Return to Normal View

DOE Homepage Students Educators Community Family Administrators and Staff MyFlorida.com

Florida Department of Education

DOE Home

Bureau of Standards and Instructional Support

 

  Bureau of Standards and Instructional Support  

Text Index Google Custom Search

2012-2013 Student Progression Guide

Florida Statute - Technical Assistance

Required Elements of a Student Progression Plan

S. 1000.36, F. S. Interstate Compact on Educational Opportunity for Military Children


Section The Student Progression Plan must:
Article I Address that the purpose of the Interstate Compact on Educational Opportunity for Military Children is to remove barriers to educational success imposed on children of military families because of frequent moves and deployment of their parents.
Article III A.
Applicability
Specify that except as otherwise provided in Section C, this compact applies to the children of:
A.1 Active-duty members of the uniformed services, including members of the National Guard and Reserve on active-duty orders pursuant to 10 U.S.C. ss. 1209 and 1211;
A.2 Members or veterans of the uniformed services who are severely injured and medically discharged or retired for a period of 1 year after medical discharge or retirement; and
A.3 Members of the uniformed services who die on active duty or as a result of injuries sustained on active duty for a period of 1 year after death.
B. Specify that this interstate compact applies to local education agencies.
C. Specify that this compact does not apply to the children of:
C.1 Inactive members of the National Guard and military reserves;
C.2 Members of the uniformed services now retired, except as provided in Section A;
C.3 Veterans of the uniformed services, except as provided in Section A; and
C.4 Other United States Department of Defense personnel and other federal agency civilian and contract employees not defined as active-duty members of the uniformed services.
Article IV A.
Educational Records and Enrollment
Specify that if a child's official education records cannot be released to the parents for the purpose of transfer, the custodian of the records in the sending state shall prepare and furnish to the parent a complete set of unofficial educational records containing uniform information as determined by the Interstate Commission. Upon receipt of the unofficial education records by a school in the receiving state, that school shall enroll and appropriately place the student based on the information provided in the unofficial records pending validation by the official records, as quickly as possible.
B. Specify that simultaneous with the enrollment and conditional placement of the student, the school in the receiving state shall request the student's official education record from the school in the sending state. Upon receipt of the request, the school in the sending state shall process and furnish the official education records to the school in the receiving state within 10 days or within such time as is reasonably determined under the rules adopted by the Interstate Commission.
C. Specify that states (districts) must give 30 days from the date of enrollment or within such time as is reasonably determined under the rules adopted by the Interstate Commission for students to obtain any immunization required by the receiving state. For a series of immunizations, initial vaccinations must be obtained within 30 days or within such time as is reasonably determined under the rules promulgated by the Interstate Commission.
D. Specify that students shall be allowed to continue their enrollment at grade level in the receiving state commensurate with their grade level, including kindergarten, from a local education agency in the sending state at the time of transition, regardless of age. A student who has satisfactorily completed the prerequisite grade level in the local education agency in the sending state is eligible for enrollment in the next highest grade level in the receiving state, regardless of age. A student transferring after the start of the school year in the receiving state shall enter the school in the receiving state on their validated level from an accredited school in the sending state.
Article V A. Placement and Attendance Specify that if a student transfers before or during the school year, the receiving state school shall initially honor placement of the student in educational courses based on the student's enrollment in the sending state school or educational assessments conducted at the school in the sending state if the courses are offered. Course placement includes, but is not limited to, Honors, International Baccalaureate, Advanced Placement, vocational, technical, and career pathways courses. Continuing the student's academic program from the previous school and promoting placement in academically and career challenging courses should be paramount when considering placement. A school in the receiving state is not precluded from performing subsequent evaluations to ensure appropriate placement and continued enrollment of the student in the courses.
B. Specify that the receiving state school must initially honor placement of the student in educational programs based on current educational assessments conducted at the school in the sending state or participation or placement in like programs in the sending state. Such programs include, but are not limited to:
B.1 Gifted and talented programs; and
B.2 English as a second language (ESL).
Article VI A.
Eligibility
Specify that when considering the eligibility of a child for enrolling in a school:
A.1. A special power of attorney relative to the guardianship of a child of a military family and executed under applicable law is sufficient for the purposes of enrolling the child in school and for all other actions requiring parental participation and consent.
A.2. A local education agency is prohibited from charging local tuition to a transitioning military child placed in the care of a noncustodial parent or other person standing in loco parentis who lives in a school's jurisdiction different from that of the custodial parent.
A.3. A transitioning military child, placed in the care of a noncustodial parent or other person standing in loco parentis who lives in a school's jurisdiction different from that of the custodial parent, may continue to attend the school in which he or she enrolled while residing with the custodial parent.
B. Specify that state and local education agencies must facilitate the opportunity for transitioning military children's inclusion in extracurricular activities, regardless of application deadline, to the extent they are otherwise qualified.
Article VII
Graduation
Specify that in order to facilitate the on-time graduation of children of military families, states and local education agencies shall incorporate the following procedures:
A. Local education agency administration officials shall waive specific courses required for graduation if similar coursework has been satisfactorily completed in another local education agency or shall provide reasonable justification for denial. If a waiver is not granted to a student who would qualify to graduate from the sending school, the local education agency must provide an alternative means of acquiring required graduation coursework so that graduation may occur on time.
B. States shall accept exit or end-of-course exams required for graduation from the sending state, national norm-referenced tests, or alternative testing, in lieu testing requirements for graduation in the receiving state. If these alternatives cannot be accommodated by the receiving state for a student transferring in his or her senior year, then the provisions of Article VII, Section C shall apply.
C. If a military student transfers at the beginning of or during his or her senior year and is not eligible to graduate from the receiving local education agency after all alternative have been considered, the sending and receiving local education agencies must ensure the receipt of a diploma from the sending local education agency, if the student meets the graduation requirements from the sending local education agency. If one of the states in question is not a member of this compact, the member state shall use its best efforts to facilitate the on-time graduation of the student in Sections A and B of Article VII.

Special note: Florida is a member-state.



S. 1001.42, F.S. Florida Virtual School


Section The Student Progression Plan must:
(23) Specify that the district school board shall provide students with access to courses available through the Florida Virtual School and award credit for successful completion of such courses. Access shall be available to students during and after the normal school day and through summer school enrollment.


S. 1002.20, F.S. Reading Assessment K-3


Section The Student Progression Plan must:
(11) Specify that each elementary school shall regularly assess the reading ability of each K-3 student. If any K-3 student exhibits a reading deficiency, the parent shall be immediately notified of the student's deficiency with a description and explanation, in terms understandable to the parent, of the exact nature of the student's difficulty in learning and lack of achievement in reading; shall be consulted in the development of a detailed progress monitoring plan, (PMP), as described in s. 1008.25(4)(b), F.S.; and shall be informed that the student will be given intensive reading instruction until the deficiency is corrected. This is an additional requirement to the remediation and notification provisions contained in s. 1008.25, F.S., and in no way reduces the rights of a parent or the responsibilities of a school district under that section.


S. 1002.3105, F.S., Academically Challenging Curriculum to Enhance Learning (ACCEL) Options


Section The Student Progression Plan must:
(1)(a)
ACCEL Options
Address that ACCEL options are educational options that provide academically challenging curriculum or accelerated instruction to eligible public school students in kindergarten through grade 12.
(1)(b) Provide that at a minimum, each school must offer the following ACCEL options:
  • whole-grade and midyear promotion
  • subject-matter acceleration
  • virtual instruction in higher grade level subjects
  • Credit Acceleration Program under s. 1003.4295, F.S.
Additional ACCEL options may include, but are not limited to, the following:
  • enriched science, technology, engineering, and mathematics (STEM) coursework
  • enrichment programs
  • flexible grouping
  • advanced academic courses
  • combined classes
  • self-paced instruction
  • curriculum compacting
  • advanced-content instruction
  • telescoping curriculum.
  • Special note: Curriculum compacting is a process whereby a student is given a pre-assessment giving the teacher information about what content the student has already mastered. The student would then not be required to complete mastered content, but work on alternate or enrichment activities instead. In 'telescoped' curriculum, material is not necessarily 'skipped' but students move more quickly through all material thereby eliminating repetition and considerably increasing the pace of instruction to meet the needs of high potential students.
(2)(a)1.
Principal Determined Eligibility Requirements
Specify that when the promotion or acceleration occurs within the principal's school, each principal must establish student eligibility requirements for
  • virtual instruction in higher grade level subjects
  • whole-grade promotion
  • mid-year promotion
  • subject-matter acceleration.
(2)(a)2. Specify that if a school offers enriched STEM coursework, enrichment programs, flexible grouping, advanced academic courses, combined classes, self-paced instruction, curriculum compacting, advanced-content instruction, telescoping curriculum, or an alternative ACCEL option established by the principal, the principal must establish student eligibility requirements.
(2)(b)
School District Determined Eligibility and Procedural Requirements
Address that the school district must establish student eligibility requirements and procedural requirements for any whole-grade promotion, midyear promotion, or subject-matter acceleration that would result in a student attending a different school. Student eligibility requirements and procedural requirements established by the school district must be included in the school district's comprehensive student progression plan as outlined in s. 1008.25, F.S.
(3)
Student Eligibility Considerations
Specify that when establishing student eligibility requirements, principals and school districts must consider, at a minimum:
  1. The student's performance on a locally determined assessment, a statewide assessment, or a statewide, standardized assessment administered pursuant to s. 1008.22, F.S.
  2. The student's grade point average
  3. The student's attendance and conduct record
  4. Recommendations from one or more of the student's teachers in core-curricula courses as outlined in s. 1003.01(14)(a)-(e), F.S.
  5. A recommendation from a guidance counselor if one is assigned to the school in which the student is enrolled.
(4)(a)
ACCEL Requirements
Provide that each principal must inform parents and students of the ACCEL options available at the school and the student eligibility requirements for ACCEL options established pursuant to s. 1002.3105(2)(a), F.S.
(4)(b)1. Provide that each principal must establish a process by which a parent may request student participation in whole-grade promotion, midyear promotion, and subject-matter acceleration when the promotion or acceleration occurs within the principal's school; virtual instruction in higher-grade level subjects; or an alternative ACCEL option established by the principal. If the parent selects one of these ACCEL options and the student meets the eligibility requirements established by the principal pursuant to s. 1002.3105(2)(a), F.S., the student must be provided the opportunity to participate in the ACCEL option.
(4)(b)2. Indicate that each school district must establish a process by which a parent may request student participation in whole-grade promotion, midyear promotion, or subject-matter acceleration that would result in a student attending a different school. If the parent selects one of these ACCEL options and the student meets the eligibility and procedural requirements set forth in the district's comprehensive student progression plan, as required in s. 1002.3105(2)(b), F.S., the student must be provided the opportunity to participate in the ACCEL option.
(4)(c) Provide that if a student participates in an ACCEL option pursuant to the parental request under s. 1002.3105(2)(b)1., F.S., a performance contract must require compliance with:
  • (4)(c)1. Minimum student attendance requirements.
  • (4)(c)2. Minimum student conduct requirements.
  • (4)(c)3. ACCEL option requirements established by the principal, who may include participation in extracurricular activities, educational outings, field trips, interscholastic competitions, and other activities related to the ACCEL option selected.
(4)(d) Specify that if a principal initiates a student s participation in an ACCEL option, the student's parent must be notified. A performance contract is not required when a principal initiates participation but may be used at the discretion of the principal.


S. 1002.321, F.S. Digital Learning


Section The Student Progression Plan must:
(4)
Customized and Accelerated Learning
Specify that he school district must establish multiple opportunities for student participation in part-time and full-time kindergarten through grade 12 virtual instruction. Options include, but are not limited to:
  • (4)(a) School district operated part-time or full-time virtual instruction programs under s. 1002.45(1)(b) for kindergarten through grade 12 students enrolled in the school district. A full-time program shall operate under its own Master School Identification Number.
  • (4)(b) Florida Virtual School instructional services authorized under s. 1002.37.
  • (4)(c) Blended learning instruction provided by charter schools authorized under s. 1002.33.
  • (4)(d) Full-time virtual charter school instruction authorized under s. 1002.33.
  • (4)(e) Courses delivered in the traditional school setting by personnel providing direct instruction through virtual instruction or through blended learning courses consisting of both traditional classroom and online instructional techniques pursuant to s. 1003.498.
  • (4)(f) Virtual courses offered in the course code directory to students within the school district or to students in other school districts throughout the state pursuant to s. 1003.498.


S. 1002.37, F.S. The Florida Virtual School


Section The Student Progression Plan must:
(8)(a) Specify that the Florida Virtual School may provide full-time and part-time instruction for students in kindergarten through grade 12. To receive part-time instruction in kindergarten through grade 5, a student must meet at least one of the eligibility criteria in s. 1002.455(2).
(9)(a) Provide that public school students receiving part-time instruction by the Florida Virtual School in courses requiring statewide end-of-course assessments must take all statewide end-of course assessments required pursuant to s. 1008.22(3)(c)2.
(9)(b) Address that public school students receiving part-time instruction by the Florida Virtual School in courses requiring statewide end-of-course assessment must take all end-of-course assessments required pursuant to s. 1008.22(3)(c)2.
(9)(c) Specify that all statewide assessments must be taken at the school to which the student would be assigned according to district school board attendance areas. A school district must provide the student with access to the school's testing facilities.


S. 1002.45, F.S. Virtual Instruction Programs


Section The Student Progression Plan must:
(1)(b)
Program
Specify that the district must provide parents with timely written notification of at least one open enrollment period for full-time students of 90 days or more , which ends 30 days before the first day of the school year. The purpose of the program is to make quality virtual instruction available to students using online and distance learning technology in the nontraditional classroom. A school district virtual instruction program shall consist of the following:
  • (1)(b)1. Full-time virtual instruction for students enrolled in kindergarten through grade 12.
  • (1)(b)2. Part-time virtual instruction for students enrolled in kindergarten through grade 12 courses are measured by each approved provider's school grade or school improvement rating as specified in s. 1002.45(8)(a)2., F.S.
  • (1)(b)3. Full-time or part-time virtual instruction for students enrolled in dropout prevention and academic intervention programs, Department of Juvenile Justice education programs, core-curricula courses to meet class size requirements, or Florida College System institutions.


S. 1002.455, F.S. Student Eligibility for K-12 Virtual Instruction


Section The Student Progression Plan must:
(2) Provide that a student is eligible to participate in virtual instruction if:
  • (2)(a) The student spent the prior school year in attendance at a public school in the state and was enrolled and reported by the school district for funding during October and February for purposes of the Florida Education Finance Program surveys.
  • (2)(b) The student is a dependent child of a member of the United States Armed Forces who was transferred within the last 12 months to this state from another state or from a foreign country pursuant to a permanent change of station order.
  • (2)(c) The student was enrolled during the prior school year in a virtual instruction program under s. 1002.45, F.S., the K-8 Virtual School Program under s. 1002.415, F.S., or a full-time Florida Virtual School program under s. 1002.37(8)(a), F.S.
  • (2)(d) The student has a sibling who is currently enrolled in a virtual instruction program and the sibling was enrolled in that program at the end of the prior school year.
  • (2)(e)(f) The student is eligible to enter kindergarten or first grade or the student is eligible to enter grades 2 through 5 and is enrolled full-time in a school district virtual instruction program, virtual charter school, or the Florida Virtual School.
(3) Specify that the virtual instruction options for include:
  • (3)(a) School district operated part-time or full-time kindergarten through grade 12 virtual instruction programs under s. 1002.45(1)(b), F.S. for students enrolled in the school district.
  • (3)(b) Full-time virtual charter school instruction authorized under s. 1002.33, F.S.
  • (3)(c) Virtual courses offered in the course code directory to students within the school district or to students in other school districts throughout the state pursuant to s. 1003.498, F.S.


S. 1002.69, F.S. Kindergarten Readiness Screening


Section The Student Progression Plan must:
(1) Specify that the statewide kindergarten screening must be administered to each kindergarten student in the school district within the first 30 school days of each school year. The statewide kindergarten screening assesses the readiness of each student for kindergarten based upon the performance standards adopted by the DOE under s. 1002.67(1), F.S., for the Voluntary Prekindergarten Program.


S. 1003.02, F.S. Parental Notification of Acceleration Mechanisms


Section The Student Progression Plan must:
(1)(i) Specify that at the beginning of each school year, parents of students in or entering high school must be notified of the opportunity and benefits of Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, dual enrollment, and Florida Virtual School courses and options for early or accelerated high school graduation as outlined in ss. 1003.4281 and 1003.429..


S. 1003.05, F.S. Assistance to Transitioning Students from Military Families


Section The Student Progression Plan must:
(3) Address that dependent children of active duty military personnel who otherwise meet the eligibility criteria for special academic programs offered through public schools shall be given first preference for admission to such programs even if the program is being offered through a public school other than the school to which the student would generally be assigned. If such a program is offered through a public school other than the school to which the student would generally be assigned, the parent or guardian of the student must assume responsibility for transporting the student to that school. For purposes of this subsection, special academic programs include magnet schools, advanced studies programs, Advanced Placement, dual enrollment, Advanced International Certificate of Education, and International Baccalaureate.


S. 1003.21, F.S. Compulsory School Attendance


Section The Student Progression Plan must:
(1)(a)1 Specify that 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 to attend school regularly during the entire school term.
(1)(a)2
Kindergarten Admission
Specify that 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.
(1)(b)
First Grade Admission
Specify that 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 six 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 transfer in a manner similar or applicable to other grades, shall progress according to the district student progression plan.

Special note: Nothing in this section shall authorize the state or any school district to oversee or exercise control over the curricula or academic programs of private schools or home education.

(1)(c)
Enrollment Termination
A student who attains the age of 16 years during the school year is not subject to compulsory school attendance beyond the date upon which he or she attains that age if the student files a formal declaration of intent to terminate school enrollment with the district school board. 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 district school board.

The declaration must acknowledge that terminating school enrollment is likely to reduce the student's earning potential and must be signed by the student and the student's parent. The school district must notify the student's parent 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 terminate 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 preparation. Additionally, the student must complete a survey in a format prescribed by the Department of Education to provide data on student reasons for terminating enrollment and actions taken by schools to keep students enrolled.

(2)(a)
Kindergarten and First Grade
Out-of-State Transfers
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.

Address Rule 6A-1.0985, Florida Administrative Code (F.A.C.), Entry into Kindergarten and first grade by Out-of-State Transfer Students. The rule states:

  1. Any student who transfers from an out-of-state public school and who does not meet 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 for 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 school 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:
  1. Official documentation that the parent(s) or guardian(s) was a legal resident(s) of the state in which the child was previously enrolled in school;
  2. An official letter or transcript from proper school authority which shows record of attendance, academic information, and grade placement of the student;
  3. Evidence of immunization against communicable diseases as required in s. 1003.22, F.S.;
  4. Evidence of date of birth in accordance with s. 1003.21, F.S.; and
  5. Evidence of a medical examination completed within the last twelve (12) months in accordance with s. 1003.22, F.S.


S. 1003.25, F.S. Procedures for Maintenance and Transfer of Student Records


Section The Student Progression Plan must:
(3) Address procedures relating to the acceptance of transfer work and credit for students as specified in State Board of Education Rule.
(Refer to Rule 6A-1.09941, F.A.C., (Word) State Uniform Transfer of High School Credits, and Rule 6A-1.09942, F.A.C., (Word) State Uniform Transfer of Students in the Middle Grades.)


S. 1003.33, F.S. Report Cards


Section The Student Progression Plan must:
(1) Specify established and published policies requiring the content and regular issuance of student report cards for all elementary, middle, and high school students. These report cards must clearly depict and grade:
  • (1)(a) The student's academic performance in each class or course in Grades 1 through 12 based on examinations as well as written papers, class participation, and other academic performance criteria, and must include the student's performance or nonperformance at his or her grade level;
  • (1)(b) The student's conduct and behavior; and
  • (1)(c) The student's attendance, including absences and tardiness.
(2)
End-of-Year Status Statement
Specify that the final report card for a school year shall contain a statement indicating end-of-the-year status regarding performance or nonperformance at grade level, acceptable or unacceptable behavior and attendance, and promotion or nonpromotion.

Provide that schools shall not exempt students from academic performance requirements, such as final exams, based on practices or policies designed to encourage student attendance. A student's attendance record may not be used in whole or in part to provide an exemption from any academic performance requirement.



S. 1003.41, F.S., Sunshine State Standards


Section The Student Progression Plan must:
(1) Address that Florida Public K-12 educational instruction in Florida is based on the "Sunshine State Standards." The State Board of Education shall review the Sunshine State Standards and replace them with the Next Generation Sunshine State Standards that establish the core content of the curricula to be taught in this state and that specify the core content knowledge and skills that K-12 public school students are expected to acquire.


S. 1003.413, F.S. Florida Secondary School Redesign Act


Section The Student Progression Plan must:
(1) Address that secondary schools are schools that primarily serve students in grades 6 through 12. It is the intent of the Legislature to provide for secondary school redesign so that students promoted from the 8th grade have the necessary academic skills for success in high school and students graduating from high school have the necessary skills for success in the workplace and postsecondary education.
(3)
District Policies Based on Guiding Principles
Specify policies to implement 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:
(3)(a) 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.
(3)(b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained.
(3)(c) 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.
(3)(d) Credit recovery courses and intensive reading 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 learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive courses.
(3)(e) 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.

Special note: District grade forgiveness policies must be in accordance with s. 1003.428(4)(d), F.S.

(3)(f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional 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 9th-grader for reporting purposes.
(3)(g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers.
(3)(h) Creative and flexible scheduling designed to meet student needs.
(3)(i) An annual review of each high school student's electronic personal education plan created pursuant to s. 1003.4156, F.S. and procedures for high school students who have not prepared an electronic personal education plan pursuant to s. 1003.4156, F.S., to prepare such plan.
(3)(j) Tools for parents to regularly monitor student progress and communicate with teachers.
(3)(k) Additional 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. 1003.4156, F.S. Middle Grades Promotion General Requirements


Section The Student Progression Plan must:
(1) State that promotion from a school composed of middle Grades 6, 7, and 8 requires that:
(1)(a) The student must successfully complete academic courses as follows:
(1)(a)1 Three middle school or higher courses in English. These courses shall emphasize literature, composition, and technical text.
(1)(a)2 Three middle school or higher courses in mathematics. Each middle school must offer at least one high school-level mathematics course for which students may earn high school credit.

Successful completion of a high school level Algebra 1 or Geometry course is not contingent on the End-of-Course (EOC) assessment.

  • Beginning with the 2011-2012 school year, to earn high school credit for Algebra 1, a middle school student must pass the Algebra 1 EOC Assessment.
  • Beginning with the 2012-2013 school year, to earn high school credit for Geometry, a middle school student must pass the Geometry EOC Assessment.
(1)(a)3 Three middle school or higher courses in social studies, one semester of which must include the study of state and federal government and civics education.
  • Beginning with students entering Grade 6 in the 2012-2013 school year, one of these courses must be at least a one-semester civics education course that a student successfully completes in accordance with s. 1008.22(3)(c) and that includes the roles and responsibilities of federal, state, and local governments; the structures and functions of the legislative, executive, and judicial branches of government; and the meaning and significance of historic documents, such as the Articles of Confederation, the Declaration of Independence, and the Constitution of the United States.
(1)(a)4 Three middle school or higher courses in science.

Successful completion of a high school level Biology 1 course is not contingent upon the student's performance on the Biology 1 EOC Assessment.

  • Beginning with the 2012-2013 school year, to earn high school credit for Biology 1, a middle school student must pass the Biology 1 EOC Assessment.

(1)(a)5 One course in career and education planning to be completed in 7th or 8th grade. The course may be taught by any member of the instructional staff. Must result in a completed personalized academic and career plan for the student; must emphasize technology or the application of technology in career fields; and, beginning in the 2014-2015 academic year, must include information from the Department of Economic Opportunity’ s economic security report as described in s. 445.07, F.S.
  • The required personalized academic and career plan must inform students of high school graduation requirements, high school assessment and college entrance test requirements, Florida Bright Futures Scholarship Program requirements, state university and Florida College System institution admission requirements, and programs through which a high school student can earn college credit, including Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, dual enrollment, career academy and career-themed course opportunities, and courses that lead to national industry certification.
  • Each student shall complete a personal education plan that must be signed by the student and the student's parent.
  • A student with a disability, as defined in s. 1007.02(2), for whom the individual education plan team determines that an EOC assessment cannot accurately measure the student's abilities, taking into consideration all allowable accommodations, shall have the EOC assessment results waived for purposes of determining the student's course grade and completing the requirements for middle grades promotion.
  • Each school must inform parents about the course curriculum and activities.
(1)(b)
Intensive Reading Requirement
For each year in which a student scores at Level 1 on FCAT Reading, the student must be enrolled in and complete an intensive reading course the following year. Placement of Level 2 readers in either an intensive reading course or a content area course in which reading strategies are delivered shall be determined by diagnosis of reading needs. Reading courses shall be designed and offered pursuant to the comprehensive reading plan required by s. 1011.62(9), F.S. A middle grades student who scores at Level 1 or Level 2 on FCAT Reading but who did not score below Level 3 in the previous 3 years may be granted a 1-year exemption from the reading remediation requirement; however, the student must have an approved academic improvement plan already in place, signed by the appropriate school staff and the student's parent, for the year for which the exemption is granted.

State Board Rule 6A-6.054, F.A.C. establishes guidelines for placement in reading intervention and for progress monitoring. Progress monitoring must occur three times per year.

(1)(c)
Mathematics Remediation
For each year in which a student scores at Level 1 or Level 2 on FCAT Mathematics, the student must receive remediation the following year, which may be integrated into the student's required mathematics course.
(2)
Grade Configurations Not Subject to Requirements
Address that students in Grade 6, 7, or 8 who are not enrolled in schools with a middle grades configuration are subject to the promotion requirements of this section.


S. 1003.42, F.S. Required Instruction


Section The Student Progression Plan must:
(1) Indicate that the school district shall provide all courses required for middle grades promotion, high school graduation, and appropriate instruction designed to ensure that students meet State Board of Education adopted standards (Next Generation Sunshine State Standards) in the following subject areas: reading and other language arts, mathematics, science, social studies, foreign languages, health and physical education, and the arts.


S. 1003.428, F.S. General Requirements for High School Graduation; Revised


Section The Student Progression Plan must:
(1) Specify that except as otherwise authorized pursuant to s.1003.429, F.S., Accelerated high school graduation options, beginning with students entering their first year of high school in the 2007-2008 school year, graduation requires the successful completion of a minimum of 24 credits, an International Baccalaureate curriculum, or an Advanced International Certificate of Education curriculum. Students must be advised of eligibility requirements for state scholarship programs and postsecondary admissions.
(2) Address that the 24 credits may be earned through applied, integrated, and combined courses approved by the Department of Education and shall be distributed as follows:
(2)(a)
Core Curriculum Credits
Sixteen core curriculum credits:
(2)(a)1 Four credits in English, with major concentration in composition, reading for information, and literature.
(2)(a)2 Four credits in mathematics, one of which must be Algebra 1, a series of courses equivalent to Algebra 1, or a higher-level mathematics course. Beginning with the following school years, additional mathematics graduation requirements for students entering grade nine include the following:
  • 2010-2011
    • one of the four credits in mathematics must be in Geometry or a series of courses equivalent to Geometry as approved by the State Board of Education (SBOE)
    • Algebra 1 EOC Assessment performance will constitute 30 percent of the student's final course grade, if enrolled [s. 1008.22(3)(c)2.a.(I)].
  • 2011-2012
    • Earn passing score on the Algebra 1 EOC Assessment in order to earn course credit
    • Geometry EOC assessment performance will constitute 30 percent of the student's final course grade, if enrolled [s. 1008.22(3)(c)2.a.(I)].
  • 2012-2013
    • Earn a passing score on the Geometry EOC assessment in order to earn course credit
    • One of the four credits in mathematics must be Algebra 2 or a series of courses equivalent to Algebra 2 as approved by the SBOE.

Courses identified as equivalent courses for Algebra 1, Geometry, and Algebra 2 are listed in the "Equivalent Mathematics and Science Courses" (PDF).

(2)(a)3 Three credits in science, two of which must have a laboratory component. Beginning with the following school years, additional science graduation requirements for students entering grade nine include the following:
  • 2011-2012
    • one of the three credits in science must be Biology 1 or a series of courses equivalent to Biology 1 as approved by the SBOE
    • Biology 1 EOC assessment performance will constitute 30 percent of the student's final course grade, if enrolled [s. 1008.22(3)(c)2.a.(I)].
  • 2012-2013
    • Earn a passing score on the Biology 1 EOC Assessment in order to earn course credit
  • 2013-2014
    • three credits must include one credit of
      • Biology 1 or a series of courses equivalent to Biology 1 as approved by the SBOE
      • Chemistry or Physics or a series of courses equivalent to Chemistry or Physics as approved by the SBOE
      • A course in an equally rigorous course as determined by the SBOE

Courses identified as equivalent courses for Biology 1, Chemistry, and Physics are listed in the "Equivalent Mathematics and Science Courses" (PDF). Courses identified as "equally rigorous" science courses are listed in the "Equally Rigorous Science Courses" (PDF).

(2)(a)4 Three credits in social studies as follows: one credit in United States history; one credit in world history; one-half credit in economics; and one-half credit in United States government.

Special note: The final grade for U.S. History or U.S. History Honors must include a minimum 30 percent of the US History EOC assessment. The basis for this requirement is s. 1003.428(4)(a), F.S.

(2)(a)5 One credit in performing or fine arts, speech and debate, or a practical arts course that incorporates artistic content and techniques of creativity, interpretation, and imagination. Eligible practical arts courses shall be identified through the Course Code Directory.
(2)(a)6 One credit in physical education to include integration of health. Participation in an interscholastic sport at the junior varsity or varsity level for two full seasons shall satisfy the one-credit requirement in physical education if the student passes a competency test on personal fitness with a score of "C" or better. The competency test on personal fitness must be developed by the Department of Education. A district school board may not require that the one credit in physical education be taken during the 9th grade year. Completion of one semester with a grade of "C" or better in a marching band class, in a physical activity class that requires participation in marching band activities as an extracurricular activity, or in a dance class shall satisfy one-half credit in physical education or one-half credit in performing arts. This credit may not be used to satisfy the personal fitness requirement or the requirement for adaptive physical education under an individual education plan (IEP) or 504 plan. Completion of 2 years in a Reserve Officer Training Corps (ROTC) class, a significant component of which is drills, shall satisfy the one-credit requirement in physical education and the one-credit requirement in performing arts. This credit may not be used to satisfy the personal fitness requirement or the requirement for adaptive physical education under an individual education plan (IEP) or 504 plan.
(2)(b) Eight Credits in Electives
(2)(b)1
Intensive Reading Requirement
For each year in which a student scores at Level 1 on FCAT Reading, the student must be enrolled in and complete an intensive reading course the following year. Placement of Level 2 readers in either an intensive reading course or a content area course in which reading strategies are delivered shall be determined by diagnosis of reading needs. The department shall provide guidance on appropriate strategies for diagnosing and meeting the varying instructional needs of students reading below grade level. Reading courses shall be designed and offered pursuant to the comprehensive reading plan required by s. 1011.62(9), F.S. A high school student who scores at Level 1 or Level 2 on FCAT Reading but who did not score below Level 3 in the previous 3 years may be granted a 1-year exemption from the reading remediation requirement; however, the student must have an approved academic improvement plan already in place, signed by the appropriate school staff and the student's parent, for the year for which the exemption is granted.

Special note: State Board Rule 6A-6.054, F.A.C. (Word) establishes guidelines for placement in reading intervention and for progress monitoring. Progress monitoring must occur three times per year.

(2)(b)2
Intensive Math Requirement
For each year in which a student scores at Level 1 or Level 2 on FCAT Mathematics, the student must receive remediation the following year. These courses may be taught through applied, integrated, or combined courses and are subject to approval by the department for inclusion in the Course Code Directory.
(2)(c)
Online Course Requirement
Specify that beginning with students entering Grade 9 in the 2011-2012 school year, at least one course within the 24 credits required in this subsection must be completed through online learning. A school district may not require a student to take the online course outside the school day or in addition to a student's courses for a given semester. An online course taken during grades 6 through 8 fulfills this requirement. This requirement shall be met through an online course offered by the Florida Virtual School, an online course offered by the high school, or an online dual enrollment course. A student who is enrolled in a full-time or part-time virtual instruction program under s. 1002.45 meets this requirement This requirement does not apply to a student who has an individual educational plan under s. 1003.57, F.S., which indicates that an online course would be inappropriate or a student who is enrolled in a Florida high school and has less than 1 academic year remaining in high school. .

Special note: Refer to Questions and Answers on the District Virtual Instruction Program (VIP) - July 2011 (PDF).

(3)(a)
Strategies for Exceptional Students to Meet Standard Diploma Requirements
Specify that the district school board may require specific courses and programs of study within the minimum credit requirements for high school graduation and shall modify basic courses, as necessary, to assure exceptional students the opportunity to meet the graduation requirements for a standard diploma, using one of the following strategies:
(3)(a)1 Assignment of the exceptional student to an exceptional education class for instruction in a basic course with the same student performance standards as those required of non-exceptional students in the district school board student progression plan; or
(3)(a)2 Assignment of the exceptional student to a basic education class for instruction that is modified to accommodate the student's exceptionality.
(3)(b) Specify that the district school board shall determine which of these strategies to employ based upon an assessment of the student's needs and shall reflect this decision in the student's individual education plan.
(4)
Establishment of Graduation Standards
Establish standards for graduation from its schools, which must include:
(4)(a) Successful completion of the academic credit or curriculum requirements of s. 1003.428(1) - (2), F.S. For courses that require statewide EOC assessments a minimum of 30 percent of a student's course grade shall be comprised of performance on the statewide, standardized EOC assessment.
(4)(b)
Assessment Requirements
Earning passing scores on the FCAT, as defined in s. 1008.22(3)(c), F.S., or scores on a standardized test that are concordant with passing scores on the FCAT as defined in s. 1008.22(10), F.S.
(4)(c)
Concordant Scores
Concordant Scores by Graduation Year
  • Reading
    • 2009-2010 and prior
      • FCAT - 1926
      • SAT - 410
      • ACT 15
    • 2010-2011 to 2012-2013
      • FCAT - 1926
      • SAT - 420
      • ACT - 18
  • Mathematics
    • 2009-2010 and prior
      • FCAT - 1889
      • SAT - 370
      • ACT - 15
    • 2010-2011 and beyond
      • FCAT - 1889
      • SAT - 340
      • ACT - 15

Completion of all other applicable requirements prescribed by the district school board as specified in s. 1008.25, F.S.

(4)(d)
Grade Forgiveness Policies
Achievement of a cumulative grade point average (GPA) of 2.0 on a 4.0 scale, or its equivalent, in the courses required in this section (s. 1003.428, F.S.).

Each district school board shall adopt policies designed to assist students in meeting the requirements of this subsection. These policies may include, but are not limited to: forgiveness policies, summer school or before or after school attendance, special counseling, volunteers or peer tutors, school-sponsored help sessions, homework hotlines, and study skills classes.

  • Forgiveness policies for required courses shall be limited to replacing a grade of "D" or "F", or the equivalent of a grade of "D" or "F", with a grade of "C" or higher, or the equivalent of a grade of "C" or higher, earned subsequently in the same or comparable course.
  • Forgiveness policies for elective courses shall be limited to replacing a grade of "D" or "F", or the equivalent of a grade of "D" or "F", with a grade of "C" or higher, or the equivalent of a grade of "C" or higher, earned subsequently in another course.
  • The only exception to these forgiveness policies shall be made for a student in the middle grades who takes any high school course for high school credit and earns a grade of "C", "D", or "F", or the equivalent of a grade of "C", "D", or "F". In such case, the district forgiveness policy must allow the replacement of the grade with a grade of "C" or higher, or the equivalent of a grade of "C" or higher, earned subsequently in the same or comparable course.

In all cases of grade forgiveness, only the new grade shall be used in the calculation of the student's GPA. Any course grade not replaced according to a district school board forgiveness policy shall be included in the calculation of the cumulative GPA required for graduation.
(5) Address the State Board of Education Rule, 6A-1.0943, (Word) Statewide Assessment for Students with Disabilities, FAC, which makes the provision for test accommodations for students with disabilities which will demonstrate the student's abilities rather than reflect the student's impaired sensory, manual, speaking, or psychological process skills.

(7)(a)
Standard Diploma Awarding

Indicate that a student who meets all requirements prescribed in subsections (1), (2), (3), and (4) shall be awarded a standard diploma in a form prescribed by the State Board of Education.
(7)(b)
Certificate of Completion
Address that a certificate of completion be awarded to a student who completes the minimum number of credits and other requirements in s. 1003.428(1), (2), and (3), F.S., but who is unable to earn passing scores on the FCAT 2.0 or scores on a standardized test that are concordant with passing scores on the FCAT 2.0, or complete all requirements in student progression and remedial instruction, or achieve a cumulative GPA of a 2.0 on a 4.0 scale, or its equivalent. Any student who is entitled to a certificate of completion may elect to remain in the secondary school either as a full-time student or a part-time student for up to 1 additional year and receive special instruction designed to remedy his or her identified deficiencies.

Special note: A student who has received a certificate of completion and who subsequently meets the requirements for a standard high school diploma shall be awarded a standard diploma whenever the requirements are completed. Additionally, the awarding of a certificate of completion is limited to those students choosing the 24-credit general high school graduation program and is not applicable to the three-year graduation programs.

(8)(a)
Students with Disabilities
State that the district school board must provide instruction to prepare students with disabilities to demonstrate proficiency in the core content knowledge and skills necessary for successful grade-to-grade progression and high school graduation.
(8)(b)1
FCAT Waiver
State that a student with a disability, as defined in s.1007.02(2), F.S., for whom the Individual Education Plan (IEP) committee determines that the FCAT 2.0 can not accurately measure the student's abilities taking into consideration all allowable accommodations, shall have the FCAT 2.0 requirement of paragraph (4)(b) waived for the purpose of receiving a standard high school diploma, if the student:
(8)(b)1.a Completes the minimum number of credits and other requirements in s. 1003.428, (1), (2), and (3), F.S.
(8)(b)1.b Does not earn passing scores on the FCAT 2.0 or on a standardized test that are concordant with passing scores on the FCAT 2.0 after one opportunity in 10th grade and one opportunity in 11th grade.
(8)(b)2 State that a student with a disability, as defined in s.1007.02(2), F.S., for whom the IEP committee determines that an EOC can not accurately measure the student's abilities taking into consideration all allowable accommodations, shall have the EOC assessment requirement waived for the purpose of determining the student's course grade required.


S. 1003.4281, F.S. Early High School Graduation


Section The Student Progression Plan must:
(1) Specify that a student may have the option of early graduation if the student has completed a minimum of 24 credits and meets the graduation requirements in s. 1003.428, F.S. " Early graduation" means graduation from high school in less than 8 semesters or the equivalent.
(2) Specify a policy that provides a high school student the option of early graduation. Each school district shall notify the parent of a student who is eligible to graduate early. A school district may not prohibit a student who meets the requirements of this section from graduating early.
(3) Provide that a student who graduates early may continue to participate in school activities and social events and attend and participate in graduation events with the student' s cohort, as if the student were still enrolled in high school. A student who graduates early will be included in class ranking, honors, and award determinations for the student' s cohort. A student who graduates early must comply with district school board rules and policies regarding access to the school facilities and grounds during normal operating hours.
(4) Address that, if eligible for a Florida Bright Futures Scholarship Program award under ss. 1009.53-1009.538, a student who graduates from high school midyear may receive an initial award in the spring term following the student's graduation.

Special notes:

  • For purposes of this section, a credit is equal to 1 /6 full-time equivalent (FTE). A student may earn up to six paid high school credits equivalent to 1 FTE per school year in grades 9 through 12 for courses provided by the school district. High school credits earned in excess of six per school year in courses delivered by the school district are unpaid credits.
  • A student who graduates from high school midyear must apply no later than August 31 of the student' s graduation year in order to be evaluated for and, if eligible, receive an award for the current academic year as specified in s. 1009.531, F.S. In addition, a student who receives an initial award during the spring term shall be evaluated for scholarship renewal after the completion of a full academic year, which begins with the fall term as outlined in s. 1009.532(4), F.S



S. 1003.4285, F.S. Standard High School Diploma Designations


Section The Student Progression Plan must:
(1) Address that each standard diploma shall include, as applicable:
A designation of the student's major area of interest pursuant to the student's completion of credits as provided in s. 1003.428, F.S.
(2) A designation reflecting completion of four or more accelerated college credit course if the student is eligible for college credit pursuant to s. 1007.27, F.S., or s.1007.271, F.S., in Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, or dual enrollment courses. The Commissioner of Education shall establish guidelines for successful passage of examinations or coursework in each of the accelerated college options.

Special note: Refer to Rule 6A-1.0995, F.A.C., (Word) Form of High School Diplomas and Certificates of Completion.

(3) A designation reflecting the attainment of one or more industry certifications from the list approved by Workforce Florida, Inc., under s. 1003.492, F.S.
(4) A designation reflecting a Florida Ready to Work Credential in accordance with s. 1004.99, F.S.


S. 1003.429, F.S. Accelerated High School Graduation Options


Section The Student Progression Plan must:
(1) Specify that students who entered Grade 9 in the 2006-2007 school year may select, upon receipt of each consent required by this section, one of the three high school graduation options:
(1)(a)
Four-Year Standard 24-Credit Program
Completion of the general 24 credits for high school graduation as specified in s. 1003.43, F.S.

Students who entered their first year of high school in the 2007-2008 school year and thereafter and who choose the 24 credits option are required to satisfy graduation requirements as specified in s. 1003.428, F.S.

(1)(b)
Three-Year Standard College Preparatory Program

Specify that completion of a three-year college preparatory program requiring successful completion of a minimum of 18 academic credits in Grades 9 through 12. For students who chose this option in the 2006-2007 school year and thereafter, at least 6 of the 18 credits required for completion of this program must be received in classes that are in the International Baccalaureate Program, the Advanced Placement Program, dual enrollment, Advanced International Certificate of Education, or specifically listed or identified by the Department of Education as rigorous pursuant to s. 1009.531(3), F.S. The 18 primary credits required for completion of this program shall be distributed as follows:
(1)(b)1 Four credits in English, with major concentration in composition and literature;
(1)(b)2 Three credits, and beginning with students entering Grade 9 in the 2010-2011 school year, four credits in mathematics at Algebra 1 level or higher from the list of courses that qualify for state university admission. Beginning with the following school years, additional mathematics graduation requirements for students entering grade nine include the following:
  • 2010-2011
    • One of the four credits in mathematics must be in Geometry or a series of courses equivalent to Geometry as approved by the State Board of Education (SBOE) o Algebra 1 EOC Assessment performance will constitute 30 percent of the student's final course grade, if enrolled [s. 1008.22(3)(c)2.a.(I)].
  • 2011-2012
    • Earn passing score on the Algebra 1 EOC Assessment in order to earn course credit o Geometry EOC assessment performance will constitute 30 percent of the student's final course grade, if enrolled [s. 1008.22(3)(c)2.a.(I)].
  • 2012-2013
    • Earn a passing score on the Geometry EOC assessment in order to earn course credit
    • One of the four credits in mathematics must be Algebra 2 or a series of courses equivalent to Algebra 2 as approved by the SBOE.

Courses identified as equivalent courses for Algebra 1, Geometry, and Algebra 2 are listed in the "Equivalent Mathematics and Science Courses" (PDF)

(1)(b)3 Three credits in science, two of which must have a laboratory component. Beginning with the following school years, additional science graduation requirements for students entering grade nine include the following:
  • 2011-2012
    • One of the three credits in science must be Biology 1 or a series of courses equivalent to Biology 1 as approved by the SBOE
    • Biology 1 EOC assessment performance will constitute 30 percent of the student's final course grade, if enrolled [s. 1008.22(3)(c)2.a.(I)].
  • 2012-2013
    • Earn a passing score on the Biology 1 EOC Assessment in order to earn course credit
  • 2013-2014
    • Three credits must include one credit of
      • Biology 1 or a series of courses equivalent to Biology 1 as approved by the SBOE
      • Chemistry or Physics or a series of courses equivalent to Chemistry or Physics as approved by the SBOE
      • A course in an equally rigorous course as determined by the SBOE

Courses identified as equivalent courses for Biology 1, Chemistry, and Physics are listed in the "Equivalent Mathematics and Science Courses" (PDF). Courses identified as "equally rigorous" science courses are listed in the "Equally Rigorous Science Courses" (PDF)

(1)(b)4 Three credits in social sciences, which must include one credit in United States history, one credit in world history, one-half credit in United States government, and one-half credit in economics;
(1)(b)5 Two credits in the same second language unless the student is a native speaker of or can otherwise demonstrate competency in a language other than English. If the student demonstrates competency in another language, the student may replace the language requirement with two credits in other academic courses; and
(1)(b)6 Three credits in electives and beginning with students entering grade 9 in the 2010-2011 school year, two credits in electives.

Special note: The Department of Education identifies rigorous courses as those courses listed as Level 3 in the Course Code Directory that meet the course distribution requirements for state university system (SUS) admissions. Many school districts have school board policy that identifies additional courses as weighted and this must be reflected in the district's student progression plan. All 18 credits required for the three-year college preparatory program, including three electives, must satisfy the course distribution requirements for state university admissions.

(1)(c)
Three-Year Career Preparatory Program
Specify that completion of a three-year career preparatory program requiring successful completion of a minimum of 18 academic credits in Grades 9 through 12. The 18 primary credit requirements shall be distributed as follows:
(1)(c)1 Four credits in English, with major concentration in composition and literature;
(1)(c)2 Three credits, and beginning with students entering Grade 9 in the 2010-2011 school year, four credits, one of which must be Algebra 1. Beginning with the following school years, additional mathematics graduation requirements for students entering grade nine include the following:
  • 2010-2011
    • One of the four credits in mathematics must be in Geometry or a series of courses equivalent to Geometry as approved by the SBOE
    • Algebra 1 EOC Assessment performance will constitute 30 percent of the student's final course grade, if enrolled [s. 1008.22(3)(c)2.a.(I)].
  • 2011-2012
    • Earn passing score on the Algebra 1 EOC Assessment in order to earn course credit
    • Geometry EOC assessment performance will constitute 30 percent of the student's final course grade, if enrolled [s. 1008.22(3)(c)2.a.(I)].
  • 2012-2013
    • Earn a passing score on the Geometry EOC assessment in order to earn course credit
    • One of the four credits in mathematics must be Algebra 2 or a series of courses equivalent to Algebra 2 as approved by the SBOE.

Courses identified as equivalent courses for Algebra 1, Geometry, and Algebra 2 are listed in the "Equivalent Mathematics and Science Courses" (PDF)

(1)(c)3 Three credits in science, two of which must have a laboratory component. Beginning with the following school years, additional science graduation requirements for students entering grade nine include the following:
  • 2011-2012
    • One of the three credits in science must be Biology 1 or a series of courses equivalent to Biology 1 as approved by the SBOE
    • Biology 1 EOC assessment performance will constitute 30 percent of the student's final course grade, if enrolled [s. 1008.22(3)(c)2.a.(I)].
  • 2012-2013
    • Earn a passing score on the Biology 1 EOC Assessment in order to earn course credit
  • 2013-2014
    • Three credits must include one credit of
      • Biology 1 or a series of courses equivalent to Biology 1 as approved by the SBOE
      • Chemistry or Physics or a series of courses equivalent to Chemistry or Physics as approved by the SBOE
      • A course in an equally rigorous course as determined by the SBOE

Courses identified as equivalent courses for Biology 1, Chemistry, and Physics are listed in the "Equivalent Mathematics and Science Courses" (PDF). Courses identified as "equally rigorous" science courses are listed in the "Equally Rigorous Science Courses" (PDF).

(1)(c)4 Three credits in social sciences, which must include one credit in United States history, one credit in world history, one-half credit in United States government, and one-half credit in economics;
(1)(c)5 Three credits in a single vocational or career education program, three credits in career and technical certificate dual enrollment courses, or four† credits in vocational or career education courses († pending legislative action).

A single vocational or career education program consists of a sequential program of studies and requires at least three secondary school career and technical credits taken over at least two academic years that will qualify a student for the Florida Gold Seal Vocational Scholars (GSV) award; and

(1)(c)6 Two credits in electives unless four† credits are earned pursuant to s. 1003.429(1)(c)5, F.S. (†pending legislative action).
(2)
Selection Requirements
Specify that in 2006-2007 and thereafter for students who choose a three-year accelerated program, that prior to selecting an accelerated graduation program described in s. 1003.429(1)(b) or (1)(c), F.S., a student and the student's parent should meet with designated school personnel to receive an explanation of the relative requirements, advantages, and disadvantages of each program option, and the school must also receive written consent from the student's parent. If an effort to meet with the student's parent fails and that effort has been documented by designated school personnel, the student may select a program described in section 1003.429 (1)(b) or section 1003.429 (1)(c) with the written consent of the student's parent. A student may select a program described in section 1003.428 (1)(b) or section 1003.428(1)(c) without the written consent of the student's parent if the student is 18 years of age or older.
(3)
Parent Notification of Graduation Options
Specify that beginning with the 2011-2012 school year, each district school board shall provide each student in Grades 6-12 and their parents with information concerning the three-year and four-year high school graduation options listed in s. 1003.429(1), F.S., including the respective curriculum requirements for those options, so that the students and their parents may select the program that best fits their needs. The information shall include a timeframe for achieving each graduation option.
(4)
Graduation Option Selection Parent and Student Responsibility
Specify that selection of one of the graduation options listed in s. 1003.429(1), F.S., may be completed by the student at any time during Grades 9 through 12, subject to the requirements in s. 1003.429(2), F.S. If the student and parent fail to select one of the accelerated high school graduation options, the student shall be considered to have selected the 24 general requirements for high school graduation specified in s. 1003.429(1)(a), F.S.

Special note: Students who entered their first year of high school in the 2007-2008 school year and thereafter and who choose the 24 credits option are required to satisfy graduation requirements as specified in s. 1003.428, F.S.

(5)
Requirements in Excess of Minimum Eighteen Credits
State that district school boards may not establish requirements for accelerated three-year high school graduation options in excess of the requirements in s. 1003.429(1)(b) and (c), F.S. For courses that require statewide, standardized EOC assessments under s. 1008.22(3)(c)2.c., a minimum of 30 percent of a student's course grade shall be comprised of performance on the statewide EOC assessment.
(6)
Assessment and GPA Requirements
State that students pursuing accelerated three-year high school graduation options, college, or career preparatory programs specified in s. 1003.429(1)(b) or (1)(c), F.S., are required to:
(6)(a) Earn passing scores on the FCAT 2.0 as defined in s. 1008.22(3)(c), F.S., or scores on a standardized test that are concordant with passing scores on the FCAT 2.0 as defined in s. 1008.22(10), F.S.
(6)(b)1 Achieve a cumulative weighted GPA of 3.5 on a 4.0 scale or its equivalent in the courses required for the college preparatory accelerated three-year high school graduation option specified in s. 1003.429(1)(b), F.S.; or
(6)(b)2 Achieve a cumulative weighted GPA of 3.0 on a 4.0 scale or its equivalent in the courses required for the career preparatory accelerated three-year high school graduation option stated in s. 1003.429(1)(c), F.S.

Special note: The GPA for a three-year graduation plan is calculated on the specific eighteen credits required to graduate.

(6)(c) Receive a weighted or unweighted grade that earns at least 3.0 points or its equivalent to earn course credit toward the 18 credits required for the college preparatory accelerated three-year program stated in s. 1003.429(1)(b), F.S.
(6)(d) Receive a weighted or unweighted grade that earns at least 2.0 points, or its equivalent, to earn course credit toward the 18 credits required for the career preparatory accelerated three-year high school graduation option stated in s. 1003.429(1)(c), F.S. Weighted grades referred to in s. 1003.429(6)(b)-(d), F.S., shall be applied to those courses specifically listed or identified by the Department as rigorous pursuant to s. 1009.531(3), F.S., or weighted by the district school board for class ranking purposes.
(7)
Notification Requirements for Students Not on Track
State that if, at the end of each grade, a student is not on track to meet the credit, assessment, or GPA requirements of the accelerated graduation option selected, the school shall notify the parent of the following:
(7)(a) The requirements that the student is not currently meeting.
(7)(b) The specific performance necessary in Grade 11 for the student to meet the accelerated graduation requirements.
(7)(c) The right of the student to change to the four-year program set forth in s. 1003.428 or s. 1003.43, F.S. as applicable.

Special note: Students who entered their first year of high school in the 2007-2008 school year and thereafter and who choose the 24 credits option are required to satisfy graduation requirements as specified in s. 1003.428, F.S.

(8)
Automatic Change to Four-Year Graduation Program
Establish that a student who selected one of the accelerated three-year graduation options shall automatically move to the four-year program stated ins. 1003.428 or s. 1003.43, F.S., if applicable, if the student:
(8)(a) Exercises his or her right to change to the four-year program.
(8)(b) Fails to earn five credits by the end of Grade 9 or fails to earn 11 credits by the end of Grade 10.
(8)(c) Does not achieve a score of 3 or higher on the Grade 10 FCAT Writing assessment.
(8)(d)
Automatic Change to Four-Year Graduation Program
By the end of Grade 11 does not meet the requirements of s. 1003.429(1) and (6), F.S.

Special note: A student who has not completed all requirements for the three-year graduation program, including earning passing scores on the FCAT and achieving the required GPA, must be required to meet the minimum 24-credit program to satisfy graduation requirements as specified in s. 1003.428, F.S.

(9)
Standard Diploma Awarding Three-Year Graduation Options
Specify that a student who meets all requirements prescribed in s. 1003.429(1) and (6), F.S., shall be awarded a standard diploma in a form prescribed by the State Board of Education.

Special note: Students selecting one of the three-year programs must be treated equally with students graduating via the minimum 24-credit general high school graduation program in all ways, including eligibility for valedictorian, salutatorian, Talented 20, and Bright Futures. A school district may, however, choose to recognize a valedictorian and a salutatorian from each graduation program. Students graduating in three years cannot be excluded from activities traditionally provided for graduating students during their anticipated graduation year.



S. 1003.4295, F.S. Acceleration Options

Section The Student Progression Plan must:
(1) Specify that each high school shall advise each student of programs through which a high school student can earn college credit, Advanced Placement (AP), International Baccalaureate (IB), Advanced International Certificate of Education (AICE), dual enrollment, and early admission courses, career academy courses, and courses that lead to national industry certification, as well as the availability of course offerings through virtual instruction. Students shall also be advised of the early and accelerated graduation options under ss.1003.4281 and 1003.429, F.S.
(2) State that beginning with the 2011-2012 school year, each high school shall offer an IB Program, an AICE Program, or a combination of at least four courses in dual enrollment or AP, including one course in each English, mathematics, science, and social studies. To meet this requirement, school districts may provide courses through virtual instruction, if the virtual course significantly integrates postsecondary level content for which a student may earn college credit, as determined by the FDOE, and for which a standardized EOC assessment, as approved by the FDOE, is administered.
(3) Specify that the Credit Acceleration Program (CAP) purpose is to allow a student to earn high school credit in a course that requires a statewide, standardized EOC assessment if the student attains a specified score on the assessment. Notwithstanding s. 1003.436, F.S., Definition of "credit", a school district shall award course credit to a student who is not enrolled in the course, or who has not completed the course, if the student attains a passing score on the corresponding statewide, standardized EOC assessment. The school district shall permit a student who is not enrolled in the course, or who has not completed the course, to take the standardized EOC assessment during the regular administration of the assessment.


S. 1003.43, F.S., General Requirements for High School Graduation


Section The Student Progression Plan must:
(1) For students entering grade nine prior to the 2007-2008 school year.

Establish graduation requirements that include, at a minimum, successful completion of 24 academic credits in grades 9 - 12 or an International Baccalaureate curriculum. The 24 credits shall be distributed as follows:

(1)(a) Four credits in English with major concentration in composition and literature.
(1)(b) Four credits in mathematics, including, for students entering grade 9 beginning in 1997-98 and thereafter, one credit in Algebra 1, a series of courses equivalent to Algebra 1, or a higher-level mathematics course.
(1)(c) Three credits in science, two of which must have a laboratory component. Agriscience Foundations I, the core course in secondary Agriscience and Natural Resource programs, counts as one of the science credits.
(1)(d) One credit in United States history.
(1)(e) One credit in world history, including a comparative study of the history, doctrines, and objectives of all major political systems.
(1)(f) One-half credit in economics, including a comparative study of the history, doctrines, and objectives of all major economic systems.
(1)(g) One-half credit in United States government, including study of the Constitution of the United States. (For students entering the Grade 9 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 part of the required study of American government.)
(1)(h)1 One credit in practical arts career and technical education or exploratory career and technical education (Any career and technical education course as defined in s. 1003.01, F.S., may be taken to satisfy the high school graduation requirement for one credit in practical arts or exploratory career and technical education.); or
(1)(h)2 One credit in performing fine arts to be selected from music, dance, drama, painting, or sculpture. A course in any art form, in addition to painting or sculpture, that requires manual dexterity, or a course in speech and debate may be taken to satisfy the high school graduation requirement for one credit in performing fine arts; or
(1)(h)3 One-half credit each in 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 ninth grade, and students must be scheduled into a ninth grade course as a priority.
(1)(i) One-half credit in life management skills, to include consumer education, positive emotional development, marriage and relationship skill-based education, nutrition, parenting skills, prevention of human immunodeficiency virus infection and acquired immune deficiency syndrome and other sexually transmissible diseases, benefits of sexual abstinence and consequences of teenage pregnancy, information and instruction on breast cancer detection and breast self-examination, cardiopulmonary resuscitation, drug education, and the hazards of smoking.
(1)(j) One credit in physical education to include assessment, improvement, and maintenance of personal fitness. Participation in an interscholastic sport at the junior varsity or varsity level for two full seasons shall satisfy the one-credit requirement if the student makes a "C" or better on a competency test on 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 activities as an extracurricular activity, or in a Reserve Officer Training Corps (ROTC) class, a significant component of which is drills, shall satisfy a one-half credit requirement in physical education. This one-half credit may not be used to satisfy the personal fitness requirement or the requirement for adaptive physical education under an individual education plan(IEP) or Section 504 plan.
(1)(k)
Voluntary Service Credit

Eight and one-half elective credits.

Include a provision that the school board may award a maximum of one-half credit in social studies and one-half credit elective for student completion of nonpaid voluntary community or school service work. Students must complete a minimum of 75 hours of service in either category. Credit may not be earned for service provided as a result of court action. District school boards that approve the award of credit for student volunteer services must develop guidelines regarding the award of credit, and school principals are responsible for approving specific volunteer activities.

Courses Taken Prior to Ninth Grade State the conditions which the school board has adopted for a course designated in the Florida Course Code Directory as Grades 9 - 12 that is taken below the ninth grade may be used to satisfy high school graduation requirements or Florida Academic Scholars award requirements. A student must be granted credit toward high school graduation requirements for courses taken through dual enrollment, as identified in s. 1007.271(6), F.S.
(2)
Remedial and Compensatory Credit
State that remedial and compensatory courses taken in Grades 9 - 12 may only be counted as elective credit.
(3)
Volunteer and Nonacademic Activity Credit
State that credit for high school graduation may be earned for volunteer activities and nonacademic activities that have been approved by the State Board of Education.
(4)(a)
Strategies for Exceptional Students to Meet Diploma Requirements
Address that a school may require specific modified courses or programs of study so that exceptional students are assured the opportunity to meet graduation requirements through one of the following strategies:
(4)(a)1 Assignment of the exceptional student to an exceptional class for a basic course with the same student performance standards as those for nonexceptional students; or
(4)(a)2 Assignment of the exceptional student to a basic education class for instruction, which is modified to accommodate the student's exceptionality.
(4)(a)2(b) The district shall determine which of these strategies to employ based on an assessment of the student's needs and shall reflect this decision in the student's individual education plan.
(4)(a)2(c)
Requirements in Excess of Minimum 24 Credits
District school boards are authorized to establish requirements for high school graduation in excess of the minimum requirements. An increase in academic credit or minimum GPA requirements shall not apply to students in Grades 9 - 12 at the time of the increase. Any increase in academic credit or minimum GPA requirements must not apply to a student who earns credit toward the graduation requirements for equivalent courses taken through dual enrollment.
(5)
Establishment of Graduation Standards
Establish standards for graduation, which must include:
(5)(a)Assessment Requirement Earning a passing score on the FCAT as defined in s. 1008.22(3)(c), F.S., or scores on a standardized test that are concordant with passing scores on the FCAT as defined in s. 1008.22(10), F.S. The passing score on the Grade 10 FCAT is designated by the State Board of Education.
(5)(b) Completing all requirements for student progression and remedial instruction.
(5)(d)
Grade Point Average (GPA) Requirement
Specify that students entering Grade 9 in the 1997-1998 school year and thereafter, achievement of a cumulative GPA of 2.0 on a 4.0 scale, or its equivalent, in the courses required by s. 1003.43(1), F.S., for graduation.
(5)(e)1
Assistance for Students in Meeting Graduation Requirements; Grade Forgiveness
Identify district policies to assist students in meeting these requirements. These policies may include but are not limited to forgiveness policies, summer school or before or after school attendance, special counseling, volunteer and/or peer tutors, school-sponsored help sessions, homework hotlines, and study skills classes. Beginning with students entering Grade 9 in the 2000-2001 school year and each year thereafter, forgiveness policies for required courses shall be limited to replacing a grade of "D" or "F" or their equivalent with a grade of "C" or higher or its equivalent earned subsequently in the same or comparable course. Forgiveness policies for elective courses shall be limited to replacing a grade of "D" or "F" or their equivalent with a grade of "C" or higher or its equivalent earned subsequently in another course. Any course grade not replaced according to a district forgiveness policy shall be included in the calculation of the cumulative GPA required for graduation.

Special Note: Rule 6A-1.0955(3)(a)(7), F.A.C., requires each school district to keep a record of courses taken and a record of achievement, such as grades, unit, or certification of competence. Student records cannot be altered at any time unless it has been determined that the information is inaccurate or in violation of the privacy or other rights of the student. All courses and grades must be included on the student's transcript. The authority for the school board to adopt a forgiveness policy does not provide the authority to alter a student's record to delete the forgiven course and grade. The forgiveness policy authorization is for the express purpose of assisting students in meeting the requirement to attain a minimum GPA necessary to graduate from high school. The board does not have the authority to purge that student's record to delete the first grade. All forgiven courses and grades must be included on a student's transcript as an accurate reflection of the student's record of achievement.

(5)(e)2
Parent Notification: Students with At-Risk GPA
State that parents of students who have a cumulative GPA of less than .5 above the cumulative GPA required for graduation at the end of each semester in Grades 9, 10, 11, and 12 shall be notified that the student is at risk of not meeting the graduation requirements. The notice shall contain an explanation of the policies the district has in place to assist the student in meeting the GPA requirement.
(5)(e)3
Equivalency Diploma Assistance Exception
State that special assistance to obtain a high school equivalency diploma pursuant to s. 1003.435, F.S., may only be given when all requirements for graduation are completed except for the required cumulative GPA.
(6)
Adult Student High School Diploma
Establish the following graduation requirements for students enrolled in adult general education in accordance with s. 1004.93, F.S.
(6)(a)
Physical Education
The one credit in physical education is not required for graduation and shall be substituted with an elective credit keeping total credits consistent with the 24 credits.
(6)(b)
Science
District school board may waive the lab component of science requirement when facilities do not exist or are inaccessible.
(7)Courses or Programs Excluded from Credit Awarding State that no student may be granted credit toward high school graduation for enrollment in the following courses or programs:
(7)(a) More than a total of nine elective credits in remedial programs.
(7)(b) More than one credit in exploratory vocational courses.
(7)(c) More than three credits in practical arts family and consumer sciences classes.
(7)(d) Any Level 1 course unless the student's assessment indicates a more rigorous course of study would be inappropriate, in which case a written assessment of the need must be included in the individual educational plan or student performance plan and signed by the principal, guidance counselor, and the parent if the student is not 18 years or older.
(10)(a)
Standard Diploma Awarding Florida Gold Seal Career and Technical Endorsement
Address that a student who meets all requirements prescribed in subsections (1), (4), and (5) shall be awarded a standard diploma in a form prescribed by the State Board of Education. School boards may attach a Florida gold seal career and technical endorsement to a standard diploma or award-differentiated diplomas to those exceeding the prescribed minimums.
(10)(b)
Certificate of Completion
Address that a certificate of completion be awarded to a student who completes the minimum number of credits but who is unable to earn passing scores on the FCAT, complete all requirements in student progression and remedial instruction, achieve a cumulative GPA requirement as specified in paragraph (5)(c), or complete all other requirements prescribed by the district school board. Students may elect to remain in secondary school as full-time or part-time students for up to one additional year and receive instruction to remedy the deficiencies.

Special Note: A student who has received a certificate of completion who subsequently completes the requirements for a standard high school diploma shall be awarded a standard high school diploma. Additionally, the awarding of a certificate of completion is limited to those students choosing the 24-credit high school graduation program.

(11)(a)
Students with Disabilities
Address that the district school board must provide instruction to prepare students with disabilities to demonstrate proficiency in the core content knowledge skills necessary for successful grade-to-grade progression and high school graduation.
(11)(b)
FCAT Waiver
Specify that a student with a disability, as defined in s. 1007.02(2), F.S., for whom the Individual Education Plan (IEP) committee determines that the FCAT cannot accurately measure the student's abilities, taking into consideration all allowable accommodations, must have the FCAT requirement of s. 1003.43(5)(a), F.S., waived for the purpose of receiving a standard high school diploma, if the student:
(11)(b)1 Completes the minimum number of credits and other requirements specified in s. 1003.43(1) and (4), F.S.
(11)(b)2 Does not meet the requirements of s. 1003.43(5)(a), F.S., after one opportunity in Grade 10 and one opportunity in Grade 11.


S. 1003.433, F.S., Learning Opportunities for Out-of-Country Transfer Students Needing Additional Instruction to Meet High School Graduation Requirements


Section The Student Progression Plan must:
(1) Address that students who enter a Florida public school at the 11th or 12th grade from out of state or from a foreign country shall not be required to spend additional time in a Florida public school in order to meet the high school course requirements of the school district, state, or country from which he or she is transferring. Such students who are not proficient in English should receive immediate and intensive instruction in English language acquisition. However, to receive a standard high school diploma, a transfer student must earn a 2.0 GPA and pass the Grade 10 FCAT 2.0, required in s. 1008.22(3), F.S., or an alternate assessment as described in s. 1008.22(10), F.S.
(2) Address that students who have met all requirements for the standard high school diploma except for passage of the Grade 10 FCAT 2.0 or an alternate assessment by the end of Grade 12 must be provided the following learning opportunities:
(2)(a) Participation in an accelerated high school equivalency diploma preparation program during the summer.
(2)(b) 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.

Special 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 W8A. In addition, to assist community colleges in identifying these students during the admissions process, the certificate itself must bear the designation of "CPT eligible."

(2)(c) Participation in an adult general education program as provided in s. 1004.93, F.S., for such time 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 payment of tuition and fees, including lab fees. A student attending an adult general education program shall have the opportunity to take the Grade 10 FCAT 2.0 an unlimited number of times in order to receive a standard high school diploma.
(3) 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 2.0 or alternate assessment may receive immersion English language instruction during the summer following their senior year. Students receiving such instruction are eligible to take the FCAT 2.0 or alternate assessment and receive a standard high school diploma upon passage of the Grade 10 FCAT 2.0 or the alternate assessment. This section will be implemented to the extent funding is provided in the General Appropriations Act.
(4) Address that the district superintendent shall be responsible for notifying all students of the consequences of failure to receive a standard diploma, including the potential ineligibility for financial assistance at postsecondary educational institutions.


S. 1003.436, F.S. Definition of "Credit"


Section The Student Progression Plan must:
(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 graduation requirements in a district school that has been authorized to implement block scheduling by the district school board.

Special 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 Next Generation Sunshine State Standards as provided by the school district student progression plan. This clarification includes awarding credit for courses taken in summer school, through performance-based instruction, block scheduling, or course modifications that combine courses. The district school board must establish policies for these 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 assurance that the course requirements and appropriate Next Generation Sunshine State Standards for each of the courses integrated are included in the combination and that the combined course is taught by instructors with appropriate certification.

(1)(b) Address that the hourly requirements for one-half credit are one-half of the requirements specified in (1)(a).
(2) State that the school district maintains a one-half credit earned system that includes courses provided on a full-year basis; and
State that one-half credit shall be awarded if the student successfully completes either the first or the second half of a full year course but fails to successfully complete the other half. If the student successfully completes either the first or the second half of a full-year course but fails to successfully complete the other half of the course and the averaging of the grades in each half would result in a passing grade, the student must successfully meet additional school board requirements, such as class attendance, homework, participation, and other indicators of performance.


>
S. 1003.437, F.S. Middle and High School Grading System


The Student Progression Plan must:
Address the grading system and interpretation of letter grades used to measure student success for students in public schools shall be as follows:
SectionPercentage Grade Value Definition
(1) 90-100 A 4 Outstanding Progress
(2) 80-89 B 3 Above Average Progress
(3) 70-79 C 2 Average Progress
(4) 60-69 D 1 Lowest Acceptable Progress
(5) 0-59 F 0 Failure
Weighted Grading System Address a weighted grading system for the purpose of class ranking, if the district chooses to implement such a weighted system, pursuant to s. 1007.271, F.S. (Dual enrollment programs.--)


S. 1003.438, F.S. Special High School Graduation Requirements for Certain Exceptional Students


Section The Student Progression Plan must:
  Address that a student who has been classified as a student who has an intellectual disability; an autism spectrum disorder; a language impairment; an orthopedic impairment; an other health impairment; a traumatic brain injury; an emotional or behavioral disability; a specific learning disability, including, but not limited to, dyslexia, dyscalculia, or developmental aphasia; or students who are deaf or hard of hearing or dual sensory impaired shall not be required to meet standard high school graduation requirements (s. 1003.43, F.S.) and, upon meeting the requirements prescribed by the school board pursuant to s. 1008.25, F.S., shall be awarded a special diploma.
  Address that a special certificate of completion shall be awarded to any student who meets all special requirements of the district school board for exceptionality but is unable to meet the special state minimum graduation requirements.
  Address that an exceptional student is not restricted or limited solely to a special diploma or special certificate of completion and upon proper request shall be afforded the opportunity to fully meet all standard graduation requirements of s. 1003.43, F.S., or s. 1003.428, F.S., and qualify for a standard diploma upon graduation.


S. 1003.455, F.S. Physical Education; Assessment


Section The Student Progression Plan must:
(1) Address that it is the responsibility of the district school board to develop a physical education program that stresses physical fitness and encourages healthful, 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. All physical education programs and curricula must be reviewed by a certified physical education instructor.
(2) Specify that each district school board shall adopt a written physical education policy that details the school district's physical education program, the expected program outcomes, the benefits of physical education, and the availability of one-on-one counseling concerning the benefits of physical education.
(3) Specify that each district school board shall provide 150 minutes of physical education each week for students in kindergarten through grade 5 and for students in grade 6 who are enrolled in a school that contains one or more elementary grades so that on any day during which physical education instruction is conducted there are at least 30 consecutive minutes per day. Beginning with the 2009-2010 school year, the equivalent of one class period per day of physical education for one semester of each year is required for students enrolled in grades 6 through 8. Students enrolled in such instruction shall be reported through the periodic student membership surveys, and records of such enrollment shall be audited pursuant to s. 1010.305. Such instruction may be provided by any instructional personnel as defined in s. 1012.01(2), regardless of certification, who are designated by the school principal.
(4) Specify that the requirement in subsection (3) shall be waived for a student who meets one of the following criteria:
(4)(a) The student is enrolled or required to enroll in a remedial course.
(4)(b) The student's parent indicates in writing to the school that:
(4)(b)1 The parent requests that the student enroll in another course from among those courses offered as options by the school district; or
(4)(b)2 The student is participating in physical activities outside the school day which are equal to or in excess of the mandated requirement.
(5) Address that each school district shall notify the student's parent of the options available under subsection (4) before scheduling the student to participate in physical education.


S. 1003.498, F.S. School District Virtual Course Offerings


Section The Student Progression Plan must:
(1) Specify that the school district may deliver courses in the traditional school setting by personnel certified pursuant to s. 1012.55, F.S., who provide direct instruction through who provide direct instruction through virtual instruction or through blended learning courses consisting of both traditional classroom and online instructional techniques. Students in a blended learning course must be full-time students of the school and receive the online instruction in a classroom setting of the school. The funding, performance, and accountability requirements for blended learning courses are the same as those for traditional courses.


S. 1003.56, F. S., English Language Instruction for Limited English Proficient Students


Section The Student Progression Plan must:
(1) Address the provision of instruction in the English language to limited English proficient students. The instruction shall be designed to develop the student's mastery of the four language skills, including listening, speaking, reading, and writing, as rapidly as possible.

Special note: Refer to Rule 6A-6.090, F.A.C., (word) Programs for English Language Learners.



S. 1003.57, F. S., Exceptional Students Instruction


Section The Student Progression Plan must:
(1) Address that the school district shall provide for an appropriate program of special instruction, facilities, and services for exceptional students as prescribed by the State Board of Education as acceptable, including certain provisions as specified in (1)(a)-(g) of this subsection.
(5) Provide that each full-time virtual instruction program under s. 1002.37, F.S., or s. 1002.45, F.S., must fulfill the obligations of a school district under this section for public school exceptional students who are enrolled in a full-time virtual instruction program. A student whose individual educational plan indicates that full-time virtual instruction is appropriate may be enrolled in a full-time virtual instruction program.


S. 1004.99, F. S., Florida Ready to Work Certification Program


Section The Student Progression Plan must:
(2) Address that 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.
(3) The Florida Ready to Work Certification Program shall be composed of:
(3)(a) Address that 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.
(3)(b) A preinstructional assessment that delineates the student's mastery level on the specific workplace skills identified for that occupation.
(3)(c) A targeted instructional program limited to those identified workplace skills in which the student is 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.
(3)(d) A Florida Ready to Work credential and portfolio awarded to students upon successful completion of the instruction. Each portfolio must delineate the skills demonstrated by the student as evidence of the student's preparation for employment.
(4) Provide that a Florida Ready to Work Credential shall be awarded to a student who successfully passes assessments in Reading for Information, Applied Mathematics, and locating information or any other assessments of comparable rigor. Each assessment shall be scored on a scale of 3 to 7. The level of the credential each student receives is based on the following:
(4)(a) A bronze-level credential requires a minimum score of 3 or above on each of the assessments
(4)(b) A silver-level credential requires a minimum score of 4 or above on each of the assessments
(4)(c) A gold-level credential requires a minimum score of 5 or above on each of the assessments.


S. 1006.02, F. S., Reporting Requirements: Student Workforce Preparation


Section The Student Progression Plan must:
(4) Provide that before the student graduates from high school, the school shall assess the student's preparation to enter the workforce and provide the student and the student's parent with the results of the assessment.

Special note: The Department of Education has determined that because FCAT assesses certain Education Goal 3 standards, which were developed from a U.S. Secretary of Labor's report on necessary skills for the workforce [SCANS], the FCAT can serve as this assessment.



S. 1006.15, F.S., Interscholastic Extracurricular Eligibility


Section The Student Progression Plan must:
(2) Address that the term "extracurricular" means any school-authorized or education-related activity occurring during or outside the regular instructional school day.
(3)(a)1 Specify that in order to participate in interscholastic, extracurricular student activities, a student must maintain a cumulative GPA of 2.0 or above on a 4.0 scale, or its equivalent, in the courses required by statute for high school graduation (s. 1003.43(1), F.S.).
(3)(a)2 Specify that a student must fulfill the requirements of an academic performance contract between the student, the district school board, the appropriate governing association, and the student's parents. If the student's cumulative GPA 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 GPA 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 its grade equivalent, between Grades 9 and 10 or Grades 10 and 11, as necessary.
(3)(a)3 Specify that a student must have a cumulative GPA of 2.0 or above on a 4.0 scale, or its equivalent, in the courses required for high school graduation, specified in s. 1003.43(1), F.S., during his or her junior year.
(3)(a)4 Indicate that 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.
(3)(b) Address that any student who is exempt from attending a full school day based on rules adopted by the district school board for double sessions or programs, experimental schools, or schools operating under emergency conditions, must maintain a 2.0 GPA, or its equivalent, on a 4.0 scale and pass each class.
(3)(c)
Home Education
Specify that a home education student is eligible to participate in the interscholastic extracurricular activities at the public school that he or she would be assigned to attend based on a district's attendance area policies or may develop an agreement to participate at a private school provided the following conditions are met:
(3)(c)1 The student must meet the requirements of the home education program. (s. 1002.41, F.S.)
(3)(c)2 During the period of participation, the home education student must demonstrate educational progress in all subjects taken in the home education program by a method of evaluation agreed upon by the parent and the school principal, which may include:
  • Review of the student's work by a certified teacher chosen by the parent.
  • Grades earned through correspondence.
  • Grades earned in courses taken at a community college, university, or trade school
  • Standardized test scores above the 35th percentile, or any other method in s.1002.41, F.S.
(3)(c)3 The student must meet the same residency requirements as other students in the school at which he or she participates.
(3)(c)4 The student must meet the same standards of acceptance, behavior, and performance as required of other students in extracurricular activities.
(3)(c)5 The student must register with the school his or her intent to participate in interscholastic extracurricular activities as a representative of the school before the beginning date of the season for which the activity in which he or she wishes to participate. A home education student must be able to participate in curricular activities if that is a requirement for an extracurricular activity.
(3)(c)6 A student who transfers from a home education program to a public school before or during the first grading period of the school year is academically eligible to participate in interscholastic extracurricular activities during the first grading period provided the student has a successful evaluation from the previous year.
(3)(c)7 Any public school or nonpublic school student who has been unable to maintain academic eligibility for participation in interscholastic extracurricular activities is ineligible to participate as a home education student until the student has successfully completed one grading period in home education, fulfilling the requirements for interscholastic extracurricular eligibility, s. 1006.15(3)(a)2, F.S., to become eligible to participate as a home education student.


S. 1007.02, F.S., Access to Postsecondary Education and Meaningful Careers for Students with Disabilities (ENNOBLES) Act


Section The Student Progression Plan must:
(1) Address access to postsecondary education and meaningful careers for students with disabilities. This is known by the popular name the "Enhanced New Needed Opportunity for Better Life and Education for Students with Disabilities (ENNOBLES) Act."
(2) Indicate that for the purposes of this act, the term "student with a disability" means any student who is documented as having an intellectual disability; a hearing impairment, including deafness; a speech or language impairment; a visual impairment, including blindness; an emotional or behavioral disability; an orthopedic or other health impairment; an autism spectrum disorder; a traumatic brain injury; or a specific learning disability, including, but not limited to, dyslexia, dyscalculia, or developmental aphasia.


S. 1007.21, F.S., Readiness for Postsecondary Education and the Workplace


Section The Student Progression Plan must:
(2)(a)
Postsecondary Destination Student Progression Model Requirements
Specify that students entering Grade 9 and their parents shall have developed during the middle grades a 4- to 5-year academic and career plan based on postsecondary and career goals. Alternate career and academic destinations should be considered with bridges between destinations to enable students to shift academic and career priorities if they choose to change goals. The destinations shall accommodate the needs of students served in exceptional education programs to the extent appropriate for individual students. Exceptional education students may continue to follow the courses outlined in the district school board student progression plan. Students and their parents shall choose among destinations, which must include:
(2)(a)1 Four-year university, community college plus university, or military academy degree.
(2)(a)2 Two-year postsecondary degree.
(2)(a)3 Postsecondary career certificate.
(2)(a)4 Immediate employment or entry-level military.
(2)(a)5 A combination of the above.
(2)(b) Indicate that the student progression model toward a chosen destination shall include:
(2)(b)1 A "path" of core courses leading to each of the destinations in (2)(a).
(2)(b)2 A recommended group of electives, which shall help define each path.
(2)(b)3 Provisions for a teacher, school administrator, school staff member, or community volunteer to be assigned to a student as an "academic advocate" if parental or guardian involvement is lacking.
(2)(c) Include that the common placement test authorized in s. 1001.03(10) and 1008.30, F.S., or a similar test may be administered to high school students who have chosen one of the four destinations. The results of the placement test shall be used to target additional instructional needs in reading, writing, and mathematics prior to graduation.
(2)(e) Address that the above destinations shall support the goals of the Tech Prep program. Students enrolled in Tech Prep shall be enrolled in articulated, sequential programs of study that include a technical component and a minimum of a postsecondary certificate or 2-year degree.
(2)(f) Address that the business community shall be encouraged to support real-world internships and apprenticeships.
(2)(g) Address that all students shall be encouraged to take part in service learning opportunities.
(2)(h) Address that high school equivalency diploma preparation programs shall not be a choice for students leading to any one of the four destinations above.
(3)(a) Provide that access to Level 1 courses for graduation credit shall be limited to only those students for whom assessment indicates a more rigorous course of study would be inappropriate. This shall take effect for those students entering Grade 9 in 1997 and thereafter.
(3)(b)1 Provide that the school principal must designate a member of the instructional or administrative staff to serve as a specialist to help coordinate the use of student achievement strategies to help students succeed in their coursework.
(3)(b)2 Provide that the school principal must institute strategies to eliminate reading, writing, and mathematics deficiencies of secondary students.


S. 1007.27, F.S., Articulated Acceleration Mechanisms


Section The Student Progression Plan must:
(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 diploma and a postsecondary degree, broaden the scope of curricular options available to students, or increase the depth of study available for a particular subject. This shall include, but not be limited to, dual enrollment, early admission, Advanced Placement (AP), credit by examination, the International Baccalaureate (IB) Program, and the Advanced International Certificate of Education Program (AICE). Credit earned through the Florida Virtual School shall provide additional opportunities for early graduation and acceleration.
(4)
Home Education
Specify that home education students may participate in dual enrollment, career dual enrollment, early admission, and credit by examination. Credit earned by home education students through dual enrollment shall apply toward the completion of a home education program that meets the requirements of s. 1002.41, F.S.
(5)
Early Admission
Address that early admission shall be in the form of dual enrollment through which eligible secondary students enroll in a postsecondary institution on a full-time basis in courses that are creditable toward the high school diploma and the associate or baccalaureate degree. Students enrolled are exempt from the payment of registration, matriculation, and lab fees.
(6)
Advanced Placement
Specify that AP is the enrollment of an eligible secondary student in a course offered by the Advanced Placement Program administered by the College Board. Postsecondary credit for an AP course shall be awarded to students who score a minimum of 3 on a 5-point scale on the corresponding AP exam. Students shall be exempt from the payment of any fees for administration of the examination regardless of whether or not the student achieves a passing score on the examination.
(7)
Credit by Examination
Address that credit by examination shall be the program through which postsecondary credit is earned based on the receipt of a specified minimum score on nationally standardized general or subject area examinations. The State Board of Education states minimum scores required for an award of credit in the statewide articulation agreement.
(8)
International Baccalaureate
Address that the IB Program is the curriculum whereby students are enrolled in a program of studies offered through the IB Program administered by the IB Office. The State Board of Education has established rules that specify the cutoff scores and IB Examination that will be used to grant postsecondary credit at community colleges and universities. Students shall be awarded a maximum of 30 semester credit hours. Students shall be exempt from payment of any fees for administration of the examinations regardless of whether or not the student achieves a passing score on the examination.
(9)
Advanced International Certificated of Education Programs
Specify that the AICE and the International General Certificate of Secondary Education (pre-AICE) Program shall be the curricula in which eligible secondary students are enrolled in programs of study offered through the AICE Program or the pre-AICE Program administered by the University of Cambridge Local Examinations Syndicate. The State Board of Education shall establish rules, which specify the cutoff scores and AICE examinations, which will be used to grant postsecondary credit at community colleges and universities. Any such rules, which have the effect of raising the required cutoff score or changing the AICE examinations, which will be used to grant postsecondary credit, shall apply to students taking AICE examinations after such rules are adopted by the State Board of Education. Students shall be awarded a maximum of 30 semester credit hours. The specific course for which a student receives such credit shall be determined by the community college or university that accepts the student for admission. Students enrolled in either program of study shall be exempt from the payment of any fees for administration of the examinations regardless of whether the student achieves a passing score on the examination.
(10) Any student who earns 9 or more credits from one or more of the acceleration mechanisms provided for in this section is exempt from any requirement of a public postsecondary educational institution mandating enrollment during a summer term.


S. 1007.271, F.S., Dual Enrollment Programs


Section The Student Progression Plan must:
(1) Address the State Board of Education rules for dual enrollment programs involving requirements for high school graduation. The dual enrollment program is defined as the enrollment of an eligible secondary student or home education student in a postsecondary course creditable toward high school completion and a career certificate or an associate or baccalaureate degree. A student who is enrolled in postsecondary instruction that is not creditable toward a high school diploma may not be classified as a dual enrollment student.
(2) Reference that an eligible secondary student is a student who is enrolled in a Florida public secondary school or in a Florida private secondary school, which is in compliance with s. 1002.42(2), F.S., and provides a secondary curriculum pursuant to s. 1003.428, s. 1003.429, or s. 1003.43, F.S. Students who are eligible for dual enrollment may enroll in dual enrollment courses conducted during school hours, after school hours, and during the summer term. However, if the student is projected to graduate from high school before the scheduled completion date of a postsecondary course, the student may not register for that course through dual enrollment. The student may apply to the postsecondary institution and pay the required registration, tuition, and fees if the student meets the postsecondary institution’ s admissions requirements under s. 1007.263, F.S. Instructional time for dual enrollment may vary from 900 hours; however, the school district may only report the student for a maximum of 1.0 full-time equivalency (FTE). Any student enrolled as a dual enrollment student is exempt from the payment of registration, tuition, and laboratory fees. Vocational-preparatory instruction, college-preparatory instruction, and other forms of precollegiate instruction, as well as physical education courses that focus on the physical execution of a skill rather than the intellectual attributes of the activity, are ineligible for inclusion in the dual enrollment program. Recreation and leisure studies courses shall be evaluated individually in the same manner as physical education courses for potential inclusion in the program.
(3)
Teacher and Student Qualifications
Student eligibility requirements for initial enrollment in college credit dual enrollment courses must include a 3.0 unweighted high school GPA, and the minimum score on a common placement test adopted by the State Board of Education which indicates that the student is ready for college-level coursework. Student eligibility requirements for continued enrollment in college credit dual enrollment courses must include the maintenance of a 3.0 unweighted high school GPA and the minimum postsecondary grade point average established by the postsecondary institution. Regardless of meeting student eligibility requirements for continued enrollment, a student may lose the opportunity to participate in a dual enrollment course if the student is disruptive to the learning process such that the progress of other students or the efficient administration of the course is hindered. Student eligibility requirements for initial and continued enrollment in career certificate dual enrollment courses must include a 2.0 unweighted high school GPA. Exceptions to the required GPAs may be granted on an individual student basis if the educational entities agree and the terms of the agreement are contained within the dual enrollment articulation agreement established pursuant to s. 1007.271(21) F.S.

Special note: Community college boards of trustees may establish additional initial student eligibility requirements, which shall be included in the dual enrollment articulation agreement to ensure student readiness for postsecondary instruction. Additional requirements included in the agreement may not arbitrarily prohibit students who have demonstrated the ability to master advanced courses from participating in dual enrollment courses. District school boards may not refuse to enter into an agreement with a local community college if that community college has the capacity to offer dual enrollment courses.

(6)
College Credit Dual Enrollment Curriculum Standards
Specify that the following curriculum standards apply to college credit dual enrollment:
  • (6)(a) Dual enrollment courses taught on the high school campus must meet the same competencies required for courses taught on the postsecondary institution campus. To ensure equivalent rigor with courses taught on the postsecondary institution campus, the postsecondary institution offering the course is responsible for providing in a timely manner a comprehensive, cumulative end-of-course assessment or a series of assessments of all expected learning outcomes to the faculty member teaching the course. Completed, scored assessments must be returned to the postsecondary institution and held for 1 year.
  • (6)(b) Instructional materials used in dual enrollment courses must be the same as or comparable to those used in courses offered by the postsecondary institution with the same course prefix and number. The postsecondary institution must advise the school district of instructional materials requirements as soon as that information becomes available but no later than one term before a course is offered.
  • (6)(c) Course requirements, such as tests, papers, or other assignments, for dual enrollment students must be at the same level of rigor or depth as those for all non-dual enrollment postsecondary students. All faculty members teaching dual enrollment courses must observe the procedures and deadlines of the postsecondary institution for the submission of grades. A postsecondary institution must advise each faculty member teaching a dual enrollment course of the institution's grading guidelines before the faculty member begins teaching the course.
  • (6)(d) Dual enrollment courses taught on a high school campus may not be combined with any non-college credit high school course.
(7)
Career and Technical
Provide that career dual enrollment shall be provided as a curricular option for secondary students to pursue in order to earn a series of elective credits toward the high school diploma. Career dual enrollment shall be available for secondary students seeking a degree or certificate from a complete career-preparatory program and may not be used to enroll students in isolated career courses.
(8)
Informing Students
Provide that each district school board shall inform all secondary school students and their parents of dual enrollment as an educational option and mechanism for acceleration. Students and their parents shall be informed of student eligibility requirements, the option for taking dual enrollment courses beyond the regular school year, and the minimum academic credits required for graduation. District school boards must annually assess the demand for dual enrollment and provide that information to each partnering postsecondary institution. Alternative grade calculation, weighting systems, and information regarding student education options that discriminates against dual enrollment courses are prohibited.
(10)
College Credit Early Admission
Specify that early admission is a form of dual enrollment through which eligible secondary students enroll in a postsecondary institution on a full-time basis in courses that are creditable toward the high school diploma and the associate or baccalaureate degree. A student must enroll in a minimum of 12 college credit hours per semester or the equivalent to participate in the early admission program; however, a student may not be required to enroll in more than 15 college credit hours per semester or the equivalent. Students enrolled are be exempt from the payment of registration, tuition, and laboratory fees.
(11)
Career Early Admission
Specify that career early admission is a form of career dual enrollment through which eligible secondary students enroll full time in a career center or a Florida College System institution in courses that are creditable toward the high school diploma and the certificate or associate degree. Participation in the career early admission program is limited to students who have completed a minimum of 6 semesters of full-time secondary enrollment, including studies undertaken in the ninth grade. Students enrolled are exempt from the payment of registration, tuition, and laboratory fees.
(13)
Fee Examination
Specify that students who meet the eligibility requirements of s. 1007.271, F.S., and who choose to participate in dual enrollment programs are exempt from the payment of registration, tuition, and laboratory fees.
(16)
Course Weighting
Specify that beginning with students entering Grade 9 in the 2006-2007 school year, school districts and community colleges must weigh dual enrollment courses the same as advanced placement, International Baccalaureate, and Advanced International Certificate of Education courses when GPA's are calculated. Alternative grade calculation or weighting systems that discriminate against dual enrollment courses are prohibited.


S. 1008.22, F.S. Statewide Assessment Program


Section The Student Progression Plan must:
(3)(c)1 Address that the Florida Comprehensive Assessment Test (FCAT) measures a student's content knowledge and skills in reading, writing, science, and mathematics. The content knowledge and skills assessed by the FCAT must be aligned to the core curricular content established in the Next Generation Sunshine State Standards. FCAT. Reading and FCAT Mathematics shall be administered annually in grades 3 through 10 except, beginning with the 2010-2011 school year, the administration of the grade 9 FCAT Mathematics shall be discontinued, and beginning in the 2011-2012 school year, the administration of grade 10 FCAT Mathematics shall be discontinued, except as required for students who have not attained minimum performance expectations for graduation as provided in s. 1008.22(9)(c), F.S. FCAT Writing and FCAT Science shall be administered at least once at the elementary, middle, and high school levels except, beginning with the 2011-2012 school year, the administration of the FCAT Science at the high school level shall be discontinued. Students enrolled in an Algebra 1, geometry, or Biology 1 course or an equivalent course with a statewide, standardized EOC assessment are not required to take the corresponding grade-level FCAT assessment.
(3)(c)2.a.
End of Course Assessments (EOC)
EOC assessments must be rigorous, statewide, standardized, and developed or approved by the Florida Department of Education. The content knowledge and skills assessed by EOC assessments must be aligned to the core curricular content established in the Next Generation Sunshine State Standards.
(3)(c)2.a.(I) Indicate that statewide, standardized EOC assessment in mathematics will be administered. Statewide, standardized EOC assessments will be administered beginning with the following school years:
  • 2010-2011 all students enrolled in Algebra 1 or an equivalent course must take the Algebra 1 EOC assessment. Each student's performance on the Algebra 1 EOC assessment shall constitute 30 percent of the student's final course grade, for students entering grade 9 during the 2010-2011 school year and who are in enrolled in Algebra 1 or an equivalent.
  • 2011-2012 students entering grade 9 and who are enrolled in Algebra 1 or an equivalent must earn a passing score on the Algebra 1 EOC assessment or attain an equivalent score in order to earn course credit, as specified in s. 1008.22(11), F.S. All students entering grade 9 and who are enrolled in Geometry or an equivalent course, must take the Geometry EOC assessment. Each student's performance on the Geometry EOC assessment shall constitute 30 percent of the student's final course grade.
  • 2012-2013 students entering grade 9 must earn a passing score on the Geometry EOC assessment or attain an equivalent score in order to earn course credit, as specified in s. 1008.22(11), F.S.
(3)(c)2.a.(II) Indicate that statewide, standardized EOC assessment in science will be administered. Statewide, standardized EOC assessments will be administered beginning with the following school years:
  • 2011-2012 - all students enrolled in Biology 1 or an equivalent course must take the Biology 1 EOC assessment. Each student's performance on the Biology 1 EOC assessment shall constitute 30 percent of the student's final course grade, for students entering grade 9 and who are in enrolled in Algebra 1 or an equivalent.
  • 2012-2013 - students entering grade 9 must earn a passing score on the Biology 1 EOC in order to earn course credit.
(3)(c)2.b. Indicate that during the 2012-2013 school year, a Civics EOC Assessment shall be administered as a field test at the middle school level. A statewide, standardized Civics EOC Assessment will be administered beginning in the following years:
  • 2013-2014 each student's performance on the statewide, standardized Civics EOC Assessment shall constitute 30 percent of the student's final course grade.
  • 2014-2015 school year, a student must earn a passing score on the Civics EOC Assessment in order to pass the course and be promoted from the middle grades.

Indicate that the school principal of a middle school shall determine, in accordance with State Board of Education rule, whether a student who transfers to the middle school and who has successfully completed a civics education course at the student's previous school must take an end-of-course assessment in civics education.



S. 1008.25, F.S., Public School Student Progression; Remedial Instruction; Reporting Requirements


Section The Student Progression Plan must:
(1)
  • Indicate that student progression from one grade to another is partially based on satisfactory performance in reading, writing, science, and mathematics.
  • Reflect district policies that facilitate student achievement.
  • Contain policies to inform each student and his/her parent of that student's academic progress
  • Indicate that students have access to educational options that provide academically challenging coursework or accelerated instruction pursuant to s. 1002.3105, F.S.
(2)
Comprehensive Program for Student Progression
Be a comprehensive plan for student progression established by the district school board and must:
(2)(a) Provide for evaluating student performance and how well a student masters the performance standards (Next Generation Sunshine State Standards).
(2)(b)
Specific District Levels of Performance for Student Progression
Provide specific district levels of performance for student progression in reading, writing, science, and mathematics for each grade level that include the state levels of performance on statewide assessments FCAT as defined by the Commissioner of Education, below which a student must receive remediation or be retained within an intensive program that is different from the previous year's program and takes into account the student's learning style.

Special note: The Commissioner of Education has determined the following levels of performance for student progression:

  1. Students who score at achievement Level 1 on FCAT Sunshine State Standards tests in reading and mathematics in Grades 3 - 10 will be required to receive remediation through a progress monitoring plan (PMP) or be retained, as determined by the district student progression plan. The district may determine that students performing at a higher level (e.g., Level 2) should receive remediation through a PMP. Retention decisions should be based on more than a single test score;
  2. At a minimum, students who score lower than 2 on the FCAT writing tests at Grades 4, 8, and 10 must be required to receive remediation through PMP or be retained, as determined by the district student progression plan. Retention decisions should be based on more than a single test score.)
(2)(c)
Retention: Alternative Placement
Provide an appropriate alternative placement for a student who has been retained two or more years.
(2)(d)1
ACCEL: Student Eligibility and Procedural Requirements
List the student eligibility and procedural requirements established by the school district for whole-grade promotion, midyear promotion, and subject-matter acceleration that would result in a student attending a different school, pursuant to s. 1002.3105(2)(b), F.S.
(2)(d)2
ACCEL: District Process for Parental Request of Student Participation
Notify parents and students of the school district' s process by which a parent may request student participation in whole-grade promotion, midyear promotion, or subject-matter acceleration that would result in a student attending a different school, pursuant to s. 1002.3105(4)(b)2, F.S.
(2)(e)1
ACCEL: Parent and Student Notification to Contact School for Information
Advise parents and students that additional ACCEL options may be available at the student' s school, pursuant to s. 1002.3105.
(2)(e)2 Advise parents and students to contact the principal at the student' s school for information related to student eligibility requirements for whole grade promotion, midyear promotion, and subject-matter acceleration when the promotion or acceleration occurs within the principal' s school; virtual instruction in higher grade level subjects; and any other ACCEL options offered by the principal, pursuant to s. 1002.3105(2)(a), F.S.
(2)(e)3 Advise parents and students to contact the principal at the student' s school for information related to the school' s process by which a parent may request student participation in whole-grade promotion, midyear promotion, and subject-matter acceleration when the promotion or acceleration occurs within the principal' s school; virtual instruction in higher grade level subjects; and any other ACCEL options offered by the principal, pursuant to s. 1002.3105(4)(b)1, F.S.
(2)(f) Advise parents and students of the early and accelerated graduation options under ss. 1003.4281 and 1003.429, F.S.
(2)(g) List, or incorporate by reference, all dual enrollment courses contained within the dual enrollment articulation agreement established pursuant to s. 1007.271(21), F.S.
(3)
Resource Allocation
State that the allocation of remedial and supplemental instruction resources for students shall occur in the following priority:
(3)(a) Students who are deficient in reading by the end of Grade 3.
(3)(b) Students who fail to meet performance levels required for promotion consistent with the district school board's plan for student progression.
(4)(a)
Assessment and Remediation

State that each student must participate in statewide assessment tests at designated grade levels, as required by s. 1008.22, F.S. Each student who does not meet district specific levels of performance for student progression in FCAT reading, writing, science, and mathematics for each grade level, or who scores below Level 3 in FCAT reading or FCAT mathematics must be provided with additional diagnostic assessments to determine the nature of the student's areas of academic need.

(4)(b)
Progress Monitoring Plan (PMP)
Provide that the school in which the student is enrolled must develop, in consultation with the student's parent, and must implement a progress-monitoring plan. A progress-monitoring plan is intended to provide the school district and the school flexibility in meeting the academic needs of the student and to reduce paperwork.

Special note: The plan must include intensive remedial instruction in the areas of weakness. Strategies may include but are not limited to summer school, dropout prevention services, parent tutorial programs, contracted academic services, exceptional education services, modified curriculum, reading instruction, after school instruction and other extended day services, tutoring, mentoring, class size reduction, extended school year, and intensive skills development programs. Whatever the format, the PMP should:

  • Clearly identify the specific diagnosed academic needs to be remediated;
  • Clearly identify the success-based intervention strategies to be used;
  • Clearly identify a variety of remedial instruction to be provided; and
  • Clearly identify the monitoring and reevaluation activities to be employed.

A student who is not meeting the school district or state requirements for proficiency in reading and math shall be covered by one of the following plans to target instruction and identify ways to improve his or her academic achievement:

(4)(b)1 A federally required student plan, such as an individual education plan;
(4)(b)2 A schoolwide system of progress monitoring for all students; or
(4)(b)3 An individualized progress-monitoring plan.

Specify that the plan chosen must be designed to assist the student or the school in meeting state and district expectations for proficiency. If the student has been identified as having a deficiency in reading, the K-12 comprehensive reading plan required by s. 1011.62(9), F.S., shall include instructional and support services to be provided to meet the desired levels of performance. District school boards may require low-performing students to attend remediation programs held before or after regular school hours or during summer if transportation is provided.

(4)(c) Provide that if upon subsequent evaluation the documented deficiency has not been remediated, the student may be retained. Each student who does not meet minimum performance expectations for the statewide assessment tests in reading, writing, science, and mathematics must continue remedial instruction or supplemental instruction until expectations are met or the student graduates from high school or is not subject to compulsory school attendance.
(5)(a)
Intensive Reading Instruction
Specify that any student who exhibits a substantial deficiency in reading, based on locally determined or statewide assessments conducted in kindergarten or Grades 1, 2, or 3, must be given intensive reading instruction immediately following the identification of the reading deficiency. Immediate intensive intervention must be provided daily for all students who have been identified with a reading deficiency as established in State Board Rule 6A-6.054, F.A.C.
(5)(b)
Mandatory Retention
State that students must have their reading proficiency reassessed by locally determined assessments or teacher observations at the beginning of the grade following the intensive instruction and address that intensive instruction shall be continued until reading deficiency is remedied. Progress monitoring three times per year must occur following the guidelines established in State Board Rule 6A-6.054, F.A.C.

Special note: Intensive instruction includes, but is not limited to, the following characteristics:

  • Diagnosis/prescription targeted to specific skill development
  • Explicit and systematic small group instruction of targeted skills
  • Variety of opportunities for repetitions [repeated exposure]
  • Smaller chunks of text or content
  • Guided and independent practice
  • Skill development and practice integrated into all activities
  • Frequent monitoring
  • Criterion-based evaluation of success.
(5)(c)
Parent Notification
Specify that beginning with the 2002-2003 school year, if the student's reading deficiency is not remedied by the end of Grade 3, as demonstrated by scoring at Level 2 or above on the statewide assessment test in reading for Grade 3, the student must be retained.

Special note: Students transferring into the district should be assessed immediately for reading proficiency to determine if remediation is appropriate. This is especially true in Grade 3. If a student transfers after the administration of the FCAT in Grade 3, it is up to the district to assess the student's reading proficiency at the end of the year to determine if the student needs to repeat the third grade.

(5)(c)1 Specify that the parent of any student in K-3 who exhibits a substantial deficiency in reading must be notified in writing of the following:
(5)(c)2 That his or her child has been identified as having a substantial deficiency in reading. o A description of the current services that are provided to the child.
(5)(c)3 A description of the proposed supplemental instructional services and supports that will be provided to the child that are designed to remediate the identified area of reading deficiency.
(5)(c)4 That if the child's reading deficiency is not remediated by the end of Grade 3, the child must be retained unless he or she is exempt from mandatory retention for good cause.
(5)(c)5 Strategies for parents to use in helping their child succeed in reading proficiency.
(5)(c)6 That the FCAT is not the sole determiner of promotion and that the additional evaluations, portfolio reviews, and assessments are available to the child to assist parents and the school district in knowing when a child is reading at or above grade level and ready for grade promotion.
(5)(c)7 The district's specific criteria and policies for mid-year promotion. 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.
(6)(a)
Social Promotion Elimination
State that no student can be assigned to a grade level based solely on age or other factors that constitute social promotion.

Special note: Social promotion occurs when a student is promoted based on factors other than the student achieving the district and state levels of performance for student progression. Students with disabilities following the general education curriculum must meet the state or district levels of performance for student progression unless the student's individual educational plan (IEP) team has determined the student should follow a modified curriculum aligned with exceptional student education course requirements and benchmarks. Retention of English language learners (ELLs)/limited English proficient (LEP) students must be determined by a school's ELLs/LEP committee, except in the case of mandatory retention for reading deficiencies in Grade 3.

(6)(b)
Mandatory Retention Exemptions for Good Cause
Specify that the school board may only exempt students in Grade 3 who demonstrate a continued deficiency in reading from mandatory retention for good cause. Good cause exemptions are limited to the following:
(6)(b)1 English language learners (ELLs)/limited English proficient students who have had less than two years of instruction in an English for speakers of other languages program.
(6)(b)2 Students with disabilities, whose individual educational plan indicates that participation in statewide assessment program is not appropriate, consistent with the requirements of State Board of Education rule.
(6)(b)3 Students who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the State Board of Education.

Special note: Currently, Rule 6A-1.094221(1)(a), F.A.C., (Word) authorizes the use of the following nationally norm-referenced tests in the determination of a good cause exemption for promotion to fourth grade:

  1. Stanford Achievement Test, Tenth Edition (SAT 10) The rule also provides that a district may request to use a different standardized reading assessment following the procedures outlined in the Technical Assistance Paper SBE 6A-1.094221: Alternative Standardized Reading Assessment and Use of Student Portfolio for Good Cause Promotion.

At this time, three other standardized alternative assessments have been approved by the Department as a result of a district review request and would therefore also be approved for district use:

  1. Iowa Test of Basic Skills (ITBS) Complete Battery, Forms A and C, Level 9, Reading Comprehension
  2. ITBS Core Battery, Form A or C, Level 9, Reading Comprehension
  3. Terranova, Third Edition Complete Battery, Level 13, Reading

The acceptable levels of performance on the alternative assessments for Grade 3 for the 2011-2012 school year are:

  • To promote a student using the SAT10 as an alternative assessment for good cause exemption, the Grade 3 students scoring a Level 1 on the Reading FCAT must score at or above the 45th percentile.
  • For districts choosing to use the ITBS or Terranova, the cut score is at or above the 50th percentile.
  • Districts are strongly encouraged to administer the alternative assessment at the end of summer camp. The earliest the alternative assessment may be administered for student promotion purposes is following administration of the Grade 3 FCAT Reading. An approved standardized reading assessment may be administered two [2] times if there are at least thirty [30] days between administrations and different test forms are administered.

For districts choosing to use the ITBS or Terranova, the cut score is at or above the 50th percentile. Districts are strongly encouraged to administer the alternative assessment at the end of summer camp. The earliest the alternative assessment may be administered for student promotion purposes is following administration of the Grade 3 FCAT Reading. An approved standardized reading assessment may be administered two [2] times if there are at least thirty [30] days between administrations and different test forms are administered.

(6)(b)4 Students, who demonstrate, through a student portfolio, that they are reading on grade level, as evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on FCAT.

Special note: The State Board of Education adopted the following student portfolio guidelines on January 21, 2003. To be accepted as meeting the portfolio option for demonstrating mastery of the required reading skills, the student portfolio contents must:

  • Be selected by the student's teacher.
  • Be an accurate picture of the student's ability and only include student work that has been independently produced in the classroom.
  • Include evidence that the benchmarks assessed by the Grade 3 FCAT 2.0 have been met. This includes multiple-choice items and passages that are approximately 60 percent literary text and 40 percent information text and that are between 100 and 700 words with an average of 500 words. Such evidence could include chapter or unit tests from the District's/school's adopted core reading or teacher-prepared assessments that are aligned with the Next Generation Sunshine State Standards.
  • Be an organized collection of evidence of the student's mastery of the Next Generation Sunshine State Standard Benchmarks for Language Arts that are assessed by the Grade 3 FCAT Reading. For each benchmark, there must be at least three examples of mastery as demonstrated by a grade of "70 percent" or above and be signed by the teacher and the principal as an accurate assessment.
(6)(b)5 Students with disabilities who participate in the FCAT and who have an individual educational plan or a Section 504 plan that reflects that the student has received intensive remediation in reading for more than two years but still demonstrates a deficiency in reading and was previously retained in kindergarten, Grade 1, Grade 2, or Grade 3.
(6)(b)6 Students who have received intensive remediation in reading for two or more years but still demonstrate a deficiency in reading and who were previously retained in kindergarten, Grade 1, Grade 2, or Grade 3 for a total of two years. Intensive reading instruction for students so promoted must include an altered instructional day that includes specialized diagnostic information and specific reading strategies for each student. The district school board shall assist schools and teachers to implement reading strategies that research has shown to be successful in improving reading among low performing readers.
(6)(c)
Requests for Good Cause Exemptions
State that requests for good cause exemptions for students from the mandatory retention requirement must include the following:
(6)(c)1 Documentation submitted from the student's teacher to the principal that indicates that the promotion of the student is appropriate and is based on the student's academic record. Documentation shall only consist of the existing PMP; IEP, if applicable; report card; or student portfolio.
(6)(c)2 Discussion between the teacher and the school principal to review the recommendation and make the determination if the student should be promoted or retained. If the school principal determines that the student should be promoted, the principal must submit the recommendation in writing to the district school superintendent. The district school superintendent shall accept or reject the school principal's recommendation in writing.
(7)(a)
Successful Progression for Retained Readers
Specify that students retained under the provisions of s. 1008.25(5)(b), F.S., must be provided daily intensive interventions in reading to ameliorate the student's specific reading deficiency, as identified by a valid and reliable diagnostic assessment. This intensive intervention must include effective instructional strategies, participation in the school district's summer reading camp, and appropriate teaching methodologies necessary to assist those students in becoming successful readers able to read at or above grade level and ready for promotion to the next grade.
(7)(b) Specify that beginning with the 2004-2005 school year, each school district shall:
(7)(b)1
Successful Progression for Retained Readers
Conduct a review of student progress monitoring plans for all students who did not score above a Level 1 on the reading portion of the FCAT 2.0 and did not meet the criteria for one of the good cause exemptions outlined in s. 1008.25(6)(b), F.S. The review shall address additional supports and services needed to remediate the identified areas of reading deficiency. The school district shall require a student portfolio to be completed for each such student.

Special note: The portfolio must meet all State Board of Education requirements delineated by Rule 6A-1.094221, F.A.C. (portfolio requirements for good cause promotion). It must contain evidence of mastery of benchmarks, other information to inform parents and teachers of the student's proficiency, as well as results of diagnostics and progress monitoring.

(7)(b)2 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 2.0, (s. 1008.25(5)(b), F.S.), with intensive 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 third and fourth grade students.
(7)(b)2.f. Extended school day, week, or year.
(7)(b)2.g. Summer reading camps.
(7)(b)3 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 2 or above the Grade 3 FCAT Reading, (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(15), 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.
(7)(b)4 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 reading portion of the Grade 3 FCAT 2.0 (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 2.0, as determined by the State Board of Education.

Special note: The State Board of Education shall adopt standards that provide a reasonable expectation that the student's progress is sufficient 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. 1008.25(5)(c)7, F.S. Specified in Rule 6A-1.094222, F.A.C., 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 of 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 mid-year using a student portfolio, there must be evidence of the student's mastery of Grade 3 Next Generation Sunshine State Standard Benchmarks for Language Arts and beginning mastery of the benchmarks for Grade 4. 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 FCAT 2.0 Reading.
  • Include evidence of beginning mastery of Grade 4 benchmarks that are assessed by the Grade 4 FCAT Reading. This includes multiple choice, short response, and extended response items and passages that are approximately 50 percent literary text and 50 percent information text and that are between 100 and 900 words with an average of 500 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 Next Generation Sunshine State Standards. For each benchmark, there must be two examples of mastery as demonstrated by a grade of "70 percent" or better.
  • Be signed by the teacher and the principal as an accurate assessment of the required reading skills.

To promote a student mid-year 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.

(7)(b)5 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 Provide parents of students to be retained with at least one of the following instructional options in addition to required reading enhancement and acceleration strategies:
(7)(b)6.a. Supplemental tutoring in scientifically research-based reading services in addition to the regular reading block, including tutoring before and/or after school;
(7)(b)6.b. A "Read at Home" plan outlined in a parental contract, including participation in "Families Building Better Readers Workshops" and regular parent-guided home reading; or
(7)(b)6.c. A mentor or tutor with specialized reading training.

Special Note: The student should also demonstrate his/her readiness for performing the work of the next grade in other core subjects before receiving a mid-year promotion. The mentor/tutor option does not require that districts must pay for private tutors. Volunteers or school staff may be used.

(7)(b)7
K-3 READ Initiative
Establish a Reading Enhancement and Acceleration Development (READ) Initiative. The focus of the READ Initiative shall be to prevent the retention of Grade 3 students and to offer intensive accelerated reading instruction to Grade 3 students who failed to meet standards for promotion to Grade 4 and to each K-3 student who is assessed as exhibiting a reading deficiency. The READ Initiative must:
(7)(b)7.a. Be provided to all K-3 students at risk of retention as identified by the statewide assessment system used in Reading First schools.

Special note: A diagnostic assessment that meets psychometric standards is recommended. The assessment must measure phonemic awareness, phonics, fluency, vocabulary, and comprehension.

(7)(b)7.b. Be provided during regular school hours in addition to the regular reading instruction.
(7)(b)7.c. Provide a state-identified reading curriculum that has been reviewed by the Florida Center for Reading Research at Florida State University and meets, at a minimum, the following specifications:
(7)(b)7.c(I) Assists students assessed as exhibiting a reading deficiency in developing the ability to read at grade level.
(7)(b)7.c(II) Provides skill development in phonemic awareness, phonics, fluency, vocabulary, and comprehension.
(7)(b)7.c(III) Provides scientifically based and reliable assessment.
(7)(b)7.c(IV) Provides initial and ongoing analysis of each student's reading progress.
(7)(b)7.c(V) Is implemented during regular school hours.
(7)(b)7.c(VI) Provides a curriculum in core academic subjects to assist the student in maintaining or meeting proficiency levels for the appropriate grade in all academic subjects.

Special Note: The comprehensive core reading programs (CCRPs) on the state-adopted instructional materials list for K-5 satisfy this requirement.

(7)(b)8
Intensive Acceleration Class for Retained Third Graders
Establish at each school, where applicable, an intensive acceleration class for retained Grade 3 students who subsequently score at a Level 1 on the reading portion of the FCAT. The focus of the intensive acceleration class shall be to increase a child's reading level at least two grade levels in one school year.

Special note: This class is for a student who would be spending his or her third year in Grade 3. Applicable schools are those with retained Grade 3 students who subsequently score at Level 1 on FCAT reading. Through this class, a retained third grader could be promoted from Grade 3 to Grade 5.

The intensive acceleration class must:

(7)(b)8.a. Be provided to any student in Grade 3 who scores at Level 1 on the reading portion of the FCAT and who was retained in Grade 3 the prior year because of scoring at Level 1 on the reading portion of the FCAT.
(7)(b)8.b. Have a reduced teacher - student ratio.
(7)(b)8.c. Provide uninterrupted reading instruction for the majority of student contact time each day and incorporate opportunities to master the Grade 4 Sunshine State Standards in other core subject areas.
(7)(b)8.d. Use a reading program that is scientifically research-based and has proven results in accelerating student reading achievement within the same school year.
(7)(b)8.e. Provide intensive language and vocabulary instruction using a scientifically research-based program, including use of a speech language therapist.

Special note: This provision does not mandate the use of a speech and language pathologist but rather allows the speech and language pathologist to be involved in designing the intensive accelerated class and, through multi-stream funding, perhaps work with certain students whose diagnosed reading deficiencies might best be addressed by a speech and language pathologist.

(7)(b)8.f. Include weekly progress monitoring measures to ensure progress is being made.
(7)(b)8.g. Report to the Department of Education, in the manner described by the department, the progress of students in the class at the end of the first semester.

Special note: Reporting Florida Assessments for Instruction in Reading [FAIR] data via Progress Monitoring Reporting Network (PMRN) or another progress monitoring assessment via the student data base is recommended.

(7)(b)9 Report to the State Board of Education, as requested, on the specific intensive reading interventions and supports implemented at the school district level.
(7)(b)10

Provide a student who has been retained in Grade 3 and has received intensive instructional services but is still not ready for grade promotion, as determined by the school district, the option of being placed in a transitional instructional setting. Such setting shall specifically be designed to produce learning gains sufficient to meet Grade 4 performance standards while continuing to remediate the areas of reading deficiency.

(8)(a)
Annual Reports Parent
Specify that the district school board must annually report to the parent of each student the progress of the student toward achieving state and district expectations for proficiency in reading, writing, science, and mathematics, including the student's results on each statewide assessment test. The evaluation of each student's progress must be based on the student's classroom work, observations, test, district and state assessments, and other relevant information. Progress reporting must be provided to the parent in writing in a format adopted by the district school board.

Special note: No one test with a single administration should determine promotion or retention. The preponderance of evidence from evaluations should be used to determine if a student is ready for the work of the next grade.

(8)(b)
Local Newspaper and State Board of Education
Specify that the district school board must annually publish in the local newspaper and report in writing to the State Board of Education by September 1 of each year the following information on the prior school year:
(8)(b)1 The provisions of the law relating to public school student progression and the district school board's policies and procedures on student retention and promotion.
(8)(b)2 By grade, the number and percentage of all students in Grades 3 - 10 performing at levels 1 and 2 on the reading portion of the FCAT.
(8)(b)3 By grade, the number and percentage of all students in Grades 3 - 10.
(8)(b)4 Information on the total number of students who were promoted for good cause, by each category of good cause.
(8)(b)5 Any revisions to the district school board's policy on retention and promotion from the prior year.
S. 1008.30(3), F.S., Common Placement Testing for Public Postsecondary Education Specify that high schools are required to evaluate the college readiness of each student before the beginning of grade 12 who scores at Level 2 or Level 3 on the Grade 10 FCAT Reading or Level 2, Level 3, or Level 4 on the Grade 10 FCAT Mathematics assessments under s. 1008.22(3)(c), F.S. High schools shall perform this evaluation using results from the corresponding component of the common placement test prescribed in s. 1008.30, F.S. or an equivalent test identified by the State Board of Education or the Postsecondary Education Readiness Test (P.E.R.T.). Students who demonstrate readiness by achieving the minimum test scores established by the state board and enroll in a community college within two years of achieving such scores must not be required to retest or enroll in remediation when admitted to any community college.

Special note: Refer to Rule 6A-10.0315, F.A.C. (Word), College Preparatory Testing, Placement, and Instruction



S. 1009.531, F.S., Florida Bright Futures Scholarship Program: Student Eligibility Requirements for Initial Awards


Section The Student Progression Plan must:
(4) Each school district shall annually provide to each high school student a complete and accurate Florida Bright Futures Scholarship Evaluation Report and Key. The report shall be disseminated at the beginning of each school year. The report must include all high school coursework attempted, the number of credits earned toward each type of award, and the calculation of the grade point average for each award. The report must also identify all requirements not met per award, including the grade point average requirement, as well as identify the awards for which the student has met the academic requirements. The student report cards must contain a disclosure that the grade point average calculated for purposes of the Florida Bright Futures Scholarship Program may differ from the grade point average on the report card.