration and VPK Programs in Brevard, please visit Florida's Voluntary Prekindergarten (VPK) Program website at http://www.vpkflorida.org or the Brevard Early Learning Coalition website at http://www.elcbrevard.org. Mandatory School Age Section 1003.21, Florida Statutes, requires that a child, who will be six (6) years old by February 1, must attend school regularly during the entire school term. Therefore, a child who will be six by February 1 must start school at the beginning of the school year in which he or she will become six. Initial Entry to Kindergarten Children entering kindergarten in the Brevard Public Schools for the first time must comply with s.1003.21, Florida Statutes, regarding entry age. A child must be five (5) years old by September 1, in order to meet the Florida age requirement for kindergarten. Initial Entry into First Grade Children entering the first grade must comply with s. 1003.21, Florida Statutes. Any child who has attained the age of six (6) years on or before September 1 of the school year, and who has satisfactorily completed the requirements for kindergarten in a public or nonpublic school, shall be eligible to enter first grade. A public or nonpublic school must provide written documentation of satisfactory completion of Kindergarten. Transfer Requirements Elementary grade placement of transfer students to the district shall be in accordance with the requirements as stated in s. 1003.21, Florida Statutes, and State Board Rule 6A-1.0985 and shall be subject to the following conditions:

A. Underage In-State Transfers from Nonpublic Schools to Kindergarten Pupils transferring from a nonpublic Florida kindergarten to Brevard Public Schools must meet the Florida age requirements for entry age to kindergarten as stated in s. 1003.21, Florida Statutes.

B. Underage In-State Transfers from Public and Nonpublic Schools to First Grade Children entering the first grade in Brevard Public Schools for the first time must comply with s. 1003.21, Florida Statutes. Any child who has attained the age of six (6) years old, on or before September 1, and has written documentation of satisfactory completion of kindergarten from a public or nonpublic school from which the district accepts transfer of academic credit, or who otherwise meets the criteria for admission or transfer in a manner similar to that applicable to other grades, shall progress according to the district’s student progression plan. Pupils not meeting the above requirements will be enrolled in kindergarten.

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C. Underage Out-of-State Transfers to Kindergarten and First Grade from Public and Nonpublic Schools

Entry into kindergarten and first grade by out-of-state transfer students who do not meet regular age requirements for admission to Florida public schools shall be in accordance with Florida Administrative Rule 6A-1.0985 which states:

1. Any student who transfers from an out-of-state public school shall be admitted upon

presentation of the following data:

a. official documentation from the parent(s) or guardian(s) that the child was a legal resident of the state in which he or she was previously enrolled in school;

b. an official letter or transcript from a proper school authority which shows record

of attendance, academic information, and grade placement of the student; c. evidence of immunization against communicable diseases as required in s.

1003.22, Florida Statutes; d. evidence of date of birth; e. evidence of a medical examination completed within the last 12 months. Any

student who transfers from an out-of-state nonpublic school may be admitted if the student meets the age requirement for public schools within the state from which the student is transferring, and if the transfer of the student’s academic credit is acceptable under the rules of Brevard Public Schools. Transfer students must provide the required data as stated above in subsection (1)(a) through (e).

2. Any student who transfers from an out-of-state public or nonpublic school and who does

not meet regular age requirements for admission to Florida public schools may be admitted if the student meets age requirements for public schools within the state from which he or she is transferring, and if the transfer of the student’s academic credit is acceptable under the rules of the school board. Prior to admission, the parent or guardian must also provide the data required in subsection (1) (a) through (e).

D. All Public and Private School Transfer Students K-6 Elementary grade placement of all transfer students in grades K-6 shall be on a

probationary basis until transfer work is validated on the basis of official evidence of pupil achievement or competence available to the school principal. Academic performance of the transfer student on Brevard screening and placement tests and in the classroom shall be considered in making the final decision. The principal of each school may reassign a pupil to the grade level at which the pupil can best perform academically. The basis for reassignment shall be discussed in advance with the parent or guardian of each pupil placed at a level other than the grade level indicated by the pupil’s previous placement.

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E. Home School Education K-8 – 1002.01(1) The definition of and standards for Home Education programs give parents or guardians the option of directing a home eduation program for his/her child in order to satisfy the requirements of Compulsory Attandance, FS 1003.21, and may be found in the Home Education Handbook located on the School Board website: http://studentservices.brevard.k12.fl.us/Home%20Education%20Handbook.pdf Click Parents or Forms & Procedures. Enrolling children from home education programs

The following guidelines refer to children from Home Education Programs who enroll or re-enter a public school in the Brevard County School district. Current district policies and the Southern Association of Colleges and Schools (SACS) standards govern the grade placement of any transfer students.

The principal or designee shall determine the grade placement through any of the following methods:

Review of student portfolio Administration of any placement tests normally used Testing using prior year course final examinations Any other assessments, written or oral, deemed appropriate by the principal

and/or faculty. Students applying for grade seven must be evaluated by the elementary school in their attendance zone in order to determine eligibility for promotion to middle school.

KINDERGARTEN READINESS SCREENING-1102.69,F.S.

Section 1002.69, Florida Statutes, specifies that the Department of Education adopt a statewide kindergarten screening that must be administered to each kindergarten student in the district within the first 30 days of the school year. The Florida Kindergarten Readiness Screener (FLKRS) assesses the readiness of each student for kindergarten based upon the performance standards under s.1002.67 (1), Florida Statutes, for the Voluntary Prekindergarten Program. The FLKRS is comprised of two screening instruments:

a. Early Childhood Observation System™ (ECHOS™) - an on-going, observational assessment that provides an overview of student development in seven domains:

Language and Literacy Mathematics Social and Personal Skills (including approaches to learning) Science Social Studies Physical Development and Fitness Creative Arts

b. Dynamic Indicators of Basic Early Literacy Skills™ (DIBELS™) - a brief reading

assessment individually administered between days 20 and 30 to assess: Letter Naming Fluency Initial Sound Fluency

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ELEMENTARY STUDENT PERFORMANCE STANDARDS This document contains the Brevard County School Board Implementation Plan establishing student progress guidelines in math, reading, writing, and science proficiency in grades K-6.

COMPREHENSIVE PROGRAM FOR STUDENT PROGRESSION- S1008.25(2)(a) The Next Generation Sunshine State Standards are a collection of concepts that students are expected to know, understand, and put into practice as they progress through school. State standards for Language Arts, Mathematics, Science, Social Studies, the Arts, Health and Physical Education, and Foreign Languages were developed in consultation with teachers, administrators and parents. The Standards serve as a guide to advise teachers and parents what students are expected to know and be able to do.

Elementary Report Cards Brevard Public Schools will distribute the Student Report Cards to parents, reporting the progress of students towards achieving state and district expectations for proficiency in reading, writing, mathematics, and science, including the results on state assessment tests. The evaluation of students’ progress must be based on classroom work, observations, tests, district and state assessments, and other relevant information.

Report Cards are issued quarterly in accordance with the Brevard Public School Calendar, which is distributed to schools and community prior to the start of the school year.

When a student is working on or above grade level, satisfactory grades on a Report Card shall indicate that a student is meeting the Florida Grade Level Expectations, as well as the objectives identified in adopted curricular programs for that grade level.

Students working below grade level may still receive satisfactory grades. Principal

approval is required for Report Card grades higher than “ C” in reading and mathematics. Report cards for ELL students need to reflect that grades are based on modifications to the

instruction to meet the student’s level of English proficiency while addressing the Sunshine State Standards for their grade level.

An ELL student who is doing poorly in class may need additional accommodations to

make instruction comprehensible. An ELL committee meeting should be convened to determine the needs of the student.

Grading Below Grade Level Students

Parents will be notified of reading and/or math deficiencies, as indicated by a Level 1 score on FCAT, which the state defines as two or more grade levels behind. (See Appendix Sample Letter to Parents of Level 1 Students) School Board policy requires principal approval to award grades higher than “C” on the progress report for students working below grade level in reading and mathematics. The instructional level of the student must be indicated in the comment section of the progress report, in addition to being checked on the progress report.

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Each school is to establish procedures for notification of parents or guardians, in writing, when it is apparent that a student is not making satisfactory progress towards promotion and may need special placement or retention. Written acknowledgement of receipt of the notification letter will be requested from the parent. The following safeguards are provided to ensure progress toward attainment of grade level proficiency.

1. A conference with the parent(s) regarding the below grade level status of their child is required at the start of the school year.

2. A student who performs at below grade level proficiency shall not receive a grade higher than“ C” for more than two grading periods.

3. The school principal will monitor the process and application of assigning grades higher than a “ C” to students who are below grade level

4. The school principal will monitor the progress of below level students and ensure that they are provided the support and service necessary for progression to the next level.

5. The school principal will report to the Office of Elementary Programs detailed data regarding the grading of below grade level students at the end of the school year.

6. A conference with parents at the end of the year is required if the child remains below grade level.

ESOL Student Consideration As required by the State Rule Covering ESOL Section 6A-6.090 in the ESOL (English for speakers of other languages) program, instruction for ELL (English Language Learners) shall be designed to develop the student’s mastery of the four language skills, including listening, speaking, reading, and writing as rapidly as possible. It is the ultimate goal of the Legislature that every student read at or above grade level. Any student who exhibits a substantial deficiency in reading, based upon locally determined or statewide assessments conducted in kindergarten or grade 1, grade 2, or grade 3, or through teacher observations, must be given intensive reading instruction immediately following the identification of the reading deficiency. To consider an ESOL student as substantially deficient, the decision may not be based solely on language proficiency. The school’s LEP Committee must meet to review the student’s progress and help determine what additional services are needed. The LEP Committee may consider the following criteria in addition to the criteria listed above: • Extent and nature of prior educational and social experience and student interview. A

Programmatic Assessment Checklist (see ESOL Procedures Manual) must be completed and maintained in the ELL Plan folder for all students.

• Written recommendation and observation by current and previous instructional and supportive services staff,

• Level of mastery of basic competencies or skills in English and home language according to appropriate local, state, and national criterion-referenced standards,

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• Grades from current or previous years,

• Test results, in addition to those listed in the district’s Implementation Plan outlined below.

Step I Student Identification — How are students identified? Step II Student Instructional Program — What instructional program will be used? Step III Student Progress Evaluations — How will the student be assessed? Step IV Substantially Deficient Student — What is the district proficiency level in

reading, writing, and math?

As required by Section 1003.56, Florida Statute (F.S), LEP students are to be provided with comprehensible instruction that is equal in amount, sequence and scope as that provided to non-LEP students. LEP students who are reading below grade level in English or who score level 1 or 2 on FCAT in reading should be enrolled in courses appropriate to their level of English proficiency and reading ability. The following options for course options for course enrollment are provided to guide schools in determining the most appropriate placement for LEP students not reading on grade level in English: Grades K-6 Option A – Recommended for LEP students who are non-English speaking and/or at the

beginning or intermediate level of English language proficiency: Intensive reading instruction in addition to grade-level instruction in English/language

arts or English for Speakers of Other Languages (ESOL).

Teacher qualifications: Teacher with appropriate grade-level certification and the ESOL Endorsement,

or K-12 ESOL Example: 90- minute block of instruction in reading which incorporates a language

development focus, including instruction in the acquisition of listening, speaking, reading and writing in English.

Option B – Recommended for LEP students who are at the advanced level of English language proficiency:

Intensive reading instruction in addition to grade-level instruction in English/language arts or English for Speakers of Other Languages (ESOL).

Teacher qualifications: Teacher with appropriate grade-level certification and who has obtained a

minimum of 60 point/hours of ESOL in-service training. Example: 90-minute block of instruction in reading, which incorporates

additional instruction in language development focusing on language proficiency skills student has yet to master.

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ELEMENTARY READING DEFICIENCY s.1008.25 (5)(a Intensive Reading Instruction Any student who exhibits a substantial deficiency in reading, based upon local or state assessments must be given intensive reading instruction immediately following the identification of the reading deficiency. Intensive instruction is usually associated with:

Diagnosis/prescription targeted to specific skill development Repeated exposure Variety of opportunities for repetition (repeated exposure) Smaller chunks of text or content Guided or independent practice Skill development and practice integrated into all activities Frequent monitoring Criterion-based evaluation to determine success

Students must have their reading proficiency reassessed by locally determined assessments or teacher observations at the beginning of the grade following the intensive instruction. Intensive instruction shall continue until the reading deficiency is remediated. Students who transfer into the district should be assessed immediately for reading proficiency to determine if remediation is appropriate. MANDATORY RETENTION s.1008.25 (5)(b)

Beginning with the 2002-2003 school year, if the student’s reading deficiency, as identified in paragraph (a), is not remedied by the end of grade 3, as demonstrated by scoring at Level 2 or higher on the statewide assessment test in reading for grade 3, the student must be retained. If a student transfers into the district after the administration of the FCAT in grade 3, it is up to the district to assess the student’s reading proficiency at the end of the year to determine if the student needs to repeat the third grade.

PARENT NOTIFICATION – s. 1008.25(5), F. S. The parent of any K-3 student who exhibits a substantial deficiency in reading, must be notified in writing of the following:

The child has a substantial reading deficiency

Description of the current and proposed supplemental instructional services and supports that will be provided to the child that are designed to remediate the identified area of reading deficiency.

If the child’s reading deficiency is not remediated by the end of grade 3, the child must be retained unless he or she is exempt from mandatory retention for good cause.

Strategies for parents to use in helping their child succeed in reading proficiency

That the Florida Comprehensive Assessment Test (FCAT) is not the sole determiner of

promotion and that additional evaluations, assessments, and portfolio review may be used to determine if the student is reading at or above grade level.

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Additional evaluations may be used to determine if the student is reading at or above grade level. Portfolio reviews and assessments are available to assist parents and the district in knowing when a child is reading at or above grade level and ready for grade promotion

The district’s specific criteria and policies for mid-year promotion. Mid-year promotion means promotion of a retained student at any time during the year of retention once the student has demonstrated ability to read at grade level.

Each school is to establish procedures for notification of parents or guardians, in writing (See Appendix “Sample Letter for Level 1 Students & “Sample Letter for Substantial Deficiency”), when it is apparent that a student is not making satisfactory progress towards promotion and may need special placement or retention. Written acknowledgement of receipt of the notification letter shall be requested from the parent.

When the decision has been made to retain or give a Good Cause Exemption from Mandatory Retention, the student and parents or guardians shall be notified in writing. (See Appendix “Sample Good Cause Exemption notice” and “Sample Retention Notice”). Intensive reading instruction for students so promoted must include an altered instructional day based upon an academic improvement plan that includes specialized diagnostic information and specific reading strategies for each student. The district school board shall assist schools and teachers to implement reading strategies that research has shown to be successful in improving reading among low performing readers. SUCCESSFUL PROGRESSION FOR RETAINED READERS – s. 1008.25 (7) Retained 3rd Grade Students – s. 1008.25 (7)(a) Third grade students retained under the provisions of s.1008.25(5)(b), F. S. must be provided intensive interventions in reading to ameliorate the student’s specific reading deficiency, as identified by a valid and reliable diagnostic assessment. This intensive intervention must include:

- effective instructional strategies, - participation in the school district’s summer reading camp, and - appropriate teaching methodologies necessary to assist those students in becoming

successful readers able to read at or above grade level and ready for promotion to the next grade.

Beginning with the 2004-2005 school year the school district shall s. 1008.25 (7)(b): Conduct a review of student PMPs for all third grade students who did not score above a level 1 on the reading portion of the FCAT and did not meet the criteria for one of the Good Cause Exemptions. The review shall address additional supports and services need to remediate the identified areas of reading deficiency. A student portfolio must be completed for each student. The portfolio must contain evidence of mastery of benchmarks, other information to inform parents and teacher of the student’s proficiency, as well as results of diagnostics and progress monitoring. Every retained third grade student who may qualify for a promotion for good cause must have the opportunity to have a portfolio. If a portfolio already exists for a student, it can continue to be used and expanded.

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Students retained in grade 3 due to a reading deficiency must be provided with intensive instructional services and supports to remediate the identified areas of reading deficiency, including a minimum of 90 minutes of daily, uninterrupted, scientifically research-based reading instruction and other strategies prescribed by the district which may include, but are not limited to:

Small group instruction; Reduced teacher-student ratios; More frequent progress monitoring; Tutoring or mentoring; Transition classes containing 3rd and 4th grade students; Extended school day, week, or year; Summer reading camps

Provide written notification to the parent of any 3rd grade student who is retained due to a substantial deficiency in reading as evidenced by not scoring level 2 on the reading portion of the grade 3 FCAT, that his or her child has not met the proficiency level required for promotion and the reasons the child is not eligible for a good cause exemption. Notification must comply with the provisions of s.1002.20(14), F. S. and must include a description of proposed interventions and supports that will be provided to the child to remediate the identified areas of reading deficiency. Provide Retained students with a high performing teacher as determined by student performance data and above satisfactory performance appraisals.

Each school district shall, in addition to required reading enhancement and acceleration strategies, provide parents of students to be retained with at least one of the following instructional options:

Supplemental tutoring in scientifically research based reading services in addition to the

regular reading block;

A “Read at Home” plan outlined in a parental contract, including participation in “Families Building Better Readers Workshops” and regular parent-guided home reading;

A mentor or tutor with specialized reading training.

Beginning with the 2004-2005 school year, each school district shall provide written notification to the parent of any student who is retained that his or her child has not met the proficiency level required for promotion and the reasons the child is not eligible for a good cause exemption as provided in paragraph (6)(b). The notification must comply with the provisions of s.1002.20(14) and must include a description of proposed interventions and supports that will be provided to the child to remediate the identified areas of reading deficiency.

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READING ENHANCEMENT AND ACCELERATION DEVELOPMENT (READ) INITIATIVE-s1008.25(7)(b)7 Each school district shall establish a Reading Enhancement and Acceleration Development (READ) Initiative. The focus of the READ Initiative shall be to prevent the retention of grade 3 students and to offer intensive accelerated reading instruction to grade 3 students who failed to meet standards for promotion to grade 4, and to each K-3 student who is assessed as exhibiting and a reading deficiency. The READ Initiative shall:

Be provided to all K-3 students at risk of retention as identified by the statewide assessment system used in Reading First schools. The assessment must measure phonemic awareness, phonics, fluency, vocabulary, and comprehension;

Be provided during regular school hours in addition to the regular reading instruction;

Provide a state-identified reading curriculum that has been reviewed by the Florida Center for Reading Research at Florida State University and meets, at a minimum, the following specifications: • Assists students assessed as exhibiting a reading deficiency in developing the

ability to read at grade level. • Provides scientifically based and reliable assessment. • Provides skill development in phonemic awareness, phonics, fluency, vocabulary,

and comprehension. • Provides initial and ongoing analysis of each student’s reading progress. • Is implemented during regular school hours. • Provides a curriculum in core academic subjects to assist the student in

maintaining or meeting proficiency levels for the appropriate grade in all academic subjects.

INTENSIVE ACCELERATION CLASS FOR RETAINED 3RD GRADE STUDENTS WHO RECEIVE A SECOND RETENTION IN THIRD GRADE – s.1008.25(7)(b)8 Establish at each school, where applicable, an Intensive Acceleration class for retained grade 3 students who subsequently score at Level 1 on the reading portion of the FCAT. The focus of the intensive acceleration class shall be to increase a child’s reading level at least two grade levels in one school year. The Intensive Acceleration Class shall:

Be provided to any student in grade 3 who scores at Level 1 on the reading portion of the FCAT and who was retained in grade 3 the prior year because of scoring at Level 1 on the reading portion of the FCAT;

Have a reduced teacher-student ratio;

Provide uninterrupted reading instruction for the majority of student contact time each day and incorporate opportunities to master the grade 4 Sunshine State Standards in other core subject areas;

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Use a reading program that is scientifically research-based and has proven results in accelerating student reading achievement within the same school year;

Provide intensive language and vocabulary instruction using a scientifically research-based program, including use of a speech language therapist while planning and developing the instructional program; and

Include weekly progress monitoring measures to ensure progress is being made; The district shall report to the Department of Education, in the manner described by the department, the progress of students in the class at the end of the first semester. (Explanatory note from DOE: Reporting DIBELS data via the Progress Monitoring Reporting Network (PMRN). Districts shall report to the State Board of Education, as requested, on the specific intensive reading interventions and supports implemented at the school district level. The Commissioner of Education shall annually prescribe the required components of requested reports. s1008.25(7)(b)9 District shall provide a student who has been retained in grade 3 and has received intensive instructional services but is still not ready for grade promotion, as determined by the school district, the option of being placed in a transitional instructional setting. Such setting shall specifically be designed to produce learning gains sufficient to meet grade 4 performance standards while continuing to remediate the areas of reading deficiency. s1008.27(7)(b)10

GENERAL REQUIREMENTS FOR MIDDLE GRADES PROMOTION (s.1003.4156,F.S.) GRADES 6-8

Beginning with students entering grade 6 in the 2006-2007 school year, promotion from a school composed of middle grades 6, 7, and 8 requires that the student must successfully complete academic courses as follows:

Three middle school or higher courses in English. These courses shall emphasize literature, composition, and technical text.

Three middle school or higher courses in mathematics. Three middle school or higher courses in social studies, one semester of which must

include the study of state and federal government and civics education.

Three middle school or higher courses in science.

Each school must hold a parent meeting either in the evening or on a weekend to inform parents about the course curriculum and activities.

(s.1003.4156(1)(a)1-5,F.S.)

If the child’s reading deficiency is not remediated by the end of grade 3, the child must be retained, unless he or she is exempt from

mandatory retention for good cause.

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MANDATORY RETENTION EXEMPTIONS FOR GOOD CAUSE Good Cause Exemption from Mandatory Retention is the assignment of a student to the next grade level who has failed to meet grade level requirements. Students who are eligible for a Good Cause Exemption must meet one or more of the following:

Good Cause Exemption: Grades K, 1, and 2

A. English language learner(ELL)/Limited English proficient student who had less than two years of instruction in an English for Speakers of Other Languages program,

B. Student with disabilities whose individual education plan indicates that

participation in the statewide assessment program is not appropriate,

D. Student with disabilities who has an individual education plan or a Section 504 plan that reflects that the student has received intensive remediation in reading for one or more years but, who still demonstrates a deficiency in reading, and was previously retained or assigned to TK-1.

E. Student who has received intensive remediation in reading for one or more years,

but who still demonstrates a deficiency in reading and who was previously retained or assigned to TK-l.

Good Cause Exemption: Grade 3 Section s.1008.25 (6)(b)

The district school board may only exempt students from mandatory retention, as provided in paragraph (5)(b), for good cause. Good cause exemptions shall be limited to the following: Good Cause Exemption from Mandatory Retention” is meeting one or more of the following:

F. ELLs/limited English proficient student who has had less than two years of instruction in an English for Speakers of Other Languages program;

G. Student with disabilities whose individual education plan indicates that

participation in the statewide assessment program is not appropriate, consistent with the requirement of the State Board of Education rule;

H. Students who demonstrates an acceptable level of performance on the alternative

assessment - SAT-10. Students must score at or above the 45th percentile;

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J. Student who demonstrates, through a student portfolio, that the student is reading on grade level, as evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT (see Appendix for portfolio requirements);

K. Student with disabilities who participated in the FCAT and who has an individual education plan or a Section 504 plan that reflects that the student has received the intensive remediation in reading, as required by paragraph (4)(b), for more than two years but who still demonstrates a deficiency in reading and was previously retained in kindergarten, grade 1, grade 2, or grade 3;

L. Student who has received the intensive remediation in reading for two or more years but still demonstrates a deficiency in reading and who was previously retained in kindergarten, grade 1, grade 2, or grade 3 for a total of two years. Intensive reading instruction for students so promoted must include an altered instructional day that includes specialized diagnostic information and specific reading strategies for each student. The school board shall assist schools and teachers to implement reading strategies that research has shown to be successful in improving reading among low performing readers.

Good Cause Exemption: Grades 4 - 6 Good Cause Exemption from Mandatory Retention is meeting one or more of the following:

M. Limited English proficient student who has had less than two years of instruction in an English for Speakers of Other Languages program;

N. Student with disabilities whose individual education plan indicates that

participation in the statewide assessment program is not appropriate, consistent with the requirement of the State Board of Education rule;

P. Student who demonstrates, through a student portfolio, that the student is reading

on grade level, as evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT;

Q. Student with disabilities who participated in the FCAT and who has an individual

education plan or a Section 504 plan that reflects that the student has received the intensive remediation in reading, as required by paragraph (4)(b), for more than two years but who still demonstrates a deficiency in reading and was previously retained;

R. Student who has received the intensive remediation in reading as required by

paragraph (4)(b) for two or more years but still demonstrates a deficiency in reading and who was previously retained for a total of two years;

S. Student who demonstrates an annual learning gain on FCAT in the area of

Reading; T. Student who demonstrates an acceptable level of performance on the alternative

assessment - SAT-10. Students must score at or above the 45th percentile.

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MID-YEAR PROMOTION FOR RETAINED THIRD GRADERS s.1008.25 (7)(b)4 Mid-year promotion is an option for any retained 3rd grade student who can demonstrate that he or she is a successful and independent reader at or above grade level and is ready to be promoted to grade 4. Schools can make the determination for mid-year promotion using:

Subsequent Assessments Alternative Assessments

Portfolio Review in accordance with the State Board of Education Rules governing

third grade portfolios:

Must be selected by the student’s teacher Be an accurate picture of the student’s ability and include only student work that

has been independently produced in the classroom

Include evidence of mastery of the benchmarks assessed by the grade 3 Reading FCAT

Include evidence of beginning master of grade 4 benchmarks that are assessed

by the grade 4 Reading FCAT Multiple choice Short response Extended response items and passages that are approximately 50%

literary text and 50% information text and that are between 100-900 works with an average of 375 works. Such evidence could include district assessments, chapter or unit tests, teacher-prepared assessments that are aligned with the Sunshine State Standards.

For each benchmark there are to be two examples of master as demonstrated by

a grade of “c” or better; and Be signed by the teacher and the principal as an accurate assessment of the

required reading skills. To promote a student mid-year using a locally-selected standardized assessment, there must be evidence that the student scored at or above grade level in reading comprehension, as demonstrated by standard scores or percentiles, consistent with the month of promotion. Students promoted during the school year after November 1 must demonstrate proficiency above that required to score at Level 2 or above on the grade 3 FCAT, as determined by the State Board of Education (SBE). The SBE shall adopt standards that provide a reasonable expectation that the student’s progress is sufficient to master appropriate 4th grade level reading skills.

If the child’s reading deficiency is not remediated by the end of grade 3, the child must be retained, unless he or she is exempt from

mandatory retention for good cause.

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ACCELERATION

Acceleration is the assignment of a student to an advanced grade level when state and district criteria for this assignment

have been met. The student’s cumulative record shall indicate the assignment of accelerated placement.

Grades K-6 A student may be accelerated either a full year or part of a year with parent’s or guardian’s permission and principal’s permission and principal’s approval of assignment. With the exception of s.1008.27 (7)(b) requirements, the following criteria shall be evident:

1. Demonstrate extremely high achievement in grades and daily performance, 2. Demonstrate mastery of all Grade Level Expectations at the level to be bypassed, and

score Level 5 on FCAT in reading and math, for students in grades 3-6; 3. Prior to assignment to the next grade level, appropriate enrichment strategies should be

employed which will verify learning. Upon successful completion of enrichment strategies, assignment to the next instructional level should be made.

4. Kindergarten and first grade students must meet the age requirements set forth in s.1003.21, Florida Statutes.

5. Evidence that the student will benefit more academically and emotionally from the advanced assignment than from the one based on chronological age.

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Middle School Student Progression Plan

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MIDDLE SCHOOL STUDENT PROGRESSION PLAN

ALTERNATIVE SCHEDULING

Schools utilizing alternative scheduling may have district approved waivers to policies and requirements addressed in this section. Plans are available at the designated schools. MIDDLE SCHOOL INSTRUCTIONAL PROGRAM The district instructional program for middle schools is defined by the Middle School Instructional Program booklet, which is revised and published annually. Schools may offer courses other than those included in the Middle School Instructional Program booklet by receiving approval through the course approval process. INSTRUCTIONAL DAY All students in grades 7-8 in middle schools must attend the regularly scheduled instructional day. REPORT CARDS The district-adopted report card will be distributed at the end of each grading period. These report cards must clearly depict and grade the student’s academic performance in each class or course based upon examinations, as well as written papers, class participation, and other academic performance criteria; the student’s conduct and behavior; and the student’s attendance, including absences and tardiness. In addition, the final report card for a school year shall contain a statement indicating end-of-the-year status or performance or nonperformance at grade level, acceptable or unacceptable behavior and attendance, and promotion or non-promotion. (s.1003.33 (1)-(2), F.S.) Satisfactory grades on the report card do not guarantee that a student will demonstrate mastery of the Sunshine State Standards tested on the FCAT. GRADING SCALE (s.1003.437, F.S.) Letter Grade Percentage Value Definition

A 90-100 4 Outstanding Progress B 80-89 3 Above Average Progress C 70-79 2 Average Progress D 60-69 1 Lowest Acceptable Progress F 0-59 0 Failure

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PARENT NOTIFICATON

Scores from achievement and assessment tests will be communicated to parents. The district school board must annually report to the parent of each student the progress of the student towards achieving state and district expectations for proficiency in reading, writing, science, and mathematics, including the student’s results on each statewide assessment test. The evaluation of each student’s progress must be based upon the student’s classroom work, observations, tests, district and state assessments, and other relevant information. Progress reporting must be provided to the parent in writing in a format adopted by the district school board. (Note: No one test with a single administration should determine promotion or retention. The preponderance of evidence from evaluations should be used to determine if a student is ready for the work of the next grade.) (s.1008.25(8)(a), F.S.) If a student is not meeting the criteria for promotion at the end of the first semester, the parent or legal guardian will be notified in writing and acknowledgement of receipt will be requested from the parent. Parents or guardians will be notified in writing when the decision has been made that a student is to be retained, assigned to remediation classes, or given a good cause exemption from mandatory retention for promotion.

PROMOTION CRITERIA A copy of promotion criteria shall be given to each student at the time of official enrollment. Additional copies will be available at each school office.

PROMOTION

Promotion is the assignment of a student to the next grade level after successful completion of all

grade level requirements.

MIDDLE GRADES DEFINITION The term “middle grades” means grades 6, 7, and 8. (s.1003.415 (3), F.S.)

GENERAL REQUIREMENTS FOR MIDDLE GRADES PROMOTION (s.1003.4156,F.S.) GRADES 6-8

Beginning with students entering grade 6 in the 2006-2007 school year, promotion from a school composed of middle grades 6, 7, and 8 requires that the student must successfully complete academic courses as follows:

Three middle school or higher courses in English. These courses shall emphasize literature, composition, and technical text.

Three middle school or higher courses in mathematics. Note: Each middle school must offer at least one high school level mathematics course for which students may earn high school credit.

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Three middle school or higher courses in social studies, one semester of which must include the study of state and federal government and civics education.

Three middle school or higher courses in science.

One course in career and education planning to be completed in 7th or 8th grade. The course may be taught by any member of the instructional staff; must include career exploration using CHOICES for the 21st Century or a comparable cost-effective program; must include educational planning using the online student advising system known as Florida Academic Counseling and Tracking for students at the Internet website http://www.Facts.org; and shall result in the completion of a personalized academic and career plan. Each student’s plan must be signed by the student’s guidance counselor or academic advisor, and the student’s parent.

Each school must hold a parent meeting either in the evening or on a weekend to inform parents about the course curriculum and activities.

(s.1003.4156(1)(a)1-5,F.S.)

Middle Grades Intensive Reading Requirement (s.1003.4156(1)(b) and

Middle Grades Mathematics Remediation (s.1003.4156(1)(c) Grades 6-8

For each year in which a student scores at Level 1 or Level 2 on FCAT Reading, the student must be enrolled in and complete an intensive reading course the following year. Reading strategies shall be determined by a diagnosis of reading needs. The department shall provide guidance on appropriate strategies for diagnosing and meeting the varying instructional needs of students reading below grade level. Reading courses shall be designed and offered pursuant to the comprehensive reading plan required by s. 1011.62(8),F.S. (s.1003.4156(1)(b),F.S.) For each year in which a student scores at Level 1 or 2 on FCAT mathematics, the student must receive remediation the following year, which may be integrated into the student’s required mathematics course. (s.1003.4156(1)(c, F.S.)

Middle Grades Promotion: Grade Configurations Not Subject to

Requirements (s.1003.4156(2) Grades 6-8

Students in grade 6, grade 7, or grade 8 who are not enrolled in schools with a middle grades configuration are subject to the promotion requirements of this section

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Middle and High School Grading System (s.1003.437, F.S.) Grades 6-12

The grading system and interpretation of letter grades used for students in public schools in grades 6-12 shall be as follows: Percentage Grade Point Average Value Definition


Grades 7 and 8 To be promoted, a student must have completed the following:

1. Received a yearly passing grade in the four major academic subjects (mathematics, language arts, science, social studies) by demonstrating satisfactory mastery of the State Student Performance Standards in language arts, mathematics, science, and social studies as documented in accordance with procedures described in administrative guidelines;

2. Received a passing grade in at least two of all other courses taken during the year (Note 1: The Grade 7 semester middle school career exploratory course must be passed. Note 2: If the student has to take a remedial reading course, this course must be passed. Students scoring at Levels 1 or 2 on the FCAT Reading the previous year must take the remedial reading course.);

3. Met the district attendance requirements; 4. Demonstrated mastery of the Sunshine State Standards by scoring at Level 2 or above on

FCAT Reading (Note: Remediation is required of students scoring at Level 1 or Level 2 on FCAT Reading the previous year.);

5. Demonstrated mastery of the Sunshine State Standards by scoring at Level 2 or above on FCAT Math (Note: Remediation is required of students scoring at Level 1 or Level 2 on FCAT Math the previous year);

Note: The K-12 Comprehensive Reading Plan must be fully implemented by 2006-2007. Based on the plan, this includes the following:

Tier 3 - Students who scored Level 1 or 2 on the most recent FCAT and below 500 Lexile score on the Scholastic Reading Inventory have two periods of reading (blocked) and one period of language arts. If a student scores below 500 Lexile on the Scholastic Reading Inventory, further diagnostic testing will occur prior to placement in a tier 3 class.

Tier 2 - Students who scored Level 1 on the most recent FCAT and at or above 500 Lexile on the Scholastic Reading Inventory have one period of reading and one period of language arts. Depending on the school’s master schedule, these may be blocked or teamed.

Tier 1 - Students who scored Level 2 on the most recent FCAT and at or above the 500 Lexile on the Scholastic Reading Inventory have one period of reading and one period of language arts.

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GOOD CAUSE EXEMPTIONS FROM MANDATORY RETENTION

The Good Cause Exemption from Mandatory Retention is the assignment of a student to the next grade level who has met the

requirements for good cause exemption.

Grades 7 and 8 Good cause exemption for promotion criteria includes meeting the following:

General (One of the Following)

1. Limited English proficient student who has had less than two years of instruction in an English for Speakers of Other Languages program (ESOL);

2. Student with disabilities whose individual education plan indicates that participation in the

statewide assessment program is not appropriate, consistent with the requirement of the State Board of Education Rule (ESE);

or

Reading (One of the Following)

3. Student who has demonstrated, through a student portfolio, that the student is reading on

grade level as evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT;

4. Student with disabilities who has participated in the FCAT and who has an Individual

Education Plan (IEP) or a Section 504 plan that reflects that the student has received the intensive remediation in reading for two years or more but still demonstrates a deficiency in reading and was previously retained (ESE);

5. Student who has received the intensive remediation in reading for two years or more but

still demonstrates a deficiency in reading and who was previously retained a total of two years (Basic);

6. Student who has demonstrated an annual learning gain on FCAT in the area of reading; 7. Student who has demonstrated an acceptable level of performance on an alternate

standardized reading assessment following additional remediation (STA-45th percentile or above);

and

Math (One of the Following)

8. Student who has demonstrated, through a student portfolio, that the student is working on grade level as evidenced by demonstration of mastery of the Sunshine State Standards in math equal to at least a Level 2 performance on the FCAT;

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9. Student with disabilities who has participated in the FCAT and who has an individual

education plan or a Section 504 plan that reflects that the student has received the intensive remediation in math for two years or more but still demonstrates a deficiency in math and was previously retained (ESE);

10. Student who has received the intensive remediation in math for two years or more but still

demonstrates a deficiency in math and who was previously retained a total of two years (Basic);

11. Student who has demonstrated an annual learning gain on FCAT in the area of math; 12. Student who has demonstrated an acceptable level of performance on an alternate

standardized math assessment following additional remediation (STA – 45th percentile or above).

Note 1: For all good cause exemptions, fulfilling remediation requirements is required for all 6th, 7th, and 8th grade students who are determined to be substantially deficient in reading and/or math as evidenced by scoring a Level 1 on the FCAT, local assessments, or performance commensurate with Level 1 as determined by the teacher. Students scoring Level 1 may be exempt from this requirement as determined by the teacher and principal. Note 2: The name of the school administrator who authorizes the good cause exemption criteria and the reason for doing so shall be recorded on the student’s cumulative record and a copy provided to the parent. This information should be specifically directed to the principal of the receiving school in event of a school transfer. Note 3: All good cause exemption criteria to senior high schools must have written approval of the Superintendent or designee. Requests for Good Cause Exemptions Requests for Good Cause Exemptions for students from the mandatory retention requirement must include the following:

1. Documentation submitted from the student’s teacher to the principal that indicates the

promotion of the student is appropriate and is based upon the student’s academic record. (Documentation shall only consist of the existing progress monitoring plan, individual education plan, if applicable, report card, or student portfolio.)

2. Discussion with the teacher by the school principal to review the recommendation and make the determination if the student should be promoted or retained. If the school principal determines that the student should be promoted, the principal must submit the recommendation in writing to the district school superintendent. The district school superintendent shall accept or reject the school principal’s recommendation in writing. (s.1008.25 (6) (c), F.S.)

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RETENTION

Grades 7 and 8 The following criteria shall be considered by the instructional staff before the student is retained:

1. Requirements for Promotion (See Promotion.) 2. Requirements for Good Cause Exemption for Promotion (See Good Cause Exemption

for Promotion.)

OPTIONS FOR ASSISTANCE Grade 7 and 8

For students who have not met the promotion criteria, the following options for assistance may be available:

1. Referral to Exceptional Education; 2. Retention in the current grade level; 3. Before and after school programs; 4. Assignment of academic support strategies to students who have been identified as

needing assistance; 5. Remedial groups within existing classes; 6. Recommendation for referral to the child study team; 7. Progress Monitoring Plan (PMP) initiated for students scoring Level 1 on the FCAT

Reading and/or Math the previous year, and/or scoring below a 4.0 on FCAT Writes Grade 8.

8. Summer school programs for students who qualify (limited to ESY); 9. Mentoring/tutoring;

10. Academic wheel; 11. Pull out counseling sessions; 12. Pull out remedial instruction; 13. Remedial programs during the school day.

Retention is the assignment of a student to repeat the same grade level for the next school year. A copy of the parent notification shall be placed in

the cumulative record and specifically directed to the principal of the receiving school in the event of a school transfer

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ACCELERATION

Acceleration is the assignment of a student to a higher grade level or instructional level when state and district criteria for this assignment have been met. A student's cumulative record shall indicate the assignment of accelerated placement.

Grades 7 and 8

A student may be accelerated either a full year or part of a year with parental permission and principal approval of assignment. The following criteria shall be considered:

1. Evidence of exceptionally high achievement; 2. Evidence that a student will benefit more academically, socially, and emotionally from

the advanced assignment than from the one based on chronological age; 3. Evidence the student has scored Level 4 or Level 5 on the FCAT Reading Math, and

Science (Grade 8), as well as 5.0 on Florida Writes (Grade 8).

MIDDLE SCHOOL PROGRESSION AND THE LIMITED ENGLISH PROFICIENCY STUDENT If a student receiving ESOL services is being considered for acceleration, good cause exemption from mandatory retention, retention, or is deficient in math, reading, and writing proficiency, the school’s ELL Committee must meet to review the student’s progress and make a recommendation regarding placement and instructional plan. Decisions made must not be based solely on the student’s English language proficiency. When determining recommendations, the ELL Committee may consider the criteria listed in the district’s ESOL Program and Services Procedures Manual in addition to criteria listed in the district Student Progression Plan and the Implementation Plan. Those criteria include the following:

1. Extent and nature of prior educational and social experience and student interview; 2. Written recommendation and observation by current and previous instructional and

support services staff; 3. Level of mastery of basic competencies or skills in English and home language according

to appropriate local, state, and national criterion-referenced standards; 4. Grades from current or previous years; 5. Test results in addition to those listed in the district’s Implementation Plan.

As required by Section 1003.56, Florida Statute (F.S), ELL students are to be provided with comprehensible instruction that is equal in amount, sequence and scope as that provided to non- ELL students. ELL students who are reading below grade level in English or who score level 1 or 2 on FCAT in reading should be enrolled in courses appropriate to their level of English proficiency and reading ability. The following options for course enrollment are provided to guide schools in determining the most appropriate placement for ELL students not reading on grade level in English:

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Grades 7-8 Option A – Recommended for ELL students who are non-English speaking and/or at the

beginning or intermediate level of English language proficiency: Developmental Language Arts course. Delivery of instruction under this option requires a focus on language development, but incorporates instruction on grade level Sunshine State Standards reading benchmarks.

Teacher qualifications: Teacher with appropriate grade-level certification and the ESOL Endorsement, or

K-12 ESOL and who has obtained (or is working on) The Reading Endorsement or Reading Certification.

Middle School Example: Course Number: 1002180 M/J Developmental Language Arts through ESOL (MC)

Option B – Recommended for ELL students who are at the advanced level of English language proficiency:

Intensive Reading course; delivery of instruction under this option requires an instructional focus on reading, but should incorporate language development through the use of appropriate ESOL instructional strategies.

Teacher qualifications: Teacher with the Reading Endorsement and the ESOL Endorsement and the ESOL

Endorsement or K-12 ESOL. Middle School Example:

Course Number: 1000010 M/J Intensive Reading

Public and Private School Transfer Students Grades 7 and 8 ) 1003.25(3)

Secondary grade placement of all transfer students in grades 7-8 shall be on a probationary basis until transfer work is validated on the basis of official evidence of pupil achievement or competence available to the school principal. Academic performance of the transfer student on Brevard screening and placement tests and in the classroom shall be considered in making the final decision. The principal of each school may reassign a pupil to the grade level at which the pupil can best perform academically. The basis for reassignment shall be discussed in advance with the parent or guardian of each pupil placed at a level other than the grade level indicated by the pupil’s previous placement.

Home Education Grades K-8 The definition and standards for Home Education programs are set forth in FS 1002.01(1) and FS 1002.41. These statutes give a parent or guardian the option of directing a home education program for his/her own child in order to satisfy the requirements of Compulsory Attendance, FS 1003.21, and may be found in the Home Education Handbook located on the School Board Website.

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ENROLLING CHILDREN FROM HOME EDUCATION PROGRAMS The following guidelines refer to children from Home Education Programs who enroll or re-enter a public school in the Brevard County School District. Current district policies and the Southern Association of Colleges and Schools (SACS) standard govern the grade placement of any transfer student. The principal or his/her designee shall determine the grade placement through any of the following methods:

• Review of student portfolios • Administration of any placement tests normally used • Testing using prior year course final examinations • Any other assessments, written or oral, deemed appropriate by the principal and faculty

Students applying for grade seven must be evaluated by the elementary school in their attendance zone in order to determine eligibility for promotion to middle school. Students applying for grade nine must be evaluated by the middle school in their attendance zone in order to determine eligibility for promotion to high school.

STUDENTS WITHOUT RECORDS Students who are unable to obtain records from previous schools will be placed according to chronological age or last grade completed. Previous academic credits will be validated by successful experience at the next level of study. (Refer to Graduation Requirements.) HIGH SCHOOL DEFINITION OF CREDIT AND TRANSFER OF CREDIT GUIDELINES (s.1003.436(1)(a),F.S.)

One full credit equals a minimum of 135 hours of instruction in a course that contains student performance standards. One full credit means a minimum of 120 hours of bonafide instruction in a designated course of study that contains student performance standards for purposes of meeting high school graduation requirements in a district school that has been authorized to implement block scheduling by the district school board. Districts may offer courses of more than 135 hours for credit. School districts may determine the hours of attendance by students to receive a credit for half credit. A student may be awarded credit for less than 135 hours of instruction if he or she has demonstrated mastery of the course requirements and Sunshine State Standards as provided by the school district student progression plan. This clarification includes awarding credit for courses taken in summer school, through performance-based instruction, block scheduling or course modifications that combine courses. The district school board must establish policies for these non-traditional programs and must verify student achievement of the course requirements in accordance with the state high school grading system. The State Board of Education shall determine the number of postsecondary credit hours earned through dual enrollment that satisfy the requirements of the district’s interinstitutional articulation agreement according to s.1003.235,F.S., and that equal one full credit of the equivalent high school course identified in s.1007.271(6),F.S. The hourly requirements for one-half credit are one half of the requirements specified in (1)(a). (s.1003.436(1)(2),F.S.)

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CREDIT TOWARD GRADUATION Students normally begin earning credit toward graduation in grade 9 for the 24 credit or the 18 credit options required for graduation. High school courses taken prior to grade 9 (grades 7, 8) may be counted as credit toward graduation provided the following conditions are met: 1) the course is listed in the 9-12 section of the Course Code Directory and 2) the course is part of a program of acceleration approved by the principal. All courses are offered on a semester basis and credit is issued based on performance for the semester. The school district maintains a one-half credit earned system that includes courses provided on a full-year basis. One-half credit shall be awarded if the student successfully completes either the first or the second half of a full year course but fails to successfully complete the other half. If the student successfully completes either the first or the second half of a full year course but fails to successfully complete the other half of the course and the averaging of the grades in each half would result in a passing grade, the student must successfully meet additional school board requirements, such as class attendance, homework, participation, and other indicators of performance. In order to earn course credit toward graduation, a student must demonstrate mastery of the Board-adopted student performance standards. In addition, a student must be in attendance for instruction a minimum of 162 days (135) hours) for a full credit or 81 days (67.5 hours) for a half credit (s.1003.436 (1) (a), F.S.). See the exceptions below:

1. Absences for approved school activities, or absences approved by the principal or designee; and

2. Student demonstration of mastery of the Board-adopted student performance standards in the course.

Demonstration of mastery of the student performance standards means that a student has mastered at least 60% of the course performance standards assessed by teacher observations, classroom assignments, examinations, or other commonly accepted methods of assessing student performance. GRADE FORGIVENESS Forgiveness policies for required courses shall be limited to replacing a grade of “D” or “F”, or the equivalent of a grade of “D” or “F”, with a grade of “C” or higher, or the equivalent of a grade of “C” or higher, earned subsequently in the same or comparable course. (Note: Comparable is defined as a course in the same subject area.) Forgiveness policies for required courses shall be limited to replacing a grade of “D” or “F”, or the equivalent of a grade of “D” or “F”, with a grade of “C” or higher, or the equivalent of a grade of “C” or higher, earned subsequently in the same comparable or another course with the exception of the remedial reading course which must be the same or comparable course. The only exception to these forgiveness policies shall be made for a student in the middle grades who takes any high school course for high school credit and earns a grade of “C,” “D,” or “F” or the equivalent of a grade of “C,” “D,” or “F.” In such case, the district forgiveness policy must allow the replacement of the grade with a grade of “C” or higher, or the equivalent of a grade of “C” or higher, earned subsequently in the same or comparable course. (Note: Comparable is defined as a course in the same subject area.)

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In all cases of grade forgiveness, only the new grade shall be used in the calculation of the student’s grade point average. Any course grade not replaced according to a district school board forgiveness policy shall be included in the calculation of the cumulative grade point average required for graduation. (s.1003.428.(4)(d), F.S.) NO ACADEMIC EXCEPTIONS BASED ON ATTENDANCE

Schools shall not exempt students from academic performance requirements such as final exams, based on practices or policies designed to encourage student attendance. A student’s attendance record may not be used in whole or in part to provide an exemption from any academic performance requirement. (s.1003.33(2), F.S.) Student absences for approved school activities, or absences approved by the principal or designee shall not negatively impact the student as related to the 135 hour minimum attendance for credit provided that the student completes appropriate make-up work essential for meeting course requirements. This provision applies to students in homebound programs, absences for religious instruction as authorized by s.1003.21, F.S., absences related to required instruction as specified in s.1003.42, F.S., and, subject to the rules and regulations of the state board and of the district school board, other absences which are deemed by the principal to be in the best interest of the student. In accordance with Department of Education memorandum DPS 85-69, a student may be counted as being in school if the student is attending an academic instructional activity away from the school site provided that the activity is directly related to the instructional outcomes of one or more of the courses missed and that the student completes appropriate make-up work essential for meeting course requirements. Absences from specific classes for such activities shall be recorded but not reported in accordance with School Board Policy 5200. DISTANCE LEARNING

Full-time students may enroll in courses offered by distance (on-line or correspondence) learning programs, as part of, or in addition to, the regular instructional day. Courses may be taken through distance learning provided that (1) the principal approves the course(s) prior to enrollment, (2) the course content is comparable to the district-adopted course(s), and (3) the program is taken through an institution accredited by a state, one of the six regional accrediting agencies, or other accrediting agencies as determined by the district. The principal shall award credit for successful course completion. Exceptions for extenuating circumstances must be approved by the Superintendent or his designee. The district school board shall provide students with access to enroll in courses available through the Florida Virtual School and award credit for successful completion of such courses. Access shall be available to students during or after the normal school day, and through summer school enrollment. PUBLIC SCHOOL STUDENT PROGRESSION (s.1008.25,F.S.(1)-(3),F.S.)

Student progression from one grade to another is partially based on proficiency in reading, writing, science, and mathematics, reflects the district policies that facilitate student achievement of proficiency, and contains policies to inform each student and his/her parent of that student’s academic progress.

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The comprehensive program for student progression established by the district school board includes the following: • Standards for evaluating student performance and how well a student masters the

performance standards (Sunshine State Standards);

• Specific district levels of performance for student progression in reading, writing, science and mathematics for each grade level that includes the state levels of performance on statewide assessments (Florida Comprehensive Assessment Test [FCAT]) as defined by the Commissioner of Education below which a student must receive remediation or be retained within an intensive program that is different from the previous year's program and takes into account the student’s learning style.

The Commissioner of Education has determined the following levels of performance for student progression: [1] students who score at achievement Level 1 on FCAT Sunshine State Standards tests in reading and mathematics in grades 3-10 will be required to receive remediation through a Progress Monitoring Plan (PMP) or be retained, as determined by the district student progression plan. The district may determine that students performing at a higher level, [e.g. Level 2], should receive remediation through a Progress Monitoring Plan. Retention decisions should be based on more than a single test score; [2] At a minimum, students who score lower than 2 on FCAT writing tests at grades 4, 8, and 10 must be required to receive remediation through a Progress Monitoring Plan (PMP) or be retained, as determined by the district Student Progression Plan. Retention decisions should be based on more than a single test score. It should include appropriate alternative placement for a student who has been retained two or more years. The nature of the alternative assessment is determined by the school district. The allocation of remedial and supplemental instruction resources for students shall occur in the following priority: • Students who are deficient in reading by the end of grade 3; • Students who fail to meet performance levels required for promotion consistent with the

district school board’s plan for student progression. (s.1008.25(1)-(3),F.S.) PROGRESS MONITORING PLAN (PMP) (s.1008.25(4)(b),F.S. The school in which the student is enrolled must develop, in consultation with the student’s parent, and must implement a Progress Monitoring Plan (PMP). A Progress Monitoring Plan (PMP) is intended to provide the school district and the school flexibility in meeting the academic needs of the student and to reduce paperwork. The plan must include intensive remedial instruction in the areas of weakness. Schools are expected to provide strategies to meet the individual needs of students. These strategies may include but are not limited to summer school, dropout prevention services, parent tutorial programs, contracted academic services, exceptional education services, modified curriculum, reading instruction, after school instruction and other extended day services, tutoring, mentoring, class size reduction, extended school year, and intensive skills development programs. Whatever the format, the PMP should:

1. clearly identify the specific diagnosed academic needs to be remediated; 2. clearly identify the success-based intervention strategies to be used;

3. clearly identify how, when, how often, by whom, and how long intensive remedial instruction is to be provided;

4. clearly identify the monitoring and reevaluation activities to be employed.

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A student who is not meeting the school district or state requirements for proficiency in reading and math shall be covered by one of the following plans to target instruction and identify ways to improve his or her academic achievement:

1. A federally required student plan such as the individual education plan; 2. A school wide system of progress monitoring for all students; or 3. An individualized Progress Monitoring Plan.

District school boards may require low performing students to attend remediation programs held before or after regular school hours or during summer if transportation is provided. If upon subsequent evaluation the documented deficiency has not been remediated, the student may be retained. Each student who does not meet minimum performance expectations for the statewide assessment tests in reading, writing, science, and mathematics must continue remedial instruction or supplemental instruction until expectations are met or the student graduates from high school or is not subject to compulsory school attendance. (s.1008.25 (4) (b-c), F.S.)

ASSESSMENT AND REMEDIATION: DIAGNOSTIC ASSESSMENTS (s.1008.25(4)(a),F.S.) Each student must participate in statewide assessment tests, at designated grade levels, as required by s.1008.22,F.S. Each student who does not meet district specific levels of performance for student progression in reading, writing, science and mathematics for each grade level, or who scores below Level 3 in reading or math must be provided with additional diagnostic assessments to determine the nature of the student’s difficulty and areas of academic need. It is up to school districts and schools to determine the nature of this diagnostic assessment.

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Senior High School Student Progression Plan

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SENIOR HIGH SCHOOL PROGRESSION PLAN ALTERNATIVE SCHEDULING Schools utilizing alternative scheduling may have district approved waivers to policies and requirements addressed in this section. Plans are available at the designated schools. The number of credits required to graduate and to be promoted may vary depending on each school’s alternative schedule. SENIOR HIGH SCHOOL INSTRUCTIONAL PROGRAM The district senior high school instructional program is defined by the Senior High School Instructional Program booklet, which is revised and published annually. Schools may offer courses which are not included in the Senior High School Instructional Program booklet provided that the course is included in the Florida Course Code Directory and has received approval in accordance with the Course Approval Request procedure. INSTRUCTIONAL DAY All students in grades 9-12 in senior high schools must attend the regularly scheduled instructional day.

REPORT CARDS The district-adopted report card will be distributed at the end of each grading period. These report cards must clearly depict and grade: the student’s academic performance in each class or course based upon examinations, as well as written papers, class participation, and other academic performance criteria; the student’s conduct and behavior; and the student’s attendance, including absences and tardiness. In addition, the final report card for a school year shall contain a statement indicating end-of-the-year status or performance or nonperformance at grade level, acceptable or unacceptable behavior and attendance, and promotion or non-promotion. (s.1003.33(1)-(2), F.S.) Satisfactory grades on the report card do not guarantee that a student will demonstrate mastery of the Sunshine State Standards tested on the FCAT. GRADING SCALE (s.1003.437, F.S.) Letter Grade Percentage Value Definition


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PARENT NOTIFICATION Scores from achievement and assessment tests will be communicated to parents. The district school board must annually report to the parent of each student the progress of the student towards achieving state and district expectations for proficiency in reading, writing, science, and mathematics, including the student’s results on each statewide assessment test. The evaluation of each student’s progress must be based upon the student’s classroom work, observations, tests, district and state assessments, and other relevant information. Progress reporting must be provided to the parent in writing in a format adopted by the district school board. (Note: No one test with a single administration should determine promotion or retention. The preponderance of evidence from evaluations should be used to determine if a student is ready for the work of the next grade.) (s.1003.(8)(a), F.S.) Parents of students who have a cumulative grade point average (GPA) of less than .5 above the 2.0 cumulative GPA required for graduation (less than a 2.5) at the end of each semester in grades 9, 10, 11, and 12 shall be notified that the student is at risk of not meeting the graduation requirements. The notice shall contain an explanation of the policies the district has in place to assist the student in meeting the GPA requirement. (s.1003.43 (5) (e) 2, F.S.) In addition, at the beginning of each school year, parents of students in or entering high school will be notified of the opportunity and benefits of Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, Dual Enrollment, and Florida Virtual School courses.

PROMOTION CRITERIA A copy of promotion criteria shall be given to each student at the time of official enrollment. Additional copies will be available at each school office.

PROMOTION

Promotion is the assignment of a student to the next grade level after successful completion of all grade level requirements.

Grades 9, 10, and 11 To be promoted a student must have completed the following:

9th Grade to 10th Grade 1. Been enrolled one year in the 9-12 sequence; 2. Earned at least six credits (block schools – seven credits) including one credit in language

arts and one credit in math, as well as the remedial reading for students scoring Level 1 or 2 on the FCAT Reading the previous year;

3. Met the district attendance requirements;

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4. Demonstrated mastery of the Sunshine State Standards by scoring at Level 2 or above on FCAT Reading (Note: Remediation is required of students scoring at Level 1 or Level 2 on FCAT Reading the previous year);

5. Demonstrated mastery of the Sunshine State Standards by scoring at Level 2 or above on

FCAT Math (Note: Remediation is required of students scoring at Level 1 or Level 2 on FCAT Math the previous year);

10th Grade to 11th Grade 1. Been enrolled two years in the 9-12 sequence; 2. Earned at least twelve credits (block schools – fourteen credits) including two credits in language arts and two credits in math, as well as the remedial reading for students scoring Level 1 or 2 on the FCAT Reading the previous year;

3. Met the district attendance requirements; 4. Demonstrated mastery of the Sunshine State Standards by scoring at Level 2 or above on

FCAT Reading (Note: Remediation is required of students scoring at Level 1 or Level 2 on FCAT Reading the previous year.)

5. Demonstrated mastery of the Sunshine State Standards by scoring at Level 2 or above on

FCAT Math. (Note: Remediation is required of students scoring at Level 1 or Level 2 on FCAT Math the previous year.)

11th Grade to 12th Grade 1. Enrolled three years in the 9-12 sequence;

2. Earned at least seventeen credits (block schools –twenty-one credits) including remedial reading for students who failed the FCAT Reading the previous year;

3. Met the district attendance requirements;

4. Demonstrated mastery of the Sunshine State Standards by passing FCAT Reading. (Note: Remediation is required of students not passing FCAT Reading the previous year.)

5. Demonstrated mastery of the Sunshine State Standards by passing FCAT Math. (Note: Remediation is required of students not passing FCAT Math the previous year.)

Notes: 1. To be classified as a freshman (9th grade), a student must have been promoted or received a Good Cause Exemption from grade eight. 2. Exceptions to the number of years spent in the 9-12 sequence for reclassification may be granted to students who are in a planned acceleration program. 3. Students who meet the promotion requirements shall be reclassified each semester. 4. Credits for grade level classification may be waived for students who are enrolled in an approved Performance Based Diploma Plan through the Alternative Education Program. At a minimum, a student considered for such a waiver must have taken the Florida Comprehensive Assessment Test either as a 9th or 10th grade student.

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5. The K-12 Comprehensive Reading Plan should be fully implemented by 2006-2007. Based on the plan, this includes the following:

Tier 3 - Students who scored Level 1 or 2 on the most recent FCAT and below 700 Lexile score on the Scholastic Reading Inventory must have two periods of reading (blocked) and one period of language arts. If a student scores below 700 Lexile score on the Scholastic Reading Inventory, further diagnostic testing will occur prior to placement in a Tier 3 class.

Tier 2 - Students who scored Level 1 on the most recent FCAT and at or above 700 Lexile score on the Scholastic Reading Inventory must have one period of reading and one period of language arts. Depending upon the school’s master schedule, these courses may be blocked or teamed.

Tier 1 - Students who scored Level 2 on the most recent FCAT and at or above 700 Lexile score on the Scholastic Reading Inventory and students who failed the FCAT must have one period of reading and one period of language arts.

Immediate implementation of the K-12 reading plan is expected and supported by the district.

GOOD CAUSE EXEMPTIONS FROM MANDATORY RETENTION

The Good Cause Exemption is the assignment of a student to the next grade level who has met the requirements

for good cause exemption.

Grades 9, 10, and 11 Good cause exemption for promotion criteria includes meeting the following:

General (One of the Following)

A. Limited English Proficient student who has had less than two years of instruction in an

English for Speakers of Other Languages program (ESOL);

B Student with disabilities whose individual education plan (IEP) indicates that participation in the statewide assessment program is not appropriate, consistent with the requirement of the State Board of Education Rule (ESE);

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or

Reading (One of the Following)

C. Student who has demonstrated, through a student portfolio, that the student is reading on

grade level as evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT;

D. Student who has demonstrated an annual learning gain on FCAT in the area of reading;

E. Student who has demonstrated an acceptable level of performance on an alternative

standardized reading assessment following additional remediation (STA–45th percentile or above).

and

Math (One of the Following)

F. Student who has demonstrated, through a student portfolio, that the student is working

on grade level as evidenced by demonstration of mastery of the Sunshine State Standards in math equal to at least a Level 2 performance on the FCAT;

G. Student who has demonstrated an annual learning gain on FCAT in the area of math; H. Student who has demonstrated an acceptable level of performance on an alternative

standardized math assessment following additional remediation (STA – 45th percentile or above).

Notes: 1. The name of the school administrator who authorizes the good cause exemption criteria and

the reason for doing so shall be recorded on the student’s cumulative record and a copy provided to the parent. This information should be specifically directed to the principal of the receiving school in event of a school transfer.

2. All good cause exemption criteria to senior high schools must have written approval of the

Superintendent or designee.

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Requests for Good Cause Exemptions

Requests for Good Cause Exemptions for students from the mandatory retention requirement must include the following:

1. Documentation submitted from the student’s teacher to the principal that indicates the

promotion of the student is appropriate and is based upon the student’s academic record. (Documentation shall only consist of the existing Progress Monitoring Plan (PMP), individual education plan (IEP), if applicable, report card, or student portfolio.)

2. Discussion with the teacher by the school principal to review the recommendation and

make the determination if the student should be promoted or retained. If the school principal determines that the student should be promoted, the principal must submit the recommendation in writing to the district school superintendent. The district school superintendent shall accept or reject the school principal’s recommendation in writing. (s.1008.25 (6) (c), F.S.)

RETENTION

Retention is the assignment of a student to repeat the same grade level for the next school year. A copy of the parent notification shall be placed in the cumulative record and

specifically directed to the principal of the receiving school in the event of a school transfer.

Grades 9, 10, 11, and 12 The following criteria shall be considered by the instructional staff before the student is retained:

1. Requirements for Promotion (See Promotion.); 2. Requirements for Good Cause Exemption (See Good Cause Exemption for Promotion.); 3. Requirements for Graduation.

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OPTIONS FOR ASSISTANCE

For students who have not met credit, grade point average, minimum student performance standards requirements, or the Sunshine State Standards (FCAT) requirements, the following options are available: 1. Referral to Exceptional Education; 2. Enrollment in a remediation program during the regular school day; 3. Enrollment in a remediation program(s)/course(s) during the regular summer school term (if

available); 4. Enrollment in adult education if 16 years of age or older. A maximum of three (3) credits

may be transferred from the adult education program. The student must receive the prior approval of the principal for courses to be transferred and must be in attendance 49-56 hours for each 1/2 credit, depending on the length of the course;

5. Enrollment in district approved accredited distance learning courses; 6. Retention in the current grade level; 7. Before and after school programs; 8. Remedial groups within existing classes; 9. Recommendation for referral to the child study team;

10. Progress Monitoring Plan (PMP) initiated for students scoring Level 1 or failing the FCAT Reading and/or Math the previous year, and/or scoring below a 4.0 on the most recent FCAT Writes Grade 10;

11. Mentoring/tutoring; 12. Pull out counseling sessions; 13. Pull out remedial instruction.

HIGH SCHOOL PROGRESSION AND THE LIMITED ENGLISH PROFICIENCY (LEP) STUDENT If a student receiving ESOL services is being considered for acceleration, good cause exemption from mandatory retention, retention or is deficient in math, reading, and writing proficiency, the school’s LEP Committee must meet to review the student’s progress and make a recommendation regarding placement and instructional plan. Decisions made must not be based solely on the student’s English language proficiency. When determining recommendations, the LEP Committee may consider the criteria listed in the district’s ESOL Program and Services Procedures Manual in addition to criteria listed in the district Student Progression Plan and the Implementation Plan. Those criteria include the following:

1. Extent and nature of prior educational and social experience and student interview; 2. Written recommendation and observation by current and previous instructional and

supportive services staff; 3. Level of mastery of basic competencies or skills in English and home language according

to appropriate local, state, and national criterion-referenced standards; 4. Grades from current or previous years; 5. Test results in addition to those listed in the district’s Implementation Plan.

As required by Section 1003.56, Florida Statute (F.S), LEP students are to be provided with comprehensible instruction that is equal in amount, sequence and scope as that provided to non- LEP students.

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LEP students who are reading below grade level in English or who score level 1 or 2 on FCAT in reading should be enrolled in courses appropriate to their level of English proficiency and reading ability. The following options for course options for course enrollment are provided to guide schools in determining the most appropriate placement for LEP students not reading on grade level in English:

Grades 9-12 Option A – Recommended for LEP students who are non-English speaking and/or at the

beginning or intermediate level of English language proficiency: Developmental Language Arts course. Delivery of instruction under this option requires a focus on language development, but incorporates instruction on grade level Sunshine State Standards reading benchmarks.

• Teacher qualifications: Teacher with appropriate grade-level certification and the ESOL Endorsement,

or K-12 ESOL, and who has obtained (or is working on) the Reading Endorsement or Reading Certification.

• High School Example: Course Number: 1002380 Developmental Language Arts through ESOL (MC)

Option B – Recommended for LEP students who are at the advanced level of English language proficiency:

Intensive Reading course; Delivery of instruction under this option requires an instructional focus on reading, but should incorporate language development through the use of appropriate ESOL instructional strategies.

• Teacher qualifications: Teacher with the Reading Endorsement and the ESOL Endorsement and the

ESOL Endorsement or K-12 ESOL. • High School Example:

Course Number: 1000410 9-12 Intensive Reading.

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STATE UNIFORM TRANSFER OF HIGH SCHOOL CREDIT (GRADES 9-12) The purpose of this rule is to establish uniform procedures relating to the acceptance of transfer work and credit for students entering Florida’s public schools. The procedure shall be as follows: (1) Credits and grades earned and offered for acceptance shall be based on official transcripts

and shall be accepted at face value subject to validation. If validation of the official transcript is deemed necessary, or if the student does not possess an official transcript or is a home education student who has been tutored or instructed by an individual acting privately, credits shall be validated through performance during the first semester (or its equivalent) as outlined in paragraph (2).

(2) Validation of credits shall be based on performance in classes at the receiving school. A

student transferring into a school shall be placed at the appropriate sequential course level and should have a minimum grade point of 2.0 in each course, by the end of the first semester. Students who do not meet this requirement shall have credits validated using the Alternative Validation Procedure, as outlined in paragraph (3).

(3) Alternative Validation Procedure. If validation based on performance as described above is

not satisfactory, then any one of the following alternatives shall be used for validation purposes as determined by the teacher, principal, and parent:

a. Portfolio evaluation by the superintendent or designee. The portfolio shall be

comprised of work completed during the probationary semester (class notes, reports, tests, etc.)

b. Written recommendation by a Florida certified teacher selected by the parent and approved by the principal

c. Demonstrated performance in courses taken through dual enrollment or at other public or private accredited schools

d. Demonstrated proficiencies on nationally normed standardized subject area assessments

e. Demonstrated proficiencies on the FCAT or f. Written review of the criteria utilized for a given subject provided by the former

school. Students must be provided at least ninety-days (90) from the date of transfer to prepare for assessments outlined in paragraphs (3) (d) and (3) (e), if required.

Specific Authority 1003.25 (3) FS. Law Implemented 1003.25 (3) FS. History – New 8-28-2000, Formally 6-1.099, Amended and SACS 8.12, Transfer Credit Policy and Guidelines STUDENTS WITHOUT RECORDS

Students who are unable to obtain records from previous schools will be placed according to chronological age or last grade completed. Previous academic credits will be validated by successful experience at the next level of study. (Refer to Graduation Requirements.)

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HIGH SCHOOL DEFINITION OF CREDIT AND TRANSFER OF CREDIT GUIDELINES (s.1003.436(1)(a),(F.S.) One full credit equals a minimum of 135 hours of instruction in a course that contains student performance standards. One full credit means a minimum of 120 hours of bonafide instruction in a designated course of study that contains student performance standards for purposes of meeting high school graduation requirements in a district school that has been authorized to implement block scheduling by the district school board. Districts may offer courses of more than 135 hours for credit. School districts may determine the hours of attendance by students to receive a credit or half credit. A student may be awarded credit for less than 135 hours of instruction if he or she has demonstrated mastery of the course requirements and Sunshine State Standards a provided by the school district student progression plan. This clarification includes awarding credit for courses taken in summer school, through performance-based instruction, block scheduling or course modifications that combine courses. The district school board must establish policies for these non-traditional programs and must verify student achievement of the course requirements in accordance with the state high school grading system. The State Board of Education shall determine the number of postsecondary credit hours earned through dual enrollment that satisfy the requirements of the district’s interinstitutional articulation agreement according to s.1003.235,F.S., and that equal one full credit of the equivalent high school course identified in s.1007.271(6),F.S. The hourly requirements for one-half credit are one half of the requirements specified in (1)(a). (s.1003.436(1)(2),F.S. HIGH SCHOOL CREDIT TOWARD GRADUATION Students normally begin earning credit toward graduation in grade 9 for the 24 credit or the 18 credit options required for graduation. High school courses taken prior to grade 9 (grades 7, 8) may be counted as credit toward graduation provided the following conditions are met: 1) the course is listed in the 9-12 section of the Course Code Directory and 2) the course is part of a program of acceleration approved by the principal. All courses are offered on a semester basis and credit is issued based on performance for the semester. The school district maintains a one-half credit earned system that includes courses provided on a full-year basis. One-half credit shall be awarded if the student successfully completes either the first or the second half of a full year course but fails to successfully complete the other half. If the student successfully completes either the first or the second half of a full year course but fails to successfully complete the other half of the course and the averaging of the grades in each half would result in a passing grade, the student must successfully meet additional school board requirements, such as class attendance, homework, participation, and other indicators of performance. In order to earn course credit toward graduation, a student must demonstrate mastery of the Board-adopted student performance standards. (s.1003.436 (2), F.S.)

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In addition, a student must be in attendance for instruction a minimum of 162 days (135) hours) for a full credit or 81 days (67.5 hours) for a half credit (s.1003.436 (1) (a), F.S.). See the exceptions below:

1. Absences for approved school activities, or absences approved by the principal or designee; and

2. Student demonstration of mastery of the Board-adopted student performance standards in the course.

Demonstration of mastery of the student performance standards means that a student has mastered at least 60% of the course performance standards assessed by teacher observations, classroom assignments, examinations, or other commonly accepted methods of assessing student performance. GRADE FORGIVENESS Forgiveness policies for required courses shall be limited to replacing a grade of “D” or “F”, or the equivalent of a grade of “D” or “F”, with a grade of “C” or higher, or the equivalent of a grade of “C” or higher, earned subsequently in the same or comparable course. (Note: Comparable is defined as a course in the same subject area. The subject area of a course shall be determined by the subject area listed in the FLDOE Course Code Directory unless otherwise noted by the district.) Forgiveness policies for elective courses shall be limited to replacing a grade of “D” or “F”, or the equivalent of a grade of “D” or “F”, with a grade of “C” or higher, or the equivalent of a grade of “C” or higher, earned subsequently in the same, comparable, or another course with the exception of the remedial reading course which must be the same or comparable course. The only exception to these forgiveness policies shall be made for a student in the middle grades who takes any high school course for high school credit and earns a grade of “C,” “D,” or “F” or the equivalent of a grade of “C,” “D,” or “F.” In such case, the district forgiveness policy must allow the replacement of the grade with a grade of “C” or higher, or the equivalent of a grade of “C” or higher, earned subsequently in the same or comparable course. (Note: Comparable is defined as a course in the same subject area. The subject are of a course shall be determined by the subject area listed in the FLDOE Course Code Directory unless otherwise noted by the district.) In all cases of grade forgiveness, only the new grade shall be used in the calculation of the student’s grade point average. Any course grade not replaced according to a district school board forgiveness policy shall be included in the calculation of the cumulative grade point average required for graduation. (s.1003.428.(4)(d), F.S.)

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GRADUATION REQUIREMENTS

Graduation is the completion of all the requirements to receive a high school diploma

Schools utilizing alternative scheduling may have waivers to policies and requirements addressed in this section. Plans are available at the designated schools. To be awarded a high school diploma, a student must have completed the following:

1. Completed all credit requirements as defined below and in the Senior High Instructional Program booklet or completed the requirements for an International Baccalaureate diploma or Advanced International Certificate Education diploma;

2. Been enrolled four years in the 9-12 sequence (24 and 26 credit options) or three years in

the 9-12 system (18 credit options);

3. Met the district attendance requirements; 4. Passed the reading section of the Florida Comprehensive Assessment Test and passed

the mathematics section of the Florida Comprehensive Assessment Test in order to qualify for a regular high school diploma. (This includes completing all requirements for student progression and remedial instruction.);

5. Demonstrated satisfactory mastery of the Student Performance Standards in reading, writing, mathematics, science, and social studies as documented in accordance with procedures described in administrative guidelines;

6. A minimum cumulative unweighted grade point average of 2.0 based on a 4.0 scale for

the four-year (24 and 26 credit) graduation options. Note: For students entering 9th grade in 2000-2001, the required GPA must be based on all courses taken, except courses forgiven under state and district forgiveness policies. (s.1003.43 (5) (d), F.S.);

7. Received the principal's approval for graduation.

Notes: 1. Additional requirements for the three-year 18 credit graduation options are listed under the

section specifying graduation requirements for the three-year 18 credit graduation options;

2. A student who meets all requirements prescribed in subsections (1), (4), and (5) of s.1003.43 (9), F.S. (s.232.246 (9), F.S.) shall be awarded a standard diploma in a form prescribed by the state board.

3. Remedial and compensatory courses taken in grades 9-12 may only be counted as elective

credit. (s.1003.43(2), F.S.) Note: Remedial instruction provided during high school may not be in lieu of English and mathematics credits required for graduation. (s.1008.25(4)(b), F.S.)

4. Credit for high school graduation may be earned for volunteer activities and nonacademic

activities that have been approved by the State Board of Education.

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5. District school boards are authorized to establish requirements for high school graduation in excess of the minimum requirements. An increase in academic credit or minimum grade point average requirements shall not apply to students in grades 9-12 at the time of the increase. Any increase in academic credit or minimum grade point average requirements must not apply to a student who earns credit toward the graduation requirements for equivalent courses taken through dual enrollment. (s.1003.429(5), F.S.)

STANDARD AND ACCELERATED HIGH SCHOOL GRADUATION OPTIONS (s.1003.429, F.S.)

Students who enter grade 9 in the 2006-2007 school year and thereafter may select, upon receipt of each consent required by this section, one of the three high school graduation options. (s.1003.429(1),F.S.) PARENT NOTIFICATION OF GRADUATION OPTIONS Beginning with the 2006-2007 school year, each district school board shall provide each student in grades 6-9 and their parents with information concerning the three year and four year high school graduation options listed in s.1003.429 (1), F.S., including the respective curriculum requirements for those options so that the students and their parents may select the program that best fits their needs. The information shall include a time frame for achieving each graduation option. (s.1003.429 (3), F.S.)

ACCELERATED HIGH SCHOOL GRADUATION PROGRAM SELECTION REQUIREMENTS In 2006-2007 and thereafter for students who choose a three-year accelerated program, prior to selecting an accelerated three-year graduation program described in s.1003.429(1)(b) or (1)(c), F.S., a student and the student’s parent must meet with designated school personnel to receive an explanation of the relative requirements, advantages, and disadvantages of each program option, and the student must also receive written consent of the student’s parents. Beginning in 2004-2005, the following requirements must be met:

1. Designated school personnel shall meet with the student and student’s parent to give an explanation of the relative requirements, advantages, and disadvantages of each graduation option.

2. The student shall submit to the high school principal and guidance counselor a signed

parental consent to enter the three-year accelerated graduation program. 3. The student shall have achieved at least an FCAT Reading achievement level of 3, an

FCAT Mathematics achievement level of 3, and FCAT Writing score of 3 on the most recent assessments taken by the student. (s.1003.429(2) (a-c), F.S.)

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GRADUATION OPTION SELECTION/PARENT AND STUDENT RESPONSIBILITY

1. Selection of one of the graduation options listed in s.1003.429 (1), F.S. must be

completed by the student prior to the end of grade 9 and is exclusively up to the student and parent, subject to the requirements in s.1003.429 (2), F.S.

2. Each district school board shall establish policies for extending this deadline to the end of a student’s first semester of grade 10 for a student who entered a Florida public school after grade 9 upon transfer from a private school or another state or who was prevented from choosing a graduation option due to illness during grade 9.

3. If the student and parent fail to select a graduation option, the student shall be considered to have selected the 4- year 24 and 26 general requirements for high school graduation specified in s.1003.429 (1) (a), F.S. (s.1003.429(4), F.S.)

FOUR-YEAR STANDARD 24 CREDIT PROGRAM *

(s. 1003.43(1)(a)-(j), F.S.)

The following specific course and credit requirements are required for graduation in the Four-Year Standard 24 Credit Program:

SUBJECT AREA CREDITS Language Arts (English) 4 (A) Mathematics 3 (B) Science 3 (C)

Social Studies 3 (D) Physical Education 1 (E) Life Management Skills 1/2 (F) Practical or Performing Arts 1 (G) Electives 8 1/2 (H) Total Credits 24* (I) (J) (K) *Block Schedule Total Credits 28

NOTE:

A. Language Arts must include a major concentration in composition and literature. One of the four credits in language arts must be English III, English III Honors, or Advanced Placement Language and Composition.

B. Mathematics must be taken during the ninth and tenth grade years. One of the three

credits in mathematics must be Algebra I, a series of courses equivalent to Algebra I, or a higher-level course.

C. Two of the three credits in science must have a laboratory component. Effective with

the graduating class of 2001, students shall meet the three-credit graduation requirement in science by either (a) one credit each in biology, chemistry, and physics, (b) the three-credit sequence of Integrated Science I, II, and III, or (c) equivalent approved by the Director of Secondary Programs.

D. The three credits in social studies must include one credit each in American History

and World History and one-half credit each in American Government and Economics.

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E. One credit in physical education is required. Any physical education course will meet one-half of the requirement, but Personal Fitness and Adaptive Physical Education will continue to be required and are the only options that may be used to satisfy the other one-half credit of this requirement, with the following exceptions:

1. For students entering 9th grade in school year 1999-2000, and thereafter,

participation in an interscholastic sport at the junior varsity or varsity level for two full seasons shall satisfy the one-credit requirement in physical education if the student passes a competency test on personal fitness with a score of “C” or better. Therefore, students must meet the physical education requirement either by participating in two full seasons or earning one credit in physical education courses. It should be noted that students choosing to meet the physical education requirement by participating in two full seasons of interscholastic sports and passing the competency test meet the requirement but do not receive course credit.

2. For students who successfully complete, with a grade of “C” or better, one

semester marching band class, a physical activity class that requires participation in marching band activities as an extracurricular activity, or in a Reserve Officer Training Corps (JROTC) class, a significant component of which is drills, shall satisfy a one-half credit requirement in physical education. This one-half credit may not be used to satisfy the personal fitness requirement or the requirement for adaptive physical education under an individual education plan (IEP) or 504 plan. This one-half credit may satisfy the one-half of the one-credit requirement in physical education. Only students who 1.) are actually enrolled in an official Band course (I-VI) and who regularly practice and perform marching activities during a full marching band season as part of the class or as an extracurricular activity, or 2.) are enrolled in a physical activity class that addresses such activities as eurhythmics, flag corps, dance corps and who regularly practice and perform in marching band activities as an extracurricular activity for a full marching band season are eligible for this option. Students must still take the one-half credit personal fitness course or, if appropriate, an adaptive physical education course. (Effective January 7, 2003)

F. Life Management Skills must be taken in Grades 9-12. This course includes a

component on marriage and relationships. G. The Practical or Performing Arts requirement may be met by earning one full credit in

either practical arts/career and technical education or performing arts or by earning one-half credit in each.

Practical Arts: Any vocational course, except Life Management Skills, is counted as a practical art. (Basic courses, which may be substituted for a vocational course, include selected courses in computer education or journalism.) Upon completion of the JROTC program (Army, Air Force, Navy, Marine Corps, or Coast Guard), students may substitute on a curriculum equivalency basis one credit to satisfy the practical arts graduation requirement.

Performing Arts: Performing fine arts include music, art, drama, speech, and debate.

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H. Any student who scored Level 1 or 2 or failed the FCAT Reading the previous year

must earn 1 credit in reading, which will be recorded as an elective. I. ESOL/Home Language - Upon successful completion, students in grades 9-12 who are

enrolled in ESOL/Home Language are awarded credit toward graduation requirements.

J. Student completion of an International Baccalaureate or Advanced International

Certificate of Education curriculum shall be deemed to meet the curricular requirements of this subsection.

K. Any student who completes a four-year program in a Concentrated Semester Curriculum must complete 28 credits (four less than the maximum credits available in the Concentrated Semester Curriculum in the 9-12 sequence) to graduate.

ESTABLISHMENT OF GRADUATION STANDARDS Graduation standards must include the following:

1. Students must earn a passing score on the FCAT (Grade 10) as defined in s.1008.22 (3) (c), F.S., or scores on a standardized test that are concordant with passing scores on the FCAT as defined in s. 1008.22 (9), F.S. The passing score on the 10th grade FCAT is designated by the State Board of Education. Only students classified by the district as 10th grade students or above are eligible to participate in the Grade 10 FCAT. (s.1003.43(5)(a)-(b), F.S.)

2. Students must complete all requirements for student progression and remedial

instruction. HIGH SCHOOL GRADUTION REQUIREMENTS IN EXCESS OF MINIMUM 24 CREDITS District school boards are authorized to establish requirements for high school graduation in excess of the minimum requirements. An increase in academic credit or minimum grade point average requirements shall not apply to students in grades 9-12 at the time of the increase. Any increase in academic credit or minimum grade point average requirements must not apply to a student who earns credit toward the graduation requirements for equivalent courses taken through dual enrollment. Standards for graduation must include earning a passing score on the FCAT (Grade 10) as defined in s.1008.22(3)(c), F.S., or scores on a standardized test that are concordant with passing scores on the FCAT as defined in s.1008.22(9), F.S. The passing score on the 10th grade FCAT is designated by the State Board of Education. (s.1003.43(4)(a) 2(c), F.S.)

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STANDARD DIPLOMA AWARDING THREE-YEAR GRADUATION OPTIONS A student who meets all requirements prescribed in s.1003.428 (1-4)4), F.S., shall be awarded a standard diploma in a form prescribed by the State Board of Education. (s.1003.428(7)(a), F.S.) NOTE: Any student who selected an accelerated graduation program (standard college preparatory or career preparatory) before July 1, 2004, may continue that program, and all statutory requirements that were applicable when the student made the program choice shall remain applicable to the student as long as he or she continues that program. (s.1003.429 (1) (c), F.S.) THREE-YEAR STANDARD COLLEGE PREPARATORY PROGRAM (s.1003.429(1)(b),F.S.) Completion of a three-year college preparatory program requires successful completion of a minimum of 18 academic credits in grades 9 through 12. For students who chose this option in 2004-2005 or 2005-2006 school years, at least 6 of the 18 credits required for completion of this program must be received in classes that are honors, dual enrollment, Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, specifically listed or identified by the Department of Education as rigorous pursuant to s.1009.531 (3), F.S., or weighted by the district school board for class ranking purposes. For students who chose this option in the 2006-2007 school year and thereafter, at least 6 of the 18 credits required for completion of this program must be received in classes that are in the International Baccalaureate Program, the Advanced Placement Program, dual enrollment, Advanced International Certificate of Education, or specifically listed or identified by the Department of Education as rigorous pursuant to s. 1009.531(3), F.S.

Three-Year Standard 18 Credit College Preparatory Program (s.1003.429 (1) (b), F.S.)

The following specific course and credit requirements are required for graduation in the Three-Year Standard College Preparatory Program:

SUBJECT AREA CREDITS Language Arts (English) 4 (A) Mathematics 3 (B) Science 3 (C)

Social Studies 3 (D) Foreign Language 2 (E) Electives _3 (F) Total Credits 18 *

NOTE: A. Language Arts must include a major concentration in composition and literature. One of

the four credits in language arts must be English III, English III Honors, or Advanced Placement Language and Composition.

B. Mathematics must be taken during the ninth and tenth grade years. One of the three

credits in mathematics must be Algebra I or a higher-level course from the list of courses that qualify for state university admission.

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C. Two of the three credits in natural sciences must have a laboratory component. Effective with the graduating class of 2001, students shall meet the three-credit graduation requirement in science by either (a) one credit each in biology, chemistry, and physics, (b) the three-credit sequence of Integrated Science I, II, and III, or (c) equivalent approved by the Director of Secondary Programs.

D. The three credits in social studies must include one credit each in American History and

World History and one-half credit each in American Government and Economics.

E. Two credits must be in the same second language unless the student is a native speaker of or can otherwise demonstrate competency in a language other than English. If the student demonstrates competency in another language, the student may replace the language requirement with two credits in other academic courses.

F. Three credits in electives

*Additional Requirements:

1. At least 6 of the 18 credits required for this program in classes that are honors (Grade 11 only); dual enrollment; Advanced Placement; International Baccalaureate; Advanced International Certificate of Education courses; specifically listed or identified by the Department of Education as rigorous pursuant to section 1009.531(3), Florida Statutes; or weighted by the district school board for class ranking purposes. (Explanatory Note: The DOE identifies rigorous courses as those courses listed Level 3 in the Florida Course Code Directory and Instructional Personnel Assignments that meet the course distribution requirements for state university admissions);

2. A cumulative weighted grade point average of 3.5 on a 4.0 scale in the courses required for the college preparatory option;

3. A weighted or unweighted grade that earns at least 3.0 points, or its equivalent, to earn course credit toward the 18 credits required for the college preparatory option;

4. All 18 credits required for the Three-Year College Preparatory Program, including three electives, must satisfy the course distribution requirements for state university admissions.

Three-Year Standard 18 Credit Career Preparatory Program

(s.1003.429 (1) (c), F.S.)

The following specific course and credit requirements are required for graduation in the Three-Year Standard Career Preparatory Program:

SUBJECT AREA CREDITS

Language Arts (English) 4 (A) Mathematics 3 (B) Science 3 (C)

Social Studies 3 (D) Vocational/Career and Technical Program/ 5 (E) Electives (Option 1, 2, or 3) Total Credits 18 *

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NOTE: A. Language Arts must include a major concentration in composition and literature. One

of the four credits in language arts must be English III, English III Honors, or Advanced Placement Language and Composition.

B. Mathematics must be taken during the ninth and tenth grade years. One of the three credits in mathematics must be Algebra I or a series of courses equivalent to Algebra I; however, there must be two credits other than Algebra I or its equivalent.

C. Two of the three credits in natural sciences must have a laboratory component. Effective with the graduating class of 2001, students shall meet the three-credit graduation requirement in science by either (a) one credit each in biology, chemistry, and physics, (b) the three-credit sequence of Integrated Science I, II, and III, or (c) equivalent approved by the Director of Secondary Programs.

D. The three credits in social studies must include one credit each in American History and World History and one-half credit each in American Government and Economics.

E. Three credits in a single vocational or career education program and two elective credits;

or Three credits in career and technical certificate dual enrollment and two elective

credits;

or Five credits in vocational or career technical courses.

*Additional Requirements:

a. A cumulative weighted grade point average of 3.0 on a 4.0 scale, or its equivalent, in the courses required for the career preparatory option;

b. A weighted or unweighted grade that earns at least 2.0 points, or its equivalent, to earn course credit toward the 18 credits required for the career preparatory option.

THREE-YEAR GRADUATION OPTIONS FCAT AND GPA REQUIREMENTS

Students pursuing accelerated three-year high school graduation options, college or career preparatory programs specified in s.1003.429 (1) (b) or (1)(c),F.S., are required to do the following:

1. Earn passing scores on the FCAT as defined in s.1008.22(3),F.S. or scores on a standardized test that are concordant with passing scores on the FCAT as defined in s.1008.22(9), F.S.

2. Achieve a cumulative weighted grade point average of 3.5 on a 4.0 scale (for students

entering in 2006-2007), or its equivalent, in the courses required for the college preparatory accelerated three-year high school graduation options specified in s.1003.429(1)(b), F.S. or Achieve a cumulative weighted grade point average of 3.0 on a 4.0 scale or its equivalent, in the courses required for the career preparatory accelerated three-year high school graduation option stated in s.1003.429(1)(c), F.S. (Explanatory Note: The GPA for a three-year graduation plan is calculated on the specific eighteen credits required to graduate.)

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3. Receive a weighted or unweighted grade that earns at least 3.0 points, or its equivalent, to

earn course credit toward the 18 credits required for the college preparatory accelerated three-year program stated in s.1003.429 (1) (c), F.S. (Explanatory Note: students must earn a “B” or better if the district does not weight the course and the weighted equivalent of a “B” or better if the district weights the course in each course that applies toward graduation.) or Receives a weighted or unweighted grade that earns at least 2.0 points, or its equivalent, to earn course credit toward the 18 credits required for the career preparatory accelerated three-year high school graduation option stated in s.1003.429(1)(c),F.S.

Weighted grades referred to in s.1003.429(6)(b)(d), F.S. shall be applied to those courses specifically listed or identified by the department as rigorous pursuant to s.1009,531(33),F.S. or weighted by the district school board for class ranking purposes. (Explanatory Note: Students who select the career preparatory program must earn a “C” or better if the district does not weight the course and the weighted equivalent of a “C” or better if the district weights the course in each course that applies toward graduation). (s.1003.429 (6)(a)-(d), F.S.)

Students pursuing accelerated three-year high school graduation options, college or career preparatory programs specified in s.1003.429 (1)(b) or (1)(c), F.S., are required to earn passing scores on the FCAT as defined in s.1008.22 (3)(c), F.S. (s.1003.429(6)(a), F.S.) HIGH SCHOOL GRADUATION REQUIREMENTS IN EXCESS OF MINIMUM EIGHTEEN CREDITS District school boards may not establish requirements for accelerated three-year high school graduation options in excess of the requirements in s.1003.429 (1)(b), F.S., three-year college preparatory program and in s.1003.429 (1)(c), F.S., three-year career preparatory program. (s.1003.429(5), F.S.) THREE-YEAR GRADUATION PROGRAMS Students cannot attend school on a part-time basis in order to meet the requirements of one of the three-year graduation programs.

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NOTIFICATION OF GRADE 10 COMPLETION IF STUDENT IS NOT ON TRACK TO MEET ACCELERATED GRADUATION PROGRAM REQUIREMENTS If, at the end of grade 10, a student is not on track to meet the credit, assessment, or grade-point-average requirements of the accelerated graduation option selected, the school shall notify the student and parent of the following:

1. The requirements that the student is not currently meeting; 2. The specific performance necessary in Grade 11 for the student to meet the accelerated

graduation requirements; 3. The right of the student to change to the four-year program set forth in s.1003.43, F.S.

(s.1003.429 (7)(a)-(c), F.S.).

AUTOMATIC CHANGE TO FOUR-YEAR GRADUATION PROGRAM A student who selected one of the accelerated three-year accelerated high school graduation options shall automatically move to the four-year program stated in s.1003.43, F.S., if the student:

1. Exercises his or her right to change to the four-year program; 2. Fails to earn 5 credits by the end of Grade 9 or fails to earn 11 credits by the end of Grade 10; 3. Does not achieve a score of 3 or higher on the Grade 10 FCAT Writing assessment; 4. By the end of grade 11 does not meet the requirements of subsections s.1003.429 (1),

and (6), F.S. (1003.429(8)(a)-(d), F.S.). A student who has not completed all requirements for the three-year graduation program including earning passing scores on the FCAT and achieving the required grade point average, must be required to meet the minimum 4-year 24 credit program pursuant to s. 1003.43, F.S., and must attend high school a fourth year.

HIGH SCHOOL GRADUATION CREDIT REQUIREMENTS REVISED FOR INCOMING STUDENTS ENTERING IN 2008-2009 (s.1003.428),F.S.)

Except as otherwise authorized pursuant to s.1003.429, Accelerated high school graduation options, F.S., beginning with students entering their first year of high school in the 2008-2009 school year, graduation requires the successful completion of a minimum of 26 credits (30 credits for block schools), an International Baccalaureate curriculum or an Advanced International Certificate of Education curriculum. Students must be advised of eligibility requirements for state scholarship programs and postsecondary admissions. (s.1003.428(1),F.S.) The 26 credits may be earned through applied, integrated, and combined courses approved by the Department of Education and shall be distributed as follows:

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FOUR-YEAR STANDARD 26 CREDIT PROGRAM (s.1003.428, F.S.)

The following specific course and credit requirements are required for graduation in the Four-Year Standard 26 Credit Program: SUBJECT AREA CREDITS Language Arts (English) 4 (A) Mathematics 4 (B) Science 4 (C) Social Studies 4 (D) Performing and Fine Arts 1 (E) Physical Education (including health) 1 (F) Career Research and Decision Making 1/2 (G) Electives including Major Area of Interest, Minor Area of Interest, and/or Other Electives 7 1/2 (H) Total Credits 26 * Block Schedule Total Credits 30 NOTE 1: Rigorous Course Requirements: Students will be required to complete an individualized program of study which includes a minimum of three (3) credits in at least one of the following areas prior to graduation: • Approved Dual Enrollment, Advanced Placement (AP), International Baccalaureate (IB),

Advanced International Certificate of Education (AICE), approved Honors courses (3 credits in any combination)

or • Career & Technical Education Program of Study (3 or more credits to complete a sequential

career and technical education program resulting in a credential endorsed by a national, state, or local industry) Successful completion of three (3) or more sequential credits in JROTC Programs meet the Career & Technical Education Program of Study requirement.

NOTE 2:

A. Language Arts must include a major concentration in composition and literature. One of the four credits in language arts must be English III, English III Honors or Advanced Placement Language and Composition.

B. Mathematics must be taken during the ninth and tenth grade years. Note: Three of the credits must be earned in grades 9-12. Two of the four credits in mathematics must include Algebra I (or a series of courses equivalent to Algebra I), geometry (or equivalent course), or a higher-level mathematics course. School districts are encouraged to set specific goals to increase enrollments in, and successful completion of, Geometry, and Algebra II.

C. Two of the four credits in science must have a laboratory component. Three of the four credits in science must include either (a) one credit each in biology, chemistry, and physics, (b) the three-credit sequence of Integrated Science I, II, and III, or (c) equivalent approved by the Director of Secondary Programs.

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D. Three of the four credits in social studies must include one credit each in American History and World History and one-half credit each in American Government and Economics.

E. One credit is required in performing or fine arts, which may include speech and debate or a practical arts course that incorporates artistic content and techniques of creativity, interpretation, and imagination. Eligible practical arts courses shall be identified through the FLDOE Course Code Directory.

F. One credit in physical education must include the integration of health ((Health Opportunities through Physical Education – H.O.P.E.).

1. Participation in an interscholastic sport at the junior varsity or varsity level for two full seasons shall satisfy the one-credit requirement in physical education if the student passes a competency test on personal fitness test with a score of “C” or better. The competency test on personal fitness must be developed by the Department of Education. A district school board may not require that the one credit in physical education be taken during the 9th grade year.

2. Completion of two years in a Reserved Officer Training Corps (R.O.T.C) class, a significant component of which is drills, shall satisfy the one credit requirement in physical education and the one credit requirement in performing arts.

G. One-half credit is required in Career Research and Decision Making. (s.1003.428 (2)(a) 1-6 H. Electives (Major Area of Interest, Minor Area of Interest, and/or Other Electives)

• Major Area of Interest: Four credits in a major area of interest, such as sequential courses in a career and technical program, fine and performing arts, or academic content area, selected by the student as part of the education plan required by s.1003.4156, F.S. Students may revise major areas of interest each year as part of annual course registration processes and should update their education plan to reflect such revisions. (Note: Annually by October 1, the district school board shall approve major areas of interest and submit the list of majors to the Commissioner of Education for approval. Each major area of interest shall be deemed approved unless specifically rejected by the commissioner, within 60 days. Upon approval, each district’s major areas of interest shall be available for use by all school districts and shall be posted on the Department’s Website at www.fldoe.org.)

• Minor Area of Interest or Other Electives: Three and one half credits in elective courses selected by the student as part of the education plan required by s.1003.4156, F.S. These credits may be combined to allow for a second major area of interest, a minor area of interest, elective courses, intensive reading or mathematics intervention courses, or credit recovery courses as described in s.1003.428 (2)(b) 1, F.S. Note: Students have the opportunity to earn 28 total credits (32 block schedule) within four years which includes the option to earn a second major area of interest. A minor area of interest is composed of three credits selected by the student as part of the education plan required by s. 1003.4156, F.S. and approved by the district school board. Other elective courses are selected by the student in order to pursue a complete education program as described in s.1001.43(1), F.S., and to meet eligibility requirements for scholarships.

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• For each year in which a student scores at Level 1 or Level 2 on FCAT Reading, the student must be enrolled and complete an intensive reading course the following year. Placement of Level 2 readers in either an intensive reading course or a content area course in which reading strategies are delivered shall be determined by diagnosis of reading needs. The department shall provide guidance on appropriate strategies for diagnosing and meeting the varying instructional needs of students reading below grade level. Reading courses shall be designed and offered pursuant to the comprehensive reading plan required by s.1011.62 (8), F.S.

• For each year in which a student scores at Level 1 or Level 2 on FCAT Mathematics, the student must receive remediation the following year. These courses may be taught through applied, integrated, or combined courses and are subject to approval by the department for inclusion in the course Code Directory. (s.1003.428(2)(b)(1-2), F.S.

Establishment of Graduation Standards Standards for graduation from schools must include the following:

• Successful completion of the academic credit or curriculum requirements of s.1003.428(1)-(2),F.S.;

Earning passing scores on the FCAT, as defined in s.1008.22(3)(c),F.S., or on a standardized test that is concordant with passing scores on the FCAT as defined in s.1008.22(9),F.S.; Note: Students are required to earn a passing score on the FCAT Writing+. The passing score for the Grade 10 FCAT Writing + shall be a score equal to or greater than 300 on a scale of 100 to 500.

2005-2008 Concordant Scores Assessment Reading Mathematics

FCAT 1926 1889 SAT 410 370 ACT 15 15

• Completion of all other applicable requirements prescribed by the district school board as specified in s.1008.25,F.S.;

• Achievement of a cumulative grade point average of 2.0 on a 4.0 scale, or its equivalent, in the courses required in this section (s.1003.428,F.S.) (s.1003.428(4)(a-d) ,F.S.

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STANDARD HIGH SCHOOL DIPLOMA DESIGNATIONS By the 2008-2009 school year, each standard high school diploma shall 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 s. 1003.4285 (1-4), F.S. BREVARD PUBLIC SCHOOLS ADVANCED PLACEMENT STUDIES DIPLOMA To earn the Brevard Public Schools Advanced Placement Studies Diploma, students must participate in at least six full-year Advanced Placement (AP) courses (or a combination of full-year courses and semester courses totaling six credits) earning scores of 3 or higher on the exams for those courses. Students who complete this specified cluster of AP courses will accelerate the first year of college through early completion of lower division general education requirements. ASSISTANCE FOR STUDENTS IN MEETING GRADUATION REQUIREMENTS Assistance for students in meeting graduation requirements may include, but are not limited to: forgiveness policies, summer school attendance, special counseling, volunteer and/or peer tutors, school-sponsored help sessions, homework hotlines and study skills classes. (s.1003.43 (5) (e) 1, F.S.) STANDARD DIPLOMA AWARDING A student who meets all requirements prescribed in subsections (1), (4), and (5) shall be awarded a standard diploma in a form prescribed by the State Board of Education. School boards may attach a Florida Gold Seal Career and Technical Endorsement to a standard diploma or award differentiated diplomas to those exceeding the prescribed minimums. (s.1003.43 (10) (a), F.S. They may award a Certificate of Completion to a student who completes standard graduation course credit requirements, but who is unable to earn a passing score on the FCAT, completes all requirements in student progression and remedial instruction, achieves a cumulative grade point average requirement as specified in paragraph (5) (c) or completes all other requirements prescribed by the district school board. Students may elect to remain in secondary school as full-time or part-time students for up to one additional year and receive instruction to remedy the deficiencies. (Explanatory Note: A student who has received a certificate of completion who subsequently meets the requirements for a standard high school diploma shall be awarded a standard high school diploma whenever the requirements are completed. Additionally, the awarding of a certificate of completion is limited to those students choosing the 4-year 24 credit or 26 credit general high school graduation program and is not applicable to the three-year accelerated graduation program.) (s.1003.43 (10) (b), F.S.)

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STANDARD DIPLOMA AWARDING THREE-YEAR GRADUATION OPTIONS A student who meets all requirements prescribed in s.1003.429 (1) and (6), F.S., shall be awarded a standard diploma in a form prescribed by the State Board of Education. (Explanatory Note: Students selecting one of the three-year programs must be treated equally with student graduating via the four-year minimum 24 credit high school graduation program in all ways, including eligibility for Valedictorian and Salutatorian, Talented 20, and Bright Futures. A school district may, however, choose to recognize a Valedictorian and Salutatorian from each graduation program. Students graduating in three years cannot be excluded from activities traditionally provided for graduating students during their anticipated graduation year. The three-year graduation program does not apply to students working toward a special diploma or to adult students working toward an adult standard diploma.) REPORTING REQUIREMENTS: STUDENT WORKFORCE PREPARATION Before the student graduates from high school, the school shall assess the student’s preparation to enter the workforce and provide the student and the student’s parent with the results of the assessment. The Department of Education has determined that since FCAT assesses certain Education Goal 3 standards, which were developed from a U.S. Secretary of Labor’s report on necessary skills for the workforce the Secretary’s Commission on Achieving Necessary Skills for the workforce, (SCANS), the FCAT can serve as this assessment. (s.1006.02(4), F.S.) STUDENTS WITH DISABILITIES The district school board must provide instruction to prepare students with disabilities to demonstrate proficiency in the skills and competencies necessary for successful grade to grade progression and high school graduation. (s.1003.43(11)(a), F.S.) STRATEGIES FOR EXCEPTIONAL STUDENTS TO MEET STANDARD DIPLOMA REQUIREMENTS A district school board may require specific courses and programs of study within the minimum credit requirements for high school graduation and shall modify basic courses, as necessary, to assure exceptional students the opportunity to meet the graduation requirements for a standard diploma, using one of the following strategies:

1. Assignment of the exceptional student to an exceptional class for instruction in a basic course with the same student performance standards as those required of non-exceptional students in the district school board student progression plan;

or 2. Assignment of the exceptional student to a basic education class for instruction, that is

modified to accommodate the student’s exceptionality.

The district school board shall determine which of these strategies to employ based on an assessment of the student’s needs and shall reflect this decision in the student’s individual education plan (IEP). (s.1003.43(4)a)-(4)(a)2(b), F.S.) (s.1003.428 (3) (a-b, (F.S.)

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EXCEPTIONAL STUDENT EDUCATION (ESE) WAIVER The 2003 Legislature passed the Enhance New Needed Opportunity for Better Life and Education for Students with Disabilities (ENNOBLES) Act (HB 1739), which has implications for graduation requirements for students with disabilities. The statute requires that districts provide instruction to prepare students with disabilities to demonstrate proficiency in the skills and competencies necessary for successful grade-to-grade progression and high school graduation. A student with a disability, as defined in s.1007.02(2), for whom the individual education plan (IEP) committee determines that the FCAT cannot accurately measure the student’s abilities taking into consideration all allowable accommodations, must have the FCAT requirement of paragraph s.1003.428(4)(b), F.S. or waived for the purpose of receiving a standard high school diploma, if the student: • Completes the minimum number of credits and other requirements specified in

s.1003.428(1-3), F.S.; • Does not earn passing scores on the FCAT after one opportunity in tenth grade and one

opportunity in eleventh grade. (s.1003.428(8)(b), F.S. For specific information about admissions to postsecondary institutions, contact the Disability Support Services Offices in community colleges and state universities.

GRADE POINT AVERAGE (GPA) Students are required to have a minimum cumulative grade point average based on a 4.0 scale for the following: Four-Year Standard 24 Credit and 26-Credit Program – 2.0 unweighted GPA, or the Three-Year Standard 18 Credit College Preparatory Program – 3.5 weighted GPA, or the Three-Year Standard 18 Credit Career Preparatory Program – 3.0 weighted GPA. UNWEIGHTED GPA The cumulative unweighted grade point average includes all courses taken for credit. It is calculated for high school graduation purposes with the exception of those courses retaken under the Grade Forgiveness Policy.

Grade All Courses A 4 B 3 C 2 D 1 F 0

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WEIGHTED GPA The cumulative weighted grade point average includes additional weight for Dual Enrollment (DE), Advanced Placement (AP), International Baccalaureate (IB), and Advanced International Certificate of Education (AICE), courses as well as Level III (Advanced) high school courses. Note: School Districts must weight dual enrollment courses the same as Advanced Placement courses when grade point averages are calculated. Alternative grade calculation or weighting systems that discriminate against dual enrollment courses are prohibited. (s1007.271 (16), (F.S.) See chart below:

Grade Dual Enrollment/ AP/IB/AICE Courses

Level III Courses Other Courses

A 5 4.5 4 B 4 3.5 3 C 3 2.5 2 D 1 1 1 F 0 0 0

HIGH SCHOOL GRADING SYSTEM – RANK-IN-CLASS Rank-in class shall be for the purpose of college admissions and scholarship applications. The release of such individual student information shall be in accordance with School Board Policy 8330. Rank in class shall be computed on a cumulative unweighted GPA. State universities in Florida recalculate a student’s grade point average for admissions purposes in accordance with Florida statute and rule. Upon a student or parent request, for purposes of admissions to colleges and universities which are not a part of the Florida state system, and for certain scholarship applications, the rank-in-class procedure utilizing only academic subjects on a weighted basis shall be used. A student selecting one of the three-year graduation options must be included in the overall class ranking for his/her graduation year based on the relative ranking of his/her cumulative GPA. These students are also eligible for consideration as Valedictorian, Salutatorian, and the Talented 20 Program. If the student meets all the requirements, he/she is also eligible for a National Merit Scholarship, a Bright Futures Scholarship, and participation in college athletics. (s.1003, 437. F.S.) HONOR GRADUATES

1. Any student with a minimum of 3.50 cumulative weighted GPA at the end of the first semester during the year prior to graduation shall be declared an honor graduate, provided that the student maintains a comparable level of performance during the second semester.

2. All high school course grades earned in grades 7-12 are to be included in the grade point

average for determining honor graduates with the following exceptions: a. Adult education b. Pass/fail grades (transfer students) c. On-the-job d. Lowest grade for a course that is repeated

3. The cumulative weighted grade point average as indicated in the chart above shall be utilized

in computing the grade point average.

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VALEDICTORIAN AND SALUTATORIAN The local school determines policies and procedures associated with the selection of student graduation speakers and/or designation of the Valedictorian or Salutatorian. NO ACADEMIC EXCEPTIONS BASED ON ATTENDANCE Schools shall not exempt students from academic performance requirements such as final exams, based on practices or policies designed to encourage student attendance. A student’s attendance record may not be used in whole or in part to provide an exemption from any academic performance requirement. (s.1003.33(2), F.S.) Student absences for approved school activities, or absences approved by the principal or designee shall not negatively impact the student as related to the 135 hour minimum attendance for credit provided that the student completes appropriate make-up work essential for meeting course requirements. This provision applies to students in homebound programs, absences for religious instruction as authorized by s.1003.21, F.S., absences related to required instruction as specified in s.1003.42, F.S., and, subject to the rules and regulations of the state board and of the district school board, other absences which are deemed by the principal to be in the best interest of the student. In accordance with Department of Education memorandum DPS 85-69, a student may be counted as being in school if the student is attending an academic instructional activity away from the school site provided that the activity is directly related to the instructional outcomes of one or more of the courses missed and that the student completes appropriate make-up work essential for meeting course requirements. Absences from specific classes for such activities shall be recorded but not reported in accordance with School Board Policy 5200. Students enrolled in Basic ESOL and basic subject areas through ESOL are given credit toward graduation requirements. BASIC EDUCATION COURSE SUBSTITUTIONS Practical Arts: The Practical Arts graduation requirement may be fulfilled by any secondary vocational or postsecondary vocational course on a curriculum equivalency basis for the 24- credit option, except Life Management Skills, in the district or by substituting one of the following:

1. One of the basic computer education courses identified in the district course table 2. One of the journalism courses on a curriculum equivalency basis 3. Completion of the JROTC programs (Army, Navy, Air Force, Marine Corps, or Coast

Guard)

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DISTANCE LEARNING Full-time students may enroll in courses offered by distance (on-line or correspondence) learning programs, as part of, or in addition to, the regular instructional day. Courses may be taken through distance learning provided that (1) the principal approves the course(s) prior to enrollment, (2) the course content is comparable to the district-adopted course(s), and (3) The course or course are received on an official transcript as defined by the State Uniform Transfer of High School Credits Rule s. 1003.25(3), F.S. The principal shall award credit for successful course completion. Exceptions for extenuating circumstances must be approved by the Superintendent or his designee. Florida Virtual School (FLVS) offers fully accredited, online courses aligned with Florida’s Sunshine State Standards. The district school board shall provide students with access to enroll in courses available through the Florida Virtual School and award credit for successful completion of such courses. Access shall be available to students during or after the normal school day, and through summer school enrollment. (s.1001.42(21), F.S.) Parents who wish their students to enroll in FLVS as part of the regular school day must submit a written request to the school principal. CREDIT BY EXAMINATION PROGRAM – SECONDARY LEVEL EXAMINATION PROGRAM (SLEP) A student has the opportunity to receive high school credit on the basis of examinations in subject areas required for high school graduation. Test administration dates are the second Saturday in November and the second Saturday in March. The deadline for registering is approximately one month prior to testing. VOLUNTARY SERVICE CREDIT A maximum of one-half credit elective may be awarded for student completion of non-paid voluntary community or school service work. Students must complete a minimum of 75 hours of service in either category. Credit may not be earned for service provided as a result of court action. Guidelines regarding the awarding of credit must be developed and school principals are responsible for approving specific volunteer activities. (s.1003.43 (1) (k), F.S.) Credit for high school graduation may be earned for volunteer activities and nonacademic activities that have been approved by the State Board of Education. (1003.43(3), F.S. COURSE CREDIT FOR COURSES TAKEN PRIOR TO NINTH GRADE Courses approved by the School Board designee and designated in the Florida Course Code Directory and Instructional Personnel Assignments as grades 9-12 that are taken below the 9th grade may be used to satisfy high school graduation requirements or Florida Academic Scholars award requirements. A student must be granted credit toward high school graduation requirements for courses taken through dual enrollment, as identified in s.1007.271(6), F.S. (s. 1003.43(1)(k), F.S.)

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HIGH SCHOOL COURSES OR PROGRAMS EXCLUDED FROM AWARDING CREDIT In accordance with s.1003.43, F.S., no student may be granted credit toward high school graduation for enrollment in the following: 1. Any Level I course unless the student’s assessment indicates that a more rigorous course of

study would be inappropriate, in which case a written assessment of the need must be included in the student’s individual educational plan or in a student performance plan, signed by the principal, the guidance counselor, and the parent/ guardian of the student, or the student (if the student is 18 years of age or older);

2. More than a total of nine elective credits in remedial and compensatory programs (Note: Remedial and compensatory courses taken in grade 9-12 may only be counted as elective credit. (s.1003.43 (2), F.S.) Note: Remedial instruction provided during high school may not be in lieu of English and mathematics credits required for graduation. (s.1008.25(4)(b), F.S.);

3. More than one credit in exploratory vocational courses; 4. More than three credits in practical arts family and consumer sciences classes. Courses

include Parenting Skills, Child Development, Family Dynamics, Nutrition and Wellness, Principles of Clothing Construction, and Principles of Food Preparation. (s.1003.43 (7), F.S.).

LEARNING OPORTUNITIES FOR OUT-OF-STATE AND OUT-OF-COUNTY TRANSFER STUDENTS NEEDING ADDITIONAL INSTRUCTION TO MEET HIGH SCHOOL GRADUATION REQUIREMENTS Students who enter a Florida public school at the eleventh or twelfth grade from out-of-state or from a foreign country shall not be required to spend additional time in a Florida public school in order to meet the high school course requirements of the school district, state, or country from which he or she is transferring. Such students who are not proficient in English should receive immediate and intensive instruction in English language acquisition. However, to receive a standard high school diploma, a transfer student must earn a 2.0 grade point average and pass the grade 10 FCAT, specified in s. 1008.22(3), F.S., or an alternate assessment as specified in s.1008.22 (9), F.S. (s.1003.433(1), F.S.) Students who have met all requirements for the standard high school diploma except for passage of the grade 10 FCAT or an alternate assessment by the end of grade 12 must be provided the following learning opportunities: (1). participation in an accelerated high school equivalency diploma preparation program during the summer; (2). upon receipt of a certificate of completion, be allowed to take the College Placement Test and be admitted to remedial or credit courses at a state community college, as appropriate; and (3). participation in an adult general education program as provided in s.1004.93, F.S. for such time as the student requires to master English, reading, mathematics, or any other subject required for high school graduation. Students who attend adult basic, adult secondary, or vocational-preparatory instruction are exempt from any requirement for the payment of tuition and fees, including lab fees. A student who attends an adult general education program shall have the opportunity to take the Grade 10 FCAT an unlimited number of times in order to receive a standard high school diploma. (s.1003.433(2)(a)-(c), F.S.)

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Students who have been enrolled in an ESOL program for less than 2 school years and have met all requirements for the standard high school diploma except for passage of the Grade 10 FCAT or alternate assessment may receive immersion English language instruction during the summer following their senior year. Students receiving such instruction are eligible to take the FCAT or alternate assessment and receive a standard high school diploma upon passage of the grade 10 FCAT or the alternate assessment. (s.1003.433 (1)-(3), F.S.) The district superintendent shall be responsible for notifying all students of the consequences of failure to receive a standard diploma, including the potential ineligibility for financial assistance at postsecondary educational institutions. (s.1003.433 (4), F.S.) A pupil transferring to Brevard County from another school system shall be permitted to graduate on schedule with fewer than the prescribed number of credits provided the following conditions are met. The student shall complete the following:

1. Have successfully completed the normal requirements of the school or schools from which he/she transferred during each year of high school attendance as shown on the school's official transcript;

2. Have taken a full schedule of courses during each year of attendance in a Brevard County high school;

3. Have been at the graduating school for at least the last semester. Requests for exceptions shall be referred to the Superintendent or designee.

4. Met all other criteria listed for graduation. MILITARY PERSONNEL’S DEPENDENT CHILDREN TRANSFER TO FLORIDA SCHOOLS AND EQUIVALENCIES FOR STANDARDIZED TESTS

A dependent child of a member of the United States Armed Forces who enters a public school at the Grade 12 level from out-of-state or from a foreign country and provides satisfactory proof of attaining a score on an approved alternative assessment that is concordant to a passing score on the Grade 10 FCAT shall satisfy the assessment requirement for a standard high school diploma as provided in s.1003.43(5)(a), F.S.). See general requirements for high school graduation. (s.1008.221, F.S.)

GRADUATION REQUIREMENTS FOR FOREIGN STUDENTS WITHOUT RECORDS A 12th grade foreign student without records must meet the following conditions in order to receive a diploma:

1. Receive a passing grade in all subjects taken; 2. Demonstrate satisfactory mastery of the skills and competencies as determined by the

FCAT; 3. Be in attendance in the district for at least two semesters.

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PUBLIC SCHOOL STUDENT PROGRESSION PLAN (s.1008.25,F.S.(1)-(3),F.S.)

Student progression from one grade to another is partially based on proficiency in reading, writing, science, and mathematics, reflects the district policies that facilitate student achievement of proficiency, and contains policies to inform each student and his/her parent of that student’s academic progress.

The comprehensive program for student progression established by the district school board includes the following: • Standards for evaluating student performance and how well a student masters the

performance standards (Sunshine State Standards); • Specific district levels of performance for student progression in reading, writing, science,

and mathematics for each grade level that include the state levels of performance on statewide assessments (Florida Comprehensive Assessment Test (FCAT]) as defined by the Commissioner of Education below which a student must receive remediation or be retained within an intensive program that is different from the previous year's program and takes into account the student’s learning style.

The Commissioner of Education has determined the following levels of performance for student progression: [1] students who score at achievement Level 1 on FCAT Sunshine State Standards tests in reading and mathematics in grades 3-10 will be required to receive remediation through a Progress Monitoring Plan (PMP) or be retained, as determined by the district student progression plan. The district may determine that students performing at a higher level, [e.g. Level 2], should receive remediation through a Progress Monitoring Plan (PMP). Retention decisions should be based on more than a single test score; [2] At a minimum, students who score lower than 2 on FCAT writing tests at grades 4, 8, and 10 must be required to receive remediation through a progress monitoring plan (PMP) or be retained, as determined by the district student progression plan. Retention decisions should be based on more than a single test score. It should include appropriate alternative placement for a student who has been retained two or more years. The nature of the alternative assessment is determined by the school district. The allocation of remedial and supplemental instruction resources for students shall occur in the following priority: • Students who are deficient in reading by the end of Grade 3; • Students who fail to meet performance levels required for promotion consistent with the

district school board’s plan for student progression. (s.1008.25(1)-(3),F.S.)

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PROGRESS MONITORING PLAN (PMP) (s.1008.25(4)(b),F.S.) The school in which the student is enrolled must develop, in consultation with the student’s parent, and must implement a Progress Monitoring Plan (PMP). A Progress Monitoring Plan is intended to provide the school district and the school flexibility in meeting the academic needs of the student and to reduce paperwork. The plan must include intensive remedial instruction in the areas of weakness. Schools are expected to provide strategies to meet the individual needs of students. These strategies may include but are not limited to summer school, if available, dropout prevention services, parent tutorial programs, contracted academic services, exceptional education services, modified curriculum, reading instruction, after school instruction and other extended day services, tutoring, mentoring, class size reduction, extended school year, and intensive skills development programs. Whatever the format, the PMP should do the following:

1. Clearly identify the specific diagnosed academic needs to be remediated; 2. Clearly identify the success-based intervention strategies to be used; 3. Clearly identify how, when, how often, by whom, and how long intensive remedial

instruction is to be provided, and 4. Clearly identify the monitoring and reevaluation activities to be employed.

A student who is not meeting the school district or state requirements for proficiency in reading and math shall be covered by one of the following plans to target instruction and identify ways to improve his or her academic achievement:

1. A federally required student plan such as the individual education plan; 2. A school wide system of progress monitoring for all students; or 3. An individualized Progress Monitoring Plan.

The plan chosen must be designed to assist the student or the school in meeting state and district expectations of proficiency. If the student has been identified as having a deficiency in reading, the K-12 comprehensive reading plan required by s.1011.62(8),F.S. shall include instructional and support services to be provided to meet the desired levels of performance. District school boards may require low performing students to attend remediation programs held before or after regular school hours or during summer if transportation is provided. If upon subsequent evaluation the documented deficiency has not been remediated, the student may be retained. Each student who does not meet minimum performance expectations for the statewide assessment tests in reading, writing, science, and mathematics must continue remedial instruction or supplemental instruction until expectations are met or the student graduates from high school or is not subject to compulsory school attendance. (s.1008.25 (4) (b-c), F.S.)

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ASSESSMENT AND REMEDIATION: DIAGNOSTIC ASSESSMENTS-s.1008.25(4)(a),F.S. Each student must participate in statewide assessment tests, at designated grade levels, as required by s.1008.22,F.S. Each student who does not meet district specific levels of performance for student progression in reading, writing, science and mathematics for each grade level, or who scores below Level 3 in reading or math must be provided with additional diagnostic assessments to determine the nature of the student’s difficulty and areas of academic need. It is up to school districts and schools to determine the nature of this diagnostic assessment.

ALTERNATIVES TO HIGH SCHOOL GRADUATION

CERTIFICATE OF COMPLETION A Certificate of Completion may be awarded to a student who completes the minimum number of credits and other requirements in statute s.1003.428 (1-3), F.S. but who is unable to earn a passing score on the FCAT, or standardized tests that are concordant with the passing scores on the FCAT, or complete all requirements in the student progression and remedial instruction, or achieve a cumulative grade point average of a 2.0 on a 4.0 scale, or its equivalent, or requirements as specified in paragraph (5)(c), or complete all other requirements prescribed by the district school board. At the end of the senior year, a student who has earned the minimum required 24 credits but who has not met the testing or GPA requirements may elect one of the following:

A student who is eligible for this option may enroll in the day school program, or may apply for admission to the adult education program to complete graduation requirements. To be eligible:

1. A student must have met state and school district credit requirements (student progression and remedial instruction) for graduation and GPA requirements for graduation, but not passed the FCAT,

or 2. A student must have met state and school district credit requirements (student

progression and remedial instruction) for graduation and passed the FCAT, but not have the required GPA requirements for graduation,

or 3. A student must have met state and school district credit requirements (student

progression and remedial instruction), but not passed the FCAT and not have the required GPA requirements for graduation.

Any student who is entitled to a Certificate of Completion or who receives a Certificate of Completion may elect to remain in the secondary school either as a full-time student or a part-time student for up to one additional year and receive special instruction to remedy the identified deficiencies. A student who has received a Certificate of Completion who subsequently meets the requirements for a standard high school diploma shall be awarded a standard high school diploma whenever the requirements are completed. Additionally, the awarding of a Certificate of Completion is limited to those students choosing the four year 24 credit general high school graduation program and is not applicable to the three year accelerated graduation programs.

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If a student who receives a Certificate of Completion decides to return for a 13th year to receive remediation for identified deficiencies, that student is eligible to receive a standard diploma upon the completion of graduation requirements. The date on the standard diploma will reflect the year the student completed the graduation requirements. Such a student earns FTE funding. (s.1003.43(10)(b),F.S.)

GENERAL EDUCATION DEVELOPMENT TEST (GED) EXIT OPTION Students in Performance-Based (dropout prevention) Diploma Programs may be considered for the GED Exit Option. Credits for grade level classification may be waived for students who are enrolled in an approved Performance-Based Diploma Program through the Alternative Education Program. At a minimum, a student considered for such waiver must have taken the Florida Comprehensive Assessment Test either as a 9th or 10th grade student. Students will be enrolled in courses for credit, and mastery of student performance standards will be documented. Supplemental test-taking instruction and materials may be provided. The administration of the GED test shall occur no sooner than March of the year of graduation. A standard high school diploma shall be awarded in addition to the GED State of Florida diploma for those students who successfully pass the General Education Development test (GED) and Florida Comprehensive Assessment Test (FCAT) prior to the date of graduation. GENERAL EDUCATION DEVELOPMENT TEST (GED) A student must be 18 years of age or older, except as provided in School Board Rule, in order to take the GED. If the required minimum scores are achieved, the student will be awarded a State of Florida high school diploma. ADULT STUDENT HIGH SCHOOL DIPLOMA The following are the graduation requirements for students enrolled in adult general education in accordance with s.1004.93, F.S.:

1. The one credit in physical education is not required for graduation and shall be substituted with an elective credit keeping total credits consistent with the 24 credits.

2. The district school board may waive the lab component of science requirement when facilities do not exist or are inaccessible.

3. Any course listed within the Florida Course Code Directory and Instructional Personnel Assignments in the areas of art, drama, dance, or music may be taken by adult education students and will satisfy the credit in performing arts required for high school graduation. (s.1003.43 (6)(a)-(c), F.S.)

HIGH SCHOOL EQUIVALENCE DIPLOMA ASSISTANCE EXCEPTION Special assistance to obtain a high school equivalency diploma pursuant to s.1003.435, F.S. may only be given when all requirements for graduation are completed except for the required cumulative grade point average. (s.1003.43 (5) (e) 3, F.S.)

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ACCELERATION

EARLY GRADUATION Articulated acceleration shall be available and will serve to shorten the time necessary for a student to complete the requirements associated with a high school diploma and a postsecondary degree, broaden the scope of curricular options available to students or increase the depth of study available for a particular subject. This shall include but not be limited to dual enrollment, early admission, Advanced Placement, credit by examination, the International Baccalaureate Program, and the Advanced International Certificate of Education Program. Credit earned through the Florida Virtual School shall provide additional opportunities for early graduation and acceleration. (s.1007.27, F.S.)

Students may qualify for early graduation by earning additional credits in Florida Virtual School, adult education, early admission, dual enrollment in college, or others as indicated by board approval. Students may participate in a program of accelerated graduation through any of the following options for which they are eligible: 1. Credits earned through early admission/dual enrollment to postsecondary institutions

authorized by Florida law or accredited by the Southern Association of Colleges and Schools. Specific guidelines for eligibility are provided by the postsecondary institution;

2. Credits (a maximum of three) earned through the Adult Education Program in accordance with School Board Policy and Standards of the Southern Association of Colleges and Schools;

3. Credits earned through the Credit By Exam Program - Secondary Level Examination

Program (SLEP);

4. Credits earned through Distance Learning (Non-Fee Based and Fee-Based, i.e. Florida Virtual School, Correspondence, etc.) through an institution accredited by a state, one of the six regional accrediting agencies or other accrediting agencies as determined by the district;

5. Credits earned through demonstration of mastery of student performance standards;

6. Credits earned in a program approved by the Office of Secondary Programs in which a

student, using performance-based criteria, progresses through course standards in less than 135 hours. Procedures are in place to amend a school master schedule to 135 hours of instruction for students who may need the additional time to meet course requirements.

7. Three-Year (18 credit) College Preparatory Diploma Option or the Three-Year (18 credit) Career Preparatory Diploma Option.

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ACCELERATION MECHANISMS: PARENTAL NOTIFICATION At the beginning of each school year, parents of students in or entering high school will be notified of the opportunity and benefits of Advanced Placement, International Baccalaureate, Advance International Certificate of Education, Dual Enrollment, and Florida Virtual School courses. (s.1003.02 (1) (i), F.S.) All secondary school students shall be provided information on dual enrollment as an educational option and a mechanism for acceleration. Students shall be informed of eligibility criteria, the option for taking dual enrollment courses beyond the regular school year, and the minimum academic credits required for graduation. Students who have demonstrated readiness to pursue college level work while still in high school are afforded the opportunity to do so by the following programs:

1. ADVANCED PLACEMENT (AP) Advanced Placement (AP) is the enrollment of an eligible secondary student in courses offered by the Advanced Placement Program administered by the College Board. Course descriptions and course examinations are prepared by the College Board. Examinations are administered at high school sites in May of each year at a fee established by the College Board. Students who successfully complete the course work in an Advanced Placement class receive credit toward high school graduation. Postsecondary credit for an AP course shall be awarded at Florida public colleges/universities to students who score a minimum of 3 on a 5-point scale on the corresponding AP exam. Although most colleges and universities grant advanced placement and/or credit to students presenting AP Examination grades of 3 or higher, policies on awarding college credit are the decision of the individual institution. All students enrolled in an AP course are required to take the AP Exam. Students shall be exempt from the payment of any fees for administration of the examination regardless of whether or not the student achieves a passing score on the examination. (s.1007.27(6), F.S.)

2. DUAL ENROLLMENT The dual enrollment program is defined as the enrollment of an eligible secondary student or home education student in a postsecondary course creditable toward high school completion and a career and technical certificate or an associate or baccalaureate degree. s.1007.272(1). An eligible secondary student is a student who is enrolled in a Florida public secondary school or in a Florida private secondary school which is in compliance with s.1003.42(2), Private Schools, F.S., and conducts a secondary curriculum pursuant to s.1003.43. General requirements for high school graduation, F.S. Students enrolled in postsecondary instruction that is not creditable toward the high school diploma shall not be classified as dual enrollments. Students who are eligible for dual enrollment shall be permitted to enroll in dual enrollment courses conducted during school hours, after school hours, and during the summer term. Instructional time for such enrollment may vary from 900 hours; however, the school district may only report the student for a maximum of 1.0 FTE. Any student so enrolled is exempt from the payment of registration, tuition, and laboratory fees s.1007.271.

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Vocational-preparatory instruction, college preparatory instruction and other forms of pre-collegiate instruction, as well as physical education courses that focus on the physical execution of a skill rather than the intellectual attributes of the activity, are ineligible for inclusion in the dual enrollment program. Recreation and leisure studies courses shall be evaluated individually in the same manner as physical education courses for potential inclusion in the program. 1007.271(13)F.S. Students may take college level courses while still in high school by co-enrolling in a community college, college, or university, subject to entrance requirements of the individual institution and terms of the articulation agreement between the School Board and the institution. The State Board of Education Rules for dual enrollment programs include requirements for high school graduation. The State Board of Education shall determine the number of postsecondary credit hours earned through dual enrollment that satisfy the requirements of the district’s interinstitutional articulation agreement according to s.1003.235, F.S. and that equal one full credit of the equivalent high school course identified in s.1007.271(6), F.S. Upon successful completion of the college course, credit toward high school graduation may be granted provided that the following conditions have been met:

a. The course is academic in nature and may be applied toward an academic degree (physical education and college preparatory courses are specifically excluded); or the course is a vocational course or program approved by school district and the postsecondary institution.

b. The student has demonstrated readiness to engage in postsecondary academic work.

c. The student has been recommended by a counselor to participate. d. The principal has given prior approval for the student to participate and has approved the

specific courses in which the student is enrolled, in accordance with the approved list of courses jointly agreed upon by the school district and college.

Students may take courses during school hours, after school hours, and during the summer term. All secondary school students are notified of dual enrollment as an educational option and mechanism for acceleration. Students shall be informed of eligibility criteria, the option for taking dual enrollment courses beyond the regular school year, and the minimum academic credits required for graduation. District school boards must annually assess the demand for dual enrollment and other advanced courses, and the district school board shall consider strategies and programs to meet the demand and include access to dual enrollment on the high school campus whenever possible. Alternative grade calculation, weighting systems, or information regarding students education options which discriminate against dual enrollment courses are prohibited. (s.1007.271(5),F.S.)

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Teacher and Student Qualifications The Department of Education adopted guidelines to achieve comparability across school districts of both student qualifications and teacher qualifications for dual enrollment courses. Student qualifications must include the following: Demonstrate readiness for college-level coursework if the student is to be enrolled in

college courses; Demonstrate readiness for career-level coursework if the student is to be enrolled in career

courses; Have a record of good attendance, appropriate conduct, and responsible behavior; Indicate that in addition to the common placement examination, student qualifications for

enrollment in college credit dual enrollment courses must include a 3.0 unweighted grade point average, (GPA), and student qualification for enrollment in career certificate dual enrollment courses must include a 2.0 unweighted grade point average (GPA).

Note: Exceptions to the required grade point averages may be granted if the educational entities agree and the terms of the agreement are contained within the dual enrollment interinstititional articulation agreement. (s.1007.271(3), F.S.) Note specific requirements below per articulation agreement: 3.0 unweighted GPA for A.A. degree academic dual enrollment courses 2.5 unweighted GPA for A.S. degree technical dual enrollment courses 2.0 unweighted GPA for vocational certificate dual enrollment courses

Career and Technical Dual Enrollment Career dual enrollment shall be provided as a curricular option for secondary students to pursue in order to earn a series of elective credits toward the high school diploma. (s.1007.271(4), F.S.) Career dual enrollment shall be available for secondary students seeking a degree or certificate from a complete career-preparatory program and shall not be used to enroll students in isolated career courses. (Explanatory Note: It is the intent of the Legislature that career dual enrollment provide a comprehensive academic and career dual enrollment program within the career center or community college). Dual Enrollment and Advanced Placement Instruction The school district, community college, and state university may conduct advanced placement instruction within dual enrollment courses. Each joint dual enrollment and advanced placement course shall be incorporated within and subject to the provisions of the district interinstitutional articulation agreement pursuant to s.1007.235,F.S. Such agreement shall certify that each joint dual enrollment and advanced placement course integrates, as a minimum, the course structure recommended by the College Board and the structure that corresponds to the common course number. (s.1007.272 (1), F.S. Students enrolled in a joint dual enrollment and advanced placement course may be funded by either dual enrollment or advanced placement formula specified in s.1001.62, F.S.; however, no student shall be funded through both a dual enrollment and advanced placement program. (The school board shall utilize the funding formula that more closely approximates the cost of the course.) (s.1007.272(2), F.S.)

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Declaration of Type of Credit Postsecondary credit for a joint dual enrollment and Advanced Placement course shall be awarded as either dual enrollment or Advanced Placement credit based on student preference. An award for Advanced Placement credit must be limited to students who score a minimum of 3, on a 5-point scale, on the Advanced Placement Examination. No student shall claim double credit based on the completion of a single joint dual enrollment and Advanced Placement course, or shall any student be required to complete the Advanced Placement Examination. The awarding of college credit is a decision of the college, not of the School Board or the high school principal. (1007.272(3), F.S.)

3. EARLY ADMISSION The early admission program is in lieu of the senior year of high school and is available only in the fall semester for students on the 24 credit or 26 credit track. It is available to students who have completed the following:

a. Completed their junior year b. Completed all required courses except those specified for the college attended. These

must be completed at the college

c. Met the grade point average and other admission requirements of the community college, college or university they plan to attend

d. Been recommended by a high school counselor and received prior approval of the high

school principal.

Students participating in the early admission program may be awarded a high school diploma after he or she completes two semesters with 24 hours of credit with an overall unweighted grade point average of 2.0 or higher and meets the high school graduation requirements. Students in early admission or dual enrollment may not drop a course without first obtaining permission from the principal. Early admission and full-time dual enrollment students are expected to enroll in and successfully complete (2.0 unweighted grade point average) a minimum of 12 hours each semester. Early admission shall be in the form of dual enrollment through which eligible secondary students enroll in a postsecondary institution in courses that are creditable toward the high school diploma and the associate or baccalaureate degree. Students enrolled are exempt from the payment of registration, matriculation, and lab fees. Home education students may participate in dual enrollment, career and technical dual enrollment, early admission, and credit by examination. Credit earned by home education students through Dual Enrollment shall apply toward the completion of a home education program that meets the requirements of s.1002.41.F.S. (s.1007.27(4), F.S.) (s.1007.27(5), F.S.)

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4. CREDIT BY EXAMINATION – COLLEGE LEVEL EXAMINATION PROGRAM (CLEP) Credit by examination shall be the program through which postsecondary credit is earned based on the receipt of a specified minimum score on nationally standardized general or subject area examinations. Minimum scores required for an award of credit are stated by the State Board of Education in the statewide articulation agreement. (s.1007.27(7), F.S.)

5. INTERNATIONAL BACCALAUREATE (IB) The International Baccalaureate (IB) Program is the curriculum whereby students are enrolled in a program of studies offered through the IB Program administered by the IB Office. The State Board of Education has established rules that specify the cutoff scores and IB Examination that will be used to grant postsecondary credit at community colleges and universities. Students shall be exempt from payment of any fees for administration of the examinations regardless of whether or not the student achieves a passing score on the examination. (s.1007.27(8), F.S.)

6. ADVANCED INTERNATIONAL CERTIFICATE OF EDUCATION PROGRAM (AICE) The Advanced International Certificate of Education (AICE) Program and the International General Certificate of Secondary Education (pre-AICE) Programs shall be the curricula in which eligible secondary students are enrolled in a program of study offered through the (AICE) Program or the International General Certificate of Secondary Education (pre-AICE) Program administered by the University of Cambridge Local Examinations Syndicate. The State Board of Education shall establish rules which specify the cutoff scores and the Advanced International Certificate of Education examinations which will be used to grant post-secondary credit at community colleges and universities. Any such rules, which have the effect of raising the required cutoff score or changing the (AICE) examinations which will be used to grant post-secondary credit, shall apply to students taking Advanced International Certificate of Education examinations after such rules are adopted by the State Board of Education. Students shall be awarded a maximum of 30 semester credit hours. The specific course for which a student receives such credit shall be determined by the community college or university that accepts the student for admission. Students enrolled in either program of study shall be exempt from the payment of any fees for administration of the examinations regardless of whether the student achieves a passing score on the examination. (s.1007.27(9), F.S.) Note: Any student who earns 9 or more postsecondary credits from one or more of the acceleration mechanisms provided for in this section is exempt from any requirement of a public postsecondary educational institution mandating enrollment during a summer term. (s.1007.27(10),F.S.)

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STATE BOARD OF EDUCATION REVIEW The State Board of Education shall conduct a review of the extent to which the acceleration mechanisms indicated above are currently utilized by school districts and public postsecondary educational institutions and shall submit a report to the Governor and the Legislature by December 31, 2003. The report must include a summary of ongoing activities and a plan to increase and enhance the use of acceleration mechanisms as a way to shorten the length of time as well as the funding required for a student, including a student with a documented disability, to obtain a postsecondary degree. The review and plan shall address, but are not limited, to the following issues:

1. The manner in which students, including students with documented disabilities, are advised regarding the availability of acceleration mechanism options;

2. The availability of acceleration mechanism options to eligible students, including students with documented disabilities, who wish to participate;

3. The grading practices, including weighting of courses, of school districts and public postsecondary educational institutions with regard to credit earned through acceleration mechanisms;

4. The extent to which credit earned through an acceleration mechanism is used to meet the general education requirements of a public postsecondary educational institution; the extent to which the secondary instruction associated with acceleration mechanism options could be offered at sites other than public K through 12 school sites to assist in meeting class size reduction needs;

5. The manner in which funding for instruction associated with acceleration mechanism options is provided;

6. The feasibility of providing students, including students with documented disabilities, the option of choosing Advanced Placement credit or College Level Examination Program (CLEP) credit as an alternative to dual enrollment credit upon completion of a dual enrollment course. (s.1007.27(11)(a)-(c), F.S.)

INTERINSTITUTIONAL ARTICULATION AGREEMENT The superintendent of schools and the president of the community college shall jointly develop and implement a comprehensive articulated acceleration program for students enrolled in their respective school districts and service areas. Within this general responsibility, each superintendent and president shall develop a comprehensive interinstitutional articulation agreement for the school district and community college that serves the school district. The district school superintendent and president shall establish an articulation committee for the purpose of developing this agreement. Each state university president is encouraged to designate a university representative to participate in the development of the interinstitutional articulation agreements for each school district within the university service area. The district interinstitutional articulation must be completed before high school registration for the fall term of the following year.

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The agreement must include, but is not limited to, the following components: a. A ratification of all existing articulation agreements; b. A delineation of courses and programs available to students eligible to participate in dual

enrollment. This delineation must include a plan for the community college to provide guidance services to participating students on the selection of courses in the dual enrollment program. The process of community college guidance should make maximum use of the automated advisement system for community colleges. The plan must assure that each dual enrollment student is encouraged to identify a postsecondary education objective with which to guide the course selection. At a minimum each student’s plan should include a list of courses that will result in an Applied Technology Diploma, an Associate in Science Degree, or an Associate in Arts degree. If the student identifies a baccalaureate degree as the objective, the plan must include courses that will meet the general education requirements and any prerequisites requirements for entrance into a selected baccalaureate degree program;

c. A delineation of the process by which students and their parents are informed about opportunities to participate in articulated acceleration programs;

d. The process by which students and their parents exercise their option to participate in an articulated acceleration program;

e. High school credits earned for completion of each dual enrollment course, f. Postsecondary courses that meet the criteria for inclusion in the district articulated

acceleration program to be counted toward meeting graduation requirements of s.1003.43, F.S.;

g. Eligibility criteria for student participation in dual enrolment courses and programs; h. Interinstitutional responsibilities regarding student screening prior to enrollment and

monitoring student performance subsequent to enrollment in dual enrollment courses and programs;

i. Identify the instructional quality criteria dual enrollment courses and programs are to be judged and a delineation of institutional responsibilities for the maintenance of instructional quality;

j. Delineate institutional responsibilities for assuming the cost of dual enrollment courses and programs including responsibilities for student instructional materials;

k. Responsibility for providing student transportation if the dual enrollment is conducted at a facility other than the high school campus;

l. Process for converting college credit hours earned through dual enrollment and early admission programs to high school credit based on mastery of course outcomes.

(s.1007..235(1)(2)

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BRIGHT FUTURES SCHOLARSHIP PROGRAM The Bright Futures Scholarship Program is the umbrella program for three state- funded

scholarships: the Florida Academic Scholars, the Florida Medallion Scholars, and the Florida

Gold Seal Vocational Scholars Awards. These awards are based on academic achievement and

community service earned in grades 9-12. Students should see their counselors or visit the

district’s Secondary Programs web site and click on “Bright Futures” for additional information:

http://secondarypgms.brevard.k12.fl.us/areasguide.html. The Florida Academic Scholars Award

requires 75 hours of community service in addition to specific academic requirements. A Florida

Gold Seal Career and Technical Endorsement may be attached to a standard diploma or award

differentiated diplomas to those exceeding the prescribed minimums. Students completing the

three-year graduation options are eligible for a Bright Futures Scholarship if they meet all the

requirements.

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Progression Plan for

Students with Disabilities

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EXCEPTIONAL STUDENT EDUCATION General Information The primary responsibility for determining each student’s level of performance and ability to function academically, socially, and emotionally, is that of the IEP committee. Promotion and retention are the sole responsibility of the school principal. School personnel should use all resources to achieve parental understanding and support regarding a student’s grade placement, however, the final decision must be in compliance with State Board of Education rules. A decision must be made regarding participation in the Sunshine State Standards Access Points for Special Diploma students, once a student is found eligible for exceptional education services. Students who are working toward a Special Diploma may participate in either FCAT or an alternate assessment, based upon their level of cognitive functioning. A Five (5) Point Checklist must be completed and included in the students audit file, as well as documentation on their IEP. In accordance with the IEP Committee, all other ESE students are expected to participate in the Sunshine State Standards and must be assessed beginning in 3rd grade, as with all basic education students, with the Florida Comprehensive Assessment Test (FCAT). All Exceptional Education Students in grades 3-11 must participate in either the Florida Comprehensive Assessment Test (FCAT) or the Florida Alternate Assessment (FAA) as predetermined by the IEP team prior to testing. Progression The requirements for progression are:

A. Compliance with the Brevard Public Schools Attendance Policy; B. Satisfactory progress on IEP goals and objectives; C. Demonstration of satisfactory progress/performance on the Sunshine State Standards for

Standard Diploma or the Sunshine State Standards Access Points for Special Diploma; D. Standard Diploma students must meet Level 2 or higher on reading FCAT or progress on

State approved alternative assessment. *K-2 Grades The decision regarding progression or retention for ESE students in grades K-2 is based on the following criteria:

A. A review of the IEP goals and objectives; B. Increased intensity of ESE services and accommodations; C. Modifications, accommodations or strategies specified on the IEP within the basic

education/ESE classroom have been increased; D. The student is working at his/her current potential successfully and is demonstrating

continuous progress on the IEP. ESE K-2 students “working below grade level” may be considered for progression when the above actions have been considered.

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ESE Students Working on Sunshine State Standards Access Points for Standard Diploma. *Grades K-6 Refer to the Elementary Student Progression Plan *Grades 7 and 8 Refer to the Middle School Student Progression Plan *Grades 9-12 Refer to the Senior High Student Progression Plan ESE students, who are working on the Sunshine State Standards Access Points and taking the Florida Alternate Assessment in lieu of FCAT, may be promoted if all requirements are in place. The primary determination for progression is based upon the individual education program written for each student including the regular classroom teacher as appropriate. This plan consists of written statements which include: the student’s present levels of educational performance; measurable annual goals; short term instructional objectives; specific special education and related services to be provided and the extent to which the student will be able to participate in regular education programs; the projected dates for initiation of services and the anticipated duration of the services; appropriate objective criteria and evaluation procedures and schedules for determining on at least an annual basis, whether the annual goals/short term instructional objectives are being achieved. Additional considerations for determining an ESE student’s progression shall be based upon the following: daily performance, previous performance, progress reports, student’s work habits, classroom assignments, progress on the state alternate assessment, mental and physical health, chronological age in relation to peer group, parental understanding and input in the retention of a student, reading level compared to ability at age level, student’s sense of responsibility, maturity and other evidence available to the teacher that indicates that the student would be successful if promoted. Graduation from High School as Related to a Free and Appropriate Public Education (FAPE) The regulations (34 CFR 300.121) specify that all children with disabilities aged three through 21, including children with disabilities who have been suspended or expelled from school are entitled to a free appropriate public education (FAPE) with certain exceptions.

*Note: For ESE Students grades K-6

When “working below grade level” is noted on a ESE student’s report card, a grade of “C” or above may be given.

If the Sunshine State Standards Access Points have been determined appropriate and are documented on the IEP then

• “working below grade level” is documented on the reports card and • the statement “(student name) is working on modified Sunshine State Standards.

Modifications are changes in the way the skills and concepts are taught and assessed, as well as changes in expected outcomes and curricular standards.” is placed on the report card.

89

The exceptions are specified in 34 CFR 300.122. As started in these regulations, districts must provide FAPE to all students who have not reached age 22 and who have not earned a regular high school diploma. If a student graduates with a special diploma, a certification of completion, or a special certificate of completion, or a GED, and has not reached age 22, the district must make FAPE available to that student at the student’s option, until the end of the semester in which that student turns 22 or until he or she earns a regular diploma. Graduation Requirements The senior high school graduation requirements for exceptional education students do not restrict the right of an exceptional student solely to a Special Diploma. Any such student shall be afforded the opportunity to fully meet all requirements and thereby qualify for a Standard Diploma. The School Board shall make provision for each student to use basic, vocational and exceptional student education courses as appropriate for meeting the minimum number of course credits.

Exceptional education students, except students eligible for the Gifted Student Program, working towards a Standard Diploma, may participate in all commencement exercises without having passed the Florida Comprehensive Assessment Test (FCAT). These students must have all required credits and will receive a Certificate of Completion. A student will be awarded a Standard Diploma from the high school he/she last attended upon successfully completing the requirements.

To be awarded a Standard high school diploma, refer to the School Board of Brevard County, High School Graduation Requirements. Students working toward a Special Diploma will be responsible for mastery of the Sunshine State Standards Access Points at their functioning level as documented through a grade point average of 2.0 or above. Special Diploma – Independent Level – Option 1 Students who are working toward a Special Diploma and taking FCAT or those students who are taking the FAA at the Independent Level are considered to be capable of meeting their own needs and working and living successfully in their communities as adults without overt support from others. To meet graduation requirements, students must have 26 or the possible 28 credits, or 30 or the 32 block schedule credits. For special diploma students taking Independent Level courses or higher, the following credits are required: Language Arts/Reading 4 Mathematics 4 Science 3 Social Studies 3 Physical Education 1 Life Management and Transition .5 Self Determination .5 Career Education 4 Fine Arts 1 Electives* 7 Total Credits 28

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(a) Personal Fitness, Regular Physical Education, Adaptive Physical Education, or Specially Designed Physical Education fulfills the credit requirement for Physical Education and shall be indicated on the student’s IEP.

(b) Life Management Skills may or may not be taught by an Exceptional Student Education teacher.

*Students are strongly encouraged to enroll in ESE vocational courses satisfying the IDEA requirement for the transition of students from school to post-school activities. The following courses are strongly recommended depending upon the resources available at the school and the needs of the student:

Career Prep 7980110 Career Experiences 7980120 Career Placement 7980130

Students are encouraged to enroll in the following ESE vocational and elective courses depending upon the resources available at the school and the needs of the student:

Exploratory Education 7980010 Practical Arts Education 7980020 Driver Education for Special Learners 7919010

Special Diploma – Independent Level – Option 2

Students who are working toward Special Diploma and taking FCAT or those students who are taking the FAA at the Independent Level are considered to be capable of meeting their own needs and working and living successfully in their communities as adults without overt support from others. To meet graduation requirements, students must have 26 or the possible 28 credits, or 30 or the 32 block schedule credits. For special diploma students taking Independent Level courses or higher, the following credits are required: For students taking Independent Level courses, the following credits are required: Language Arts/Reading 2 Mathematics 2 Science 2 Social Studies 2 Physical Education 1 Life Management and Transition .5 Self Determination .5 Career Placement 1 Electives 1 Total 12 Additionally, the following requirements are in place: • IEP goals and objectives written specifically for Option 2; • Complete graduation plan; • 22 community and employment competencies; • 18 weeks of continuous employment at an average of 20 hours per week.

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ESE students may begin Option 2 community based employment on or after their 16th birthday. Option 2 is an individually designed, flexible option based on mastery of employment and community competencies. Under this option, students will be successfully employed in paid jobs in the community as a requirement for graduation. Option 2 is a competency-based diploma in which skills are learned and mastered on the job. The guidelines and requirements are defined in the manual for Special Diploma Option 2. Special Diploma – Supported Level* Students functioning at the Supported Level are generally considered to be capable of achieving supported independence in adulthood and require supervision and support throughout their lives. To meet graduation requirements, students must have 26 or the possible 28 credits, or 30 or the 32 block schedule credits. For special diploma students taking supported level courses or higher, the following credits are required: Life Skills Reading 4 Life Skills Math 4 Science 9-12 3 Social Studies 3 Career Experiences 4 Electives 9

Supported Competitive Employment 1 Total Credits 28 The following credit requirements will be implemented for Special Diploma Participatory Level Students. To meet graduation requirements, students must have 26 or the possible 28 credits, or 30 or the 32 block schedule credits. For special diploma students taking participatory level courses or higher, the following credits are required: Cognitive & Linguistic 7 Life Sustaining & Environmental Interaction 7 Leisure/Recreation 7 Development-Functional Motor and Sensory 7 Total 28

*ESE students functioning at the Participatory Level can earn a Special Diploma by mastering the standards and completing the course and credit requirements.

Special Certificate of Completion This option will be available to exceptional education students who do not qualify for a Standard Diploma, do not elect to have a Special Diploma, do not meet the requirements for a Special Diploma or who have met the appropriate requirements and do not choose to select a Certificate of Completion. To be awarded an Exceptional Student Education Special Certificate of completion, the student must earn the minimum number of credits and pass the specific courses as designated in School Board Rule. The student is not required to master the designated Sunshine State Standards.

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Certificate of Completion

Certificate of Completion will be available to ESE students who are working towards a Standard Diploma but cannot successfully pass the FCAT or meet the alternative requirement. To be awarded a Certificate of Completion a student must earn the minimum number of credits and pass the specific standard diploma courses designated by the School Board. Exceptional Education Students will be allowed to participate in all commencement exercises when they have completed the required 28 credits even if they have not successfully passed the FCAT or met the alternative requirements.

ESE GUIDELINES

Documentation of Diploma Option The parent/guardian of each exceptional student eligible for a Special Diploma for exceptional students shall be notified by letter or other documentation of the options available prior to the eleventh grade. The school must document its efforts to notify the parent/guardian. A summary of Graduation Options (Q4) must be completed for each Exceptional student on or before age 14 by the end of the eighth grade year, whichever comes first. Certification of Mastery of Required Courses: In order to earn course credit, a student must demonstrate mastery of the Florida Sunshine State Standards Access Points. Demonstration of mastery of the Sunshine State Standards means that a student has mastered at least 70% of the course objectives assessed by teacher observations, classroom assignments, examinations, and documented in the teacher’s lesson plan book. Additional documentation may be found in the student results on the Florida Alternate Assessment. Course Modifications for Exceptional Students Course modifications/accommodations authorized for use with exceptional students include:

A. For all students with disabilities the educational environment will be accommodated/ modified as stated in the student’s IEP, to accommodate the student’s disability.

B. For Special Diploma students the course work requirements may be modified through the use of Sunshine State Standard Access Points or as stated in the student’s IEP.

C. State and district-wide test procedures and other evaluation procedures may be modified as specified in Rule 6A-1.0943, FAC, to accommodate the student’s disability. Accommodations for assessment shall be consistent with the accommodations utilized in the classroom setting. Accommodations may not be utilized for the assessment setting when it is inconsistent with classroom implementation.

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Extended School Year Services: Extended School Year (ESY) means specially designed instruction and related services that are provided to a student with a disability beyond the normal school year of the district, in accordance with the student’s IEP, at no cost to the parent. For the majority of students, services are provided during the timeframe of our general education summer program. The school district ensures that: 1. ESY services are available as necessary to provide a free appropriate public education (FAPE), 2. ESY services are provided when a student’s IEP team determines, on an individual basis, that the services are necessary for the provision of FAPE to the student, 3. Criteria used to determine whether a student requires ESY may include, but are not limited

to: a. regression and recoupment b. critical points of instruction c. emerging skills d. nature and/or severity of disability e. interfering behaviors f. rate of progress g. special circumstances

4. ESY services will not be limited to particular categories of disability, type, amount or duration of those services. Actual decisions to recommend ESY programs for ESE students must be made on an individual basis through the IEP process. The ESY program will be available to ESE students whose IEP specifies the need for “extended school year” services. Physical/Occupational Therapy, Speech/Language Therapy, Hearing Services, Vision Services, and Hospitalized/Homebound Services will be available to eligible students with disabilities based on need and as documented on the IEP. The Office of Exceptional Student Education (ESE) Administrative Support Services will coordinate provision of these services.

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CAREER AND TECHNICAL EDUCATION Progression Plan

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CAREER AND TECHNICAL EDUCATION Career and Technical Education Course Substitutions – Section 1011.62, F,S, Students who complete a career and technical education program may substitute the requirement for one basic credit. The substitution must be based on a curriculum equivalency basis as provided in the state Course Code Directory. Students may not substitute more than two (2) credits in any basic subject area. A career education program which has been used as a substitute for a nonelective academic credit in one subject area may not be used as a substitute for any other academic subject area. Course substitutions may not count towards state university system admissions requirements.

The following Business Technology Education courses may be substituted for the 1 credit course - Business Systems & Technology for the purpose of program completion.

Business Technology Education Course May Substitute For

8200320 AND 8200330

Keyboarding & Business Skills AND Computer & Business Skills

8209020 Computing for College and Careers

OST 1100 AND CGS 2100

Beginning Computer Keyboarding AND Microcomputer Applications

8209020 Computing for College and Careers

The following Business Technology Education courses, when taken as dual enrollment courses, may be substituted for the purpose of program completion:

Business Technology Education Course May Substitute For

CETC 1172 AND CETC 1174

Beginning PC Repair AND Advanced PC Repair

8207210 PC Support 1

ACG 2021 AND GEB 1011

Financial Accounting AND Introduction to Business

8203310 Accounting Applications 1

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Networking Services Technology (AS & CCC) Program—Dual Enrollment and Gold Seal Scholarship Endorsement For the purpose of Gold Seal Scholarship eligibility, the following dual enrollment courses will substitute for the Networking 2 Infrastructure (8208030) course in the secondary Business Technology Education program, Network Support Services (8208000). (Secondary Program Equivalency: Network Support Services – 8208000)

Course Name Course # Postsecondary Credits

High School Credits

Cisco Router Technology CTSC 1651 3 .5

Cisco Advanced Router Technology CTSC 2652 3 .5

Technology Education The first course in any Technology Education Drafting program may substitute for the first course in the Industrial Education Drafting program where the two programs have comparable curriculum and credits and the reverse is also allowable. The first course of the following Technology Education program may be substituted for the first course of the following Industrial Education course:

Technology Education Course

May Substitute For

8600810 Drafting/Illustrative Design Technology I

8727010 Drafting 1

Drafting (Industrial)—Dual Enrollment and Gold Seal Scholarship Endorsement For the purpose of program completion and for Gold Seal Scholarship eligibility, a combination of any two dual enrollment postsecondary drafting courses (8 postsecondary credits) listed below may substitute for either Drafting 2 or Drafting 3.


High School Credits

Drafting 1 AND Drafting 2 OR two courses from the table below AND Drafting 3 OR two additional courses from the table below

8727010 8727020 8727030

0

8

0 8

1 1 0 1

Total: 16 3

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Dual Enrollment Postsecondary Drafting Courses


High School Credits

Civil Drafting ETDC 1540 4 .5 AutoCAD Fundamentals ETDC 2320 4 .5 Microstation 2D ETDC 2328 4 .5 Advanced AutoCAD ETDC 2351 4 .5 AutoCAD 3D ETDC 2355 4 .5 Advanced Civil Drafting ETDC 2542 4 .5 Architectural Drafting TARC1120 4 5 Advanced Architectural Drafting TARC2122 4 .5 Pro E Fundamentals ETDC 2322 4 .5 Microstation 3D ETDC 2356 4 .5 3D Modeling GRAC 2163 3 .5

Drafting/Illustrative Design Technology—Dual Enrollment and Gold Seal Scholarship Endorsement For the purpose of program completion for the Gold Seal Scholarship eligibility, a combination of any two dual enrollment postsecondary drafting courses (8 postsecondary credits) listed below may substitute for either Drafting/Illustrative Design Technology II or Drafting/Illustrative Design Technology III.


High School Credits

Drafting/Illustrative Design Technology I AND Drafting/Illustrative Design Technology II OR Two courses from the table below AND Drafting/Illustrative Design Technology III OR Two additional courses from the table below

8600810 8600820 8600830

0 0 8 0 8

1

1

1

TOTAL: 16 3

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Dual Enrollment Postsecondary Drafting Courses


High School Credits

Civil Drafting ETDC 1540 4 .5 AutoCAD Fundamentals ETDC 2320 4 .5 Microstation 2D ETDC 2328 4 .5 Advanced AutoCAD ETDC 2351 4 .5 AutoCAD 3D ETDC 2355 4 .5 Advanced Civil Drafting ETDC 2542 4 .5 Architectural Drafting TARC 1120 4 5 Advanced Architectural Drafting TARC 2122 4 .5 Pro E Fundamentals ETDC 2322 4 .5 Microstation 3D ETDC 2356 4 .5 3D Modeling GRAC 2163 3 .5

Patient Care Technician—Dual Enrollment and Gold Seal Scholarship Endorsement When a student completes ALL of the courses listed below, a total of 3 high school credits, they have completed the Patient Care Technician Program for the purpose of eligibility for the Gold Seal Endorsement.


High School Credits

Health Science 1 OR

8417100

0

1

Introduction to Health Care AND Advanced Medical Terminology

HSC 1000 HSC 1532

3 3

.5

.5 AND

Fundamentals of Health Careers Nursing Assistant First Responder Home Health Aid Patient Care Assistant

HCP 0001 HCP 0120 EMS 1059 HCP 0310 HCP 0620

3 3 3 1 3

.5

.5 ..5 .2 .5

TOTAL: 19 3.2

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Early Childhood Education—Dual Enrollment and Gold Seal Scholarship Endorsement For the purpose of program completion for Gold Seal Scholarship eligibility, Introduction to Early Childhood Education (3 postsecondary credits) and Early Childhood Curriculum (3 postsecondary credits) may be substituted for Early Childhood Education II (1 high school credit). Also, Conflict Resolution in Early Childhood Education (3 postsecondary credits) and Assessment in Early Childhood Education (3 postsecondary credit) may be substituted for Early Childhood Education III (1 high school credit). When a student completes a total of 3 high school credits, they have completed the Early Childhood Education program for the purpose of Gold Seal Scholarship eligibility.


High School Credits

Early Childhood Education I AND

8503211 0 1

Early Childhood Education II OR

8503212 0 1

Introduction to Early Childhood Education Early Childhood Curriculum AND

EEC 1001 EEC 1220

3 3

.5

.5

Early Childhood Education III OR

8503213 0 1

Conflict Resolution in Early Childhood Education Assessment in Early Childhood Education

EEC 1270 EEC 1601

3 3

.5

.5

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Culinary Operations - Dual Enrollment and Gold Seal Scholarship Endorsement

For the purpose of program completion for Gold Seal Scholarship eligibility, Food Production I, Stocks and Sauces (3 postsecondary credits) and Food Production II, Presentation and Service (3 postsecondary credits) may be substituted for Culinary Operations 2 (1 high school credit). Also, Pastries and Desserts (3 postsecondary credits) and Regional Cuisine-American and International (3 postsecondary credits) may be substituted for Culinary Operations 3 (1 high school credit). When a student completes a total of 3 high school credits, they have completed the Culinary Operations program for the purpose of eligibility for the Gold Seal Scholarship Endorsement.


High School Credits

Culinary Operations 1 AND

8515210 0 1

Culinary Operations 2 OR

8515220 0 1

Food Production 1, Stocks and Sauces AND

FSS 0208 3 .5

Food Production 2, Presentation and Service AND

FSS 0228 3 .5

Culinary Operations 3 OR

8515230 0 1

Pastries and Desserts AND

FSS 0064 3 .5

Regional Cuisine – American and International

FSS 0740 3 .5

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APPENDIXES

102

General Information

GUIDELINES Extending Physical Education to 150 Minutes per week

House Bill 967 BRIEF EXPLANATION OF HB 967:

The Florida Commissioner of Education will provide Internet access to information concerning professional development in Physical Education and Nutrition.

“Physical Education” means the development or maintenance of skills related to strength, agility, flexibility, movement, stamina, including dance; the development of knowledge of skills requiring teamwork and fair play; the development of knowledge and skills regarding nutrition and physical fitness as part of a healthy lifestyle; and the development of positive attitudes regarding sound nutrition and physical activity as a component of personal well-being.

150 minutes of Physical Education has been mandated for grades K-5 and will be audited by the Florida Department of Education.

Such instruction may be provided by any instructional personnel designated by school principal.

Florida Department of Education will review and revise the Physical Education Sunshine State Standards.

DOCUMENTATION:

Students will be scheduled for a minimum of 150 minutes under the physical education course number 5015010X or 5015010X, Adaptive PE.

Documentation at the school site should be maintained by instructional staff identified to teach physical education.

Physical Education Sunshine State Standards http://www.firn.edu/doe/curric/prek12/index.html

PLANNING FOR 150 MINUTES OF PHYSICAL EDUCATION:

Maximize the instructional time of certified Physical Education Teachers and instructional assistants who teach physical education

Utilize the time that is currently set aside for recess to provide additional minutes of physical education up to the 150 minute minimum.

Schools have the flexibility to determine who will teach and how the additional time will be scheduled.

The plan for individual school implementation will be included in the school’s Coordinated School Health Program (CSHP) plan.

THE DIFFERENCE BETWEEN PHYSICAL EDUCATION AND PHYSICAL ACTIVITY (recess):

Based on sequence of learning, physical education should not be compared to or confused with other physical activity experiences such as (free play) recess, intramurals, or recreational endeavors. Physical Education courses and curriculum comply with the Sunshine State Standards and offer the best opportunity to provide physical activity to all children. (Ref: Brevard County Wellness Policy and Procedures)

APPENDIX NO. 1

BEST PRACTICE GUIDELINES: Using physical activity (e.g. running laps, push ups) or withholding opportunities for

physical activity (e.g. free play recess, Physical Education), as punishment is not permitted. (Ref: Brevard County Wellness Policy and Procedure)

Review Brevard Public School’s Best Practices Physical Education brochure. http://elementarypgms.brevard.k12.fl.us/Best%20Practices%20PE.pdf

Review the National Association for Sport and Physical Education’s Appropriate

Practices booklet at the following link: http://www.aahperd.org/naspe/peappropriatepractice/Appropriate%20Practices%20for%20ES%20PE.pdf

Below is a list of suggested guidelines keeping safety first:

• Use effective classroom management techniques indoors and outdoors. • Proper attire for movement- play clothes, athletic sneakers • Water bottles • Sunscreen • Check medical concerns • Check play area for safety • Establish protocols for safe movement • Be aware of weather conditions • Choose developmentally appropriate equipment • “Play Safe, Play Fair, Play Hard (effort)” (Ref: Project Adventure) • All children should be active all the time!

RESOURCES:

Elementary Physical Education Curriculum Guide http://elementarypgms.brevard.k12.fl.us/ELEMENTARY%20PE%20CURR.pdf

National Association for Sport and Physical Education’s (NASPE) Appropriate Practices

booklet http://www.aahperd.org/naspe/peappropriatepractice/Appropriate%20Practices%20for%2

0ES%20PE.pdf

Best Practices Physical Education: http://elementarypgms.brevard.k12.fl.us/Best%20Practices%20PE.pdf

Physical Education Policy http://secondarypgms.brevard.k12.fl.us/PHYSICAL%20EDUCATION%20POLICY.pdf

Adapted Physical Education http://elementarypgms.brevard.k12.fl.us/Adapted%20PE%20Guide%201999.pdf

Health (Ref: K-8 curriculum) http://elementarypgms.brevard.k12.fl.us/HE%20Guide%20K-8.pdf

For further information visit the Elementary Physical Education District website:

http://elementarypgms.brevard.k12.fl.us/health_and_pe.htm

APPENDIX NO. 2

Elementary School

APPENDIX NO. 3

SAMPLE LETTER TO PARENTS OF 3rd Graders

Dear Parent: Florida’s goal is that every student read at or above grade level. If a student is not learning at the rate that he or she should, the school district must give additional tests to find out how to assist the student. The school and the parents will work together to form an Progress Monitoring Plan (PMP) to help the student catch up and work at grade level. Teachers must pay special attention to how well each child is learning to read in kindergarten through third grade. If a teacher is concerned that a child has a reading problem, the student will be tested to see the seriousness of the problem. The school must provide additional help to all students who are behind in learning to read. If a student does not score at Level 2 or above on the third grade Florida Comprehensive Assessment Test (FCAT) for reading, he or she is considered to have a substantial problem in reading and cannot be promoted to the fourth grade. One purpose of this letter is to notify you that your child, (child’s name), has a reading problem that needs extra help. The following things are currently being done to help your child:

Please remember, if your child is not reading well enough to score Level 2 or higher on the reading section of the FCAT in the third grade, he or she must be retained unless he or she meets one of the good cause exemptions listed below.

ELLs/limited English proficient student who has had less than two years of instruction in an English for Speakers of Other Languages program,

Student with disabilities whose individual education plan indicates that participation in

the statewide assessment program is not appropriate, consistent with the requirement of the State Board of Education rule,

Student who demonstrates an acceptable level of performance on the alternative

assessment - SAT-10. Students must score at or above the 45th percentile, Student who demonstrates an acceptable level of performance on the alternative

assessment - NRT portion of the FCAT. Students must score at or above the 45th percentile,

Student who demonstrates, through a student portfolio, that the student is reading on

grade level, as evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT (see Appendix for portfolio requirements),

Student with disabilities who participated in the FCAT and who has an individual

education plan or a Section 504 plan that reflects that the student has received the intensive remediation in reading, as required by paragraph (4)(b), for more than two years but who still demonstrates a deficiency in reading and was previously retained in kindergarten, grade 1, grade 2, or grade 3.

APPENDIX NO. 4

Student who has received the intensive remediation in reading for two or more years

but still demonstrates a deficiency in reading and who was previously retained in kindergarten, grade 1, grade 2, or grade 3 for a total of two years. Intensive reading instruction for students so promoted must include an altered instructional day that includes specialized diagnostic information and specific reading strategies for each student. The school board shall assist schools and teachers to implement reading strategies that research has shown to be successful in improving reading among low performing readers.

Each promotion or retention decision is based on several factors, including the student’s performance on the FCAT, additional evaluations, portfolio reviews, and certain alternative assessments. These assessments will assist the parents and the school district in deciding if a child is reading at or above grade level and is ready for grade promotion.

If your child is retained in the third grade and is able to demonstrate mastery of appropriate fourth grade reading skills, he or she may be eligible for mid-year promotion to fourth grade. Your child’s school is planning to provide the following additional services to help your child catch up in reading: (School added info)

If your child is retained in third grade for a reading problem, it is to give your child more time to learn to read before he or she must meet the more difficult reading demands of the fourth grade and beyond. Please contact your child’s teacher and make an appointment to discuss your child’s reading progress and academic improvement plan. School staff is available to provide resources that you may use at home to help your child.

Sincerely, Principal Please sign below and return to your child’s teacher. ____________________________________________ Parent signature

APPENDIX NO. 5

SAMPLE LETTER TO PARENTS OF LEVEL 1 STUDENTS

Date Dear Parent/Guardian: This letter is being provided to you regarding your child’s performance on FCAT (Florida Comprehensive Assessment Test) from the spring assessment. Your child’s FCAT score was in the level 1 range, which does not indicate grade level proficiency as defined by the State Department of Education. Every effort will be made to provide remediation for your child in the areas of deficiency before the end of the school year. However, if satisfactory progress is not made, your child may be retained. Your child will be assessed with FCAT at the end of this school year also, and those results will be incorporated into the other factors in your child’s performance profile as end of year progression decisions are made. The FCAT is not the sole determiner for student promotion. A PMP (Progress Monitoring Plan) is being designed, immediately, to address your child’s academic needs. You will be asked to attend a conference soon with your child’s teacher to finalize this plan. If you wish to discuss this matter in more detail, please call the office to arrange an appointment. Sincerely, Principal

APPENDIX NO. 6

SAMPLE LETTER FOR SUBSTANTIAL DEFICIENCY

Date

Dear Parent/Guardian: This letter is being provided to you regarding your child’s academic performance. I have carefully reviewed his/her academic records. These records indicate that your child’s classroom performance does not demonstrate proficiency in the academic expectations for his/her grade level. Students who do not meet grade level expectations are not considered to have made satisfactory progress toward promotion. A Progress Monitoring Plan (PMP) has been implemented to address your child’s educational needs. Every effort will be made to provide assistance and remediation for your child in the areas of deficiency before the end of the school year. However, if satisfactory progress toward the grade level expectations is not made, your child may need retention or a special placement for the upcoming school year. Your child will be assessed with FCAT at the end of this school year. Those results will be incorporated into the other factors in your child’s performance profile as end of year progression decisions are made. FCAT is not the sole determiner for student promotion. If you wish to discuss this matter in more detail, please call the office to schedule a conference. Sincerely, Principal ___________________________ _______________________ Parent/Guardian Signature Date

APPENDIX NO. 7

Flow Chart for Promotion/Retention of K – 2 Students

Determine level of proficiency in reading

All K–2 Students

Student exhibits on or above grade level proficiency in

reading as indicated by SAR or Portfolios

Provide initial and differential instruction

Student exhibits substantial deficiency in reading, based on

reliable and valid screening

Conduct regular monitoring of progress

Student is promoted

Use diagnostic instruments or procedures that meet psychometric standards to identify specific areas of reading deficiency in: • Phonemic awareness • Comprehension • Vocabulary

Notify parents of student’s reading deficiency, supplemental

instructional services, and of possible retention

Review other data and determine if a good cause exemption is appropriate

If a good cause exemption is not appropriate, student is retained

If a good cause exemption is appropriate

• Phonics • Fluency

Student with, PMP, IEP or Section 504 Plan who was

provided intensive remediation and previously retained once

Principal’s recommendation

Teacher’s recommendation with documentation

Superintendent’s approval

Student promoted to next grade – intensive reading instruction continues to be provided

Develop PMP Progress Monitoring Plan to Include

• Identify specific areas of deficiency: phonemic awareness, phonics, fluency, comprehension, and vocabulary

• Determine desired levels of performance in areas of deficiency • Identify services to be provided

Provide frequent monitoring of progress to determine

student progress

Implement comprehensive, scientifically based reading systems

to provide immediate intensive intervention

Meets District attendance requirements

LEP student with <2 years instruction in

English

Student with disability with IEP indicating

FCAT standards are not appropriate

Student qualifies for TK-1

placement (1st year K only)

APPENDIX NO. 8

Flow Chart for Promotion/Retention of 3rd Grade Students All 3rd Grade Students

Review other data and determine if a good cause exemption is appropriate If a good cause exemption is not appropriate,

student is retained


LEP student with <2 years

instruction in English

Student with IEP indicating FCAT standards are not

appropriate

Student is reading at Level 2 or higher as

evidenced by portfolio

Student scores at 45th percentile on

FCAT NRT or SAT 9




Student promoted to fourth grade – intensive reading instruction continues to be provided

Student with disability previously retained once, with IEP or Section 504 Plan and

provided intensive remediation

Student provided intensive remediation;

previously retained for 2 years w/2 previous

retentions

Student scores level 2 or above and meets other district requirements for promotion

Continue remediation activities/PMP if needed

Student is promoted

FCAT Reading Assessment

Student scores Level 1

Notify parents of student’s reading deficiency, supplemental instructional services, and of

possible retention

Develop PMP Progress Monitoring Plan to Include


• Determine desired levels of performance in areas of deficiency • Identify services to be provided

Provide frequent monitoring of progress to determine student

progress

Implement comprehensive, scientifically based reading systems to provide immediate intensive intervention


Student is on or above grade level in reading


Student exhibits substantial deficiency in reading, based on

reliable and valid screening


Use diagnostic instruments or procedures that meet psychometric standards to identify specific areas of reading deficiency in: • Phonemic awareness • Comprehension • Vocabulary


Meets District attendance criteria requirements

APPENDIX NO. 9

Good Cause Exemption Student Portfolio - 3rd Grade

Student scores Level 1 on reading FCAT. Student has consistently shown On Grade Level achievement

throughout the school year

Report card consistently shows On or Above Grade Level performance

yes no

All district required reading

assessments show mastery at 70% or

above

no

Student’s independent work samples show mastery of the eight assessed SSS Benchmarks

for Language Arts

no

yes

yes

Student qualifies for Good Cause Exemption under F.S.1008.25

(4)(b) and meets the State Student Portfolio Guidelines

Student shows mastery at 70% or above on optional

assessments meeting State Portfolio

Guidelines

yes

no

Student does not qualify for Good Cause Exemption under F.S.1008.25 (4)(b)

and does not meet the State Student Portfolio

Guidelines

APPENDIX NO. 10

Portfolio Guidelines for Third Grade Promotion

Adopted by the State Board of Education – January 21, 2003

Student Portfolio Guidelines To meet the portfolio option for demonstrating mastery of the required reading skills, the student portfolio contents must: (1) be selected by the student’s teacher. (2) be an accurate picture of the student’s ability and only include student work that has been

independently produced in the classroom. (3) include evidence that the benchmarks assessed by the grade 3 reading FCAT have been met.

This includes multiple-choice items and passages that are approximately 60% literary text and 40% information text, and that are between 100-700 words with an average of 350 words. Such evidence could include chapter or unit tests from the district’s/school’s adopted core reading curriculum that are aligned with the Sunshine State Standards or teacher-prepared assessments that are aligned

(4) be an organized collection of evidence of the student’s mastery of the Sunshine State

Standard Benchmarks for Language Arts that are assessed by the grade 3 reading FCAT. For each benchmark, there must be at least five examples of mastery as demonstrated by the grade of “C” or above.

(5) be signed by the teacher and the principal as an accurate assessment of the required reading skills. The Department of Education shall, upon analysis of school assessment and promotion information, identify and audit a sample of schools to determine their level of compliance with section 1008.25(6)(b)4, Florida Statutes.

APPENDIX NO. 11

Good Cause Exemption Student Portfolio - 3rd Grade

2008-2009

This document to be used only for the student scoring at Level 1 on the reading FCAT but, has consistently shown On Grade Level achievement throughout the school year.

Student's Name _________________________ School _______________________

1. Student's report card consistently shows On or Above Grade Level instruction (attach current report card)

yes (go to item 2) no (student does not qualify for Good Cause Exemption)

2. a. District required reading assessments show mastery of the Sunshine State Standards at 70% or above (list actual scores)

yes (go to item 3) no (go to item 2b)

_________ Placement Test _________ Unit 1 Benchmark Test _________ Unit 3 Benchmark Test _________ Unit 5 Benchmark Test

b. If no, student shows mastery at 70% or above on optional assessments to meet State Portfolio Guidelines*


List optional Assessment Source Score _________________________________ ____________ _________________________________ ____________ _________________________________ ____________

3. Student shows mastery (70% or better), through independent work samples, of the eight Sunshine State Standard Benchmarks for Language Arts that are assessed by the grade 3 reading FCAT**


If yes, five independently produced student samples of mastery for each of the eight benchmarks must be attached. Benchmark(s) mastered must be documented on each sample. (Note: Each sample may contain evidence of mastery for one or more of the benchmarks assessed on the grade 3 reading FCAT.) 4. Teacher recommends that student be promoted to fourth grade for the _________ school year.

yes no (student does not qualify for Good Cause Exemption) Statement of support: _____________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

APPENDIX NO. 12

The information above accurately reflects that the student's performance is consistent with level 2 or higher on the FCAT. All student samples have been independently produced in the classroom and selected by the classroom teacher. Teacher's Signature ___________________________________ Date______________ Approval: This student meets the guidelines for Good Cause Exemption as identified in section 1008.25(6)(b)(4) of Florida Statutes and the Brevard Public Schools Student Progression Plan. Parent's Signature ____________________________________ Date______________ Principal's Signature __________________________________ Date______________

APPENDIX NO. 13

Flow Chart for Promotion/Retention of 4 – 5 Grade Students All 4-5 Students

Review other data and determine if a good cause exemption is appropriate If a good cause exemption is not

appropriate, student is retained



English

Student with disability with IEP indicating FCAT standards are not

appropriate

Student is reading at least at Level 2 performance as evidenced by

portfolio

Student scores at 45th

percentile on FCAT NRT or

SAT 9





Student with disability previously retained once, with IEP or Section 504

Plan and provided intensive remediation

Student provided intensive

remediation; previously retained

for 2 years



Student is promoted



Student shows annual

learning gain

Notify parents of student’s reading deficiency, supplemental instructional services, and of

possible retention

Develop PMP Progress Monitoring Plan to include Parent


• Determine desired levels of performance in areas of deficiency

• Identify services to be provide Provide frequent monitoring of progress to determine student

progress

Implement comprehensive, scientifically based reading systems to

provide immediate intensive intervention


Student exhibits substantial deficiency in

reading, based on reliable and valid screening

Use diagnostic instruments or procedures that meet psychometric standards to identify specific areas of reading deficiency in:

• Phonemic awareness • Comprehension • Vocabulary




reading as indicated by SAR



APPENDIX NO. 14


Flow Chart for Promotion/Retention of 6th Grade Students All 6th Grade Students

Review other data and determine if a good cause exemption is appropriate

If a good cause exemption is not appropriate, student is retained



English

Student with disability with IEP indicating FCAT standards are not

appropriate

Student is reading at least at Level 2 performance as evidenced by

portfolio

Student scores at 45th percentile on FCAT NRT

or SAT 9





Student with disability previously retained once, with IEP or Section 504

Plan and provided intensive remediation

Student provided intensive

remediation; previously retained

for 2 years



Student is promoted



Student shows annual

learning gain

Notify parents of student’s reading deficiency, supplemental instructional services, and of possible retention

Develop PMP Progress Monitoring Plan to include Parent

• Identify specific areas of deficiency: phonemic awareness, phonics, fluency, comprehension, and vocabulary • Determine desired levels of performance in areas of deficiency

• Identify services to be provide Provide frequent monitoring of

progress to determine student progress Implement comprehensive,

scientifically based reading systems to provide immediate intensive

intervention


Student exhibits substantial deficiency in

reading, based on reliable and valid screening

Use diagnostic instruments or procedures that meet psychometric standards to identify specific areas of reading deficiency in: • Phonemic awareness • Comprehension • Vocabulary • Phonics

• Fluency


reading as indicated by SAR



Student successfully completes coursework for Language Arts, Mathematics, Science, and Social Studies.

If not, student is retained.

APPENDIX NO. 15

Good Cause Exemption Student Portfolio - 4th- 6th Grades

Student scores Level 1 on reading FCAT. Student has

consistently shown On Grade Level achievement throughout the school year

Report card consistently shows On or Above Grade Level performance

yes no

All district required reading

assessments show mastery at 70% or

above

no no

yes

Student qualifies for Good Cause Exemption under Student

Progression Plan

Student shows mastery at 70% or above on optional

assessments meeting State Portfolio

Guidelines

yes

no

Student does not qualify for Good Cause Exemption

under Student Progression Plan

APPENDIX NO. 16

SAMPLE GOOD CAUSE EXEMPTION NOTICE

Date Dear Parent/Guardian: Under the Florida Student Progression law eliminating social promotion, students who perform below grade level as indicated by classroom performance or Level 1 on the FCAT, may be eligible for a promotion under one of the “Good Cause Exemptions”. I have carefully reviewed your child’s performance records. These records indicate that __________________ meets the Good Cause Exemption indicated below and will be promoted, for Good Cause to grade _____ for the _____________ school year. ___ Student qualifies for TK-1 placement (1st year K only) ___ Student provided intensive remediation; previously retained for 1 year (grades K-2 only) ___ Limited English Proficient student with less than two years of instruction in ESOL program ___ Students with disabilities who do not participate in statewide assessment as documented on the

Individual Education Plan ___ Student scored at or above the 45th percentile on the Alternative Standardized Reading Assessment

approved by the State Board of Education ___ Student has mastered the Sunshine State Standards in reading equal to or above a level 2 on the

FCAT demonstrated through a portfolio ___ Student who participates in FCAT with an IEP or 504 plan that reflects the student has received

intensive remediation in reading for more than two years and who was previously retained ___ Student has received intensive remediation (2 or more years) but is still deficient and has two

previous retentions ___ Level 1 student with annual learning gains on FCAT in reading (grades 4-8) Please acknowledge your receipt of this notification by signing and returning this letter to the school office by ________________. This signed copy will be placed in your child’s cumulative record and will serve as a reference in planning your child’s education program. If you wish to discuss this matter, please call to schedule an appointment at your earliest convenience. Sincerely, Principal _______________________________ ________________ Parent/Guardian Signature Date

APPENDIX NO. 17

SAMPLE RETENTION NOTICE

Date Dear Parent/ Guardian: As you are aware children are promoted on the basis of their academic achievement. Some children need more time than others to make satisfactory academic progress. Under the Florida Student Progression law eliminating social promotion, students who have not successfully mastered the Grade Level Reading benchmarks cannot be considered for promotion to the next grade level. I have carefully reviewed your child’s performance records. These records indicate that _____________________ has not successfully mastered all of the Reading standards necessary for promotion to the next grade. He/She will continue in grade _______ for the _______________ academic school year. This placement decision is based on the following: ____ Student made unsatisfactory progress in mastery of the grade level expectations in reading,

language arts, mathematics, science, or social studies ____ Student’s performance is substantially deficient, as indicated by classroom performance,

tests, Level 1 on the FCAT (grades 3-6) ____ Student has failed to comply with the Brevard Public Schools Attendance Policy ____ Student does not meet the requirements for a Good Cause Exemption (insert appropriate

GCE list)

Please acknowledge your receipt of this notification by signing and returning this letter to the school office prior to ___________. This signed copy will be placed in your child’s cumulative record and will serve as a reference in planning your child’s education program. If you wish to discuss this matter with me, please call to schedule an appointment at your earliest convenience. Sincerely, Principal _________________________________ _________________ Parent/Guardian Signature Date

APPENDIX NO. 18

Dear Parent/ Guardian of a Sixth Grade Student, As part of Florida’s mission to provide rigorous and relevant learning opportunities for our students, important changes to the 6th grade promotion requirements are now in place. According to Florida State Statute (s.1003.4156, F.S.) beginning with students entering grade 6 in the 2006-2007 school year, promotion to 7th grade will require successful completion of the following academic courses:

• English • Mathematics • Social Studies • Science

For students who score at Level 1 on FCAT Reading, the student must be enrolled in and complete an intensive reading course the following school year. Placement of Level 2 readers in either an intensive reading course or a subject matter course in which support strategies are delivered shall be determined by an assessment of reading needs. Students who score at Level 1 or 2 on FCAT mathematics must receive additional support (remediation) the following year. This remediation may take place during the student’s required mathematics course. Please be aware if a grade of F is received in any subject listed above the student will be retained in the 6th grade. Sincerely, Principal Please sign below and return to your child’s teacher. _____________________________________________________ Parent/ Guardian Signature

Promotions for Good Cause – Grades K-2

School Name: ______________________________________ Teacher Name: ______________________________________________ School Number: ____________________________________

I recommend promotion with good cause for the students indicated above.

________________________________________________________________________________ _____________________________________________ Teacher Signature Date

I have reviewed all documentation pertaining to these students and recommend the good cause exemptions identified above. Principal’s Signature Date

Superintendent’s/Designee’s Signature Date

APPEN

DIX

NO

. 19

FCAT Reading Level 1

Student Name (alphabetical by last name)

Last Name First Name St

uden

t Num

ber

Gra

de

A –

ESO

L le

ss

than

2 y

ears

B- E

SE le

ss th

an

2 ye

ars

C-K

Stud

ent

qual

ifies

for

TK

-1

D- E

SE/5

04 in

re

adin

g,

Ret

aine

d 1+

yr.

E- R

dg A

IP,

reta

ined

1yr+

Promotions for Good Cause – Grades 3






APPEN

DIX

NO

. 20


Student Name

(alphabetical by last name)

Last Name First Name Stud

ent N

umbe

r

F –

ESO

L le

ss

than

2 Y

RS

G –

ESE

FCA

T N

ot A

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te

H- S

TA R

dg.

=>45

th p

erce

ntile

I-FC

AT

Rdg.

=>

45th

per

cent

ile

J-St

uden

t Po

rtfol

io R

eadi

ng

K -

ESE

/ 504

Rd

g re

tain

ed1y

r+

L- P

MP

Rdg

reta

ined

2yr

s+

Promotions for Good Cause – Grades 4-6






APPEN

DIX

NO

. 21

Prior to the end of Summer School, 6th grade students may be promoted using only the shaded GCE options.


Student Name

(alphabetical by last name)

Last Name First Name Stud

ent N

umbe

r

Gra

de

M –

ESO

L le

ss

than

2 Y

RS

N –

ESE

FCA

T N

ot A

ppro

pria

te

O -

FCA

T Rd

g N

RT =

>45t

h pe

rcen

tile

P- S

tude

nt

Portf

olio

Rea

ding

Q--

ESE

/ 50

4 Rd

g re

tain

ed 1

yr+

R -

PMP

Rdg

reta

ined

2yr

s+

S –

Gra

de 4

-6

annu

al le

arni

ng

gain

FCA

T Rd

g

T - S

TA R

dg. =

> 45

th P

erce

ntile

Middle School

Promote for Good Cause Exemption

Promote

ESOL Exemption OR

ESE Exemption

ESE with intensive remediation two years or more IEP or 504 Plan

previously retained

Basic with intensive remediation two years or more

previously retained for a total of two years

Annual Learning Gain (FCAT Reading and/or Math)

Portfolio demonstrating mastery

(FCAT Reading and/or Math skills diagnosed as deficient)

Retain

yes

yes

yes

no

no

no yes

no

yes

STA with additional remediation 45th percentile or above

(Reading and/or Math)

no

no

yes

yes

District Attendance Requirements

APPENDIX NO. 22

yes

yes

no

PROMOTION FLOW CHART GRADES 7 – 8

2008-2009

Grade 7 or 8

Course Requirements

FCAT Reading and

FCAT Math Level 2 or above

yes

no

no

yes

APPENDIX NO. 23

BREVARD COUNTY MIDDLE SCHOOL

GRADE LEVEL ASSIGNMENT PROCEDURES I. Basic Requirements for Promotion In grades 7 and 8, the student must have completed the following:

1. Received a passing yearly grade in the four major academic subjects (mathematics, language arts, science, and social studies);

2. Received a passing grade in at least two of all other courses taken during the year; Note 1: The Grade 7 semester middle school career exploratory course must be passed; Note 2: If the student has to take the remedial reading course, this course must be passed; Note 3: Students scoring at Level 1 or Level 2 on the FCAT Reading the previous year must take the remedial reading course;

3. Met the district attendance requirements; 4. Scored at Level 2 or above on FCAT Reading. (Note: Remediation is required of students

scoring at Level 1 or Level 2 on the FCAT Reading the previous year); 5. Scored at Level 2 or above on FCAT Math. (Note: Remediation is required of students

scoring at Level 1 or Level 2 on the FCAT Math the previous year); Note: Students who scored Level 1 on FCAT Reading or FCAT Math the previous year may earn a good cause exemption from mandatory retention for the FCAT based upon fulfilling remediation requirements as delineated in section regarding Good Cause Promotion.

II. Middle School

Students must select the following subject areas each year: Language Arts Mathematics Science Social Studies Physical Education Electives including the Middle School Comprehensive Career Exploration and Planning

Course (grade 7) Note 1: Students in grades 7 and 8 who scored Level 1 or level 2 on FCAT Reading the previous year must take class(s) in reading in addition to language arts. Note 2: The grade earned in high school courses (i.e., foreign language courses) taken in middle school will be factored into the high school GPA.

III. Grading Scale

The following grading scale has been established by Florida Statute and is used in all Brevard County secondary schools:

90 to 100 = A 80 to 89 = B 70 to 79 = C 60 to 69 = D 0 to 59 = F

To average semester grades, the teacher doubles the average of each grading period, adds the semester exam grade, and divides by five.

The teacher may use either numerical averages or letter grades with the following values assigned: A=4 points; B=3 points; C=2 points; D=1 point; F=0 points. Final grades are assigned according to the following scale:

3.50 to 4.00 = A 2.50 to 3.49 = B 1.50 to 2.49 = C 0.50 to 1.49 = D 0.00 to 0.49 = F

IV. Options for Assistance These include the following: 1. Referral to Exceptional Education; 2. Retention in the current grade level; 3. Before and After School Programs; 4. Assignment of Academic Support Strategies to students who have been identified as

needing assistance; 5. Remedial groups within existing classes; 6. Recommendation for referral to the Child Study Team; 7. Progress Monitoring Plan (PMP) initiated for students scoring Level 1 on the FCAT reading

and/or math the previous year, and/or scoring below a 4.0 on FCAT Writes Grade 8; 8. Summer School Programs for students who qualify (Limited to ESY); 9. Mentoring/tutoring;

10. Academic wheel; 11. Pull out counseling sessions; 12. Pull out remedial instruction; 13. Remedial programs during the school day.

V. Assignment Process The final decision concerning the proper assignment for each student will be the responsibility of the principal. Note: If a student receiving ESOL services is being considered for acceleration, good cause exemption from mandatory retention, retention, or if a student is deficient in math, reading, and writing proficiency, the school’s LEP Committee must meet to review the student’s progress and make a recommendation regarding placement and instructional plan.

VI. Parent Notification 1. Report cards will be issued at the end of each grading period. 2. If a student is not meeting all criteria for promotion at the end of the first semester, the

parent or guardian will be notified in writing and acknowledgement of receipt will be requested from the parent.

3. The parent or guardian will be notified in writing when the decision has been made that a student is to be retained, given a good cause exemption from mandatory retention, or assigned to remediation classes.

4. Scores from achievement and assessment tests will be communicated to parents.

VII. Promotion by Acceleration A student may be accelerated to a higher grade level after careful evaluation and approval by

the principal and with written consent of the parent or guardian.

APPENDIX NO. 24

APPENDIX NO. 25

Good Cause Exemption Individual Student Form

Student Name: Grade: School:

Section 1008.25, Florida Statutes (Public schools student progression; remedial instruction; reporting requirements), prohibits social promotion and requires districts to set standards that students must meet to be promoted to a higher grade. The focus is on accountability by scoring at Level 2 or higher on the Florida Comprehensive Assessment Test (FCAT). The exemptions listed allow a student to be promoted.

Please check the appropriate exemption below. EXEMPTIONS General

M. Limited English proficient student who has had less than two years of instruction in an English for Speakers of Other Languages program. (ESOL)

N. Student with disabilities whose individual education plan indicates that participation in the statewide assessment program is not appropriate, consistent with the requirement of the State Board of Education rule. (ESE)

Reading P. Student who has demonstrated, through a student portfolio, that the student is reading on grade level as

evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT.

Q. Student with disabilities who has participated in the FCAT and who has an individual education plan or a Section 504 plan that reflects that the student has received the intensive remediation in reading for two years or more but still demonstrates a deficiency in reading and was previously retained. (ESE)

R. Student who has received the intensive remediation in reading for two years or more but still demonstrates a deficiency in reading and who was previously retained a total of two years. (Basic)

S. Student who has demonstrated an annual learning gain on FCAT in the area of reading. T. Student who has demonstrated an acceptable level of performance on an alternate standardized reading

assessment following additional remediation (STA – 45th percentile or above). Math

V. Student who has demonstrated, through a student portfolio, that the student is working on grade level as evidenced by demonstration of mastery of the Sunshine State Standards in math equal to at least a Level 2 performance on the FCAT.

W. Student with disabilities who has participated in the FCAT and who has an individual education plan or a Section 504 plan that reflects that the student has received the intensive remediation in math for two years or more but still demonstrates a deficiency in math and was previously retained. (ESE)

X. Student has received the intensive remediation in math for two years or more but still demonstrates a deficiency in math and who was previously retained a total of two years. (Basic)

Y. Student has demonstrated an annual learning gain on FCAT in the area of math. Z. Student has demonstrated an acceptable level of performance on an alternate standardized math assessment

following additional remediation (STA – 45tht percentile or above).

Approval: This student meets the guidelines for Good Cause Exemption. Teacher’s Signature: Date: (Note: Please attach a copy of the signed portfolio checklist.) Principal’s Signature: Date: Documentation should be maintained at the school.

APPEN

DIX

NO

. 26 222219222219A

pp

FCAT Level 1 Student Name Last First M.I. G

rade

M –

ESO

L<2Y

rs

N –

ESE

P-- S

tude

nt P

ortfo

lio

Read

ing

Q--

ESE

Rea

ding

R

etai

ned

1yr

+

R --

Bas

ic R

eadi

ng

Ret

aine

d 2y

rs +

S –

Ann

ual

Lear

ning

Gai

n –

FCA

T R

eadi

ng

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I have reviewed all documentation pertaining to these students and recommend the good cause exemptions identified above.

Principal’s Signature Date


Promotions for Good Cause (FCAT – Grades 7-8)

Good Cause Exemption Documentation Student Portfolio Verification

Reading - Grades 7-8 (2008-2009)

This document is to be used only for students scoring Level I on the FCAT Reading who have consistently shown growth throughout the school year.

Student __________________________ School _____________________ Grade level ______

Score on FCAT Reading SSS ________________ Score on FCAT Reading NRT _________ Lexile Score: September __________ December __________ May ____________ FORF Score: September __________ December __________ May ____________

If September Lexile Score is less than 500, administer diagnostic test (DAR/QRI) and document results. Diagnostic test: ______________ Attach a copy of results to portfolio.

Portfolio should include:

❏ A copy of the student’s Progress Monitoring Plan (PMP) (with documentation of remediation).

❏ Documentation of independently produced work. These work samples and

assessments are based on the Sunshine State Standards as listed by grade level benchmarks. Documentation should include, but is not limited to, the following: chapter and/or unit test(s) from district adopted texts, student written work or projects (including essays, poems, literary analysis, etc.), reader response logs, book journals/reports, evaluation of oral presentations, and other teacher-prepared or computer-based assessments that are aligned with the Sunshine State Standards. Passages/texts used to assess mastery should be approximately 35% literary and 65% informational (content), at least 500 words in length and written at the equivalent of a spring level two lexile level (7th grade 650, 8th grade 750). There must be at least two examples of mastery of SSS as demonstrated by a grade of C (70%) or above.

❏ Teacher signature verifying mastery of standards. Suggested Source Codes: C = Computer based Q=Quiz T=Test CW=Classwork E=Exam P=Project TO=Teacher Observation

APPENDIX NO. 27

STANDARD 1: The student uses the reading process effectively.

Words/Phrases in Context LA.A.1.3.2 Selects and uses strategies to understand words and text and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.

Date: Source:

Date: Source:

STANDARD 2: The student constructs meaning from a wide range of texts.

Main Idea LA.A.2.3.1 Determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of written materials.

Date: Source:

Date: Source:

Author’s Purpose LA.A.2.3.2 Determines the author’s purpose and point of view and their effects on the text.

Date: Source:

Date: Source:

Plot LA.E.2.3.1 Analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts and resolutions.

Date: Source:

Date: Source:

Cause/Effect LA.E.2.2.1 Recognizes cause-and-effect relationships in literary texts. (Applies to fiction, nonfiction, poetry and drama)

Date: Source:

Date: Source:

Compare/Contrast LA.E.2.2.7 Recognizes the use of comparison and contrast in a text.

Date: Source:

Date: Source:

Reference and Research LA.A.2.3.5 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects.

Date: Source:

Date: Source:

Reference and Research LA.A.2.3.6 Uses a variety of reference materials

Date: Source:

Date: Source:

Reference and Research LA.A.2.3.7 Analyzes the validity and reliability of primary source information and uses it appropriately.

Date: Source:

Date: Source:

Reference and Research LA.A.2.3.8 Checks the validity and accuracy of information obtained from research to differentiate fact and opinion, strong vs. weak arguments and personal values.

Date: Source:

Date: Source:

APPENDIX NO. 28

Teacher’s Name: __________________________ Principal’s Name: ____________________________ Teacher’s Signature: ________________________ Principal’s Signature: _________________________ Date: ____________________________________ Date: ______________________________________

APPENDIX NO. 29

Good Cause Exemption Documentation - 2008-2009 Student Portfolio Verification

Middle School Mathematics (excluding Algebra 1A and Algebra 1 Honors)

Student ________________________________________ Student Number________________________ Last First MI School_________________________________________ Grade Level__________________________ Mathematics Course ____________________________ Academic Grade______________________ FCAT Scores: Score on FCAT Math SSS____________ Score on FCAT Math NRT_____________

The Portfolio should include the following:

A copy of the student’s Progress Monitoring Plan (PMP) with documentation of remediation. Documentation that the student has mastered the benchmarks by strands as indicated on the PMP.

There must be at least two examples of mastery of the SSS as demonstrated by a grade of C (70%) or above. Documentation should include, but is not limited to, the following: chapter and/or unit quizzes and test(s) from district adopted texts, student class work or projects, evaluation of oral presentations, and other teacher-prepared or computer-based assessments that are aligned with the Sunshine State Standards.

Teacher signature verifying mastery of the standards listed below:

Suggested Source Codes: C = computer based Q = quiz T = test CW = student class work OP = oral presentation E = exam P = project TO = teacher observation

SUNSHINE STATE STANDARDS BENCHMARKGRADES Mastery Mastery

MA.A.1.3.2 Understands the relative size of integers, fractions, and decimals; numbers expressed as percents; numbers with exponents; numbers in scientific notation; radicals; absolute value; and ratios.

Date Source

MA.A.1.3.4 Understands that numbers can be represented in a variety of equivalent forms, including integers, fractions, decimals, percents, scientific notation, exponents, radicals, and absolute value.

MA.A.2.3.1 Understands and uses exponential and scientific notation. MA.A.3.3.1 Understands and explains the effects of addition, subtraction, multiplication, and division on whole numbers and fractions, including mixed numbers and decimals, and including the inverse relationships of positive and negative numbers.

MA.A.3.3.2 Selects the appropriate operation to solve problems involving addition, subtraction, multiplication, and division of rational numbers, ratios, proportions, and percents, including the appropriate application of the algebraic order of operations.

MA.A.3.3.3 Adds, subtracts, multiplies, and divides whole numbers, decimals, and fractions, including mixed numbers, to solve real-world problems, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator.

MA.A.4.3.1 Uses estimation strategies to predict results and to check the reasonableness of results. (Also assesses A.4.2.1, B.2.3.1, and B.3.3.1)

STRAND B: MEASUREMENT Mastery Mastery MA.B.1.3.1 Uses concrete and graphic models to derive formulas for finding perimeter, area, surface area, circumference, and volume of two-and three-dimensional shapes, including rectangular solids and cylinders.

This document is required for students scoring a Level 1 on the mathematics FCAT and for other students as needed. This document should reflect those areas identified on the attached A3-AIP (PMP).

MA.B.1.3.2 Uses concrete and graphic models to derive formulas for finding rates, distance, time, and angle measures.

MA.B.1.3.3 Understands and describes how the change of a figure in such dimensions as length, width, height, or radius affects its other measurements such as perimeter, area, surface area, and volume.

MA.B.1.3.4 Constructs, interprets, and uses scale drawings such as those based on number lines and maps to solve real-world problems.

MA.B.2.3.2 Solves problems involving units of measure and converts answers to a larger or smaller unit within either the metric or customary system.

STRAND C: GEOMETRY and SPATIAL SENSE Mastery Mastery MA.C.1.3.1 Understands the basic properties of, and relationships pertaining to, regular and irregular geometric shapes in two and three dimensions.

MA.C.2.3.1 Understands the geometric concepts of symmetry, reflections, congruency, similarity, perpendicularity, parallelism, and transformations, including flips, slides, turns, and enlargements.

MA.C.2.3.2 Predicts and verifies patterns involving tessellations (a covering of a plane with congruent copies of the same pattern with no holes and no overlaps, like floor tiles).

MA.C.3.3.1 Represents and applies geometric properties and relationships to solve real-world and mathematical problems.

MA.C.3.3.2 Identifies and plots ordered pairs in all four quadrants of a rectangular coordinate system (graph) and applies simple properties of lines.

STRAND D: ALGEBRAIC THINKING Mastery Mastery MA.D.1.3.1 Describes a wide variety of patterns, relationships, and functions through models, such as manipulatives, tables, graphs, expressions, equations, and inequalities

MA.D.1.3.2 Creates and interprets tables, graphs, equations, and verbal descriptions to explain cause-and-effect relationships.

MA.D.2.3.1 Represents and solves real-world problems graphically, with algebraic expressions, equations, and inequalities. (Also assesses A.1.3.3)

MA.D.2.3.2 Uses algebraic problem-solving strategies to solve real-world problems involving linear equations and inequalities.

STRAND E: DATA ANALYSIS and PROBABILITY Mastery Mastery MA.E.1.3.1 Collects, organizes, and displays data in a variety of forms, including tables, line graphs, charts, and bar graphs, to determine how different ways of presenting data can lead to different interpretations.

MA.E.1.3.2 Understands and applies the concepts of range and central tendency (mean, median, and mode).

MA.E.2.3.1 Compares experimental results with mathematical expectations of probabilities.

MA.E.2.3.2 Determines odds for and odds against a given situation. MA.E.3.3.1 Formulates hypotheses, designs experiments, collects and interprets data, and evaluates hypotheses by making inferences and drawing conclusions based on statistics (range, mean, median, and mode) and tables, graphs, and charts.

Teacher’s Name: ___________________________ Principal’s Name: _________________________ Teacher’s Signature: ________________________ Principal’s Signature: _______________________ Date: ____________________________________ Date: ____________________________________

APPENDIX NO. 30

Parent Letter 2 for students scoring Level 1 on FCAT Reading Parent of Earlier this school year, a letter was provided to you regarding your student’s performance on the on the most recent Florida Comprehensive Assessment Test (FCAT). Your student scored Level 1 on FCAT Reading. That is not grade level proficiency as defined by the State Department of Education. Every effort is being made to provide remediation for your student in the area(s) of deficiency before the end of the school year, but if satisfactory progress is not made, your student may be retained. Additionally, your student will be assessed with the FCAT in the spring. These results will be incorporated into the other factors related to his/her performance profile as end of year progression decisions are made. As you know, a Progress Monitoring Plan (PMP) has been designed and implemented to immediately address your student’s academic needs. If you wish to discuss this matter in more detail, please call the office to arrange an appointment. Sincerely, Principal

APPENDIX NO. 31

APPENDIX NO. 24

Parent Letter 2 for students scoring Level 1 on FCAT Math Parent of Earlier this school year, a letter was provided to you regarding your student’s performance on the on the most recent Florida Comprehensive Assessment Test (FCAT). Your student scored Level 1 on FCAT Math. That is not grade level proficiency as defined by the State Department of Education. Every effort is being made to provide remediation for your student in the area(s) of deficiency before the end of the school year, but if satisfactory progress is not made, your student may be retained. Additionally, your student will be assessed with the FCAT in the spring. These results will be incorporated into the other factors related to his/her performance profile as end of year progression decisions are made. As you know, a Progress Monitoring Plan (PMP) has been designed and implemented to immediately address your student’s academic needs. If you wish to discuss this matter in more detail, please call the office to arrange an appointment. Sincerely, Principal

APPENDIX NO. 25

APPENDIX NO. 32

.

Senior High School

Promote for Good Cause

Exemption

APPENDIX NO. 33

Grade 9, 10, or 11

Credits

Membership

FCAT Reading and Math Level 2 or above

or passing score

Promote ESOL Exemption or

ESE Exemption

Annual Learning Gain 9th or 10th grade student only

(FCAT Reading and/or Math)

Portfolio showing mastery

(FCAT Reading and/or Math skills diagnosed as deficient)

STA with additional remediation 45th percentile or

above (Reading and/or Math)

Retain

yes

yes

yes

yes

yes

yes

no

no

no

no

no

no

no

PROMOTION FLOW CHART GRADES 9, 10, 11

2008-2009

yes

yes

BREVARD COUNTY HIGH SCHOOL (GRADES 9-10) GRADUATION AND PROMOTION REQUIREMENTS BEGINNING 2008 – 2009

GRADUATION REQUIREMENTS FOR ALL DIPLOMA OPTIONS To be awarded a regular high school diploma, a student must:

1. Complete all high school credit requirements, 2. Be enrolled four years in the 9-12 sequence (26-credit option) or three years in the 9-12 system (18-credit

options), 3. Meet the district attendance requirements, 4. Pass the reading section of the Florida Comprehensive Assessment Test (FCAT) AND pass the mathematics

section of the FCAT. 5. Demonstrate satisfactory mastery of the Student Performance Standards in reading, writing, mathematics, science,

and social studies as documented in accordance with procedures described in administrative guidelines, 6. Have a minimum cumulative district unweighted grade point average of at least 2.0 based on a 4.0 scale for all

graduation options, and 7. Receive the approval of the principal.

I. The Four Year 26-Credit Graduation Option Specific Course and Credit Requirements The following credits are required for graduation: Language Arts (English) 4 (A)

Mathematics 4 (B) Science 4 (C) Social Studies 4 (D) Performing or Fine Arts 1 (E) Physical Education (including health) 1 (F) Career Research and Decision Making 1/2 (G) Electives including Major Area of Interest,

Minor Area of Interest, and/or Other Electives 7 1/2 (H)

Total Credits 26 *Block Schedule Total Credits 30 (I) (J) (K)

* Any student who completes at least one semester in a Concentrated Semester Curriculum must complete four less than the maximum credits available in the 9-12 sequence to graduate. The GPA for graduation will be calculated on this number of credits.

NOTE 1: Rigorous Course Requirements: Students will be required to complete an individualized program of study which includes a minimum of three (3) credits in at least one of the following areas prior to graduation: • Approved Dual Enrollment, Advanced Placement (AP), International Baccalaureate (IB), Advanced

International Certificate of Education (AICE), approved Honors courses (3 credits in any combination) or • Career & Technical Education Program of Study (3 or more credits to completer a sequential career and

technical education program resulting in a credential endorsed by a national, state or local industry) Successful completion of a minimum of three (3) sequential credits in JROTC Programs meet the Career & Technical Education Program of Study requirement.

NOTE 2: A. One credit in English III, English III Honors, or Advanced Placement Language and Composition is required for all

students. B. Mathematics must be taken during the ninth and tenth grade years. Three of the credits must be earned in grades 9-12.

Two of the four credits in mathematics must include Algebra I (or a series of courses equivalent to Algebra I), geometry (or an equivalent course), or higher-level mathematics course.

C. Three of the four science credits must include (1) one credit each in biology, chemistry, and physics (at any phase level), (b) the three-credit sequence of Integrated Science I, II, and III (at any phase level), or (c) equivalent approved by the Director of Secondary Programs. Two of the fours credits in science must include a laboratory component.

D. Three of the four social studies credits must include one credit each in American History and World History and one-half credit each in American Government and Economics.

E. One credit is required in Performing or Fine Arts, which may include speech and debate or a practical arts course that incorporates artistic content and techniques of creativity, interpretations, and imagination. Eligible practical arts courses shall be identified through the Course Code Directory.

APPENDIX NO. 34

F. One credit in physical education must include the integration of health (H.O.P.E.). G. One half credit is required Career Research and Decision Making. H. The seven and half credits may include a major area of interest (four credits, minor area of interest (three credits), or

other electives. I. ESOL/Home Language – Upon successful completion, students in grades 9-12 who are enrolled in ESOL/Home

Language are awarded credit toward graduation requirements. J. Student completion of an International Baccalaureate or Advanced International Certificate of Education

curriculum shall be deemed to meet the curricular requirements of this subsection. K. * Any student who completes a four-year program in a block schedule Concentrated Semester Curriculum school must

complete 30 credits (four less than the maximum credits available in the Concentrated Semester Curriculum in the 9-12 sequence) to graduate. The GPA for graduation will be calculated on this number of credits. Students who transfer from to a block schedule schools with a Concentrated Semester Curriculum must complete an extra one-half (1/2) credit for each completed semester taken in the block schedule school.

Grading Scale The following grading scale has been established by Florida Statute and is used in all Brevard County secondary schools: 90 to 100 = A 80 to 89 = B 70 to 79 = C 60 to 69 = D

0 to 59 = F

To average semester grades, the teacher doubles the average of each grading period, adds the semester exam grade, and divides by five. The teacher may use either numerical averages or letter grades with the following values assigned: A= 4 points; B= 3 points; C=2 points; D=1 point; F=0 points. Final grades are assigned according to the following scale:


II. The 3 Three Year 18- Credit Standard College Preparatory Graduation Option Specific Course and Credit

Requirements (This option must be selected by the end of Grade 9. See your counselor for more information.)

Three Year 18- Credit Career Preparatory Graduation Option Specific Course and Credit Requirements (This option must be selected by the end of Grade 9. See your counselor for more information.)

IV. Promotion of Students

Freshman - 9th grade to 10th grade: A student must have: (1. been enrolled in the 9-12 sequence one year; (2. earned at least six (6) credits (block – seven (7) credits) including one credit in language arts and one credit in math, as well as the remedial reading course for students scoring Level 1 or Level 2 on the FCAT Reading the previous year; (3. met the district attendance requirements; (4. scored at Level 2 or above on FCAT Reading; and (5. scored at Level 2 or above on FCAT Math. Note: Remediation is required of students scoring at Level 1 or Level 2 on FCAT Reading and/or FCAT Math the previous year.

Sophomore - 10th grade to 11th grade: A student must have: (1. been enrolled in the 9-12 sequence two years; (2. earned at least twelve (12) credits (block – fourteen (14) credits) including two credits in language arts and two credits in math, as well as the remedial reading course for students scoring Level 1 or Level 2, on FCAT Reading the previous year; (3. met the district attendance requirements; (4. scored at Level 2 or above on FCAT Reading (or passed the FCAT Reading); and (5. scored at Level 2 or above on FCAT Math (or passed the FCAT Math). Note: Remediation is required of students scoring at Level 1 or Level 2 on FCAT Reading and/or FCAT Math the previous year.

Junior - 11th grade to 12th Grade: A student must have: (1. been in the 9-12 sequence three years; (2. earned at least seventeen (17) credits (block– twenty-one (21) credits) including the remedial reading course for students scoring Level 1 or failing FCAT Reading the previous year; (3. met the district attendance requirements; (4. passed the FCAT Reading; and (5. passed the FCAT Math. Note: Remediation is required of students who have failed FCAT Reading and/or FCAT Math.

Senior - 12th grade to Graduation: A student must have met all the graduation requirements as previously indicated including the remedial reading course for students failing FCAT Reading the previous year. Remediation is required of students who have failed FCAT Reading and/or FCAT Math. NOTE: Exceptions to the number of years spent in the 9-12 sequence for reclassification may be granted to students who are in a planned acceleration program. Students who meet the criteria for promotion shall be reclassified each semester.

APPENDIX NO. 35

Credits for grade level classification may be waived for students who are enrolled in an approved performance-based diploma program through the Alternative Education Program. At a minimum, a student considered for such a waiver must have taken the Florida Comprehensive Assessment Test either as a 9th or 10th grade student. Students who earn a Good Cause Exemption for the FCAT may be promoted with Good Cause Exemption. For all good cause exemptions, successful completion of summer school and fulfilling remediation requirements are required for students who are determined to be substantially deficient in reading and/or math as evidenced by scoring a Level 1 or failing the FCAT, local assessments, or performance commensurate with Level 1 as determined by the teacher. Students scoring Level 1 or failing the FCAT may be exempt from this requirement as determined by the teacher and principal.

V. Options for Assistance

These include the following: 1. Referral to Exceptional Education; 2. Enrollment in a remediation program during the regular school day; 3. Enrollment in a remediation program(s)/course(s) during the regular Summer School term (if available); 4. Enrollment in Adult Education if 16 years of age or older. Maximum of (3) credits may be transferred from the Adult Education program. The student must receive the prior approval of the principal for course to be transferred and must be in attendance 49-66 hours for each half credit, depending upon the length of the course; 5. Enrollment in district approved accredited Distance Learning courses; 6. Retention in the current grade level; 7. Before and After School Programs; 8. Remedial groups within existing classes; 9. Recommendation for referral to the Child Study Team;



VI. Alternatives to High School Graduation

At the end of the senior year, a student who is on the 26-credit track and has earned the minimum required credits, but who has not met the testing requirements, may elect one of the following:

1. Receive a Certificate of Completion. A student who is entitled to or who receives a Certificate of Completion may choose to remain in the secondary school either as a full-time student or a part-time student for up to one additional year. If a student who receives a Certificate of Completion decides to return for a 13th year to receive remediation for identified deficiencies, that student is eligible to receive a standard diploma upon the completion of graduation requirements.

2. Take the General Education Development Test. If the required minimum scores are achieved, the student will be awarded a State of Florida high school diploma (must be 18 years old).

3. May enroll in the day school program for the 13th year to complete testing or GPA requirements. The student must complete the requirement within one calendar year from the date of receiving the Certificate of Completion.

APPENDIX NO. 36

BREVARD COUNTY HIGH SCHOOL (GRADES 11–12)

2008–2009 GRADUATION AND PROMOTION REQUIREMENTS

GRADUATION REQUIREMENTS FOR ALL DIPLOMA OPTIONS To be awarded a regular high school diploma, a student must: 1. Complete all high school credit requirements, 2. Be enrolled four years in the 9-12 sequence (24 credit option) or three years in the 9-12 system (18 credit

options), 3. Meet the district attendance requirements, 4. Pass the reading section of the Florida Comprehensive Assessment Test (FCAT) AND pass the mathematics

section of the FCAT, as well as FCAT Writing+ (Grade 10 only); 5. Demonstrate satisfactory mastery of the Student Performance Standards in reading, writing, mathematics,

mathematics, science, and social studies as documented in accordance with procedures described in administrative guidelines,

6. Earn a minimum cumulative district unweighted grade point average of at least 2.0 based on a 4.0 scale for all graduation options, the four year 24 credit graduation option, and

7. Receive the approval of the principal.

I. The Four-Year 24 Credit Graduation Option Specific Course and Credit Requirements The following credits are required for graduation:

Language Arts (English) 4 (A) Mathematics 3 (B) Science 3 (C) Social Studies 3 (D) Physical Education 1 (E) Life Management Skills 1/2 (F) Practical or Performing Arts 1 (G) Electives 8-1/2 (H) Total Credits Required 24* (I)(J)(K) *Block Schedule Total Credits 28

Any student who completes at least one semester in a Concentrated Semester Curriculum must complete four less than the maximum credits available in the 9-12 sequence to graduate. The GPA for graduation will be calculated on this number of credits

NOTE: A. One credit in English III, English III Honors, or Advanced Placement Language and Composition is required

for all students. B. Mathematics must be taken during the ninth and tenth grade years. One of the three credits in mathematics

must be Algebra I, a series of courses equivalent to Algebra I, or a higher-level course. C. Students shall meet the three-credit graduation requirement in science by either earning (a)(1) one credit each

in biology, chemistry, and physics (at any phase level), (b) the three-credit sequence of Integrated Science I, II, and III (at any phase level), or (c) equivalent approved by the Director of Secondary Programs. Two of the three credits in science must have a laboratory component.

D. One credit each in American History and World History and one-half credit each in American Government and Economics.

E. One credit in physical education is required. Any physical education course will meet one-half of the requirement, but Personal Fitness and Adaptive Physical Education will continue to be required and are the only options that may be used to satisfy the other one-half credit of this requirement, with the following exceptions: 1. For students entering 9th grade in school year 1999-2000, and thereafter, participation in an interscholastic

sport at the junior-varsity or varsity level for two full seasons shall satisfy the one-credit requirement in physical education if the student passes a competency test on personal fitness with a score of “C” or better. Therefore, students must meet the physical education requirement either by participating in two full seasons or earning one credit in physical education courses. It should be noted that students choosing to meet the physical education requirement by participating in two full seasons of interscholastic sports and passing the competency test meet the requirement but do not receive course credit.

2. For students who successfully complete, with a grade of “C” or better, one semester in marching band class in a physical activity class that requires participation in marching band activities as an extracurricular activity, or in a Reserve Officer Training Corps (R.O.T.C.) class a significant component of which is drills, shall satisfy a one-half credit of the one credit requirement in physical education.

APPENDIX NO. 37

Only students who 1) are actually enrolled in an official Band course (I-VI) and who regularly practice and perform marching activities during a full marching band season as part of the class or as an extracurricular activity, or 2) are enrolled in a physical activity class that addresses such activities as eurhythmics, flag corps, dance corps and who regularly practice and perform in marching band activities as an extracurricular activity for a full marching band season are eligible for this option. Students must still take the one-half credit personal fitness course or, if appropriate, an adaptive physical education course.

F. Life Management Skills must be taken in grades 9-12. G. This requirement may be met earning one full credit in either practical arts or performing arts or by earning

one-half credit in each. Any vocational course except Life Management Skills is counted as a practical art. Basic courses that may be substituted for a vocational course include selected courses in computer education or journalism. Performing fine arts includes music, art, drama, speech, and debate. Upon completion of the JROTC program (Army, Air Force, Navy, Marine Corps, or Coast Guard), students may substitute on a curriculum equivalency basis one credit to satisfy the Practical Arts graduation requirement.

H. Any student in Grade nine who scored Level 1, Level 2, or failed the FCAT Reading the previous year must earn 0.5 one credits the following year in remedial reading, which will be recorded as an elective. ESOL/Home Language – Upon successful completion, students in grades 9-12 who are enrolled in ESOL/Home Language are awarded credit toward graduation requirements.

I. Student completion of an International Baccalaureate or Advanced Certificate of Education curriculum shall be deemed to meet the curricular requirements of this subsection.

J. *Any student who completes a four-year program in a block schedule Concentrated Semester Curriculum school must complete 28 credits (four less than the maximum credits available in the Concentrated Semester Curriculum in the 9-12 sequence) to graduate. The GPA for graduation will be calculated on this number of credits. Students who transfer from to a block schedule schools with a Concentrated Semester Curriculum must complete an extra one-half (1/2) credit for each completed semester taken in the block schedule school.

Grading Scale The following grading scale has been established by Florida Statute and is used in all Brevard County secondary schools: 90 to 100 = A 80 to 89 = B 70 to 79 = C 60 to 69 = D 0 to 59 = F

To average semester grades, the teacher doubles the average of each grading period, adds the semester exam grade, and divides by five. The teacher may use either numerical averages or letter grades with the following values assigned: A= 4 points; B= 3 points; C=2 points; D=1 point; F=0 points. Final grades are assigned according to the following scale:


II. The Three-Year 18 Credit Standard College Preparatory Graduation Option Specific Course and Credit

Requirements (If you selected this option by the end of the Grade 9, see your counselor for more information.)

III. The Three-Year 18 Credit Standard Career Preparatory Graduation Option Specific Course and Credit

Requirements (If you selected this option by the end of the Grade 9, see your counselor for more information.)

IV. Promotion of Students

Freshman - 9th grade to 10th grade: A student must have: (1. been enrolled one year in the 9-12 sequence one year; (2. earned at least five (5) credits

(block schools – seven (7) credits) including language arts and math, as well as remedial reading for students scoring Level 1 or Level 2 on the FCAT Reading the previous year; (3. met the district attendance requirements; (4. scored at Level 2 or above on FCAT Reading; and (5. scored at Level 2 or above on FCAT Math. Note: Remediation is required of students scoring at Level 1 or Level 2 on FCAT Reading and/or FCAT Math the previous year

Sophomore - 10th grade to 11th grade:

A student must have: (1. been enrolled two years in the 9-12 sequence two years; (2. earned at least eleven (11) credits (block schools – fourteen (14) credits) including 2 credits in language arts and 2 credits in math, as well as remedial reading for students scoring Level 1 or Level 2, on FCAT Reading the previous year; (3. met the district attendance requirements; (4. scored at Level 2 or above on FCAT Reading (or passed the FCAT Reading); and (5. scored at Level 2 or above on FCAT Math (or passed the FCAT Math). Note: Remediation is required of students scoring at Level 1 or Level 2 on FCAT Reading and/or FCAT Math the previous year.

APPENDIX NO. 38

Junior - 11th grade to 12th Grade:

A student must have: (1. enrolled three years in the 9-12 sequence three years; (2. earned at least seventeen (17) credits (block schools – twenty-one (21) credits) including remedial reading for students scoring Level 1 or failing FCAT Reading the previous year; (3. met the district attendance requirements; (4. passed the FCAT Reading; and (5. passed the FCAT Math. Note: Remediation is required of students who have failed FCAT Reading and/or FCAT Math.

Senior - 12th grade to Graduation: A student must have met all the graduation requirements as previously indicated including remedial reading for

students failing FCAT Reading the previous year. Remediation is required of students who have failed FCAT Reading and/or FCAT Math.

NOTE: Exceptions to the number of years spent in the 9-12 sequence for reclassification may be granted to students

who are in a planned acceleration program. Students who meet the criteria for promotion shall be reclassified each semester.

Credits for grade level classification may be waived for students who are enrolled in an approved performance-based diploma program through the Alternative Education Program. At a minimum, a student considered for such a waiver must have taken the Florida Comprehensive Assessment Test either as a 9th or 10th grade student.

Students who earn a Good Cause Exemption for the FCAT may be promoted with Good Cause Exemption.

For all good cause exemptions, successful completion of summer school and fulfilling remediation requirements are required for students who are determined to be substantially deficient in reading and/or math as evidenced by scoring a Level 1 or failing the FCAT, local assessments, or performance commensurate with Level 1 as determined by the teacher. Students scoring Level 1 or failing the FCAT may be exempt from this requirement as determined by the teacher and principal.

V. Options for Assistance

These include the following: 1. Referral to Exceptional Education; 2. Enrollment in a remediation program during the regular school day; 3. Enrollment in a remediation program(s)/course(s) during the regular Summer School term; 4. Enrollment in Adult Education if 16 years of age or older. Maximum of (3) credits may be transferred from the

Adult Education program. The student must receive the prior approval of the principal for course to be transferred and must be in attendance 49-66 hours for each half credit, depending upon the length of the course;

5. Enrollment in district approved accredited Distance Learning courses; 6. Retention in the current grade level; 7. Before and After School Programs; 8. Remedial groups within existing classes 9. Recommendation for referral to the Child Study Team;



VI. Alternatives to High School Graduation

At the end of the senior year, a student who is on the four-year 24-credit track graduation diploma option and has earned the minimum required credits, but who has not met the testing or GPA requirements, may elect one of the following: 1. Receive a Certificate of Completion. A student who is eligible for this option entitled to or who receives a

Certificate of Completion may choose to remain in the secondary school either as a full-time student or a part-time student for up to one additional year. If a student who receives a Certificate of Completion decides to return for a 13th year to receive remediation for identified deficiencies, that student is eligible to receive a standard diploma upon the completion of graduation requirements.

2. Take the General Education Development Test (GED). If the required minimum scores are achieved, the student will be awarded a State of Florida high school diploma (The student must be 18 years old.) the student may enroll in the day school program for the 13th year to complete testing or GPA requirements. The student must complete the requirement within one calendar year from the date of receiving the Certificate of Completion.

APPENDIX NO. 39

APPENDIX NO. 40

Good Cause Exemption Individual Standard Form

Student Name: Grade: School: Section 1008.25, Florida Statutes (Public schools student progression; remedial instruction; reporting requirements), prohibits social promotion and requires districts to set standards that students must meet to be promoted to a higher grade. The focus is on accountability by scoring at Level 2 or higher on the Florida Comprehensive Assessment Test (FCAT). The exemptions listed allow a student to be promoted. Please check the appropriate exemption below. Teacher’s Signature: Date: (Note: Please attach a copy of the signed portfolio checklist.)

Principal’s Signature: Date: Documentation should be maintained at the school.

EXEMPTIONS

General M. Limited English proficient student who has had less than two years of instruction in an English for

Speakers of Other Languages program. (ESOL) N. Student with disabilities whose individual education plan indicates that participation in the statewide

assessment program is not appropriate, consistent with the requirement of the State Board of Education rule. (ESE)

Reading P. Student who has demonstrated, through a student portfolio, that the student is reading on grade level as

evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT.

S. Student who has demonstrated an annual learning gain on FCAT in the area of reading. (Grades 9-10 Only)

T. Student who has demonstrated an acceptable level of performance on an alternative standardized reading assessment following additional remediation (STA – 45th percentile or above). (Grades 9-10 Only)

Math V. Student who has demonstrated, through a student portfolio, that the student is working on grade level as

evidenced by demonstration of mastery of the Sunshine State Standards in math equal to at least a Level 2 performance on the FCAT.

Y. Student who has demonstrated an annual learning gain on FCAT in the area of math. (Grades 9-10 Only)

Z. Student who has demonstrated an acceptable level of performance on an alternative standardized math assessment following additional remediation (STA – 45th percentile or above). (Grades 9-10 Only)

Promotions for Good Cause (FCAT – Grades 9-11)

I have reviewed all documentation pertaining to these students and recommend the good cause exemptions identified above.

Principal’s Signature Date


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Good Cause Exemption Documentation Student Portfolio Verification

Reading – Grades 9-12 (2008-2009)

This document is to be used only for students scoring Level I on the FCAT Reading who have consistently shown growth throughout the school year.

Student _________________________ School ________________________ Grade level __________ Score on FCAT Reading SSS __________________ Score on FCAT Reading NRT _______________ Lexile Score: September ___________________ December ____________ May _____________ FORF Score: September ___________________ December ____________ May _____________ If September Lexile Score is less than 700, administer diagnostic test (DAR/QRI) and document results. Diagnostic test: ______________ Attach a copy of results to portfolio. Portfolio should include:

❏ A copy of the student’s A3 - AIP (PMP) (with documentation of remediation).

❏ Documentation of independently produced work. These work samples and assessments are based on the Sunshine State Standards as listed by grade level benchmarks. Documentation should include, but is not limited to, the following: chapter and/or unit test(s) from district adopted texts, student written work or projects (including essays, poetry, literary analysis, etc.), reader response logs, book journals/reports, and other teacher-prepared or computer-based assessments that are aligned with the Sunshine State Standards. Passages/texts used to assess mastery should be approximately 35% literary and 65% informational (content), at least 700 words in length and written at the equivalent of a spring level two lexile level (9th grade and 10th – 12th grade – 900). There must be at least two examples of mastery of the SSS as demonstrated by a grade of C (70%) or above.

❏ Teacher signature verifying mastery of standards. Suggested Source Codes: C=Computer based Q=Quiz T=Test CW=Classwork E=Exam P=Project TO=Teacher Observation

STANDARD 1: The student uses the reading process effectively

Words/Phrases in Context LA.A.1.4.2 Selects and uses strategies to understand words and text and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.

Date: Source:

Date: Source:

APPENDIX NO. 42

STANDARD 2: The student constructs meaning from a wide range of texts.

Main Idea LA.A.2.4.1 Determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of written materials.

Date: Source:

Date: Source:

Author’s Purpose LA.A.2.4.2 Determines the author’s purpose and point of view and their effects on the text.

Date: Source:

Date: Source:

Plot LA.E.2.4.1 Analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts and resolutions.

Date: Source:

Date: Source:

Cause/Effect LA.E.2.2.1 Recognizes cause-and-effect relationships in literary texts. [Applies to fiction, nonfiction, poetry and drama.]

Date: Source:

Date: Source:

Compare/Contrast LA.E.2.2.7 Recognizes the use of comparison and contrast in a text.

Date: Source:

Date: Source:

Reference and Research LA.A.2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects.

Date: Source:

Date: Source:

Reference and Research LA.A.2.4.6 Uses a variety of reference materials

Date: Source:

Date: Source:

Reference and Research LA.A.2.4.7 Analyzes the validity and reliability of primary source information and uses it appropriately.

Date: Source:

Date: Source:

Reference and Research LA.A.2.4.8 Checks the validity and accuracy of information obtained from research to differentiate fact and opinion, strong vs. weak arguments and personal values

Date: Source:

Date: Source:

Teacher’s Name: _________________________ Principal’s Name: _________________________ Teacher’ Signature: _______________________ Principal’s Signature: ______________________ Date: ___________________________________ Date: ____________________________________

APPENDIX NO. 43

Good Cause Exemption Documentation 2008-2009 Student Portfolio Verification

High School Mathematics (including Algebra 1A and Algebra 1 Honors)

Student __________________________________________ Student Number____________________________ Last First MI School____________________________________________ Grade Level_______________________________ Mathematics Course _______________________________ Academic Grade___________________________ FCAT Scores: Score on FCAT Math SSS______________ Score on FCAT Math NRT__________________

The Portfolio should include the following:

A copy of the student’s Progress Monitoring Plan (PMP) (with documentation of remediation). Documentation that the student has mastered the benchmarks by strands as indicated on the PMP. There

must be at least two examples of mastery of the SSS as demonstrated by a grade of C (70%) or above. Documentation should include, but is not limited to, the following: chapter and/or unit quizzes and test(s) from district adopted texts, student class work or projects, evaluation of oral presentations, and other teacher-prepared or computer-based assessments that are aligned with the Sunshine State Standards.

Teacher signature verifying mastery of the benchmarks listed below

Suggested Source Codes: C = computer based Q = quiz T = test CW = student class work OP = oral presentation E = exam P = project TO = teacher observation

STRAND A: NUMBER SENSE, CONCEPTS, and OPERATIONS Mastery Mastery

MA.A.1.4.1 Associates verbal names, written word names, and standard numerals with integers, rational numbers, irrational numbers, real numbers, and complex numbers.

Date Source

Date Source

MA.A.1.4.2 Understands the relative size of integers, rational numbers, irrational numbers, and real numbers.

MA.A.1.4.3 Understands concrete and symbolic representations of real and complex numbers in real-world situations.

MA.A.1.4.4 Understands that numbers can be represented in a variety of equivalent forms, including integers, fractions, decimals, percents, scientific notation, exponents, radicals, absolute value, and logarithms

MA.A.3.4.1 Understands and explains the effects of addition, subtraction, multiplication, and division on real numbers, including square roots, exponents, and appropriate inverse relationships.

MA.A.3.4.2 Selects and justifies alternative strategies, such as using properties of numbers, including inverse, identity, distributive, associative, and transitive, that allow operational shortcuts for computational procedures in real-world or mathematical problems.

MA.A.3.4.3 Adds, subtracts, multiplies, and divides real numbers, including square roots and exponents, using appropriate methods of computing, such as mental mathematics, paper and pencil, and calculator.

MA.A.4.4.1 Uses estimation strategies in complex situations to predict results and to check the reasonableness of results.

MA.A.5.4.1 Applies special number relationships such as sequences and series to real-world problems.

STRAND B: MEASUREMENT Mastery Mastery MA.B.1.4.1 Uses concrete and graphic models to derive formulas for finding perimeter, area, surface area, circumference, and volume of two-and three-dimensional shapes, including rectangular solids, cylinders, cones, and pyramids.

This document is to be used only for students scoring a Level 1 on the mathematics FCAT and for other students as needed. This document should reflect those areas identified on the attached A3 – AIP (PMP)

APPENDIX NO. 44

MA.B.1.4.2 Uses concrete and graphic models to derive formulas for finding rate, distance, time, angle measures, and arc lengths.

MA.B.1.4.3 Relates the concepts of measurement to similarity and proportionality in real-world situations.

MA.B.2.4.1 Selects and uses direct (measured) or indirect (not measured) methods of measurement as appropriate.

MA.B.2.4.2 Solves real-world problems involving rated measures (miles per hour, feet per second).

STRAND C: GEOMETRY AND SPATIAL SENSE Mastery Mastery MA.C.1.4.1 Uses properties and relationships of geometric shapes to construct formal and informal proofs.

MA.C.2.4.1 Understands geometric concepts such as perpendicularity, parallelism, tangency, congruency, similarity, reflections, symmetry, and transformations including flips, slides, turns, enlargements, rotations, and fractals.

MA.C.2.4.2 Analyzes and applies geometric relationships involving planar cross-sections (the intersection of a plane and a three-dimensional figure).

MA.C.3.4.1 Represents and applies geometric properties and relationships to solve real-world and mathematical problems including ratio, proportion, and properties of right triangle trigonometry.

MA.C.3.4.2 Using a rectangular coordinate system (graph), applies and algebraically verifies properties of two-and three-dimensional figures, including distance, midpoint, slope, parallelism, and perpendicularity.

STRAND D: ALGEBRAIC THINKING Mastery Mastery

MA.D.1.4.1 Describes, analyzes, and generalizes relationships, patterns, and functions using words, symbols, variables, tables, and graphs.

MA.D.1.4.2 Determines the impact when changing parameters of given functions.

MA.D.2.4.2 Uses systems of equations and inequalities to solve real-world problems graphically, algebraically, and with matrices.

STRAND E: DATA ANALYSIS AND PROBABILITY Mastery Mastery

MA.E.1.4.1 Interprets data that have been collected, organized, and displayed in charts, tables, and plots.

MA.E.1.4.2 Calculates measures of central tendency (mean, median, and mode) and dispersion (range, standard deviation, and variance) for complex sets of data and determines the most meaningful measure to describe the data.

MA.E.2.4.1 Determines probabilities using counting procedures, tables, tree diagrams, and formulas for permutations and combinations.

MA.E.3.4.1 Designs and performs real-world statistical experiments that involve more than one variable, then analyzes results and reports findings

Teacher’s Name: _______________________________ Principal’s Name: _____________________________________ Teacher’s Signature: ____________________________ Principal’s Signature:___________________________________ Date: ________________________________________ Date: ________________________________________________

APPENDIX NO. 45

Parent Letter 2 for students scoring Level 1 or failing FCAT Reading Parent of Earlier this school year, a letter was provided to you regarding your student’s performance on the most recent Florida Comprehensive Assessment Test (FCAT). Your student scored a Level 1 or failed FCAT Reading. That is not grade level proficiency as defined by the State Department of Education. Every effort will be made to provide remediation for your student in the area(s) of deficiency before the end of the school year, but if satisfactory progress is not made, your student may be retained. Additionally, your student will be assessed with the FCAT in the spring of this school year; those results will be incorporated into the other factors related to his/her performance profile as end of year progression decisions are made. As you know, a Progress Monitoring Plan (PMP) has been designed and implemented to immediately address your student’s academic needs. If you wish to discuss this matter in more detail, please call the office to arrange an appointment. Sincerely, Principal

APPENDIX NO. 46

Parent Letter 2 for students scoring Level 1 or failing FCAT Math Parent of Earlier this school year, a letter was provided to you regarding your student’s performance on the most recent Florida Comprehensive Assessment Test (FCAT). Your student scored a Level 1 or failed FCAT Math. That is not grade level proficiency as defined by the State Department of Education. Every effort will be made to provide remediation for your student in the area(s) of deficiency before the end of the school year, but if satisfactory progress is not made, your student may be retained. Additionally, your student will be assessed with the FCAT in the spring of this school year; those results will be incorporated into the other factors related to his/her performance profile as end of year progression decisions are made. As you know, a Progress Monitoring Plan (PMP) has been designed and implemented to immediately address your student’s academic needs. If you wish to discuss this matter in more detail, please call the office to arrange an appointment. Sincerely, Principal

APPENDIX NO. 47

NONDISCRIMINATION NOTICE

It is the policy of the School Board of Brevard County to offer the opportunity to all students to participate in appropriate programs and activities without regard to race, color, gender, religion, national origin, disability, marital status, or age, except as otherwise provided by Federal law or by Florida state law.

A student having a grievance concerning discrimination may contact:

Dr. Richard A. DiPatri Superintendent

Brevard Public Schools

Ms. Brenda Blackburn Associate Superintendent,

Division of Curriculum and Instruction

Equity Coordinator

Dr. Walter Christy, Director Secondary Education

Ms. Eva Lewis, Director ESE Program Support Services ADA/Section 504 Coordinator

School Board of Brevard County 2700 Judge Fran Jamieson Way

Viera, Florida 32940-6601 (321) 633-1000

It is the policy of the School Board of Brevard County not to discriminate against employees or applicants for employment on the basis of race, color, religion, sex, national origin, participation and membership in professional or political organizations, marital status, age, or disability. Sexual harassment is a form of employee misconduct, which undermines the integrity of the employment relationship, and is prohibited. This policy shall apply to recruitment, employment, transfers, compensation, and other terms and conditions of employment.

An employee or applicant having a grievance concerning employment may contact:

Ms. Susan Standley, Director Office of Compensation & Benefits

Ms. Joy Salamone, Director Human Resources Services

and Labor Relations

School Board of Brevard County 2700 Judge Fran Jamieson Way

Viera, Florida 32940-6601 (321) 633-1000

This publication or portions of this publication can be made available to persons with disabilities in a variety of formats, including large print, Braille or audiotape. Telephone or written requests should include your name, address, and telephone number. Requests should be made to Kim Riddle, Exceptional Education Projects, 631-1911, extension 535, at least two (2) weeks prior to the time you need the publication.

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Brevard County Public Schools Dr. Richard A. DiPatri, Superintendent 2008 …eagendatoc.brevardschools.org/09-09-2008 Regular School... · 2008-09-09 · Eva Lewis, Director OFFICE