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
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    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
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    26
    ?

    Chapter 2—Required Elements of Student Progression Plan
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    m
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    s
    .
    27
    ?

    Chapter 2—Required Elements of Student Progression Plan
    Florida Statutes/Subject
    T
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    ?

    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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    .
    S. 1003.437, F.S.
    Middle and High School
    Grading System
    (
    1
    )
    (
    2
    )
    (
    3
    )
    (
    4
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    (
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    :
    Percentage
    Grade Point
    Average
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    A
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    S. 1003.438, F.S.
    High School Graduation
    Special Requirements: For
    Exceptional Students Special
    Diploma
     
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    .
    30
    ?

    Chapter 2—Required Elements of Student Progression Plan
    Florida Statutes/Subject
    T
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    (
    4
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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
    T
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    33
    ?

    Chapter 2—Required Elements of Student Progression Plan
    Florida Statutes/Subject
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    34
    ?

    Chapter 2—Required Elements of Student Progression Plan
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    35
    ?

    Chapter 2—Required Elements of Student Progression Plan
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    37
    ?

    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
    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
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    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
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    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
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    meeting the portfolio option for demonstrating mastery of the required reading skills, the student
    portfolio contents must:
    !
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    Be an accurate picture of the student’s ability and only include student work that has been
    independently produced in the classroom
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    met. This includes multipl
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    District’s/school’s adopted core reading curriculum that are aligned with the Sunshine State
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    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,”
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    006, available online from the Department’s Web site, under the category
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    http://www.firn.edu/doe/commhome/sig/studentprogression.htm
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    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
    as determined by student performance data and above
    -
    satisfactory performance appraisals.
    (7)(b)6
    o
    ?
    Provide parent
    s of students to be retained with at least one of the following instructional options
    in addition to required reading enhancement and acceleration strategies:
    43

    Chapter 2—Required Elements of Student Progression Plan
    Florida Statutes/Subject
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    44
    ?

    Chapter 2—Required Elements of Student Progression Plan
    Florida Statutes/Subject
    T
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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
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    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
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    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

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    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

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    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
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    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

    Chapter 3
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    Florida Statutes/Subject
    Optional Elements for Implementation of Student Progression Plan
    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.
    55

    Chapter 3
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    Florida Statutes/Subject
    Optional Elements for Implementation of Student Progression Plan
    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

    Chapter 3
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    Optional Elements for Implementation of Student Progression Plan
    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.
    57

    Chapter 3
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    Florida Statutes/Subject
    Optional Elements for Implementation of Student Progression Plan
    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

    Chapter 3
    Optional Elements of Student Progression Plan
    Florida Statutes/Subject
    Optional Elements for Implementation of Student Progression Plan
    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.
    59

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    Florida Statutes/Subject
    Optional Elements for Implementation of Student Progression Plan
    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
    60

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    Optional Elements of Student Progression Plan
    Florida Statutes/Subject
    Optional Elements for Implementation of Student Progression Plan
    (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.
    61

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    Optional Elements for Implementation of Student Progression Plan
    (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.
    62

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    Optional Elements for Implementation of Student Progression Plan
    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
    63

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    Florida Statutes/Subject
    Optional Elements for Implementation of Student Progression Plan
    (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
    64

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    Florida Statutes/Subject
    Optional Elements for Implementation of Student Progression Plan
    (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.
    65

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    Optional Elements for Implementation of Student Progression Plan
    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,
    66

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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
    67

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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.
    68

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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.
    69

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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
    70

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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
    71

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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:
    72

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    (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.
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