Chapter 2
—
Required Elements of Student Progression Plan
Florida Statutes/Subject
The Student Progression Plan must:
all major politica
l 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 the 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 p
art of the required study of American
Government.)
(1)(h)1
o
?
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 t
o satisfy the high school graduation requirement for one credit in practical arts or
exploratory career and technical education.);
or
(1)(h)2
o
?
One credit in performing fine arts to be selected from music, dance, drama, painting, or
sculpture. A course in
a
ny 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
o
?
One
-
half credit each i
n practical arts career and technical education and
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 s
tudents 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 detec
tion 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 interschola
s
tic 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 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 participation in marching band activ
ities 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 th
e
personal fitness requirement or the requirement for adaptive physical education under an individual
education plan (IEP) or Section 504 plan.
24
Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
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2004-2007 Concordant Scores
Assessment
Reading
Mathematics
Assessment
Reading
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1
8
5
6
1
8
6
8
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1
9
2
6
1
8
8
9
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3
7
0
3
5
0
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4
1
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3
7
0
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1
4
1
5
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1
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1
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26
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Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
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28
?
Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
The Student Progression Plan must:
(2)(b)
(2)(c)
(3)
(4)
−
Upon receipt of a certificate of completion, be allowed to take the Common Placement Test (CPT)
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 CPT
-
Eligible Certificate of
Completion. It must be reported by districts in Survey 5 using Withdrawal Code W8. In addition, to
assis
t 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, F.S., for such ti
me as
the student requires to master English, reading, mathematics, or any other subject required for high
school graduation. Students attending adult basic, adult secondary, or vocational
-
preparatory
instruction are exempt from any requirement for the pa
yment 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 two 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 inst
ruction 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. 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, in
cluding the potential ineligibility for financial assistance at
postsecondary educational institutions.
S. 1003.436(1)(a), F.S.
Definition of “Credit” and
Transfer of Credit Guidelines
(1)(a)
−
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 120 hours of bona fide
instruction in a designated course of study that contains student performance standards for purposes
of meeting high school gradu
ation requirements in a district school that has been authorized to
implement block scheduling by the district school board. Districts may offer courses of more than
135 hours for credit. School districts may determine the hours of attendance by students
to receive a
credit or half credit.
(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 distric
t 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
p
olicies for these nontraditional 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
29
Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
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30
?
Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
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31
?
Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
The Student Progression Plan must:
(2)(b)1
(2
)(b)2
(2)(b)3
(2)(b)4
(2)(b)5
(2)(b)6
(2)(b)7
(2)(b)8
(2)(b)9
2)(b)10
(2)(b)11
o
A delineation of courses and programs available to students eligible to participate in dual
enrollment. This delineation must include a plan for the community college to provide guidance
services to participating students on
the selection of courses in the dual enrollment program. The
process of community college guidance should make maximum use of the automated
advisement system for community colleges. The plan must assure that each dual enrollment
student is encouraged to i
dentify a postsecondary education objective with which to guide the
course selection. At a minimum, each student’s plan should include a list of courses that will
result in an Applied Technology Diploma, an Associate in Science degree, or an Associate in
A
r
ts degree. If the student identifies a baccalaureate degree as the objective, the plan must
include courses that will meet the general education requirements and any prerequisite
requirements for entrance into a selected baccalaureate degree program.
o
A delineation of the process by which students and their parents are informed about
opportunities to participate in articulated acceleration programs.
o
The process by which students and their parents exercise their option to participate in a
n
articulated acceleration program
o
High school credits earned for completion of each dual enrollment course
o
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.
o
Eligibility criteria for student participation in dual enrollment courses and programs
o
Institutional responsibilities regarding student screening prior to enrollment and monitoring
st
udent performance subsequent to enrollment in dual enrollment courses and programs
o
Identify the instructional quality criteria dual enrollment courses and programs that are to be
judged and a delineation of institutional responsibilities for the
maintenance of instructional
quality
o
Delineate institutional responsibilities for assuming the cost of dual enrollment courses and
programs including responsibilities for student instructional materials
o
Responsibility for providing stud
ent transportation if the dual enrollment is conducted at a
facility other than the high school campus
o
Process for converting college credit hours earned through dual enrollment and early admission
programs to high school credit based on mastery
of course outcomes
S. 1007.27, F.S.
Articulated Acceleration
Mechanisms
(1)
•
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 di
ploma and a postsecondary degree,
broaden the scope of curricular options available to students, or increase the depth of study available for a
particular subject. This shall include but not be limited to dual enrollment, early admission, advanced
Placemen
t, credit by examination, and the International Baccalaureate (IB) Program, and the Advanced
International Certificate of Education Program. Credit earned through the Florida Virtual School shall
provide additional opportunities for early graduation and ac
celeration.
32
Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
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Chapter 2—Required Elements of Student Progression Plan
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Chapter 2—Required Elements of Student Progression Plan
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.
37
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Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
T
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;
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(
5
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b
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39
?
Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
The Student Progression Plan must:
above the 45th percentile on the parallel form of the SAT10.
For districts choosing to use the SAT9 as the alternative assessment, the cut score remains at or
above the 51st percentile. There must be at least 30 days between alternate assessment
a
dministrations. Districts are strongly encouraged to administer the alternative assessment at the
end of summer camp. There must be 30 days between administrations of the SAT9. There must
be 30 days between the administrations of the SAT10.)
(6)(b)4
(6)(b)5
(6)(b)6
o
S
tudents 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, 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 stud
ent’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 multipl
e
-
choice items and passages that are approximately 60% literary
text and 40% information text and that are between 100 and 700 words with a
District’s/school’s adopted core reading curriculum that are aligned with the Sunshine State
Standards or teacher
-
pr
epared assessments that are aligned with the Sunshine State
Standards
!
Be an organized collection of evidence of the student’s mastery of the Sunshine State
Standard Benchmarks for Language Arts that are assessed by the grade 3 reading FCAT.
For each benc
hmark, there must be at least five examples of mastery as demonstrated by a
grade of “C” or above and be signed by the teacher and the principal as an accurate
assessment. Refer to memorandum K12: 2006
-
90, “Third Grade Student Progression,”
dated July 7, 2
006, available online from the Department’s Web site, under the category
Student Progression, at
http://www.firn.edu/doe/commhome/sig/studentprogression.htm
.)
o
Students w
ith disabilities who participate in the FCAT and who have an individual educational
plan or a Section 504 plan that reflects that the student has received intensive remediation in
reading for more than two years but still demonstrates a deficiency in readi
ng and was
previously retained in kindergarten, grade 1, grade 2, or grade 3.
o
Students who have received intensive remediation in reading for two or more years but still
demonstrate a deficiency in reading and who were previously retained in kind
ergarten, grade 1,
grade 2, or grade 3 for a total of two years. Intensive reading instruction for students so
promoted must include an altered instructional day that includes specialized diagnostic
information and specific reading strategies for each stu
dent. The district school board shall assist
40
Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
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41
?
Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
The Student Progression Plan must:
(7)(b)2
o
?
Provide students who are retained in grade 3 due to a reading deficiency as evidenced by not
scoring Level 2 or above on the reading portion of the grade 3 FCAT, (S. 1008.25(5)(b), F.S.),
with intens
ive instructional services and supports to remediate the identified areas of reading
deficiency, including a minimum of 90 minutes of daily, uninterrupted, scientifically research
-
based reading instruction and the other strategies prescribed by the school
district, which may
include but are not limited to:
(7)(b)2.a.
➢
Small group instruction
?
(7)(b)2.b
.
?
➢
Reduced teacher
-
student ratios
?
(7)(b)2.c.
?
➢
More frequent progress monitoring
?
(7)(b)2.d.
?
➢
Tutoring or mentoring
?
(7)(b)2.e.
?
➢
Transition classes containing 3rd and 4th grade students
(7)(b)2.f.
➢
Extended school day, week, or year
?
(7)(b)2.g.
?
➢
Summer reading camps
(
Explanatory Note:
Refer to DPS Memorandum 04
-
140, “Technical Assistance Paper for
Implementation of the READ Initiative and Intensive Acceleration Class
—
CS/SB 364,” June
21, 2004. An Academic Support Plan for K
-
3 Readers, which inclu
des Tier 1, Tier 2, and Tier 3
guidelines,
available online from the Department’s Web site, under the category Student
Progression, at
http://www.firn.edu/doe/commhome/sig/studentp
rogression.htm
.)
(7)(b)3
o
?
Provide written notification to the parent of any student who is retained in grade 3 due to a
reading deficiency as evidenced by not scoring Level 22 or above on the reading portion of the
grade 3 FCAT, (S. 1008.25(5)(b), F.S.)
, that his or her child has not met the proficiency level
required for promotion and the reasons the child is not eligible for a good cause exemption as
provided in S. 1008.25(6)(b), F.S. The notification must comply with the provisions of S.
1002.20(14),
F.S., and must include a description of proposed interventions and supports that
will be provided to the child to remediate the identified areas of reading deficiency.
(
Explanatory Note:
Refer to DPS Memorandum 05
-
016, “Third Grade Student Progression
–
S
ample Parent Letters,” August 10, 2004, for sample notices to parents. These sample letters
are available
, available online from the Department’s Web site, under the category Student
Progression, at
http://www.firn.edu/doe/commhome/sig/studentprogression.htm
.)
(7)(b)4
o
?
Provide
a policy for the mid
-
year promotion of any student retained in grade 3 due to a reading
deficiency as evidenced by not scoring Level 2 or above on the rea
ding portion of the grade 3
FCAT (S. 1008.25(5)(b), F.S.) who can demonstrate that he or she is a successful and
independent reader, reading at or above grade level, and ready to be promoted to grade 4. Tools
that school districts may use in reevaluating
any student retained may include subsequent
assessments, alternative assessments, and portfolio reviews, in accordance with rules of the State
Board of Education. Students promoted during the school year after November 1 must
demonstrate proficiency above
that required to score at Level 2 or above on the grade 3 FCAT,
as determined by the State Board of Education. (
Explanatory Note:
The State Board of
42
Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
The Student Progression Plan must:
Education shall adopt standards that provide a reasonable expectation that the student’s progress
is s
ufficient to master appropriate fourth grade level reading skills. Mid
-
year promotion means
promotion of a retained student at any time during the year of retention once the student has
demonstrated ability to read at grade level as specified in S. 1008.2
5(5)(c)7, F.S. Specified in
Rule 6A
-
1.094222, FAC, to be eligible for mid
-
year promotion after November 1, a student
must demonstrate mastery of reading skills consistent with the month of promotion to fourth
grade as presented in the scope and sequence o
f the school district’s core reading program.
Evidence of demonstrated mastery includes successful completion of portfolio elements that
meet state criteria or satisfactory performance on a locally selected standardized assessment. To
promote a student m
id
-
year using a student portfolio, there must be evidence of the student’s
mastery of third grade Sunshine State Standard Benchmarks for Language Arts and beginning
mastery of the benchmarks for fourth grade. The student portfolio must meet the following
requirements:
!
Be selected by the student’s teacher
!
Be an accurate picture of the student’s ability and include only student work that has been
independently produced in the classroom
!
Include evidence of mastery of the benchmarks assessed by the grade 3 Rea
ding FCAT
!
Include evidence of beginning mastery of grade 4 benchmarks that are assessed by the
grade 4 Reading FCAT. This includes multiple choice, short response, and extended
response items and passages that are approximately 50% literary text and 50% i
nformation
text and that are between 100 and 900 words with an average of 375 words. Such evidence
could include chapter or unit tests from the district’s/school’s adopted core reading program
or teacher
-
prepared assessments that are aligned with the Sun
shine State Standards. For
each benchmark, there must be two examples of mastery as demonstrated by a grade of “C”
or better.
!
Be signed by the teacher and the principal as an accurate assessment of the required reading
skills
To promote a student mid
-
yea
r using a locally
-
selected standardized assessment, there must be
evidence that the student scored at or above grade level in reading comprehension, as
demonstrated by standard scores or percentiles, consistent with the month of promotion. Refer
to K
-
12
Memorandum 2006
-
90, “Third Grade Progression,” July 7, 2006,
available online from
the Department’s Web site, under the category Student Progression, at
http://www.firn.edu/doe/com
mhome/sig/studentprogression.htm
.)
(7)(b)5
o
?
Provide students who are retained under S. 1008.25(5)(b), F.S., with a high
-
performing teacher
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43
Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
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Chapter 2—Required Elements of Student Progression Plan
Florida Statutes/Subject
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46
?
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 comp
atible with a district’s educational goals; in such cases, inclusion in the progression plan
can strengthen the district’s educational program. The optional elements are listed with corresponding statutory citations (Florida School Code
2006 revisions), as
well as the descriptions. This does not mean that the implementation of these laws is optional.
47
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
S. 414.1251, F.S.
Mandatory School
Conferences (Learnfare
Program
)
(2)
•
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 pr
ogress 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.
S. 948.03, F
.S.
Community Control and
Probation: Juvenile
Teacher Notification
(9)(a)
(9)(b)
(9)(c)
−
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.
−
If a juvenile on community control attends a regu
lar 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.
S. 1000.03, F.S.
Function, Mission, and Goals
of the Florida K
-
20 System
Florida’s K
-
20 Educati
on
System Mission
Florida’s K
-
20 Education
Priorities
–
Student
Performance
(4)
(5)(b)
•
The mission of Florida’s K
-
20 education system is to allow its students to increase their proficiency by
giving them the opportunity to expand their knowledge and skills through rigorous and relevant learning
opportunities, in accorda
nce with the mission statement and accountability requirements of S. 1008.31,
F.S.
•
The state as a whole shall work toward the goal that all students must make annual learning 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 exp
ected academic standards consistently at all
levels of their education.
S. 1002.23, F.S.
Family and School
Partnership for Student
Achievement Education Act
(1)
(1)(a)
(1)(b)
(1)(c)
•
The purpose of the Family and School Partnership for Student Achievement Act is to
−
Prov
ide 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
−
Provide a framework for buildin
g 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.
49
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
Facilitation
Pa
rental Information
District Check List
Parent Response Center
(2)
(2)(a)
(2)(a)1
(2)(a)2
(2)(a)3
(2)(a)4
(2)(b)
(2)(c)
(2)(d)
(2)(e)
(2)(f)
(2
)(g)
(3)
(3)(a)
(3)(b)
(3)(c)
(3)(d)
(4)
•
To facilitate meaningful parent and family involvement, the Department of Education shall develop
guidel
ines 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 include but need not be limited to
−
parental information regarding
o
Requirements for their child to be promoted to the next grade, as specified in S. 1008.25, F.S.
o
Progress of their child toward achieving state and district expectations for academic
proficiency
o
Assessment results, including report cards and progress reports
o
Qualifications of their child’s teachers
−
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
−
Opportunities for parental participation, such as parenting classes, adult education, school advisory
council
s, and school volunteer programs
−
Opportunities for parents to learn about rigorous academic programs that may be available for their
child, such as honors programs, dual enrollment, advanced placement, International Baccalaureate,
International Ge
neral Certificate of Secondary Education (pre
-
AICE), Advanced International
Certificate of Education, Florida Virtual High School courses, and accelerated access to
postsecondary education
−
Educational choices, as provided for in S. 1002.20(6), F.S
. Educational choice public school, private
school, home education and private tutoring, and corporate income tax credit scholarships, as
specified in S. 220.187, F.S.
−
Classroom and test accommodations available for students with disabilities
−
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
•
The D
epartment 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
−
Strengthe
n the child’s academic progress, especially in the area of reading
−
Strengthen the child’s citizenship, especially social skills and respect for others
−
Strengthen the child’s realization of high expectations and setting lifelong learning g
oals
−
Place a strong emphasis on the communication between school and home
•
The Department of Education shall establish a parent response center to provide assistance to parents and
families in answering questions and res
olving issues related to the child’s education.
50
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
District Rule Development
District to Submit Rules
Parent Guide Elements
Checklist of Parental Actions
District Compliance
(5)
(5)(a)
(5)(b)
(5)(c)
(5)(d)
(6)
(7)
(7)(a)
(7)(b)
(7)(c)
(7)(d)
(8)
(9)
•
Each district school board shall adopt rules that strengthen family involvement and family
empowerment. The rules shall be developed in collaboration with parents, school admin
i
strators,
teachers, and community partners, and shall address
−
Parental choices and responsibilities
−
Links with community services
−
Opportunities for parental involvement in the development, implementation, and evaluation
of
family involvement programs
−
Opportunities for parents to participate on school advisory councils and in school volunteer
programs and other activities
•
Beginning with the 2003
-
2004 school year, each school district shall su
bmit a copy of the rules
developed under subsection (5) to the Department of Education by October 1.
•
Each school district shall develop and disseminate a parent guide to successful student achievement
consistent with the guidelin
es of the Department of Education which addresses what parents need to
know about their child’s educational progress, and how parents can help their child to succeed in school.
The guide must
−
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 teachers
−
Include information concerning services, oppo
rtunities, 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), F.S.
•
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.
•
The State Board of Education shall review annually each school district’s compliance with this secti
on
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 t
his section.
S. 1003.01, F.S.
Habitual Truant Defined
(8)
•
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.
S.1003.21, F.S.
Compulsory Sc
hool
Attendance
(1)(a)
−
All children who have attained the age of six years or who will have attained the age of six years by
February 1 of any school year, or who are older than six years of age but who have not attained the
age of 16 years, are required t
o attend school regularly during the entire school term.
51
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
Kindergarten Admission
First Grade Admission
Declaration of Intent to
Terminate School Enrollment
(age 16) Habitual Truant
Preschool Children with
Disabilities
(1)(a)2
(1)(b)
(1)(c)
(1)(d)
(1)(e)
o
Children who have attained the age of five years on or before September 1 of the school year
are eligible for admission to public kindergarten during that school year
under the rules
prescribed by the district school board.
−
Any child who has attained the age of six years on or before September 1 of the school year and who
has been enrolled in a public school, or who has attained the age of
s
ix years on or before September
1 and has satisfactorily completed the requirements for kindergarten in a private school from which
the district school board accepts transfer of academic credit, or who otherwise meets the criteria for
admission or transf
er in a manner similar or applicable to other grades, shall progress according to
the district’s student progression plan. The state or any school district shall not oversee or exercise
control over the curricula or academic programs of private schools or
home education programs.
−
A student who attains the age of 16 years during the school year is not subject to compulsory school
attendance beyond that date and may file a
formal declaration of intent to terminate school
enrollment. Public school students who have attained the age of 16 years and who have not
graduated are subject to compulsory school attendance until the formal declaration of intent is filed
with the distr
ict school board. 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. The school district must notify the student’s pare
nt of receipt of the
student’s declaration of intent to terminate school enrollment. The student’s guidance counselor or
other school personnel must conduct an exit interview with the student to determine the reasons for
the student’s decision to terminat
e school enrollment and actions that could be taken to keep the
student in school. The student must be informed of opportunities to continue his or her education in
a different environment, including, but not limited to, adult education and GED test prepa
ration.
Additionally, the student must complete a survey in a format prescribed by the Department of
Education to provide data on the student’s reasons for terminating enrollment and actions taken by
schools to keep students enrolled.
−
Students wh
o become or have become married and students who are pregnant shall not be prohibited
from attending school. These students and students who are parents shall receive the same
educational instruction or its equivalent as other students but may voluntarily
be assigned to a class
or program suited to their special needs. Consistent with S. 1003.54, F.S., pregnant or parenting
teens may participate in a teenage parent program.
−
Children with disabilities who have a
ttained the age of three years shall be eligible for admission to
public special education adopted by the school board. Exceptional children who are deaf or hard of
hearing, visually impaired, dual sensory impaired, severely physically handicapped, traina
ble
mentally handicapped, or profoundly handicapped, or who have established conditions, or exhibit
developmental delays below age three may be eligible for supplemental instruction. Rules for the
identification of established conditions for children birt
h through two years of age and
developmental delays for children birth through five years of age must be adopted by the State
52
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
Attendance Policy: Homeless
Children
(1)(f)
Board of Education.
−
Homeless children, as defined in S. 1003, F.S., must have acc
ess to a free and public education and
must be admitted to school in the school district in which they or their families live. School districts
shall assist homeless children to meet the requirements for proof of age of admission, S. 1003.21(4),
F.S., as
well as local requirements for documentation.
Kindergarten and First Grade
Out
-
of
-
State Transfers
Absence Due to Religious
Instruction or Holidays
Attendance: Certificates of
Exemption
(2)(a)
(2)(b)
(3)
−
The State Board of Education may adopt rules under which students not meeting the entrance age
may be transferred from another state if their parents
have been legal residents of that state. Rule
6A
-
1.0985, Entry into Kindergarten and First Grade by Out
-
of
-
State Transfer Students, Florida
Administrative Code (FAC) states
(1)
Any student who transfers from an out
-
of
-
state public school and who does not mee
t regular age
requirements for admission to Florida public schools shall be admitted upon presentation of the
data required in subsection (3).
(2)
Any student who transfers from an out
-
of
-
state nonpublic school and who does not meet regular
age requirements f
or admission to Florida public schools may be admitted if the student meets
age requirements for public schools within the state from which he or she is transferring, and if
the transfer of the student’s academic credit is acceptable under rules of the sch
ool board. Prior
to admission, the parent or guardian must also provide the data required in subsection (3).
(3)
In order to be admitted to Florida schools, such a student transferring from an out
-
of
-
state
school must provide the following data:
(a)
Official doc
umentation that the parent(s) or guardian(s) was a legal resident(s) of the state
in which the child was previously enrolled in school;
(b)
An official letter or transcript from proper school authority which shows record of
attendance, academic information, a
nd grade placement of the student;
(c)
Evidence of immunization against communicable diseases as required in S. 1003.22, F.S.;
(d)
Evidence of date of birth in accordance with S. 1003.21, F.S.;
and
(e)
Evidence of a medical examination completed within the last tw
elve (12) months in
accordance with S. 1003.22, F.S.
−
District school boards, in accordance with the rules of the State Board of Education, shall adopt a
policy that authorizes a parent to request and
be granted permission for absence of a student from
school for religious instruction or religious holidays.
•
The district school superintendent may authorize certificates of exemptions from school attendance
requ
irements in certain situations. Students within the compulsory attendance age limits who hold valid
certificates of exemption that have been issued by the superintendent shall be exempt from attending
school. A certificate of exemption is valid only thro
ugh the end of the school year in which it is issued.
53
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
Kindergarten Admission:
Evidence of Age
(4)
(4)(a)
(4)(b)
(4)(c)
(4)(d)
(4)(e)
(4)(f)
(4)(g)
•
Before admitting a child to kindergarten, the principal shall require evidence that the child has attained
five years of age on or before September 1 of the
s
chool year, (S. 1003.21(1)(a)2, F.S.). The district
school superintendent may require evidence of the age of any child whom he or she believes to be within
the limits of compulsory attendance. If evidence of the date of birth (birth certificate) is not
available,
the next evidence obtainable in the order listed below must be accepted.
−
A duly attested transcript of the child’s birth record filed according to law with a public officer
charged with the duty of recording births
−
A duly attes
ted transcript of a certificate of baptism showing the date of birth and place of baptism
of the child, accompanied by an affidavit sworn to by the parent
−
An insurance policy on the child’s life that has been in force for at least 2 years
−
A bona fide contemporary religious record of the child’s birth accompanied by an affidavit sworn to
by the parent
−
A passport or certificate of arrival in the United States showing the age of the child
−
A transcript of record of age shown
in the child’s school record of at least 4 years prior to
application, stating date of birth
−
If none of these evidences can be produced, an affidavit of age sworn to by the parent accompanied
by a certificate of age signed by a public health offic
er or by a public school physician, or if neither
of these is available in the county by a licensed practicing physician designated by the district school
board, which certificate states that the health officer or physician has examined the child and
belie
ves that the age as stated in the affidavit is substantially correct. A homeless child, as defined
in S. 1003.02, F.S., shall be given temporary exemption from this section for 30 school days.
S. 1003.22, F.S
School
-
Entry: Health
Examinations
School Entry: Immunizations
against Communicable
Diseases
(1)
(4)
•
Each di
strict school board must require that each child who is entitled to admittance to kindergarten or is
entitled to any other initial entrance into a public school in the state present a certification of a school
-
entry health examination performed within 1 ye
ar prior to enrollment in school. Each district school
board may establish a policy that permits a student up to 30 school days to present a certification of a
school entry health examination. A homeless child, as defined in S. 1003.01, F.S., must be giv
en a
temporary exemption for 30 school days. Any district school board that establishes such a policy shall
include provisions in its local health services plan to assist students in obtaining the health examinations.
However, any child shall be exempt f
rom the requirement of a health examination upon written request
of the parent of the child stating objection to the examination on religious grounds.
•
Each district school board shall establis
h and enforce as policy that each child prior to admittance to or
attendance in a public kindergarten through grade 12, or any other initial entrance into a Florida public
school, must present or have on file with the school a certification of immunization
for the prevention of
those communicable diseases for which immunization is required by the Department of Health and
further shall provide for appropriate screening of its students for scoliosis at the proper age. The
certification must be made on forms
approved and provided by the Department of Health and shall
become part of each student’s permanent record to be transferred when the student transfers, is
54
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promoted, or changes schools. The transfer of an immunization certification by Florida public s
chools
must be accomplished using the Florida Automated System for Transferring Education Records.
S. 1003.23, F.S.
Attendance Records and
Reports
(1)
•
The attendance of all public K
-
12 school students shall be checked each school day in the manner
prescri
bed by rules of the State Board of Education and recorded in the teacher’s register or by some
approved system of recording attendance. Students may be counted in attendance only if they are
actually present at school or are away from school or on a schoo
l day and are engaged in an educational
activity which constitutes a part of the school
-
approved instructional program for the student.
S. 1003.24, F.S.
Attendance Policy
(4)
•
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
!
Sickness/injury or other insurmountabl
e condition.
•
Students who are continually ill and absent from school must be under a physician’s supervision to be
excused. Such excuse provides that a student’s condition justifies absence for more than the number of
days permitted by the district s
chool board. District school boards must establish an attendance policy
that includes, but is not limited to, the required number of days each school year that a student must be in
attendance and the number of absences and tardinesses after which a stateme
nt explaining such absences
and tardinesses must be on file at the school, and a definition of excused and unexcused absences.
S. 1003.26, F.S.
Attendance Policy
Enforcement
School Board Policies
•
The Legislature finds that poor academic performance is associated with nonatten
dance and that school
districts must take an active role in promoting and enforcing attendance as a means of improving student
performance. 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 and supporting
enforcement of school attendance by local law enforcement agencies. The responsibility includes
recommending policies and procedures to the district school board that require schoo
ls to respond in a
timely manner to every unexcused absence and every absence for which the reason is unknown.
•
School board policies
shall
require the parent or guardian of a student to justify each absence of the
student, and that
justification will be evaluated based on adopted school board policies that define
excused and unexcused absences.
•
Policies must provide that public 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 is the most effective way of producing good attendance habits that will lead to
improved student learning and achievement. Each public school shall implement steps to promote and
enforce regular school attendance as outlined in S. 1003.26, (1)
-
(4), F. S.
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Contact, Refer, Enforce
(1)(a)
−
?
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 an 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
(1)(b)
−
The principal shall refer the case to the school’s child study team to determine if patterns of truancy
Team (CST)
are d
eveloping unless there is clear evidence that the absences are not a pattern of nonattendance.
Request Parent Meeting
−
?
A meeting with the parent must be scheduled to identify potential remedies if a pattern of nonattendance is
developing whether the absen
ces 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 the following interventions that best address the problem if an
initial meeting does not resolve the problem:
1.
?
Frequent communication between the teacher and the family
2.
?
Changes in the learning environment
3.
?
Mentoring
4.
?
Student counseling
5.
?
Tutoring, including peer tutoring
6.
?
Placement into different classes
7.
?
Evaluation for alternative education programs
8.
?
Attendance contracts
9.
?
Referral to other agencies for family services
10.
?
Other interventions, including but not limited to a truancy petition as spe
cified in S. 984.151,
F.S.
CST Refers to
(1)(d)
−
The child study team shall be diligent in facilitating intervention services and shall report the case to
Superintendent Attendance
the superintendent when all reasonable efforts to resolv
e nonattendance are exhausted.
Policy Enforcement
Parent Refuses Participation
(1)(e)
−
If the parent refuses to participate in the remedial strategies because he or she believes the strategies
in Remedial Strategies
are unnecessary or inappropriate, then they can appeal to t
he 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 att
endance 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.
56
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Parent Enrolls Child in Home
Education
Parent Fails to Provide
Portfolio
Child Noncompliance
Give Written Notice
(1)(f)1
(1)(f)2
(1)(g)
(2)(a)
o
If the parent of a child who has been identified as exhibiting a pattern of
n
onattendance 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 distr
ict 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 con
ducted 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.
o
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.
o
The home educat
ion 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 t
h
ree days in an
attendance option that meets the definition of “regular school attendance” as specified under S.
1003.01(13), F.S.
a.
Public school
b.
Parochial, religious, or denominational school
c.
Private school supported in whole or in part by tuition
charges, endowments, or gifts
e.
Private tutoring program
Upon termination of a home education program, the parent will not be eligible to re
-
enroll 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.
−
If a child subject to compulsory school attendance will not comply with attempts to enforce sc
hool
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.
−
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 requireme
nt 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 prosecution against the parent.
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Return Child to Parent
Report to the Divisi
on of
Jobs and Benefits
Right to Inspect
(2)(b)
(3)
(4)
(5)
−
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.
•
A designated school representative m
ay
visit the home or place of residence of a student and any 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 pri
vate
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.
•
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.
•
A designated school representat
ive 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 schoo
l representative shall
report findings of unsatisfactory working conditions or violation of the Child Labor Law to the Division
of Jobs and Benefits.
S. 1003.27, F.S.
Court Procedures and
Penalties
Driver’s License
Requirements
Habitual Truancy Cases
(2)(b)
(3)
−
Issuance of a d
rivers license or a learner’s drivers 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 day
s. 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 m
inor 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 drivers
license or learner’s drivers license and shall suspend any previously issued drivers license or
learner’s drivers license of a minor student.
•
The district school superintendent is authorized to file a truancy petition as 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 fo
llowed 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 staffin
g committee as
58
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Cooperative Agreements and
Prosecutions
Attendance Register as
Evidence
Proceedings and
Prosecutions: Who May
Begin
(4)
(4)(a)
(4)(b)
(4)(c)
(4)(d)
(5)
(6)
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 with the requirements of
attendance policy enforcement,
S. 1003.26, F.S., and those efforts must have been unsuccessful.
•
The district administrator of the Department of Children and Family Services or designee, the circuit
manager of the Department of Juvenile Justi
ce 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
−
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 des
i
gnee and the district school
superintendent or the superintendent’s designee to the Department of Juvenile Justice and
Department of Education.
•
The register of attendance of students at a public, parochial, religious,
denominational, or private school,
or of students taught by a private tutor, kept in compliance with rules of the State Board of Education is
prima facie evidence of the facts which it is required to show. A certified copy of any rule and a
statement of t
he date of its adoption by the State Board of Education is admissible as prima facie
evidence of the provisions of rule and of the date of its adoption.
•
If proceedings and prosecution have been commenced aga
inst a 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, make monetary payment, make up missed work, and attend
school with the chil
d. Employers cannot terminate any employee who is attending school with a child
pursuant to a court order.
S. 1003.31, F.S.
Student Subject to School
Control
(1)
•
Each student enrolled in school is subject to the 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, is attending school, or 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
-
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.
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Reasonable
Time
Right to Expel
Daily Conduct Pledge
(2)
(3)
(3)(a)
(3)(b)
(3)(c)
(4)
•
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 ac
tion. 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
s
igns 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
-
sp
onsored activities.
•
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 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
−
The student has been found gu
ilty 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.
•
Students may be required by the school district to recite a daily conduct pledge,
which states positive
behavior and conduct.
S. 1003.413
Florida Secondary School
Redesign Act
District Policies Based on
Guiding Principles
(3)
(3)(a)
(3)(b)
(3)(c)
(3)(d)
•
District school boards must establish policies based on the guiding principles for secondary redesign to
im
plement the requirements of S. 1003.4156. (General requirements for middle grades promotion
--
)
S. 1003.428 (General requirements for high school graduation
–
revised.
--
) and S. 1003.493, (Career and
professional academies.
--
), F.S. The policies must address
:
−
Procedures for placing and promoting students who enter a Florida public school at grade 6 through
grade 12 from out of state or from a foreign country, including a review of the student’s prior
academic performance. (
Explanatory Note:
Refer to
memorandum “Transfer of Credit Guidelines,”
June 16, 2006 including TAP No: 2005
-
06, “Transfer of Credit Guidelines.”)
−
Alternative methods for students to demonstrate competency in required courses and credits, with
special support for students w
ho have been retained.
−
Applied, integrated, and combined courses that provide flexibility for students to enroll in courses
that are creative and meet individual learning styles and student needs.
−
Credit recovery courses and intensive rea
ding and mathematics intervention courses based on
student performance on the FCAT. These courses should be competency based and offered through
innovative delivery systems, including computer
-
assisted instruction. School districts should use
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(3)(e)
(3)(f)
(3)(g)
(3)(h)
(3)(i)
(3)(j)
(3)(k)
learnin
g gains as well as other appropriate data and provide incentives to identify and reward high
-
performing teachers who teach credit recovery and intensive courses.
−
Grade forgiveness policies that replace a grade of “D” or “F” with a grade of “C” or
higher earned
subsequently in the same or a comparable course.
−
Summer academies for students to receive intensive reading and mathematics intervention courses
or competency
-
based credit recovery courses. A student’s participation in an instruction
al or
remediation program prior to or immediately following entering grade 9 for the first time shall not
affect that student’s classification as a first
-
time 9
th
-
grader for reporting purposes.
−
Strategies to support teachers’ pursuit of the readin
g endorsement and emphasize reading instruction
professional development for content area teachers.
−
Creative and flexible scheduling designed to meet student needs.
−
Procedures for high school students who have not prepared an electronic p
ersonal education plan
(ePEP) pursuant to S.1003.4156 (General requirements for middle grades promotion.
--
), F.S., to
prepare such plan.
−
Tools for parents to regularly monitor student progress and communicate with teachers.
−
Additiona
l course requirements for promotion and graduation which may be determined by each
school district in the student progression plan and may include additional academic, fine and
performing arts, physical education, or career and technical education courses
in order to provide a
complete education program pursuant to S. 1001.41(3) (General powers and duties of district school
board.
--
), F.S.
S. 1003.42, F.S.
Required Instruction
Content Areas
(1)
(2)
(2)(a)
(2)(b)
(2)(c)
(2)(d)
•
Each school district shall provide all courses required for middle grades pr
omotion, 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,
s
ocial studies, foreign languages, health and physical education, and the arts.
•
Members of the instructional staff of public schools shall teach efficiently using books and materials
required that meet the highest standards for profess
ionalism and historical accuracy, following prescribed
courses of study, and employing methods of instruction, including the following:
−
The history and content of the Declaration of Independence, including national sovereignty, natural
law, self
-
e
vident truth, equality of all persons, limited government, popular sovereignty, and
inalienable rights of life, liberty, and property, and how they form the philosophical foundation of
our government.
−
The history, meaning, significance, and effect
of the provisions of the Constitution of the United
States and amendments thereto, with emphasis on each of the 10 amendments that make up the Bill
of Rights and how the constitution provides the structure of our government
−
The arguments in supp
ort of adopting our republican form of government, as they are embodied in
the most important of the Federalist Papers.
−
Flag education, including proper flag display and flag salute.
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(2)(e)
(2)(f)
(2)(g)
(2)(h)
(2)(i)
(2)(j)
(2)(k)
(2)(l)
(2)(m)
(2)(n)
(2)(o)
(2)(p)
(2)(q)
(2)(r)
−
The elements of civil government, including the primary
functions of and interrelationships between
the Federal Government, the state, and its counties, municipalities, school districts, and special
districts.
−
The history of the United States, including the period of discovery, early colonies, the War
for
Independence, the Civil War, the expansion of the United States to its present boundaries, the world
wars, and the civil rights movement to the present. American history shall be viewed as factual, not
as constructed, shall be viewed as knowable, teac
hable, and testable, and shall be defined as the
creation of a new nation based largely on the universal principles stated in the Declaration of
Independence.
−
The history of the Holocaust (1933
–
1945), the systematic, planned annihilation of Europe
an 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 examinat
i
on 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 pr
inciples of agriculture.
−
The true effects of all alcoholic and intoxicating liquors and beverages and narcotics upon the
human body and mind.
−
Kindness to animals.
−
The history of the state.
−
The conservation of natural res
ources.
−
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 te
enage pregnancy; mental and emotional health; injury
prevention and safety; nutrition; personal health; prevention and control of disease; and substance
use and abuse.
−
Such additional materials, subjects, courses, or fields in such grades as are p
r
escribed 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 United States.
−
The study of women’s contributions to the United S
tates.
−
The nature and importance of free enterprise to the United States economy.
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Teaching of Disease
Exemption
(2)(s)
(2)(t)
(3)
−
A character
-
development program in the elementary schools, similar to Character First or Character
Counts, which is secular in nature. Beginning in school
year 2004
-
2005, the character
-
development
program shall be required in kindergarten through grade 12. Each district school board shall develop
or adopt a curriculum for the character development program that shall be submitted to the
department for approva
l. The character
-
development curriculum shall stress the qualities of
patriotism; responsibility; citizenship; kindness; respect for authority, life, liberty, and personal
property; honesty; charity; self
-
control; racial, ethnic, and religious tolerance; a
nd cooperation.
−
In order to encourage patriotism, the sacrifices that veterans have made in serving our country and
protecting democratic values worldwide. Such instruction must occur on or before Veterans’ Day
and Memorial Day. Members of the in
structional staff are encouraged to use the assistance of local
veterans when practicable
.
•
Any student whose parent presents a written request to the principal shall be exempted from the teaching
of 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 a
ppropriate
curriculum which reflects local values and concerns.
S. 1003.431, F.S.
Career
Education Certification
(1)
(1)(a)
(1)(b)
(2)
(2)(a)
(2)(b)
(2)(c)
(2)(d)
•
A student who fulfills the following requirements shall be recognized with a career education
certification on his or her high school dipl
oma:
−
Completion of the requirements for high school graduation as provided in S. 1003.429, F.S., or S.
1003.43, F.S.
−
A passing score on the college entry
-
level placement test or an equivalent test
identified by the Department with a scor
e adequate to enroll in a public postsecondary educational
program without the need for college preparatory or career preparatory instruction.
•
A comprehensive program of study in career education must be designed to prepare a student to continue
his
or her education at a postsecondary educational institution and obtain employment. A comprehensive
career education program of study must require of each student
−
Completion of academic courses with a designation from the Department of level two o
r above (All
credits earned to meet graduation requirements in mathematics, science, and communication must
have that designation.)
−
Attainment of at least one occupational completion point in an industry
-
certified career education
program or compl
etion of at least two courses in a technology education program
−
Completion of a one
-
credit course addressing workplace readiness skills (The course requirement
may be satisfied by infusing course content into an existing select career and educatio
n course. The
State Board of Education must define by rule the content of the course and must ensure that the
course meets graduation requirements for performing fine arts or practical arts.)
−
Participation in work
-
based learning experiences, as d
efined by rule by the State Board of Education
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(2)(e)
(3)
(4)
(5)
−
Participation in a capstone activity that includes a project related to a career (This activity is
designed to apply and demonstrate the competencies and concepts attained in the student’s program
of
study. The State Board of Education may specify by rule characteristics of capstone activities that
meet the intent of this paragraph.)
•
The career education certification indicates that the student is prepared to continue into postsecondary
education
without the need for remediation and that the student has marketable employment skills. The
State Board of Education may adopt by rule a standard format for the certification.
•
A school district is not required to offer a comprehensive career educat
ion program pursuant to this
section. However, for each student who receives the career education certification on his or her high
school diploma, the school district may receive incentive funding contingent upon funding in the annual
General Appropriatio
n
s Acts
•
A school district that generates funds as a result of incentive funding for student achievement of the
career education certification on the high school diploma must expend the total amount on the
comprehensive career education program of stu
dy. The school district may not apply indirect charges to
incentive funds earned.
S. 1003.455, F.S.
Physical Education and
Assessment
(1)
(2)
(3)
•
It is the responsibility of each district school board to develop a physical education program that stresses
physica
l fitness and encourages healthy, active lifestyles and to encourage all students in prekindergarten
through grade 12 to participate in physical education. Physical education shall consist of physical
activities of at least a moderate intensity level and
for a duration sufficient to provide a significant health
benefit to students, subject to the differing capabilities of students.
•
Each district school board must, no later than December 1, 2004, adopt a written physical education
policy that details
the school district’s physical education program and expected program outcomes.
Each district school board must provide a copy of its written policy to the Department of Education by
December 15, 2004.
•
Any district that does not adopt a physical edu
cation policy by December 1, 2004, must at a minimum
implement a mandatory physical education program for kindergarten through grade 5 which provides
students with thirty minutes of physical education each day, 3 days a week.
S. 1003.491, F.S.
Career and
Technical
Education
(1)
(1)(a)
(1)(b)
(1)(c)
(1)(d)
•
School board, superintendent, and school accountability for career and technical education within
elementary and secondary schools includes but is not limited to
−
Student exposure to a variety of careers and provision of ins
truction to explore specific careers in
greater depth
−
Student awareness of available career and technical programs and the corresponding occupations
into which such programs lead
−
Student development of individual academic and career plans
as specified in S. 1003.4156 (General
requirements for middle grades promotion.
--
), F.S.
−
Integration of academic and career and technical skills in the secondary curriculum
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(1)(e)
(1)(f)
(1)(g)
(2)
(3)
−
Student preparation to enter the workforce and enroll in postsec
ondary education without being
required to complete college preparatory or career vocational preparatory instruction
−
Student retention in school through high school graduation
−
Career education and technical curriculum articulation with c
orresponding postsecondary programs
in the career local area technical center or community college or both
•
A
school board or public school may not require a student to participate in any school
-
to
-
work or job
training program. A district school boar
d or school may not require a student to meet occupational
standards for grade level promotion or graduation unless the student is voluntarily enrolled in a job
training program.
•
Each district school board and superintendent must implement all compo
nents required to obtain career
education certification on the high school diploma if the school district chooses to offer certification.
S. 1003.492, F.S.
Industry Certified Career
Education Programs
(1)
(2)
•
A career education program within a comprehensive
high school program of study must be coordinated
with the appropriate industry, indicating that all components of the program are relevant and appropriate
to prepare the student for further education or for employment in that industry.
•
The State Boar
d of Education shall adopt rules as specified in S. 120.536(1) and 120.54, F.S., for
implementing an industry certification process, which rules must establish any necessary procedures for
obtaining appropriate business partners and requirements for busine
ss and industry involvement in
curriculum oversight and equipment procurement.
S. 1003.493, F.S.
Career and Professional
Academies
Goals
Small Learning Communities
(1)
(2)
(2)(a)
(2)(b)
(2)(c)
(2)(d)
(2)(e)
(2)(f)
(3)
(3)(a)
•
A career and professional academy is a research
-
based program that integrates a rigorous academic
curriculum with an ind
ustry
-
driven career curriculum. Career and professional academies may be offered
by public schools, school districts, or the Florida Virtual School. Students completing career and
professional academy programs receive a standard high school diploma, the hi
ghest available industry
certification, and postsecondary credit if the academy partners with a
postsecondary institution.
•
The goals of career and professional academies are to:
−
Increase student academic achievement and graduation rates
t
hrough integrated academic and career
curricula
−
Focus on career preparation through rigorous academics and industry certification
−
Raise student aspiration and commitment to academic achievement and work ethics
−
Support the revis
ed graduation requirements pursuant to S, 1003.428 (General requirements for high
school graduation; revised.
--
), F.S., by providing creative, applied majors
−
Promote accelerated mechanisms, such as dual enrollment, articulated credit, or occupatio
nal
completion points, so that students may earn postsecondary credit while in high school
−
Support the state’s economy by meeting industry needs for skilled employees in high
-
demand
occupations
•
A career and professi
onal academy may be offered as one of the following small learning communities:
−
A school
-
within
-
a
-
school career academy, as part of an existing high school, that provides courses in
one occupational cluster. Students in the high school are not req
uired to be students in the academy.
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Requirements
(3)(b)
(4)
(4)(a)
(4)(b)
(4)(b)1
(4)(b)2
(4)(b)3
(4)(b)4
(4)(b)5
(4)(c)
(4)(d)
(4)(e)
(4)(f)
(4)(g)
(4)(h)
(4)(i)
−
A total school configuration providing multiple academies, each structured around an occupational
cluster. Every student in the school is in an academy.
•
Each career and professional academy mu
st:
−
Provide a rigorous standards
-
based academic curriculum integrated with a career curriculum. The
curriculum must take into consideration multiple styles of student learning; promote learning by
doing through application and adaptation; maximize
relevance of the subject matter; enhance each
student’s capacity to excel; and include an emphasis on work habits and work ethics.
−
Include one or more partnerships with postsecondary institutions, businesses, industries, employers,
economic devel
opment organizations, or other appropriate partners from the local community. Such
partnerships must provide opportunities for:
o
Instruction from highly skilled professionals
o
Internships, externships, and on
-
the
-
job training
o
A
postsecondary degree, diploma, or certificate
o
The highest available level of industry certification. Where no national or state certification
exists, school districts may establish a local certification in conjunction with the local workforce
de
velopment board, the chamber of commerce, or the Agency for Workforce Innovation.
o
Maximum articulation of credits pursuant to S. 1007.23 (Statewide articulation agreement.
--
),
F.S.
−
Provide creative and tailored student advisement, includ
ing parent participation and coordination
with middle schools to provide career exploration and education planning as required under S.
1003.4156, F.S. (General requirements for middle grades promotion.
--
). Coordination with middle
schools must provide inf
ormation to middle school students about secondary and postsecondary
career education programs and academies.
−
Provide a career education certification on the high school diploma pursuant to S. 1003.43, F.S.
−
Provide instruction in careers
designated as high growth, high demand, and high pay by the local
workforce development board, the chamber of commerce, or the Agency for Workforce Innovation.
−
Deliver academic content through instruction relevant to the career, including intensiv
e
reading and
mathematics intervention required by S. 1003.42, F.S, with an emphasis on strengthening reading
for information skills.
−
Provide instruction resulting in competency, certification, or credentials in workplace skills,
including, but no
t limited to, communication skills, interpersonal skills, decision
-
making skills, the
importance of attendance and timeliness in the work environment, and work ethics.
−
Provide opportunities for students to obtain the Florida Ready to Work Certific
ation pursuant to S.
1004.99 (Florida Ready to Work Certification Program.
--
), F.S.
−
Include an evaluation plan developed jointly with the Department of Education. The evaluation plan
must include a self
-
assessment tool based on standards, such as
the Career Academy National
Standards of Practice, and outcome measures including, but not limited to, graduation rates,
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enrollment in postsecondary education, business and industry satisfaction, employment and
earnings, achievement of industry certificat
ion, awards of postsecondary credit, and FCAT
achievement levels and learning gains.
S. 1003.53, F.S.
Dropout Prevention and
Academic Intervention
Student Eligibility
Character Development and
Law Education
Single
-
Parent Family
Gra
de Levels
Program Criteria
(1)(a)
(1)(b)
(1)(c)
(1)(c)1
(1)(c)2
(1)(c)3
(1)(c)3a
(1)(c)3b
−
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.
−
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, l
earning activities, and diagnostic and
assessment procedures in order to meet the needs, interests, abilities, and talents of eligible students.
−
The educational program shall provide curricula, a character developm
ent 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.
−
No student shall be identified as being eligible to re
ceive 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.
−
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 serv
ices identified on the student’s academic intervention plan.
−
A student shall be identified as eligible to receive services based on one of the following criteria:
o
The student is academically unsuccessful as evidenced by l
ow 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
o
The student has a pattern of excessive absenteeism or has been iden
tified as a habitual truant
o
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 behav
i
or” 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 tradi
tional program provides or results in
frequent conflicts of a disruptive natu
re while the student is under the jurisdiction of the
school, either in or out of the classroom
➢
Severely threatens the general welfare of students or others with whom the student comes
into contact
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Second Chance Schools
Startup Grants
Program Implementation
School Improvement Plan
Evaluation
Staff Development
Student Records and Parent
Notification
(1)(d)1
(1)(d)2
(2)(a)
(2)(b)
(3)
(4)
(5)
o
“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 violen
t
or who have committed serious offenses.
o
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.
−
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 excessiv
e absenteeism or habitual truancy shall
emphasize academic performance and may provide specific instruction in the areas of
!
Career education
!
Behavioral management
−
Each school that establishes a dropout prevention and academ
ic intervention program at the school
site shall reflect that program in the school improvement plan as required under S. 1001.42(16), F.S.
•
Each school district receiving state funding for dropout prevention and academic intervention progra
ms
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.
•
Each school district shall establish procedures for ensuring that teachers assigned to dropout prevention
and academic intervention programs possess th
e affective, pedagogical, and content
-
related skills
necessary to meet the needs of these students.
•
Each district providing a dropout prevention and academic intervention program shall maintain records
documenti
ng 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 pro
gram.
•
Prior to placement or provision of academic services, the principal or his designee must provide written
notice of placement or services by certified mail, return receipt requested, to the student’s parent. The
parent of the student must sign an a
cknowledgement 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 s
chool
personnel.
S. 1004.99, F.S.
Florida Ready to Work
Certification Program
(1)
•
The Florida Ready to Work Certification Program was created during the 2006 legislative session to
enhance the workplace skill’s of Florida’s students to better prepare them
for successful employment in
specific occupations.
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(2)
(3)
(3)(a)
(3)(b)
(3)(c)
(3)(d)
•
The Florida Ready to Work Certification Program may be conducted in public middle and high schools,
community colleges, technical centers, one
-
stop career centers, vocational rehabilitation centers,
and
Department of Juvenile Justice educational facilities. The program may be made available to other
entities that provide job training. The Department of Education shall establish institutional readiness
criteria for program implementation.
•
The Fl
orida Ready to Work Certification Program Shall be composed of:
−
A comprehensive identification of workplace skills for each occupation identified for inclusion in
the program by the Agency for Workforce Innovation and the Department of Education.
−
A preinstructional assessment that delineates the student’s mastery level on the specific workplace
skills identified for that occupation
−
A targeted instructional program limited to those identified workplace skills in which the student i
s
not proficient as measured by the preinstructional assessment. Instruction must utilize a Web
-
based
program and be customized to meet identified specific needs of local employers.
−
A certificate and portfolio awarded to students upon successful c
ompletion of the instruction. Each
portfolio must delineate the skills demonstrated by the student as evidence of the student’s
preparation for employment.
S. 1006.02, F.S.
School
-
to
-
Work
Accountability Provision of
Information to Students and
Parents
(1)
(2)
(3)
•
Each public K
-
20 school must document the manner in which they have prepared students to enter the
workforce, including information regarding the provision of accurate, timely career and curricular
counseling to students. This information must include
!
Ava
ilable 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 procedure
s for identifying student interests and aptitudes,
including recommended high school coursework that prepares students for success in college
-
level work.
•
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 perf
ormance standards specified for corresponding college
-
preparatory courses and must delineate the support services available for students who need assistance to
complete instruction necessary to enroll in postsecondary education or enter the workforce succe
ssfully.
•
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 occupa
tions 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 program
s.
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•
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.
S. 1006.025, F.S.
Guidance Services Report
(1)
(2)
(2)(a)
(2)(b)
(2)(c)
(2)(d)
(2)(e)
(2)(f)
(2)(g)
(3)
•
Each district school board must annually submit a district guidance report to the Commissioner by June
30.
•
The guidance report must include, but not be limited to, the following:
−
Examination of student access to guidance counselors
−
Degree
to which a district has adopted or implemented a guidance model program
−
Evaluation of the information and training available to guidance counselors and career specialists to
advise students on areas of critical need, labor market trends, and technical tra
ining requirements
−
Progress toward incorporation of best practices for advisement as identified by the department
−
Consideration of alternative guidance systems or ideas, including, but not limited to, teacher
–
advisor
model, mentoring, partnerships with the
business community, Web
-
based delivery, and parental
involvement
−
Actions taken to provide information to students for the school
-
to
-
work transition as specified in S.
1006.02, F.S.
−
A guidance plan for the district
•
The DOE shall provide resources to
district school boards that may assist districts in preparing the
annual guidance report. The resources must include, but are not limited to, materials relating to guidance
model programs, training available through the Department for career guidance, ado
pted best practices,
alternative guidance systems or ideas, and a model district guidance plan.
S. 1006.07, F.S.
Disclosure at School
Registration
(1)(b)
(1)(b)1
(1)(b)2
(1)(b)3
−
District school boards should establish procedures that require students to note previous school
expu
lsions, 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 o
r 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:
o
A final order
of expulsion must be recorded in the records of the receiving school district.
o
The expelled student applying for admission to the receiving school district shall be advised of
the final order of expulsion.
o
The district school superinte
ndent 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.
S. 1006.13, F.S.
Zero Tolerance for Crime
and Victimization Policy
(1)
(1)(a)
•
School districts shall adopt a policy of zero tolerance for
−
Crime and substance abuse, including the reporting of delinquent acts and crimes whenever a
nd
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 re
quire students found to have committed one of the following 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 or ju
venile 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 S. 790.163, F.S., 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
educatio
nal 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 a student committing any of the offenses in this
subsection is a student with a disabil
ity, 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 department specifying
guidelines for reporting felonies and violent misdemeano
rs, whether committed by a student or adult,
and delinquent acts that would be felonies or violent misdemeanors if committed by an adult. These
agreements shall include the role of school resource officers in handling reported incidents, special
circumsta
nces in which school officials may handle incidents without filing a report to law enforcement,
and a procedure for ensuring that school personnel properly report delinquent acts and crimes. The
school principal shall be responsible for ensuring that all s
chool personnel are properly informed as to
their responsibilities regarding crime reporting, that delinquent acts and crimes are properly reported, and
that actions taken in cases with special circumstances are properly taken and documented.
(4)
•
?
Each di
strict school board must adopt rules providing that any student found to have committed a
violation of S. 784.081(1), (2), or (3), F.S., must be expelled or placed in an alternative school setting or
other program. If the student is charged with the offen
se, 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 committ
ed, 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 sch
ool attended 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 offender is prohibited
from attending that school or riding
on a school bus whenever the victim or a sibling of the victim is
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attending the 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.
S. 1006.15, F.
S.
Interscholastic
Extracurricular Eligibility
Definition
Interscholastic
Extracurricular Eligibilit
y
Interscholastic
Extracurricular Eligibility:
Home Education
(2)
(3)(a)1
(3)(a)2
(3)(a)3
(3)(a)4
(3))(a)4(b)
(3)(a)4(c)
•
The term “extracurricular” means any school
-
authorized or education
-
related activity occurring during or
outside the regular instructional school day.
o
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 graduat
ion (S. 1003.43(1), F.S.).
o
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 stude
nt’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.
!
The contract must require that the student attend summer school, or i
ts grade equivalent,
between grades 9 and 10 or grades 10 and 11, as necessary.
o
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. 1003.4
3
(1), F.S.,
during his or her junior year.
o
The content and the format of the academic performance contract are determined by the school
district and the appropriate governing association.
!
The student must 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.
➢
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 emergenc
y conditions must maintain a 2.0 grade point average
or its equivalent on a 4.0 scale and pass each class.
➢
A home education student is eligible to participate in the interscholastic ex
tracurricular
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:
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Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
(3)(a)4(c)1
(3)(a)4(c)2
(3)(a)4(c)3
(3)(a)4(c)4
(3)(a)4(c)5
(3)(a)4(c)6
(3)(a)4(c)7
o
The student must meet the requirements of the home education program (S.
1002.41, F.S.).
o
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 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 coll
ege, university, or trade
school, standardized test scores above the 35th percentile, or any other
method in s.1002.41, F.S.
o
The student must meet the same residency requirements as other students in the
school at which he or she participate
s.
o
The student must meet the same standards of acceptance, behavior, and
performance as required of other students in extracurricular activities.
o
The student must register with the school his or her intent to participate in
inte
rscholastic 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 for an extracurricular activity.
o
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 intersc
holastic extracurricular activities during the first grading
period provided the student has a successful evaluation from the previous year.
o
Any public school or nonpublic school student who has been unable to maintain
academic eligibility fo
r 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 extrac
urricular eligibility, S. 1006.15(3)(a)2, F.S.,
to become eligible to participate as a home education student.
S 1007.21, F.S.
Readiness for Postsecondary
Education and the Workplace
Models for Career Goal
Planning to Ensure Readiness
for Postsecondary Ed
ucation
and the Workplace
(1)
•
The Legislature’s intent is that students and parents develop academic achievement and career goals for
the student’s post
-
high school experience during the middle grades. Parents and students are to become
partners with sch
ool personnel in career exploration and educational decision
-
making. Clear academic
course expectations that emphasize rigorous and relevant coursework shall be made available to all
students by allowing both student and parent choice.
73
Chapter 3
—
Optional Elements of Student Progression Plan
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74
?
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
(3)(b)2
o
The specialist shall
assist teachers in integrating the academic, career, and technical curricula,
utilizing technology that provides feedback on student achievement and implementing the
Blueprint for Career Preparation and Tech Prep programs.
o
The school principal m
ust institute strategies to eliminate reading, writing, and mathematics
deficiencies of secondary students.
S. 1007.261, F.S.
State Universities Admissions
of Students
(1)
(1)(a)
(2)(a)
(2)(b)
(2)(c)
(2)(d)
(2)(d)1
(2)
(d)2
(2)(d)3
•
Minimum academic standards for undergraduate admission to a university inclu
de the following
−
Each student must have received a high school diploma as specified in S. 1003.429, or S. 1003.43,
F.S., or its equivalent except as provided in S. 1007.271(2)
-
(5), F.S., or completed a home education
program according to S. 1002.41, F.S.
−
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
−
Any combination of the courses identified in (2)(a) or (2)(b)
−
Successful completi
on of two credits from the courses identified in (2)(a), plus no more than two
total credits from the following categories of courses:
o
Courses identified in the Department of Education course code directory as R.O.T.C. and
military training
o
Courses identified in the Department of Education course code directory as level two in
art/visual arts, dance, drama/theater arts, language arts, or music
o
Any additional courses determined to be equivalent by the Department of Education
(
Ex
planatory Note:
Refer to the Florida Counseling for Future Education Handbook for a
complete listing of courses.)
S. 1007.35, F.S.
Florida Partnership for
Minority and
Underrepresented Student
Achievement
Legislative Intent
(1)
(2)(a)
(2)(b)
(2)(c)
•
This section may be referred to by the popular
name the “Florida Partnership for Minority and
Underrepresented Student Achievement Act.”
−
The Legislature recognizes the importance of not only access to college but also success in college
for all students. It is the intent of
the Legislature that every student enrolled in a public secondary
school has access to high
-
quality, rigorous academics, with a particular focus on access to advanced
courses.
−
It is the intent of the Legislature to provide assistance to all publi
c secondary schools, with a primary
focus on low
-
performing middle and high schools.
−
It is the intent of the Legislature that the partnership created in this section accomplish its mission
primarily through strengthening the content knowledge of t
eachers and providing instructional
75
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
Florida Partnership for
Minority and
Underrepresented Student
Achievement Co
ntracting for
Operation
PSAT/NMSQT or PLAN
Academic Advisement
PSAT/MMSQT or PLAN
Requirement
Flori
da Partnership for
Minority and
Underrepresented Student
Achievement Requirements
(3)
(4)
(5)
(5)(a)
(5)(b)
(5)(c)
(6)
(6)(a)
(6)(b)
(6)(c)
(6)(d)
(6)(e)
resources, including materials and strategies, which enable teachers to provide instruction to
students who have diverse learning styles.
•
There is created the Florida Partnership for Minority and Underrepresented Student Achievement. The
Department of Education may contract for operation of the partnership.
•
The mission of the partnership is to prepare, inspi
re, and connect students to postsecondary success and
opportunity, with a particular focus on minority students and students who are underrepresented in
postsecondary education.
•
Each public high school, including, but not limited to, schools and alt
ernative sites and centers of the
Department of Juvenile Justice, shall provide for the administration of the Preliminary SAT/National
Merit Scholarship Qualifying Test (PSAT/NMSQT), or Preliminary ACT (PLAN) to all enrolled tenth
grade students. However,
a written notice shall be provided to each parent that shall include the
opportunity to exempt his or her child from taking the PSAT/NMSQT or PLAN.
−
Test results will provide each high school with a database o
f student assessment data which
guidance counselors will use to identify students who are prepared or who need additional work to
be prepared to enroll and be successful in AP courses or other advanced high school courses.
−
Funding for the PSAT/NMS
QT or PLAN for all tenth grade students must be contingent on annual
funding in the General Appropriations Act.
−
Public school districts must choose either the PSAT/NMSQT or PLAN for districtwide
administration.
•
The Partnership shall
−
Provide teacher training and professional development to enable teachers of AP or other advanced
courses to have the necessary content knowle
dge and instructional skills to prepare students for
success on AP or other advanced course examinations and mastery of postsecondary course content
−
Provide to middle school teachers and administrators professional development that will enable
the
m to educate middle school students at the level necessary to prepare the students to enter high
school ready to participate in advanced courses
−
Provide teacher training and materials that are aligned with the Sunshine State Standards and are
cons
istent with best theory and practice regarding multiple learning styles and research on learning,
instructional strategies, instructional design, and classroom assessment (Curriculum materials must
be based on current, accepted, and essential academic know
ledge. Materials for prerequisite courses
should, at a minimum, address the skills assessed on the FCAT.)
−
Provide assessment of individual strengths and weaknesses as related to potential success in AP or
other advanced courses and readiness for
c
ollege
−
Provide college entrance exam preparation through a variety of means that may include, but are not
limited to, training teachers to provide courses at schools; training community organizations to
provide courses at community centers, faith
-
based organizations, and businesses; and providing
online courses
76
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
Florida Partnership for
Minority and
Underrepresented Student
Achievement Partnership
Report
(6)(f)
(6)(g)
(6)(h)
(7)
(8)(a)
(8)(b)
(9)(a)
(9)(b)
−
Consider ways to incorporate community colleges in the mission of preparing all students for
postsecondary success
−
Provide a plan for communication and coordination of eff
orts with the Florida Virtual School’s
provision of online AP or other advanced courses
−
Provide a plan of communication which includes, but is not limited to, disseminating to parents
materials that emphasize the importance of AP or other advanced
courses to a student’s ability to
gain access to and to succeed in postsecondary education and materials that emphasize the
importance of the PSAT/NMSQT or PLAN, which provide diagnostic feedback on skills and relate
student scores to the probability of s
uccess on AP or other advanced course examinations, and also
the dissemination of such information to students, teachers, counselors, administrators, districts,
community colleges, and state universities (The Department shall assist the partnership in
comm
unicating opportunities and priorities to administrators, teachers, and counselors whenever
possible.)
•
By May 31 of each year, the Department shall approve a plan of delivery of services for the subsequent
year.
−
By September 30 of each year, the partnership must submit to the DOE a report that contains an
evaluation of the effectiveness of the delivered services and activities. Activities and services
must
be evaluated on their effectiveness at raising student achievement and increasing the number of AP
or other advanced course examinations in low
-
performing middle and high schools. Other
indicators that must be addressed in the evaluation report incl
ude the number of middle and high
school teachers trained; the effectiveness of the training; measures of postsecondary readiness; the
students affected by the program; levels of participation in tenth grade PSAT/NMSQT or PLAN
testing; and measures of stud
ent, parent, and teacher awareness of and satisfaction with the services
of the partnership.
−
The DOE shall contribute to the evaluation process by providing access, consistent with S.
119.0721, F.S., to student and teacher information necessary to
match against databases containing
teacher professional development data and databases containing assessment data for PSAT/NMSQT,
SAT, AP, and other appropriate measures. The DOE shall also provide student
-
level data on student
progress from middle schoo
l through high school and into college and the workforce, if available, in
order to support longitudinal studies. The partnership shall analyze and report student performance
data in a manner that protects the rights of students and parents as required in
20 U.S.C. S.1232g and
S. 1002.22, F.S.
−
Funding for the partnership shall be contingent on annual funding in the General Appropriations
Act.
−
The participating partner, if one is chosen, is required to match at least one
-
third of the alloc
ation
provided to the partnership in the General Appropriations Act in materials and services to the
programs.
77
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
S. 1008.22, F.S.
Student Assessment
Programs for Public Schools
National Education
Comparisons
Statewide Assessment
Program
Statewide Assessment
Program Requirements
(1)
(1)(a)
(1)(b)
(1)(c)
(1)(d)
(1)(e)
(1)(f)
(2)
(3)
(3)(a)
(3)(b)
(3)(c)
•
The primary purposes of the statewide assessment program are to provide inf
ormation 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
−
Assess the annual learning gains of e
ach student toward achieving the Sunshine State Standards
−
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 promo
ted
−
To the next grade level or to graduate from high school with a standard high or special school
diploma
−
Assess how well educational goals and performance standards are met at the school, district, and
state levels
−
Provide information
to aid in the evaluation and development of educational programs and policies
−
Provide information on the performance of Florida students compared with that of other students
across the United States
•
It is Florid
a’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 p
rogram, 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 student surveys, the educator surveys, and the other instruments
includ
ed in the National Assessment of Educational Progress or similar program being administered in
Florida.
•
The Commissioner of Education shall design and implement a statewide program of educational
assessment that provides i
nformation for the improvement of the operation and management of 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 progra
ms, the
Commissioner of Education shall
−
Submit to the state board a list of students’ skills and competencies to which the goals for education
specified in the state plan apply that include reading, writing, science, and mathematics, known as the
Sunshine State Standards (
Explanatory Note:
The skills and competencies must include problem
-
solving and higher order skills as appropriate.)
−
Develop and implement a uniform system of indicators to describe the performance of public school
studen
ts and the characteristics of the public school districts and the public schools.
−
There shall be a student achievement testing program known as the FCAT as part of the statewide
assessment program to meas
ure reading, writing, science, and mathematics. Other content areas may
be included as directed by the Commissioner. The assessment of reading and mathematics shall be
administered annually in grades 3 through 10. The assessment of writing and science sh
all be
administered at least once at the elementary, middle, and high school levels. The testing program
must be designed so that:
78
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
(3)(c)1
(3)(c)2
(3)(c)3
(3)(c)4
(3)(c)5
o
The tests measure student skills and competencies adopted by the State Board of Education
(Sunshine State Standard
s). The tests must measure and report student proficiency levels of all
students assessed in reading, writing, mathematics, and science. The Commissioner shall
provide for the tests to be developed or obtained, as appropriate, through contracts and project
agreements with private vendors, public vendors, public agencies, postsecondary educational
institutions, or school districts. The Commissioner shall obtain input with respect to the design
and implementation of the testing program from state educators, a
ssistive technology experts,
and the public.
o
The testing program will include a combination of norm
-
referenced and criterion
-
referenced
tests and include, to the extent determined by the commissioner, questions that require the
student to produce
information or perform tasks in such a way that the skills and competencies
he or she uses can be measured.
o
Each testing program, whether at the elementary, middle, or high school level, includes a test of
writing in which students are required
to produce writings that are then scored by appropriate
and timely methods.
o
A score is designated for each subject area tested, below which score a student’s performance is
deemed inadequate. The school districts shall provide appropriate remed
ial instruction to
students who score below these levels
o
Except as provided in S. 1003.428(8)(b), or S. 1003.43(11)(b), F.S., students must earn a
passing score on the grade 10 assessment test described in this paragraph or attain concordant
scor
es on an alternate assessment as described in subsection (9) in reading, writing, and
mathematics to qualify for a standard regular high school diploma. The State Board of
Education (SBOE) shall designate a passing score for each part of the grade 10 asses
sment test.
In establishing passing scores, the state board shall consider any possible negative impact of the
test on minority students. All students who took the grade 10 FCAT during the 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. Such students who did not earn the
established passing scores and must repeat the grade 10 FCAT are required to earn the passing
scores established for the March 200
1 test administration. All students who take the grade 10
FCAT for the first time in March 2002 shall be required to earn the passing scores in reading
and mathematics established by the State Board of Education for the March 2002 test
administration. The
SBOE shall adopt rules which specify the passing scores for the grade 10
FCAT. Any such rules, which have the effect of raising the required passing scores, shall only
apply to students taking the grade 10 FCAT for the first time after such rules are adopt
ed by the
SBOE.
However, instructional accommodations are allowable in the classroom if included in a
student’s individual education plan. Students using instructional accommodations in the
classroom that are not allowable as accommodations on the FCAT ma
y have the FCAT
79
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
Di
strict Testing Programs
(3)(c)6
(3)(c)7
(3)(c)8
(3)(c)9
(3)(c)10
(3)(c)11
(4)
requirement waived pursuant to the requirements of S. 1003.428(8)(b), or S. 1003.43(11(b), F.S.
o
That participation in the statewide testing program is mandatory for all public school students,
including students served in Depa
rtment 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.
A
parent must provide signed consent
f
or a student to receive classroom instructional
accommodations that would not be available or
permitted on statewide assessments and must acknowledge in writing that he or she understands
the implications of such instructional accommodations. The SBOE shal
l adopt rules for 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 in the adm
i
nistration of the FCAT.
o
A student seeking an adult high school diploma must meet the same testing requirements that a
regular high school student must meet.
o
D
istrict school boards must provide instruction to prepare students to demons
trate proficiency
in the skills and competencies necessary for successful grade
-
to
-
grade progression and high
school graduation. If a student is provided with instructional accommodations in the classroom
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 Commissi
oner of Education will conduct studies as necessary to verify
that the required skills and competencies are part of the district instructional programs.
o
District school boards must provide opportunities for students to demonstrate an acceptable
l
evel of performance on an alternative standardized assessment approved by the State Board of
Education following enrollment in summer academies.
o
T
he Department of Education must develop, or select, and implement a common battery of
assessment to
ols that will be used in all juvenile justice programs in the state. These tools must
accurately measure the skills and competencies established in the Sunshine State Standards.
o
For students seeking a special diploma pursuant to S. 1003.438, F.
S., the Department of
Education must develop, or select, and implement an alternate assessment tool that accurately
measures the skills and competencies established in the Sunshine State Standards for students
with disabilities under S. 1003.438, F.S..
•
Each district school board must periodically assess student performance and achievement within each
school of the district. The assessment must be based on local goals and objectives that are compatible
with the state plan for e
ducation and that supplement the skills and competencies adopted by the State
Board of Education. All school districts must participate in the statewide assessment program designed
to measure annual student learning and school performance. All district sch
ool boards must report
assessment results as required by the state management information system.
80
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
Concordant Scores for the
FCAT
(9)(a)
(9)(b)
−
The State Board of Education shall analyze the content and concordant data sets for widely used
high school achievemen
t
tests, including, but not limited to, the PSAT, PLAN, SAT, ACT, and
College Placement Test, to assess if concordant scores for FCAT scores can be determined for high
school graduation, college placement, and scholarship awards. In cases where content ali
gnment and
concordant scores can be determined, the Commissioner of Education shall adopt those scores as
meeting the graduation requirement in lieu of achieving the FCAT passing score and may adopt
those scores as being sufficient to achieve additional p
urposes as determined by rule. Each time that
test content or scoring procedures are changed for the FCAT or one of the identified tests, new
concordant scores must be determined.
−
In order to use a concordant subject area score pursuant to this su
bsection to satisfy the assessment
requirement for a standard high school diploma as provided in S. 1003.429(6)(a), or S.
1003.43(5)(a), or S.1003.428, F.S., a student must shall be required to take each subject area of the
grade 10 FCAT a total of three t
imes without earning a passing score. The requirements of this
paragraph shall not apply to a new student who enters the Florida public school system in grade 12,
who may either achieve a passing score on the FCAT or use an approved subject area concordant
score to fulfill the graduation requirement.
S. 1008.37, F.S.
Postsecondary Feedback of
Information to High Schools
Feedback to Districts on
Students Referred for
Remediation Based on
Common Placement Test
Reporting of the Numbers of
Students
Needing Re
mediation
Reporting Summary Reports
to School District
(1)
(2)
(3)
•
The State Board of Education shall require t
he 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 techni
cal
center. These reports must be based on information databases maintained by the Department of
Education. The universities, community colleges, and technical centers shall provide school districts
access to information on student performance in regular a
nd 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.
•
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
-
prep
aratory
instruction pursuant to S. 1004.91, F.S., or common placement testing for public postsecondary
education (S. 1008.30, F.S.).
•
The Commissioner of Education shall organize school summary reports and s
tudent
-
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 31 of each year.
81
Chapter 3
—
Optional Elements of Student Progression Plan
Florida Statutes/Subject
Optional Elements for Implementation of Student Progression Plan
Development of Strategies to
(4)
•
As part of the school improvement plan (S. 1008.345, F.S.), the State Board of Education shall ensure
Improve Postseconda
ry
that each school district and high school develop strategies to improve student readiness for
Feedback of Information to
postsec
ondary education based on annual analysis of the feedback of report data.
High Schools
(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 gra
d
uates.
82