Florida Department of Education
Bureau of Instructional Support and Community Services
Student Progression Plan
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Revision Charts
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2003-2004
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The purpose of these charts is to assist districts in the revision and development of policies and procedures related to promotion and retention.
District Student Progression Plans help to ensure that the required program of study, placement, promotion, reporting, retention, and assessment
procedures are equitable and comprehensive, thereby providing accountability for all students. The charts reflect current legislative requirements
for student progression and replace the comparable sections in the
DRAFT
—
Developing and Implementing the School District’s Pupil
Progression Plan
(2002).
Chapter 1
A Student Progression Plan Index–Required and Optional Elements ...................................3
(alphabetical order by subject)
Chapter 2
Required Elements of a Student Progression Plan................................................................11
(numerical order by Florida Statutes)
Chapter 3
Optional Elements of a Student Progression Plan.................................................................31
(numerical order by Florida Statutes)
Chapter 1
A Student Progression Plan Index —
Required and Optional Elements
This chapter contains a reference guide to the required and optional elements of the student progression plan, listed in alphabetical order by
subject. The elements are cross-referenced to the appropriate Florida Statues. As districts revise and update their plans, using the index as a
reference can ensure that each of the required elements is included. For districts that wish to incorporate some of the optional elements, the index
provides a quick overview of these elements.
3
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A Student Progression Plan Index — Required and Optional Elements
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Subject
2003 Florida
Statutes
2001 Florida
Statutes
Optional
Required
Academic Improvement Plan
1008.25(4)(b)
232.245(3)
X
Accelerated High School Graduation Options
1003.429
None
X
Acceleration Mechanisms: Parental Notification
1003.02(1)(i)
None
X
Access to Postsecondary Education and Meaningful Careers for Students
with Disabilities-ENNOBLES Act
1007.02
None
X
Adult High School Diploma
1003.43(6)
232.246(6)
X
Annual Reports: Local Newspaper
1008.25(7)(b)
None
X
Annual Reports: Parent
1008.25(7)(a)
None
X
Articulated Acceleration Mechanisms
1007.27
240.116(1)
X
Articulated Acceleration: State Board of Education Review
1007.27(11)(a)
None
X
Articulated Acceleration: Advanced International Certificate of Education
Programs
1007.27(9)
None
X
Articulated Acceleration: Advanced Placement
1007.27(6)
240.116(4)
X
Articulated Acceleration: Credit by Examination
1007.27(7)
240.116(5)
X
Articulated Acceleration: Early Admission
1007.27(5)
240.116(3)
X
Articulated Acceleration: Home Education
1007.27(4)
240.116(7)(a)
X
Articulated Acceleration: International Baccalaureate
1007.27(8)
240.116(6)
X
Attendance Policy
1003.24
232.09
X
Attendance Policy Enforcement: Child Noncompliance
1003.26(1)(g)
232.14(1)(f)
X
Attendance Policy Enforcement: Contact, Refer and Enforce
1003.26(1)(a)-(b)
232.17(2)
X
Attendance Policy Enforcement: CST Refers to Superintendent
1003.26(1)(d)
232.17(1)(d)
X
Attendance Policy Enforcement: Give Written Notice
1003.26(2)(a)
232.17(2)
X
Attendance Policy Enforcement: Interventions
1003.26(1)(c)
232.17(1)(c)
X
Attendance Policy Enforcement: Parent Enrolls Child in Home Education
1003.26(1)(f)1
None
X
Attendance Policy Enforcement: Parent Fails to Provide Portfolio
1003.26(1)(f)2
None
X
Attendance Policy Enforcement: Parent Refuses Participation in Remedial
Strategies
1003.26(1)(e)
232.17
X
Attendance Policy Enforcement: Report to Division of Jobs and Benefits
1003.26(4)
232.17(4)
X
Attendance Policy Enforcement: Request Parent Meeting
1003.26(1)(b)
232.17(1)(b)
X
Required elements in this index are defined as components, elements, and programs that districts are required by Florida Statutes to
provide and to address in the student progression plan. Optional elements in this index are defined as components, elements, and
programs that districts may include but are not required in the student progression plan.
5
Subject
2003 Florida
Statutes
2001 Florida
Statutes
Optional
Required
Attendance Policy Enforcement: Return Child to Parent
1003.24(3)
232.17(3)
X
Attendance Policy Enforcement: Right to Inspect
1003.24(5)
232.17(5)
X
Community Control and Probation: Teacher Notification
948.03(9)(c)
948.03(9)(c)
X
Community Control and Probation; Juvenile
948.03(9)(a)-(b)
948.03(9)(a)-(b)
X
Cooperative Agreements and Prosecutions
1003.27(4)
232.19(4)
X
Course Weighting
1007.271(16)
240.1163
X
Declaration of Intent to Terminate School Enrollment (age 16)
1003.21(1)2(c)
232.01(3)(c)
X
Diagnostic Assessments
1008.25(4)(a)
232.245(3)
X
Disclosure at School Registration
1006.07(1)(b)
232.0205
X
District Testing Programs
1008.22(4)
229.57(6)
X
Driver’s License Requirements
1003.27(2)(b)
232.19(2)(b)
X
Dropout Prevention and Academic Instruction: Student Eligibility
1003.53(1)(a)
230.2316(3)(a)
X
Dropout Prevention and Academic Intervention
1003.53(1)(a)
230.2316
X
Dropout Prevention and Academic Intervention: Evaluation
1003.53(3)
230.2316(5)
X
Dropout Prevention and Academic Intervention: Grade Levels
1003.53(1)(b)
230.2316(3)(b)
X
Dropout Prevention and Academic Intervention: Program Criteria
1003.53(1)(c)
230.2316(3)(c)
X
Dropout Prevention and Academic Intervention: Program Implementation
1003.53(2)(a)
230.2316(4)(a)
X
Dropout Prevention and Academic Intervention: Records
1003.53(5)
230.2316(7)
X
Dropout Prevention and Academic Intervention: School Improvement Plan
1003.53(2)(b)
230.2316(4)(b)
X
Dropout Prevention and Academic Intervention: Second Chance Schools
1003.53(1)(d)1
230.2316(3)(d)1
X
Dropout Prevention and Academic Intervention: Staff Development
1003.53(4)
230.2316(6)
X
Dropout Prevention and Academic Intervention: Startup Grants
1003.53(1)(d)2
230.2316(3)(d)2
X
Dual Enrollment and Advanced Placement Instruction
1007.272(1)
240.1163
X
Dual Enrollment and Advanced Placement Instruction Funding
1007.272(2)
240.1163(2)
X
Dual Enrollment and Advanced Placement Instruction: Declaration of Type
of Credit
107.272(2)
240.1163(3)
X
Dual Enrollment Career and Technical
1007.271(4)
240.116(2)(b)
X
Dual Enrollment Programs
1007.271(1)-(2)
240.116(2)(a)2
X
Dual Enrollment Teacher and Student Qualifications
1007.271(3)
240.116(2)(a)2
X
Elementary Reading Deficiency: Intensive Reading Instruction
1008.25(5)(a)
232.245(4)-(5)
X
Elementary Reading Deficiency: Mandatory Retention
1008.25(5)(b)
229.591(3)(c)
X
Elementary Reading Deficiency: Parent Notification
1008.25(5)(c)
None
X
6
A Student Progression Plan Index — Required and Optional Elements
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Subject
2003 Florida
Statutes
2001 Florida
Statutes
Optional
Required
Evaluation of Performance Related to the Sunshine State Standards
1008.25(2)(a)
232.245(2)(b)
X
Family and School Partnership for student Achievement Act
1002.23(1)
None
X
Florida Virtual School
1001.42(21)
None
X
Graduation Option Selection Parent and Student Responsbility
1003.429 (3)
None
X
Habitual Truancy Cases
1003.27(3)
232.19(3)
X
Habitual Truant Defined
1003.01
228.0141(28)
X
High School Assistance for Students in Meeting Graduation Requirements
1003.43(5)(c)
232.246(5)(e)1
X
High School Course Credit: Courses Taken Prior to Ninth Grade
1003.43(1)(k)
232.246(1)(k)
X
High School Courses Excluded from Credit Awarding
1003.43(7)
232.246(7)
X
High School Credit Awarding
1003.436(2)
232.2462(2)
X
High School Definition of "Credit"
1003.436(1)(a)
232.2462
X
High School Equivalency Diploma Exception
1003.43(5)(c)3
232.246(5)(e)3
X
High School Grading System
1003.437
232.2463
X
High School Graduation Credit Requirements
1003.43(1)
232.246(1)
X
High School Graduation Requirements in Excess of Minimum 18 Credits
1003.429 (4)
None
X
High School Graduation Requirements in Excess of Minimum 24 Credits
1003.43(4)(a)2(c)
232.246(4)(a)2(c)
X
High School Graduation Requirements: 2.0 GPA
1003.43(5)(c)
232.246(5)(c)
X
High School Graduation Requirements: Voluntary Service Credit
1003.43(1)(k)
232.246(1)(k)
X
High School Graduation Special Requirements: Exceptional Student
1003.438
232.247
X
High School Standard Diploma Strategies for Exceptional Students
1003.43(4)(a)
232.246(4)
X
High School Weighted Grading System
1003.437
232.2463(6)
X
High School: Establishment of Graduation Standards
1003.43(5)
232.246(5)
X
High School: Parent Notification of Students with at Risk GPA
1003.43(5)(e)2
232.246(5)(e)2
X
Interinstitutional Articulation Agreements
1007.235
240.1161
X
Interscholastic Extracurricular Eligibility
1006.15(3)(a)
232.425(3)(a)
X
Interscholastic Extracurricular Eligibility: Definitions
1006.15(2)
232.425(2)
X
Interscholastic Extracurricular Eligibility: Home Education
1006.15(3)(a)4(c)
232.425(3)(c)
X
Kindergarten School Readiness Uniform Screening
1008.21
None
X
Learning Opportunities for Out-of-State and Out-of-County Transfer
Students needing Additional Instruction to Meet High School Graduation
1003.433
None
X
Required elements in this index are defined as components, elements, and programs that districts are required by Florida Statutes to
provide and to address in the student progression plan. Optional elements in this index are defined as components, elements, and
programs that districts may include but are not required in the student progression plan.
7
Subject
2003 Florida
Statutes
2001 Florida
Statutes
Optional
Required
Requirements
Levels of Performance for Student Progression: Reading, Writing, Science,
Mathematics and Academic Progress Reporting
1008.25(1)
232.245(2)(a)
X
Mandatory Retention Exemptions for Good Cause
1008.25(6)(b)
None
X
Mandatory School Conferences (Learnfare Program)
414.1251(2)
414.1251(2)
X
National Education Comparisons
1008.22(2)
229.57(2)
X
No Academic Exemptions/Attendance
1003.33(2)
232.24521(2)
X
Parental Notification of Graduation Options
1003.429(2)
None
X
Participation on Statewide Tests
1008.25(4)
232.245(3)
X
Postsecondary Feedback of Information to High Schools
1008.37(1)
240.118(1)
X
Postsecondary Feedback of Information: Reporting Numbers of Students
Needing Remediation
1008.37(2)
240.118(2)
X
Postsecondary Feedback of Information: Reporting Summary Reports to
School Districts
1008.37(3)
240.118(3)
X
Postsecondary Feedback of Information: Strategies to Improve Readiness
1008.37(4)-(5)
240.118(4)-(5)
X
Readiness for Postsecondary Education: Business Community
1007.21(2)(f)
232.2451(2)(f)
X
Readiness for Postsecondary Education: Early Admission of Common
Placement Test
1007.21(2)(c)
232.2451(2)(c)
X
Readiness for Postsecondary Education: Level 1 Courses Access
1007.21(3)(a)
232.2451(3)(a)
X
Readiness for Postsecondary Education: Models for Career Goal Planning
1007.21(1)
232.2451(1)
X
Readiness for Postsecondary Education: School Principal
1007.21(3)(b)1
232.2451(3)(b)(1)
X
Readiness for Postsecondary Education: Service Learning
1007.21(2)(g)-(h)
232.2451(g)-(h)
X
Readiness for Postsecondary Education: Student Progression Model
1007.21(2)(a)-(b)
232.2451(2)(a)-(b)
X
Readiness for Postsecondary Education: Tech Prep
1007.21(2)(e)
232.2451(2)(e)
X
Remedial and Compensatory Credit
1003.43(2)
232.246(2)
X
Report Cards
1003.33(1)
232.24521(1)
X
Reporting: Student Workforce Preparation
1006.02(4)
229.595
X
Requests for Good Cause Exemptions
1008.25(6)(c)
None
X
Required Instruction Content Areas
1003.42(2)
233.061
X
Required Instruction: Teaching of Disease Exemption
1003.42(3)
233.061(3)
X
Resource Allocation
1008.25(3)(a)-(b)
None
X
Retention: Alternative Placement
1008.25(2)(c)
None
X
8
A Student Progression Plan Index — Required and Optional Elements
?
Subject
2003 Florida
Statutes
2001 Florida
Statutes
Optional
Required
School-to-Work Transition Accountability
1006.02(1)
229.595(2)
X
Social Promotion Elimination
1008.25(6)(a)
232.245(2)(b)
X
Specific District Levels of Performance for Student Progression
1008.25(2)(b)
232.245(2)(b)
X
Standard Diploma Awarding
1003.43(9)
232.246(9)
X
Standard Diploma Awarding Three–year Graduation Options
1003.429 (6)
None
X
Standard Diploma: Certificate of Completion
1003.43(9)
232.246(9)
X
Standard Diploma: Florida Gold Seal Career and Technical Endorsement
1003.43(9)
232.246(9)
X
State Universities Admissions of Students
1007.261
240.233
X
Statewide Assessment Program
1008.22(3)
229.57(3)
X
Student Assessment Program for Public Schools Purpose
1008.22(1)
229.57(1)
X
Student Subject to School Control
1003.31(1)
232.25(1)
X
Student Subject to School Control: "Reasonable Time"
1003.31(2)
232.25(2)
X
Student Subject to School Control: Daily Conduct Pledge
1003.31(4)
232.25(4)
X
Student Subject to School Control: Right to Expel
1003.31(3)
232.25(3)
X
Students with Disabilities FCAT Waiver
1003.43(11)(a)
None
X
Teacher Notification: Juvenile on Community Control
948.03(9)(c)
948.03
X
Three–year Career Preparatory Program
1003.429(1)(c)
None
X
Three–year Graduation Options FCAT and GPA Requirements
1003.429 (5)
None
X
Three–year Standard College Preparatory Program
1003.429(1)(b)
None
X
Volunteer and Nonacademic Activity Credit
1003.43(3)
232.246
X
Zero Tolerance Policy
1006.13(1)(a)
230.235(1)
X
Required elements in this index are defined as components, elements, and programs that districts are required by Florida Statutes to
provide and to address in the student progression plan. Optional elements in this index are defined as components, elements, and
programs that districts may include but are not required in the student progression plan.
9
Chapter 2
Required Elements of a Student Progression Plan
Chapter 2 lists elements that are required by Florida Statutes to be included in student progression plans. These elements are listed
with the corresponding statutory citation (Florida School Code 2003 revisions), as well as the descriptions. In the annual revision,
districts should compare their student progression plans with each of the statutory requirements to ensure that every required element
is incorporated in the plan in language that is clear and unambiguous. Also, local policies should be examined to ensure consistency
with statutory requirements. Additionally, the district must have policies for informing each student and his or her parent of that
student’s academic progress.
Section 1008.25, Florida Statutes, requires each district school board to establish a comprehensive program for student progression
that includes standards for evaluating how well each student masters the performance standards (Sunshine State Standards). For grades
and subjects in which no current state assessments are administered, school districts must continue to establish and assess expected
levels of performance for student progression in reading, writing, science, and mathematics using district-selected assessments such as
students’ classwork, observations, tests, district and other assessments, or other relevant information.
The student progression plan must include the levels of performance on the statewide assessment Florida Comprehensive Assessment
Test (FCAT) 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. If a student has been retained two or more years, an
appropriate alternative placement must be provided. Florida law also prohibits the assignment of a student based solely on age or other
factors that constitute social promotion.
The student progression plan must specify that any student who exhibits a substantial deficiency in reading, based upon locally
determined assessments or statewide assessments conducted in kindergarten or grade 1, 2, or 3 must be given intensive reading
instruction immediately following the identification of the reading deficiency. If the student’s reading deficiency is not remedied by
the end of grade 3, as demonstrated by scoring at Level 2 or higher on the statewide assessment (FCAT) in reading for grade 3, the
student must be retained. The student progression plan must specify that the district school board may exempt students from
mandatory retention in grade 3 who demonstrate a continued deficiency in reading only for good cause. Good causes are limited in
scope and specified in section 1008.25(6)(b), Florida Statutes. Allocation of remedial and supplemental instruction resources to
students is specified in law in a priority order.
11
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Effective for the 2003-2004 school year, the student progression plan must incorporate changes relative to 3-year standard college
preparatory program and 3-year career preparatory program graduation options; student and parent notification of available high
school graduation and acceleration options; student and parent selection of an appropriate high school graduation option; available
learning opportunities for out-of state and out-of-country transfer students; and access to postsecondary education and meaningful
careers for students with disabilities (ENNOBLES Act). Additional required elements for inclusion in the student progression plan are
provided in the table that follows.
12
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Chapter 2—Required Elements of Student Progression Plan
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Subject
Florida Statutes
The Student Progression Plan must
Florida Virtual School
s. 1001.42(21), F.S.
•
specify that 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.
Acceleration Mechanisms: Parental
1003.02(1)(i)
•
at the beginning of each school year, notify parents of students in or entering high school of
Notification
the opportunity and benefits of advanced placement, International Baccalaureate, Advanced
International Certificate of Education, dual enrollment, and Florida Virtual School courses.
Report Cards
s. 1003.33(1), F.S.
•
specify established and published policies requiring the content and regular issuance of
student report cards for all elementary, middle, and high school students. These report cards
must clearly depict and grade:
−
the student’s academic performance in each class or course in grades 1 through 12 based
upon examinations as well as written papers, class participation, and other academic
performance criteria,
−
the student’s conduct and behavior,
−
the student’s attendance, including absences and tardiness.
End-of-Year Status Statement
(2)
•
specify that 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 nonpromotion.
No Academic Exceptions Based on
Attendance
(2)
•
provide that 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.
Accelerated High School Graduation
Options
Four-Year Standard 24 Credit Program
s. 1003.429(1), F.S.
(1)(a)
•
specify that beginning with the 2003-2004 school year, all students scheduled to graduate in
2004 and thereafter may select one of the following three high school graduation options:
•
completion of the general 24 credits for high school graduation as specified in s. 1003.43,
(F.S.);
Three-Year Standard College Preparatory
(1)(b)
•
specify that completion of a three-year college preparatory program requiring successful
Program
completion of a minimum of 18 academic credits in grades 9 through 12. The 18 primary
credit requirements shall be distributed as follows:
(1)(b)1
−
four credits in English, with major concentration in composition and literature;
(1)(b)2
−
three credits in mathematics at Algebra I level or higher from the list of course that
qualify for state university admission;
(1)(b)3
−
three credits in natural science, two of which must have a laboratory component;
(1)(b)4
−
three credits in social sciences;
(1)(b)5
−
two credits 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; and
(1)(b)6
−
three credits in electives; or
Three-Year Career Preparatory Program
(1)(c)
•
specify that completion of a three-year career preparatory program requiring successful
completion of a minimum of 18 academic credits in grades 9 through 12. The 18 primary
13
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Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
(1)(c)1
(1)(c)2
(1)(c)3
(1)(c)4
(1)(c)5
credit requirements shall be distributed as follows:
−
four credits in English, with major concentration in composition and literature;
−
three credits in mathematics, one of which must be Algebra I;
−
three credits in natural science, two of which must have a laboratory component;
−
three credits in social sciences;
−
two credits 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; and
−
three credits in electives.
Parent Notification of Graduation Options
(2)
•
specify that beginning with the 2003-2004 school year, each district school board shall
provide each student in grades 6-12 and their parents with the three-year and four-year high
school graduation options listed in s. 1003.429(1) with curriculum for the students and parents
to select the postsecondary education or career plan that best fits their needs. The options
shall include a timeframe for achieving each graduation option.
Graduation Option Selection Parent and
Student Responsibility
(3)
•
provide that selection of one of the graduation options listed in s. 1003.429(1) is exclusively
up to the student and parent. If the student and parent fail to select a graduation option, the
student shall be considered to have selected the 24 general requirements for high school
graduation specified in s. 1003.429(1)(a).
High School Graduation Requirements in
Excess of Minimum Eighteen Credits
(4)
•
not establish requirements for accelerated three-year high school graduation options in excess
of the requirements in s. 1003.429(1)(b), three-year standard college preparatory program and
in s. 1003.429, three-year career preparatory program.
Three-year Graduation Options FCAT and
GPA Requirements
(5)
(5)(a)
(5)(b)
•
state that students pursuing accelerated three-year high school graduation options, college or
career preparatory programs specified in s. 1003.429(1)(b) or (1)(c) are required to:
−
earn passing scores on the FCAT as defined in s. 1008.22(3)(c)
−
achieve a cumulative grade point average of 2.0 on a 4.0 scale, or its equivalent, in the
courses required by the chosen accelerated three-year high school graduation option
specified in s. 1003.429(1)(b) and (1)(c).
Standard Diploma Awarding Three-Year
(6)
•
specify that a student who meets all requirements prescribed in s. 1003.42991) and (5) shall
Graduation Options
be awarded a standard diploma in a form prescribed by the State Board of Education.
High School Graduation Requirements
s. 1003.43(1), F.S.
•
establish graduation requirements that include, at a minimum, successful completion of 24
academic credits in grades 9-12 or an International Baccalaureate curriculum. The 24 credits
shall be distributed as follows:
(1)(a)
(1)(b)
−
four credits in English with major concentration in composition and literature.
−
three credits in mathematics, including for students entering 9th grade beginning in
1997-98 and thereafter, one credit in Algebra I, a series of courses equivalent to Algebra
(1)(c)
I, or a higher-level mathematics course.
−
three credits in science, two of which must have a laboratory component. Agriscience
Foundations I, the core course in secondary Agriscience and Natural Resource programs,
14
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Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
counts as one of the science credits. The State Board of Education may grant an annual
waiver of the laboratory requirement to a district school board that certifies that its
laboratory facilities are inadequate, provided the district school board submits a capital
outlay plan to provide adequate facilities and makes the funding of this plan a priority of
the district school board.
(1)(d)
−
one credit in American history.
(1)(e)
−
one credit in world history, including a comparative study of the history, doctrines, and
objectives of all major political systems.
(1)(f)
−
one-half credit in economics, including a comparative study of the history, doctrines, and
objectives of all major economic systems.
(1)(g)
−
?
one-half credit in American government, including study of the Constitution of the
United States. For students entering the 9th grade in 1997-1998 school year and
thereafter, the study of Florida government, including study of the State Constitution, the
three branches of state government, and municipal and county government must be
included as part of the required study of American Government.
(1)(h)1
−
?
one credit in practical arts career and technical education or exploratory career and
technical education. Any career and technical education course as defined in s. 1003.01,
F.S. may be taken to satisfy the high school graduation requirement for one credit in
practical arts or exploratory career and technical education; or
(1)(h)2
−
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one credit in performing fine arts to be selected from music, dance, drama, painting or
sculpture. A course in any art form, in addition to painting or sculpture, that requires
manual dexterity, or a course in speech and debate, may be taken to satisfy the high
school graduation requirement for one credit in performing fine arts;
or
(1)(h)3
−
?
career and technical education
and
(b) performing fine arts. Such credit for practical arts
career and technical education or exploratory career and technical education or for
performing fine arts must be made available in the 9th grade, and students must be
scheduled into a 9th grade course as a priority.
(1)(i)
−
?
one-half credit in life management skills, to include consumer education, positive
emotional development, marriage and relationship skill-based education, nutrition,
parenting skills, prevention of human immunodeficiency virus infection and acquired
immune deficiency syndrome and other sexually transmissible diseases, benefits of
sexual abstinence and consequences of teenage pregnancy, information and instruction
on breast cancer detection and breast self-examination, cardiopulmonary resuscitation,
drug education, and the hazards of smoking.
(1)(j)
−
?
one credit in physical education to include assessment, improvement and maintenance of
personal fitness. Participation in an interscholastic sport at the junior varsity or varsity
level for two full seasons shall satisfy the one-credit requirement if the student makes a
“C” or better on a competency test on the personal fitness developed by the Florida
Department of Education. A school board may not require that one credit in physical
education be taken during the ninth grade year. Completion of one semester with a grade
of “C” or better in a marching band class or in a physical activity class that requires
15
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Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
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 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 Section 504 plan.
Voluntary Service Credit
(1)(k)
•
eight and one-half elective credits
−
include a provision that the school board may award a maximum of one-half credit in
social studies
and
one-half credit elective for student completion of nonpaid 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. District school boards that approve the award of credit for student volunteer
services must develop guidelines regarding the award of credit, and school principals are
responsible for approving specific volunteer activities.
Course Credit for Courses Taken Prior to
Ninth Grade
(1)(k)
−
state the conditions which the school board has adopted for a course designated in the
Florida Course Code Directory and Instructional Personnel Assignments
as grades 9-12
that is 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.
Remedial and Compensatory Credit
s. 1003.43(2), F.S.
•
state that remedial and compensatory courses taken in grades 9-12 may only be counted as
elective credit.
Volunteer and Nonacademic Activity
s. 1003.43(3), F.S.
•
state that credit for high school graduation may be earned for volunteer activities and
Credit
nonacademic activities that have been approved by the State Board of Education.
Strategies for Exceptional Students to
Meet Standard Diploma Requirements
s. 1003.43(4)(a), F.S.
(4)(a)1
•
address that a school may require specific modified courses or programs of study so that
exceptional students are assured the opportunity to meet graduation requirements through one
of the following strategies:
−
assignment of the exceptional student to an exceptional class for a basic course with the
(4)(a)2
(4)(a)2(b)
same student performance standards as those for nonexceptional students; or
−
assignment of the exceptional student to a basic education class for instruction, which is
modified to accommodate the student’s exceptionality.
−
the district shall determine which of these strategies to employ based upon an assessment
of the student’s needs and shall reflect this decision in the student’s individual education
plan.
High School Graduation Requirements in
Excess of Minimum 24 Credits
s. 1003.43(4)(a)2(c), F.S.
−
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.
16
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Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
Establishment of Graduation Standards
s. 1003.43(5), F.S.
(5)(a)
(5)(b)
•
establish standards for graduation which must include
−
earning a passing score on the FCAT (grade 10) as defined in s. 1008.22(3)(c), F.S. The
passing score on the 10th grade FCAT is designated by the State Board of Education.
−
completing all requirements for student progression and remedial instruction.
Graduation Requirement 2.0 GPA
(5)(c)
−
for students entering 9th grade before the 1997-98 school year, a 1.5 cumulative GPA on
a 4.0 scale, or its equivalent, is required; however, these students must earn a cumulative
2.0 GPA on a 4.0 scale for all courses that apply to the 24 required credits in s.
1003.43(1), F.S. taken after July 1, 1997 or the student must have an overall cumulative
G.P.A. of 2.0 or above on a 4.0 scale.
(5)(d)
−
for students entering 9th grade in the 1997-98 school year and thereafter, achievement of
a cumulative GPA of 2.0 on a 4.0 scale, or its equivalent, in the courses required by s.
1003.43(1), F.S., for graduation. For students entering 9th grade in 2000-2001, required
GPA must be based on all courses taken, except courses forgiven under state and district
forgiveness policies.
Assistance for Students in Meeting
(5)(e)1
−
identify district policies to assist students in meeting these requirements. These policies
Graduation Requirements; Grade
Forgiveness
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. Forgiveness policies should be clearly
stated. Beginning with entering ninth graders in the 2000-2001 school year and each
year thereafter, forgiveness policies for
required
courses shall be limited to replacing a
grade of “D” or “F” or their equivalent with a grade of “C” or higher or its equivalent
earned subsequently in the same or comparable course. Forgiveness policies for
elective
courses shall be limited to replacing a grade of “D” or “F” or their equivalent with a
grade of “C” or higher or its equivalent earned subsequently in the same, a comparable
or another course. These restrictions on forgiveness do not apply to students below 9th
grade taking high school courses. Such students may repeat a course for forgiveness
with grades above a “D”. Any course grade not replaced according to a district
forgiveness policy shall be included in the calculation of the cumulative grade point
average required for graduation. Districts may no longer count the best twenty-four (24)
credits of all courses taken to meet the cumulative grade point average for graduation
requirements.
Parent Notification: Students With At-Risk
GPA
(5)(e)2
−
state that parents of students who have a cumulative GPA of less than .5 above the
cumulative GPA required for graduation 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.
High School Equivalency Diploma
Assistance Exception
(5)(e)3
−
state that 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.
Adult Student High School Diploma
s. 1003.43(6), F.S.
•
establish the following graduation requirements for students enrolled in adult general
education in accordance with s. 1004.93, F.S.:
17
?
Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
Physical Education
(6)(a)
−
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.
Science
(6)(b)
−
district school board may waive the lab component of science requirement when
facilities do not exist or are inaccessible.
Performing Fine Arts
(6)(c)
−
any course listed within the
Florida Course Code Directory
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.
High School Courses or Programs
Excluded from Credit Awarding
s. 1003.43(7), F.S.
(7)(a)
•
state that no student may be granted credit toward high school graduation for enrollment in the
following programs or courses:
−
more than a total of nine elective credits in remedial programs.
(7)(b)
−
more than one credit in exploratory vocational courses.
(7)(c)
−
more than three credits in practical arts family and consumer sciences classes.
(7)(d)
−
any Level 1 course unless the student’s assessment indicates a more rigorous course
would be inappropriate, in which case a written assessment of the need must be included
in the individual educational plan or student performance plan and signed by the
principal, guidance counselor, and the parent if the student is not 18 years or older.
(
Explanatory Note:
A statement as to appropriateness of a Level 1 course in an academic
improvement plan (AIP) or placed in the student’s cumulative folder will meet the
requirement relating to a student progression plan.)
Standard Diploma Awarding
s. 1003.43(9), F.S.
•
address that 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. School boards
may:
Florida Gold Seal Career and Technical
Endorsement
s. 1003.43(9), F.S.
−
attach a Florida gold seal career and technical endorsement to a standard diploma or
award differentiated diplomas to those exceeding the prescribed minimums.
Certificate of Completion
s. 1003.43(9), F.S.
−
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, complete all
requirements in student progression and remedial instruction, achieve a cumulative
grade point average requirement as specified in paragraph (5)(c) or complete 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
Learning Opportunities for Out-of-State
s. 1003.433, F.S.
•
address that students who enter a Florida public school at the eleventh or twelfth grade from
and Out-of-Country Transfer Students
(1)
out-of-state or from a foreign country shall not be required to spend additional time in a
Needing Additional Instruction to Meet
Florida public school in order to meet the high school course requirements of the school
High School Graduation Requirements
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
18
?
Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
a 2.0 grade point average and pass the grade 10 FCAT, specified in s. 1008.22(3), or an
alternate assessment as specified in s. 1008.22(9).
(2)
•
address that students who have met all requirements for the standard high school diploma
(2)(a)
(2)(b)
(2)(c)
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:
−
participation in an accelerated high school equivalency diploma preparation program
during the summer.
−
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. (
Explanatory Note:
The certificate of completion they may receive is a
different type of certificate of completion. It must be reported by districts in Survey 5
using Withdrawal Reason W8 (Any student who met all of the requirements to receive a
standard diploma except passing the graduation test and received a certificate of
completion and is eligible to take the College Placement Test and be admitted to
remedial or credit courses at a state community college, as appropriate). In addition, to
assist community colleges in identifying these students during the admissions process,
the certificate itself must bear the designation of “CPT eligible.”
−
participation in an adult general education program as provided in s. 1004.93 for such
time as the student requires to master English, reading, mathematics, or any other subject
(3)
required for high school graduation. Students attending 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 attending 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.
•
address that 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
(3)
(4)
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.
•
Implementation of this section will be implemented to the extent funding is provided in the
General Appropriations Act.
•
address that 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.
Definition of “Credit”
s. 1003.436(1)(a), F.S.
•
address that 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 135 hours of
bona fide 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
19
?
Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
High School Credit Awarding
(1)(b)
(2)
of attendance by students to receive a credit or half credit.
(Explanatory Note:
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. If a school combines two courses for
multiple credit during a single instructional period, it is recommended that the combination be
approved by the school board after analysis of the course modifications and assurance that the
course requirements and appropriate Sunshine State Standards for each of the courses
integrated are included in the combination and that the combined course is taught by
instructors with appropriate certification. Refer to DPS Memorandum 03-087, Definition of
Credit, June 5, 2003.)
•
address that 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.
•
address that the hourly requirements for one-half credit are one half of the requirements
specified in (1)(a).
•
state that the school district maintains a one-half credit earned system that includes courses
provided on a full-year basis.
•
state that 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.
High School Grading System
s. 1003.437, F.S.
(1)
(2)
(3)
(4)
(5)
•
address the grading system and interpretation of letter grades as follows:
Percentage
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
High School Weighted Grading System
s. 1003.437, F.S.
•
address a weighted grading system for the purpose of class ranking, if the district chooses to
implement such a weighted system.
20
?
Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
High School Graduation Special
Requirements: for Exceptional Students
Special Diploma
s. 1003.438, F.S.
•
address that a student who has been classified as “educable mentally handicapped,” “trainable
mentally handicapped,” “hearing impaired,” “specific learning disabled,” “physically or
language impaired,” or “emotionally handicapped” shall not be required to meet standard high
school graduation requirements (s. 1003.43, F.S.) and, upon meeting the requirements
prescribed by the school board pursuant to s. 1008.25, F.S., shall be awarded a special
diploma.
Special Certificate of Completion
•
address that a special certificate of completion shall be awarded to any student who meets all
special requirements of the district school board for exceptionality, but is unable to meet the
special state minimum graduation requirements.
Profoundly Handicapped
•
address that a student classified as “profoundly handicapped” who meets the district
requirements for a special diploma shall be awarded a special diploma and shall alternatively
be eligible for a special certificate of completion if all school requirements for students who
are “profoundly handicapped” have been met.
Standard Diploma Option
•
address that an exceptional student is not restricted or limited solely to a special diploma or
special certificate of completion, and upon proper request shall be afforded the opportunity to
fully meet all standard graduation requirements of s. 1003.43, F.S., and qualify for a standard
diploma.
Reporting Requirements: Student
Workforce Preparation
s. 1006.02(4), F.S.
•
provide that 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 (SCANS), the FCAT can
serve as this assessment.
Access to Postsecondary Education and
Meaningful Careers for Students with
Disabilities-ENNOBLES Act
s. 1007.02, F.S.
(1)
•
address access to postsecondary education and meaningful careers for students with
disabilities; as.
−
This section shall be known by the popular name the "Enhanced New Needed Opportunity for
Better Life and Education for Students with Disabilities (ENNOBLES) Act."
(2)
−
For the purposes of this act, the term “student with a disability” means any student who is
documented as having mental retardation; a hearing impairment, including deafness; a speech
or language impairment; a visual impairment, including blindness; a serious emotional
disturbance, including an emotional handicap; an orthopedic impairment; autism; a traumatic
brain injury; or a specific learning disability, including, but not limited to, dyslexia,
dyscalculia, or developmental aphasia.
Articulated Acceleration Mechanisms
s. 1007.27, F.S.
•
address that 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
limited to, dual enrollment, early admission, advanced placement, credit by examination, and
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.
21
?
Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
Home Education
•
specify that home education students may participate in dual enrollment, career and technical
dual enrollment, early admission, and credit by examination.
Early Admission
(5)
•
address that early admission shall be in 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.
Advanced Placement
•
specify that advanced placement (AP) is the enrollment of an eligible secondary student in a
of any fees.
Credit By Examination
•
address that 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
for an award of credit in the statewide articulation agreement.
International Baccalaureate
(8)
•
address that the International Baccalaureate (IB) Program is the curriculum whereby students
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.
Advanced International Certificate of
Education Programs
(9)
•
International Certificate of Education Program administered by the University of Cambridge
for admission determines the specific course for which the student receives credit. Students
shall be exempt from the payment of any fees.
(10)
•
Any student who earns 9 or more 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.
State Board of Education Review
•
The State Board of Education shall conduct a review of the extent to which the acceleration
mechanisms authorized by this section 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:
−
The manner in which students, including students with documented disabilities, are
(4)
(6)
course offered by the Advanced Placement Program administered by the College Board.
Postsecondary credit for an AP course shall be awarded to students who score a minimum of 3
on a 5-point scale on the corresponding AP exam. Students shall be exempt from the payment
(7)
or subject area examinations. The State Board of Education states minimum scores required
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
specify that the Advanced International Certificate of Education Program is the enrollment
of eligible secondary students in a program of studies offered through the advanced
Local Examinations Syndicate. The community college or university that accepts the student
(11) (a)
(11) (b)
(11) (c)
(11) (c)1
22
?
Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
(11) (c)2
(11) (c)3
advised regarding the availability of acceleration mechanism options.
−
The availability of acceleration mechanism options to eligible students, including
students with documented disabilities, who wish to participate.
−
The grading practices, including weighting of courses, of school districts and public
postsecondary educational institutions with regard to credit earned through acceleration
mechanisms.
(11) (c)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
(11) (c)5
(11) (c)6
(11) (c)7
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.
−
The manner in which funding for instruction associated with acceleration mechanism
options is provided.
−
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.
Interinstitutional Articulation Agreements
s. 1007.235, F.S. (1)
•
address that the superintendent of schools and president of the community college shall
establish an articulation committee to develop a comprehensive interinstitutional articulation
agreement for the school district.
(2)
•
address that the district interinstitutional articulation must be completed prior to fall
registration each year. The agreement must include the following minimum requirements:
(2)(a)
−
a ratification of all existing articulation agreements.
(2)(b)1
−
courses and programs available to eligible dual enrollment students.
(2)(b)2
−
eligibility criteria for student participation in dual enrollment programs.
(2)(b)3
−
the process by which students and their parents exercise their option to participate in an
articulated acceleration program.
(2)(b)4
−
high school credits earned for completion of each dual enrollment course.
(2)(b)5
−
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.
(2)(b)6
−
eligibility criteria for student participation in dual enrollment courses and programs.
(2)(b)7
−
institutional responsibilities regarding student screening prior to enrollment and
monitoring student performance.
(2)(b)8
−
identify the instructional quality criteria dual enrollment courses and programs are to be
judged.
(2)(b)9
−
delineate institutional responsibilities for assuming the cost of dual enrollment courses
and programs including responsibilities for student instructional materials.
2)(b)10
−
responsibility for providing student transportation if the dual enrollment is conducted at a
facility other than the high school campus.
(2)(b)11
−
process for converting college credit hours earned through dual enrollment and early
23
?
Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
admission programs to high school credit based on mastery of course outcomes.
Dual Enrollment Programs
s. 1007.271(1)-(2), F.S.
•
address the State Board of Education rules for dual enrollment programs involving
requirements for high school graduation. The dual enrollment program is defined as the
enrollment of an eligible secondary student or home education student in a postsecondary
course creditable toward a career and technical certificate or an associate or baccalaureate
degree.
−
students may take courses during school hours, after school hours, and during the
summer term.
−
students enrolled are exempt from the payment of registration, matriculation, and lab
fees. Please note instructional time for dual enrollment may exceed 900 hours, however,
the school district may report the student for a maximum of 1.0 FTE.
−
vocational-preparation instruction, college preparatory instruction and physical education
courses that focus on the physical education of a skill rather tan 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.
Teacher and Student Qualifications
(3)
•
recognize the Department of Education’s adopted guidelines to achieve comparability across
school districts of both student qualifications and teacher qualifications for dual enrollment
courses. Student qualifications must:
−
demonstrate readiness for vocational-level coursework if the student is to be enrolled in
vocational courses.
−
specify a 3.0 unweighted GPA for college credit dual enrollment courses.
−
specify a 2.0 unweighted GPA for vocational certificate dual enrollment courses.
Career and Technical Dual Enrollment
(4)
•
provide that vocational 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.
Course Weighting
s. 1007.271(16), F.S.
•
specify that school districts and community colleges must weigh college-level dual
enrollment courses the same as honors courses when advanced placement courses when grade
point averages are calculated. Alternative grade calculation or weighting systems that
discriminate against dual enrollment courses are prohibited.
Dual Enrollment and Advanced
Placement Instruction
s. 1007.272(1), F.S.
•
address that the school district, community college, and state university may conduct
advanced placement instruction within dual enrollment courses.
Funding
(2)
•
address that 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.
Declaration of Type of Credit
(3)
•
address that 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 of 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
24
?
Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
placement course, nor shall any student be required to complete the Advanced Placement
Examination.
Kindergarten School Readiness Uniform
Screening
s. 1008.21, F.S.
•
Beginning with the 2002-2003 school year, all school districts are required to administer the
school readiness uniform screening implemented by the Department of Education to each
Kindergarten student in the district school system upon the student’s entry into Kindergarten.
•
Children who enter public school for the first time in first grade must be administered the
school readiness uniform screening adopted for use in first grade.
Levels of Performance for Student
s. 1008.25(1), F.S.
•
indicate that student progression from one grade to another is partially based upon proficiency
Progression in Reading, Writing, Science,
in reading, writing, science, and mathematics.
and Mathematics and Academic Progress
•
contain policies to inform each student and his/her parent of academic progress.
Reporting
•
reflect district policies that facilitate student achievement of proficiency.
Evaluation of Performance Related to the
s. 1008.25(2)(a), F.S.
•
establish standards for evaluating student performance and how well a student masters the
Sunshine State Standards
performance standards (Sunshine State Standards).
Specific District Levels of Performance for
s. 1008.25(2)(b), F.S.
•
establish specific district levels of performance for student progression in reading, writing,
Student Progression
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.
(Explanatory Note:
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 an academic
improvement plan 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 an academic improvement plan. Retention decisions should be
based on more than a single test score. (2) at a minimum, students who score lower than 2 on
the FCAT writing tests at grades 4, 8, and 10 must be required to receive remediation through
an academic improvement plan or be retained, as determined by the district student
progression plan. Retention decisions should be based on more than a single test score.) 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.
Retention: Alternative Placement
(2)(c)
•
include an appropriate alternative placement for a student who has been retained two or more
years. The nature of the alternative placement is determined by the school district.
Resource Allocation
(3)
(3)(a)
(3)(b)
•
state that 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.
Participation in Statewide Tests
s. 1008.25(4), F.S.
•
state that each student must participate in statewide assessment tests at designated grade
levels, as required by s. 1008.22, F.S.
Diagnostic Assessments
(4)(a)
•
state that each student who does not meet state or district levels of performance for student
progression in reading, writing, science, and mathematics for each grade level must be
provided with additional diagnostic assessments to determine the nature of the student’s
25
?
Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
It is up to school districts and schools to determine the
nature of this diagnostic assessment.
Academic Improvement Plan
(4)(b)
•
provide that schools
must
develop, in consultation with the student’s parent, and
must
implement an academic improvement plan designed to assist each student who has been
identified as not meeting state or district expectations for proficiency in reading, writing,
weakness. (
Explanatory Note:
Schools are expected to provide, with school district assistance,
a variety of 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
•
the individual assistance to be given to remedy a student’s individual diagnosed deficiencies.
(
Explanatory Note:
Whatever the format, the academic improvement plan (AIP) should:
−
clearly identify the specific diagnosed academic needs to be remediated,
−
clearly identify the success-based intervention strategies to be used,
−
instruction is to be provided, and
−
clearly identify the monitoring and reevaluation activities to be employed.
School boards
must
allocate remedial and supplemental instruction resources
first
to students
who are deficient in reading by the end of grade 3 and next to students who fail to meet
achievement performance levels required for promotion. The law’s intent is that an
performance for student progression. Such an intervention model might consist of the
following steps:
−
−
identification of students with problems (assessment or screening)
−
diagnosis of specific problems of the individual student
−
academic improvement plan addressing diagnosed problems (prescription)
−
immediate intensive remedial instruction
−
•
at any grade,
has been
identified as having a deficiency in reading the academic improvement plan must identify:
−
comprehension, and vocabulary
−
the desired levels of performance in these areas
−
the instructional and support services to be provided to meet the desired levels of
performance.
(4)(c)
•
provide that if the documented deficiency has not been remediated according to the academic
difficulty and areas of academic need.
science, and mathematics. The plan must include intensive remedial instruction in the areas of
size reduction, extended school year, and intensive skills development programs).
provide that the Academic Improvement Plan be a specific, detailed plan tailored to identify
clearly identify how, when, how often, by whom, and how long intensive remedial
intervention model be implemented for students having difficulty meeting the levels of
effective, research-based, standards-driven, initial instruction
progress monitoring , reevaluation, and redesign of instruction to meet student’s
current needscontinued support and reinforcement.)
specify that beginning with the 2002-2003 school year, if the student,
the student’s specific areas of deficiency in phonemic awareness, phonics, fluency,
26
?
Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
improvement plan, the student may be retained.
•
specify that 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.
Elementary Reading Deficiency
s. 1008.25(5)(a), F.S.
•
specify that any student who exhibits a substantial deficiency in reading, based upon locally
determined assessments, statewide assessments conducted in kindergarten or grades 1, 2 or 3
Intensive Reading Instruction
must be given intensive reading instruction immediately following the identification of the
reading deficiency.
•
state that students must have their reading proficiency reassessed by locally determined
assessments or through teacher observations at the beginning of the grade following the
intensive instruction.
•
address that intensive instruction shall be continued until reading deficiency is remediated.
(Explanatory Note:
Intensive instruction is usually associated with the following
characteristics:
−
diagnosis/prescription targeted to specific skill development
−
variety of opportunities for repetitions (repeated exposure)
−
smaller chunks of text or content
−
guided and independent practice
−
skill development and practice integrated into all activities
−
frequent monitoring
−
criterion-based evaluation of success.)
Mandatory Retention
(5)(b)
•
specify that beginning with the 2002-2003 school year if the student’s reading deficiency 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. (Explanatory
note:
Students transferring into the district should be immediately assessed for reading
proficiency to determine if remediation is appropriate. This is especially true in grade 3. If a
student transfers 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
(5)(c)
(5)(c)1
(5)(c)2
(5)(c)3
(5)(c)4
•
specify that beginning with the 2002-2003 school year, the parent of any student in K-3 who
exhibits a substantial deficiency in reading must be notified in writing of the following:
−
that his or her child has been identified as having a substantial deficiency in reading
−
a description of the current services that are provided to the child
−
a description of the proposed supplemental instructional services and supports that will
be provided to the child that are designed to remediate the identified area of reading
deficiency
−
that 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.
Social Promotion Elimination
(6)(a)
•
state that no student can be assigned to a grade level based solely on age or other factors that
constitute social promotion. (
Explanatory Note:
Social promotion occurs when a student is
27
?
Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
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 must meet the state or district levels of
performance for student progression unless the disabling condition prevents the student from
attaining the required levels of performance in the regular curriculum in pursuit of a standard
diploma. In such cases, promotion will be based on the student meeting the goals and
objectives on the Individual Educational Plan. Retention of Limited English Proficient (LEP)
students must be determined by a school’s LEP committee, except in the case of mandatory
retention for reading deficiencies in grade 3.)
Mandatory Retention Exemptions for
Good Cause
(6)(b)
•
specify that the school board may only exempt students in grade 3 who demonstrate a
continued deficiency in reading from mandatory retention for good cause. Good cause
exemptions are limited to the following:
−
limited English proficient students who have had less than two years of instruction in an
English for Speakers of Other Languages program.
−
students with disabilities, whose individual educational plan indicates that participation
in statewide assessment program is not appropriate, consistent with the requirements of
State Board of Education rule.
−
students who demonstrate an acceptable level of performance on an alternative
standardized reading assessment approved by the State Board of Education.
(
Explanatory Note:
The State Board of Education adopted the following alternative
assessment policies on January 21, 2003: The alternative standardized assessment to be
used is the grade 3 reading Norm Referenced Test (NRT) portion of the FCAT or the
SAT–9 alternative assessment. The acceptable levels of performance on the alternative
assessments for grade 3 for the 2002–2003 school year are:
−
To promote a student using the grade 3 reading NRT portion of the FCAT as an
alternative assessment good cause exemption, the grade 3 student scoring at Level 1
Reading FCAT must score at or above the 51
st
percentile on the grade 3 reading
NRT portion of the FCAT
OR
−
To promote a student using the SAT–9 as an alternative assessment good cause
exemption, the grade 3 student scoring at Level 1 Reading FCAT must score at or
above 51st percentile on a parallel form of the SAT–9. The SAT–9 may only be
administered one time. The earliest the alternative assessment may be administered
is following the receipt of the grade 3 student reading FCAT scores or during the
last two weeks of school, which ever occurs first, for student promotion purposes.)
−
students who demonstrate, through a student portfolio, that they are 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 FCAT. (
Explanatory Note:
The State
Board of Education adopted the following student portfolio guidelines on January 21,
28
?
Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
2003: To be accepted as meeting the portfolio option for demonstrating mastery of the
required reading skills, the student portfolio contents must:
−
be selected by the student’s teacher
−
be an accurate picture of the student’s ability and only include student work that has
been independently produced in the classroom
−
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 district’s/school’s adopted core reading curriculum that are aligned with the
Sunshine State Standards or teacher-prepared assessments that are aligned with the
Sunshine State Standards
−
be an organized collection of evidence of the student’s mastery of the Sunshine
Requests for Good Cause Exemptions
(6)(c)
(6)(c)1
•
Requests for good cause exemptions for students from the mandatory retention requirement
must include the following:
−
documentation submitted from the student’s teacher to the principal that indicates that
(6)(c)2
the promotion of the student is appropriate and is based upon the student’s academic
record. Documentation shall only consist of the existing academic improvement plan,
individual educational plan, if applicable, report card, or student portfolio.
−
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.
Annual Reports
s. 1008.25(7)(a), F.S.
•
specify that 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
Parent
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, test, 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. (
Explanatory 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.)
Local Newspaper
7)(b)
(7)(b)1
(7)(b)2
•
specify that the district school board must annually publish in the local newspaper and re-port
in writing to the State Board of Education by September 1 of each year the following
information on the prior school year:
−
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.
−
by grade, the number and percentage of all students in grades 3-10 performing at Levels
(7)(b)3
1 and 2 on the reading portion of the FCAT,
−
by grade, the number and percentage of all students in grades 3-10,
29
?
Chapter 2—Required Elements of Student Progression Plan
?
Subject
Florida Statutes
The Student Progression Plan must
(7)(b)4
−
information on the total number of students who were promoted for good cause, by each
category of good cause,
(7)(b)5
−
?
any revisions to the district school board’s policy on retention and promotion from the
prior year.
30
?
Chapter 3
?
Optional Elements of a Student Progression Plan
?
Chapter 3 is a guide to elements that are not required but may be included in the plan. Districts are encouraged to examine these carefully.
Although not mandatory, many of these elements are compatible with a district’s educational goals; in such cases, the inclusion in the progression
plan can strengthen the district’s educational program. The optional elements are listed with corresponding statutory citations (Florida School
Code 2003 revisions), as well as the descriptions.
Chapter 3—Optional Elements of Student Progression Plan
?
Subject
Florida Statutes
Optional Elements for Implementation of Student Progression Plan
Mandatory School Conferences
(Learnfare Program)
s.414.1251(2), F.S.
•
Each participant of the Learnfare Program with a school-age child is required to have a
conference with an appropriate school official of the child’s school during each semester to
assure that the participant is involved in the child’s educational progress and is aware of any
existing attendance or academic problems. The conference must address acceptable student
attendance, grades and behavior and must be documented by the school and reported to the
Department of Children and Families.
Community Control and Probation:
Juvenile
s. 948.03(9)(a), F.S.
(9)(b)
•
An offender who has not obtained a high school diploma, high school equivalency diploma,
or who lacks basic functional literary skills, upon acceptance by an adult education program,
is required to make a good faith effort toward completion of basic or functional literacy skills
or a high school equivalency diploma, as defined in s. 1003.435, F.S.
•
A juvenile on community control who is a public school student must attend a public adult
education program or a dropout prevention program, unless the principal of the school
determines that special circumstances warrant continuation in the regular educational school
program.
Teacher Notification
(9)(c)
•
If a juvenile on community control attends a regular educational school program, then the
identity of the juvenile and the nature of the felony offense must be made known to each of
the student’s teachers.
Function, Mission, and Goals of the
s. 1000.03, F.S.
Florida K-20 System
Education Priorities
s. 1000.03,(5)(b) F.S.
•
The state as a whole shall work toward the goal that all students must make annual learning
Student Performance
gains sufficient to acquire the knowledge, skills, and competencies needed to master state
standards. Student performance is included in the priorities of Florida’s K-20 education
system. This educational priority specifies that students demonstrate that they meet the
expected academic standards consistently at all levels of their education.
Family and School Partnership for
Student Achievement Education Act
s. 1002.23(1), F.S.
Purpose
•
The purpose of the Family and School Partnership for Student Achievement Act is to:
(1)(a)
(1)(b)
−
provide parents with specific information about their child’s educational progress;
−
provide parents with comprehensive information about their choices and opportunities
for involvement in their child’s education; and
(1)(c)
−
provide a framework for building and strengthening partnerships among parents,
teachers, principals, district school superintendents, and other personnel.
Each district school board, school district superintendent, and teacher shall fully support and
cooperate in implementing a well-planned, inclusive, and comprehensive program to assist
parents and families in effectively participating in their child’s education.
Facilitation
(2)
•
To facilitate meaningful parent and family involvement, the Department of Education shall
develop guidelines for a parent guide to successful student achievement which describes what
parents need to know about their child’s educational progress and how they can help their
child to succeed in school. The guidelines shall, but need not be limited to:
Parental Information
(2)(a)1
•
Parental information regarding:
−
requirements for their child to be promoted to the next grade, as specified in s. 1008.25,
33
?
Chapter 3—Optional Elements of Student Progression Plan
?
Subject
Florida Statutes
Optional Elements for Implementation of Student Progression Plan
−
public school student progression; remedial instruction; reporting requirements;
(2)(a)2
−
progress of their child toward achieving state and district expectations for academic
proficiency;
(2)(a)3
−
assessment results, including report cards and progress reports;
and
(2)(a)4
−
qualifications of their child’s teachers;
(2)(b)
•
Services available for parents and their children, such as family literacy services; mentoring,
tutorial, and other academic reinforcement programs; college planning, academic advisement,
and student counseling services; and after-school programs;
(2)(c)
•
Opportunities for parental participation, such as parenting classes, adult education, school
advisory councils, and school volunteer programs;
(2)(d)
•
Opportunities for parental participation, such as parenting classes, adult education, school
advisory councils, and school volunteer programs;
(2)(e)
•
Educational choices, as provided for in s. 1002.20(6), Educational choice-public school,
private school, home education and private tutoring, and corporate income tax credit
scholarships, as specified in s. 220.187;
(2)(f)
•
Classroom and test accommodations available for students with disabilities; and
(2)(g)
•
School board rules, policies, and procedures for student promotion and retention, academic
standards, student assessment, courses of study, instructional materials, and contact
information for school and district offices.
District Check List
•
The Department of Education shall develop and disseminate a checklist for school districts to
provide to parents to assist with the parent’s involvement in their child’s educational progress.
The checklist shall address parental actions that:
−
place a strong emphasis on the communication between school and home.
(3)(a)
−
strengthen the child’s academic progress, especially in the area of reading;
(3)(b)
−
strengthen the child’s citizenship, especially social skills and respect for others;
(3)(c)
−
strengthen the child’s realization of high expectations and setting lifelong learning goals;
and
(3)(d)
−
place a strong emphasis on the communication between school and home.
Parent–Response Center
(4)
•
The Department of Education shall establish a parent-response center to provide assistance to
parents and families in answering questions and resolving issues related to the child’s
education.
District Rule Development
•
Each district school board shall adopt rules that strengthen family involvement and family
empowerment. The rules shall be developed in collaboration with parents, school
administrators, teachers, and community partners, and shall address
(5)(a)
parental choices and responsibilities;
(5)(b)
links with community services;
(5)(c)
(5)(d)
−
opportunities for parental involvement in the development, implementation, and
evaluation of family involvement programs; and
−
opportunities for parents to participate on school advisory councils an in school volunteer
programs and other activities.
(3)
(5)
34
?
Chapter 3—Optional Elements of Student Progression Plan
?
Subject
Florida Statutes
Optional Elements for Implementation of Student Progression Plan
District to Submit Rules
(6)
•
Beginning with the 2003-2004 school year, each school district shall submit a copy of the
rules developed under subsection (5) to the Department of Education by October 1.
Parent Guide Elements
(7)
•
Each school district shall develop and disseminate a parent guide to successful student
achievement, consistent with the guidelines of the Department of Education, which addresses
what parents need to know about their child’s educational progress and how parents need to
know about their child’s educational progress and how parents can help their child to succeed
in school. The guide must:
(7)(a)
(7)(b)
(7)(c)
−
be understandable to students and parents;
−
be distributed to all parents, students, and school personnel at the beginning of each
school year;
−
be discussed at the beginning of each school year in meetings of students, parents, and
teacher; and
(7)(d)
−
include information concerning services, opportunities, choices, academic standards, and
student assessment.
The parent guide may be included as a part of the code of conduct that is required in s.
1006.07(2).
Checklist of Parental Actions
(8)
•
Each school district shall develop and disseminate a checklist of parental actions that can
strengthen parental involvement in their child’s educational progress, consistent with the
requirements in subsection (3). The checklist shall be provided each school year to all parents
of students in kindergarten through grade 12 and shall focus on academics, especially reading,
high expectations for students, citizenship, and communication.
District Compliance
(9)
•
The State Board of Education shall annually review each school district’s compliance with
this section and the district’s success in achieving improved services for families. The State
Board of Education shall use all appropriate enforcement actions, as provided for in s.
1008.32, F.S. until the school district fully complies with the requirements of this section.
Habitual Truant Defined
s. 1003.01(8), F.S.
•
A habitual truant is defined as a student who has 15 unexcused absences within 90 calendar
days with or without the knowledge or consent of the student’s parent, and is subject to
compulsory school attendance under s. 1003.21(1), F.S., and (2)(a) and is not exempt under s.
1003.21(3), F.S., or s. 1003.24, F.S., or by meeting the criteria for any other exemption
specified by law or rules of the State Board of Education.
Declaration of Intent to Terminate School
s. 1003.21(1)2(c)
•
A student who attains the age of 16 years during the school year is not subject to compulsory
Enrollment (age 16) Habitual Truant
school attendance beyond that date and may file a formal declaration of intent to terminate
school enrollment. The declaration must acknowledge that terminating school enrollment is
likely to reduce the student’s potential earning power and must be signed by the student and
the student’s parent.
Attendance Policy
s. 1003.24, F.S.
•
Parents/guardians are specified as responsible for student’s attendance at school. A parent or
guardian of a child is not responsible for the child’s nonattendance at school under the
following conditions:
−
with permission of head of school, without the parents knowledge, financial inability of
parent, or sickness/injury.
35
?
Chapter 3—Optional Elements of Student Progression Plan
?
Subject
Florida Statutes
Optional Elements for Implementation of Student Progression Plan
•
Students who are continually ill and absent from school must be under physician’s super-
vision to be excused. Such excuse provides that a student’s condition justifies absence for
more than the number of days permitted by the district school board. District school boards
must establish an attendance policy that includes: length of school year, number of allow-
able absences and tardies after which a statement explaining such absences must be on file at
the school, and define excused and unexcused absences.
Attendance Policy Enforcement
s. 1003.26, F.S.
•
The superintendent of each school district is responsible for enforcing school attendance of all
children and youth subject to the compulsory school age in the school district. The
responsibility includes recommending policies and procedures to the school board to ensure
that schools respond in a timely manner to every unexcused absence; or absence for which the
reason is unknown, of the students enrolled in schools.
School Board Policies
•
School board policies must require each parent or guardian of a student to justify each
absence of the student. Justification will be evaluated based on adopted school board policies
that define excused and unexcused absences.
•
Policies must provide that schools track excused and unexcused absences and contact the
home in the case of an unexcused absence from school or an absence from school for which
the reason is unknown, to prevent the patterns of nonattendance. The Legislature finds that
early intervention in school attendance matters is the most effective way of producing good
attendance habits that will lead to improved student learning and achievement. Each public
school shall implement the following steps to enforce regular school attendance:
Contact, Refer, Enforce
s. 1003.26(1)(a), F.S.
•
The school principal (or designee) shall contact the student’s parent to determine the reason
for absence. If the absence is excused, the school shall provide opportunity for the student to
make up assigned work and not receive an academic penalty unless work is not made up
within a reasonable time.
•
The student’s primary teacher shall report to the school principal (or designee) that the student
may be exhibiting a pattern of nonattendance if a student has had:
−
at least five unexcused absences within a calendar month or for which reasons are
unknown.
−
ten unexcused absences or absences for which reasons are unknown, within a 90
calendar-day period.
Referral to the Child Study Team (CST)
s. 1003.26(1)(b)
•
The principal shall refer the case to the school’s child study team to determine if patterns of
truancy are developing unless there is clear evidence that the absences are not a pattern of
nonattendance.
Request Parent Meeting
(1)(b)
•
A meeting with the parent must be scheduled to identify potential remedies, if a pattern of
nonattendance is developing, whether the absences are excused or unexcused. The principal
must notify the district school superintendent and the school district contact for home
education programs that the referred student is exhibiting a pattern of nonattendance.
Interventions
(1)(c)
•
The child study team shall implement interventions that best address the problem if an initial
meeting does not resolve the problem. The interventions may include:
1.
changes in the learning environment
2.
mentoring
36
?
Chapter 3—Optional Elements of Student Progression Plan
?
Subject
Florida Statutes
Optional Elements for Implementation of Student Progression Plan
3.
student counseling
4.
tutoring, including peer tutoring
5.
placement into different classes
6.
evaluation for alternative education programs
7.
attendance contracts
8.
referral to other agencies for family services
9.
other interventions, including but not limited to, a truancy petition as specified in s.
984.151, F.S.
CST Refers to Superintendent Attendance
Policy Enforcement
(1)(d)
•
The child study team shall be diligent in facilitating intervention services and shall report the
case to the superintendent when all reasonable efforts to resolve nonattendance are exhausted.
Parent Refuses Participation in Remedial
Strategies
(1)(e)
(1)(f)1
•
If the parent refuses to participate in the remedial strategies because he or she believes the
strategies are unnecessary or inappropriate, then they can appeal to the school board.
•
The school board may provide a hearing officer and the hearing officer shall make a
recommendation for final action to the district school board.
•
The superintendent may seek criminal prosecution for noncompliance with compulsory
school attendance if the school board’s final determination is that the strategies of the child
study team are appropriate and the parent still refuses to participate or cooperate.
•
If the parent of a child who has been identified as exhibiting a pattern of nonattendance
enrolls the child in a home education program, the district school superintendent shall provide
the parent a copy of the home education program requirements, s. 1002.41, F.S. and the
accountability requirements in this subsection.
•
The district school superintendent must refer the parent to a home education review
committee composed of the district contact for home education programs and at least two
home educators selected by the parent from a district list of all home educators who have
conducted home education programs for at least 3 years and who have indicated a willingness
to serve on the committee.
•
The home education review committee must review the portfolio of the student every 30 days
during the district’s regular school terms until the committee is satisfied that the home
education program is in compliance with home education program requirements specified in
s. 1002.41(1)(b), F.S.
Parent Enrolls Child in Home Education
−
the first portfolio review must occur within 30 calendar days of the establishment of the
program.
−
the requirements of s. 1003.26(1)(F)2, F.S. do not apply once the committee determines
the home education program is in compliance with s. 1002.41(1)(b), F.S.
Parent Fails to Provide Portfolio
(1)(f)2
•
The home education review committee must notify the district superintendent if the parent
fails to provide a portfolio to the committee.
•
The district school superintendent must then terminate the home education program and
require the parent to enroll the child within three days in an attendance option that meets the
definition of “regular school attendance” as specified under s. 1003.01(13), F.S. a:
(1)(f)2(a)
−
(a) public school
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(1)(f)2(b)
(1)(f)2(c)
−
(b) parochial, religious or denominational school
−
(c) private tutoring program
•
Upon termination of a home education program, the parent will not be eligible to reenroll the
child in a home education program for 180 calendar days. Failure of a parent to enroll the
child in a public school; a parochial, religious or denominational school; or a private tutoring
program may result in criminal prosecution.
Child Noncompliance
(1)(g)
•
If a child subject to compulsory school attendance will not comply with attempts to enforce
school attendance, the parent or the superintendent (or designee) shall refer the case to the
case staffing committee pursuant to s. 984.12, F.S., and the superintendent (or designee) may
file a truancy petition pursuant to the procedures in s. 984.151, F.S.
Give Written Notice
(2)(a)
•
A written notice in person or by return-receipt mail, is given to the parent when no valid
reason is found for nonenrollment in school which requires enrollment or attendance within
three days notice. If the notice and requirement are ignored, the designated school
representative shall report the case to the superintendent, and may refer the case to the case
staffing committee. The superintendent shall take steps as are necessary to bring criminal
(2)(b)
prosecution against the parent.
•
The superintendent (or designee) shall give written notice in person or by return-receipt mail
to the parent of that child that criminal prosecution is being sought for nonattendance.
•
The superintendent may file a truancy petition, as defined in s. 984.03, F.S., following the
procedures outlined in s. 984.151, F.S.
Return Child to Parent
(3)
•
A designated school representative shall visit the home or place of residence of a student and
other place in which he or she is likely to find any student who is required to attend school
when the student is not enrolled or is absent from school during school hours without an
excuse, and when the student is found shall return the child to his or her parent, principal,
teacher in charge of the school, the private tutor from whom absent, or to the juvenile
assessment center or other location established by the school board to receive students who
are absent from school. Upon receipt of the student, the parent shall be immediately notified.
Report to the Division of Jobs and Benefits
(4)
•
A designated school representative shall report to the Division of Jobs and Benefits of the
Department of Labor and Employment Security all violations of the Child Labor Law.
Right to Inspect
(5)
•
A designated school representative shall have the same right of access as is given by law to
the Division of Jobs and Benefits only for the purpose of ascertaining whether children of
compulsory school age are actually employed there and are working there regularly. The
designated school representative shall report findings of unsatisfactory working conditions or
violation of the Child Labor Law to the Division of Jobs and Benefits.
Court Procedures and Penalties
s. 1003.27, F.S.
Driver’s License Requirements
(2)(b)
•
Issuance of a driver’s license or a learner’s driver’s license is prohibited and driving
privileges will be suspended for nonattendance. Principals (or designee) shall notify the
district school board of each student who accumulates 15 unexcused absences in 90 calendar
days. Each private school governing body designee and each parent whose child is enrolled in
a home education program may provide the Department of Highway Safety and Motor
Vehicles with the legal name, sex, date of birth, and social security number of each minor
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student under his or her jurisdiction who fails to satisfy relevant attendance requirements. The
superintendent must notify the Department of Highway Safety and Motor Vehicles with the
legal name, sex, date of birth, and social security number of each student. The Department of
Highway Safety and Motor Vehicles may not issue a driver’s license or learner’s driver’s
license to, and shall suspend any previously issued driver’s license or learner’s driver’s license
of a minor student.
Habitual Truancy Cases
(3)
•
The district school superintendent is authorized to file a truancy petition, specified in s.
984.151, F.S.
•
If the district school superintendent chooses not to file a truancy petition, procedures for filing
a child-in-need-of-services petition must be followed according to this section and chapter
984. The designated school representative shall refer a student who is habitually truant and
the student’s family to the children in-need-of-services and families-in-need-of services
provider or the case staffing committee as determined by the cooperative agreement and the
procedures established by the district school board. Prior to the filing of a petition, the district
school board must have complied the requirements of Attendance Policy Enforcement, s.
1003.26, F.S., and those efforts must have been unsuccessful.
Cooperative Agreements and Prosecutions
(4)
4)(a)
•
The district administrator of the Department of Children and Family Services or designee, the
circuit manager of the Department of Juvenile Justice or designee and the district school
superintendent or superintendent’s designee of schools must develop a cooperative
interagency agreement that:
−
clearly identifies each department’s role and function in working with habitual truants
and their families.
(4)(b)
(4)(c)
(4)(d)
−
identifies and implements measures to resolve and reduce truant behavior.
−
addresses issues of streamlining service delivery, the appropriateness of legal
intervention, case management, the role of case staffing committee, student and parental
intervention, student and parental involvement, and community action plans.
−
delineates time frames for implementation and identifies a mechanism for reporting
results by the circuit juvenile justice manager or the circuit manager’s designee and the
district school superintendent or the superintendent’s designee to the Department of
Juvenile Justice and Department of Education.
(6)
•
If proceedings and prosecution have been commenced against parent/guardian or child, the
presiding courts shall make every effort to coordinate sanctions ordering the child and parent
to perform community service, attend counseling, monetary payment, make up missed work,
and attend school with the child. Employers cannot terminate any employee who is attending
school with a child pursuant to a court order.
Student Subject to School Control
s. 1003.31(1),F.S.
•
Each student enrolled in school is subject to law and rules and regulations of the State Board
of Education and of the district school board during the time he or she is being transported to
or from school at public expense, he or she is attending school, or he or she is on school
premises participating with authorization in a school-sponsored activity. A student is also
subject to rules of the district school board during a reasonable time before and after the
student is on the premises for attendance at school or for authorized participation in a school-
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sponsored activity. The student shall be under the control and direction of the principal or
teacher in charge of the school, and under the immediate control and direction of the teacher
or other member of the instructional staff or the bus driver to whom the responsibility is
assigned by the principal.
Reasonable Time
(2)
•
The term “reasonable time” means 30 minutes before or after the activity is scheduled or
actually begins or ends, whichever period is longer. A school or district school board may
assume a longer period of supervision by policy or other formal action. Casual or incidental
contact between school district personnel and students on school property shall not result in a
legal duty to supervise outside of the reasonable times provided that parents shall be advised
in writing twice per year or by posted signs of the school’s formal supervisory responsibility
and that parents should not rely on additional supervision. The duty of supervision shall not
extend to anyone other than students attending school and students authorized to participate in
school-sponsored activities.
Right to Expel
(3)
•
Nothing shall prohibit a district school board from having the right to expel, or to take
disciplinary action against, a student who is found to have committed an offense on school
(3)(a)
(3)(b)
(3)(c)
property at any time if:
−
the student is found to have committed a delinquent act which would be a felony if
committed by an adult,
−
the student has adjudication withheld for a delinquent act which if committed by an adult
would be a felony, or
−
the student has been found guilty of a felony.
•
If the student has a disability the disciplinary action must comply with the procedures set
forth in State Board of Education rule.
Daily Conduct Pledge
(4)
•
Students may be required by the school district to recite a daily conduct pledge, which states
positive behavior and conduct.
Required Instruction
s. 1003.42(1), F.S.
•
Each school district shall provide all courses required for high school graduation and
appropriate instruction designed to ensure that students meet State Board of Education
adopted standards (Sunshine State Standards) in the following subject areas: reading and other
language arts, mathematics, science, social studies, foreign languages, health and physical
education and the arts.
Content Areas
(2)
•
Members of the instructional staff of public schools shall teach efficiently using books and
materials required and including the following prescribed courses of study:
−
the content of the Declaration of Independence and how it forms the philosophical
foundation of our government.
−
the arguments in support of adopting our republican form of government as they are
embodied in the Federalist Papers.
−
the essentials of the United States Constitution and how it provides the structure of our
government.
−
flag education including proper flag display and flag salute.
−
the elements of civil government including the primary functions of the Federal
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Government, the state, and its counties, municipalities, school districts and special
districts.
−
the history of Holocaust (1933-45), the systematic, planned annihilation of European
Jews and other groups by Nazi Germany, a watershed event in the history of humanity, to
be taught in a manner that leads to an investigation of human behavior, an understanding
of the ramifications of prejudice, racism, and stereotyping, and an examination of what it
means to be a responsible and respectful person, for the purposes of encouraging
tolerance of diversity in a pluralistic society and for nurturing and protecting democratic
values and institutions.
−
the history of African Americans, including the history of African peoples before the
political conflicts that led to the development of slavery, the passage to America, the
enslavement experience, abolition, and the contributions of African Americans to society.
−
the elementary principles of agriculture.
−
the true effects of all alcoholic and intoxication liquors and narcotics on the human body
and mind.
−
kindness to animals.
−
the history of state.
−
the conservation of natural resources.
−
comprehensive health education that addresses concepts of community health, consumer
health, environmental health, family life, including an awareness of the benefits of sexual
abstinence as the expected standard and the consequences of teenage pregnancy, mental
and emotional health, injury prevention and safety, nutrition, personal health, prevention
and control of disease and substance use and abuse.
•
additional subjects as are prescribed by law, or fields in such grades as are prescribed by law
or by rules of the State Board of Education and the district school board in fulfilling the
requirements of law.
−
the study of Hispanic contributions to the U.S.
−
the study of Women’s contributions to the U.S
−
a character development program in the elementary schools, similar to Character First
or/Character Counts, which is secular in nature and stresses such character qualities as
attentiveness, patience, and initiative. Beginning in school year 2004-2005, the character-
development program shall be required in Kindergarten through grade 12. Each district
school board must develop or adopt a curriculum for the character development program
that must be submitted to the department for approval. The character-development
curriculum shall stress the qualities of patriotism, responsibility citizenship, kindness,
respect, honesty, self-control, tolerance and cooperation.
−
the sacrifices that veterans have made in serving out country and protecting democratic
values worldwide on or before Veteran’s Day and Memorial Day (using the assistance of
local veterans when practicable).
(
Explanatory Note:
It is up to the school district to determine how, for how long, to whom, in
what courses, and what materials will be used in teaching these topics.)
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Teaching of Disease Exemption
(3)
•
Any child whose parent presents a written request to the principal shall be exempted from the
teaching of the reproductive health or any disease, including HIV/Aids, its symptoms,
development, and treatment. A student so exempted may not be penalized by reason of that
exemption. Course descriptions for comprehensive health education shall not interfere with
the local determination of appropriate curricular which effects local values and concerns.
Dropout Prevention and Academic
Intervention
s. 1003.53(1)(a), F.S.
•
School districts are encouraged to develop and establish dropout prevention and academic
intervention activities designed to meet the needs of students who do not perform well in
traditional educational programs.
•
Student participation in programs shall be voluntary.
•
Districts may assign students to a program for disruptive students.
Student Eligibility
•
Dropout Prevention and academic intervention programs may differ from traditional
education programs and schools in scheduling, administrative structure, philosophy,
curriculum, or setting and shall employ alternative teaching methodologies, curricula,
learning activities, and diagnostic and assessment procedures in order to meet the needs,
interests, abilities, and talents of eligible students.
Character Development and Law
Education
•
The educational program shall provide curricula, a character development and law education
and related services which support the program and goals and lead to improved performance
in the areas of academic achievement, attendance, and discipline.
Single-Parent Family
•
No student shall be identified as being eligible to receive services funded through the dropout
prevention and academic intervention program based solely on the student being from a
single-parent family.
•
Students in grades 1-12 shall be eligible for dropout prevention and academic intervention
programs.
Grade Levels
(1)(b)
•
Eligible students shall be reported in the appropriate basic cost factor. The strategies and
supports provided to eligible students shall be funded through the General Appropriations Act
and may include, but are not limited to those services identified on the student’s academic
intervention plan.
Program Criteria
(1)(c)
•
A student shall be identified as eligible to receive services based on one of the following
criteria:
(1)(c)1
(1)(c)2
−
the student is academically unsuccessful as evidenced by low test scores, retention,
failing grades, low grade point average, falling behind in earning credits, or not meeting
state or district levels in reading, mathematics, or writing.
−
the student has a pattern of excessive absenteeism or has been identified as a habitual
truant.
(1)(c)3
(1)(c)3.a
−
the student has a history of disruptive behavior in school or has committed an offense
that warrants out-of-school suspension or expulsion from school according to the district
code of student conduct. ”Disruptive behavior” is behavior that:
−
interferes with the student’s own learning or the educational process of others and
requires attention and assistance beyond that which the traditional program provides
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(1)(c)3.b
or results in frequent conflicts of a disruptive nature while the student is under the
jurisdiction of the school either in or out of the classroom or
−
severely threatens the general welfare of students or with others the student comes
into contact.
Second Chance Schools
(1)(d)1
•
“Second Chance Schools” means school district programs provided through cooperative
agreements between the Department of Juvenile Justice, private providers, state or local law
enforcement agencies, or other state agencies for students who have been disruptive or violent
or who have committed serious offenses.
Startup Grants
(1)(d)2
•
School districts seeking to enter into a partnership with a private entity or public entity to
operate a second chance school for disruptive students may apply to the Department of
Education for start-up grants from the DOE.
Program Implementation
(2)(a)
•
Each district may establish dropout prevention and academic intervention programs at the
elementary, middle, junior, or high school level.
•
Programs designed to eliminate patterns of excessive absenteeism or habitual truancy shall
emphasize academic performance and may provide specific instruction in he areas of:
−
career education
−
behavioral management
School Improvement Plan
(2)(b)
•
Each school that establishes a dropout prevention and academic intervention program at the
school site shall reflect that program in the school improvement plan as required under s.
1001.42(16), F.S.
Evaluation
(3)
•
Each school district receiving state funding for dropout prevention and academic intervention
programs through the General Appropriations Act shall submit information through an annual
report to the DOE’s database documenting the extent to which each of the district’s dropout
prevention and academic intervention programs has been successful in the areas of graduation
rate, dropout rate, attendance rate, and retention/promotion rate.
Staff Development
(4)
•
Each school district shall establish procedures for ensuring that teachers assigned to dropout
prevention and academic intervention programs possess the affective, pedagogical, and
content-related skills necessary to meet the needs of these students.
Records
(5)
•
Each district providing a dropout prevention and academic intervention program shall
maintain records documenting the student’s eligibility, the length of participation, the type of
program to which the student was assigned or the type of academic intervention services
provided and an evaluation of the student’s academic and behavioral performance while in the
program.
Parent Notification
(5)
•
Prior to placement or provision of academic services, the principal or his designee must
provide written notice before placement or services by certified mail, return receipt re-
quested, to the student’s parent. The parent of the student must sign an acknowledgement of
the notice and return the signed acknowledgement to the principal within 3 days after receipt
of the notice. The parents of the assigned student must be notified in writing and entitled to an
administrative review of placement action by school personnel.
School-to-Work Accountability Provision
s. 1006.02(1), F.S.
•
Each public K-20 schools must document the manner in which they have prepared students to
of Information to Students and Parents
enter the workforce, including information regarding the provision of accurate, timely career
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and curricular counseling to students. This information must include:
−
available career opportunities
−
educational requirements associated with each career
−
student financial aid available to enable students to pursue any postsecondary instruction
required to enter that career
•
This information must also delineate school procedures for identifying student interests and
aptitudes, include recommended high school coursework that prepares students for success in
college-level work.
(2)
•
This information shall be made known to parents and students annually through inclusion in
the school’s handbook, manual, or similar documents or other communication regularly
provided to parents and students.
•
School-to-work transition information must delineate the availability of applied instruction
utilizing examples comparable to the student performance standards specified for
corresponding college-preparatory course, and must delineate the support services available
for students who need assistance to successfully complete instruction necessary to enroll in
(3)
postsecondary education or enter the workforce.
•
School-to-work transition information must delineate the availability of instruction that
enables students to acquire technical skills associated with specific clusters of occupations as
well as employability skills that apply to most occupations and describe and identify the
available workplace-based learning experiences. Any school that conducts secondary career
education programs must identify any agreements that specify the programs that articulate
into corresponding postsecondary programs.
•
Each school must assess the student’s preparation to enter the workplace and must provide the
student and the student’s parents with the results of this assessment.
Disclosure at School Registration
s. 1006.07(1)(b), F.S.
•
District school boards should establish procedures that require students to note previous
school expulsions, arrests resulting in a charge, and juvenile justice actions at initial school
registration. The district school board of a receiving school district has the authority to honor
the final order of expulsion or dismissal of a student by any in-state or out-of-state public
district school board or private school or lab school, for an act which would have grounds for
expulsion according to the receiving district school board’s code of student conduct using the
following procedures:
(1)(b)1
−
a final order of expulsion must be recorded in the records of the receiving school district.
(1)(b)2
−
the expelled student applying for admission to the receiving school district shall be
advised of the final order of expulsion.
(1)(b)3
−
the district school superintendent of the receiving school district may recommend to the
district school board that the final order of expulsion be waived and the student be
admitted to the school district, or that the final order of expulsion be honored and the
student not be admitted to the school district.
Zero Tolerance for Crime and
s. 1006.13(1)(a), F.S.
•
School districts shall adopt a policy of zero tolerance for crime and substance abuse. The
Victimization Policy
policy shall include the reporting of delinquent acts and crimes whenever and wherever
students are under the jurisdiction of the school board.
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(1)(b)
•
?
Victimization of students, including taking all steps necessary to protect the victim of any
violent crime from any further victimization.
(2)
•
?
The zero tolerance policy shall require students found to have committed one of the follow-
wing offenses to be expelled with or without continuing education services from the student’s
regular school for a period of not less than one full year, and to be referred to the criminal
justice of juvenile justice system:
(2)(a)
−
bringing a firearm or weapon, as defined in chapter 790, to school, to any school
function, or onto any school-sponsored transportation or possessing a firearm at school.
(2)(b)
−
?
making a threat or false report, as defined by s.790.162 and 790.163, involving school or
school personnel’s property, school transportation, or a school-sponsored activity.
−
?
the district school boards may assign the student to a disciplinary program for the
purpose of continuing educational services during the period of expulsion.
−
?
district school superintendents may consider the 1-year expulsion requirement on a case-
by-case basis and request the district school board to modify the requirement by
assigning the student to a disciplinary program or second chance school if the request for
modification is in writing and it is determined to be in the best interest of the student and
the school system.
−
?
if the student committing any of the offenses listed in s. 1006.13(2), F.S., the district
school-board shall comply with applicable State Board of Education rules.
(3)
•
?
Each school district shall enter into an agreement with the sheriff’s office or police
department specifying guidelines for reporting felonies and violent misdemeanors, whether
committed by a student or adult, and delinquent acts that would be felonies or violent
misdemeanors if committed by an adult, are reported to law enforcement. These agreements
shall include the role of school resource officers in handling reported incidents, special
circumstances in which school officials may handle incidents without filing a report to law
enforcement, and a procedure for ensuring that school personnel properly report appropriate
delinquent acts and crimes. The school principal shall be responsible for ensuring that all
school personnel are properly informed as to their responsibilities regarding crime reporting
that appropriate delinquent acts and crimes are properly reported and that actions taken in
cases with special circumstances are properly taken and documented.
(4)
•
?
Each district school board must adopt rules providing that any student found to have
committed a violation of s. 784.081(1), (2), or (3) must be expelled or placed in an alternative
school setting or other program if the student is charged with the offense the student must be
removed from the classroom immediately and placed in an alternative school setting pending
disposition.
(5)(a)
•
?
Whenever any student who is attending public school is adjudicated guilty or delinquent for
or is found to have committed, regardless of whether adjudication is withheld, or pleads guilty
or nolo contendre to a felony (specified in s. 1006(13)(5)(a) 1-10, F.S.) and before or at the
time of adjudication, withholding of adjudication, or plea, the offender was attending a school
by the victim or sibling of the victim of the offense, the Department of Juvenile Justice must
notify the appropriate district school board of the adjudication or plea and whether the
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offender is prohibited from attending that school or riding on a school bus whenever the
victim or a sibling of the victim is attending same school or riding on the same school bus.
The district school board must take appropriate action to effectuate the steps outlined in s.
1006.13(5)(b) F.S.
Interscholastic Extracurricular Eligibility
s. 1006.15(2), F.S.
•
The term “extracurricular” means any school-authorized or education-related activity
Definition
occurring during or outside the regular instructional school day.
Interscholastic Extracurricular Eligibility
s. 1006.15(3)(a)1, F.S.
•
In order to participate in interscholastic extracurricular student activities, a student must
maintain a cumulative grade point average of 2.0 or above on a 4.0 scale, or its equivalent in
the courses required by statute for high school graduation, (s. 1003.43(1), F.S.).
(3)(a)2
•
A student must fulfill the requirements of an academic performance contract between the
student, the district school board, the appropriate governing association, and the student’s
parents
−
if the student’s cumulative grade point average falls below 2.0, or its equivalent on a 4.0
scale in courses required for high school graduation specified in s. 1003.43(1), F.S., or
for students who entered 9th grade prior to the 1997-1998 school year, if the
student’s grade point average falls below 2.0 on a 4.0 scale, or its equivalent, in
courses required
for high school graduation, specified in s. 1003.43(1), F.S. that are
taken after July 1,1997.
(3)(a)(3)
•
The contract must require that the student attend summer school, or its grade equivalent,
between 9 and 10 or grades 10 and 11, as necessary
•
A student must have a cumulative grade point average of 2.0 or above on a 4.0 scale, or its
equivalent in the courses required for high school graduation, specified in s. 1003.43(1), F.S.
during his or her junior year.
(3)(a)(4)
•
The content and the format of the academic performance contract are determined by the
school district and the appropriate governing association.
−
maintain satisfactory conduct and if a student is convicted or is found to have committed
a felony or delinquent act which would have been a felony if committed by an adult,
regardless of whether adjudication is withheld, the student’s participation in
interscholastic extracurricular activities is contingent upon school board policy.
(3)(b)
•
Any student who is exempt from attending a full school day based on rules adopted by the
district school board for double sessions or programs, experimental schools, or schools
operating under emergency conditions must maintain a 2.0 grade point average or its
equivalent on a 4.0 scale, and pass each class.
Interscholastic Extracurricular Eligibility:
Home Education
s. 1006.15(3)(a)4(c),F.S.
•
A home education student is eligible to participate in the interscholastic extracurricular
activities at the public school that he or she would be assigned to attend based on a district’s
attendance area policies or may develop an agreement to participate at a private school
provided the following conditions are met:
(3)(a)4(c)1
−
The student must meet the requirements of the home education program (s. 1002.41,
F.S.)
(3)(a)4(c)2
−
During the period of participation, the home education student must demonstrate
educational progress in all subjects taken in the home education program by a method of
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evaluation agreed upon by the parent and the school principal which may include:
−
review of the student’s work by a certified teacher chosen by the parent,
−
grades earned through correspondence,
−
grades earned in courses taken at a community college, university, or trade school,
−
standardized test scores above the 35th percentile, or any other method in s.
1002.41, F.S.
(3)(a)4(c)3
−
The student must meet the same residency requirements as other students in the school at
(3)(a)4(c)4
(3)(a)4(c)5
which he or she participates.
−
The student must meet the same standards of acceptance, behavior, and performance as
required of other students in extracurricular activities.
−
The student must register with the school his or her intent to participate in interscholastic
extracurricular activities as a representative of the school before the beginning date of
the season for which the activity in which he or she wishes to participate. A home
education student must be able to participate in curricular activities if that is a
requirement or an extracurricular activity.
(3)(a)4(c)6
(3)(a)4(c)7
−
A student who transfers from a home education program to a public school before or
during the first grading period of the school year is academically eligible to participate in
interscholastic extracurricular activities during the first grading period provided the
student has a successful evaluation from the previous year.
−
Any public school or nonpublic school student who has been unable to maintain
academic eligibility for participation in interscholastic extracurricular activities is
ineligible to participate as a home education student until the student has successfully
completed one grading period in home education fulfilling the requirements for
interscholastic extracurricular eligibility, s. 1006.15(3)(a)2, F.S., to become eligible to
participate as a home education student.
Readiness for Postsecondary Education
s. 1007.21, F.S.
and the Workplace
Models for Career Goal Planning to
Ensure Readiness for Postsecondary
Education and the Workplace
(1)
•
Schools, through their school advisory councils, may select a model for setting early
achievement and career goals to ensure that students are ready for postsecondary education. If
such a program is adopted, students and their parents shall have the option of participating in
this model to plan the student’s secondary level course of study. Parents and students are to
become partners in educational choice. Clear academic course expectations must be made
available to all students by allowing both student and parent choice.
Postsecondary Destination Student
Progression Model Requirements
2)(a)
•
Students entering 9th grade and their parents shall be active in choosing an end of high school
destination based upon both student and parent goals including four or more available
destinations*:
(2)(a)1
(2)(a)2
−
four-year university, community college plus university, or military academy.
−
two-year postsecondary degree.
(2)(a)3
(2)(a)4
−
postsecondary career and technical certificate.
−
immediate employment or entry-level military.
*the destinations shall accommodate the needs of students served in exceptional
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Subject
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Optional Elements for Implementation of Student Progression Plan
(2)(b)
(2)(b)1
(2)(b)2
(2)(b)3
education programs.
•
The student progression model toward a chosen destination shall include:
−
a “path” of core courses leading to each of the destination in (2)(a).
−
a recommended group of electives which will help define each path
−
provisions for a teacher, school administrator, school staff member or community
volunteer to be assigned to a student as an “academic advocate” if parental or guardian
involvement is lacking.
Common Placement Test: Early Test
Administration
(2)(c)
•
The common placement test (s. 1003.03, F.S.) may be administered to all high school second
semester sophomores who have chosen one of the four destinations. Results of the placement
test shall be used to target additional instructional needs in reading, writing, and mathematics
prior to graduation.
Tech Prep
(2)(e)
•
The above destinations shall support the goals of the Tech Prep program. Students enrolled in
Tech Prep shall be enrolled in articulated, sequential programs of study that include a
technical component and a minimum of a postsecondary certificate or 2 year degree.
Business Community
(2)(f)
•
The business community shall be encouraged to support real-world internships and
apprenticeships.
Service Learning
(2)(g)
(2)(h)
•
All students shall be encouraged to take part in service learning opportunities.
•
High school equivalency diploma preparation programs shall not be a choice for students
leading to any one of the four destinations above.
Level 1 Courses Access
(3)(a)
•
Access to Level I courses for graduation credit shall be limited to only those students for
whom assessment indicates a more rigorous course of study would be inappropriate.
This
shall take effect for those students entering ninth grade in 1997 and thereafter.
School Principal
(3)(b)1
•
The school principal must designate a member of the instructional or administrative staff to
serve as a specialist to help coordinate the use of student achievement strategies to help
students succeed in their coursework.
3)(b)1
−
The specialist shall assist teachers in integrating the academic and career and technical
curricula, utilizing technology providing feedback on student achievement and
implementing the Blueprint for Career Preparation and Tech Prep programs.
(3)(b)2
•
The school principal must institute strategies to eliminate reading, writing, and mathematics
deficiencies of secondary students.
State Universities Admissions of Students
s. 1007.261(1), F.S.
(1)(a)
•
Minimum academic standards for undergraduate admission to a university include:
−
each student must have received a high school diploma as specified in s. 1003.429,
Accelerated high school graduation options, or s. 1003.43, General requirements for
high school graduation or its equivalent except as provided in s. 1007.271(2)-(5), Dual
(2)(a)
(2)(b)
enrollment programs, or completed a home education program according to s. 1002.41.
−
successful completion of any course identified in the Department of Education course
code directory as level two or higher in one or more of the following subject areas:
English, mathematics, natural science, social science, and foreign language;
−
Successful completion of any course identified in the Department of Education course
code directory as level three in the same or related disciplines;
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Optional Elements for Implementation of Student Progression Plan
(2)(c)
−
any combination of the course identified in (2)(a) or (2)(b);
(2)(d)
(2)(d)1
(2)(d)2
−
successful completion of two credits from the courses identified in (2)(a), plus no more
than two total credits from the following categories of courses:
−
courses identified in the Department of Education course code directory as ROTC
and military training;
−
courses identified in the Department of education course code directory as level two
(2)(d)3
in art-visual arts, dance, drama-theatre arts, language arts, or music; or
−
any additional courses determined to be equivalent by the Department of Education.
(
Explanatory Note:
Refer to the Florida Counseling for Future Education Handbook
for a complete listing of courses).
Student Assessment Programs for Public
Schools
s. 1008.22(1), F.S.
•
The primary purposes of the statewide assessment program are to provide information needed
to improve the public schools by maximizing the learning gains of all students and to inform
parents of the educational progress of their public school children. The program must be
designed to:
(1)(a)
−
Assess the annual learning gains of each student toward achieving the Sunshine State
Standards
(1)(b)
(1)(c)
(1)(d)
−
provide data for making decisions regarding school accountability and recognition.
−
identify the educational strengths and needs of students and the readiness of students to
be promoted to the next grade level or to graduate from high school with a standard high
school diploma.
−
assess how well educational goals and performance standards are met at the school,
district, and state levels.
(1)(e)
(1)(f)
−
provide information to aid in the evaluation and development of educational programs
and policies.
−
provide information on the performance of Florida students compared with other across
the United States.
National Education Comparisons
s. 1008.22(2), F.S.
•
It is Florida’s intent to participate in the measurement of national education goals. The
Commissioner of Education shall direct school districts to participate in the administration of
the National Assessment of Educational Progress, or a similar national assessment program,
both for the national sample and for any state-by-state comparison programs which may be
initiated. Such assessments must be conducted using the data collection procedures, the
students surveys the educator surveys, and other instruments included in the National
Assessment of Educational Progress or similar program being administered in Florida.
Statewide Assessment Program
s. 1008.22(3), F.S.
•
The Commissioner of Education shall design and implement a statewide program of
educational assessment that provides information for the improvement of the operation and
management of the public schools, including schools operating for the purpose of providing
educational services to youth in Department of Juvenile Justice programs. Pursuant to the
statewide assessment programs the Commissioner of Education shall:
(3)(a)
−
submit to the state board a list of students skills and competencies to which the goals for
educational include reading, writing, science, and mathematics known as the Sunshine
State Standards. The skills and competencies must include problem-solving and higher
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Subject
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Optional Elements for Implementation of Student Progression Plan
order skills as appropriate.
(3)(b)
−
develop and implement a uniform system of indicators to describe the performance of
public school students and the characteristics of the public school districts and the public
schools.
Statewide Assessment Requirements (3)(c)
•
There shall be a student achievement testing program known as the Florida Comprehensive
Assessment Test (FCAT) as part of the statewide assessment program, to be administered
annually in grades 3-10 to measure reading, writing, science, and mathematics. The testing
program must include:
(3)(c)1(a)
−
tests that measure and report student proficiency levels in reading, writing and
mathematics and science.
(3)(c)2
−
tests that are a combination of norm-referenced and criterion-referenced at grades 3-10.
(3)(c)3
−
a test of writing in which students are required to produce writings which are then scored
by appropriate methods.
(3)(c)4
−
a score designated for each subject area tested. The school districts shall provide
appropriate remedial instruction to students who score below these levels.
(3)(c)5
−
except as provided in s. 1003.43(11)(b), students must earn a passing score on the grade
10 assessment test (FCAT) or an alternate assessment as described in subsection (9),
Equivalencies for standardized test in reading, writing, and mathematics to qualify for a
regular high school diploma. The State Board of Education (SBOE) shall designate a
passing score for each part of the grade 10 assessment test. The SBOE must consider any
possible negative impact on minority students. All students who took the grade 10 FCAT
during 2000-2001 school year shall be required to earn the passing scores in reading and
mathematics established by the SBOE for the March 2001 test administration. Students
who took the March 2001 test, and must repeat the test due to not earning a passing
score(s) are required to earn the established passing score for the March 2001 test
administration. All students who take the grade 10 FCAT for the first time in March
2002 and thereafter shall be required to earn passing scores in reading and mathematics
established by the SBOE for the March 2002 administration. The SBOE shall adopt
rules on the passing scores for the grade 10 FCAT. If the rules pertain to raising the
required passing score, then they will apply only to students taking the grade 10 FCAT
after the rules are adopted by the SBOE.
(3)(c)6
−
that participation in the statewide testing program is mandatory for all public school
students, including students served in Department of Juvenile Justice programs. If a
student does not participate in the assessment, the district must notify the student’s
parent and provide the parent with information on the implication for nonparticipation. If
modifications are made in the student’s instruction to provide accommodations that
would not be permitted on statewide assessment tests, the district must notify the
student’s parent of the instructional modifications implications. In such cases, the parent
must provide signed consent for a student to receive instructional modifications not
permitted on statewide assessments and must acknowledge in writing that he or she
understands the implications of such accommodations. The SBOE shall adopt rules for
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Chapter 3—Optional Elements of Student Progression Plan
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Subject
Florida Statutes
Optional Elements for Implementation of Student Progression Plan
3)(c)7
(3)(c)8
test accommodations and modifications of such procedures for students in exceptional
education programs and who have limited English proficiency. Accommodations that
negate the validity of statewide assessment are not allowable.
−
that students seeking an adult high school diploma must meet the same testing
requirements that a regular high school student must meet.
−
that school districts must provide instruction to prepare students to demonstrate
proficiency in the skills and competencies necessary for successful grade-to-grade
(3)(c)9
progression and high school graduation. If a student is provided with accommodations or
modifications that are not allowable in the statewide assessment program, as described in
test manuals, the district must inform the parent in writing and must provide the parent
with information regarding the impact on the student’s ability to meet expected
proficiency levels in reading, writing and math. The Commissioner of Education will
conduct studies as necessary to verify that the required skills and competencies are part
of the district instructional programs.
−
that the Department of Education must develop or select, and implement a common
battery of assessment tools that will be used in all juvenile justice programs in the state.
District Testing Programs
s. 1008.22(4), F.S.
•
Each district school board must periodically assess student performance and achievement
within each school of the district. The assessment must be based upon local goals and
objectives that are compatible with the state plan for education and that supplement the skills
and competencies adopted by the state Board of Education. All school district must participate
in the statewide assessment program designed to measure annual student learning and school
performance. All district school boards must report assessment results as required by the state
management information system.
Equivalencies for Standardized Tests
s. 1008.22(9), F.S.
•
The Commissioner of Education shall determine the comparable validity of other available
standardized tests, including the SAT, ACT, College Placement Test, PSAT, PLAN, and tests
used for entry into military. If such tests are deemed valid and reliable measures, the
commissioner shall approve of such tests as alternate assessments to the grade 10 FCAT for
the 2002-2003 school year. Students who attain scores that equate to the passing scores on
the grade 10 FCAT for purposes of high school graduation on any of the approved alternative
assessments shall satisfy the assessment requirement for a standard high school diploma as
specified in s. 1003.43(5)(a) for the 2002-2003 school year graduating class. Prior
application of these alternative assessments in subsequent school years, the Legislature shall
review the continued us of these alternative assessments.
Postsecondary Feedback of Information to
s. 1008.37, F.S.
High Schools
Feedback to Districts on Students Referred
for Remediation based on Common
Placement Test
(1)
•
The State Board of Education shall require the Commissioner of Education to report to the
Legislature, and the district school boards the performance of each first-time-in-
postsecondary education student from each public high school who is enrolled in a university,
community college, or public technical center. These reports must be based on information
databases maintained by Department of Education. The universities, community colleges, and
technical centers shall provide school districts access to information on student performance
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Chapter 3—Optional Elements of Student Progression Plan
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Subject
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Optional Elements for Implementation of Student Progression Plan
in regular and preparatory courses and shall indicate students referred for remediation
pursuant to vocational-preparatory instruction (s. 1004.91, F.S.), or common placement testing
for public postsecondary education.
Reporting of the Numbers of Students
Needing Remediation
(2)
•
The Commissioner of Education shall annually report by high school to the State Board of
Education and Legislature no later than November 30th of each year the number of prior year
Florida high school graduates who enrolled for the first time in public postsecondary
education in this state during the previous summer, fall, or spring term, indicating the number
of students whose scores on the common placement test indicated the need for remediation
through college preparatory or vocational-preparatory instruction pursuant to (s. 1004.91,
F.S.), or common placement testing for public postsecondary education (s. 1008.30, F.S.).
Reporting Summary Reports to School
District
(3)
•
The Commissioner of Education shall organize school summary reports and student-level
records by school districts and high school in which the postsecondary education students
were enrolled and report the information to each school district no later than January 31st of
each year.
Development of Strategies to Improve
Postsecondary Feedback of Information to
High Schools
(4)
•
As part of the school improvement plan (s. 1008.345, F.S.), the State Board of Education shall
ensure that each school district and high school develop strategies to improve student
readiness for postsecondary education based on annual analysis of the feedback of report data.
(5)
•
The Commissioner of Education shall annually recommend statutory changes to reduce the
postsecondary remediation in math, reading, and writing for first-time enrolled high school
graduates.
52
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Jim Horne, Commissioner
Florida Department of Education
311938$
