Florida Department of Education
    Sample Planning Checklist for 12th Grade Students Who Have Not Earned
    Passing Scores on the Grade 10 FCAT
    2003-2004
    High school seniors who have not yet earned passing scores on the Grade 10 Florida
    Comprehensive Assessment Test (FCAT) continue to need assistance from their
    schools and the community. This assistance must be customized to meet the student’s
    individual needs, as each has unique concerns and differing options for continuing his
    or her education. A case management team consisting of at least the student, parent(s),
    and guidance counselor (or other school staff member) should consider all the
    information related to the student to determine a proper course of action. The following
    is a planning checklist that can help guidance counselors and other school staff to
    manage this process and ensure that students have the best opportunity to succeed on
    the FCAT in future administrations.
    A guidance counselor (or other member of the school staff) meets with the
    student and parent.
    ___ Explain the implications of not earning passing scores on the FCAT
    •
     
    Florida law requires that students achieve a passing score on the Grade 10
    FCAT to qualify for a standard high school diploma (Section 1008.22(3)(c)5,
    Florida Statutes).
    •
     
    For high school seniors with disabilities, refer to the May 2, 2003, memo,
    “Legislative Changes in High School Graduation Requirements for Students with
    Disabilities That Impact This Year’s Seniors” (available online at
    http://info.fldoe.org/dscgi/ds.py/Get/File-1104/LegislativeChangesSupt.pdf). Also
    refer to DPS Memo # 04-060, dated December 18, 2003, “2003-2004 Waiver
    Form for the Florida FCAT” (available online at
    http://info.fldoe.org/dscgi/ds.py/Get/File-1711/FCATmemo.pdf
    and attachment available online at
    http://info.fldoe.org/dscgi/ds.py/Get/File-1746/DPS_04-060waiver.pdf).
    ___ Review the student’s FCAT scores, which are stated on the Individual
    Student FCAT Report, and determine how many points the student’s FCAT
    score(s) are below the required passing scores.
    •
     
    Students who were administered the Grade 10 FCAT for the first time during the
    2001 administrations must earn a passing developmental score of 1856 (passing
    score of 287) or higher in reading and 1868 (295) or higher in mathematics.
    •
     
    Students who were administered the Grade 10 FCAT for the first time during the
    2002 administrations must earn a developmental score of 1926 (passing score of
    300) or higher for reading and 1889 (300) or higher for mathematics.
    ___ Review the student’s overall school performance, comparing it to
    requirements for graduation with a standard diploma.
    1
    ?
    •
     
    Course credits (Refer to “High School Graduation Requirements" at
    http://www.fldoe.org/cc/Chancellor/Newsletters/clips/articulationchart-
    synthesis1.asp )
    •
     
    Minimum cumulative grade point average (GPA) of 2.0 on scale of 4.0
    •
     
    Additional local school district requirements.
    ___
    ?
    Identify barriers that exist for the student, including but not limited to
    •
     
    poor student attendance
    •
     
    lack of school programs
    •
     
    lack of resources
    •
     
    lack of available staff who have high expertise in remediation.
    ___
    ?
    Determine the FCAT area(s) in which the student needs remediation.
    The student’s specific area(s) of reading and/or mathematics deficiencies must be
    diagnosed using all available information, including FCAT reports, class reports,
    teacher observations, and other diagnostic instruments.
    ___
    ?
    Review student’s current academic improvement plan (AIP) with the student
    and parent.
    ___
    ?
    Check the student's current schedule to ensure that the student is enrolled
    in coursework related to his or her FCAT deficiencies and/or that the student
    has been placed in the proper remediation studies.
    If course changes are
    appropriate, these should be scheduled at the same meeting with the parent.
    ___
    ?
    Revise the AIP to reflect any additional remedial academic interventions that
    are needed.
    ___
    ?
    Document that the parent or guardian is aware of the remediation plan for his
    or her child and understands the options for continuing education available
    in the event that the student does not earn passing scores on the June 2004
    administration of the FCAT.
    ___
    ?
    Schedule regular follow-up meetings to monitor progress.
    ___
    ?
    If the student does not earn passing scores during the June administration
    of the FCAT, meet again to select one (or more) of the continuing education
    options available in your district.
    Develop a continuing education plan and
    timeline of activities. Remediation classes and other activities, such as tutoring,
    should address the student’s specific deficiencies. If the summer school option is
    chosen and the student is not successful in meeting the requirements for
    graduation during the summer, the case management team should meet again to
    determine the next option for success.
    ___
    ?
    Track the success of the student and communicate with the parent and
    student concerning progress.
    2
    ?

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