highlands county schools student progression plan 2014

HIGHLANDS COUNTY SCHOOLS

Student Progression Plan

2014-2015

School Board of Highlands County

Ronnie Jackson, Chairperson William Brantley, Vice Chairperson

Jan Shoop Donna Howerton

Wally Cox, Superintendent

Board Approved November 4, 2014

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INTRODUCTION/PREFACE The purpose of this plan is to establish requirements and procedures for student progression within Highlands County Public Schools. The Student Progression Plan introduces parents, students and school personnel to the student progression requirements and procedures for students in grades K-12. The document is divided into five parts:

General Information

Elementary School

Secondary Transition Information

Middle School

High School

The School Board of Highlands County has the responsibility to adopt rules for implementing a comprehensive program for student progression according to F.S. 1008.25. The Student Progression Plan (SPP) defines criteria for promotion, retention, graduation, and reporting of progress to students and parents. (For the purposes of this document, the term “parent” is either or both parents of a student, any guardian of a student, any person in a parental relationship to a student, or any person exercising supervisory authority over a student in place of the parent according to F.S. 1000.21(5). The district program for student progression will be based upon Florida Statutes together with a focus on local goals and objectives and student performance standards approved by the State Board of Education. These standards, known as the Sunshine State Standards/Next Generation Sunshine State Standards/Florida Standards, are incorporated into appropriate courses in all subject areas in grades K-12. (F.S. 1001.03 and F.S. 1003.42) Based on F.S. 1003.57(4) and Rule 6A-6.03411 FAC, the School Board of Highlands County has developed and approved a written set of procedures, The Special Programs and Procedures document (SP & P), that describes in detail district procedures for providing an appropriate program of specially designed instruction and related services for exceptional students. This document augments procedures described in the SPP as they relate to students enrolled in one (1) or more Exceptional Student Education programs.

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TABLE OF CONTENTS

GENERAL INFORMATION

CHAPTER 1.0 - NO CHILD LEFT BEHIND ACT (Page 2)

Accountability for Results

CHAPTER 1.1 - SCHOOL IMPROVEMENT AND EDUCATIONAL ACCOUNTABILITY (Pages 2-3)

CHAPTER 1.2 - ANNUAL REPORTS (Pages 3-4)

CHAPTER 1.3 - CHARACTER EDUCATION PROGRAM (Page 4)

CHAPTER 1.4 - COMPULSORY SCHOOL ATTENDANCE (Pages 4-7)

Pre-Arranged Absences

Declaration of Intent to Terminate School Enrollment

No Academic exemptions Based on Attendance

Habitual Truant

Driver’s License Requirements

Learnfare Program

Pinnacle Internet Viewer

CHAPTER 1.5 - HOME EDUCATION PROGRAM (Pages 7-9)

CHAPTER 1.6 - HOSPITAL/HOMEBOUND PROGRAM (Page 9)

CHAPTER 1.7 - VIRTUAL SCHOOL PROGRAMS (Pages 10-11)

Florida Virtual School

Highlands Virtual School

Participation in Extra Curricular Activities

CHAPTER 1.8 - ENTRANCE TO PUBLIC SCHOOL (Pages 11-13)

Disclosure at School Registration

Continuing Highlands County Students

In-County Transfer Students

Parent Request for Reassignment to School Outside Attendance Zone

Out of County Transfer Students

CHAPTER 1.9 - TRANSFER OF AN EXCEPTIONAL STUDENT (Pages 13-

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CHAPTER 1.10 – EXTENDED SCHOOL YEAR (ESY) SERVICES FOR STUDENTS WITH DISABILITIES (Page 14)

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CHAPTER 1.11 – JOHN M. MCKAY PROGRAM FOR STUDENTS WITH

DISABILITIES (Pages 14-16)

Definition

Eligibility Criteria

Transfer to Another School within the District

CHAPTER 1.12 - FAMILY AND SCHOOL PARTNERSHIP FOR STUDENT ACHIEVEMENT (Page 16)

CHAPTER 1.13 - SECTION 504 (Pages 16)

CHAPTER 1.14 –STATEWIDE ASSESSMENT PROGRAMS AND PROGRESS MONITORING PLANS (Pages 17-19)

Changes to FCAT for High School Graduation Alternate Assessment Diagnostic Assessments

Progress Monitoring

CHAPTER 1.15 - ENGLISH LANGUAGE LEARNERS/ENGLISH FOR

SPEAKERS OF OTHER LANGUAGES PROGRAMS (Pages 19-20)

Grading for English Language Lerner (ELL) Students

Promotion for ELL Students

Assessment

Testing Modifications

CHAPTER 1.16 - PHYSICAL EDUCATION PROGRAM (Pages 20-21)

Exemptions

Student learning Objectives and Curriculum Standards

Teacher Qualifications

Assessments

CHAPTER 1.17 – REPORT CARDS (Page 21-22)

CHAPTER 1.18 – REQUIRED PROGRAM OF STUDY (Pages 22-24)

CHAPTER 1.19 – INTERSTATE COMPACT ON EDUCATION OPPORTUNITY FOR MILITARY CHILDREN (Page 25-27)

ELEMENTARY SCHOOL CHAPTER 2.0 - ELEMENTARY SCHOOL (Pages 29-30)

Pre-Kindergarten Students with Disabilities

Kindergarten Entrance

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First Grade Entrance

Underage Out-of-State Transfer to Kindergarten and First Grade from Public and Non-Public School

Transfer/Placement Procedures for New Students K-5

CHAPTER 2.1 - STUDENT PROGRESS (GRADING) (Pages 30-32)

Parent Notification of Academic Progress

Grading Elementary Subjects

Grading for Students with Disabilities who are Receiving Exceptional Student Education Services

CHAPTER 2.2 - LEVELS OF PERFORMANCE FOR STUDENT PROGRESSION (Pages 32-36)

Public School Student Progression; Remedial Instruction; Reporting Requirements

State Satisfactory Performance Levels

District Satisfactory performance and Promotion Levels

Comprehensive Program for Student Progression

Promotion for Students Retained in Third Grade

Promotion for Students with Disabilities in Grades K-5 Pursuing Regular Student Performance Standards

Promotion for Students with Disabilities in Grades K-5 Pursuing Special Student Performance Standards

Academic Acceleration

CHAPTER 2.3 - REMEDIATION (Pages 36-38)

Intensive Reading Instruction and Parent Notification

Parent Notification

CHAPTER 2.4 - RETENTION (Pages 38-40)

Mandatory Retention

Student Retention Due to Reading Deficiency

Intensive Acceleration

CHAPTER 2.5 - K-5 PROMOTION FOR GOOD CAUSE (Pages 40-42)

Mandatory Retention Exemptions for Good Cause

CHAPTER 2.6 - PROCEDURES FOR REVIEW OF RETENTION DECISIONS (Page 42)

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CHAPTER 2.7 - PARENTS RIGHT TO KNOW (Page 43)

SECONDARY TRANSITION INFORMATION CHAPTER 3.0 - SUPPLEMENTAL ACADEMIC ENROLLMENT

INFORMATION (Pages 45-51)

Transfer of Credit for New Students

SACS accreditation requirements

SACS CASE Policy II, 2.01, e: Credits or Grade Placement

Additional SACS CASI Transfer Policy for Florida

State Uniform Transfer of High School Credits

Readiness for Postsecondary Education and the Workplace

Community Service

Credit From An Accredited School Other Than a Highlands County School

Grade Forgiveness Policy

Grade Forgiveness Policy for Middle School Students

Parent Notification of Academic Progress

Required Instruction in Health Education for Students in Grades 7-12

MIDDLE SCHOOL CHAPTER 4.0 - PROGRAM/COURSE OPTIONS (Pages 53-55)

Alternative Middle School Learning Opportunities

Middle School Course Recovery Opportunities

Accelerated Programs

High School Courses

Intensive Acceleration in Reading


Grading


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CHAPTER 4.2 - PROMOTION (Pages 57-58)

Grade Classification

Course Recovery

Promotion for Students Entering Grade 6 in 2006-2007 and Thereafter

Exceptional Education Students

Promotion for Disabled Students Receiving Exceptional Student Education Services Pursuing Special State Student Performance Standards in Grade 8



District Satisfactory Performance Levels

CHAPTER 4.4 - REMEDIATION (Pages 60-61)

CHAPTER 4.5 - RETENTION (Page 61)

CHAPTER 4.6 - NOTICE OF GRADUATION OPTIONS (Page 61)

CHAPTER 4.7 - ELIGIBILITY FOR EXTRA CURRICULAR ACTIVITIES (Pages 62-63)

HIGH SCHOOL CHAPTER 5.0 - OUT-OF-STATE AND OUT-OF-COUNTRY TRANSFER

STUDENTS HIGH SCHOOL GRADUATION REQUIREMENTS (Pages 65-66)

CHAPTER 5.1 - GRADUATION OPTIONS AND REQUIREMENTS (Pages 66-70)

Readiness for Post-Secondary Education and the Workplace

PLAN Testing

Post-Secondary Programs

Graduation Options

Selecting a Graduation Option and Requirements

Florida High School Graduation Options Charts

State Assessments and Impact on Graduation

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Alternative Course Options Related to Graduation Requirements

CHAPTER 5.2 - DIPLOMA OPTIONS AND REQUIREMENTS (Pages 70-81)

Standard Diploma

Standard Diploma with FCAT Waiver

Standard Diploma from the Performance-based Diploma Program

State of Florida High School Performance Based Diploma

Special Diploma

Special Diploma Option 2

Certificate of Completion Followed by Continued Education

Common Placement Test (CPT)-Eligible Certificate of Completion Followed by Continued Education

Special Certificate of Completion

CHAPTER 5.3 - PROGRAM/COURSE OPTIONS (Pages 82-91)

Rigorous Academics

Advanced Placement Program

Honors Courses

Level 3 Courses

International Baccalaureate Program

The Credit Acceleration Program

Academic Dual Enrollment at SFSC

Eligible Dual Enrollment Courses

Early Admission at SFSC

SFSC Applied Technology Dual Enrollment Credits

Internship, Externship, Community Service, Volunteer and Co-Operative Programs

Performance-Based Diploma Program (GED Exit Option)

Driver Education

Academic Intervention Program

CHAPTER 5.4 - CREDITS (Pages 91-95)

Advanced Placement

Examination

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International Baccalaureate

Career Academy

Academic Dual Enrollment

Impact of Attendance on Credit

High School Course or Programs Excluded from Credit Awarding

Remedial and Compensatory Credit

General Equivalency Diploma

CHAPTER 5.5 - CLASS PLACEMENT (Pages 95-96)


Grading

Grading Scale

Semester Exams


Course Weighting

Grade Point Average

Parent Notification of Students with at Risk GPA

Participation in Extracurricular Activities

Participation in Interscholastic Extracurricular Activities (Athletics)

CHAPTER 5.7 - CLASS RANKINGS AND GRADUATION RECOGNITION (Pages 103-104)

Senior Class Ranking

Graduation Recognition Policy

CHAPTER 5.8 - FLORIDA BRIGHT FUTURES SCHOLARSHIPS PROGRAM (Pages 104-105)

CHAPTER 5.9 – REMEDIATION (Pages 105-106)



District Satisfactory Performance Levels

Satisfactory Performance Reporting Requirements

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CHAPTER 5.11 - FOREIGN EXCHANGE PROGRAM (Pages 108-109)

NONDISCRIMINATION POLICY (Page 110)

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GENERAL INFORMATION (CHAPTERS 1.0 – 1.15)

This section of the SPP is to provide information that is applicable to all students in grades kindergarten through twelve. The information in the individual elementary, middle, secondary transition information, and high school sections will provide additional information specific to each level.

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CHAPTER 1.0 - NO CHILD LEFT BEHIND ACT

On January 8, 2002, President George Bush signed into law the No Child Left Behind Act. The major components of this law are as follows: Accountability for Results Creates strong standards in each state for what every child should know and learn in reading and math in grades 3-8. Student progress and achievement will be measured for every child, every year.

Results from these tests will be made available in annual report cards so parents can measure school performance and statewide progress, evaluate the quality of their child’s school, the qualifications of teachers, and their child’s progress in key subjects.

Statewide reports will show progress for all student groups, thereby closing achievement gaps between disadvantaged students and other groups of students.

Hold schools accountable for improving performance of all student groups, so that 100% of all students are at grade level by the spring of 2014.

State and Local Flexibility and Reduced Red Tape: Provides new flexibility for all 50 states and every local school district in America in the use of federal education funds.

Focusing Resources on Proven Educational Methods: Focuses educational dollars on proven, research-based approaches that will most help children to learn. Expand Choices for Parents: Enhances options for parents with children in chronically failing schools and makes these options available beginning in the 2002-2003 school year.

CHAPTER 1.1 - SCHOOL IMPROVEMENT AND EDUCATIONAL ACCOUNTABILITY

In 1991, the Florida Legislature passed the School Improvement and Accountability Act. The intent of the Legislature is to provide clear guidelines for achieving school improvement by returning the responsibility for education to those closest to the students. Each school shall maintain a School Advisory Council which includes representation from all stakeholders: teachers, parents, administrators, students, business, and community representatives. A school-based advisory council may request a waiver for any educational requirement. The request must be submitted according to the guidelines set forth in The School Board of Highlands County School Improvement Manual. The Sunshine State Standards/Next Generation Sunshine State Standards/Florida Standards for Florida schools outline what Florida students should know and be able to do in language arts, mathematics, social studies, science, the arts, foreign language, and

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health/physical education. The Standards are divided into grade clusters Pre-K - 2; 3 – 5; 6 – 8; and 9 - 12. The School Board of Highlands County shall establish a comprehensive plan for student progression which must: (1) Advise parents and students of the early graduation options under F.S. 1003.4281 and (2) Provide instructional sequences by which students in kindergarten through high school may attain progressively higher levels of skill in the use of digital tools and applications. The instructional sequences must include participation in curricular and instructional options and the demonstration of competence of standards required pursuant to F.S. 1003.41 and 1003.4203 through attainment of industry certifications and other means of demonstrating credit requirements identified under F.S. 1002.3105, 1003.4203, 1003.428, and 1003.4282. Beginning with the 2011-2012 school year, the reading portion of the language arts curriculum shall include civics education content for all grade levels. (F.S.1003.41(a)(1). The nine key areas that provide critical support for higher achievement include:

The Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards and Grade Level Expectations

Engaging parents in their children’s education

Placing decision making authority at the local district level

Providing safe schools and maintaining discipline

Developing and supporting quality education professionals

Ensuring financial accountability and incentives for improvement

Providing schools with technological advancement

Creating an articulated Pre K through post-secondary education system

Strengthening partnerships with business and industry

CHAPTER 1.2 - ANNUAL REPORTS Each school district is required to report annually to the parent of each student the progress of the student towards achieving state and school district expectations for satisfactory performance in reading, writing, science, and mathematics, including the student's results on each statewide assessment test. The evaluation of each student's progress for this report must be based on classroom work, observations, tests, district and state assessments, and other relevant information. Progress reporting must be provided to the parent in writing in a format adopted by the school board. (F.S. 1008.25(8)(a)) Each school board must annually publish in a local newspaper, on the district website and report in writing to the State Board of Education by September 1 of each year the following information on the prior school year: (F.S. 1008.25(8)(b))

the provisions of the law relating to public school student progression the school board’s policies and procedures on student retention and promotion

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by grade, the number and percentage of all students in grades 3 through 10 performing at Levels 1 and 2 on the FCAT Reading 2.0

by grade, the number and percentage of all students retained in grades 3 through 10

information on the total number of students who were promoted for good cause by each category of good cause

any revisions to the district school board‘s policy on student retention and promotion from the prior year

In compliance with F.S. 1003.42(2)(s), the School Board of Highlands County has approved the use of selected materials from a combination of the Character First! program and the Lee County character program to assist young people in developing good character and core ethical values such as fairness, honesty, compassion, responsibility, and respect for self and others. The approved program is an integral part of the total educational programs of the school which promote cooperative learning, service learning, and moral leadership. The program is secular in nature and stresses attentiveness, patience, and initiative.

CHAPTER 1.4 – COMPULSORY SCHOOL ATTENDANCE (F.S. 1003.21) F.S.1003.24 places the responsibility on parents and legal guardians for school attendance of their children. It is essential that our children receive an education. Failure to attend school in a regular and timely fashion hinders the education process. Parents and guardians must be responsible for sending their children to school. All children who have attained the age of 6 years or who will have attained the age of 6 years by February 1st of any school year or who are older than 6 years of age but who have not attained the age of 16 years, except as otherwise provided, are required to attend school regularly during the entire school term. (F.S. 1003.21(1)(a)) Regular attendance may be achieved by any of the following:

1. Attendance in a public school supported by public funds; 2. Attendance in a parochial, religious or denominational school; 3. Attendance in a private school supported by tuition or endowments; or 4. Attendance in a home education program as defined in F.S. 1002.41.

Students are required to be enrolled for a full day which may include Virtual and/or Dual enrollment. Students are expected to attend class regularly and to be on time in order to benefit the most from the instructional program. Any student who is absent will be expected to make up all work missed. Grades will be recorded when appropriate. When

CHAPTER 1.3 – CHARACTER EDUCATION PROGRAM

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a student returns to class after an absence, it is the responsibility of the student and his/her parents to arrange for the missed work/assignments with each teacher involved. It is the teacher's responsibility to provide and accept assignments within a time-frame not to exceed two weeks. Students in grades 6-12 who are placed on out-of-school suspension, expulsion, or who have other unexcused absences shall not be allowed to earn credit for making up missed work. Students in grades K-5 who are placed on out-of-school suspension or who have other unexcused absences are allowed to earn credit for making up missed work. As per F.S. 1003.02(1)(b), district school boards are authorized to establish policies that allow accumulated unexcused tardies regardless of when they occur in the school day, and early departures from school to be recorded as unexcused absences. Punctuality is necessary for a student to take full advantage of available educational opportunities and is essential in order to start instruction on time. In addition, students who depart early from school before the final bell lose instructional time and are at a disadvantage. If the student is not in the classroom when the tardy bell rings, he/she will be classified as tardy. Excessive late arrival or early check-out will be considered an unexcused absence. For the purposes of F.S. 984.151 and F.S.1003.26, a student who accumulates five unexcused tardies or early departures from school, except for documented medical/dental appointments or other authorized reasons that constitute an excused absence, shall be deemed unexcused absent from one school day and dealt with accordingly. For high school students, tardies/early departures from each period will count towards the total. Elementary and middle school tardies/early departures will be assessed on a daily basis. In compliance with Florida School Laws, F.S. 1003.24(4), the School Board of Highlands County recognizes excused absences as those resulting from: 1. Personal illness of the student (Medical evidence may be required by the

principal. No more than two days absence will be excused because of head lice unless there is a reevaluation by the principal or his designee.);

2. Court appearance of the student (summons required); 3. Medical appointment of the student (a medical statement may be required); 4. Religious instruction or religious holiday; (F.S.1003.21(2)(b)) 5. Death in the immediate family; 6. Approved school activity (absences recorded but not reported); 7. Attendance at a center under Health and Rehabilitative Service supervision; 8. Insurmountable problems (permission by principal may be required). Written notice stating the reason for the student's absence must be presented to school personnel. Absences not documented in writing by the parent/guardian and not included in the list above shall be UNEXCUSED. If a student is continuously sick and repeatedly absent from school, the student must be under the supervision of a physician in order to receive an excused absence. (F.S. 1003.24)

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Pre-Arranged Absences The purpose of a pre-arranged absence is to allow absences for reasons normally unexcused. Pre-arranged absence forms (MIS 01.12) are available in the school office and one should be submitted as far in advance as possible, but not less than five days prior to the requested date. Students must present a pre-arranged absence form, signed by a parent/guardian, to the principal or designee. During the initial review, an administrator/designee will consider the student’s attendance, grades, and discipline. Upon initial review, the form will be returned to the student to obtain teachers’ signatures and comments/assignments (secondary schools only). Once teachers’ signatures are obtained, it will be resubmitted to the administrator/designee for final approval or disapproval. Students are responsible for turning in assigned work within a reasonable amount of time. No pre-arranged absences will be granted during semester exams, FCAT, or end of course exams. Each school will have a School Attendance Review Committee (SARC) that meets regularly to address attendance. Guidelines are provided in The School Board of Highlands County Code of Student Conduct under “Absenteeism.” (F.S. 1003.24) If a student subject to compulsory school attendance will not comply with attempts to enforce school attendance, the parent or the superintendent or his or her designee shall refer the case to a staffing committee, the School Attendance Review Committee (SARC), pursuant to F.S. 984.12, and the superintendent or his or her designee may file a truancy petition pursuant to the procedures in F.S. 984.151. Declaration of Intent to Terminate School Enrollment (age 16) A student who attains the age of 16 years during the school year is not subject to compulsory school attendance beyond that date and may file a formal declaration of intent to terminate school enrollment. The declaration must acknowledge that terminating school enrollment is likely to reduce the student’s potential earning power. The school district must notify parent/guardian of student’s declaration of intent to terminate school enrollment. (F.S. 1003.21(1)(c)) No Academic Exemptions Based on Attendance (F.S. 1003.33(2)) School districts shall not allow schools to 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 be not used in whole or in part to provide an exemption from any academic performance requirement. Habitual Truant (F.S. 1003.01(8)) A habitual truant is defined as a student who has 15 unexcused absences within 90 calendar days with or without the knowledge or consent of the student’s parent or legal guardian and is subject to compulsory school attendance under F.S. 1003 and is not exempt under F.S. 1003.21(1) and (2)(a) and is not exempt under F.S.1003.21(3) or F.S.

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1003.24, or by meeting the criteria for any other exemption specified by law or rules of the State Board of Education. Driver’s License Requirements (F.S. 1003.27(2)(b)) Issuance of a driver’s license or a learner’s driver’s license is prohibited and driving privileges will be suspended for nonattendance. Principals (or administrative designee) shall notify the district school board of each student who accumulates 15 unexcused absences in 90 calendar days. The superintendent must notify the Department of Highway Safety and Motor Vehicles with the legal name, sex, date of birth, and social security number of each minor student under their jurisdiction who fails to satisfy relevant attendance requirements. If a student meets the definition of habitual truant, the Department of Highway Safety and Motor Vehicles may not issue a driver's license or learner's driver's license and shall suspend any previously issued driver's license or learner’s driver’s license of a minor student. Learnfare Program (F.S. 414.1251(2)) The Department of Children and Families will reduce the temporary cash assistance for an eligible parent’s dependent child or for an eligible teenage participant who is not exempt from school attendance requirements and who has been identified as a habitual truant or as a dropout. School districts will confirm for the Department of Children and Families when an eligible child is identified as either a habitual truant or a dropout. Each participant of the Learnfare Program with a school-aged child is required to have a conference with an appropriate school official of the child’s school during each semester to assure the participant is involved in the child’s educational progress and is aware of any existing attendance, grades or academic and behavior problems. The conference must be documented by the school and reported to the Department of Children and Families. Verification of the school conference requirement is satisfied when the participant submits the Learnfare School Conference Verification form or other document from an appropriate school official to the Department of Children and Families by the participant’s next re-determination appointment date. A participant, who without good cause, fails to attend a school conference as required is subject to sanctions. Pinnacle Internet Viewer Pinnacle allows you to view your student's grades and attendance in a real-time atmosphere. By using your student's ID number and the password assigned, you will be able to view your student's current information as well as information from previous marking periods. Please contact your student’s school for log-in information. Website:

https://pin.highlands.k12.fl.us/Pinnacle/

CHAPTER 1.5 – HOME EDUCATION PROGRAM Home schooling (also called home education) is the education of children at home, typically by parents or guardians, rather than in a public or private school. Florida Statute 1002.01 defines home school as “the sequentially progressive instruction of a student directed by his or her parent in order to satisfy the attendance requirements.”

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Home Education is a parent-directed educational option, the district does not provide instructional materials to home education students. Highlands County high schools are accredited by the Southern Association of Colleges and Schools. Highlands County will not violate the standards of that association which state "a school shall not give credit or accept transfer credit for tutoring or instruction provided by an individual acting privately." Home school students returning to a public school will be placed based on completed course work, examination, and/or documented evidence of progress. (i.e., log and student portfolio). Students entering in grades 7, 8 or 9 must have evidence that they successfully completed the middle school requirements for promotion.. Students seeking initial placement in Grades 6-8 from a home education program or private school are screened by the local school to determine the most appropriate grade-level placement. Criteria to be considered may include the student’s age and maturity, standardized achievement test results, state assessments, progress as it relates to District Benchmarks and Graduation Standards, previous record in public and private schools, and evidence from the student’s portfolio of work and achievement while in home education. In no instance shall the placement be automatic, based solely on the recommendation of the private school or home educator. The placement decision is subject to review and revision after school personnel have had the opportunity to observe the student’s work. Home education students may participate in dual enrollment, career and technical 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. (F.S. 1007.27 (4)) If they meet Highlands County School Board Policy 4.70, a home education student may enroll in courses that have a co-curricular/extra-curricular component by contacting the Highlands County Director of Secondary Programs or school principal. Transportation must be provided by the home education student’s family. Home education students and private school students may participate in interscholastic extracurricular student activities. (F.S. 1006.15) Compliance with F.S.1002.41 must be verified with the home schooling liaison at the district office. To be eligible to participate in interscholastic extracurricular activities, a home school student must:

meet the requirements of the home education program pursuant to F.S. 1002.41

participate only at the public school to which the student would be assigned according to school attendance area policies

meet the same standards of acceptance, behavior, and performance as required of other students in extracurricular activities

register before the beginning date of the season for which the activity in which he or she wishes to participate

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be able to participate in curricular activities if that is a requirement for an extracurricular activity

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:

o Review of the student's work by a certified teacher chosen by the parent. o Grades earned through correspondence. o Grades earned in courses taken at a community college, university, or trade

school o Standardized test scores above the 35th percentile, or any other method in

F.S 1002.41

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. 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, to become eligible to participate as a home education student.. Home education students are not eligible to participate in dances, clubs, school organizations, etc. When applicable, they may participate as a guest by following the out-of-school guest procedures.

CHAPTER 1.6 – HOSPITAL/HOMEBOUND PROGRAM It is strongly recommended that students who anticipate absences for fifteen or more consecutive school days due to illness enroll in the county's Hospital/Homebound Program. This program will meet all district and state program requirements to allow a student to continue making progress or to earn credit. When a student is placed in the full-time Hospital/Homebound Program, he is withdrawn from the regular school program. When a student re-enrolls in the regular program, he may participate in student activities. The student assessment data used in determining school grades shall include the achievement scores and learning gains of students designated as hospital or homebound. Student assessment data for students designated as hospital or homebound shall be assigned to their home school for the purpose of school grades. The term ’home school’ means the school to which a students would be assigned if the student were not assigned to a hospital or homebound program.

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CHAPTER 1.7 – VIRTUAL SCHOOL PROGRAMS – (F.S.1001.42) Students in Highlands County School District have both full-time and part-time options for participating in a virtual education program. It is unlawful for any person to knowingly and willfully take an on-line course or examination on behalf of another person. Highlands Virtual School Highlands Virtual School provides a full-time virtual program for eligible students in grades K – 12 through three virtual program providers. F,S, 1002.45(5) limits students eligibility for the Highlands Virtual School to students residing within the district who meet at least one of the following conditions:

(a) The student has spent the prior school year in attendance at a public school in this state and was enrolled and reported by a public school district for funding during the preceding October and February for purposes of the FEFP surveys.

(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 the parent’s permanent change of station orders.

(c) The student was enrolled during the prior school year in a school district virtual instruction program under this section or a K-8 virtual school program under Section 1002.415, Florida Statutes. (d) The student is a sibling of current VIP student also enrolled in VIP the previous year. (e) The student is eligible to enter Kindergarten or first grade.

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Florida’s Public Virtual Education Options 2014-15 Virtual Program/School School Numbers Program

Type Grade Levels Served – Student Eligibility

State Level

Florida Virtual School (FLVS) Grades 4-5 (0700) Grades 6-8 (0500) Grades 9-12 (0600)

Part Time Grades K-1 & 6-12 – All Students Grades 2-5 – Eligibility per s. 1002.455

Florida Virtual School Full Time (FLVS FT)

Grades K-8 (0300) Grades 9-12 (0400)

Full Time Grades K-12 – All Students

District Level

District Virtual Instruction Program (VIP)

Provider (7001) District (7023)

Full Time Part Time

Grades K-5 – All Students Grades 6-12 – Eligibility per s.1002.455 Grades K-1 – All Students Grades 2-12 – Eligibility per s. 1002.455

Exceptional Students Instruction Each full time virtual instruction program must fulfill the obligations of a school district for public school exceptional students who are enrolled in a full-time virtual instruction programs. A student whose individual education plan indicates that full-time virtual instruction is appropriate may be enrolled in a full-time virtual instruction program. Participation in Extra-Curricular Activities Highlands County has a district controlled open enrollment policy. Therefore, students that are enrolled in a Highlands Virtual School or Florida Virtual School full-time may only participate in interscholastic extracurricular activities in their zoned school. During the period of participation in the interscholastic extracurricular activity, the student must meet the same requirements as the other students in extracurricular activities. The virtual student must register his or her intent to participate, prior to the beginning date of the season. The student must be able to participate in curricular activities if that is a requirement for an extracurricular activity. A student who transfers from the Florida Virtual School full-time program to a traditional 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 if the student has a successful evaluation from the previous school year. .

CHAPTER 1.8 – ENTRANCE TO PUBLIC SCHOOL The following items must be provided to the school before the child can enroll: (Highlands County School Board Policy 5.10)

1. Evidence of the child's birth date. (Birth certificate or other acceptable evidence may be required as per F.S.

1003.21(4)(a-g). 2. A certificate of immunization against communicable diseases. (F.S. 1003.22)

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3. Evidence of a physical examination within the last twelve months. (F.S. 1003.22) A 30-day waiver may be granted for the physical examination.

4. Proof of Residence. Documentation such as homestead exemption, lease or rental agreement or utility deposit will be required upon entrance to school.

5. Children entering, attending, or transferring to the Florida schools will be required to complete vaccination against Hepatitis B, a second dose of measles vaccine (preferably MMR), and a tetanus-diphtheria booster. (F.S. 1003.22)

6. Homeless children have a 30-day, temporary exemption from evidence of birth, school-entry health examination and immunization requirements. (F.S. 1003.22(1))

New students who do not meet entrance criteria will not be eligible to attend school until all entrance requirements are met. (F.S. 1003.21(4)(a-g), (F.S. 1003.22(1)), and (F.S. 1003.22(4)) (Exception: # 6 above) Disclosure at School Registration At initial school registration, students are required upon enrolling in a district school to note previous school expulsions, arrests resulting in a charge, and juvenile justice actions. (F.S. 1006.07(1)(b)) Continuing Highlands County Students Students currently enrolled in a school within the Highlands County school district and being promoted to the next grade (according to Chapter 5.5 Class Placement) will have their records automatically transferred to the school where the child is scheduled to attend. In-County Transfer Students The parent/guardian of students currently enrolled in a Highlands County school and transferring prior to or within the school year to another school within the district due to an approved attendance waiver or change of address must:

Withdraw the student from the current school of attendance

Enroll the student in the school to which they are transferring Parent Request for Reassignment to School Outside Attendance Zone Once a waiver is approved it will be considered valid until the last grade level at that school is completed unless specifically noted on the waiver or a boundary change is made by The School Board of Highlands County. Waivers may be rescinded by the Superintendent with Principal recommendation. Possible reasons are: non-attendance, disciplinary action, failing or withdrawing from the course or program for which waiver was granted. Out of County Transfer Students The parent/guardian of students transferring into a school within the Highlands County school district from outside the district should:

Withdraw the student from the current school of attendance

Enroll the student in the school to which they are transferring

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Provide any copies of academic records from previous school /program attended including but not limited to: most recent report cards, academic history, Individual Education Plan (IEP), progress monitoring plan, transcripts, permanent records, Educational Plan (EP)

CHAPTER 1.9 – TRANSFER OF AN EXCEPTIONAL STUDENT Definition: A transferring exceptional student is one who was previously enrolled as an exceptional student in any other school or agency who is enrolling in a Florida school district or in an educational program operated by the Department through grants or contractual agreements pursuant to F.S. 1003.57 Procedures

a) Individual educational plans (IEPs) or educational plans (EPs) for students who transfer school districts within Florida. If an exceptional education student who had an IEP or EP that was in effect in a previous Florida school district transfers to the school district and enrolls in a new school, the school district (in consultation with the parents) will provide a free appropriate public education (FAPE) to the student, which includes services comparable to those described in the child’s IEP or EP from the previous Florida school district, until the school district does either of the following:

Adopts the child’s IEP or EP from the previous school district

Develops, adopts, and implements a new IEP or EP that meets the applicable requirements of Rule 6A-6.03028 or 6A-6.030191, F.A.C.

b) IEPs or EPs for students who transfer from outside Florida

If an exceptional education student who had an IEP or EP that was in effect in a previous school district in another state transfers to the school district and enrolls in a new school within the same school year, the school district (in consultation with the parents) will provide the child with FAPE (including services comparable to those described in the child’s IEP or EP from the previous school district), until the school district does both of the following:

Conducts an initial evaluation in accordance with Rule 6A-6.0331, F.A.C. (if determined to be necessary by the school district)

Develops, adopts, and implements a new IEP or EP that meets the applicable requirements of Rule 6A-6.03028 or 6A-6.030191, F.A.C.

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c) Parental Consent The student’s new school district is not required to obtain parental consent for the initial provision of services for transferring exceptional students determined eligible for services.

d) Transmittal of records To facilitate for a child described in subsections 1 and 2 above, the new school district in which the student enrolls will take reasonable steps to promptly obtain the student’s records, including the IEP or EP and supporting documents and any other records relating to the provision of special education or related services to the child, from the previous school district in which the child was enrolled, in accordance with 34 CFR 99.31; and the previous school district in which the child was enrolled must take reasonable steps to promptly respond to the request from the new school district.

CHAPTER 1.10 – EXTENDED SCHOOL YEAR (ESY) SERVICES FOR STUDENTS WITH DISABILITIES Consistent with mandated requirements of the Individuals with Disabilities Education Act (IDEA), the School Board of Highlands County assures that: 1. Extended School Year (ESY) services are available as necessary to provide a

Free Appropriate Public Education (FAPE) to eligible students with disabilities.

2. ESY services will be provided when a student’s IEP team determines, on an individual basis, that the services are necessary for the provision of FAPE to the student.

3. ESY services will not be limited to particular categories of disability, or unilaterally limited in type, amount or duration of services.

Extended School Year (ESY) Services are defined as extended special education and/or related services that are provided beyond the normal 180 day school year. Eligibility for these services shall be determined by the student’s IEP (Individual Education Plan) Team on an annual basis. This will be based on whether the student will suffer severe regression in critical IEP skills as a result of a break in instruction over the summer.

CHAPTER 1.11 – JOHN M. MCKAY PROGRAM FOR STUDENTS WITH DISABILITIES

Definition

The John M. McKay Scholarships for Students with Disabilities Program provides the option for students with an individual educational plan (IEP) or 504 plan to attend a public school other than the one to which the student is assigned or to receive a scholarship to a participating private school of choice.

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Eligibility Criteria

The parent of a public school student with a disability who is dissatisfied

with the student’s progress may request and receive from the state a

McKay Scholarship for the student to enroll in and attend a private school

if the student has spent the prior school year in attendance at a Florida

public school or the Florida School for the Deaf and the Blind (FSDB).

Prior school year in attendance means that the student was enrolled and

reported by one of the following:

1. A school district for funding during the preceding October and February

Florida Education Finance Program (FEFP) surveys in kindergarten

through grade 12, which shall include time spent in a Department of

Juvenile Justice (DJJ) commitment program if funded under the FEFP

2. The FSDB during the preceding October and February student

membership surveys in kindergarten through grade 12

3. A school district for funding during the preceding October and February

FEFP surveys, was at least 4 years old when so enrolled and reported,

and was eligible for services under s. 1003.21, F.S.

Note: A dependent child of a member of the United States Armed Forces who transfers to a school in this state from out of state or from a foreign country pursuant to a parent’s permanent change of station orders is exempt from the previous requirements, but must meet all other eligibility requirements to participate in the program.

The parent has obtained acceptance for admission of the student to a private school that is eligible for the program and has requested from the department a scholarship at least 60 days prior to the date of the first scholarship payment. The request must be through a communication directly to the Department of Education (DOE) in a manner that creates a written or electronic record of the request and the date of receipt of the request. DOE must notify the district of the parent’s intent upon receipt of the parent’s request.

The intent form for a McKay Scholarship must be filed at least 60 days prior to the date of the first scholarship payment. The table below illustrates important dates regarding filing intent and receiving payments:

File by July 3rd for September 1st payment (100% of scholarship amount)

File by September 2nd for November 1st payment. (75% of scholarship amount)

File by July 3rd for September 1st payment. (100% of scholarship amount)

File by December 3rd for February 1st payment. (50% of scholarship amount)

File by January 31st for April 1st payment. (25% of scholarship amount)

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Transfer to Another School within the District Parents may enroll their child in a school other than the one they are zoned to attend in accordance with procedures outlined in the John M. McKay Scholarships Program.

CHAPTER 1.12 – FAMILY AND SCHOOL PARTNERSHIP FOR STUDENT ACHIEVEMENT The purpose of The Family and School Partnership for Student Achievement Act is to provide parents with specific information about their child’s educational progress; provide information about their choices and opportunities for involvement in their child’s education; and provide a framework for building and strengthening partnerships among parents, teachers, principals, district school superintendents, and other school personnel.

Each district school board, school district superintendent, and teacher shall fully support and cooperate in implementing a well-planned, inclusive, and comprehensive program to assist parents and families in effectively participating in their child’s education. (F.S.1002.23

CHAPTER 1.13 – SECTION 504 Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against handicapped persons, by school districts receiving federal financial assistance. The federal regulations implementing Section 504 clarify the meaning of “disabled person” as anyone who: 1. has a physical or mental impairment that substantially limits one or more major

life activities, 2. has a record of such an impairment, or 3. is regarded as having such impairment. The regulations require identification, evaluation, provisions of appropriate services, and procedural safeguards in every public school in the United States. Parents or teachers who think that a student qualifies for Section 504 services should contact the school’s guidance counselor to initiate an evaluation. Students with a 504 plan may qualify for the McKay Scholarship. Questions regarding the district’s compliance with Section 504 and/or the McKay Scholarship should be made to the Coordinator of Student Services at the school board’s district office.

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CHAPTER 1.14 – STATEWIDE ASSESSMENT PROGRAMS AND PROGRESS MONITORING PLANS The primary purposes of the statewide assessment program are to provide information needed to improve the public schools by maximizing the learning gains of all students and to inform parents of the educational progress of their public school children. Participation in the statewide testing program is mandatory for all public school students. If a student does not participate in the assessment, the district must notify the students’ parent and provide the parent with information on the implication for nonparticipation. (F.S. 1008.22(3)(c)6)) The student achievement testing program known as the Florida Standards Assessment is part of the statewide assessment program to be administered annually in grades 3-10 to measure reading, writing, science, and mathematics. (F.S. 1008.22(3)) The FCAT testing program includes tests that measure and report student satisfactory performance levels in reading, writing, mathematics and science. Reading is tested in grades 3-10 and Mathematics is tested in grades 3 -8. Science satisfactory performance is measured in grades 5 and 8. Writing is included in English Language Arts (ELA). End of Course (EOC) have been added to the statewide assessment program. EOC’s are given in Algebra, Geometry, Biology and Civics. US History EOC will be added in 2014-2015. Alternate Assessment For select students with disabilities who are receiving Exceptional Student Education services, it may be more meaningful and appropriate if they participate in a method of alternative assessment. The decision to include or exclude a student with disabilities in state and district testing shall be made by the Individual Education Plan (IEP) Team based on the guidelines as follows: (Exemption may be permitted only when all of the following criteria are met.)

1. The student’s demonstrated cognitive ability and behavior prevent the student from completing required course work and achieving the Sunshine State Standards and Student Performance Standards even with appropriate allowable course modifications.

2. The student requires extensive direct instruction to accomplish the application and transfer of skills and competencies needed for domestic, community living, leisure, and vocational activities.

3. The student’s inability to complete the required course work is not due to excessive or extended absences or the result of social, cultural, or economic differences.

4. The student is unable to apply or use academic skills at a minimal competency level in the home, community, or work site.

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For high school students, an additional criterion must also be met:

5. The student is unable to complete the regular diploma program even with the allowable course modifications and adaptations.

If the IEP committee makes the determination to exempt/exclude the student from district and/or state assessment, then the Florida Alternate Assessment must be conducted. Diagnostic Assessments (F.S. 1008.25(4)(a)) Each student must participate in the statewide assessment tests required by s. 1008.22. Each student who does not meet specific levels of performance as determined by the district school board in reading, writing, science, and mathematics for each grade level, or who scores below Level 3 in reading or math, must be provided with additional diagnostic assessments to determine the nature of the student's difficulty, the areas of academic need, and strategies for appropriate intervention and instruction as described in paragraph (b). Progress Monitoring (F.S.1008.25(4)(b)) For each year in which a student scores at Level l 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. Reading intervention placement and progress monitoring three times per year must occur following the guidelines established in State Board Rule 6A-6.054, FAC. 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. 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 plan 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.

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A student who is not meeting the school district or state requirements for satisfactory performance 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:

A federally required student plan such as an individual education plan;

A school wide system of progress monitoring for all students; or

An individualized progress monitoring plan. The plan chosen must be designed to assist the student or the school in meeting state and district expectations for satisfactory performance. If the student has been identified as having a deficiency in reading, the K-12 comprehensive reading plan required 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 the summer if transportation is provided. Upon subsequent evaluation, if the documented deficiency has not been remediated, the student may be retained. Each student who does not meet the minimum performance expectations defined by the Commissioner of Education for the statewide assessment tests in reading, writing, science, and mathematics must continue to be provided with remedial or supplemental instruction until the expectations are met or the student graduates from high school or is not subject to compulsory school attendance. (Section 1008.25(4))

CHAPTER 1.15 – ENGLISH LANGUAGE LEARNERS/ENGLISH FOR SPEAKERS OF OTHER LANGUAGES PROGRAMS

Students who are in need of the specialized instruction services offered by the English Language Learner (ELL) Program will follow school board approved procedures. Every attempt will be made to insure the student referred for ELL placement has adequate opportunities to succeed in regular education. This program helps a child learn English so that he/she can participate well in a regular classroom. Upon initial enrollment all students will be surveyed regarding home language and, if appropriate, will be assessed during the first four weeks of attendance for possible placement in an ELL program. Parents of English Language Learner students will be invited to participate in the decision making for placement of a child in an ELL program. The ELL program guidelines are outlined in the current ELL Plan for Highlands County Schools. ELL students must meet the satisfactory performance levels in reading, writing, science and mathematics. However, a student may be retained if he/she is unable to read satisfactorily in any language, but not simply because the student is unable to read in English if the student is satisfactorily proficient in his/her home language.

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Grading for English Language Learner (ELL) Students Grades for a student receiving ELL services shall be assigned by the Teacher of Record (TOR) for the subject areas in which the student is served. Collaboration with the ELL teacher to fairly evaluate the student is encouraged. English Language Learner students will be provided instruction in the ESOL program and modification in the regular classroom. ELL students who are being provided these modifications and who are making an effort to complete the assigned tasks should not receive failing grades but may be marked below grade level. Promotion for ELL Students English Language Learner (ELL) students will meet the same criteria as other students for credits and promotion. These students will be provided instruction in an ESOL program until satisfactory performance in English is determined by a test and/or the ELL Committee determines satisfactory performance. Assessment – English Language Learners (ELL) ELL students will participate in statewide assessments. There is no state selected ELL alternative instrument. Testing Modifications – English Language Learners (ELL) Highlands County conforms to the modifications for ELL students that are set forth by the State Assessment Services and the Florida Department of Education.

CHAPTER 1.16 – PHYSICAL EDUCATION PROGRAM It is the responsibility of each 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. . The district will provide 150 minutes of physical education each week for students in grades K-5. 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. Exemptions

Physical education requirements may be waived for a student in grades K-8 who meets the following criteria; the student is enrolled or required to enroll in a remedial course.

The student’s parent indicates in writing to the school that:

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1. The parent requests that the student enroll in another course from among those courses offered as options by the school district; or

2. The student is participating in physical activities outside the school day which are equal to or in excess of the mandated requirement.

Please note that a new request is required for each school year that the student is eligible for a waiver. Student Learning Objectives and Curriculum Standards All schools must establish lesson plans for their physical education programs that work toward meeting and exceeding the physical education and health benchmarks set forth in the Florida Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards. One-on-one counseling will be made available to discuss the benefits of physical education to students. Teacher Qualifications Physical education instruction may be provided by instructional personnel as defined in F.S. 1012.01(2) regardless of certification, who are designated by the school principal. For secondary schools, a certified physical education instructor should teach all physical education programs. Students with disabilities, who are enrolled in an Exceptional Student Education program, who are unable to participate in the general physical education program will be provided an adaptive physical education program or other service(s) as determined appropriate by the Individual Education Plan (IEP) team. Assessment Students enrolled in a physical education class will participate in an annual, age appropriate physical fitness and wellness assessment. Information from this assessment will be provided to the teacher, student, and parent to guide the development of both short- and long-term physical fitness goals.

CHAPTER 1.17 – REPORT CARDS - (F.S. 1003.33) Report cards will be distributed to students every nine weeks and will depict and grade:

The student's academic performance in each class or course, which in grades 1 through 12 must be based upon examinations as well as written papers, class participation, and other academic performance criteria, and will include the student's performance or nonperformance at his or her grade level.

The student's conduct and behavior.

The student's attendance, including absences and tardiness. The student's 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

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or unacceptable behavior and attendance, and promotion or non-promotion. In secondary schools, mastery of course content (passing grade) indicates a student is on grade level for that subject. Students are not exempt from academic performance requirements 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. (F.S. 1003.33 (1) and (2)) Parents of students with disabilities receiving services from Exceptional Student Education programs will receive a report on the progress of their child toward achieving the goals established in their Individual Education Plan (IEP) at least as often as parents of non-disabled students receive progress reports (i.e., no later than the fifth week of each grading period and at the nine-week report card distribution.) A biological parent, regardless of who is primary custodial parent, has an equal right to access their child’s medical, dental, and educational records. Full rights apply to either parent unless a court order specifically revokes these rights. (F.S. 61.13)

CHAPTER 1.18 - REQUIRED PROGRAM OF STUDY The curriculum is aligned to the Sunshine State Standards/Florida Standards/Next Generation Sunshine State Standards and the Grade Level Expectations that cover language arts, mathematics, science, social studies, health, physical education and the arts. These subjects will be provided according to a regular schedule developed by the individual school staff. The content may be presented through an integrated approach. It is at the discretion of the individual school to determine the inclusion of assemblies, field trips, holiday programs, dramatic presentations, recess, and other special events. Beginning with the 2013-14 School year, the Superintendent shall make available digital and instructional materials including software applications to students pre-kindergarten through grade 12, including students with disabilities. The units of study listed below are required by F.S. 1003.42 and 1003.421 and members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the school board, shall teach efficiently and faithfully, using the books and materials required, that meet the highest standards for professionalism and historic accuracy, following the prescribed courses of study, and employing approved methods of instruction, the following:

The history and content of the Declaration of Independence, including national sovereignty, natural law, self-evident truth, equality of all persons, limited government, popular sovereignty, and inalienable rights of life, liberty, and property, and how they form the philosophical foundation of our government.

The history, meaning, significance, and effect of the provisions of the Constitution of the United States and amendments thereto, with emphasis on each of the 10

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amendments that make up the Bill of Rights and how the constitution provides the structure of our government.

The arguments in support of adopting our republican form of government, as they are embodied in the most important of the Federalist Papers.

Flag education, including proper flag display and flag salute.

The elements of civil government, including the primary functions of and interrelationships between the Federal Government, the state, and its counties, municipalities, school districts, and special districts.

The history of the United States, including the period of discovery, early colonies, the War for Independence, the Civil War, the expansion of the United States to its present boundaries, the world wars, and the civil rights movement to the present. American history shall be viewed as factual, not as constructed, shall be viewed as knowable, teachable, and testable, and shall be defined as the creation of a new nation based largely on the universal principles stated in the Declaration of Independence.

Terrorist attacks occurring on September 11, 2001 and the impact of those events on the nation.

The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions.

The history of African Americans, including the history of African peoples before the political conflicts that led to the development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society.

The elementary principles of agriculture.

The true effects of all alcoholic and intoxicating liquors and beverages and narcotics upon the human body and mind.

Kindness to animals.

The history of the state.

The conservation of natural resources.

Comprehensive health education that addresses concepts of community health; consumer health; environmental health; family life, including an awareness of the benefits of sexual abstinence as the expected standard and the consequences of teenage pregnancy; mental and emotional health; injury prevention and safety; nutrition; personal health; prevention and control of disease; and substance use and abuse.

Such additional materials, subjects, courses, or fields in such grades as are prescribed by law or by rules of the State Board of Education and the district school board in fulfilling the requirements of law.

The study of Hispanic contributions to the United States.

The study of women's contributions to the United States.

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The nature and importance of free enterprise to the United States economy.

A character-development program in the elementary schools, similar to Character First or Character Counts, which is secular in nature. Beginning in school year 2004-2005, the character-development program shall be required in kindergarten through grade 12. Each district school board shall develop or adopt a curriculum for the character-development program that shall be submitted to the department for approval. The character-development curriculum shall stress the qualities of patriotism; responsibility; citizenship; kindness; respect for authority, life, liberty, and personal property; honesty; charity; self-control; racial, ethnic, and religious tolerance; and cooperation.

In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values worldwide. Such instruction must occur on or before Veterans' Day and Memorial Day. Members of the instructional staff are encouraged to use the assistance of local veterans when practicable.

Disability History and Awareness Weeks. The State Board of Education is encouraged to adopt standards and pursue assessment of the requirements of this subsection. Any student whose parent makes written request to the school principal shall be exempted from the teaching of reproductive health or any disease, including HIV/AIDS, its symptoms, development, and treatment. A student so exempted may not be penalized by reason of that exemption. Course descriptions for comprehensive health education shall not interfere with the local determination of appropriate curriculum which reflects local values and concerns. To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least three hours of appropriate instruction in each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence. To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments is instituted among men, deriving their just powers from the consent of the governed." Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty. Upon written request by a student's parent, the student must be excused from the recitation of the Declaration of Independence.

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CHAPTER 1.19 – INTERSTATE COMPACT ON EDUCATION OPPORTUNITY FOR MILITARY CHILDREN – F.S. 1000.36 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. (Section 1000.36, F. S.) This interstate compact applies to local education agencies and applied to the children of:

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;

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

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.

This compact does not apply to the children of:

Inactive members of the National Guard and military reserves;

Members of the uniformed services now retired, except as provided above

Veterans of the uniformed services, except as provided above; and

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.

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. 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. Compact states 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

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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. 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. 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. 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:

Gifted and talented programs; and

English as a second language (ESL) 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. When considering the eligibility of a child for enrolling in a school:

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 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.

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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 was enrolled while residing with the custodial parent.

State and local education agencies must facilitate the opportunity for transitioning military children’s inclusion in extracurricular activities, regardless of application deadlines, to the extent they are otherwise qualified.

Graduation In order to facilitate the on-time graduation of children of military families, states and local education agencies shall incorporate the following procedures:

Local education agency administrative 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 coursework so that graduation may occur on time.

States shall accept exit or end-of-course exams required for graduation from the sending state; national norm-referenced achievement tests; or alternative testing, in lieu of 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 following provisions of item C shall apply.

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 alternatives 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 of 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 accordance with A and B.

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. (F.S. 1003.05)

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ELEMENTARY SCHOOL (CHAPTERS 2.0 – 2.7)

This section of the SPP contains additional information about the elementary level. This section combined with the General Information section provides comprehensive information about the criteria for promotion, retention, remediation and the reporting of progress to students and parents.

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CHAPTER 2.0 – ELEMENTARY SCHOOL

Pre-Kindergarten Students with Disabilities Children with disabilities who have attained the age of three years shall be eligible for admission to Exceptional Student Education Pre-KDG Disability Programs. (F.S. 1003.21(1)(e)) Preschool programs for students with disabilities are available for the following exceptionalities:

Developmentally Delayed Emotional/Behavioral Disability Hearing Impaired Physically Impaired Speech/Language Impaired Mentally Handicapped Visually Impaired Autism

Deaf /Blind Traumatic Brain Injury Appropriate services for pre-kindergarten students with disabilities will be determined by the Individual Education Plan (IEP) Committee. Kindergarten Entrance In addition to the entrance requirements provided in the General Information section of this document (Chapters 1.4 and 1.8), children who will have attained the age of 5 years on or before September 1st of the school year are eligible for admission to public kindergartens during that school year under rules adopted by the district school board. (F.S. 1003.21(1)(a)(2)) A student who transfers from a Florida private kindergarten to the Highlands County Public School kindergarten must meet the age requirements. 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 F.S. 1002.67(1), for the Voluntary Prekindergarten Program. First Grade Entrance In addition to the entrance requirements provided in the General Information section of this document (Chapters 1.4 and 1.7), any child who has attained the age of 6 years on or before September 1st of the school year and who has been enrolled in a public school or who has attained the age of 6 years on or before September 1st 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 to that applicable to other grades, shall progress according to the district's student progression plan. (F.S. 1003.21(1)(b))

Underage Out-of-State Transfer to Kindergarten and First Grade from Public and Non-public Schools In addition to the entrance requirements provided in the General Information section of this document, entry by an out-of-state transfer student who does not meet regular age requirements for admission to Florida public school kindergarten and first grade shall be in accordance with Florida Administrative Rule 6A-1.985 which states:

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1. Any student who transfers from an out-of-state public school shall be admitted upon presentation of the following data: a. Official verification that the parent(s) or guardian(s) was a legal resident of the state in which the child previously enrolled in school; b. An official letter or transcript from a proper school authority which

shows record of attendance, academic information and grade placement of the student.

2. Any student who transfers from an out-of-state non-public school may be admitted if the student meets the age requirement for public schools within the state from which the student is transferring.

Transfer/Placement Procedures for New Students K-5 Students who transfer from out-of-state public school systems will be accepted in accordance with the Legal Minimum Public School Entry Ages by State and Territory provided by the Florida Department of Education. (Florida Administrative Rule 6A.1.984) Elementary grade placement of all transfer students in grades K-5, including those enrolled in home education program shall be on a temporary basis until evidence of student achievement is made available to the receiving school principal. The principal will make the final placement decision based on academic testing and/or daily classroom performance. The principal of each school may assign a student to the grade level at which the student can best adjust academically, socially or emotionally. The basis for assignment shall be discussed in advance with the parent or guardian of each student placed at a level other than the grade level indicated by the student's previous placement. Students transferring into the district should be assessed immediately for reading satisfactory performance to determine if remediation is appropriate. This is especially true for students in third grade. If a student transfers after the administration of the FCAT in grade 3, the district must assess the student’s reading satisfactory performance at the end of the year to determine if the student needs to repeat third grade. Upon initial enrollment, if appropriate, all students will be surveyed for language satisfactory performance within four weeks of entry, tested, and placed in an ELL program that meets the criteria for eligibility. A parent contact will be made by a member of the English Language Learner (ELL) staff. An ELL teacher will assist in the evaluation and make a recommendation on placement in the ELL program.

CHAPTER 2.1 - STUDENT PROGRESS (GRADING) The classroom teacher has the responsibility for assessing and grading each student's academic performance. Decisions shall be based on demonstrated satisfactory performance of the Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards and/or Grade Level Expectations through examinations,

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homework, teacher observations, classroom assignments, class participation and other academic performance criteria.

Grades for students must be based solely on academic performance in the classroom, completion of homework assignments, research projects, book reports, cooperative learning group activities, and other similar learning activities that are directly related to the curriculum. Teachers are not to assign grades for non-academic tasks or actions, such as heading papers, returning notes from parents, demonstrating good behavior in hallways, and other similar non-academic activities. Teachers shall maintain documentation for each student's grades at all times. This documentation will include a minimum of two grades per week and recorded in the electronic grade book within a reasonable amount of time after giving the assignment. Changes in a student's grade may be made by the principal to correct the grade only when the need for such change can be justified as a result of an error in computation, transposing and/or recording of grades, or incomplete documentation. Teachers shall be notified of such changes. Parent Notification of Academic Progress The school year is divided into four nine-week periods.

All students will receive progress reports no later than the fifth week of each grading period.

Parents should be informed of student’s exemplary achievement or significant improvements.

Progress and nine-week student report cards will indicate when a student is working below grade-level in language arts and/or math.

Students who are enrolled 20 days or less may be given a written statement of progress in lieu of a report card.

Parents will be notified in writing by April 17th of the possibility of retention. Parents will be sent results of standardized state test scores.

Grading Elementary Subjects Soft and hard grades are assigned using the definitions listed below:

SOFT GRADES HARD GRADES

Year –long grades for elementary school courses shall be averaged using the following process:

The four nine-week grades will be averaged to determine the year-long grade

Kindergarten through Third Grade Second through Fifth Grade S - Satisfactory (A, B, C) A 90 – 100% Outstanding Progress N - Needs Improvement (D, F) B 80 – 89% Above Average Progress C 70 – 79% Average Progress D 60 – 69% Lowest Acceptable Progress

F 0 – 59% Failure I Incomplete (0%)

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K 1st 2nd 3rd 4th 5th

LANGUAGE ARTS* SOFT SOFT HARD HARD HARD HARD

MATH SOFT SOFT HARD HARD HARD HARD

SCIENCE SOFT SOFT HARD HARD HARD HARD

SOCIAL STUDIES SOFT SOFT SOFT SOFT HARD HARD

Soft grades will be given in the areas of health/physical education, conduct, music and work habits as these are participatory and creative subjects. These subjects will be taught with more emphasis on participation and less emphasis on tests and evaluation. There will be no “+” or “–“added to hard or soft grades. (*) Includes reading, writing and handwriting. Grading for Students with Disabilities who are Receiving Exceptional Student Education Services Grades for a student receiving Exceptional Student Education services other than Speech/Language and Gifted shall be assigned by the Exceptional Student Education teacher for the subject areas in which the student is served. Grades shall be based on the student's mastery of the curriculum requirements indicated in the student's Individual Educational Plan (IEP). The IEP shall address specific educational objectives for the student in the subject area(s) being served. The regular education teacher shall evaluate student performance and assign the student's grade for any subject(s) in which the student is enrolled in the regular education program. The regular education teacher shall use the regular education program requirements in determining the grade(s), taking the student's documented disability into consideration.

CHAPTER 2.2 - LEVELS OF PERFORMANCE FOR STUDENT PROGRESSION Each district school board 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 (Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards Standards) in the following subject areas: language arts, mathematics, science, social studies, foreign languages, health and physical education and the arts. (F.S. 1003.42) Public School Student Progression; Remedial Instruction; Reporting Requirements. (F.S. 1008.25(1) Each student's progression from one grade to another is determined, in part, upon satisfactory performance in language arts, science, and mathematics; that district school board policies facilitate such satisfactory performance; and that each student and his or her parent be informed of that student's academic progress.

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State Satisfactory Performance Levels The Commissioner of Education has determined the following performance levels for student progression/promotion:

Students who score at achievement Level 1 and 2 on the Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards/Next Generation Sunshine State Standards/Florida Standards tests in reading and mathematics in grades 3-5 will be required to receive remediation or be retained, as determined by the district SPP. Retention decisions should be based on more than a single test score. (F.S. 1008.25)

District Satisfactory Performance and Promotion Levels Promotion is based on being proficient in , math, language arts and science. A student is on or above grade level if the student has met satisfactory performance levels of the Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards as defined by the district “Grade Level Indicators.” The supporting data will be reviewed and verified by the Principal and will be maintained by the teacher. Comprehensive Program for Student Progression (F.S. 1008.25(2)) Standards for evaluating each student's performance, including how well he or she masters the performance standards approved by the State Board of Education The final decision regarding a student’s satisfactory performance level in Language Arts, Math and Science will be made by the Principal. Language Arts: The English Language Arts (ELA) teacher will designate to the principal each student as “on or below grade level” based on the district’s “On Grade Level Indicators in Language Arts.” The Language Arts teacher will have supporting data for each student. Math: A student is on or above grade level if the student has met satisfactory performance levels of the Next Generation Sunshine State Standards/Florida Standards. The math teacher will recommend to the principal each student as meeting or not meeting this satisfactory performance level. This decision will be based on a review of the supporting data.

Science: The minimum satisfactory performance level for K-4 science is mastery of at least 70% of the respective grade level objectives based on the Next Generation Sunshine State Standards. The science teacher will recommend to the principal each student as meeting or not meeting this satisfactory performance level. This decision is based on a review of the supporting data. The minimum satisfactory performance level for grade 5 science is a score at Level 3 on the FCAT science test. The K, 1, 2, 4, or 5 grade students may also be promoted under the following conditions:

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1. Student will be provided with specific, “remedial or supplemental instruction” at the next grade level described in the section “Remediation” in this document. This instruction will be based on the results of an assessment(s) indicating the specific skills to be remediated. This is not to be counted as a good cause promotion.

2. The K-5 students may be promoted under the provisions described in the section “Promotion for Good Cause” in this document.

The final decision regarding a student’s promotion will be made by the Principal. Promotion for Students Retained in Third Grade Beginning with the 2004-05 school year, each school district implemented a policy for the mid-year promotions of any retained 3rd grade student who can demonstrate that they are a successful and independent reader, reading at or above grade level and ready to be promoted to 4th grade. A reasonable expectation is that the student’s progress is sufficient to master appropriate fourth grade reading skills. Mid-year promotion of a student retained in 3rd grade may occur at any time during the year of retention, once the student has demonstrated ability to read at grade level as specified under F.S. 1008.25(5)(c)7. The student should also demonstrate his/her readiness for performing the work in other fourth grade core subjects before receiving a mid-year promotion.

Tools that may be used in re-evaluating any student retained in 3rd grade 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 satisfactory performance at or above the 45th percentile on the alternate assessment. (SAT 10)

Student must demonstrate the level of satisfactory performance required to score at Level 2 on the Grade 3 FCAT. (F.S. 1108.25(7)(b)(4))

Promotion for Students with Disabilities in Grades K-5 Pursuing Regular Student Performance Standards Promotion of students with disabilities who are receiving Exceptional Student Education services and pursuing regular student performance standards will be based on promotion requirements for non-disabled students and accommodations specified in their IEP. The final decision regarding student progression is the responsibility of the principal with input from the IEP committee. Grade Level Acceleration Academic acceleration is an educational intervention that permits students to move through the standard educational program at a rate faster than is typical. It matches the level, complexity, and pace of the curriculum with the readiness and motivation of the student. All acceleration requires high academic ability. However, curriculum mastery is only one of several considerations in deciding the appropriateness of grade acceleration. All requests for grade or subject matter acceleration for students eligible for grades K- 4 shall be made in writing to the principal of the school the student attends. The principal

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shall convene a Guidance Support Committee to plan an individual student assessment which addresses both academic ability and curriculum mastery. Students being considered for grade level Academic Acceleration will be screened for vision and hearing and with a brief intelligence measure. Students already identified as receiving gifted services would not require a second general cognitive measure. Based on the results of the screening instrument, (ability > 1 Standard Deviation above the mean) the student may be referred for further formal assessment. Following consent for testing the student will be evaluated. The evaluation procedures include the following: a. A psychological evaluation to assess intellectual, academic, perceptual, behavioral and language skills b. An individually administered standardized test of academic achievement (Reading; Math; Written Language; Academic Knowledge) c. Out of level testing – other grade level testing; testing at targeted grade level d. Evaluation of Receptive Vocabulary e. A social/developmental history completed from an interview with the parent or guardian along with a behavioral measure that addresses social- emotional functioning f. And may include those evaluation procedures specified in district programs for the gifted i.e., “superior” general cognitive functioning, behaviors characteristic of the gifted, and documented need for program. A child is only eligible when he or she meets the criteria listed in the State Board of Education Rules. Report(s) shall be written documenting the evaluation procedures used, and the results obtained. The principal shall convene a Guidance Support Committee. The Iowa Acceleration Scale, 3rd Edition will assist the committee in assessing the following areas:

Academic Ability, Aptitude, and Achievement (possible 22 points)

School & Academic Factors (possible 22 points)

Developmental Factors (possible 9 points)

Interpersonal Skills (possible 16 points)

Attitude and Support (possible 11 points) Schools shall use the following guidelines to determine if a student is ready for academic or subject matter acceleration:

1. The Iowa Acceleration Scale (IAS) may be used as a guide to determine if grade acceleration should be provided to a student. Guidelines for Interpreting the Iowa Acceleration Scale are as follows:

60-80 total points Excellent candidate for whole grade acceleration.

46-59 total points Good candidate for whole grade acceleration.

35-45 total points Marginal candidate carefully consider curricular alternatives.

34 or fewer total points Whole grade acceleration is not recommended.

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2. The student should earn at least a 70% score on the countywide adopted math

textbook pretest for the grade level the student is attempting to enter. 3. The student should meet or exceed the requirements defined by the district

established grade level indicators in the areas of reading and writing for the grade level the student is attempting to enter.

4. The students’ current grades, grade point average, attendance, and conduct record will be considered. Recommendations from the classroom teacher(s) and/or guidance counselor will be considered.

The Iowa Acceleration Scale, 3rd Edition, Summary and Planning Record shall be completed to record the student’s scores and the committee’s recommendation. The principal shall make the final grade or subject matter placement based on the input from the committee. A parent may request that their child participate in an ACCEL (Academically Challenging Curriculum and Enhance Learning) program. If a student is allowed to participate in an ACCEL program, a performance contract must be executed by the student, parent and principal. The performance contract must include minimum attendance and conduct requirements. Additional requirements may be established.

CHAPTER 2.3 - REMEDIATION The allocation of remedial and supplemental instruction resources for students shall occur in the following priority:

Students who are deficient in reading by the end of grade 3 Students who fail to meet performance levels required for promotion

consistent with the district school board’s plan for student progression. (F.S. 1008.25(3)(b))

An intervention model must be implemented for students having difficulty meeting the levels of performance for student progression. The intervention model would consist of the following steps:

Effective, research-based, standards-driven, initial instruction Identification of students with problems (screening/assessment ) Diagnosis of specific problems of the individual student Progress monitoring plan addressing diagnosed problems (prescription) Immediate intensive remedial instruction Progress monitoring, re-evaluation and redesign of instruction to meet

student’s current needs, continued support, and reinforcement The Department of Education has determined that four options are available when a student fails to attain the specified state or district levels of performance for student progress on state assessments:

Remediate before the beginning of the next school year and promote; Promote and remediate during the following year with more intensive

intervention and remediation

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Retain and remediate in a different program. Provide an appropriate alternative placement for a student who has been

retained two or more years.

Principals may suspend the curriculum in all subject areas except language arts, mathematics, and science to provide an opportunity for students to receive additional instruction in the deficient area(s). Supplemental instructional strategies may also be utilized, to include a modified curriculum, remedial reading instruction, tutoring, mentoring, class size reduction, extended school year, and after-school instruction. Intensive Reading Instruction Each elementary school shall regularly assess the reading ability of each K-3 student. The parent of any K-3 student who exhibits a reading deficiency shall be immediately notified of the student’s deficiency with a description and explanation of the exact nature of the student’s difficulty in learning and lack of achievement in reading. The parent shall be consulted in the development of a progress monitoring plan and shall be informed that the student will be given intensive reading instruction until the deficiency is corrected. (F.S. 1002.20(11)) Any student who exhibits substantial deficiency in reading skills, based on locally determined or statewide assessments conducted in Kindergarten or grade 1, 2 or 3 or through teacher observation, must be given intensive reading instruction immediately following the identification of the reading deficiency. (F.S. 1008.25(5)(a)) The student’s reading satisfactory performance must be reassessed by locally determined assessments or through teacher observations at the beginning of the grade following the intensive reading instruction, and the student must continue to be given intensive reading instruction until the reading deficiency is remedied. (F.S. 1008.25(5)(a)) Note: Intensive instruction is usually associated with the following characteristics:

Diagnosis/prescription Targeted to specific skill development 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

Parent Notification (F.S.1008.25(c) (1-7)) The parent of any student in grades K-3 who exhibits a substantial reading deficiency must be notified in writing of the following:

the child has been identified as having a substantial reading deficiency. a description of the current services that are provided to the child.

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a description of the proposed supplemental instructional services and supports that will be provided to the child that are designed to remediate by the end of grade 3, the child must be retained unless exempted from mandatory retention for good cause.

strategies for parents to use in helping their child succeed in reading satisfactory performance.

the FCAT is not the sole determiner of promotion; 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.

the opportunity for mid-year promotion during the year of retention once the student has demonstrated the ability to read on grade level.

The identified deficiency and method of intensive reading instruction must be identified.

CHAPTER 2.4 - RETENTION Grade 3 reading satisfactory performance is the state focus of accountability to prohibit social promotion. Any student who is not ready for the more difficult work of the next grade should not be promoted. Parent notification that the child may be retained must occur no later than April 18th and include written notification of such. Mandatory Retention If the student's reading deficiency is not remedied by the end of grade 3, as demonstrated by scoring at Level 2 or higher on the statewide assessment test in reading for grade 3, the student must be retained. (F.S, 1008.25(5)(b) Student Retention Due to Reading Deficiency Students in third grade who are retained due to reading must be provided with the following:

immediate intensive intervention(s). A valid and reliable diagnostic assessment will be administered to identify the student’s specific reading deficiency. Intensive interventions in reading to ameliorate these deficits must include the use of effective instructional strategies, appropriate teaching methodologies, and participation in the school district’s summer reading camp.

a review of the grade level indicator data for any student who does not meet performance levels for promotion or who does not score above Level 1 on the reading portion of the FCAT and did not meet one of the good cause exemptions for promotion. The review shall address additional supports and services that may be needed to remediate the identified areas of reading deficiency. In addition, a portfolio of student work must be developed or continued in the area of reading.

a minimum of 90 minutes of daily, uninterrupted, scientifically research-based reading instruction and other strategies which may include, but are not limited to: small group instruction, reduced teacher-student ratios, more frequent progress

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monitoring, tutoring or mentoring, extended school day, week or year. Transition classes, reduced teacher-student ratios and participation in summer reading camps are available for students retained in third grade.

provide parents of students retained in third grade with at least one of the following:

o Supplemental tutoring in scientifically research based reading services including tutoring before and/or after school o A “Read at Home” plan outlined in a parental contract including regular

parent-guided home instruction o A mentor or tutor with specialized reading training. (Volunteers or school

staff may be used.)

parent notification that the child has not met the satisfactory performance level required for promotion and the reasons the child is not eligible for a good cause exemption. The notification must include a description of proposed interventions and supports that will be provided

information about eligibility requirements and criteria for a mid-year promotion. An eligible student must be able to demonstrate that he or she is a successful and independent reader, reading at or above grade level, and ready to be promoted to grade four. The student must demonstrate satisfactory performance above that required to score at Level 2 on the grade 3 FCAT in reading. (F.S. 1008.25(7))

The district is committed to providing all students with a highly qualified teacher and providing parents with supplemental tutoring before or after school, a read at home plan as outlined in a parental contract, or a mentor/tutor with specialized reading training. The mandatory retention of students who are not remediated at the end of the third grade as specified under F.S. 1008.25(5)(b) as demonstrated by scoring level 2 or higher on the FCAT will be provided with a high-performing teacher. The high performing teacher is determined by student performance data and above satisfactory performance appraisal. Intensive Acceleration When necessary, an intensive acceleration class will be provided to any student in grade 3 who scores a level 1 on the reading portion of the FCAT and who was retained in grade 3 the prior year because of scoring a level 1 on the reading portion of the FCAT Tier Three. The focus of the intensive class shall be to increase the child’s reading level at least two grade levels in one school year. The Intensive Acceleration class must:

provide uninterrupted reading instruction for the majority of the student contact time each day

incorporate opportunities to master the grade four Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards in other core subject areas.

use a reading program that is scientifically, research based and has proven results in accelerating students reading achievement

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provide intensive language and vocabulary instruction using a scientifically research-based program with assistance/advice from speech-language therapists

have a reduced teacher-student ratio

conduct weekly progress monitoring measures to ensure progress is being made

report to parents and other agencies as required A student who has been retained in grade 3 and has received intensive instructional services, but is still not ready for promotion, may be placed in a transitional instructional setting. This setting shall be specifically designed to produce learning gains sufficient to meet grade 4 performance standards while continuing to remediate the areas of their reading deficiency.

CHAPTER 2.5 - K–5 PROMOTION FOR GOOD CAUSE The Florida Legislature enacted requirements that prohibit social promotion with specific requirements regarding promotion from third grade that focus on the student’s reading satisfactory performance. The intent of this legislation is to ensure that any student who still has a substantial reading deficiency at the end of third grade is provided more time and additional intensive remedial instruction to acquire the fundamentals of the most basic skill of reading. In fourth grade and beyond, the instructional focus shifts from learning to read to reading to learn. After third grade, text becomes substantially and progressively denser, syntax more complicated, vocabulary more sophisticated, comprehension more demanding, and the need for fluency more vital. Students need a sound foundation in reading for this difficult work. A substantial reading deficiency, regardless of the reason that is causing it – even a learning disability, English Language Learner, or a disadvantaged background – needs to be addressed and corrected before the student can be expected to successfully move on to the more difficult work of the higher grades. Students in grades K-2 and 4-5 may also be promoted for Good Cause. Mandatory Retention Exemptions for Good Cause (F.S. 1008.25(6)(6)) 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: 1. English Language Learner (ELL) student who has had less than 2 years of

instruction in the ELL program. 2. Student with disabilities whose Individual Education Plan (IEP) indicates that

participation in the statewide assessment program (FCAT) is not appropriate. The decision regarding a student with disabilities’ participation in the FCAT is

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made by the IEP team based on whether the Sunshine State Standards/ Next Generation Sunshine State Standards /Florida Standards are appropriate for the student. Rule 6A-1.0943, FAC Statewide Assessment with Students with Disabilities, provides the following further guidance:

Students may be excluded from statewide or district assessment programs if the following criteria are met: • The student’s demonstrated cognitive ability prevents the student from completing

required course work and achieving the Sunshine State Standards/Next Generation Sunshine State Standards/ Florida Standards as incorporated by reference in Rule 6A-1.09401, FAC, even with appropriate and allowable course modifications, and

• The student requires extensive direct instruction to accomplish the application and transfer of skills and competencies needed for domestic, community living, leisure and vocational activities.”

• The majority of students with disabilities should participate in the FCAT as instruction in the Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards is appropriate, and these students must be provided access to the general curriculum.

NOTE: The principal or a principal designee must be a member of any IEP team considering exempt from retention or retention.

3. Student with acceptable performance on an alternative state approved standardized

reading assessment approved by the State Board of Education:

Norm referenced test (NRT) Stanford Achievement Test (SAT 10) at or above the 45th percentile

Alternate form of SAT 10 (third grade only)

4. Student who demonstrates through an academic portfolio that he or she is reading on grade level as evidenced by the demonstration of mastery of the Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards in reading equal to at least a Level 2 performance on the FCAT.

5. Student with a disability who participates in the FCAT and who has an Individual

Education Plan or a Section 504 Plan that reflects that the student has received the 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.

Student with disability who has an IEP or a 504 Plan who has been retained at least one time and provided an intensive reading remediation intervention as defined by the school.

NOTE: The school will have included in the disabled student’s record a description of the intensive reading remediation intervention(s) used with the student. Intensive remediation for disabled students is defined as being served in an exceptional student education program other than gifted.

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6. Student who has received the intensive remediation in reading for two or more years

but still demonstrates a deficiency in reading and who was 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.

NOTE: The school will include in the student’s record a description of the intensive reading remediation intervention(s) used with the student.

Documentation must be submitted by the student’s teacher to the principal that indicates that the promotion of the student is appropriate and is based upon the student’s academic record.

The school principal shall review and discuss such recommendation with the teacher and make the determination as to whether the student should be promoted or retained. If the school principal determines that the student should be promoted, the school principal shall make such recommendation in writing to the district school superintendent. The district school superintendent shall accept or reject the school principal's recommendation in writing. (F.S. 1008.25(6)(c))

CHAPTER 2.6 - PROCEDURES FOR REVIEW OF RETENTION DECISIONS Step 1. Parents should take their promotion concern to the teacher and principal to try and solve the problem informally. If unsuccessful, they may move to Step 2. Step 2. Within five days of the end of school, the parent must give the principal a written and signed statement stating the reason for opposing the retention. The letter must also contain dates of meetings and conferences with teachers. The written statement should describe the reasons they have for their child’s exception to the law. The principal will review the request and make a written decision within three school days. Step 3. If the principal decision is deemed unacceptable, the parent may forward the written request and the principal’s written response to the Director of Elementary Programs requesting further review of the decision. The parent shall send a copy of this request to the principal. This request must be filed within five school days after receipt of the principal’s decision. The Director of Elementary Programs will act on the appeal within five school days after receiving the documents. The Director’s decision will be final.

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CHAPTER 2.7 - PARENTS RIGHT TO KNOW Parents have the right to request the following information:

Whether the teacher met State qualifications and licensing criteria for the grade levels and subject areas in which the teacher provides instruction.

Whether the teacher is teaching under emergency or other provisional status through which the State qualification or licensing criteria have been waived.

The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher and the field of discipline of the certification or degree.

Whether the child is provided services by paraprofessionals and, if so, their qualifications.

(No Child Left Behind Act of 2001, Title I, Part A., Subpart 1, Section 1111. (6)(A), Parent’s Right To Know. - A. Qualifications)

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SECONDARY TRANSITION INFORMATION Grades 6-12 Chapter 3.0

In this section you will find policies that affect middle and high school students. 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. Additional grade specific information can be found beginning in Chapter 4.0 for middle school and Chapter 5.0 for high school.

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CHAPTER 3.0- SUPPLEMENTAL ACADEMIC ENROLLMENT INFORMATION In addition to the entrance requirements provided in the General Information section of this document, the following sections provide additional information about enrolling and/or transferring your child into a Highlands County school. These guidelines are in addition to those described in Entrance to Public School and Florida State Statutes.

Transfer of Credit for New Students When a student transfers into a Highlands County secondary school, the academic history/transcript shall be evaluated as soon as possible by the guidance counselor. The final approval of the transferred credit will be made by the principal or administrative designee. (F.S. 1003.413) If numerical grades are not available from the previous school attended, the following conversion will be used. A - 95 D - 65 B - 85 F - 55 C - 75 Pass (P) and Fail (F) transfer grades will not be used in GPA calculations. However, credits earned will be assigned. Students that have received a grade of Pass (P) in a course may not repeat the course. Pass (P) or Fail (F) will be assigned to credits validated from non-accredited schools and home school programs. (See SACS CASI policy listed below). A middle grades student who transfers into the state’s public school system from out of country, out of state, a private school, or a home education program after the beginning of the second term of grade 8 is not required to meet the civics education requirement for promotion from the middle grades if the student’s transcript documents passage of three courses in social studies or two year-long courses in social studies that include coverage of civics education. Uniform transfer of high school credits- beginning with the 2012-2013 school year, if a student transfers to a Florida public high school from out of country, out of state, a private school, or a home education program and the student’s transcript shows a credit in Algebra I, the student must pass the statewide, standardized Algebra I EOC assessment in order to earn a standard high school diploma unless the student earned a comparative score, passed a statewide assessment in Algebra I administered by the transferring entity, or passed the statewide mathematics assessment the transferring entity uses to satisfy the requirements of the Elementary and Secondary Education Act, 20 U.S.C. s. 6301. If a student’s transcript shows a credit in high school reading or English Language Arts II or III, in order to earn a standard high school diploma, the student must take and pass the statewide, standardized grade 10 Reading assessment or, when implemented, the grade 10 ELA assessment, or earn a concordant score. If a transfer student’s transcript shows a final course grade and course credit in Algebra I, Geometry, Biology I, or United States History, the transferring course final grade and credit shall be honored without the student taking the requisite statewide, standardized EOC

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assessment and without the assessment results constituting 30 percent of the student’s final course grade. High school GPA shall be calculated at the time of transfer according to the chapter on Student Progress (Grading) in the high school section of the SPP. Students entering in grades 7, 8 or 9 must have evidence that they successfully completed the middle school requirements for each middle school grade completed. The grade placement shall be determined at the time of transfer according to information provided in this chapter. All evidence of credits earned at another school, community college or university offered for acceptance shall be based on an official transcript authenticated by the proper school authority.

SACS Accreditation Requirements Please note especially the case of high school course credits (such as Algebra I) that are taught in a middle school grade with a FDOE high school course code number and transferred into a SACS CASI accredited high school for high school credit such credits must be from a SACS CASI accredited middle school or must be validated by the receiving SACS CASI high school. SACS CASI Policy II, 2.01, e: Credits or Grade Placement An NCA CASI or SACS CASI accredited school shall accept and classify transfer credits earned or grade placement from schools that are accredited by a recognized national, regional/trans-regional, or state accrediting agency without further validation based on the school’s policies and procedures governing such offerings. The school’s policies and procedures should be designed to ensure proper academic placement of the student. A school may accept credits or grade placement from non-accredited schools when validated by one or more of the following procedures: a review of the student’s academic record, an analysis of a sending school’s curriculum, a review of a portfolio of student work, through an assessment of scholastic performance or a passing score on an EOC. The receiving school must maintain policy and procedures to govern the acceptance of credit or grade placement from non-accredited sources. Students seeking initial placement in Grades 6-8 from a home education program or private school are screened by the local school to determine the most appropriate grade-level placement. Criteria to be considered may include the student’s age and maturity, standardized achievement test results, state assessments, progress as it relates to District Benchmarks and Graduation Standards, previous record in public and private schools, and evidence from the student’s portfolio of work and achievement while in home education. In no instance shall the placement be automatic, based solely on the recommendation of the private school or home educator. The placement decision is subject to review and revision after school personnel have had the opportunity to observe the student’s work. Home school students returning to a public school will be placed based on completed course work, examination, and/or documented evidence of progress. (i.e., log and student portfolio) A school should provide prompt and accurate transcript services for students entering or leaving the school in accordance with local policy.

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Recognized regional accrediting agencies include the Southern Association of Colleges and Schools Council on School Improvement), Middle States Association of Colleges and Schools) , New England Association of Schools and Colleges ,North Central Association of Colleges and Schools , Northwest Association of Schools and Colleges and the Western Association of Colleges and Schools.

Additional SACS CASI Transfer Policy for Florida The transfer of credit policy for Florida schools will allow transfer of credit to SACS CASI accredited schools from specific, designated non-SACS CASI accredited schools without validation. Students transferring into SACS CASI accredited schools in Florida from schools belonging to specific organizations (Florida Council of Independent Schools [FCIS], Florida Association of Christian Colleges and Schools [FACCS], and National Council for Private School Accreditation [NCPSA] member organizations can now transfer credits at face value without validation, provided the credit is from a traditional, comprehensive, public or non-public school or vocational technical institution.

In the state of Florida, the following accrediting agencies are recognized: National Council on Private School Accreditation (NCPSA) member agencies; the Florida Council on Independent Schools (FCIS); and the Florida Association of Christian Colleges and Schools (FACCS). Note: NCPSA member agencies are the following: Accrediting Association of Seventh-day Adventist Schools, Colleges and Universities Alabama Independent School Association Association of Christian Schools International Association of Christian Teachers and Schools, Assemblies of God Association of Independent Schools of Florida Association of Waldorf Schools of North America Christian Schools International Christian Schools of Florida Florida Association of Christian Colleges and Schools International Christian Accrediting Association Kentucky Nonpublic School Commission Montessori School Accreditation Commission National Accreditation Board of Merkos L’Inyonei Chinuch National Christian School Association National Independent Private School Association

State Uniform Transfer of High School Credits (Florida DOE Rule 6-1.099) The purpose of this rule is to establish uniform procedures relating to the acceptance of transfer work and credit for students entering Florida’s public schools. The procedures shall be as follows: (1) Credits earned and offered for acceptance shall be based on official transcripts and shall be accepted at face value subject to validation if required by the receiving school’s accreditation. If validation of the official transcript is deemed necessary, or if the student does not possess an

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official transcript, credits shall be validated through performance during the first grading period as outlined in paragraph (2). (2) Validation of credits shall be based on performance in classes at the receiving school. A student transferring into a school shall be placed at the appropriate sequential course level and should have a minimum grade point average of 2.0 at the end of the first grading period. Students who do not meet this requirement shall have credits validated using the Alternative Validation Procedure, as outlined in paragraph (3). (3) Alternative Validation Procedure. If validation based on performance as described above is not satisfactory, then any one of the following alternatives shall be used for validation purposes as determined by the teacher, principal, and parent:

Portfolio evaluation by the superintendent or designee;

Written recommendation by a Florida certified teacher selected by the parent and approved by the principal;

Demonstrated performance in courses taken through dual enrollment or at other public or private accredited schools;

Demonstrated proficiencies on nationally-normed standardized subject area assessments;

Demonstrated proficiencies on the FCAT; and/or EOC, or

Written review of the criteria utilized for a given subject provided by the former school.

Students must be provided at least ninety (90) days to prepare for assessments outlined in paragraphs (3)(d) and (3)(e) if required.” *SACS CASI is an accreditation division of AdvancED, the parent organization for the North Central Association Commission on Accreditation and School Improvement (NCA CASI), the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS CASI), and the National Study of School Evaluation (NSSE). Readiness for postsecondary education and the workplace It is the intent of the Legislature that students and parents develop academic achievement and career goals for the student's post-high-school experience during the middle grades. Prior to entering 9th grade, all middle school students with parental input will develop a 4 to 5 year academic and career plan based on career interests and aptitudes. Parents and students are to become partners with school personnel in career exploration and educational decision making. The student’s career plan will be updated annually thereafter. Career plans for students with disabilities may be updated with the IEP review annually. (F.S. 1007.21) Industry Certification Students who earn an industry certification that articulates for post-secondary credit before high school graduation saves the student and parent the cost of tuition and fees. Fees vary based on the certification. Community Service The School Board of Highlands County strongly advocates student participation (as a volunteer) in some type of school or community service to develop citizenship skills and a sense of helping

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others. School principals are encouraged to establish appropriate experiences and approve specific community volunteer activities. Several scholarships have a community service requirement. High school students must complete MIS form 19.48 ‘Community Service Form’ and obtain counselor’s signature approving project prior to volunteering. These guidelines should be followed and documented to meet minimum components of the Florida Bright Futures Academic Scholars Award. Credit From An Accredited School Other Than a Highlands County School Students may be eligible to enroll in high school credit through on-line, alternative methods of delivery and accredited colleges and universities with a Dual Enrollment Agreement with Highlands County. Each student should have a post-secondary objective and a 4 to 5 year academic and career plan that guides enrollment in programs and courses. This objective should define a career option/interest and then align high school courses to insure that the student is ready to enter that field. Prior to enrolling in a high school course from a school other than Highlands County, students MUST meet with a guidance counselor and complete the MIS form 19.00 Authorization to Enroll/Receive Credit/Course Weighting Taken at a School Other Than a Highlands County School.

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. (F.S. 1001.42(23)) Any authorized credit intended for the current school year must be completed and the grade submitted no later than the last day of regularly scheduled senior exams for the student’s Highlands County school of enrollment. Grade Forgiveness Policy (F.S. 1003.428(4)(d)) 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. Grade Forgiveness Policy for Middle School Students The only exception to the above 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. Once the student is promoted to 9th grade the high school Grade Forgiveness Policy is in effect.

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In all cases of grade forgiveness, only the new grade shall be used in the calculation of the student's grade point average. Any course grade not replaced according to a district school board forgiveness policy shall be included in the calculation of the cumulative grade point average required for graduation.

The forgiveness policy authorization is for the express purpose of assisting students in meeting the requirement to attain a minimum grade point average necessary to graduate from high school. Parent Notification of Academic Progress (F.S. 1008.25) The school year is divided into four nine-week periods.

• All students will receive progress reports no later than the fifth week of each grading period.

• Report cards will be distributed to students every nine weeks. • Progress and nine-week student report cards will indicate when a student is working

below grade-level in reading, language arts, science and/or math. • Parents will be informed of student’s exemplary achievement or significant

improvements. • Students who are enrolled 20 days or less may be given a progress report of progress in

lieu of a report card. • Parents will be notified of the possibility of retention. • Parents will receive results of standardized state test scores.

Parents of students with disabilities receiving services from Exceptional Student Education programs will receive a report on the progress of their child toward achieving the goals established in their Individual Education Plan (IEP) at least as often as parents of non-disabled students (i.e., no later than the fifth week of each grading period and at the nine-week report card distribution). A biological parent, regardless of who is primary custodial parent, has an equal right to access their child’s medical, dental, and educational records. Full rights apply to either parent unless a court order specifically revokes these rights. (F.S. 61.13)

Required Instruction in Health Education for Grades 7-12 (F.S. 1003.42(s)(n) The health education curriculum for students in grades 7 through 12 shall include a teen dating violence and abuse component that includes, but is not limited to, the definition of dating violence and abuse, the warning signs of dating violence and abusive behavior, the characteristics of healthy relationships, measures to prevent and stop dating violence and abuse, and community resources available to victims of dating violence and abuse. Hazing 1. “Hazing” is prohibited at schools with any of the grades 6-12 2. “Hazing” means any action or situation that endangers the mental or physical health or safety of a student at school. 3. “Hazing” includes, but is not limited to: a. Pressuring, coercing, or forcing a student into: i. Violating state or federal law; ii. Consuming any food, liquor, drug, or other substance; or

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iii. Participating in physical activity that could adversely affect the health or safety of the student

b. Any brutality of a physical nature, such as whipping, beating, branding, or exposure to the elements

Hazing does not include customary athletic events or other similar contest or competitions or any activity or conduct that furthers a legal and legitimate objective. Criminal Penalties: Applies to student in grades 9-12 A person who commits an act of hazing upon another person who is a member of or an

applicant to any type of student organization commits a felony of the third degree, punishable.

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MIDDLE SCHOOL (CHAPTERS 4.0 – 4.9)

This section of the SPP contains additional information about the middle level (Grades 6-8). This section combined with the General Information section provides comprehensive information about the criteria for promotion, retention, remediation and the reporting of progress to students and parents.

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CHAPTER 4.0 – PROGRAM/COURSE OPTIONS Alternative Middle School Learning Opportunities Students may have the opportunity to receive middle school instruction at a distance. This learning takes place outside the traditional classroom setting. Most of these middle school courses are delivered via the Worldwide Web. This type of learning may be appropriate for some students. When enrolled in a course at a school other than a Highlands County school, the parent(s) is solely responsible for monitoring student progress. Failure to successfully complete a course may result in serious consequences that impact the student’s eligibility for promotion. Prior to enrolling in an off-campus middle school course, a parent and student must meet with a guidance counselor to discuss options, student learning style, and impact on meeting course completion and promotion requirements. Prior to enrolling in a middle school course taken at a school other than a Highlands county school, students MUST complete the MIS form 19.00 Authorization to Enroll/Receive Credit/Course Weighting Taken at a School Other Than a Highlands County School. If any course is unavailable for a student to enroll and was included on the original MIS 19.00 form, the student must complete a new MIS 19.00 form prior to enrolling in another course. Middle School Course Recovery Opportunities If the student enrolls in an off-campus middle school course for the purpose of course recovery, then the student must have already enrolled in that course at a Highlands County School middle school, received a failing grade for that course, and is in need of recovering that course for promotion purposes.

Any authorized course intended for the current school year must be completed and the grade submitted no later than the last day of regularly scheduled school year for the student’s Highlands County school of enrollment. Accelerated Programs Advanced Academic Courses Advanced courses are planned to include more rigorous content in an effort to make the courses more challenging. The following criteria will be reviewed for a student to qualify for an advanced course:

1. teacher recommendation 2. GPA in the specific content area 3. overall GPA 4. FCAT score in the specific content area (on the most recent FCAT reading test for social

science courses) 5. placement test if available 6. Performance Matters or FAIR scores 7. giftedness

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Attendance and conduct record will be considered. A parent may request that their child participate in an ACCEL (Academically Challenging Curriculum and Enhance Learning) program. If a student is allowed to participate in an ACCEL program, a performance contract must be executed by the student, parent and principal. The performance contract must include minimum attendance and conduct requirements. Additional requirements may be established. High School Courses A middle school student may take courses designated in the Florida Course Code Directory as Grades 9-12. These courses/credits may be used to satisfy high school graduation requirements and Florida Academic Scholars award requirements. (F.S.1003.428). They may take place at the assigned middle school or at a school, Highlands County High School or other than a Highlands County school as authorized by the Department of Curriculum and Instruction administrator. Students taking high school credit courses on the middle school campus are required to meet all expectations for earning high school credit.

A middle school student enrolled in a high school course requiring a state EOC assessment must take the EOC.

A student does not have to pass the EOC in order to get high school credit.

The Algebra EOC constitutes 30% of the student’s final grade.

A student must pass the Algebra EOC in order to earn a standard diploma.

A student is not required to take the corresponding subject and grade level statewide assessment.

Beginning with 2012-13, to earn high school credit for geometry a middle grade student must take the Geometry assessment EOC which constitutes 30% of the student’s final grade and earn a passing grade in the course. Beginning with the 2012-13 school year, to earn high school credit for a Biology course, a middle grades student must take the Biology EOC assessment which constitutes 30% of the student’s final grade and earn a passing grade in the course. Beginning with the 2013-14 school year each student’s performance on the statewide, standardized EOC assessment in Civics education constitutes 30% of the student’s final course grade. A student with a disability, as defined in F.S. 1007.02(2), for whom the IEP committee determines that an end-of-course assessment cannot accurately measure the student’s abilities, taking into consideration all allowable accommodations, shall have the end-of-course assessment results waived for the purpose of determining the student’s course grade and completing requirements for middle grades promotion. (F.S. 1003.4156) Scheduling conflicts, course offerings, and course prerequisite requirements may limit participation in high school courses.

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When enrolled in a course at a school other than a Highlands County school, the parent(s) is solely responsible for monitoring student progress. Failure to successfully complete a course may result in serious consequences that impact the student’s eligibility for promotion. Counselors must inform parents and students taking high school credit while in middle school about the Grade Forgiveness Policy. All high school credit being earned at the middle school must be reported on a report card and academic history. Beginning with the 2011-2012 school year, the middle school’s grade shall include both the participation and performance of its students enrolled in high school level courses on the end-of-course assessments. (F.S. 1008.34) Intensive Acceleration in Reading When necessary, an intensive acceleration strategy must be used for middle school students who subsequently score at Level 1 on the reading portion of the FCAT. The focus of the intensive class shall be to increase a child’s reading level at least two grade levels or more in one school year. This class will be designed to provide uninterrupted reading instruction each day. This class will use a reading program that is scientifically research based and has proven results in accelerating students reading achievement and provide intensive language and vocabulary instruction. If a middle grades student scores a Level 1 or Level 2 on FCAT Math the student must receive remediation which may be integrated into the student’s required mathematics courses. If a middle grades student scores a Level 1 or Level 2 for FCAT Reading the following year the student must enroll in and complete a remedial course or a content area course in which remediation strategies are incorporated into course content delivery.

CHAPTER 4.1 - STUDENT PROGRESS (GRADING)

The classroom teacher has the responsibility for assessing and grading each student's academic performance. Performance should be based on the student demonstrating satisfactory performance of the Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards and Grade Level Expectations/Course Objectives using the following tools: examinations, classroom assignments, written papers, alternative assessments, daily observation, class participation, homework, standardized subject area tests and other academic performance criteria. Teachers shall maintain documentation for each student's grades at all times. This documentation will include a minimum of two grades per week and recorded in the electronic grade book each week. When categories are used, there should be more than one grade in each category. Changes in a student's grade may be made by the principal to correct the grade only when the need for such change can be justified as a result of an error in computation, transposing and/or recording of grades, or incomplete documentation. Teachers shall be notified of such changes.

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Grading The passing of a middle school course is based on the extent to which an individual student demonstrates satisfactory performance of the Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards and Grade Level Expectations and/or course objectives as described in the Florida Course Code Descriptions. Achievement will be measured according to the following scale. Nine-week grades will be expressed as described on the district report card. The grading system and interpretation of letter grades used for students in public schools in Grades 6-12 shall be as follows: Outstanding Progress A 90 - 100% 4 points Above Average Progress B 80 - 89% 3 points Average Progress C 70 - 79% 2 points Lowest Acceptable Progress D 60 - 69% 1 point Failure F 0 -59% 0 point *Incomplete I Incomplete (0%) *All Incomplete grades will be changed to final grades within ten days. Year-long grades for middle school courses shall be averaged using the following process: • The four nine-week grades will be averaged to determine the year-long grade.

• For year-long courses, nine-week grades below 50 will be averaged using a value of 50 for the lowest nine-week period in each academic course once for a student in 6th or 7th grade. This process does not apply to nine-week or semester courses. This rule does not apply to expelled students for the period of time they are out of school.

Grades for high school courses taken at the middle school will follow the grading procedures outlined in the Student Progress (Grading) chapter in the high school section of the SPP. Grading for Students with Disabilities who are Receiving Exceptional Student Education Services Grades for a student receiving Exceptional Student Education services other than Speech/Language and Gifted shall be assigned by the Exceptional Student Education teacher for the subject areas in which the student is served. Grades shall be based on the student's mastery of the curriculum requirements indicated in the student's Individual Educational Plan (IEP). The IEP shall address specific educational objectives for the student in the subject area(s) being served. The regular education teacher shall evaluate student performance and assign the student's grade for any subject(s) in which the student is enrolled in the regular education program.

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CHAPTER 4.2– PROMOTION Grade Classification Promotion from one grade to the next is based upon year end course grades and demonstrating satisfactory performance of the Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards. A student will not qualify for promotion to the next grade level at the middle school level if the student has failed three (3) or more core academic courses for the current year. Core academic courses are defined as Language Arts, Mathematics, Science and Social Studies. If a student does not earn a passing grade in any of the core academic course required for promotion, he/she must repeat or recover all failed course(s) with a passing grade, prior to entering 9th grade. The final decision as to promotion will be made by the principal as per this policy. Course Recovery – (F.S. 1003.413) If a student fails a course during the regular school year, he/she will have the opportunity to recover that course through various methods.

The student will have the opportunity to recover a course during the regular school day/year through a course recovery class on the middle school campus. A student can recover a course through a school other than a Highlands County school.

During the summer, the school district may provide course recovery classes for 8th grade students who have failed courses during the regular school year.

Credit recovery courses are graded with a P or F. Promotion for Students Entering Grade 6 in 2006-2007 and Thereafter The following courses must be successfully completed for a student to be promoted to high school. (F.S. 1003.4156)

Three middle school or higher courses in English (LA). These courses shall emphasize literature, composition, and technical text.

Three middle school or higher courses in mathematics (MA). Each middle school must offer at least one high-school-level mathematics course for which students may earn high school credit.

Three middle school or higher courses in Social Studies (SS), one semester of which must include the study of state and federal government and civics education. Beginning with students entering 6th grade in 2012-2013, students must successfully complete a civics education course in order to be promoted to the high school. Beginning with the 2013-2014 school year, students will take the civics end-of-course assessment; which will constitute 30 % of their final grade. Three middle school or higher courses in Science (SC).

One semester-long course in career and education planning to be completed in sixth, seventh or eighth grade. The course may be taught by any member of the instructional staff; must result in the completion of a personalized academic and career plan. This course must be Internet based, easy to use, and customizable to each student and include research-based assessments to assist students determine educational and career options and emphasize the importance of entrepreneurship skills. The career plan

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must include a detailed explanation of the diploma designation and available opportunities to earn college credit in high school. Also, it must emphasize technology or the application of technology in career fields and beginning in 2014-15 must include information from the Department of Economic Opportunity’s economic security report. Each student’s plan must be signed by the student’s guidance counselor and the student’s parent.

*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.

If a student does not earn a passing grade of any of the core academic courses required for promotion, he/she must repeat or recover all failed course(s) with a passing grade, prior to entering 9th grade. Each school must hold a parent meeting either in the evening or on a weekend to inform parents about the course curriculum and activities. Exceptional Education Students Students with disabilities who are receiving Exceptional Student Education Services will be educated with students who are non-disabled to the maximum extent appropriate (Code of Federal Regulations CFR 300.550). Students with disabilities must meet the school districts satisfactory performance levels unless the student’s IEP indicates that the disabling condition impacts the student’s progress in the general curriculum. The student’s status with regard to mastery of the Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards should be discussed with parents at each Individual Education Plan (IEP) meeting. Promotion of students with disabilities who are receiving Exceptional Student Education services and pursuing Regular Student Performance Standards will be based on promotion requirements for non-disabled students and modifications specified in their IEP. The final decision as to grade placement is the responsibility of the principal with input from the IEP committee. Promotion for Disabled Students Receiving Exceptional Student Education Services Pursuing Special State Student Performance Standards in Grade 8 Promotion decisions for disabled students who are receiving Exceptional Student Education services will be made on the basis of the following criteria:

Mastery of IEP Objectives

Classroom performance

Results of standardized testing and/or Florida Alternate Assessment

Sunshine State Standards/ Next Generation Sunshine State Standards

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CHAPTER 4.3 - LEVELS OF PERFORMANCE FOR STUDENT PROGRESSION Each district school board 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 (Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards) in the following subject areas: reading and other language arts, mathematics, science, social studies, foreign languages, health and physical education and the arts. (F.S. 1003.42) Middle School Early Warning System 1. A school that includes grades 6,7, and/or 8 shall implement and early warning system to

identify students in grades 6,7, and 8 who need additional support to improve academic performance and stay engaged in school. The warning system must include the following early warning indicators:

a. Attendance below 90 percent, regardless of whether absence is excused or a result of out-of-school suspension.

b. One or more suspensions, whether in school or out of school. c. Course failure in English Language Arts or mathematics. d. A level 1 score on the statewide, standardized assessments in English Language Arts

or mathematics. 2. When a student exhibits two or more early warning indicators, the school’s child study

team or a school-based team formed to determine the appropriate interventions strategies for the student. The school shall provide at least 10 days written notice of the meeting to the student’s parent, indicating the meeting purpose, time and location, and provide the parent the opportunity to participate.

State Satisfactory Performance Levels Students who score at or above achievement Level 3 on the Florida Comprehensive Assessment Test (FCAT) in reading, mathematics, writing and science in grades 6-8 are considered proficient. The State Board of Education has determined the following performance levels for student satisfactory performance:

Students who score at achievement Level 1 or 2 on the Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards/ Next Generation Sunshine State Standards tests in reading and mathematics in grades 6-8 will be required to receive remediation or be retained, as determined by the district SPP. Retention decisions should be based on more than a single test score.

Students who score below the state required performance level on the FCAT Writes test at grade 8 may be required to receive remediation, as determined by the district SPP.

Reports on standardized achievement tests and other district wide testing will be distributed to students/parents.

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District Satisfactory Performance Levels The satisfactory performance decision should be made in collaboration with the guidance committee. The final decision regarding a student’s satisfactory performance level will be made by the Principal. The district levels of performance for student progression in reading, writing, science, mathematics at the middle level are as follows: Reading Grades 6-8 Students working more than one year below the assigned

grade level have not met the satisfactory performance level for reading. This decision is based on a review of the supporting data.

Math Grades 6-8 Students working more than one year below the assigned grade level have not met the satisfactory performance level for math. This decision is based on a review of the supporting data.

Writing Grade 8 Students performing below a Level 3 on the FCAT Writing test have not met the satisfactory performance level for writing.

Grades 6-7 Students performing below 3.0 on a practice FCAT writing test have not met the satisfactory performance level for writing.

Science Grade 8 Students performing below a level 3 on the FCAT Science test have not met the satisfactory performance level for science.

Grades 6-7 Students who do not earn a passing grade in their current science course have not met the satisfactory performance level for science.

CHAPTER 4.4 - REMEDIATION Each student who does not meet the minimum levels of performance for student progression as defined by the Commissioner of Education on statewide assessment tests (FCAT or EOC) in reading, writing, science, and mathematics must continue remedial or supplemental instruction until the expectations are met or the student graduates from high school or is not subject to compulsory school attendance. Each district school board shall establish a comprehensive program for student progression which must include the specific levels of performance in reading, writing, science, and mathematics for each grade level, including the levels of performance on statewide assessments 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 that takes into account the student's learning style. (F.S. 1008.25(2)(b)) Principal’s may suspend the curriculum in all subject areas except reading, writing, mathematics, social studies, science and the semester of career exploration to provide an opportunity for students to receive additional instruction in the deficient area(s).

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Supplemental instructional strategies may also be utilized, to include a modified curriculum, remedial reading instruction, tutoring, mentoring, class size reduction, extended school year, and after-school instruction. District school boards shall assist schools and teachers to implement research-based reading activities that have been shown to be successful in teaching reading to low-performing students. (F.S. 1008.25(6)(c))

CHAPTER 4.5 - RETENTION The district is committed to stressing continuous progress in the Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards. Student retention is viewed as one procedure that may allow students additional time to demonstrate satisfactory performance of the Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards and/or Grade Level Expectations before being faced with more advanced work. Upon subsequent evaluation and after remediation, if the documented deficiency has not been remediated, the student may be retained. Each student who does not meet the minimum performance expectations defined by the Commissioner of Education for the statewide assessment test in reading, writing, science and mathematics must continue to be provided with remedial or supplemental instruction until the expectations are met or the student graduates from high school or is not subject to compulsory school attendance. (F.S. 1008.25(4)(c))

Students who do not meet the requirements for promotion for the grade to which they are assigned will be retained in the same grade for the next school year. Retained students will be remediated. (F.S. 1008.25(4)(c)) No student may be assigned to a grade level based solely on age or other factors that constitute social promotion. (F.S. 1008.25(6)(a) Parent Request for Retention: A parent request for retention of a student who has met minimum promotional standards must be submitted in writing to the principal for review. The request must include acknowledgement that if granted, the retention will be reported on the student’s permanent record. The principal will determine grade placement for the next year based on teacher recommendation(s) and review of appropriate evaluations.

CHAPTER 4.6- NOTICE OF GRADUATION OPTIONS All students in grades 6-12 and their parents will be provided with information concerning the 3-year and 4-year graduation options including the respective curriculum requirements for those options so that students and their parents may select a post-secondary or career option that best fits the student’s needs. The information shall include a timeframe for achieving each graduation option. Refer to the high school section of the SPP for a complete description of high school graduation options.F.S.1003.429 (3)

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CHAPTER 4.7 - ELIGIBILITY FOR EXTRA CURRICULAR ACTIVITIES – F.S. 1006.15

The term "extracurricular" means any school-authorized or education-related activity occurring during or outside the regular instructional school day. To be eligible for the first nine weeks of the school year, the student must have earned a 2.0 GPA for the fourth nine week grading period of the previous school year and be promoted to the next grade. Students wishing to participate in extracurricular activities during the second, third, and fourth nine weeks of the school year must have achieved a 2.0 GPA during the previous nine-week grading period. A student’s GPA is calculated by adding all the quality points earned and dividing by the number of credits attempted. (See Student Progress (Grading)) 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 as specified in the Code of Conduct. The eligibility requirements apply to those activities involving a competition, performance and their related practices, outside the school and/or school day. Exceptions to this are co-curricular activities which are necessary to meet the objectives of the Sunshine State Standards/ Next Generation/Sunshine State Standards/Florida Standards of a particular course. Students must be present all day or have a pre-arranged, approved absence on the day of an event to participate in an extracurricular activity. All students participating in interscholastic athletic competition or who are candidates for an interscholastic team are required to pass a medical evaluation each year prior to engaging in any practice, tryout, or physical activity associated with the student’s candidacy for an interscholastic athletic team. (By laws of the Florida High School Activities Association, Inc., Article 11.8) A student may participate or be a candidate for an interscholastic athletic team if the parent of the student objects in writing to the student undergoing a medical evaluation because such evaluation is contrary to his or her religious tenets or practices. However, in such case, there shall be no liability on the part of any person or entity in a position to otherwise rely on the results of such medical evaluation for any damages resulting from the student's injury or death arising directly from the student’s participation in interscholastic athletics where an undisclosed medical condition that would have been revealed in the medical evaluation is a proximate cause of the injury or death. Middle school students attending a private school with 125 or fewer students that do not have an athletic program and are not members of the Florida High School Athletic Association (FHSAA) may participate in interscholastic or intrascholastic sports at the public school for which they are zoned. Participating students must meet the same standards of eligibility, code of conduct, and academic performance that apply to other students participating in interscholastic or interscholastic sports at a public school or an FHSAA member private school. The program participants or their families are also responsible for transportation to athletic practices and competitions.

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The athletic director at each participating FHSAA member public school must maintain student records or eligibility, compliance, and participation for the students participating in the program.

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HIGH SCHOOL (CHAPTERS 5.0 – 5.11)

This section of the SPP contains additional information about the high school level (Grades 9-12). This section combined with the General Information section provides comprehensive information about the criteria for graduation, remediation and the reporting of progress to students and parents.

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CHAPTER 5.0 - OUT-OF-STATE AND OUT-OF-COUNTRY TRANSFER STUDENTS HIGH SCHOOL GRADUATION REQUIREMENTS According to F.S. 1003.433, students who enter a Florida public school at the eleventh or twelfth 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 if the student has met all 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 grade point average and pass the grade 10 FCAT required in F.S. 1008.22(3) or an alternate assessment as described in F.S. 1008.22(10). Students who do not meet this requirement may be eligible to receive a diploma under the graduation requirements of the state from which they transferred. Students who have met all requirements for the standard high school diploma except for passage of the grade 10 FCAT and/or EOCs an alternate assessment by the end of grade 12 must be provided the following learning opportunities:

(a) Participation in an accelerated high school equivalency diploma preparation program during the summer.

(b) Upon receipt of a certificate of completion, be allowed to take the Florida College Entry Level Placement Test/College Placement Test/Postsecondary Education Readiness Test and be admitted to remedial or credit courses at a state community college, as appropriate.

(c) Participation in an adult general education program as provided in F.S. 1004.93 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 laboratory fees, pursuant to F.S. 1009.25. A student attending an adult general education program shall have the opportunity to take the grade 10 FCAT an unlimited number of times in order to receive a standard high school diploma.

Students who have been enrolled in an ELL program for less than 2 school years and have met all requirements for the standard high school diploma except for passage of the grade 10 FCAT or alternate assessment may receive immersion English language instruction during the summer following their senior year. Students receiving such instruction are eligible to take the FCAT or alternate assessment and receive a standard high school diploma upon passage of the grade 10 FCAT or the alternate assessment. This subsection shall be implemented to the extent funding is provided in the General Appropriations Act. After receiving and reviewing all relevant academic records, the student and parent shall declare his or her graduation option in writing to his/her guidance counselor using MIS forms, 19.06 or 19.07 School Board of Highlands County Selection of Graduation Option. The deadline for choosing a graduation option may be extended to the end of the first semester of grade 10 for a student who entered a Florida public school after grade 9 upon transfer from a private

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school or another state or who was prevented from choosing a graduation option due to illness during grade 9. (F.S. 1003 (4)) 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.

CHAPTER 5.1 - GRADUATION OPTIONS AND REQUIREMENTS Readiness for Post-Secondary Education and the Workplace (F.S.1007.21) Every high school student will have a 4- to 5-year academic and career plan that will be updated annually with parental input. 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:

Four-year university, community college plus university, or military academy degree Two-year post-secondary degree Post-secondary career certificate Immediate employment or entry-level military A combination of the above

The student progression model toward a chosen destination shall include:

A “path” of core courses leading to each of the destinations above. A recommended group of electives which will help define each path. Provisions for a teacher, school staff member or community volunteer to be assigned

to a student as an “academic advocate” if parental or guardian involvement is lacking. Testing The Legislature recognizes the importance of not only access to college but also success in college for all students. It is the intent of the Legislature that every student enrolled in a public secondary school has access to high-quality, rigorous academics, with a particular focus on access to advanced courses. In order to provide the information necessary to plan a rigorous and relevant program of study, each public high school will provide for the administration of the Preliminary ACT (PLAN) or the Preliminary SAT (PSAT) to all enrolled 10th grade students. However, a written notice shall be provided to each parent that shall include the opportunity to exempt his or her child from taking the PLAN/PSAT. PLAN/PSAT test results will provide each high school with a database of student assessment data which guidance counselors will use to identify students who are prepared or who need additional work to be prepared to enroll and be successful in AP courses or other advanced high school courses.

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Post-Secondary Preparation Effective July 1 of 2011, school districts shall administer the common placement test or Postsecondary Education Readiness Test (P.E.R.T.) to all students who score at Level 2 or 3 on the reading portion of the grade 10 FCAT or Level 2, 3, or 4 on the mathematics portion of the FCAT. Students who do not meet or exceed the approved test scores must complete postsecondary preparatory instruction prior to high school graduation beginning with the 2012-2013 school year. Upon completion of the required College Success courses and/or English IV: Florida College Prep and/or Math for College Readiness, students will be required to retake the P.E.R.T. for future course placement purposes at a Florida College System Institution. P.E.R.T. scores will remain effective for two years following the testing date. (F.S. 1008.30) Graduation Options Students who enter grade 9 in the 2006/2007-2012/2013 school years may select, upon receipt of each consent, one of the following three high school graduation options : (F.S.1003.429(1))

24-credit standard diploma

18-credit Academically Challenging Curriculum to Enhance Learning (ACCEL) option

Advanced International Certificate of Education (AICE) curriculum

International Baccalaureate (IB) Diploma curriculum

Beginning 2013-2014 school year and thereafter, a new 18-credit accelerated high school graduation option was added to the ACCEL option which allows a student who meets the following requirements to be awarded a standard high school diploma:

Florida new high school standard diploma course requirements without the required physical education course and only three credits in electives, and

A cumulative grade point average (GPA) of 2.0 on a 4.0 scale. Selecting a Graduation Option and Requirements The selection of a high school graduation option is the exclusive right of the student and his or her parents. They should be encouraged to consider the benefits of other acceleration opportunities such as dual enrollment, advanced placement, International Baccalaureate, and early admission. Advanced course work in high school continues to be the best predictor of student success after high school. Students and parents are encouraged to discuss these plans with their school counselor on a regular basis during 6th through 12th grades. Each student and his or her parents must select the graduation option and curriculum that most appropriately prepares the student for his or her postsecondary education or career plan. Selection of a graduation option may be completed at any time during grades 9-12. Selection of the graduation option is exclusively up to the student and parent. If the student and parent fail to select a graduation option, the student shall be considered to have selected the general requirements for graduation. (F.S. 1003.429(4)) Graduation requires the successful completion of the general requirements, the ACCEL Option, 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.

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Beginning with students entering grade 9 in the 2013-14 school year, receipt of a standard high school diploma requires successful completion of 24 credits, the ECCEL option, an International Baccalaureate Curriculum, or an Advanced International Certificate of Education Curriculum. The district must notify students and parents, in writing of the available designations, and the eligibility requirements for state scholarship programs and postsecondary admissions. State Assessments and Impact on Graduation Each student must participate in statewide assessment tests at designated grade levels, as required by F.S. 1008.22. Each student who does not meet both state and district Levels of Performance for Student Progression in ELA, science, and mathematics for each grade level or who does not meet specific levels of performance on statewide assessments at specific grade levels must be provided with additional diagnostic assessments to determine the nature of the student’s difficulty and areas of academic need. (F.S. 1008.25(4)) Students entering grade 9 in 2010-2011 seeking a standard high school diploma must earn a Level 3 on the grade 10 FCAT in reading and the Algebra I end-of-course exam will count 30% of the course grade. Beginning with the students entering grade 9 in 2011-2012, students must pass the Algebra I end-of-course exam, and score a Level 3 on the Grade 10 FCAT Reading 2.0. The students must also take the Geometry and Biology end-of-course exams which will count 30% of the course grade. Students must take the US History exam which will count 30% of their grade beginning in 2013-14. A student who has not earned passing scores on the grade 10 FCAT must participate in each retake of the assessment until student earns passing scores or achieves scores on a standardized assessment which are concordant with passing scores on the Grade 10 FCAT. A new student who enters the Florida public school system in grade 12 who may either achieve a passing score on the Florida Standards Assessment or use an approved subject area concordant score to fulfill the graduation requirement. (F.S.1008.22(10)(b)) The Commissioner of Education shall approve the use of SAT and ACT tests as alternative assessments to the grade 10 FCAT. Students who attain scores on the SAT or ACT which equate to the passing scores on the grade 10 FCAT for purposes of high school graduation shall satisfy the assessment requirement for a standard high school diploma.

Concordant Scores by Graduation Year

Assessment Reading Mathematics

2009-2010 2010-2011 2009-2010 2010-2011

FCAT 1926 1926 1889 1889

SAT 410 420 370 340

ACT 15 18 15 15

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Concordant Scores by Graduation Year

Assessment Reading

2009-2010 2010-2011

FCAT 2.0 241 245

SAT 420 430

ACT 18 19

Alternative Course Options Related to Graduation Requirements 1003.428(2)(6) 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 has been 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 or in a physical activity class that requires participation in marching band activities as an extracurricular activity, or in a dance class, shall satisfy the one half credit requirement in physical education or one-half in performing arts. 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. Completion of 2 years in a Reserve Officer Training Corps (R.O.T.C.) 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 IEP or 504 plan. If the high school has chosen the Health Opportunities through Physical Education (HOPE) or the HOPE-PE Variation option to fulfill the high school PE graduation requirement, then the following waiver options apply,

1. Participation in 2 seasons of an interscholastic sport at the junior varsity or varsity levels AND a passing grade of “C” on the Personal Fitness Competency test satisfies the full 1 credit PE (HOPE) requirement.

2. Completion of 2 years in a Reserve Officers Training Corps (ROTC) class satisfies the full 1 credit PE (HOPE) requirement. Note: This option also satisfies the full 1 credit Performing Arts requirement.

Agriscience Foundations I, the core course in secondary Agriscience and Natural Resources programs, may count as a science credit for high school graduation. Two credits in the same second language are required for admission into a Florida university. However, this is not a high school graduation requirement under the Traditional 24-Credit Program or the ACCEL Option. A student whose native language is not English may be exempt from this requirement, provided the student demonstrates proficiency in his/her native language. Students may meet the language requirement by earning the following scores on the

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CLEP test: French 59, German 60, or Spanish 63. Two credits of American Sign Language can also satisfy the foreign language requirement.

CHAPTER 5.2 – DIPLOMA OPTIONS AND REQUIREMENTS Diplomas for a class will be issued only at a regularly scheduled graduation commencement or at the completion of summer school. In order to participate in graduation ceremonies, a student must meet the requirements of one of the diploma options for graduation. Early high school graduation is defined as graduating from high school in less than 8 semesters. An early graduation student must complete a minimum of 24 credits and meet all other graduation requirements. 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. The students will be included in class rankings, honors, and award determinations for the student’s cohort. If eligible for a Bright Futures Scholarship, a student who graduates from high school midyear may receive an initial award in the spring term following the student’s graduation. A student attending Highlands County Schools may seek one of several types of diplomas: a standard diploma, a standard diploma with FCAT waiver, a standard diploma from the Performance-based Diploma Program, a Special Diploma, a Special Diploma Option 2 (Work Option), a Certificate of Completion, a Special Certificate of Completion. Standard Diploma (F.S. 1003.43(10)) Standards for graduation must include:

Earning a passing score on the Reading FCAT/Florida Standards Assessment, or scores on a standardized test that are concordant with passing scores on the FCAT

Students entering grade 9 in 2010-2011 and thereafter, must meet the end-of-course (EOC) state requirements

Completing all requirements for student progression and remedial instruction

Achieving a cumulative GPA of 2.0 on a 4.0 scale, or its equivalent in the courses required for graduation

A student who completes the above shall be awarded a standard diploma in a form prescribed by the State Board of Education. (F.S. 1003.43(10)(a). High School Diploma Designations In addition to the Standard Diploma, both current and future students may earn a Scholar or Merit diploma designation. Requirements for a Scholar designation:

Meet the requirements for a standard diploma

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Pass the 11th grade English Language Arts (ELA) Florida Standards assessment when

the state transitions to a Florida Standards assessment

Earn credit in Algebra II and pass the Algebra II Florida Standards EOC assessment

once implemented

Earn a credit in statistics or an equally rigorous course

Earn a credit in Chemistry or Physics and an equally rigorous science course, and pass

the Biology I end-of-course (EOC)

Pass the statewide, standardized United States History end-of-course assessment

Earn two credits in the same foreign language

Earn at least one credit in Advanced Placement, International Baccalaureate, Advanced

International Certificate of Education or a dual enrollment course.

Requirements for a Merit designation:

Meet the requirements for a standard diploma

Attain one or more industry certifications from the list established under s.1003.492

In accordance with F.S. 1003.438, Exceptional Student Education students may pursue a standard diploma. Such students will meet the requirements for graduation listed above. An exceptional student may be awarded credit toward a standard diploma under the following conditions:

The Exceptional Student Education student has taken a regular course and passed the course, or

o The Exceptional Student Education student has taken a regular course in an Exceptional Student Education class which has been modified by one of the following means: An increase or decrease in the instructional time;

o Variations of instructional strategies; o Teacher instruction or student response through special communication systems; o Exceptional student certification required of the student’s teachers; o Modification of test administration procedures and other evaluation systems to

accommodate the student’s exceptionality or disability.

A student with a disability, as defined in F.S. 1007.02(2), for whom the IEP committee determines that and end-of-course assessment cannot accurately measure the student’s abilities, taking into consideration all allowable accommodations, shall have the end-of-course assessment results waived for the purpose of determining the student’s course grade and credit as required.

An academic course taught by an Exceptional Student Education teacher may be used for standard high school diploma if the Highlands County Course of Study indicates that the course includes the same performance standards as the regular course.

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Students Entering Grade Nine in the 2011-2012 School Year

Requirements for the 24-credit standard diploma option

Requirements for standard diploma designations

Scholar Diploma Designation

In addition to meeting the 24-credit standard high school diploma requirements, a student must

Earn 1 credit in Algebra II;

Earn 1 credit in Statistics or an equally rigorous mathematics course;

Pass the Biology I EOC;

Earn 1 credit in Chemistry or Physics;

Earn 1 credit in a course equally rigorous to Chemistry or Physics;

Pass the U.S. History EOC;

Earn 2 credits in the same World Language; and

Earn at least 1 credit in AP, IB, AICE or a dual enrollment course.

A student is exempt from the Biology I or U.S. History assessment if the student is enrolled in an AP, IB or AICE Biology I or U.S. History course and the student

Takes the respective AP, IB or AICE assessment; and

Earns the minimum score to earn college credit.

Merit Diploma Designation

Meet the standard high school diploma requirements

Attain one or more industry certifications from the list established (per s. 1003.492, F.S.)

4 Credits English Language Arts (ELA)

4 Credits Mathematics

One of which must be Algebra I and one of which must be Geometry

Industry Certifications that lead to college credit may substitute for up to two mathematics credits (except for Algebra I and Geometry)

3 Credits Science

One of which must be Biology I, two of which must have a laboratory component

An industry certification that leads to college credit substitutes for up to one science credit (except for Biology I)

An identified rigorous Computer Science course with a related industry certification substitutes for up to one science credit (except for Biology I)

3 Credits Social Studies

1 credit in World History 1 credit in U.S. History .5 credit in U.S. Government .5 credit in Economics

1 Credit Fine and Performing Arts, Speech and Debate, or Practical Arts

Eligible courses are specified in the Florida Course Code Directory at

http://www.fldoe.org/articulation/CCD/defa

ult.asp 1 Credit Physical Education

To include the integration of health

8 Elective Credits

1 Online Course

Students must earn a 2.0 grade point average on a 4.o scale.

http://www.fldoe.org/articulation/CCD/default.asp


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Public postsecondary options

SUS (State University System)

Admission into Florida’s public universities is competitive. Prospective students should complete a rigorous curriculum in high school and apply to more than one university to increase their chance for acceptance. To qualify to enter one of Florida’s public universities, a first-time-in-college student must meet the following minimum requirements:

High school graduation with a standard diploma

Admission test scores

16 credits of college preparatory academic courses

4 English (3 with substantial writing)

4 Mathematics (Algebra I level and above)

3 Natural Science (2 with substantial lab)

3 Social Science

2 World Language (sequential, in the same language)

2 approved electives

http://www.flbog.edu/forstudents/planning The Florida College System

Includes 28 state colleges. These institutions offer career-related certificates and two-year associate degrees that prepare students to transfer to a bachelor’s degree program or to enter jobs requiring specific skills. Many also offer baccalaureate degrees in high-demand fields. Florida College System institutions have an open door policy. This means that students who have earned a standard high school diploma, have earned a high school equivalency diploma or have demonstrated success in postsecondary coursework will be admitted to an associate degree programs.

http://www.fldoe.org/fcs

Career and Technical Centers

Florida also offers students 46 accredited career and technical centers throughout the state, which provide the education and certification necessary to work in a particular career or technical field. Programs are flexible for students and provide industry-specific education and training for a wide variety of occupations. http://www.fldoe.org/workforce/pdf/DistrictTechnicalCenterDirectors.pdf

http://www.flbog.edu/forstudents/planning


http://www.fldoe.org/workforce/pdf/DistrictTechnicalCenterDirectors.pdf

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Students Entering Grade Nine in the 2012-2013 School Year Requirements for the 24-credit standard diploma option

Requirements for Standard Diploma




















Industry certifications that lead to college credit may substitute for up to two mathematics credits (except for Algebra I and Geometry)

3 Credits Science





1 credit in World History 1 credit in U.S. History .5 credit in U.S. Government .5 credit in Economics

1 Credit Fine and Performing Arts, Speech and Debate, or Practical Arts

Eligible courses are specified in the Florida Course Code Directory at http://www.fldoe.org/articulation/CCD/default.asp

1 Credit Physical Education


8 Elective Credits

1 Online Course

Students must earn a 2.0 grade point average on a 4.0 scale.


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Public Postsecondary Options

SUS (State University System)








3 Social Science


2 approved electives http://www.flbog.edu/forstudents/planning

The Florida College System

Includes 28 state colleges. These institutions offer career-related certificates and two-year associate degrees that prepare students to transfer to a bachelor’s degree program or to enter jobs requiring specific skills. Many also offer baccalaureate degrees in high-demand fields. Florida College System institutions have an open door policy. This means that students who have earned a standard high school diploma, have earned a high school equivalency diploma or have demonstrated success in postsecondary coursework will be admitted to an associate degree program.

http://www.fldoe.org/fcs Career and Technical Centers





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ELA I, II, III, IV

ELA honors, Advanced Placement (AP), Advanced International Certificate of Education (AICE), International Baccalaureate (IB) and dual enrollment courses may satisfy this requirement




3 Credits Science





1 credit in World History 1 credit in U.S. History .5 credit in U.S. Government .5 credit in Economics with Financial Literacy

1 Credit Fine and Performing Arts, Speech and Debate, or Practical Arts*

1 Credit Physical Education*


*Eligible courses and eligible course substitutions are specified in the Florida Course Code Directory at http://www.fldoe.org/articulation/CCD/default.asp

8 Elective Credits

1 Online Course



















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State University System








3 Social Science


2 approved electives http://www.flbog.edu/forstudents/planning

The Florida College System



Florida also offers students 46 accredited career and technical centers throughout the state, which provide the education and certification necessary to work in a particular career or technical field. Programs are flexible for students and provide industry-specific education and training for a wide variety of occupations. http://www.fldoe.org/workforce/pdf/DistrictTechnicalCenterDirect

ors.pdf





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ELA I, II, III, IV

ELA honors, Advanced Placement (AP), Advanced International Certificate of Education (AICE), International Baccalaureate (IB) and dual enrollment courses may satisfy this requirement




3 Credits Science





1 credit in World History 1 credit in U.S. History .5 credit in U.S. Government .5 credit in Economics with Financial Literacy

1 Credit Fine and Performing Arts, Speech and Debate, or Practical Arts*

1 Credit Physical Education*


*Eligible courses and eligible course substitutions are specified in the Florida Course Code Directory at http://www.fldoe.org/articulation/CCD/default.asp

8 Elective Credits

1 Online Course




Pass the ELA Grade 11 statewide assessment;

Earn 1 credit in Algebra II; (must pass EOC);

Pass the Geometry EOC;















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State University System








3 Social Science


2 approved electives

http://www.flbog.edu/forstudents/planning The Florida College System







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Standard Diploma with FCAT Waiver (DPS Memo #04-090) (F.S.1003.43(11)(b)) A student with a disability 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, shall have the FCAT/Florida Standards Assessment requirement waived for the purpose of receiving a standard high school diploma, if the student:

Successfully completes a minimum of 24 credits prescribed by the state and district school board

Does not earn passing scores on the FCAT or scores on a standardized test that are concordant with passing scores on the FCAT after one opportunity in 10th grade and one opportunity in 11th grade.

The Enhanced New Needed Opportunity for Better Life and Education for Students with Disabilities (ENNOBLES) Act is designed to expand access to postsecondary education and meaningful careers for students with disabilities. This act provides for a waiver of the FCAT requirement for receiving a standard high school diploma for students with disabilities whose Individual Education Program (IEP) team determines that the FCAT doesn’t accurately measure the student’s ability, and who have the required grade point average and course-work for graduation, and who have attempted the FCAT once in the 10th grade and once in the 11th grade. (HB1739) State of Florida High School Performance Based Diploma The student must:

1. Pass all sections of the Florida Comprehensive Achievement Test (FCAT/Florida Standards Assessment) and the General Education Development test.

2. Meet district attendance requirements and be successful with the curriculum based on the Sunshine State Standards/Next Generation Sunshine State Standards/Florida Standards and the GED.

3. Earn 3 credits in career and technical education (CTE) courses (2 of the 3 must be in a core program; the remaining credit must be in other approved applied technology (vocational) courses or 1 credit in ROTC may be granted).

4. Maintain an average 2.0 GPA for instructional and vocational courses. Special Diploma Option 2 (Work Option) Rule [6A-1.00996FAC] Students with disabilities who are receiving Exceptional Student Education Services, other than those listed below, may be eligible to earn a Work Option 2 Special Diploma.

Speech (articulation) only

Visually Impaired only

Gifted Education only Students must meet the following minimum eligibility requirements:

Be at least 16 years of age

Complete at least one year of high school In order for a student to receive a Special Diploma under this option, the following completion requirements must be met:

Achieve all annual goals and short term objectives related to employment and community competencies specified by the Transition IEP

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Be continuously employed in a community-based job for the number of hours per week specified in the Graduation Training Plan, for the equivalent of at least one semester and paid a minimum wage in compliance with the requirements of the Fair Labor Standards Act.

Demonstrate mastery of competencies specified in the Graduation Training Plan

Earn 6 credits from academic or vocational courses The Graduation Employment Plan shall be developed and signed by the student, parent, teacher, and employer prior to placement in employment and shall include the following elements:

Competencies the student is expected to demonstrate related to employment

Competencies needed by the student related to living in the community

Criteria used to determine mastery of employment and community competencies (Mastery of competencies can be verified in a variety of way including but not limited to, assessment, observation, product, and performance evaluation, certificate, photos, letters of support and interviews.)

Work schedule and the number of hours per week the student will work

Description of the student’s supervision related to employment to be provided by school district personnel, including location and frequency

NOTE: A student with disabilities receiving Exceptional Student Education services who earns a Special Diploma or Special Certificate of Completion is not prevented from pursuing a Standard Diploma or from receiving a free appropriate education until the student reaches age twenty-two (22). Certificate of Completion Followed by Continued Education

Students who have completed the required coursework for graduation but have not earned passing scores on the state approved graduation test or an alternate assessment or have not achieved a minimum cumulative GPA of 2.0 are eligible to receive a certificate of completion. The certificate of completion does not carry any of the privileges of a standard high school diploma. These students are encouraged to participate in summer school, return for continued education during the following school year, or enroll in a GED preparation program through an adult education program.

College Placement Test (CPT)-Eligible Certificate of Completion Followed by Continued Education

Students who meet all requirements for graduation with a standard diploma except earning passing scores on the state approved graduation test and received a certificate of completion are eligible to take the CPT/PERT and be admitted for remedial or credit courses at a state community college-.

Special Certificate of Completion (F.S. 1003.438)

A student must have met the requirements for a special diploma except has not demonstrated mastery of special state minimum requirements for his/her exceptionality.

NOTE: South Florida State College offers two alternative types of diplomas. For more information about the State of Florida Diploma (formerly called the General Education Diploma (GED) or the Adult High School Diploma, contact a guidance counselor or SFSC.

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CHAPTER 5.3 – PROGRAM/COURSE OPTIONS

RIGOROUS ACADEMICS The legislature recognizes the importance of not only access to college but also success in college for all students. It is the intent of the Legislature that every student enrolled in a public secondary school has access to high-quality, rigorous academics, with a particular focus on access to advanced courses. Note: Each student enrolled in a joint dual enrollment and advanced placement course may be funded pursuant to either the dual enrollment or advanced placement formula specified in F.S. 1011.62; however, no student shall be funded through both programs for enrollment in a course provided through this section. The district school board reporting enrollments for such courses shall utilize the funding formula that more closely approximates the cost of conducting the course. No student shall be reported for advanced placement funding who fails to meet the examination requirement for such funding. (F.S. 1007.272(2)) Postsecondary credit for a joint dual enrollment and advanced placement course shall be awarded as either dual enrollment or advanced placement credit, based on student preference. An award of advanced placement credit must be limited to students who score a minimum of 3 on a 5-point scale on the Advanced Placement Examination. No student shall claim double credit based on the completion of a single joint dual enrollment and advanced placement course, nor shall any student be required to complete the Advanced Placement Examination. (F.S.1007.27(3)) For courses that can be taken as unweighted or weighted (e.g., Biology, Honors Biology I, Advanced Placement (AP) Biology, or Dual Enrollment (DE) Biology) a student may take one high school credit-only course [unweighted (e.g., Biology) OR weighted (e.g., Honors Biology I)] and one weighted college-level course (e.g., Advanced Placement (AP) Biology OR Dual Enrollment (DE) Biology). 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, and the International Baccalaureate (IB) Program, Advanced International and the Certificate of Education Program (AICE). Credit earned through the Florida Virtual School shall provide additional opportunities for early graduation acceleration. (F.S.1007.27) 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

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student may earn college credit, as determined by the FDOE, and for which a standardized EOC assessment, as approved by the FDOE, is administered. Highlands County offers a variety of ACCEL (Academically Challenging Curriculum to Enhance Learning) options. In order to be successful in the ACCEL options listed below it is recommended that students meet at least 2 of the 3 criteria on the list below for Advanced Placement, Honors and Level 3 courses. The following criteria will be considered: GPA, Attendance, Conduct and Guidance Counselor Recommendation. (F.S. 1002 3105)

Teacher recommendation

Minimum of a 3.0 GPA in the specific content area

Minimum of a Level 3 on the most recent FCAT/EOC in the specific content area(

minimum of a level # on the most recent FCAT reading test for social science

courses)

Guidance recommendation

Overall GPA

Attendance

Conduct

Advanced Placement Program Advanced Placement (AP) is a nationwide program consisting of over 30 college-level courses and exams in subjects ranging from arts to statistics offered at participating high schools. Advanced placement courses may be offered at each high school as a part of the school’s program of study. Early testing or testing at times other than those published by the College Board are not permitted under any circumstance. NOTE: In order to receive weighting for an AP class the student must take the AP exam for that course. Honors Courses Honors courses, are planned to include more rigorous content in an effort to make the courses more challenging. In most honors courses, a research paper will be required. Level 3 Courses A Level 3 course is defined as honors, advanced placement, and other rigorous and advanced college-preparatory courses in the Florida Course Code Directory. Equally rigorous courses are identified in the Course Code Directory as EQ. International Baccalaureate Program The International Baccalaureate Program (IB) of Highlands County is a magnet program that provides highly motivated college-bound student the opportunity to participate in a rigorous liberal arts curriculum. In grades 9 and 10 students take prep classes in core subject areas and in grades 11 and 12 students are in the IB Diploma Program. Students must complete an application to participate in the Prep and IB program and must follow the guidelines in the application.

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The Credit Acceleration Program The Credit Acceleration Program (CAP) is created for the purpose of allowing a secondary student to earn high school credit if the student passed the statewide standardized assessment administered under F.S. 1008.22. 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 end-of-course assessment during the regular administration of the assessment. The 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 score indicating satisfactory performance. F.S. 1003.4295 (3). Dual Enrollment at SFSC (F.S.1007.271) The School Board of Highlands County and South Florida State College have developed a dual enrollment articulation agreement. The dual enrollment program is defined as the enrollment of an eligible secondary student in a postsecondary course for which the credit may be used toward high school completion an associate degree or baccalaureate degree. Students enrolled in postsecondary instruction that is not creditable toward the high school diploma shall not be classified as dual enrollment and shall be required to assume the cost of instructional materials necessary for such instruction. Career dual enrollment shall be provided as a curricular option for secondary students to pursue in order to earn industry certification(s) which count as credits toward a high school diploma. Career Dual enrollment shall be available for secondary students seeking a degree and industry certification through career education program or course. Vocational-preparatory instruction, college-preparatory and other forms of precollegiate instruction, as well as physical education 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. Students who are eligible for dual enrollment shall be permitted to enroll in dual enrollment course(s) during school hours, after school hours, and during the summer term. The dual enrollment instruction does not have to take place at the high school site. Pursuant to the dual enrollment agreement between South Florida State College and the School Board of Highlands County students enrolled are exempt from the payment of registration, matriculation, and lab fees. (F.S. 1007.272(1)(3)) Instructional materials assigned for use within dual enrollment courses shall be loaned to dual enrollment students and returned upon completion of the course to teacher or school designee. (F.S. 1007.271) To be eligible for academic dual enrollment, students must complete the 10th grade with a 3.0 unweighted grade point average (GPA) or above in all high school coursework. (Students that have not completed the 10th grade may be considered for dual enrollment with special permission of the school and a Curriculum and Instruction administrator and

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SFSC.) Students enrolled in 12 or more hours of college credit are considered full-time college students. Prior to enrollment the applicant shall:

1. Take the entire Florida College Entry Level Placement Test/ College Placement Test/Postsecondary Education Readiness Test (CPT/PERT), ACT or SAT and score at or above the “college level”.

2. Submit a written request from a parent/guardian for the student to participate in a dual enrollment courses to their guidance counselor.

3. Submit an intention to pursue a postsecondary degree, a declaration of willingness to comply with all rules and requirements, and a declaration of understanding that college credits earned will be held in escrow until verification of high school graduation has been received by the College Registrar.

4. Complete and submit an official South Florida State College (SFSC) application for admission. Failure to complete steps 1-3 will render the student ineligible for placement in any dual enrollment course.

5. Declare his/her willingness to abide by all general admissions requirements and college regulations.

6. Declare his/her understanding that credits earned will be held “in escrow” until verification of high school graduation has been received by the college registrar.

7. A dual enrollment form, MIS form 19.41 School Board of Highlands County High School/College Credit, must be completed and authorized (including all signatures) prior to course enrollment.

8. Complete all dual enrollment courses prior to the completion of the required credits for graduation.

Students must sit out one term if they do not make a C or better in a dual enrollment class. Students below the required GPA must sit out one term before re-enrolling into a dual enrollment class. Students wishing to drop or withdraw from a dual enrollment class must do so during the high school’s schedule change timeframe. Students attending class on SFSC campus must also notify an SFSC advisor. Eligible Dual Enrollment Courses The majority of college programs require the completion of general education requirements. Therefore, students are encouraged to select courses from the South Florida State College general education requirements or a common prerequisite established by the Articulation Coordinating Committee for their program. Students must meet all course prerequisites and guidelines for choosing college credit (special degree requirements and district earning of weighted credit).

South Florida State College General Education requirements are listed in the SFSC catalog or on line at www.southflorida.edu

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Academic Early Admission at SFSC Academic early admission shall be 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. Students enrolled pursuant to this subsection shall be exempt from the payment of registration, tuition, and laboratory fees. (F.S. 1007.27(5)) The high school record shall contain notations indicating early admission status. Credit and grades which meet graduation requirements will be added to the student’s record upon documented completion of the course work. To be eligible for early admission, a student must have completed the 11th grade with a 3.0 unweighted grade point average (GPA) or above in all high school coursework and earn a passing score on all portions of the required state assessment. To enroll the student in the early admission program, applicant must:

1. Submit a written request to the principal from a parent/guardian for the student to participate in an early admission program. A dual enrollment form, MIS form 19.41, must be authorized prior to course enrollment.

2. Take the entire CPT/PERT, ACT or SAT and score at or above the required level specified by the college. Students not meeting this requirement on all sections of the CPT/PERT, SAT or ACT may only enroll in up to 12 college credit hours or as specified by the college.

3. Complete and submit an official application for admission and receive a letter of acceptance.

4. Submit an intention to pursue a postsecondary degree, a declaration of willingness to comply with all rules and requirements, and a declaration of understanding that college credits earned will be held in escrow until verification of high school graduation has been received by the college registrar.

5. Understand that should he/she fail to maintain a “C” average or its equivalent in college, and/or fail to maintain a “full-time” student status for two college semester or equivalent, he/she will be dropped, leaving the student with no high school diploma through the program.

To receive a high school diploma through the early admission program, students must comply with State Board of Education regulations that require the student to:

Complete two college semesters with at least a full-time load of 12 or more semester hours,

Maintain an overall 2.0 GPA or higher at the college, Ensure that the college courses taken fulfill the high school graduation

requirements. Early admission students are included in the Talented 20 Program calculation and included in the class rank since Bright Futures no longer permits early admit students to be submitted at the end of their junior year in high school. Students may participate in FHSAA interscholastic contests at the school the student would attend, senior activities and commencement exercises at their home school.

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Career Early Admission 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 postsecondary programs leading to industry certifications, as listed in the postsecondary Industry Certification Funding List which are creditable toward the high school diploma and the certificate or associate degree. Participation is limited to students who have completed 4 semesters of full-time secondary enrollment. Certificate of Completion A certificate of completion is awarded if a student does not pass the assessments or have a 2.0 or may remain in high school full time for up to one year. This applies to the 18 or 24 credit option.

OTHER PROGRAMS/COURSE OPTIONS Students may experience school-to-work opportunities consisting of one or more of the following elements: school based learning consisting of classroom instruction based on high academic and occupational skill standards; work-based learning that consists of structured training and mentoring at job sites; activities which integrate classroom and on-the-job instruction; matching students with participating employers in an effort to build and maintain bridges between school and work. Whenever possible, instruction will be delivered through the academy approach where the academics will be taught using applied methods. Academies may be offered in areas such as: agribusiness, health and business technology. Before a 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 or guardian with the results of the assessment. (F.S. 1006.02(4)) Schools shall outline procedures for identifying individual student interests and aptitudes which enable students to make informed decisions about the curriculum that best addresses their individual interests and aptitudes while preparing them to enroll in postsecondary education and entering the workplace. Schools shall provide career and curricular counseling (regularly through handbooks, manuals) that includes recommended high school course work that prepares students for success in college-level work. (F.S. 1006.02) It is strongly recommended that all students before graduating be exposed to a computer-based keyboarding/document processing course. (Vocational Task Force Recommendation) SFSC Applied Technology Dual Enrollment Credits

Students which demonstrate readiness for career-level coursework may enroll in an applied technology program at SFSC. 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

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program and shall not be used to enroll students in isolated career courses.1007.271(4). To enroll in an applied technology dual enrollment program on the South Florida State College campus, the applicant will: 1. Submit a high school transcript which indicates that the applicant has at least a

2.0 cumulative GPA. Students seeking dual enrollment must meet entry level examination requirements on the Florida College Entry Level Placement Test/ College Placement Test/ Postsecondary Education Readiness Test (CPT/PERT).

(Students who do not have 2.0 GPA will be reviewed on a case by case basis and may be admitted into the Career Academy on academic probation.)

2. Be at least 16 years of age before the end of the term in which he/she enrolls. (Students under the age of 16 must have special permission from the Superintendent or designee or be enrolled in the Career Academy.)

3. Complete the enrollment process and selection of a single program, with the help of the high school guidance department.

4. Agree to meet required attendance standards and to abide by the rules of both the community college and the public school.

5. Complete the Test for Adult Basic Education (TABE). If student does not have minimum entry level competencies, then he/she must be remediated in that competency within the first semester on campus unless special circumstances exist.

6. Submit written approval from the high school Principal. Internship, Externship, Community Service, Volunteer and Co-Operative Programs The School Board of Highlands County encourages students to participate in non-paid, voluntary community or school service work. Credit for high school graduation may be earned for volunteer activities and nonacademic activities that have been approved by the State Board of Education. (F.S. 1003.43(3)) A maximum of one-half credit in social studies and a one-half credit elective may be awarded for student completion of non-paid voluntary community or school service work. Students must complete a minimum of 75 hours of service in either category. (F.S. 1003.428) The co-operative programs are intended to provide students with selected occupational competency’s related to instruction and paid, supervised, on-the-job training. Internship and externship programs are intended to provide students with occupational education and/or community service experience in an unpaid, supervised, on-the-job training environment. • A supervised, on-the-job training plan must be signed by the employer, teacher and

student to enable the student to attain the desired competencies. • Credit for co-operative, OJT and CDE courses will be granted at the rate of one

credit for each 175 hours of supervised work experience. • Any student enrolled in a job-related program may not count hours of work on

days he/she was absent from school with unexcused reasons. • Only 11th and 12th grade students may enroll in internship, externships, co-

operative, OJT, CDE, and Guided Workplace Learning.

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• Any combination of Co-operative, OJT, Guided Workplace Learning, and CDE courses are limited to three credits per year. (In extenuating circumstances, the Principal may approve a fourth credit.)

• Any combination of Internship, Community Service Experience, Volunteer Experience, and Externship courses are limited to two credits per year.

• Any combination of Co-Operative, OJT, CDE, Internship, Community Service Experience, Volunteer Experience, Guided Workplace Learning and/or Externship courses will not exceed 4 credits per school year.

Performance-Based Diploma Program (GED Exit Option) The Performance-Based Diploma Program (GED Exit Option) is designed for secondary students, who have been identified as potential school dropouts or who have dropped out. Participation in this model is voluntary and requires parental notification and consent. Students entering the program in 2010 and thereafter will earn a State of Florida High School Performance Based Diploma. The students enroll in GED prep and Career and Technical Education classes at Sebring High School. Entrance requirements for the Performance Based Diploma Program (PBDP):

1. The student must be 16 years of age. 2. The student must be a year behind their cohort. (The PBDB is not an

academic acceleration. Students must be beyond the age for their grade level.)

3. The student must be behind a minimum of 3 credits. 4. The student must have a G.P.A. below 1.9. 5. Student must take the complete battery of the Tests of Adult Basic

Education (TABE); with a reading score of a 7.0 or above on the Level A Test or the Level D Test.

6. A Child Study Team must review the student’s grades, credit history, attendance and Educational Plan to determine if this is the best graduation option for the student.

7. The student must: a. Be a resident of the state of Florida b. Have a valid State of Florida driver’s license, State of Florida

identification card, military identification or a student Visa 8. The Performance Based Exit Option Model form (MIS 19.59) must be

signed by the student and the parent prior to enrollment. Program content and guidelines are as follows:

1. Student will receive instruction in English, mathematics, science and social studies. Materials will be aligned to the Sunshine State Standards/Next Generation Sunshine State Standards/Florida Standards and the GED.

2. Students will receive training in an applied technology program. 3. Students are not required to meet the 24-credits required for graduation,

but rather master skills required for passing the FCAT and GED tests. 4. To attain senior status, a student must score at 9.0 or higher on the TABE

Level A tests.

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5. Credit will be awarded at the end of each semester based on their grades for the two nine weeks and their semester exam.

6. The student will not be listed in the class ranking at the end of their senior year.

7. To be eligible for GED testing, students must score 11.0 or above on the TABE Level A tests.

8. Student must score above 450 on each subtest and the total score is at least 2300 on the Pre-GED.

9. GED test will be given in January, February or March of the student’s senior year.

10. Students in the PBDP program may be removed from the program if satisfactory attendance and/or behavior is not maintained. Students may petition for re-entry into the program at the beginning of the next semester.

To earn a State of Florida High School Performance Based Diploma the student must:

1. Pass all sections of the Florida Comprehensive Achievement Test (FCAT) and the General Education Development test.

2. Meet district attendance requirements and be successful with the curriculum presented.

3. Earn 3 credits in career and technical education (CTE) courses (2 of the 3 must be in a core program; the remaining credit must be in other approved applied technology (vocational) courses or 1 credit in ROTC may be granted).

4. Maintain an average 2.0 GPA for instructional and vocational courses. 5. Students who pass the GED and fail to meet the other requirements for a

State of Florida High School Performance Based Diploma listed above will only be awarded the State of Florida High School Diploma (GED) and will not be allowed to participate in commencement exercises.

NOTE: Only three versions of the GED Tests are offered each year. Once these have been used by a GED candidate, that person must wait until the new versions are available. Driver Education During the summer, each high school may provide non-credit driver education training. The training will include the risks associated with the use of handheld electronic communication devices while operating a motor vehicle. The driver’s license exam will include one question testing the applicant’s knowledge of traffic regulations to assist a blind person, specifically, pedestrian right of way when the driver is making a right turn at an intersection. Students must:

be currently enrolled in a Highlands County School.

be 15 years old by June 1st

pay associated fees.

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Academic Intervention Program Each district school board may establish dropout prevention and academic intervention programs at the elementary, middle, and junior high school, or high school level. Programs designed to eliminate patterns of excessive absenteeism or habitual truancy shall emphasize academic performance and may provide specific instruction in the areas of career education, pre-employment training, and behavioral management. (F.S. 1003.53)

CHAPTER 5.4 - CREDITS 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. Districts may offer courses of more than 135 hours for credit. School districts may determine the hours of attendance by students to receive a credit or half credit. (Explanatory Note: A student may be awarded credit for less than 135 hours of instruction if he or she has demonstrated mastery of the course requirements and Sunshine State Standards/ 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 Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards for each of the courses integrated are included in the combination and that the combined course is taught by instructors with appropriate certification. The State Board of Education shall determine the number of postsecondary credit hours earned through dual enrollment that satisfy the requirements of the district’s dual enrollment agreement, and that equal one full credit of the equivalent high school course. (F.S.1003.436(1)(a)) Hourly requirements for one-half credit are one-half the requirements specified above. (F.S.1003.436(1)(b)) The school district maintains a one-half credit earned system that includes courses provided on a full-year basis. A student enrolled in a one-credit course will receive one-half credit if the student successfully completes the first half of the course and the student will receive one-half credit if the student successfully completes the second half of the course. A student enrolled in a one-credit course will receive full credit if the student successfully completes either the first or second half of the course but fails to

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successfully complete the other half and the averaging of the grades in each half results in a passing grade. In order to receive credit, additional requirements may be specified in school board policy concerning class attendance, class participation, homework and other indicators of performance F.S.1003.436(2) Advanced Placement Advance placement shall be 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 maybe awarded to students who score a minimum of 3 on a 5-point scale on the corresponding AP exam. The award of college credit is determined by the receiving college. 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. (F.S.1007.27(6)) The award of college credit is determined by the receiving college. Examination Secondary 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. (F.S.1007.27(7)) International Baccalaureate 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. (F.S.1007.27(8)) Career Academy The Career Academy at South Florida Community College is designed to offer a curricular and vocational-based program to students in grades 10th, 11th and 12th. Students may earn high school and career and technical education credits. Academic Dual Enrollment In order to insure that the dual credit applies to both high school and college, each student must begin with a post-secondary objective and a proposed 4- to 5- year academic and career plan that guides enrollment in programs and courses. This objective should define a career option/interest and then align high school and college courses to insure that the student is ready to enter that field.

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All dual enrollment courses offered on the high school campus require the student to meet college admission requirements. The college contact at the high school will ensure that all students meet the entrance requirements and complete the admissions form for college credit PRIOR to scheduling any student for a course. Students who take a dual enrollment course on the high school campus will not be required to complete the MIS form 19.41 School Board of Highlands County High Dual Enrollment Form. After otherwise qualifying to enroll, high school credit for an academic dual enrollment course is limited to students earning a passing grade according to the district’s grading scale. The award of post-secondary credit for an academic dual enrollment course will be determined by the receiving college. If a student enrolls in an off-campus academic dual enrollment course, he/she MUST meet with a guidance counselor and complete the MIS form 19.41 School Board of Highlands County Dual Enrollment Registration Form. and the South Florida Community College application form. The student must be scheduled in courses that do not interrupt regularly scheduled class time in any on-campus course. (Start and End times of course may not overlap on-campus class schedule.) If any course is unavailable for a student to enroll and was included on the original MIS form 19.41 School Board of Highlands County Dual Enrollment Form., the student must complete a new high school/college credit form prior to enrolling in another college course. Any course that is not an eligible and authorized dual enrollment course is considered an enrichment course or a non-dual enrollment college course. ENRICHMENT COURSES ARE COLLEGE CREDIT ONLY AND DO NOT APPEAR ON THE HIGH SCHOOL ACADEMIC HISTORY OR TRANSCRIPT.

For enrichment courses, the student/parent must: o Personally register at the college. o Provide a high school transcript to the college with a cumulative grade

point average (GPA) of 3.0 or higher. o Provide the college with evidence of passing scores on the SAT, ACT, or

CPT/PERT and meet any other requirements established by the college. o Make payment at the college of applicable registration, matriculation,

textbook(s), and or lab fees. All students meeting pre-requisite requirements through an alternative delivery system must complete course work and document credit from the distance learning school prior to enrollment in the next sequential course. The only exceptions are courses required to meet 3-year graduation requirements for students who have documentation indicating they have chosen the 3-year graduation option. PRIOR TO ENROLLING IN CREDIT TAKEN AT A SCHOOL OTHER THAN AT A SCHOOL WITHIN THE HIGHLANDS COUNTY SCHOOL DISTRICT, A STUDENT AND PARENT MUST:

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Meet with a guidance counselor to discuss course credit, weighting, relevance to meeting graduation requirements and if applicable, provide course syllabus information and discuss the appropriateness of this method of learning.

Receive written authorization using MIS Form 19.00 Authorization to Enroll/Receive Credit/Course Weighting Taken at a School other than a Highlands County School or MIS form 19.41 School Board of Highlands County Dual Enrollment Registration Form.

The student must be scheduled in courses that do not interrupt regularly scheduled class time in any on-campus course. (Start and End times/dates of the course may not overlap with the on-campus class schedule.) If any course is unavailable for a student to enroll and was included on the original MIS 19.00 or 19.41 form, the student must complete a new form prior to enrolling in another college course. Authorized college credit that is not dual enrollment credit will be recorded on the high school academic history as high school credit only. The comparable Florida high school course name and number will be recorded on MIS Form 19.00 Authorization to Enroll/Receive Credit/Course Weighting Taken at a School other than a Highlands County School. High school credit for an authorized on-line course will be recorded on the high school academic history at face value as it is received. Driver’s Education on-line meets the online graduation requirement. The award of post-secondary credit for an on-line course will be determined by the receiving college. If available a comparable Florida course name and number will be assigned for credit that is earned through an alternative delivery system that does not utilize the Florida course numbering system. When enrolled in a course at a school other than a Highlands County school, the parent(s) is solely responsible for monitoring student progress. Failure to successfully complete a course may result in serious consequences that impact the student’s eligibility for graduation. Impact of Attendance on Credit Credit will be granted to students who are present at least 81 days per semester if they have a passing average.

1. Excused absences (as determined by the district school board and carried out by the school Principal) will not count against the 81 day minimum requirement. (F.S. 1003.436). A student who is absent with an excuse is required to make up all work missed. It is the student's responsibility to arrange for the make-up with each teacher involved within two days after their return to class. It is the teacher's responsibility to provide and accept assignments within a time frame prescribed by the Principal, not to exceed two weeks.

2. Unexcused absences (as determined by the district school board and carried out by the school Principal) will count against the 81 day minimum requirement. A student may receive credit, even though present for fewer than 81 days due to unexcused absences, if he/she can demonstrate satisfactory performance of all

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performance standards. Satisfactory performance will be demonstrated by achieving a passing average for the semester.

Transfer students who are enrolled in a course 20 days or less will not receive credit or a grade for that course. High School Courses or Programs Excluded from Credit Awarding (F.S. 1003.43(7))

No student may be granted credit toward high school graduation for enrollment in the following programs or courses:

more than a total of nine elective credits in remedial programs. more than one credit in exploratory vocational courses. more than three credits in practical arts, family and consumer sciences

classes. any Level I course unless the student’s assessment indicates a more rigorous

course would be inappropriate in which case a written assessment of the need must be included in the individual education plan or in a student performance plan and signed by the Principal, guidance counselor, and the parent or the student, if the student is not 18 years of age or older.

Remedial and Compensatory Credit (F.S. 1003.43(2)) Remedial and compensatory courses taken in grades 9-12 may only be counted as elective credit.

General Equivalency Diploma Courses taken through GED (General Equivalency Diploma) may not be transferred to Highlands County Schools.

CHAPTER 5.5 - CLASS PLACEMENT Grade classification is determined at the beginning of the fall semester based on the High School Grade Classification Chart (see below). All students will be reclassified at the end of the first semester, only if they meet the criteria. GRADE Number of credits required for classification

9 0-5.5 credits

10 6.0-11.5 credits Must include 1 credit of Level 2 English Must receive a passing grade in a Level 2 Math Must have a cumulative 2.0 GPA

11 12.0-17.5 credits Must include 2 credits of Level 2 English Must include 1 credit of Level 2 Math and a passing grade in a second Level 2 Math Must have a cumulative 2.0 GPA

12 18 credits and over Must have a cumulative 2.0 GPA

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Students who have been enrolled in grade 9 for two years and have earned at least 6 credits (including .5 credit of Level 2 English and a passing grade for one semester credit of Level 2 Math) will be placed in grade 10 to meet State of Florida FCAT requirements. If the student does not meet the requirements for reclassification to grade 10, the students will remain in grade 9. At the end of 2nd semester the student's record may be re-examined. If the student meets the conditions stated above, the student may be reclassified to grade 10 at the end of the 2nd semester.

By decision of the principal, students may be accorded senior status if they meet the following criteria:

Student has earned at least 18 credits in the required courses for graduation.

Student has the potential to graduate in the current school year.

Student has completed their 1st semester of their fourth year of high school.

Recommendations regarding grade placement of transfer students will be made by the guidance counselor and approved by the principal or administrative designee.

CHAPTER 5.6 - STUDENT PROGRESS (GRADING) Grading The classroom teacher has the responsibility for assessing and grading each student's academic performance. Grades should be based on each student demonstration of satisfactory performance of the Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards/ Course Objectives using the following tools: examinations, classroom assignments, written papers, alternative assessments, daily observation, class participation, homework, standardized subject area tests and other academic performance criteria. Teachers shall maintain documentation for each student's grades at all times. This documentation will include a minimum of two grades per week and recorded in the electronic grade book each week. When categories are used, each category should include more than one grade. Projects, research papers, etc. will be recorded within a reasonable amount of time. Changes in a student's grade may be made by the Principal to correct the grade only when the need for such change can be justified as a result of an error in computation, transposing and/or recording of grades, or incomplete documentation. Teachers shall be notified of such changes. Grading Scale Achievement will be measured according to the following scale. Nine-week grades will be expressed numerically on report cards. The grading system and interpretation of letter grades used for students in public schools in Grades 6-12 shall be as follows: Outstanding Progress A 90 - 100% 4 quality points Above Average Progress B 80 - 89% 3 quality points

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Average Progress C 70 - 79% 2 quality points Lowest Acceptable Progress D 60 - 69% 1 quality point Failure F 0 - 59% 0 quality points *Incomplete I 0% *All incomplete grades will be changed to final grades within ten days. Grades shall be calculated for each year-long course using the following process:

1. The nine (9) week grade will be determined by averaging the grades from all course work assigned during the 9 weeks.

2. The semester grade will be determined by:

Each 9 week grade counting 40%

The semester exam grade must count 20% Grades shall be calculated for each blocked course using the following process: 1. The nine (9) week grade will be determined by averaging the grades from all

course work assigned during the 9 weeks. 2. The semester grade will be determined by:

The 9 week grade counting 80%

The semester exam grade must count 20% Final grade for Algebra I for students entering grade 9 in the 2010-2011 school year will be determined by:

The 1st semester grade counting 35%

The 2nd semester grade counting 35%

The End of Course (EOC) assessment counting 30% Final grade for Geometry and Biology for students entering grade 9 in the 2011-2012 school year and thereafter will be determined by:

The 1st semester grade counting 35%

The 2nd semester grade counting 35%

The End of Course (EOC) assessment counting 30% Semester Exams

Semester exams will not be given before the scheduled exam day. Students with an excused absence will be given the opportunity to take

exams. Students in OSS must be given the opportunity to take exams. Seniors who have an ‘A’ average in a course and have not been assigned

individualized study services (ISS), out-of-school suspension (OSS), may be exempt from the final semester exam. Students enrolled in a weighted course, Florida Virtual School, any course requiring a state EOC and any .5 (1/2) credit course must take all semester exams.

An ‘A’ average for these students will be determined by: 1. Averaging the two second semester nine-week grades in a year-long

course or 2. The second 9 week grade for a blocked course.

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Grading for Students with Disabilities who are Receiving Exceptional Student Education Services Grades for a student receiving Exceptional Student Education services other than Speech/Language and Gifted shall be assigned by the Exceptional Student Education teacher for the subject areas in which the student is served. Grades shall be based on the student's mastery of the curriculum requirements indicated in the student's Individual Educational Plan (IEP). The IEP shall address specific educational objectives for the student in the subject area(s) being served. The regular education teacher shall evaluate student performance and assign the student's grade for any subject(s) in which the student is enrolled in the regular education program. The regular education teacher shall use the regular education program requirements in determining the grade(s) taking the student's documented disability into consideration. Course Weighting (F.S.1003.437 and 1007.271) For the purpose of class ranking, weight is applied to a select set of courses. A student will have the Highlands County district weight added to his/her cumulative GPA for authorized courses, irrespective of the weight applied by the institution at which the credit was earned. A student enrolled in an authorized dual enrollment course, honors course, advanced placement course, International Baccalaureate, and Advanced International Certificate of Education will have the district weight added to the student’s cumulative GPA when credit is earned. A student enrolled in an authorized off-campus academic college course, honors course, or advanced placement course will have the district weight added to the student’s cumulative G.P.A when credit is earned as indicated on MIS form 19.00 Authorization to Enroll/Receive Credit/Course Weighting Taken at a School other than a Highlands County School. Upon successful completion of an off-campus authorized course (non dual enrollment), the student will have the district weight added to the student’s cumulative GPA when credit is earned based on the following guidelines:

The credit is earned from a SACS accredited institution.

There is a corresponding weighted Florida course name and number.

Students enrolled in an on-campus Level 3 course will have the district weight added to the student’s GPA when credit is earned beginning with the 13-14 cohort. These courses will be considered for honors weighting regardless of whether or not the word Honors appears in the course title.

The district weighting for students entering high school in 2012-13 or before will be a .04 for Honors, Academic Level 3, DE, AP and IB. Beginning with the students entering 9th grade in 2013-2014, a .5 weight added to their GPA for each Honors and Academic Level 3 course when the credit is earned.

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Beginning with the incoming freshman class in 2013, 1.0 weighting will be added to the GPA for each AP, AICE, IB and DE course when credit is earned. Grade Point Average (GPA) All semester grades will be recorded on the student's transcript. A student’s state (unweighted) GPA is calculated by adding all the quality points earned and dividing that total by the number of credits attempted, unless credit is flagged for exemption due to the Grade Forgiveness Policy. A student’s district (weighted) GPA is calculated by adding the district weighting for authorized courses to the GPA Pass (P) and Fail (F) grades will not be used in GPA calculations. However, credits will be assigned for pass (P) grades as authorized by the principal or assistant principal. Students that have received a grade of Pass (P) in a course may not repeat the course. Parent Notification of Students with At-Risk GPA Parents and guardians 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. Provisions to assist students in meeting the 2.0 GPA requirements for graduation may include but not be limited to the following:

Progress Monitoring Plan

Summer school attendance

Forgiving the lower grade when courses are retaken

Special counseling

Remedial Classes

Tutoring

Volunteer and/or peer tutors

School-sponsored help sessions

Homework hotlines

Study skills classes The notice sent to parents shall contain an explanation of the policies put in place to assist students in meeting the GPA requirement. Special assistance to obtain a high school equivalency may only be given when all requirements for graduation are completed except for the required cumulative grade point average. (F.S.1003.43(5)(e)(3)) Participation in Extracurricular Activities Extracurricular student activities are an important complement to the academic curriculum. Participation in a comprehensive extracurricular and academic program

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contributes to student development of the social and intellectual skills necessary to become a well-rounded adult. As used in this section, the term "extracurricular" means any school-authorized or education-related activity occurring during or outside the regular instructional school day. The following eligibility requirements apply to those activities involving a competition, performance and their related practices outside the school and/or school day. Exceptions to this definition of an extracurricular activity may be determined by the Principal if the event is judged to enhance the instructional program and/or improve the school climate. Students must be present the entire school day or have a prior approval from principal or administrative designee to participate in a school activity. A student must have a cumulative high school grade point average of 2.0 or above on a 4.0 unweighted scale, or its equivalent, in all courses taken that are required by F.S. 1003.43(1), at the conclusion of each semester to be eligible during the following semester. A student whose cumulative high school grade point average is below a 2.0 on a 4.0 unweighted scale, or its equivalent, in all courses taken that are required by F.S. 1003.43(1) at the conclusion of a semester shall not be eligible during the following semester. A student shall be eligible during the first semester of his/her ninth grade year provided that it is the student’s first entry into the ninth grade and he/she was regularly promoted from the eighth grade the immediate preceding year. Once a student enters the 11th grade, and thereafter, he/she must have a cumulative high school grade point average of 2.0 or above on a 4.0 unweighted scale, or its equivalent, in all courses taken that are required by 1003.43(1), at the conclusion of each semester to be eligible during the following semester. Additionally, a student must maintain satisfactory conduct and, if a student is convicted of, or is found to have committed a felony or a delinquent act that would have been a felony if committed by an adult, regardless of whether adjudication is withheld, the student's participation in extracurricular activities is contingent upon established and published school board policy. Participation in Interscholastic Extracurricular Activities (Athletics) According to F. S. 1006.15, student standards for participation in interscholastic extracurricular student activities:

1. Interscholastic extracurricular student activities are an important complement to the academic curriculum. Participation in a comprehensive extracurricular and academic program contributes to student development of the social and intellectual skills necessary to become a well-rounded adult. As used in this section, the term “interscholastic” means conducted between or among schools and “extracurricular" means any school-authorized or education-related activity occurring during or outside the regular instructional school day.

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2. To be eligible to participate in interscholastic extracurricular student activities, a student must:

Maintain a grade point average of 2.0 or above on a 4.0 scale, or its equivalent, in the previous semester or a cumulative grade point average of 2.0 or above on a 4.0 scale, or its equivalent, in the courses required by F.S. 1003.43(1).

Execute and 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 grade point average falls below 2.0, or its equivalent, on a 4.0 scale in the courses required by F.S. 1003.43(1) or, for students who entered the 9th grade prior to the 1997-1998 school year, if the student's cumulative grade point average falls below 2.0 on a 4.0 scale, or its equivalent, in the courses required by F.S. 1003.43(1) that are taken after July 1, 1997. At a minimum, the contract must require that the student attend summer school, or its graded equivalent, between grades 9 and 10 or grades 10 and 11, as necessary.

Have a cumulative grade point average of 2.0 or above on a 4.0 scale, or its equivalent, in the courses required by F.S. 1003.43(1) during his or her junior or senior year.

Maintain satisfactory conduct and, if a student is convicted of, or is found to have committed, a felony or a 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 established and published district school board policy.

3. An individual home education student is eligible to participate at the public school to which the student would be assigned according to district school board attendance area policies or which the student could choose to attend pursuant to district or interdistrict controlled open enrollment provisions, or may develop an agreement to participate at a private school, in the interscholastic extracurricular activities of that school, provided the following conditions are met:

The home education student must meet the requirements of the home education program pursuant to F.S. 1002.41.

During the period of participation at a school, 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 designated in F.S. 1002.41.

The home education student must meet the same residency requirements as other students in the school at which he or she participates.

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The home education student must meet the same standards of acceptance, behavior, and performance as required of other students in extracurricular activities.

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 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.

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 school year.

4. A student of the Florida Virtual School full-time program may participate in any interscholastic extracurricular activity at the public school to which the student would be assigned according to district attendance policies.

During the period of participation in interscholastic extracurricular activity meets the same requirements as listed under #2.

Meets additional requirements as determined by the board of trustees of Florida Virtual School.

Meets the same residency requirements as other students in the school at which he or she participates.

Registers his or her intent to participate in interscholastic extracurricular activities with the school before the beginning date of the season for the activity in which he or she wishes to participate.

5. A middle or high school student who attends a private school shall be eligible to participate in an interscholastic or intrascholastic sport in a public middle or high school that is zoned for the physical address at which the student resides if:

The private school is not a member of the FHSAA and does not offer an interscholastic or intrascholastic athletic program.

The student meets the guidelines for conduct of the program established by the FHSAA’s board of directors and the district school board, such guidelines shall provide.

A deadline for each sport by which the private school student’s parents must register with the public school in writing their intent for their child to participate.

Requirements for a private school student to participate, including, but not limited to, meeting the same standards for eligibility, acceptance, behavior, educational progress and performance which apply to other students participating in interscholastic or intrascholastic sports at a public school.

The parents of the private school student are responsible for transporting their child to and from the public school at which the student participates.

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A student must apply to participate in this program through the FHSAA program application process.

All students participating in interscholastic athletic competition or who are candidates for an interscholastic athletic team must pass a medical physical evaluation each year prior to engaging in any practice, tryout, or physical activity associated with the student’s candidacy for an interscholastic athletic team. The medical physical evaluation is valid for one calendar year from the date that it is administered. (Bylaws of the Florida High School Athletic Association, Inc., Article 9.7) High school students attending a private school with 125 or fewer students that do not have an athletic program and are not members of the Florida High School Athletic Association (FHSAA) may participate in interscholastic or intrascholastic sports at the public school for which they are zoned. Participating student must meet the same standards of eligibility, code of conduct, and academic performance that apply to other students participating in interscholastic or interscholastic sports at a public school or an FHSAA member private school. The program participants or their families are also responsible for transportation to athletic practices and competitions. The athletic director at each participating FHSAA member public school must maintain student records or eligibility, compliance, and participation for the students participating in the program. For further information regarding eligibility to participate in interscholastic extracurricular activities, please refer to the handbook of the Florida High School Athletic Association or their website www.fhsaa.org.

CHAPTER 5.7 - CLASS RANKINGS AND GRADUATION RECOGNITION

Senior Class Ranking Prior to completion of the official school year and graduation senior class rankings will be calculated. Highlands County students must have:

Selected one of the high school graduation options that will result in a diploma. Submitted all authorized credits by the designated last day of the first semester

of the student’s senior year (School Board approved district calendar). GPA’S for class ranking will be calculated using authorized credits and weight earned by the student by the designated last day of the first semester/2nd 9 wks (School Board approved district calendar). Upon completion of the official school year or after graduation,

Student transcripts, academic history’s, GPA’s and class rankings will be recalculated.

Upon the written request of any student or former student, an official copy of his/her transcript will be provided.

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Graduation recognition shall not change based on this recalculation, nor shall this ranking on their transcript be interpreted to take away in any manner from another students’ class ranking under any circumstances. This recalculation shall be utilized only if there is a demonstrated reason for admittance or financial purposes. (Board order adopted December 12, 1993. Revised June, 2007) In computing class ranking, a student with fewer grade forgiveness courses will be placed ahead of a student with the same GPA but with more grade forgiveness courses. Graduation Recognition Policy For graduation recognition purposes GPA s will be calculated on authorized credits and weight earned by the student by the designated last day of the first semester. (School Board approved district calendar).

Summa Cum Laude, Magna Cum Laude, and Cum Laude and Honors recognitions will be determined using the following guidelines:

Students with a weighted GPA of 4.4800 or higher will graduate with the honor of Summa Cum Laude. (Gold cord)

Students with a weighted GPA of 4.3200 to 4.4799 in will graduate with the honor of Magna Cum Laude. (Silver cord)

Students with a weighted GPA of 4.0001 to 4.3199 will graduate with the honor of Cum Laude. (Bronze cord)

CHAPTER 5.8 - FLORIDA BRIGHT FUTURES SCHOLARSHIPS PROGRAM The Bright Futures Scholarship Program is the umbrella program for all state-funded scholarships based on academic achievement of high school students. There are three programs under Bright Futures: Florida Academic Scholars, Florida Gold Seal Vocational Scholars, and Florida Medallion Scholars. (F.S. 1009.53) Information on application and academic requirements is available at the guidance department and on the Bright Futures Scholarship program’s website: http://www.floridastudentfinancialaid.org/ssfad/bf Florida Legislative Session 2011 Changes to Bright Futures Scholarship Program

Students are now required to submit a complete, error-free FAFSA for Bright Futures, Florida Resident Access Grant, and Access to Better Learning and Education Grant initial and renewal eligibility any time prior to disbursement.

Increase in community service requirement for all three Bright Futures award levels. Bright Futures Florida Academic Scholars (FAS), Florida Medallion Scholars (FMS), and Florida Gold Seal Vocational Scholars (GSV). During the 2011-12 academic year, and thereafter, the required community service hours to be completed for the following awards are:

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o FAS – 100 hours (increased from 75 hours) o FMS – 75 hours (increased from 0 hours) o GSV – 30 hours (increased from 0 hours)

Test Score Requirements for Florida Academic Scholars and

Florida Medallion Scholars (2011-12 high school graduates and later)

High School Graduation Year

Required SAT/ACT score to earn

Florida Academic Scholarship

Required SAT/ACT score to earn

Florida Medallion Scholarship

2011-2012 1270 SAT/ 28 ACT 980 SAT/ 21 ACT

2012-2013 1280 SAT/ 28 ACT 1020 SAT/ 22 ACT

2013-2014 1290 SAT/ 29 ACT 1170 SAT/ 26 ACT

SAT based on Critical Reading and Math sections only. ACT based on English, Reading, Math, and Science sections only.

A pilot program was created at the University of Florida to provide for a Bright Futures cohort of initial students whose program funding will be limited to spring and summer on-campus classes beginning with the 2012-13 academic year.

Additional information regarding student eligibility for the Bright Futures Scholarship Program can be found on the website www.FACTS.org. 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.

CHAPTER 5.9 - REMEDIATION Remedial instruction provided during high school may not be in lieu of English and mathematics credits required for graduation. For each year in which a student scores at Level l 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 F.S. 1011.62(8). 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 three years may be granted a one-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. F.S. 1003.428 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

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through applied, integrated, or combined courses and are subject to approval by the department for inclusion in the Course Code Directory. Credit recovery courses shall be offered so that students can simultaneously earn an elective credit and the recovered credit. (F.S. 1003.428)

CHAPTER 5.10- LEVELS OF PERFORMANCE FOR STUDENT PROGRESSION Each district school board 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 (Sunshine State Standards/ Next Generation Sunshine State Standards/Florida Standards Standards) in the following subject areas: reading and other language arts, mathematics, science, social studies, foreign languages, health and physical education and the arts. (F.S. 1003.42) If a student does not attain both the state and district levels of performance for student progression on statewide assessments, he/she must be provided remediation or be retained within an intensive program that is different from the previous year’s program and that takes into account the student’s learning style. The Department of Education has determined that the following options for remediation and retention are available for students who have not met the Levels of Performance for Student Progression:

Remediate before the beginning of the next school year Remediate during the following year with more intensive intervention and

remediation. Remediate in a different program. (F.S.1008.5(6)(a))

State Satisfactory Performance Levels The Commissioner of Education has determined the following performance levels for student progression:

Students who score at achievement Level 1 or 2 on the Florida Comprehensive Assessment Test (FCAT) Sunshine State Standards/ Next Generation Sunshine State Standards tests in reading and mathematics in grades 3-10 will be required to receive remediation. A student who scores at Level 1 or Level 2 on the FCAT Reading but who did not score below Level 3 in the previous three years may be granted a one-year exemption for the reading remediation requirement; however, the student must have an approved academic improvement plant in place, signed by the appropriate school staff and the student’s parent for the year for which the exemption is granted. (F.S.) 1003.4156(5)(b)

Students who score lower than a 300 on the 10th grade FCAT Writing test may receive remediation.

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District Satisfactory Performance Levels Satisfactory performance levels for high school students in Highlands County are indicated below.

Reading Grades 9-12 Students working more than one year below the assigned grade level have not met the satisfactory performance level for reading. This decision is based on a review of the various reading assessment data. The final decision regarding a student’s satisfactory performance level will be made by the principal.

Math Grades 9-12 Students working more than one year below the assigned grade level have not met the satisfactory performance level for math. This decision is based on a review of various math assessment data. The final decision regarding a student’s satisfactory performance level will be made by the principal.

Writing Grade 9 Students performing below a 3.0 on a practice FCAT writing test have not met the satisfactory performance levels for writing.

Writing Grade 10 Students performing below a 3.0on the FCAT Writing test have not met the satisfactory performance level for writing. The final decision regarding a student’s satisfactory performance level will be made by the principal.

Science Grades 9-12 Students who do not earn a passing grade in a science course have not met the satisfactory performance level for science. This decision is based on a review of various science assessment data. The final decision regarding a student’s satisfactory performance level will be made by the principal.

Satisfactory Performance Reporting Requirements Each district must annually report to the parent or legal guardian the progress of the student towards achieving state and district expectations for satisfactory performance in reading, writing, science, and mathematics. The district must report to the parent or legal guardian the student’s results on each statewide assessment test. The evaluation of each student’s progress must be based upon the student’s classroom work, observations, tests, district and state assessments, and other relevant information. Progress reporting must be provided in writing to the parent or legal guardian in a format adopted by the district school board. (F.S. 1008.25)

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CHAPTER 5.11- FOREIGN EXCHANGE PROGRAM The school board recognizes the importance of intercultural and international education as part of a school program. Foreign visitor programs improve America’s knowledge of a foreign culture by allowing county students and their communities to experience international understanding on a personal basis. Further, they improve the foreign student’s knowledge of American culture and language skills though active participation in family, school, and community life. Any student or visiting instructor from a foreign country sponsored by a foreign visitor program who fulfills all eligibility requirements (applicable Federal, State, and County regulations), including the approval of the principal and student services department, may attend school at the discretion of the School Board of Highlands County. Organizations and institutions sponsoring students must be approved by the Council on Standards for International Educational Travel (CSIET) and have J visa status in order to be eligible to participate in the Foreign-Visitor Program. The United States Information Agency’s (USIA) “Regulations Governing Designated Foreign-Visitor Programs” are the Federal guidelines under which all foreign sponsoring organizations must operate. Any organization sponsoring a student or teacher must supply the name, address, and telephone number of a local coordinator who is a resident of Highlands County and can be contacted at any time in case of emergency or other problems. Students must meet the following eligibility requirements prior to acceptance:

1. Agree to be in attendance for one school year 2. Be at least 15 but not more than 18 ½ years of age on the date of

enrollment in the program or who have not completed more than 11 years of primary and secondary education (exclusive of kindergarten)

3. Students will not be classified as seniors and will not receive a high school diploma nor will they be allowed to participate in the graduation ceremony

4. Have sufficient knowledge of the English language to participate in high school classes as evidenced by a pre-entry LAS score of 4 or 5 and a CTBS Survey 4 score of 33% or better

5. Show evidence of appropriate medical insurance coverage with a hold harmless clause for the School Board of Highlands County

6. Be accepted by a suitable host family (The host American family must be selected to assure that the student will have appropriate guardianship and companionship. The host family must be composed of responsible parental figure(s) and a teenager attending the same school that the student will attend. If the sponsoring organization has investigated the situation and can satisfy the district guidance office that the student will have ample opportunity to meet with and spend considerable time with teenagers in this country and that the

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student’s time will not be occupied in service to the host family, then the age-equivalent student requirement may be waived.)

7. Obtain approval of the principal and student services, as evidenced by written authorization.

The sponsoring organization must apply for and obtain principal approval for admission of the student through the district student services office. The application shall include the student’s school transcripts, an original LAS score sheet indicating a score of 4 or 5, and original CTBS score report indicating 33% or better, a Home Language Survey, and English Proficiency Certification Form, pertinent information about the student, the host family application with references, evidence of acceptance by the host family, the student’s health record with all necessary immunizations, and an assurance of appropriate medical insurance coverage. Teachers must meet the following eligibility requirements: 1. Agree to be in attendance at least 90 days; 2. Have sufficient knowledge of the English language to communicate to

students; 3. Show evidence of appropriate medical insurance coverage with a hold

harmless clause for School Board of Highlands County; 4. Become a member of the School Board of Highlands County volunteer

program to share cultural experiences or their homeland with the students of Highlands County. (Visiting instructor will not provide instruction for credit.)

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NONDISCRIMINATION POLICY No person shall, on the basis of race, color, religion, gender, age, marital status, sexual orientation, disability, political or religious beliefs, national or ethnic origin, or genetic information, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity, or in any employment conditions or practices conducted by this School District, except as provided by law. The following person should be notified if the Equity Nondiscrimination Policy is violated: Director of Human Resources Highlands County Schools 426 School Street Sebring, Florida 33870

highlands county schools student progression plan 2014

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