Paper Number:
FY 2005-06
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September 2004
Technical Assistance Paper
Technical Assistance Paper Related to Academic
Advisement for Middle and High School Students
Purpose
The purpose of this document is to clarify the role of middle and high school counselors in
academic and career advisement. This technical assistance paper will address the following
topics:
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Background
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Legislation
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Middle and High School Counselors Advisement Model Related to Graduation and
Acceleration Programs
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Middle School Counselor Advisement
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High School Counselor Advisement
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Summary of High School Acceleration Programs for High School Students
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Career and Technical Education
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State Scholarships and Grants: Bright Futures and Need-Based Aid
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State University System Admission Requirements
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Community College Admission Requirements for AA/AS Degree Students
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Alternatives to Standard High School Diploma
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Entry Level Placement Tests
Background
The 2003 Legislature passed Senate Bill 30A, amending several laws relating to high school
graduation requirements. The purpose of these amendments was to provide students with
accelerated high school graduation options, align the required number of university admission
credits with these options, and modify the general requirements for high school graduation.
Beginning with the 2003-2004 school year, high school students were able to select one of three
programs for high school graduation.
The 2004 Legislature passed Committee Substitute for Senate Bill 364 (CS/SB 364) that also
amended several laws related to high school graduation requirements. The goal of the
Legislature is to ensure that students and their parents have the opportunity to select the
graduation program that will most appropriately prepare students for their chosen postsecondary
path.
TECHNICAL ASSISTANCE PAPERS (TAPs) are produced periodically by the
REFER QUESTIONS TO:
Bureau of School Improvement to present discussion of current topics. The
TAPs may be used for inservice sessions, technical assistance visits, parent
Mary Jo Butler
organization meetings, or interdisciplinary discussion groups. Topics are
identified by state steering committees, district personnel, and individuals, or
(850) 245-0479
maryjo.butler@fldoe.org
from program compliance monitoring.
Michael Tremor
BUREAU OF SCHOOL IMPROVEMENT
325 WEST GAINES STREET, ROOM 444
michael.tremor@fldoe.org
John Winn, Commissioner
(850) 245-0423
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TALLAHASSEE, FL 32399-0400
Any student who selected an accelerated graduation program under the requirements
established in Senate Bill 30A before July 1, 2004, may continue that program, and all statutory
program requirements that were applicable when the student made the program choice shall
remain applicable to the student as long as the student continues that program.
Parents and their children in grades six through nine must be provided with information
regarding the three options, including curricula, to enable students and parents to select the
postsecondary education or career plan that best fits their needs. This information must also
include a timeframe for achieving each graduation option. Parents of students in or entering
high school must be notified of the opportunities and benefits of acceleration programs such as
advanced placement (AP), International Baccalaureate (IB), Advanced International Certificate
of Education (AICE), dual enrollment, and Florida Virtual School courses.
Middle and high school counselors are integral to the implementation of these new and revised
requirements as they work with administrative, curriculum development, and instructional staff to
ensure that all students have the opportunity to design an academically challenging program of
study. A student’s program of study should lead to successful completion of requirements for
the student’s chosen postsecondary program. School counselors perform a critical function in
assisting students in the development of a comprehensive plan allowing for exploration of their
educational and career opportunities and take a proactive role in facilitating changes that afford
students, parents, and educators the opportunity to accurately assess student strengths,
interests, and preferences and encourage the selection of challenging educational programs.
Legislation
Passed by the 2003 Florida Legislature, Senate Bill 30A (The Quality Education Act)
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creates Section 1003.429, Florida Statutes (Accelerated high school graduation
programs) to require that, beginning with the 2003-2004 school year, each district school
board must provide each student in grades six through twelve and their parents with the
three-year and four-year high school graduation programs with curricula for students and
parents to select the postsecondary education or career plan that best fits their needs
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amends Section 1007.261(1)(b), Florida Statutes (State universities; admissions of
students), to require that students must successfully complete a college-preparatory
curriculum of 18 credits to select the minimum academic standards for undergraduate
admission to a state university, instead of the previous 19 credits
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amends Section 1003.02(l)(i), Florida Statutes (District school board operation and
control of public K12 education within the school district), to require that at the beginning
of each school year, each school district must notify parents of students in or entering
high school regarding the opportunity and benefits of advanced placement, International
Baccalaureate, Advanced International Certificate of Education, dual enrollment, and
Florida Virtual School courses.
The 2004 legislation amends Section 1003.429, Florida Statutes (Accelerated high school
graduation options), to revise the requirements for accelerated high school graduation programs
for students who enter the ninth grade in the 2004-2005 school year and thereafter.
Beginning with the 2004-2005 school year, students who enter ninth grade may select one of
three high school graduation options: the standard high school graduation program, a three-year
standard college preparatory program, or a three-year career preparatory program. Please refer
to DPS Memo #04-121, dated May 26, 2004, for an overview of the requirements for each of
these graduation options (see http://info.fldoe.org/dscgi/ds.py/Get/File-2091/DPS04-121.pdf).
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Middle School and High School Counselors Advisement Model Related to
Graduation and Acceleration Programs
The transition from middle school to high school is a critical time in the development of the
academic program of study as students and parents determine their chosen high school
graduation option and ninth grade courses. The change becomes even more significant for
those choosing a three-year graduation option. Effective transition requires middle and high
school counselors to work collaboratively for a seamless advisement and articulation model to
transition students from middle to high school. This teamwork effort becomes essential as
middle school counselors communicate students’ special interests, achievements, and
information for high school counselors to consider when providing academic advisement.
The opportunities provided by advanced placement courses, International Baccalaureate
Program, Advanced International Certificate of Education Program, dual enrollment and early
admissions, and Florida Virtual School courses should be explained to and understood by
parents and students. Early identification of and support for students capable of taking more
rigorous curricula to prepare them for accelerated academic programs becomes much more
critical in middle school.
In addition, all students in grades six through nine and their parents must be informed of the
three high school graduation options, including the curricula and the timeframe required to
achieve each option, to prepare them to select the high school graduation option that best
meets the students’ needs. It is important to consider that the flexibility to take additional credits
is reduced for students who choose one of the three-year high school graduation options, as
potentially twenty five percent of the high school program is eliminated. The result is that
students and their parents who choose one of the three-year options will need to plan carefully
to meet these requirements.
How will the desire of a committed, college bound student intent on acquiring high school credit
during middle school affect the academic advisement model? Although the formal declaration of
a graduation option may occur in the eighth grade, for those students and their families who
choose a three-year option, the decision may well be made earlier. School counselors should
consider that high school credit earned in eighth grade offers academic flexibility in high school.
Another consideration for school counselors is that middle school students and parents must be
made aware of the foreign language requirements included in the three-year college preparatory
graduation option, as well as the different mathematic requirements for each of these options.
Middle and high school counselors provide academic and career development programs that
help students explore academic and career opportunities to ensure that they are prepared to
achieve their postsecondary goals. Academic development programs assist students in
understanding the value of developing positive habits and attitudes that enable them to accept
academic challenges and benefit from school and the life-long learning process. It is important
that advisement models include the following academic development program components:
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academic goals
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programs of study
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plan for selection of one of the three high school graduation options
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postsecondary school decisions
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effective study skills
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test taking skills
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effective learning
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development of healthy school attitudes, responsibility, and motivation.
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Career development is the process through which individuals come to understand themselves
as they relate to the world of work and their role in it. Counselors can help students become
knowledgeable about career, educational, and social opportunities; learn decision-making and
planning skills; and develop a plan of action for achieving their career goals. Career
development programs should include assessment, exploration, and planning components.
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assessment—interests, abilities, skills, values, personality
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exploration—learn about career/career clusters and education/training options
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planning—make decisions and plans to meet career and education goals.
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By providing an advisement model that includes academic and career development
components, middle and high school counselors support and enable students to experience
academic success and develop the necessary skills to make a successful transition into
postsecondary education or a career path.
The school counselor must also assist parents in obtaining needed services for their children
through a referral and follow-up process and serve as liaison between the school and
community agencies to ensure collaborative efforts for helping students. School counselors are
responsible for developing comprehensive school counseling programs that promote and
enhance student learning and career development.
Middle and high school counselors need to
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notify parents regarding high school graduation options and acceleration programs at the
beginning of the school year for sixth through ninth grade students
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include information regarding high school graduation options and acceleration programs
in the student handbook and student and parent information packets
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provide high school graduation option and acceleration program information as part of
new student orientation and registration program advisement sessions (individual and
group)
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provide a form to students and parents to select a high school graduation option that
best meets the students’ needs and postsecondary goals
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provide students and parents with an update regarding state university system and
community college admission requirements
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review the student’s educational program of study and graduation plan periodically
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incorporate pertinent information from the
Florida Counseling for Future Education
Handbook
in newsletters and link on school or district website
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refer students and parents to the FACTS.org website
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use resources such as
Career Cruiser
and Florida Choices to help students develop
career and education plans
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provide parent workshops to brief parents on available graduation options and
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acceleration programs.
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A comprehensive counseling and guidance program sets student standards for competencies to
be achieved, contains a body of content, and uses a variety of strategies to deliver this content
to all students. Considering that all program content and intervention strategies must focus on
learning, school counselors provide counseling programs that consist of three important
components: assessment and use of data, curriculum, and advisement. The services derived
from these components help students resolve emotional, social, or behavioral problems and
help students to develop a clearer focus or sense of direction.
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Middle School Counselor Advisement
The introduction and subsequent revision of the three-year graduation options has made the
provision of information through middle school academic advisement even more imperative than
before. Students have a greater chance of success if their academic efforts are aimed at clearly
defined goals. Many students will begin thinking about their goals and how to meet them during
their middle school years. As students transition into middle school, it is important that they and
their parents begin developing postsecondary education and career plans. The counselor’s task
of ensuring that students and parents understand the requirements of the student’s chosen
graduation option increases the necessity of providing effective and accurate academic
advisement beginning in middle school—something from which all students will benefit,
regardless of their chosen graduation option.
Issues to be considered include the following:
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Is there an increased emphasis on the availability of high school courses offered in
middle school, particularly for eighth graders?
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Are middle school students academically prepared to pursue high school courses?
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How will the middle school curriculum strengthen students’ academic rigor and make
them competitive for high school and postsecondary plans?
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Will middle school students be academically prepared to pursue accelerated
mechanisms or three-year graduation options in high school?
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Will the availability of high school graduation in three years lead to an increased
awareness of and demand for credit earning courses in middle school?
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Are the middle schools encouraging students to set academically challenging goals for
high school and beyond?
Middle school counselors are required to provide information regarding acceleration programs
to students and their parents and to address the graduation options and acceleration programs
within their academic and career development program activities. Working with parents to help
their children identify abilities, interests, values, and career aspirations in middle school helps
ensure that students begin to focus their academic effort on clearly defined goals. School
counselors are encouraged to become familiar with
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high school graduation options and available acceleration programs (Note: Two years of
the same second language are required in the college preparatory option, and different
math requirements exist within the options.)
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high school academic and career preparatory programs
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additional high school courses available for middle school students
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the
Florida Counseling for Future Education Handbook
as a resource
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State University System (SUS) and community college admission requirements
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planning middle school students’ programs of study to link to the planned graduation
option
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FACTS.org
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Career Cruiser
and Florida Choices (www.florida.echoices.com).
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Effective middle school counseling for students and their parents can be invaluable in
expanding students’ vision and helping them realize the choices that are possible for their
postsecondary options. The components of effective academic advisement at the middle school
level are identified in the following section.
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Advisement Model Components
Assessment and Use of Data
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FCAT scores
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achievement tests
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free and reduced lunch
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student demographics
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attendance
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needs assessments/surveys for teachers, parents, and students.
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Through the analysis of assessment and data, counselors may help parents and students begin
thinking about postsecondary options and how these can be affected by decisions made in
middle school.
Guidance Curriculum
—The curriculum is delivered through structured strategies, activities, or
units by
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team teaching
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participation on interdisciplinary teams to develop classroom units that integrate subject
matter with the school guidance curriculum
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teaming and collaboration
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linking community members and associations to volunteer possibilities such as school
mentoring and tutoring programs
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orchestrating small groups outside the classroom to respond to students’ identified
needs or interests
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conducting parent workshops and individual advisement
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coordinating ongoing systemic activities designed to help individual students establish
personal goals and develop future academic and career plans
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utilizing planned programs that include visits to the campuses of local colleges,
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universities, and technical schools.
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Suggested topics for the guidance curriculum at the middle school level include
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middle school course programs
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high school graduation options
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education and career choices after high school
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reasons for entering postsecondary education
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exploration of interests, careers, and goals
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extracurricular activities and choices in high school
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high school credit in middle school.
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An effective guidance curriculum should help students develop a clear focus or sense of
academic direction and should assist in laying the foundation for postsecondary decisions.
Academic Advisement
—Middle school counselors offer effective advisement programs when
they work collaboratively with high school counselors regarding information provided to students
and families in
Florida’s Counseling for Future Education Handbook
. The
Handbook
is available
online at www.FACTS.org under the category Advising Manuals. The following areas are
particularly important in developing early awareness activities and strategies:
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the application process (admissions)
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career development programs
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Florida’s 2 + 2 System
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Florida Bright Futures Scholarship Program
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financial aid
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admission requirements for the State University System (SUS), community colleges, and
career and technical institutes
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facts and fiction about postsecondary education costs.
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Through these efforts, counselors can offer programs for students and parents to help them
understand the financial, personal, and other rewards of higher education and make them
aware of career path choices.
High School Counselor Advisement
High school counselors help students review and assess their graduation plans and design
programs of study to effectively meet graduation and postsecondary education entrance
requirements. Similar to middle school counselors, high school counselors provide information
regarding acceleration programs to students and their parents and address the graduation
options and acceleration programs within their academic and career development program
activities. Through close collaboration with local middle school counselors, high school
counselors play an important role in guiding and advising high school students and their parents
as they plan and prepare for postsecondary goals and in linking valuable postsecondary and
career information to the middle school counselors. The components of effective academic
advisement at the high school level are identified in the following section.
Advisement Model Components
Assessment and Use of Data
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FCAT scores
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achievement tests
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free and reduced lunch
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y
gender, race reports
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y
attendance
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y
needs assessments/surveys for teachers, parents, and students
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y
dropout rates
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graduation rates
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post-graduation plan feedback
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college entrance attendance rates
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PLAN and PSAT school and student reports
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SAT and ACT school and student reports.
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The analysis of assessment and data will assist high school counselors with advisement for
parents and students as they begin thinking about postsecondary choices and how these
choices can be affected by decisions made in high school.
Guidance Curriculum Classroom Instruction
—The student development curriculum is not limited
to being taught in one or two subjects but is included in as many subjects as possible. Guidance
curriculum may be presented at the high school level through
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interdisciplinary curriculum development (may include vertical teaming)
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group activities
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parent workshops
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exploring career paths
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technical education available in the local community
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steps to planning for college entrance
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discussion regarding college entrance tests
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financial aid
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scholarships exploration.
Individual or Small Group Advisement
—The purpose of individual and small group advisement
is to coordinate ongoing systemic activities designed to help individual students establish
personal goals and develop plans. Topics addressed in individual and small group advisement
include
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academic development
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setting academic goals
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planning programs of study
develop and assess 4-year graduation plan to include periodic transcript review
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planning for selection of one of the three high school graduation programs
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providing information on college entrance test programs
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The College Board (www.collegeboard.com)
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ACT (www.act.org)
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reviewing Florida Bright Futures Scholarship Program requirements
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(www.myfloridaeducation.com/brfuture)
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informing students and their parents of available acceleration programs
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making postsecondary decisions
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providing financial aid information
Free Application for Federal Student Aid (FAFSA) application (www.fafsa.ed.gov)
Florida Student Financial Assistance (www.FloridaStudentFinancialAid.org)
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career development
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participating in self awareness and career and education exploration activities
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interpreting assessment results
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setting career goals and developing career and education plans with annual updates
Summary of High School Acceleration Programs for High School Students (excerpts
from
Florida’s Counseling for Future Education Handbook
)
Florida provides many ways for students to earn college credit for materials learned in high
school, such as advanced placement, dual enrollment, credits by examination, and the
International Baccalaureate program. Most of these programs are available free or at minimal
cost to students. School counselors help students by encouraging them to take advantage of
these programs, and they work with district leaders to expand programs and opportunities for
students enrolled in their school district. More information regarding these and other
opportunities is available in the
Florida’s Counseling for Future Education Handbook
online at
www.FACTS.org under the category Advising Manuals.
Advanced Placement Program
The College Board's Advanced Placement (AP) program is a nationwide program consisting of
over 30 college-level courses and exams in subjects ranging from art to statistics offered at
participating high schools. Students earning a "qualifying" grade on an AP exam can earn credit
or advanced placement for their efforts. According to the College Board, "More than 2,900
universities and colleges worldwide grant credit, advanced placement, or both to students who
have performed satisfactorily on the exams, and approximately 1,400 institutions grant
sophomore standing to students who have demonstrated their competence in three or more of
these exams" (College Board 2000). Studies have shown that students who complete a solid
academic core including advanced courses are more likely to be successful in college. Many
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school counselors have found that AP courses provide the challenging content necessary to
engage all types of learners.
International Baccalaureate Program
The International Baccalaureate (IB) diploma program is a rigorous pre-university course of
study leading to internationally standardized examinations. The program is designed as a
comprehensive two-year curriculum that allows its graduates to fulfill requirements of many
different nations' education systems. As with the AP and dual enrollment programs, students
completing IB courses and exams are eligible for postsecondary education credit. The award of
credit is based on scores achieved on IB exams. Students can earn up to 30 postsecondary
semester credits by participating in this program at the high school level. Approximately 40
Florida high schools currently participate in the IB program, with the students participating at no
cost. For more information on the IB program, visit the International Baccalaureate Organization
at www.ibo.org.
Advanced International Certificate of Education Program
Like the International Baccalaureate program, the Advanced International Certificate of
Education (AICE) program is an international curriculum and examination program modeled on
the British pre-college curriculum and “A-Level” exams. Several public schools in Florida have
begun offering AICE courses and exams and public postsecondary institutions around the state
provide college credit for successfully passed exams. For more information on AICE, visit
www.cie.org.uk and click on “Qualifications and Awards.”
Dual Enrollment and Early Admission
Dual enrollment allows eligible high school students to enroll in postsecondary courses for
which the student earns credit towards high school graduation while at the same time earning
credit toward a college degree or vocational certificate. Participating students are exempt from
the payment of registration, matriculation, and laboratory fees. Students are permitted to enroll
in dual enrollment courses on a part-time basis during school hours, after school, or during the
summer term. Early admission programs are similar to dual enrollment except that students
enroll in postsecondary courses full-time on college campuses and earn credits simultaneously
toward a college degree and high school graduation. All 28 public community colleges in Florida
participate in dual enrollment. The dual enrollment program serves a broad range of high
achieving students, not just the top academic performers in a school. However, students must
meet the qualifications for dual enrollment as outlined in statute: a 3.0 unweighted GPA and
passage of the appropriate section of the Common Placement Test for college-credit dual
enrollment courses or a 2.0 unweighted GPA for vocational dual enrollment courses.
The State Board of Education, based on the recommendations of the Articulation Coordinating
Committee, recently identified the specific dual enrollment courses that meet high school
graduation requirements and assigned a specific amount of high school credit that must be
granted for each dual enrollment course. These courses must be accepted by all high schools in
Florida in accordance with the State Board of Education list. In addition, school districts offering
dual enrollment through a local articulation agreement must provide information regarding
postsecondary dual enrollment courses that meet high school graduation requirements.
Florida Virtual School
With support from the Florida Department of Education, Florida Virtual School was established
in 1997 to create and make available quality on-line high school curricula, including advanced
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placement courses. Florida Virtual School can be a great resource for students with limited
access to AP offerings in their traditional schools. To learn how to access AP courses through
the on-line Florida High School, visit www.flvs.net.
Adult Education
Many district school boards offer high school students adult education program course credit
opportunities, which may be applied to requirements for high school graduation, subject to
school board policies.
College Level Examination Program (CLEP)
Students with strong content background in a subject area can earn credit through an
examination program administered by the college they attend. One such program is the
College-Level Examination Program (CLEP). Students participating in the CLEP are awarded
credit on the basis of scores achieved on an examination. Candidates for the CLEP may include
students who have completed an AP course but did not take or earn a qualifying score on the
AP exam. Other students who may have had several high school courses in one particular area
may wish to take a CLEP exam. CLEP offers another program for students to earn
postsecondary credit for their efforts at the high school level.
The 2003 Florida Legislature amended several laws related to high school graduation. The
purpose of these amendments is to provide students with accelerated high school graduation
options and align the number of university admission credits with these new options. Under this
new provision, high school students will have three graduation options. The goal of the
Legislature is to provide students and their parents the opportunity to select the graduation
option that will most appropriately prepare the student for his or her chosen postsecondary and
career path. Technical assistance materials have been developed regarding this legislation.
These materials may be found on the Internet at
http://www.firn.edu/doe/commhome/newgrad/sb30aall.pdf. Appendix A contains a list of relevant
questions and answers from these materials.
Career and Technical Education
Career and Technical Education (CTE) in Florida is about meeting the needs of our customers,
which include students, business and industry, school districts, community colleges, community-
based organizations, and correctional institutions. The programs represent a significant
collaboration and partnership across both private and public sectors throughout the state to
improve and enhance Florida's workforce.
The program’s vision incorporates a philosophy that maintains all Floridians will possess the
knowledge, skills, and abilities necessary to achieve continuous self-sufficiency. Along with this
vision is a comprehensive mission that reflects a K-20 seamless educational philosophy that
provides for on-going programming, resources, technical assistance, and accountability to all we
serve. Our programs maximize education access; are student-centered, customer driven,
market focused, relevant and rigorous; and provide all students with an outstanding opportunity
for personal and professional growth.
Collaboration strategies include involvement of business and industry, development of
practitioner groups, and use of the latest research. The use of data and information collection
represents an on-going effort to improve the quality of the programs.
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Florida’s CTE programs are driven by the demands of Florida’s economy. Currently over 1,000
programs provide education and training for skilled workers to meet the employment needs of
fast growing and emerging high technology occupations.
Students who participate in CTE programs are given opportunities to become productive
members of the workplace by
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participating in career awareness, which is integrated into elementary curricula
y
developing career plans and exploring technology in middle schools
y
selecting a career path in high school and related postsecondary courses
y
participating in career-specific instruction that allows high school and adult students to
meet their specific career and self-sufficiency needs
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participating in internships, apprenticeships, and service learning
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developing strong literacy skills
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integrating work and family competencies
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upgrading skills.
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Completion of CTE programs leads to
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technical certificates
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applied technology diplomas
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associate in science degrees
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associate in applied science degrees
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continuing workforce education
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pre-apprenticeship and apprenticeship opportunities.
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Workforce education is provided through a statewide system of 67 school districts, and they
articulate to 28 community colleges and 11 universities working together to provide services that
best meet local needs. For additional information, access the Florida Department of Education’s
web page at http://www.firn.edu/doe/dwdframe.
State Scholarships and Grants: Bright Futures and Need-Based Aid
The Florida Department of Education administers state-funded and some federally funded
student financial aid programs to assist students with the cost of postsecondary education. The
Department also serves as a guaranty agency for the Federal Family Education Loan Program.
You may visit the Office of Student Financial Assistance website at
www.FloridaStudentFinancialAid.org for detailed program information on scholarships and
grants offered by the Department.
The Florida Bright Futures Scholarship Program establishes three lottery-funded scholarships
for Florida high school graduates who demonstrate high academic achievement and enroll in
eligible Florida public or private postsecondary institutions. There are three award levels for
which high school seniors may qualify. The scholarship may be used for either full-time or part-
time enrollment and is renewable. All initial applicants must meet the general requirements for
participation in this program and specific requirements for the individual award. You may visit
the Bright Futures web page at www.myfloridaeducation.com/brfutures for more information on
the Florida Bright Futures Scholarship Program.
State University System Admission Requirements
Admission requirements of the State University System are guided by state law and rule.
Counselors should review both Section 1007.261, Florida Statutes (State universities;
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admissions of students), and applicable State Board of Education rules prior to advising
students. The statute specifies such things as high school diploma, foreign language, testing,
and other curriculum requirements. It should be noted that the State University System is very
specific in the amount and types of courses accepted.
Rules are also utilized when making admission decisions at the state universities. You can see
the two primary rules used in first-time-in-college admission decisions by going to
www.fldcu.org/chn/rules_index.asp. If you click on Chapter 6C-6, you will be able to go to both
Rule 6C-6.001, Admissions and Rule 6C-6.002, Entering Freshmen. Within the entering
freshmen rule you will notice that the credits needed list totals differently than in the statute. The
statute is correct (3 credits of elective). You should refer to the statute and the
Florida’s
Counseling for Future Education Handbook
for details.
The admissions scale provided in Rule 6C-6.002(3)(b) shows minimum high school grade point
averages and test scores; universities may have higher standards. A small percentage of
students not meeting the minimum standards may be admitted through a student profile
assessment as described in Rule 6C-6.002(3)(c). The third way a student may be admitted is
through the Talented 20 Program. Students qualify for the Talented 20 Program if they are
public high school graduates ranking in the top 20% of their high school graduating class, have
completed the eighteen (18) required high school units as listed in Rule 6C-6.002(3)(a), and
have submitted SAT or ACT test scores. Details about the Talented 20 Program may be found
online at http://www.firn.edu/doe/faq/talented20.htm.
As you advise students with disabilities, please refer to Section 1007.264, Florida Statutes
(Impaired and learning disabled persons; admission to postsecondary educational institutions;
substitution requirements; rules). Students may be eligible for reasonable substitution for any
requirement for admission into a public postsecondary educational institution where
documentation can be provided to show that the person’s failure to meet the admission
requirement is related to the disability. Students should contact the university admissions
director for information on how to request consideration for a substitution.
In addition, students with disabilities should make contact with the university office of disability
services early in the admissions process if they would like to receive reasonable
accommodations during their college career. Students have to self-disclose their disability and
provide recent documentation in order to be considered for accommodations. It must be
presented by a qualified professional (such as a licensed psychologist regarding documentation
for a student with a specified learning disability). Documentation requirements may vary from
institution to institution, so it is critical for contact to be made early. University websites often
have documentation requirements posted.
University disability offices provide a wide variety of accommodations appropriate to the
individual disability. It is up to the student to request consideration of their documentation in
order for them to receive the possible accommodations. The Florida Academic Counseling and
Tracking for Students website (www.FACTS.org) provides links to the disability offices by going
through the FACTS College/Vo-Tech Planning listing.
Advisors should consult the
Florida’s Counseling for Future Education Handbook
and university
catalogs/websites in order to best guide students regarding their selection of postsecondary
education. Universities have provided the middle range of SAT scores, ACT scores, and high
school grade point averages of students admitted in fall 2002, thus providing students with an
idea of the qualifications of the typical student admitted.
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Information regarding students entering in fall 2003 is currently being gathered. The number of
first-time-in-college (FTIC) students applying to state universities is continuing to grow. For
example, the University of Florida had 23,853 FTIC students apply to be admitted in fall 2003.
Of this group, 11,176 students were admitted. The average number of high school units
(English, social science, math beginning with Algebra I, science, and foreign language) for those
offered admission at UF was 21.3 units. The average number of senior year International
Baccalaureate or advanced placement courses was 2.5. Florida Atlantic University had 7,898
FTIC apply to be admitted in fall 2003. Of these students, 5,612 were admitted. Their students
also took an average of 21 high school academic units. Florida State University had 23,331
FTIC students apply to be admitted in summer/fall 2003. Of this group, 8,022 were admitted.
Noting the three examples above, students graduating under the accelerated high school
graduating program will have strong competition. Advisors should help students understand this
fact.
Community College Admission Requirements for AA /AS Degree Students
Students entering a Florida community college in an AA or AS degree program may meet
admission requirements through one of the following:
y
a standard high school diploma or equivalent (GED)
?
y
previously demonstrated competency in college-credit postsecondary coursework
?
y
a signed affidavit from the parent/guardian attesting that the student has completed a
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home education program pursuant to Section 1002.41, Florida Statutes.
Alternatives to Standard High School Diploma
Special Diploma
y
Students are eligible for admission to non-college credit career and technical certificate
programs only.
y
Students must earn a standard high school diploma or GED to be admitted to associate
degree/college credit programs.
Certificate of Completion
y
Recipients may enroll in non-college credit career and technical programs.
y
Recipients must earn a GED to be admitted to associate degree/college credit programs.
“New” Certificate of Completion (House Bill 23-B)
y
?
This certificate is awarded to students who have met all requirements for the standard
high school diploma except passing the grade 10 FCAT.
y
?
Students will be allowed to sit for the Common Placement Test (CPT) and be placed into
college-credit or remedial courses as appropriate, but may not be eligible for all
scholarships or programs.
y
?
Districts will identify students who have met requirements for the new certificate of
completion on the transcript and on the certificate itself.
Entry Level Placement Tests
Prior to enrolling in college credit courses, all students must take the College Placement Test
(CPT) or meet an appropriate alternative. Students who do not achieve minimum scores will be
placed into college preparatory courses.
Minimum scores required for placement into college credit courses
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y
SAT: math = 440 / verbal = 440
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y
ACT: reading = 18 / English = 17 / math = 19
?
y
CPT: algebra = 72 / sentence skills = 83 / reading comprehension = 83.
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Note: Florida community colleges
recommend
that students take the same core high school
courses that are
required
for state university admission.
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