2012-2013 Student Progression Plan

Student Progression Plan

2012-13 Revised: September 2012

Thomas D. Townsend, Superintendent

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FOREWORD The Florida School Laws, Chapter 100-1013, contain the Florida Statutes which comprise “The Florida School Code”. The District School Board of Putnam County’s Program for Student Progression is supported by and based on these laws.

Outline I. Admission Requirements for Entry into Putnam County Schools A. Forms B. Documentation C. Transfer Students from another District, Homeschool or Private School D. Transfers from Out of State or another Country E. Military Children – State Interstate Compact F. Grade Level Placement & State Uniform Transfer of High School Credit G. Student Assignment H. Attendance I. Class Size Requirements II. Elementary A. Instruction B. Grading & Report Cards C. District/State Standardized Assessment D. Parent Reporting E. Promotion, Remediation & Retention F. Mid-Year Promotion for Retained 3rd Graders G. Procedure for Review of Promotion and Retention III. Secondary A. Instruction in Middle & High School 1. Required Middle School PE 2. Required High School PE 3. Reading Required for 6th Graders 4. Required Instruction/Content 5. Allowable High School Credits earned in Middle School 6. Out of Class Instructional Activity 7. Biological Experimentation B. Grading & Report Cards 1. 9 weeks Progress Reports & Annual Progress Reports 2. Report Card Grades 3. Process Writing Grades 4. GPA 5. No Grade Reduction as Punishment 6. Exams and Attendance 2

C. District & State Standardized Assessment D. Parent Reporting 1. Progress Reporting 2. Additional Assessments Available 3. Policy on Mid-Year Promotion E. Promotion, Remediation & Retention 1. Promotion from 6 to 7, & 7 to 8 2. Promotion from 8 to high school 3. Promotion in High School 4. FCAT Remediation 5. College Readiness Remediation 6. Parent Notification F. Definition of Credit, Full Time Students G. Acceleration Mechanisms 1. Dual Enrollment 2. Early Admissions 3. Credit by Examination 4. Advanced Placement (AP) 5. Virtual Instruction H. Grade Forgiveness I. Auditing a Course J. Graduation 1. Graduation Option Selection 2. Traditional 24 Credit Standard Diploma (W06) 3. Accelerated High School Graduation Options (18 Credit Diplomas) a. Accelerated General Requirements b. 18 Credit College Prep Option (W6A) c. 18 Credit Career Prep Option (W6B) 4. High School Equivalency Diploma 5. Adult Education Program for High School Diploma (W43)& GED (W45) 6. Fifth Year High School Students 7. Certificate of Completion (W08) 8. CPT Ready Certificate of Completion (W8A) K. Honor Graduate Status L. Bright Futures Scholarships M. Extra-Curricular Activity Participation & NCAA 1. Middle School Activity Participation 2. High School Sports, Clubs, Activities Participation 3. College NCAA Initial Eligibility Guideline

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IV. Exceptional Education A. Instruction/ Accommodations B. Diploma Selection 1. Special Diploma Option I 2. Special Diploma Option II 3. Special Diploma Option III 4. Special Diploma Option IV 5. Special Certificate of Completion C. FCAT Participation, Accommodations & Waiver D. Special Diploma Details E. Movement Between Diploma Options

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I. Admission Requirements The State of Florida requires attendance of students is from ages six (6) to sixteen (16). Any students eligible to receive services under the McKinney – Vento Act (REVISED NCLB 2002) are to be provided assistance according to PCDSB Policy 4.26. To enroll a student in Putnam County, certain forms must be completed and information provided.

A. To enroll a child in Putnam County schools, the following forms must be completed: 1. Pupil Information Sheet (PCSD Form E-5). This form requires notarization. This form also validates residency in the district as well as in a particular school zone. One parent or guardian must be living within the school zone as evidenced by a driver’s license, utility bill, etc.

2. Health Form & Chronic Disease Information (PCSD Form E-43).

3. Verification of legal guardianship/custody. a)

Copy of Parent’s driver’s license – matching name to parent’s name listed on child’s birth certificate. b) Copy of Court Order or other court paperwork showing custody (where needed/applicable).

4. Home Language Survey/LEP Occupational Survey (PCSD form E-29).

Students who are not proficient in English should receive immediate and intensive instruction in English Language Acquisition.

(F.S. 1003.433) B. To enroll a child in Putnam County Schools, the following Documentation is required: 1.

Evidence of child’s date of birth a) Before admitting a student to pre-kindergarten, kindergarten, or the first grade, the principal shall require evidence of date of birth, as provided by law, with documentation preferred in the following order: (1) Birth Certificate.

(2) Transcript of certificate of baptism.

(3) An insurance policy on the student’s life in force for not less than two (2) years.

(4) A bonafide contemporary Bible record of the student’s birth, accompanied by an affidavit sworn to by the parent. *If none of the above can be produced, an affidavit of age sworn to by the parent and accompanied by a certificate of age signed by the public health officer or by a physician assigned by the District 5

School Board may be accepted. (F. S. 1003.21) b)

Age requirements for admission to Pre-K, Kindergarten and First Grade (1) To enter Pre-Kindergarten a child must have attained the age of 4 years by September 1 of the school year and live in the State of Florida.

(2) To enter a pre-kindergarten program for children with disabilities, a child from birth to five must meet the eligibility requirements of the Exceptional Student Education Program as defined by the Florida Department of Education.

(3) To enter Kindergarten a child must have attained 5 years of age on or before September 1st of the school year. To enter First Grade a student must have attained the age of 6 years on or before September 1 of the school year and must have been enrolled in a public school or have satisfactorily completed the requirements for kindergarten in a non-public school which the District School Board accepts transfer of academic credit or who otherwise meets the criteria for admission. These students shall progress according to the District Progression Plan.

c)

Age limit for admission to grades K-12 The school principal has discretion regarding whether enrollment will be allowed for any student who is over the age of 18. The only exception to this is for Exceptional Education students.

Medical Examination A medical examination shall be required of each student who is entitled to admittance to pre-kindergarten, kindergarten, or who is entitled to any other initial entrance into a Florida public or Nonpublic school. Evidence must be submitted that a medical examination has been performed within twelve (12) months prior to initial school enrollment. Students may be exempt from the requirement of a medical examination upon written request of the parents stating objections to such examination on religious grounds. (F.S. 1003.22)

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Immunization Any student who is entitled to admittance to pre-kindergarten, kindergarten, or any other initial entrance into a Florida public or nonpublic school, must present a certification of immunization for those communicable diseases for which immunization is required by the Division of Health including poliomyelitis, diphtheria, rubella, pertussis, tetanus, and mumps and any additional ones which might be required by the Department of Health. Students entering 7th – 12th grade must show documentation they have started or completed the Hepatitis B series shots or they will not be allowed to attend school. (F.S. 1003.22) An exemption may be granted for the following: d) The parent objects in writing that the administration of immunizing agents conflicts with religious practices. e) A competent medical authority certifies in writing that the student should be exempt for medical reasons. f) The Department of Health certifies that the required immunization is unnecessary or hazardous.

A student initially enrolling may be issued a temporary thirty (30) day exemption for immunizations and/or medical examination in order to allow time to obtain or transfer records. To receive the 30-day exemption, PSCD Form “30-Day Exemption� must be completed and signed by the parents and kept on file by the school. However, a follow-up must be done on each student in order to ensure compliance.

After a 30-day exemption is completed, students for whom immunizations and/or medical examinations are not complete or are not in the process of completion (Rule 64D-3.011 Fl. Adm Code), will be temporarily excluded from attendance until the file is current. The immunization and medical records shall be a part of the permanent record, which shall follow the student as he/she is promoted or transferred.

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Transfer Students From another district, homeschool or private school 1.An official letter of transcript from proper school authority, which shows record of attendance, academic information, and grade placement of the student, is required in order to assist in proper placement of a student.

Please see Section I-E for Grade Placement & State Uniform Transfer of High School Credit (Rule 6A-1.09941).

2.

Kindergarten students transferring from private schools shall meet the required age for admission as prescribed in Florida Statutes, Chapter 1003.21 and State Board of Education Rules, 6A-1.0985.

3.

Students applying for admission to any grade 1-5 who did not meet the age requirement for kindergarten admission to Florida public schools, Florida Statutes, Chapter 1003.22, will be placed in the grade level appropriate to normal progression. *Transfers from Out of State or Another Country Additional Documentation Required Prior to admission, in addition to the regular documentation listed in Section I, A&B, the parent or guardian must also provide (Per S.B.R. 6a1.0985): a) Official documentation that the parent(s) or guardian(s) was a legal resident(s) of the state in which the child was previously enrolled b) Official documentation that the parent(s) or guardian(s) is/are legal residents now in the State of Florida. c) An official letter of transcript from proper school authority, which shows record of attendance, academic information, and grade placement of the student (The transcript does not need to be in place prior to attendance). *Regular Age Requirements Rules For kindergarten and first grade students transferring in from out of state, the following State Board Rule: Any student who transfers from an out-of-state public school and who does not meet regular age requirements for admission to Florida public schools shall be admitted upon presentation of the data required in Section 1A-C.

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Any student who transfers from an out-of-state non-public school and who does not meet regular age requirements for admission to Florida public schools may be admitted if the student meets age requirements for public schools within the state from which he or she is transferring, and if the transfer of the student’s academic credit is acceptable under rules of the school board. *Secondary Student Transfers –Graduation Requirements Students who enter a Florida public school in grades 6-12 from another state or foreign country will receive a review of their prior academic performance (Procedure for Placement & Promotion in Putnam: 1003.413). A plan will be developed by the school counselor or principal to assist the student to progress in our school system (1003. Transfer students entering Florida in the 11th or 12th grade from out of state or from a foreign country shall not be required to spend additional time in a Florida public school in order to meet the high school course requirements if the student has met all requirements of the school district, state, or country from which he or she is transferring. (1003.433 F.S.). Despite the ability to use the previous state or country’s credit requirements, to award a State of Florida High School Diploma to a student, they still must earn a 2.0 GPA, and Pass Grade 10 FCAT or retakes. By grade 12, if the out of state or country transfer student doesn’t pass the FCAT, the student must be provided the following learning opportunities (1003.433 F.S.):

d)

Participation in an accelerated high school equivalency diploma preparation program during the summer

e)

Upon receipt of a certificate of completion, be allowed to take the Common Placement Test (CPT) and be admitted to remedial or credit courses at a state community college, as appropriate. (Explanatory Note: The certificate of completion they may receive is a CPT-Eligible Certificate of Completion. It must be reported by districts in Survey 5 using Withdrawal Code W8A. In addition, to assist community colleges in identifying these students during the admissions process, the certificate itself must bear the designation of “CPT eligible”.

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f)

Participation in an adult general education program as provided in s. 1004.93, F.S., for such time as the student requires to master English, reading, mathematics, or any other subject required for high school graduation. Students attending adult basic, adult secondary or vocationalpreparatory instruction are exempt from any requirement for the payment of tuition and fees, including lab fees. (A student attending an adult general education program, to earn the required credits for a standard diploma shall have the opportunity to take the Grade 10 FCAT an unlimited number of times in order to receive a standard high school diploma).

g)

ESOL student who have been enrolled in the ESOL program for less than two school years and have met all requirements for the standard high school diploma except for passage of the Grade 10 FCAT or alternate assessment may receive immersion English language 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 section will be implemented to the extent funding is provided in the General Appropriations Act.

*Incoming Seniors and FCAT Testing A transfer student must earn a 2.0 grade point average and pass the Grade 10 FCAT as required in Section 1008.22(3), Florida Statutes, or an alternate assessment as described in Section 1008.22(9), Florida Statutes, in order to receive a standard high school diploma. However, students entering Florida public school system in grade 12 may either achieve a passing score on FCAT or use an approved concordant score on SAT or ACT without attempting FCAT 3 times. *Please see section E-1 for grade level placement rules. *Military Children – Interstate Compact (1000.36 F.S.) The Interstate Compact on Educational Opportunity for Military Children was developed to remove barriers to educational success imposed on children of military families because of frequent moves and deployment of their parents. It applies to local agencies.

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*Eligibility. The Compact applies to the children of: a)

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.

b)

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

c)

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.

*Rights relating to records and enrollment: a)

If a child’s official education records cannot be released to the parents for the purpose of transfer, the custodian of the records in the sending state shall prepare and furnish to the parent a complete set of unofficial educational records containing uniform information as determined by the Interstate Commission. Upon receipt of the unofficial education records by a school in the receiving state, that school shall enroll and appropriately place the student based on the information provided in the unofficial records pending validation by the official records, as quickly as possible.

b)

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.

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c)

States (districts) must give 30 days from the date of enrollment or within such time as is reasonably determined under the rules adopted by the Interstate Commission for students to obtain any immunization required by the receiving state. For a series of immunizations, initial vaccinations must be obtained within 30 days or within such time as is reasonably determined under the rules promulgated by the Interstate Commission.

d)

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.

*Rights Relating to Placement & Attendance: a)

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.

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b)

A 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 & Talented, and ESOL.

*Rights relating to Preferential Selection: 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 (1003.05 F.S.) Grade Level Placement & State Uniform Transfer of High School Credit (6A-1.09941) & (1003.25 F.S.) The grade placement of students transferring from other countries, states, counties, private schools, or home education will be determined by the principal of the receiving school based primarily on previous school’s records. However, assessment tests, age and portfolios may also be evaluated. Alternative placement may be provided for students in grades K-5 who have been retained 2 or more years. No student may be assigned to a grade level based solely on age or other factors that constitute social promotion.

The purpose of the State Uniform Transfer of credit rule is to establish uniform procedures relating to the acceptance of transfer work and credit for students entering Florida’s public schools.

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The procedures shall be as follows: 1.

Credits and grades 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 official transcript or is a home education student, credits shall be validated through performance during the first grading period as outlined in subsection (2) of this rule.

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 below. 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: a.

Portfolio evaluation by the superintendent or designee; b.

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

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

Demonstrated proficiencies on nationally-normed standardized subject area assessments; e.

Demonstrated proficiencies on the FCAT; or f.

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

Students must be provided at least ninety (90) days from date of transfer to prepare for Alternative Validation Procedure Assessments.

Student Assignment Each school’s educational capacity will be determined prior to making student assignments. Educational capacities will be set for each school and will also be determined by grade level for each elementary and middle/junior high school in an effort to accommodate the maximum number of students.

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Educational capacities will be approved by the School Board and may only be changed through action of the School Board.

Capacities will be reviewed periodically throughout the school year.

1.

Zones All students residing in Putnam County and attending public schools in Putnam County will be assigned to appropriate schools by the District School Board. Students attending the public schools of Putnam County, grades PK12, must have a parent or legal guardian residing within the area of the school where the student is enrolled. Students presently enrolled have been assigned by the District School Board and they are permitted to attend the school in their zone to the highest grade offered. All new students coming into the public schools will be assigned upon submission of the completed Affidavit Pupil Information Sheet (PCSD Form E-5). E-5 forms are available at the school sites, as well as the District School Board Office.

2.

Controlled Choice School Selection Through Differentiated Accountability, students from certain schools may be eligible to participate in the Controlled Choice school selection process if they wish to attend a school other than their assigned school. However, when the established educational capacity of a school has been met, only new students residing in that school’s attendance zone will be assigned to that school.

3.

Hardship Transfer Parents may request a transfer of their child to another school based upon hardship conditions.

Hardship conditions shall be considered by the Board on a case by case basis. Applications for hardship waivers shall be filed with the Student Services Office. The Student Services Office shall make a written recommendation to the Board on each request. Hardship waivers will not be rescinded on students who were present for both October and February FTE counts.

Transfer students attending through Board approved hardship waivers are permitted to attend the new school of assignment during that school year of the waiver as long as space is available and that student maintains an acceptable standard of behavior and attends school regularly.

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Transfer students may continue to attend that school during the following year if space is available. Students with verifiable hardship situations will be considered on a case by case basis. Hardship Applications are available in the spring for the following year.

In the event that students cannot be placed at their choice school, their name will automatically be placed in an eligibility pool for possible reassignment to their choice school when space becomes available. Assignment preferences will be given in the following order: a. students residing in the school zone; b. students enrolled in the school, who reside in a different attendance zone; c. siblings of children presently enrolled in the school; d. children of school personnel; e. hardship transfer requests; and f. lottery.

Students in the eligibility pool who decline an available seat shall have their name removed from the pool and their seat will be offered to another student. Students who granted a hardship waiver to attend a school in an attendance zone other than where they reside may continue at that school as long as space is available on a year to year basis.

4.

Medical Hardship Students may be granted hardship due to medical conditions. Documentation to verify a medical need would consist of a written a statement by a physician, authorized to practice medicine in the state of Florida, which certifies that the health of a student is such that prolonged transportation to a school other than the nearest school to which he/she lives would result in an illness or the worsening of an existing illness. Upon receipt of the doctor’s letter, the District School Board shall have the authority to assign such student to the nearest appropriate school to which he/she lives.

5.

Non-Residential Students Students residing in a county other than Putnam may not attend Putnam County schools unless they obtain a written release from the county in which they reside; this must be presented to the Superintendent, except under the provisions of nonresident tuition law.

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Students who reside in Melrose may attend Putnam County schools due to the fact that the Putnam/Alachua County line runs through the town of Melrose. Permission to attend school in Putnam County will be contingent upon the student maintaining an acceptable standard of behavior and attending school regularly.

Attendance Students who are age 6 on or before February 1st of that school year must attend school every day of the 180-day school year until their sixteenth birthday unless an exception exists (1003.21(01) F.S.). Florida Statute 1003.24 establishes that the parent of a child of compulsory age is responsible for the child’s daily school attendance (S.B.R 6A-1.09513). School staff, parents, students and appropriate state agencies are expected to work together to ensure that all applicable school attendance laws are obeyed, including but not limited to, referral to the state-designated agency for possible court action for truancy. School must keep student attendance records per S.B.R. 6A-1.044. Family vacations are not excused absences. Students having, suspected of having, or not being immunized from a communicable disease or infestation as described by F.S. 1003.22(9) are not allowed to attend school, absent of exemption. In order to return to school, parents must obtain a doctor’s note stating that the student is no longer contagious or proof of immunization, as applicable.

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1.

Compulsory School Attendance / Ages 16-17 A student who attains the age of 16 years during the school year is not subject to compulsory school attendance beyond the date upon which he or she attains that age if the parent and student file a formal declaration of intent to terminate school enrollment and complete an exit interview with school. The declaration must acknowledge that terminating school enrollment is likely to reduce the student’s earning potential and must be signed by the student and the student’s parent.

2.

Compulsory School Attendance/Age 18 Although the state does not recognize a “maximum age limit” in which students are allowed to enroll in school, in Putnam County, students who attain the age of 18 years are not guaranteed enrollment. It is the principal’s decision whether to allow a non-ESE student to enroll. This decision may be based on the number of credits already earned, etc.

Students beyond age 16 are not subject to compulsory school attendance beyond the date upon which he or she attains the age even without parental permission. (F.S. 1001.20(2) (a); 1003.21(1) (c)).

3.

Driver’s License Suspension Student under 18 years of age who drop out of school or who have 15 unexcused absences within 90 calendar days (and who have a driver’s license), may have their driver’s license suspended by the Department of Highway Safety and Motor Vehicles…or the student may not be issued a license if they apply for one. (F.S. 1003.27)

4.

Solutions Center Alternative to Suspension and Expulsion Students in grades 6-12 who have committed infractions requiring a suspension from school may be eligible to be placed at the Solutions Center. Students attending the S.C. are referred by the school’s RTI committee. SC students are given the opportunity to continue their course work and receive credit.

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Class Size Requirements: Upon approval by electors in October, SJR 2 operates retroactively to the start of the 2010-2011 school year. This amendment to Florida’s constitutional class size requirements provides that, by the beginning of the 2010-2011 school year and for each school year thereafter, there are a sufficient number of classrooms so that: 1. Pre K-3 (18): Within each public school, the average number of students assigned per class to a teacher who is teaching prekindergarten through grade 3 does not exceed 18 students and the maximum number of students assigned to each teacher in an individual classroom does not exceed 21 students; 2. 4-8 (22): Within each public school, the average number of students assigned per class to a teacher who is teaching grades 4 through 8 does not exceed 22 students, and the maximum number of students assigned to each teacher in an individual classroom does not exceed 27 students; 3. 9-12 (25): Within each public school, the average number of students assigned per class to a teacher who is teaching grades 9 through 12 does not exceed 25 students and the maximum number of students assigned to each teacher in an individual classroom does not exceed 30 students.

This amendment repeals obsolete language requiring the annual average two-student-per-year reductions to class size and clarifies that the constitutional class size requirements do not apply to virtual classes. The joint resolution provides that these amended provisions will take effect upon approval by electors and will operate retroactively to the beginning of the 2010-2011 school year.

The class size requirements pertain to all elementary classes, and secondary core areas: English/Language Arts, Intensive Reading, Math, Social Studies, and Science & Foreign Language.

The class size numbers will be measured in the October FTE Survey.

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II.

Elementary Education Instruction The district curriculum is designed to be concept and process-oriented, promote active involvement of students, emphasize students’ thinking and reasoning abilities, provide a broad range of content, emphasize application to real-life experiences, incorporate applicable Florida Next Generation Sunshine State Standards and meet the developmental needs of all students. The Next Generation Sunshine State Standards are implemented by core curriculum objectives for each grade level course. Documentation of instruction of these standards in the areas of language arts, mathematics, and science is required. Only courses of study annually identified in the State Course Code Directory may be offered. The Sunshine State Standards provide broad concepts and benchmarks for the organization of curriculum and instruction.

Physical Education a)

Minimum Requirement

The Putnam County School Board recognizes the importance of physical fitness and encourages healthy lifestyles for all students in grades Pre-K to 12. Physical education programs will be made available to all students. Students in grades K-5 shall participate in a minimum of 150 minutes per week. The P.E. programs shall include physical activities of at least a moderate intensity level, and for duration sufficient to provide a significant health benefit to students, subject to the different capabilities of students. b) Exemption from Physical Education School districts must notify the student’s parents of the options available before scheduling the student to participate in physical education. This notification can be via a post on a school website, in a letter or newsletter.

The Physical Education requirements for K-8 may be waived for a student who meets one of the following criteria: The student is enrolled or required to enroll in a remedial course.

(1) The student’s parent indicates in writing to the school that: (a) They wish the student to enroll in another course from among those courses offered as options by the school; or (b) The student is participating in physical activities outside the school day, which are equal to or in excess of the mandated requirement.

Progress Monitoring & Remediation Assessments may consist of classroom work, observations, tests, districtselected assessments, and other relevant information and standardized 20

and/or teacher-made tests for each subject area. Evaluation of classroom performance is the responsibility of the classroom teacher.

Schools must provide frequent monitoring of the student’s progress in meeting the desired levels of performance (F.S. 1008.25(4)(a)-(c).

Beginning with grade one, each student will be evaluated in reading, writing, and mathematics at each grade level within the first nine weeks or within nine weeks of entry into the Putnam County School District. Any student who does not meet the specific district levels of performance in reading, writing, math and science (or does not meet the specific levels of performance on statewide assessments as determined by the Commissioner of Education/Secretary of Education) must be provided with remediation.

Diagnostic assessments, determined by the district, will be used to identify the nature of the student’s difficulty and areas of academic need.

A progress-monitoring plan will be developed in consultation with a parent or guardian. The progress-monitoring plan will target the student’s need and develop strategies to assist the student in meeting state and district expectations of proficiency. Strategies such as after school remediation, extended year activities, tutorial programs, Exceptional Education services, and suspension of other curriculum can also be used to assist in meeting student needs. If, after remediation, the subsequent evaluation shows that the deficiency has not been corrected, the student may be retained. Any student who has not met minimum state expectations on state assessments must continue remedial instruction until the expectations are met.

Any student who exhibits a substantial deficiency in reading, based upon locally determined or statewide assessments conducted in kindergarten through grade 3, or through teacher observations, must be given intensive reading instruction immediately.

The parent of any K-3 student who exhibits a reading deficiency must be immediately notified of the student’s deficiency with a description, understandable to the parent, of the exact nature of the difficulty. The parent must be consulted in the development of a detailed Progress Monitoring Plan. The parent must be informed that the student will be given intensive reading instruction until the deficiency is corrected.

(1002.20 F.S.) 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 FCAT in reading for grade 3, the student must be retained unless he or she is exempt from mandatory retention for good cause as defined by Florida statute. The principal will consider recommendations by the RtI team when making a decision regarding the appropriate placement of the student.

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The district school board shall assist schools and teachers to implement reading activities and strategies that research has shown to be successful in improving reading among low performing readers. *Acceleration - Students in grades 4 and 5 who have a score of level 4 or 5 on FCAT reading and/or math may take advanced and /or middle grades course through FLVS. Other acceleration options for elementary students who demonstrate eligibility include subject-matter acceleration, whole grade or midyear promotion, flexible grouping, or enrichment. Parents should contact the school principal or their designee for more information.

FS 1002.3105 Grading & Report Cards The student’s academic performance in grades 1-12 will be based upon examinations as well as written papers, class participation, and other academic performance criteria. *Kindergarten achievement on the Florida Sunshine State Standards will be communicated in the following manner: S - Secure in the skill or concept D - Developing the skill or concept N - Not producing the skill or concept. *Elementary grades will be based on the following scale: A: B: C: D: F: I:

90-100 80-89 70-79 60-69 0-59 Incomplete

Outstanding Progress Above Average Progress Average Progress Lowest Acceptable Progress Failure

*Elementary school achievement or scholarship grades may also include the following scale for Art, Music, and Physical Education: E: S:

Excellent Satisfactory

N: U:

Needs Improvement Unsatisfactory

*Process Writing is graded using a scoring rubric as listed below.

5-6: Above Expectation 3-4: At Expectation 1-2: Below Expectation *Progress Reports Progress reports MUST be issued to all students at the midpoint of each grading period. *Report Cards The appropriate adopted report card for kindergarten, elementary, middle, exceptional education and high school will be used as the official report of progress. Report cards will be distributed following the closing of the 22

grading period and as designated on the current school calendar. The report card will reflect: a) The student’s grades. b) The student’s conduct and behavior. c) The student’s attendance, including absences and tardiness. d) The final report card for the school year shall contain a statement indicating end-of-the-year status, such as performance or nonperformance at grade level, acceptable or unacceptable behavior, attendance, and promotion or non- promotion. e) Elementary students working below grade level in reading will have this reported in the comment code section of the report card as “below grade level.” (1003.33 F.S.) They will also receive an “N” Needs improvement. *No Exemption for Good Attendance Schools will not exempt students 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.

District/State Standardized Assessment Each student must participate in the statewide assessment tests. Each student who does not meet specific levels of performance in reading, writing, science and mathematics must be provided with additional diagnostic assessments to determine the nature of the student’s difficulty and academic needs.

(F.S. 1008.25) The statewide kindergarten screening (FLKRS) must be administered to each kindergarten student in the school district within the first 30 days of each school year (1002.69 F.S.). 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), F.S., for the Voluntary Prekindergarten program.

Each elementary school will regularly assess the reading ability of each K-3 student (F.S. 1002.20(11).

Parent Reporting Each school must annually report in writing to the parent of each student (in all grades) the progress of the student in achieving proficiency expectations in reading, writing, science and mathematics.

Progress in Reading, Math, Science & Writing.

The evaluation of each student’s progress must be based on the student’s classroom work, observations, tests, district and state assessments and other

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relevant information. The report must include the student’s results on each statewide assessment. *Below Grade Level /Deficiency in Reading – Grades 4-12: Parents will be notified when a student is working at a skill level below that of his/her assigned grade placement on the regular periodic report of academic progress. (F.S. 1008.25(8)(a). If a student, at any grade, has been identified as having a deficiency in reading, a Progress Monitoring Plan must be developed which identifies: a The student’s specific areas of deficiency in the 5 reading categories: phonemic awareness, phonics, fluency, comprehension, vocabulary b The desired levels of performance in these areas c. The instructional and support services to be provided to help the student *The Progress Monitoring Plan must provide for frequent monitoring of the student’s progress. The district will seek tools for parents to regularly monitory their child’s progress and to communicate with teachers. Our new Skyward Data System will be the cornerstone of this new tool. (103.413 F.S.) *FCAT Related Reading Remediation. Students who score at achievement Level 1 or 2 on the Florida Comprehensive Assessment Test (FCAT 2.0) tests in reading grades 3-10 and mathematics in grades 3-8 will be required to receive remediation. High school students must pass the required end of course exams (EOC).

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Below Grade Level/Deficiency in Reading – K-3 The parent of any student in K-3 who exhibits a substantial deficiency in reading must be notified in writing of the following: a) That his or her child has been identified as having a substantial deficiency in reading; b) a description of the current services that are provided to the child; c) a description of the proposed supplemental instructional services; 1. supports that will be provided to the child that are designed to remediate the identified area of reading deficiency; 2. that if the reading deficiency is not remediated by the end of grade 3, the child must be retained unless he or she is exempt from mandatory retention for good cause; 3. strategies for parents to use in helping their child succeed in reading proficiency; *Parents will be notified that FCAT is not the sole determiner of promotion and that the additional evaluations, portfolio reviews, and assessments are available to the child to assist parents and the school district in knowing when a child is reading at or above grade level and ready for grade promotion. *Parents will be notified of the district’s specific criteria and policies for mid-year promotion. Mid-year promotion means promotion of a retained student at any time during the year of retention once the student has demonstrated ability to read at grade level. *Each school must provide written notification to the parent of any third grade retained student with the following information: a. that the child has not met the proficiency level required for promotion; b. the reasons the child is not eligible for a good cause exemption; and c. a description of proposed interventions and supports that will be provided to the child to remediate the identified areas of reading deficiency. (F.S. 1008.25(7) (b) 3E) Â

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*Each district school board must annually publish in the local newspaper, and report in writing to the State Board of Education by September 1 of each year, the following information on the prior school year: 1. The provisions relating to public school student progression and the district school board’s policies on student retention and promotion. This must include revisions from the prior year.

2. By grade, the number and percentage of all students in grades 3 through 10 performing at Levels 1 and 2 on the reading portion of the FCAT. 3. By grade, the number and percentage of all students retained in grades 3 through 10.

4. Information on the total number of students who were promoted for good cause, by each category of good cause.

Promotion, Remediation & Retention Student promotion in the Putnam County School District is based upon proficiency in reading, math, science and writing. The evaluation of student performance should reflect teacher judgment based on a variety of methods, e.g., classroom assignments/work, observation of performance, progress tests, district and state assessments, and other objective data. Promotion will not be determined solely on the basis of a single test/method, with the exception of third grade, but must follow current Florida Statutes. Per F.S. 1008.25 (5) (C) 6-7.

The primary responsibility for determining and documenting each student’s level of performance and ability to function academically, socially and emotionally at the next grade level is that of the student’s teacher(s). The final decision in regard to appropriate placement is the responsibility of the school principal. The promotion of students transferring into our district during the last grading period will be determined primarily by the grades and records received from the sending school. A school-based committee with approval of the principal will consider promotion of non-English speaking students on an individual basis.

Standards for Promotion –Kindergarten a) Students must have been enrolled in a public school kindergarten or completed a private school kindergarten before consideration for promotion to first grade. b) Students must demonstrate 80% mastery of the Common Core Standards in language arts and math to be considered satisfactorily completing kindergarten.

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c) Parents’ permission is not required for retention; however, documentation of parent notification is required 45 days prior to retention. Any student requiring additional academic instruction may be assigned to repeat kindergarten Standards for Promotion -Grades 1 – 5 Student promotion or retention for grades 1-5 will be based on satisfactory achievement of the Florida Sunshine State Standards (NGSSS) for reading, writing, math, and science. The decision will not be based on a single test. Student achievement will be evidenced by: a passing grade in the subjects, classroom work, observations, tests, district-selected assessment tests, the state assessment tests (FCAT) and other relevant information. Reading is the number one priority for promotion/retention.

Students in grade 3 must score at level 2 or higher on FCAT or MUST be retained or promoted for good cause as defined by Florida statute. The law clearly intends that students be able to read before moving beyond grade 3.

Students in grades other than third, who do not meet the minimum promotion criteria, may be recommended to the RtI Team. Following a new review, the student may be exempt from retention for good cause and promoted with a progress monitoring plan – pending the principal’s approval.

Parent Conference Notification During the second semester, and no later than 45 days prior to the end of the school year, the school will notify the parent(s), in writing or by conference, of possible retention if the child continues to progress at the current rate.

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Parents of students who are being considered for retention will be invited to a conference with school personnel. A final notification of retention will be forwarded to the parent(s) prior to the end of the school year if all the data required is available. Progress Monitoring Plans will not be written for Exceptional Education students in self-contained classes. Exceptional Education students in resource room classes will have a Progress Monitoring Plan if they are failing a course/class not covered in their Individual Education Plan.

4.

Schools have the following options for remediation and retention. a) Remediate before the beginning of the next school year. b) Promote and remediate during the following school year with more intensive intervention and remediation strategies specified in a Progress Monitoring Plan, which is documented and implemented; or c) Retain and remediate in a different program that is different from the previous year’s program and that take into account the student’s learning style.

Good Cause Exemptions from Mandatory Retention Requests for good cause exemptions from the mandatory retention requirement must include documentation submitted from the student’s teacher to the school principal that indicates that the promotion of the student is appropriate and is based on the student’s academic record.

Documentation shall only consist of the existing Progress Monitoring Plan (PMP); Individual Education Plan (IEP), if applicable; report card; or student portfolio.

The principal must review and discuss such recommendation with the teacher and make the determination as to whether the student should be promoted, the principal must make the recommendation in writing to the district school superintendent. The superintendent shall accept or reject the school principal’s recommendation in writing. (F.S.1008.25) (6) (a, b) The Putnam County School Board has developed the following situational guidelines to assist principals in determining “good cause” to exempt a student from mandatory retention: a)

Alternative Assessment: Students who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the State Board of Education. Districts are strongly encouraged to administer the alternate assessment at the end of summer camp. There must be at least 30 days between alternate assessment administrations.

b)

Portfolio: Students who demonstrate, through a student portfolio, that the student is reading on grade level as

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evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT. The student portfolio contents must a. Be selected by the student’s teacher. b. Be an accurate picture of the student’s ability and only include work that has been independently produced in the classroom.

(3) Include evidence that the benchmarks assessed by the Grade 3 Reading FCAT have been met. This includes multiple-choice items and passages that are approximately 60% literacy text and 40% information text and that are between 300 and 700 words with the district’s adopted core reading curriculum that is aligned with the Next Generation Sunshine State Standards or teacher-prepared assessments that are aligned with the standards.

(4) Be an organized collection of evidence of the student’s mastery of the Next Generation Sunshine State Standard Benchmarks for Language Arts that are assessed by the Grade 3 Reading FCAT 2.0. For each benchmark, there must be at least 3 examples as demonstrated by a grade of “70%” or above and be signed by the teacher and the principal as an accurate assessment. c) IEP & 504 Plan & previously retained 1 or more times: Students with disabilities who participate in the FCAT and who have an IEP or a 504 plan that reflects that the student has received the intensive remediation in reading for more than 2 years and who was previously retained in kindergarten, grade 1, grade 2 or grade 3. d) Two years of remediation & two prior retentions: Students who have received the intensive remediation in reading for 2 or more years, but who still demonstrate deficiency in reading, and who were previously retained in K-3 for a total of 2 years.

Intensive reading instruction for students so promoted must include an altered instructional day based on a Progress Monitoring Plan (PMP) that includes specialized diagnostic information and specific reading strategies for each student.

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As stated in legislation, Good Cause exemptions are not required for the following students: a) English Language Learners (ELLs)/limited English proficient students who have had less than 2 years of instruction in English for Speakers of Other Languages program. b) Exceptional Education Students with disabilities whose Individual Education Plan (IEP) indicates that participation in the statewide assessment program is not appropriate, consistent with the requirements of State Board of Education rule.

Reading Enhancement (READ) Initiative The focus of the READ initiative is to prevent the retention of grade 3 students and to offer intensive accelerated reading instruction to grade 3 students who failed to meet standards for promotion to grade 4 and to each K-3 student who is assessed as exhibiting a reading deficiency.

The READ Initiative must be provided to all K-3 students at risk of retention as identified by the statewide assessment system that measures phonemic awareness, phonics, fluency, vocabulary, and comprehension; be provided during regular school hours in addition to the regular reading instruction; provide a state-identified reading curriculum that has been reviewed by the Florida Center for Reading Research at Florida State University and meets, at a minimum the following specifications: assists students with a reading deficiency in developing the ability to read at grade level; provides skill development in phonemic awareness, the ability to read at grade level; provides skill development in phonemic awareness, phonics, fluency, vocabulary and comprehension; provides scientifically based and reliable assessment; provides initial and ongoing analysis of each student’s reading progress; is implemented during regular school hours. The READ Initiative must also provide a curriculum in core academic subjects to assist the student in maintaining or meeting proficiency levels for the appropriate grade in all academic subjects. (F.S. 1008.25(7) Successful Progression of Retained Third-Grade Readers (F.S.1008.25 a Retained students must be provided daily intensive interventions in reading to ameliorate the student’s specific reading deficiency, as identified by a valid and reliable diagnostic assessment. b) This intensive intervention must include: effective instructional strategies, participation in summer reading camp, appropriate teaching methodologies necessary to assist those students in becoming successful readers, able to read at or above grade level and ready for promotion to the next grade. c) Beginning with the 2004-05 school year, each district must conduct a review of student Progress Monitoring Plans for all third grade 30

students who did not score above Level 1 on the reading FCAT and did not meet the criteria for one of the good cause exemptions; the review must address additional supports and services needed to remediate the identified areas of reading deficiency. d) The district must: complete a student portfolio for each student, provide students who are retained in grade 3 with intensive instructional services and supports to remediate identified areas of reading deficiency, including: a minimum of 90 minutes of daily, uninterrupted, scientifically research-based reading instruction and other strategies prescribed by the school district, which may include, but are not limited to: small group instruction, reduced teacher-student ratios, more frequent progress monitoring, tutoring or mentoring, transition classes containing third and fourth grade students, extended school day, week or year, and summer reading camps. e) Students who are retained in third grade must be provided with a high-performing teacher as determined by student performance data and above-satisfactory performance appraisals. In addition to required reading enhancement and acceleration strategies, the district must provide parents of students to be retained with at least one of the following instructional options in addition to required reading enhancement and acceleration strategies: 1. Supplemental tutoring in scientifically research-based reading services in addition to the regular reading block, including tutoring and/or after school; 2. A “Read at Home” plan outlined in a parental contract including participation in “Families Building Better Readers Workshops” and regular parent-guided home reading; 3. A mentor or tutor with specialized reading training; The student should also demonstrate his/her readiness for performing the work of the next grade in other core subjects before receiving a mid-year promotion. The mentor/tutor option does not require that districts must pay for private tutors, volunteers or school staff may be used. (F.S.1008.25 (6) (c) Acceleration Class An Intensive Acceleration Class for retained 3rd graders is available for students who have been retained in 3rd grade and then subsequently score at Level 1 on FCAT reading the following year.

The focus of the Intensive Acceleration Class is to increase a child’s reading level at least two grade levels in one school year. Double promotions are permitted only when parent, teacher, principal and director agree. Such an agreement must be in writing and shall be filed in the student’s permanent record. Through this class, a retained third grader could be promoted from third grade to fifth grade. The Intensive Acceleration Class must:

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a) be provided to any student in grade 3 who scores at Level 1 on the reading FCAT and who was retained in grade 3 the prior year because of scoring at Level 1 on the reading FCAT; b) have a reduced teacher-student ratio (must be lower than other third grade classes); c) provide uninterrupted reading instruction for the majority of student contact time each day; d) incorporate opportunities to master the grade 4 Sunshine State Standards in other core subject areas; e) use a reading program that is scientifically research-based and has proven results in accelerating student reading achievement within the same school year; 5. provide intensive language and vocabulary instruction using a scientifically research-based program, including use of a speech language therapist as necessary; 6. include weekly progress monitoring measures to ensure progress is being made (progress monitoring can be informal classroom assessments).

Schools must report to the Department of Education, the progress of students in the class at the end of the first semester. This includes reporting FAIR data via Progress Monitoring Reporting Network [PMRN]. (F.S.1008.25) (7) Transition Classes.

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

Mid Year Promotion for Retained 3rd Graders Districts must implement a policy for the mid-year promotion of any student retained in Grade 3 due to a reading deficiency as evidenced by not scoring Level 2 or above on the reading portion of the Grade 3 FCAT (F.S.1008.25(5)(b), who can demonstrate that he or she is a successful and independent reader at or above grade level and is ready to be promoted to grade 4 (promotion may take place at any time during the year of retention once the student has demonstrated ability to read at grade level). Tools that school districts may use in reevaluating any student retained may include subsequent assessments, alternative assessments, and portfolio reviews, in accordance with rules of the State Board of Education.

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Students promoted during the school year after November 1 must demonstrate proficiency above that required to score at Level 2 or above on the Grade 3 FCAT, as determined by the State Board of Education.

To promote a student mid-year using a student portfolio, there must be evidence of the student’s mastery of third grade Sunshine State Standard Benchmarks for Language Arts and beginning mastery of the benchmarks for fourth grade. The student portfolio must meet the following requirements: a. Be selected by the student’s teacher b. Be an accurate picture of the student’s ability and include only student work that has been independently produced in the classroom c. Include evidence of mastery of the benchmarks assessed by the grade 3 Reading FCAT d. Include evidence of beginning mastery of grade 4 benchmarks that are assessed by the grade 4 reading FCAT. This includes multiple choice, short response, and extended response items and passages that are approximately 50% literary text and 50% information text and that are between 100 and 900 words with an average of 375 words. Such evidence could include chapter or unit tests from the district’s/school’s adopted core reading program or teacher-prepared assessments that are aligned with the Sunshine State Standards. For each benchmark, there must be two examples of mastery as demonstrated by a grade of “C” or better. e. Be signed by the teacher and the principal as an accurate assessment of the required reading skills. f. To promote a student mid-year using a locally – selected standardized assessment, there must be evidence that the student scored at or above grade level in reading comprehension as demonstrated by standard scores or percentiles, consistent with the month of promotion. Refer to K-12 Memorandum 2006-90, “Third Grade Progression,” July 7, 2006, available online from the Department’s Web site.

Procedure For Review of Promotion and Retention The parent or guardian who desires a review of any promotion or retention must contact the principal at his/her child’s school within thirty (30) days of the end of the term and a review will be scheduled. At the review, the parent or guardian may present any factual information related to the promotion or retention and may review all records and information relating to the individual case. A decision, in writing, will be provided to the parent or guardian within fifteen (15) days following the review conference.

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The parent or guardian may appeal the decision of the principal to the District Staff. The parent or guardian must contact the principal at his/her child’s school within ten (10) days of the receipt of the decision and request a final review. Such review will be scheduled for appeal with the Assistant Superintendent for Curriculum and Instruction.

District school boards shall allocate remedial and supplemental instruction resources students in the following priority: 1.

Students who are deficient in reading by the end of grade 3

2.

Students who fail to meet performance levels required for promotion consistent with the district school board’s plan for student progression.

H. Secondary Education Instruction in Middle & High School It is the intent of the Legislature (1003.413 F.S.) that students promoted from the 8th grade will be ready for success in high school. The mission of the middle grades is to prepare students for successful completion of the rigorous coursework of high school and to be college and career ready. The mission of the high school is to prepare students to be college and career ready. Only courses of study annually identified in the State Course Code Directory may be offered. Putnam County shall provide all courses required for middle grades promotion, high school graduation, and appropriate instruction designed to ensure that students meet State Board of Education adopted standards (Next Generation Sunshine State Standards) in the following subject areas: reading and other language arts, mathematics, science, social studies, foreign languages, health and physical education, and the arts (1003.42 F.S.).

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In 2008, Florida adopted the Next Generation Sunshine State Standards. These rigorous standards are designed to ensure that Florida’s graduates can compete academically at a world-class level. Florida’s schools are in the process of transitioning to these new standards. Both sets of standards are currently in place.

Next Generation Sunshine State Standards will be tested beginning with the 2011 school year. (FS 1003.41 (1); 1008.22 (3); FAC 6A-1.09401) There are also State mandated minimum Student Performance Standards. (SBR 6A-1.0941.) *Required - Middle School Physical Education

The Putnam County School Board recognizes the importance of physical fitness and encourages healthy lifestyles for all students in grades Pre-K to 12. Physical education programs will be made available to all students, and students in grades 6-8 shall participate in a minimum of one semester per year. The P.E. programs shall include physical activities of at least a moderate intensity level, and for duration sufficient to provide a significant health benefit to students, subject to the different capabilities of students.

Exemption from Middle School Physical Education The Physical Education requirements for grades 6-8 may be waived for a student who meets one of the following criteria: The student is enrolled or required to enroll in a remedial course. or The student’s parent indicates in writing to the school that: a. They wish the student to enroll in another course from among those courses offered as options by the school; or b. The student is participating in physical activities outside the school day which are equal to or in excess of the mandated requirement.

School districts must notify the student’s parents of the options available before scheduling the student to participate in physical education. This notification can be via a post on a school website, in a letter or newsletter.

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*Required - High School Physical Education.

For students in grades 9 –12, the equivalent of one credit is required for graduation via either a 1.0 HOPE class, or .50 Personal Fitness course and any .50 credit PE. There is no waiver for high school. If needed, adaptive PE will be utilized. *Required - Reading for ALL 6th graders *Required - Instruction/Content (FS 1003.42-48) 1. The history and content of the Declaration of Independence and how it forms the philosophical foundation of our government. Additionally, during the last week of September each year, during “Celebrate Freedom Week” at least 3 hours of instruction in each social studies class will be devoted to in-depth study of the intent, meaning, and importance of the Declaration of Independence. Further, during “Celebrate Freedom Week” school principals and teachers will conduct an oral recitation by students of the following words of the Declaration: “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 are instituted among men, deriving their just powers from the consent of the governed.” *Opt Out – Upon written request by a student’s parent, the student must be excused from the recitation.

2. The history, meaning, significance, and effect of the provisions of the Constitution of the United States and amendments thereto.

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

4. Flag education, including proper flag display and flag salute.

5. The elements of civil government shall include the primary functions of and interrelationships between the Federal Government, the state, and its counties, 36

municipalities, school districts, and special districts.

6. The history of the United States, including the period of discovery, early colonies, the War for Independence, the Civil War, the expansion of the U.S. to its present boundaries, the world wars, and the civil rights movement to the present.

7. 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.

8. 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.

9. The elementary principles of agriculture.

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

11. Kindness to animals.

12. The history of the State.

13. The conservation of natural resources

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14. 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. *Opt Out – Parents may exempt their child via written request to the school principal 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. (F.S. 1003.42(3) 15. Such additional materials, subjects, courses, or fields in such grades as are prescribed by law or by rules of the commissioner and the school board in fulfilling the requirements of law.

16. The study of Hispanic contributions to the United States.

17. The study of women’s contributions to the United States.

18. Character Development Program.

19. Instruction in the sacrifices veterans have made in serving our country and protecting democratic values worldwide. Instruction must occur on or before Veterans Day and Memorial Day. 20. Disability history and awareness instruction during the first two weeks in October. Each year these two weeks are designated as “Disability History and Awareness Week.” (F.S. 1003.4205)

21. Instruction in operation of motor vehicles must be made available to secondary students. (F.S. 1003.48)

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High school credits earned in middle school (1003.43) To meet student needs, high school credit courses may be taught in middle school. The 9-12 course number shall be entered on the student’s permanent record. The following courses are offered at the middle school level to for high school credit: Course # Title Credit 0500500 Personal, Career, & School Development Skills 1.0 1200310 Algebra I 1.0 1200320 Algebra I Honors 1.0 1206310 Geometry 1.0 1206320 Geometry Honors 1.0 2000320 Biology I Honors 1.0 1501300 Personal Fitness .5 1501310 Fitness Lifestyle Design .5 Career and Technical Education: Agriculture & Horticulture: 8106810 Agriscience Foundations 1.0 Business 8200320 Keyboarding and Business Skills .5 8200330 Computer and Business Skills .5 8209020 Computing for College and Careers 1.0 Technology: 9001210 Computer systems and Information Technology Foundations 1.0 Health/Nursing: 8400320 Medical Skills and Services 1.0 8417100 Health Services 1 1.0 * The Middle school principal, the student and their parent may agree to schedule other high school courses that meet the academic needs of the student.

Conditions: These credits will be calculated in student’s high school cumulative GPA. These credits may be used to satisfy high school graduation requirements and some Florida Bright Futures Scholarship requirements.

Out of class instructional activity A school day for any group of students is that portion of the day in which school is actually in session and shall comprise not less than five (5) net hours, excluding intermissions, for all grades above the third; not less than four (4) net hours for the first three grades; and not less than three (3) net

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hours for kindergarten or pre-kindergarten students with disabilities, or the equivalent as calculated on a weekly basis. Hours spent in all noninstructional activities as defined by State Board of Education Rules are excluded. If a student is out of class in attendance at an instructional activity, the student must meet the following criteria (F.S.1011.61): a. All school work missed in each course in which the student is enrolled must be made up. Work may be made up by teacher assignments, homework, teacher-made tests, and teacher observation. b. The instructional activity out of class must be related to an approved course in which the student is enrolled. c. The instructional activity out of class must relate to instructional outcomes of at least one of the courses in which the student is enrolled.

Students have the responsibility to request the make-up assignments from their teachers.

Biological Experimentation Any biological experimentation on living subjects in grades K-12 must be in compliance with Florida Statutes, Chapter 1003.47.

Grading & Report Cards 9 Week Progress Reports & Annual Progress: Progress notices are required at the mid point of each grading period. An annual written report must be provided to the parent of each student on the student’s progress toward achieving proficiency in reading, writing, science, and mathematics, including results on each statewide assessment test, classroom work, observations, tests, district assessments, and other relevant information (F.S. 1008.25(8).

Report Card Grades: The appropriate board-adopted report card for kindergarten, elementary, middle, exceptional education, and high school will be used as the official report of progress.

Report cards will be distributed following the closing of the grading period and as designated on the current school calendar.

Report cards will communicate the following: academic performance, behavior, and attendance. Final report cards for the school year will also provide a statement indicating end-of-theyear status regarding performance or nonperformance at grade level, acceptable or unacceptable behavior and attendance, and promotion or nonpromotion. (1003.33 F.S.)

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*Grading Scale for Middle, and High School Achievement: Grade Pt Value Definition A: 90-100 4 Outstanding Progress B: 80-89 3 Above Average Progress C: 70-79 2 Average Progress D: 60-69 1 Lowest Acceptable Progress F: 0-59 0 Failure I: Incomplete GPA: Grade averages are calculated to two decimal places (with no rounding). For letter grades, an average of .50 or higher must be rounded up (i.e. 79.50 becomes a “B”, while 79.49 is a “C”) *Process Writing Grades: Process Writing will be emphasized in the language arts courses at the middle and high school levels, and reported each 9 weeks on the student’s report card. Scoring rubrics for high school Process Writing will be: 5-6: Above Expectation 3-4: At Expectation 1-2: Below Expectation *Grade Point Average: All attempted high school credits will be used to determine the cumulative grade point average for graduation requirements, unless the course has been retaken for grade forgiveness. Students will not be allowed to choose the best 24 credits to meet the cumulative grade point average for graduation requirements. Grade point average reported on report cards may differ from the grade point average calculated for Bright Futures Scholarships as well as weighted grade point average used for purposes such as honor graduate status. (F.S. 1009.531(4) *No Grade Reduction may be enacted as punishment: A student’s academic grade shall not be lowered as a disciplinary measure.

*Exams & Attendance: Schools will not exempt students from academic performance requirements, such as final exams based on practices or policies designed to encourage student attendance. A student’s attendance record may not be used in whole or in part to provide an exemption from any academic performance requirement (1003.00 F.S.) *District & State Standardized Assessments Each student must participate in the district and statewide assessment tests.

Each student who does not meet specific levels of performance in reading, writing, science, and mathematics must be provided with additional diagnostic 41

assessments to determine the nature of the student’s difficulty and academic needs Students must have their reading proficiency reassessed by locally determined assessments at the beginning of the grade following the intensive instruction/ Intensive instruction shall be continued until reading deficiency is remediated.

The intensive instruction will include the following characteristics: 1. Diagnosis/Prescription targeted to specific skill development; 2. Variety of opportunities for repetitions [repeated exposure]; 3. Smaller chunks of text or content; 4. Guided and independent practice; 5. Skill development and practice integrated into all activities 6. Frequent monitoring; and 7. Criterion-based evaluation of success.

A student who is not meeting the school district or state requirements for proficiency in reading and math shall be covered by one of the following plans to target instruction and identify ways to improve his or her academic achievement: 1. A federally required student plan, such as an individual education plan; 2. A schoolwide system of progress monitoring for all students; or 3. 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 proficiency. If the student has been identified as having a deficiency in reading, the K-12 comprehensive reading plan required by S. 1011.62(8), F.S., shall include instructional and support services to be provided to meet the desired levels of performance.

District School Boards may require low performing students to attend remediation programs held before or after regular school hours or during summer if transportation is provided.

If upon subsequent evaluation the documented deficiency has not been remediated, the student may be retained. Each student who does not meet minimum performance expectations for the statewide assessment tests in reading, writing, science, and mathematics must continue remedial instruction or supplemental instruction until expectations are met or the student graduates from high school or is not subject to compulsory school attendance.

The assessment program culminates in high school, as a student must pass the FCAT and End of course Exams to earn a standard high school diploma. A concordant score on ACT & SAT may be used for meeting FCAT graduation Requirements (1003.428 F.S.). To be eligible to use a concordant score for high school graduation, statute requires students to have taken and failed to pass the Grade 10 FCAT at least three times; however the state has determined new FCAT concordant scores & they are shown in the table below. These new concordant scores will be in effect beginning with students scheduled to graduate in 2011. Any student who has taken the ACT or SAT prior to November 30, 2009, for use as a concordant score for a high school 42

diploma may use either the new or old concordant scores to meet the high school graduation requirement.

Concordant Scores by Graduation Year Reading Mathematics 2009-10 2010-13 2009-10 2010-13 FCAT 1926 1926 1889 1889 SAT 410 420 370 340 ACT 15 18 15 15 Unless required otherwise, these changes will be in effect until the state is able to conduct new concordance studies based on new passing standards.

Parent Reporting Parents will be notified when a student is working below expected performance standards. A school’s progress monitoring plan/procedure must provide for frequent monitoring of the student’s progress. The district will seek tools for parents to regularly monitor their child’s progress and to communicate with teachers. Our new Skyward Data System will be the cornerstone of this new tool. (103.413 F.S.) The school will report to the parent or legal guardian of each student the progress of the student in reading, writing, science, social studies and mathematics. The report must include the student’s results on each statewide assessment test. Parents will be informed that FCAT is not the sole determiner of promotion. The evaluation of each student’s progress will be based upon the student’s classroom work, observations, tests, district and state assessments and other relevant information. (F.S. 1008.25(8)(a).

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*Additional evaluations, portfolio reviews and assessments are available to assist parents and the district in knowing when a child is reading at or above grade level and ready for grade promotion. *The school will inform parents of the criteria for and policies in regard to mid-year promotion (F.S. 1008.25(5) (c) 6-7) Mid-year promotion means promotion of a retained student during the year of retention. *The parent or guardian of each student in grades 9-12 who has a cumulative grade point average of less than 2.5 shall be notified in writing at the end of each semester that the student is at risk of not meeting the requirements for graduation. The notice shall contain an explanation of the policies the district has in place to meet the GPA requirement.

Promotion, Retention & Remediation Although Putnam currently uses the promotion requirements per legislation, our district school board reserves the right to implement additional course requirements for promotion and graduation. Should we adopt additional requirements, they will be set forth in the annual Student Progression Guide and might include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program pursuant to s. 1001.41(3) F.S. (General powers and duties of district school board), & (1003.413 F.S.) Promotion In Middle School In order for a student to be promoted to the next grade level within the middle school, the students must pass of the four (4) core courses each year: Language Arts, Math, Science, and Social Studies. If a student is enrolled in an intensive reading course, he/she must pass that course as well. Students in grades 6, 7 & 8 enrolled at a school (such as an Intermediate or Jr. Sr. High school), which does not have a middle school grade configuration, are still subject to the middle school promotion requirements (1003.4156 F.S.).

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For any core course failed, students must participate in “credit recovery” to retake and pass the course. Options for retaking courses include: 1. Retaking the course during the school day in with a teacher 2. Retaking the course via the computer during the school day or in an after school program (where available) in the school’s Odyssey Ware Computer Lab. 3. Retaking the course via the Internet through Florida Virtual School – www.flvs.net Promotion from Middle School to High School (1003.4156 F.S.) To enter high school, students must have successfully completed the required academic courses for grades 6, 7 & 8 as listed below. Per 1003.413 F.S. a student’s participation in a summer academy or summer school program for remediation or for credit recovery to meet the following “credit” requirements, will not effect that student’s classification as a first-time 9th grader for reporting purposes: 1. Three middle school or higher courses in English. These courses shall emphasize literature, composition, and technical text. 6th graders are required to take a reading course.

2. Three middle school or higher course in mathematics. Each middle school must offer at least one high school-level mathematics course for which students may earn high school credit. SB 4 amended 1003.4156 F.S. relating to general requirements for middle grades promotion to provide that successful completion of a high school level Algebra I or geometry course is not contingent upon the student's performance on an end-of-course assessment. However, beginning with the 2011-2012 school year, a middle school student must pass the Algebra I end-ofcourse assessment to earn high school credit for an Algebra I course and, beginning with the 2012-2013 school year, a middle school student must pass the geometry end-of-course assessment to earn high school credit for a geometry course 3.Three middle school or higher courses in social studies, one semester of which must include the study of state and federal government and civics education. HB 105 implements the following requirements for civics education:For all grade levels beginning with the 2011- 2012 school year, the bill requires the reading portion of the language arts curriculum within the Sunshine State Standards to include civics education content. For students entering grade 6 beginning with the 2012-2013 school year, the bill requires the successful completion of a one-semester civics education course in order to be promoted from a school composed of grades 6, 7, and 8. The civics education course is to be designated as one of the three middle school social studies courses currently required for promotion. The middle school civics education course must address the roles and responsibilities of federal, state, and local governments; the structures and functions of the legislative, executive, and judicial branches

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of government; and the meaning and significance of historic documents, such as the Articles of Confederation, Declaration of Independence, and Constitution of the United States. *During the 2012-2013 school year, a statewide, standardized end-of-course assessment (EOC) in civics education must be administered as a field test at the middle school level. *During the 2013-2014 school year, each student‘s performance on the end-of-course assessment (EOC) in civics education must constitute 30 percent of the student‘s final course grade. *Beginning with the 2014-2015 school year, a student must earn a passing score on the end-of-course assessment (EOC) in civics education in order to pass the course and receive course credit.

4 Three middle school or higher courses in science. S.B.4 states that successful completion of a high school level Biology I course while in middle school is not contingent upon the student's performance on the end-of-course assessment. However, beginning with the 2012-2013 school year, a middle school student must pass the Biology I end-of-course assessment to earn high school credit for a Biology I course.

5. As a requirement for middle school promotion students must take one course in career and education planning . It must include career exploration using Florida’s CHOICES or a comparable costeffective and educational planning tool using the online student advising system known as Florida Academic Counseling and Tracking for Students http://www.FACTS.org. The course must result in the completion of a personalized academic and career plan that must be signed by the student, the student’s parent, the student’s instructor, guidance counselor or academic advisor.

S.B. 4 requires that Middle school student’s personalized academic and career plans must: 1. Inform students of high school graduation requirements, 2. Inform students of high school assessments and college entrance test requirements, 3. Inform students of Florida Bright Futures Scholarship Program requirements, state university and Florida college admission requirements, and 4. Inform students of opportunities through which a high school student can earn college credit.

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Promotion between grades in high school High School students must successfully complete credits as listed below for promotion: to 10th to 11th to 12th Grade 5 credits 11 credits 17 credits *Students not attaining required credits for promotion will be retained. *Students enrolled in a GED Exit Program may be classified as 12th grade regardless of credits earned. * The level of English proficiency for students determined to be Limited English Proficient (LEP) shall not be a determining factor in making promotion decisions.

FCAT Remediation Putnam recognizes the importance of well-trained remediation teachers.

To that end, our district will seek support teachers’ pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers. (1003.413 F.S.). Additionally, we will seek creative and flexible scheduling options to best meet our student’s needs (1003.413 F.S.) Minimum Performance Levels Each student who does not meet minimum performance expectations defined by the Commissioner for the statewide assessment tests in reading, writing, science and mathematics must continue to be provided with remedial or supplemental instruction until expectations are met or the student graduates or is not subject to compulsory attendance. The minimum performance levels for high school students are: *Passing score as set by FLDOE on Reading FCAT or a score of 420 on the SAT, or a score of 18 on the ACT. *Students entering 9th grade 2009 and 2010 must have a passing score as set by FLDOE on Math FCAT, or a score of 340 on the SAT, or a score of 15 on the ACT. Students who entered 9th grade 2009 and 2010 Science Level II FCAT Student Performance Score *Students entering 9th grade in 2011-12 must pass the Algebra EOC *Students entering 9th grade 2012-13 must also pass EOCs in Algebra, Geometry and Biology *Writing 3.0 or above on FCAT Writing

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FCAT Reading Remediation (1003.428) Reading courses shall be designed and offered pursuant to the comprehensive reading plan required by 1011.62(8), F.S. (Explanatory Note: State Board Rule 6A-6.054, F.A.C.) The District Reading Plan establishes guidelines for placement in reading intervention and for progress monitoring. Progress monitoring must occur three times per year.). Additionally, 1003.4156 F.S. sets forth Reading Remediation Requirements for Middle School students.

Level 1, Diffluent Must be in a back to back block (Reading & Language Arts/English) with the same teacher Level 2, Diffluent Must be in a back to back block (Reading & Language Arts/English) with the same teacher Level 1, Fluent Must be in Intensive Reading Level 2, Fluent Must be scheduled for remediation via a content area course in which reading strategies are delivered. Reading courses shall be designed and offered pursuant to the comprehensive reading plan required by F.S.1011.62 (8) Middle grade students and high schools students who score a level I or II on FCAT reading but did not score below a Level III in the previous 3 years may be granted a one year exemption from the reading remediation requirement. An approved academic improvement plan must be signed by the school staff and the parent for the exemption to be granted.

If a student has been identified as having a deficiency in reading (Level 1 or 2 on FCAT Reading), the remediation plan must identify the following specific areas of deficiency: i. Phonemic awareness ii. Phonics iii. Fluency iv. Comprehension v. Vocabulary Remedial instruction provided during high school may not be in lieu of English and Mathematics credits for graduation. (F.S. 1008.25(4)(a)-(c). Additionally, remedial courses taken in Grades 9-12 may only be counted as elective credits. (1003.43 F.S.) Â

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FCAT Math Remediation (1003.4156 F.S. Middle School) & (1003. 428 General Requirements for High School Graduation) Students scoring Level 1 or Level 2 on FCAT Mathematics must receive remediation the following year. This remediation may be integrated into the student’s required mathematics course.

FCAT Writing Remediation Students who score lower than 3.0 on the grade 10 FCAT Writing 10 will be required to receive remediation through a core curriculum course, typically the English course.

Remediation for College and Career Readiness (SB1908 – 1008.30(3), Florida Statutes) The purpose of the College and Career Readiness Initiative is to provide a mechanism to identify potential college students who need remediation and provide that remediation while the students are still in high school. Eligible students will: 1. be in the eleventh grade, and 2. must have scored at levels 2, 3, or 4 on the mathematics portion of the 10th grade FCAT, or 3. must have scored at levels 2 or 3 on the reading portion of the 10th grade FCAT. *There is no GPA requirement.

College Readiness Testing & Remediation Courses Juniors at all 3 high schools will be provided the opportunity to participate in the College and Career Readiness Initiative. They will take the ACT and their scores on the ACT will be used by the high school to determine whether the student has the math and reading skills required for entrance in college credit classes. If students need remediation, the high schools will make available the following 4 college-readiness courses: 1. Math for College Success (course number: 1200410), .50 credit - elective, which essentially mirrors the non-college credit, postsecondary developmental course Elementary Algebra, MAT 0024, and is recommended for students entering 12th grade and scoring below “72” on the Math section of the CPT/Accuplacer, or below “440” on the SAT Math, or below “19” on ACT Math. a. A high school student who achieves the required exit pass score will not be required to repeat the equivalent postsecondary remedial course, MAT 0024, or be re-tested when enrolling at a public

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Florida community college/state college within 2 years of completion. b. Because of this, the same cut-score used for “passing” that has been adopted by the local community college/college/state college should be used by the high school. c. Successful completion/passing the course REQUIRES that students pass the state exit exam at the identified “cut-scores”.

This is per Section (s.) 1008.30. The college is the local repository for/custodian of the state exit exams. The colleges shall provide high schools with the same test forms used for MAT 0024 students at the college, on a semester-by-semester basis. d. Upon high school graduation, all institutions within the Florida College System will recognize successful completion as evidenced by a grade of “C” or better in the course.

2. Mathematics for College Readiness (course number: 1200700) 1.0 math credit. a. This course mirrors the 3 semester hour college credit, postsecondary “bridge” course, Intermediate Algebra, MAT 1033. b. This course is most appropriate for students entering twelfth grade and scoring between “72-86” on the Math section of the CPT/Accuplacer, or between “440-520” on the SAT Math or between “19-22” on the ACT Math. c. There is currently no standardized statewide exit exam for this course, however, in order to be eligible for subsequent enrollment in College Algebra, students will need to successfully complete this course with a grade of “C” or better, and achieve a score greater than “86” on CPT/Accuplacer, or score “520” or greater on SAT Math or “22” or greater on ACT Math. The college is responsible for administering the CPT/Accuplacer in a manner agreed upon with the District and specified in the IAA. d. To exempt any further assessment and/or prerequisite requirements, students must enroll in College Algebra within two (2) years of completing Mathematics for College Readiness 3. Writing for College Success (course number 1009370)

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.50 credit elective. a. This course is targeted for 12th graders whose placement scores are below the established cut score indicating that they are not "college-ready" in Writing. State Board Rule 6-A-10.0315 establishes the approved placement assessments and cut scores in the table below.

Placement Assessment Florida College Placement Test (CPT) SAT ACT

Cut Score, Writing 83 440 17

b. Successful completion of this course while in high school, will exempt students from further CPT testing/postsecondary remediation in writing if they enroll in a community college within 2 years of completion. Successful completion requires a grade of “C” or better in the course to include a passing score, as determined by the partnering postsecondary institution, on the Florida College Basic Skills Exit Test.

This is the same exit examination administered to students enrolling in the postsecondary developmental education writing course at the college.

4. Reading for College Success (course number 1608350) .50 credit – elective. a. This course is targeted for 12th graders whose placement scores are below the established cut score indicating that they are not "college-ready" in Reading. State Board Rule 6-A-10.0315 (attached) establishes the approved placement assessments and cut scores in the table below: Cut Score, Reading Florida College Placement Test 83 (CPT) SAT 440 ACT 18 Placement Assessment

b. Successful completion of this course while in high school will exempt students from further CPT testing/postsecondary remediation in writing if they 51

enroll in a community college within 2 years of completion. c. Successful completion requires a grade of “C� or better in the course to include a passing score on the Florida College Basic Skills Exit Test, as determined by the partnering postsecondary institution. This is the same exit examination administered to students enrolling in the postsecondary developmental education reading course at the college.

Parent Notification Each school must hold a parent meeting either in the evening or on a weekend to inform parents about the course curriculum and activities.

School districts shall provide each student in grades 6-9 and their parents with information concerning the three year and four-year high school graduation options listed in F.S. 1003.429(1), F.S., including the respective curriculum requirements for those options, so that the students and their parents may select the program that best fits their needs. The information shall include a timeframe for achieving each graduation option.

Parents of students who have a cumulative GPA of less than .5 above the cumulative GPA required for graduation at the end of each semester in Grades 9, 10, 11, and 12 shall be notified that the student is at risk of not meeting the graduation requirements. The notice, which in Putnam County, is printed on the Report Card, shall contain an explanation of the policies the district has in place to assist the student in meeting the GPA requirement. (1003.43 F.S.)

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Definition of Credit, Full Time students One full credit for high school graduation is defined as a minimum of 135 hours of instruction; one-half credit for high school graduation is defined as a minimum of 67.5 hours of instruction.

Performance-based criteria are in place for awarding credit to those students who progress through course standards in less than the 135 hours by demonstrating mastery of the course requirements and Next Generation Sunshine State Standards Procedures are in place to amend a school master schedule for additional time of instruction for students who may need the additional time to meet course requirements.

Students are required to be scheduled in an approved program of study the number of instructional periods offered at the school of attendance. In the event the student has attended four years starting at the ninth grade and needs additional credit for graduation, the student may be scheduled only for those courses (number of periods) needed for graduation.

The school district maintains a one-half credit earned system that includes courses provided on a full year basis. One-half credit shall be awarded if the student successfully completes either the first or the second half of a full year course but fails to successfully complete the other half.

A full credit shall be awarded if the student successfully completes either the first or the second half of a full year course but fails to successfully complete the other half of the course and the averaging of the grade in each half would result in a passing grade. The student shall successfully follow additional school board policies, such as class attendance, homework, participation, and other indicators of performance.

High school courses or programs excluded from credit awarding - No student may be granted credit toward high school graduation for enrollment in the following programs or courses: More than a total of 9 elective credits in remedial programs; more than one credit in exploratory career and technical education courses; more than three credits in practical arts, family and consumer sciences. Any level one 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 educational plan or student performance plan and signed by the principal, guidance counselor, and the parent or legal guardian if the student is not 18 years old or older.

Acceleration Mechanisms (1003.02 F.S.) At the beginning of each school year, parents of students in or entering high school must be notified of the opportunity and benefits of advanced placement, dual enrollment, and Florida Virtual School courses. 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

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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 is not be limited to: dual enrollment, early admission, credit by examination, Advanced Placement, Florida Virtual School.

It is the policy of Putnam County Schools to promote alternative methods for students to demonstrate competency in required courses and credits, special guidance support and advisement is provided for students who have been retained (1003.413 F.S.). Whenever available, it is also Putnam’s policy to promote Academies with applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs (1003.413 F.S.) Home Education students may participate in dual enrollment, career and technical dual enrollment, early admission, and credit by examination (1007.27 and 1007.271 F.S.). Credit earned by home education students through dual enrollment shall apply toward the completion of a home education program that meets the requirement of (1002.41 F.S.).

The Credit Acceleration Program (CAP) purpose is to allow students to earn high school credit in a course that requires a statewide, standardized EOC assessment if the student attains a specified score on the assessment. Notwithstanding s. 1003.436, F.S., definition of credit, the Putnam County 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, as defined in s. 1008.22, (3)(c) 5, on the corresponding statewide, standardized EOC assessment. The Putnam County School District shall permit a student who is not enrolled in the course, or who has not completed the course, to take the standardized EOC assessment during the regular administration of the assessment.

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Dual Enrollment The dual enrollment program is defined as the enrollment of an eligible secondary student or home education student in post-secondary course creditable toward a career and technical certificate, applied technology diploma, or an associate or baccalaureate degree. The superintendent of schools and president of the community college shall establish an articulation committee to develop a comprehensive interinstitutional articulation agreement for the school district. The district interinstitutional articulation must be completed prior to fall registration each year. This document outlines each institution’s responsibilities will serve as the early admission’s policy for our district. Students may take during school hours, after school hours, and during the summer term.

To qualify for dual enrollment, a student must: 1. Have completed 11 high school credits. Students with fewer than 11 credits may be eligible to enroll in on campus dual enrollment courses, should they be available.

2. Have a 3.0 unweighted GPA for academic dual enrollment, and/or 2.0 unweighted GPA for career certificate dual enrollment.

3. Have taken a college placement test: CPT, ACT or SAT. 4. Students must be enrolled in a Florida public secondary school or in a Florida private secondary school which is in compliance with F. S.1002.42 (2) and must be taking courses in a secondary curriculum pursuant to F. S. 1003.43. Students enrolled in postsecondary instruction that is not creditable toward the high school diploma shall not be classified as dual enrollment.

5. High school credit (.5 or 1.0 credit) for each dual enrollment course taken will be awarded in accordance with the annually published “Dual Enrollment Course-High School Subject Area Equivalency List.” The list is available at: www.fldoe.org/articulation. Upon receipt of the grades from the college, credit will be posted to the high school student’s academic history.

6. School districts and community colleges must weigh dual enrollment courses the same as advanced placement courses when grade point averages are calculated.

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7. The delineation of courses and programs available to students eligible to participate in dual enrollment must include a plan for the community college to provide guidance services to participating students on the selection of courses in the dual enrollment program. The process of community college guidance should make maximum use of the automated advisement system for community colleges.

The plan must assure that each dual enrollment student is encouraged to identify a postsecondary education objective with which to guide the course selection. At a minimum, each student’s plan should include a list of courses that will result in an Applied Technology Diploma, an Associate in Science degree, or an Associate in Arts degree. If the student identifies a baccalaureate degree as the objective, the plan must include courses that will meet the general education requirements and any prerequisite requirements for entrance into a selected baccalaureate degree program. *Early admission shall be in the form of dual enrollment through which eligible secondary students enroll in a postsecondary institution on a full-time basis in courses that are creditable toward the high school diploma and the associate or baccalaureate degree.

Students enrolled are exempt from the payment of registration, matriculation, and lab fees. Students participating in the early admissions to a college program must agree to participate in the district’s achievement testing program as a condition of approval by the District School Board. *Credit by Examination – Is a program through which post secondary credit is earned based on the receipt of a specified minimum score of nationally standardized general or subject area examinations. Minimum scores required for an award of credit are stated in the statewide articulation agreement.

Advanced Placement Secondary students are encouraged to enroll in Advance Placement courses offered at their high school. Advanced Placement is an Internationally Recognized program through the College Board. Post secondary credit for an AP course shall be awarded to students who score a minimum of the 3 on a 5-point scale on the corresponding AP exam.

Post secondary credit for a joint dual enrollment and advanced placement course shall be awarded as either dual enrollment or advance placement credit, based on student preference.

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Virtual School & Online Learning (1001.42 F.S.) Putnam County provides students with access to enroll in courses available through the Florida Virtual School and awards credit for successful completion of such courses. Access shall be available to students during or after the normal school day and through summer school enrollment. To be accepted for credit, all virtual, distance learning or correspondence study courses shall be approved in advance by the principal, or designee, in writing and taken under the direction of an accredited institution. Only those courses contained in the Florida Department of Education Course Code Directory will be accepted. *Putnam Virtual Curriculum - Elementary Full time virtual elementary students use Calvert.

Part TimeElementary students who score Level 4 or 5 on the FCAT in reading and /or math may take middle school virtual classes through FLVS. All elementary students interested in advanced courses should contact the principal or their designee *Virtual class requirement- Secondary Beginning with students entering Grade 9 in the 2011-2012 school year, at least one course within the 24 credits required must be completed through online learning.

However, an online high school level course taken during grades 6 through 8 fulfills this requirement. This requirement shall be met through an online course offered by the Florida Virtual School, an online course offered by the high school, or an online dual enrollment course offered pursuant to the district interinstitutional articulation agreement pursuant to s. 1007.235, F.S. A student who is enrolled in a full-time or part-time virtual instruction program under s. 1002.45 meets this requirement. * All secondary students in Florida may enroll in courses through the Florida Virtual School and receive credit for successful completion of such courses.

(1) FLVS courses taken during the day as one of the student’s 6 pds should be taken (when possible) through our NEFEC Franchise “My District Virtual.” Students and their parents may register at vsa.flvs.net.

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FLVS courses taken beyond the regular 6 pds should be taken through FLVS main site. Access shall be available to students during or after the normal school day, and through summer school enrollment. The student and their parent can register at vsa.flvs.net for Putnam Franchise courses. www.flvs.net for main FLVS courses.

Enrollment requires the approval of the student’s parents and high school counselor and/or principal.

To be accepted for credit, the course shall not duplicate a course where the student has already received credit, except on a forgiveness basis. Grade forgiveness policies apply only to courses where a grade of D or F was earned.

If a student takes an FLVS course and drops the course during the first 28 days of being activated into The Florida Virtual School, there will be no penalty reflected in the student’s academic history record. Requests to drop the course after the 28 day grace period will result in a failing grade being issued by The Florida Virtual School which will posted and calculated into the student's cumulative grade point average (GPA).

Grade Forgiveness Policy (1003.428(4)(d), F.S.) A student may repeat a course for grade forgiveness. Upon passing the course, the lower grade may be removed from the calculation of the grade point average.

All courses and grades, including all forgiven courses and grades, must be included on a student’s transcript as an accurate reflection of the student’s record of achievement.

Beginning with students entering Grade 9 in the 2000-2001 school year and each year thereafter, forgiveness policies for required courses shall be limited to replacing a grade of “D” or “F” or their equivalent with a grade of “C” or higher or its equivalent earned subsequently in the same or comparable course.

Forgiveness policies for elective courses shall be limited to replacing a grade of “D” or “F” or their equivalent with a grade of “C” or higher or its equivalent earned subsequently in another course.

Any course grade not replaced according to a district forgiveness policy shall be included in the calculation of the cumulative grade point average required for graduation. (Explanatory Note: Rule 6A-1.0955(3)(a)(7), F.A.C., requires each school district to keep a record of courses taken and a record of achievement, such as grades, unit, or certification of competence. Student records cannot be altered at any time unless it has been determined that the information is inaccurate or in violation of the privacy or other rights of the student. All courses and grades must be included on the student’s transcript. The authority for the school board to adopt a forgiveness policy does not provide the authority to alter a student’s record to delete the forgiven course and grade. The forgiveness policy authorization is for

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the express purpose of assisting students in meeting the requirement to attain a minimum grade point average necessary to graduate from high school. The board does not have the authority to purge a student’s record or to delete the first grade.

The only exception to these forgiveness policies shall be made for a student in the middle grades who takes any high school course for high school credit and earns a grade of “C,” “D,” or “F.” In such case, the district forgiveness policy must allow the replacement of the grade with a grade of “C” or higher, earned subsequently in the same or comparable course. In all cases of grade forgiveness, only the new grade shall be used in the calculation of the student’s grade point average. Any course grade not replaced according to a district forgiveness policy shall be included in the calculation of the cumulative grade point average required for graduation. F.S. 1003.428(4)(d) Auditing a Course A student may be allowed to audit a course based on the following procedures:

ii. Students will be approved to audit a course on a space-available basis. iii. Students taking a course for credit will take priority over a student seeking to audit a course. iv. Students auditing courses must attend class on a regular basis. v. No credit will be granted nor will homework and tests be required. vi. These students will be counted as full-time students for FTE purposes, as per Florida Statutes.

Graduation Schools shall provide each student in grades 6-9 and their parents with information concerning the high school graduation options listed in F.S.1003.429(1), including the respective curriculum requirements for those options, so that the students and their parents may select the program that best fits their needs. The information shall include a timeframe for achieving each graduation option. Each standard graduation option includes opportunities to take rigorous academic courses designed to prepare students for their future academic and career choices.

Students shall also have the option of early graduation once the student meets the standard graduation requirements. Eligible students who graduate mid-year may receive Bright Futures Scholarship awards during the spring term. Parents should contact the school principal or their designee for more information.

In order to graduate with a standard diploma, all students, regardless of the chosen graduation option, must earn a minimum final grade point average (GPA) of 2.0, on an unweighted 4.0 scale, and achieve a passing score on both the Reading and Math portions of the Florida Comprehensive Assessment Test® (FCAT) or an 59

equivalent concordant score on ACT or SAT (1008.22 F.S.) The math portion of the FCAT will not be given in 2011-12. Students taking Algebra I must earn a passing score on the Algebra I end-of-course exam. Students entering 9th grade 2012-13 will be required to pass the algebra, geometry, and biology EOCs to earn credit for the class.

Prior to each student’s graduation 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 such assessment. F.S. 1006.02.

District school boards are authorized to establish credit and GPA requirements for high school graduation in excess of the minimum state requirements; any increases in credit or GPA requirements shall not apply to students in grades 9-12 at the time of the increase. Any increase in academic credit or minimum grade point average requirements must not apply to a student who earns credit toward the graduation requirements for equivalent courses taken through dual enrollment.

(1003.43 F.S.). Although this right exists, Putnam is not exercising this right for the 2010-11 school year. In an effort to raise academic standards, Level I courses will only be offered to students on a limited basis. Additionally, under 1003.43 F.S Putnam must seek policies to assist students in meeting graduation requirements. These policies may include but are not limited to forgiveness policies, summer school or before or after school attendance, special counseling, volunteer and/or peer tutors, school-sponsored help sessions, homework hotlines, and study skills classes. High schools choosing to offer Level I courses (Such as Pre-Algebra) must request a waiver of policy from the School Board. Students who use a Level I course for substitution must have a written assessment of need in a Student Performance Plan for each student enrolled in the Level I course.

Graduation Option Selection Responsibility Students entering ninth grade in 2009-2010 and thereafter, must choose a graduation options. Putnam Couny District Schools shall provide each student in grades 6-12 and their parents with information concerning the three-year and four-year high school graduation options. The information will include a timeframe for achieving each option. Students will also be advised of eligibility requirements for state scholarship programs and post secondary admissions so they may select the appropriate diploma to match their academic and career goals. Regardless of which option students select, credits may be earned through applied, integrated and combined courses (if available.) (1003.428 F.S.) The selection of one of the graduation options listed in FS 1003.429(1) may completed by the student at anytime during the Grades 9-12, subject to requirements in FS 1003.429(2) Standard Curriculum Graduation Options: Type Length Credits Focus Award Traditional 4 years 24 College Prep/Standard Diploma Accelerated 3 years 18 College Prep Standard Diploma Accelerated 3 years 18 Career Prep Standard Diploma 60

Regardless of the option, and in addition to the credits required, a minimum GPA of 2.0 is required, as well as a passing score on FCAT (FCAT-2 beginning with Class of 2013) to meet Graduation Requirements for a 24 credit standard diploma. Students entering high school in the 2009-10 school year (Class of 2013) must pass the FCAT-2 Reading & the FCAT Mathematics Grade 10 for graduation. The 2010-11 school year and there after students must pass FCAT-2 for reading and attain a passing score on the end of course exams designated by the state.

Selection of one of the graduation options listed in F.S.1003.428 & 429 must be completed by the student prior to the end of grade 9 and is exclusively up to the student and parent, subject to the requirements in F.S.1003.429 (2). PCSB Form “Putnam Graduation Option Declaration Form” should be completed for any student wishing to pursue one of the accelerated 18 credit diploma options. The default graduation option for students is the 24 credits Standard Diploma as specified in 1003.428-99 If the student and parent fail to select a graduation option, the student shall be considered to have selected the Standard Diploma consisting of 24 credits as specified in F.S.1003.428-99. *Monitoring and Advising. Each high school will conduct an annual review of each high school student’s electronic personal education plan created pursuant to s. 1003.4156, F.S. , additionally, high school guidance departments will establish procedures for high school students who have not prepared an electronic personal education plan pursuant to s. 1003.4156, F.S., to prepare such plan (1003.413 F.S.). *Elective Courses excluded from earning credit toward high school graduation. No student may be granted credit toward high school graduation for enrollment in the following courses or programs (1003.43 F.S.): 1. More than a total of nine elective credits in remedial programs.

2. More than one credit in exploratory vocational courses 3. More than three credits in practical arts family and consumer sciences classes.

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4. Any Level 1 course (such as PreAlgebra) unless the student’s assessment indicates a more rigorous course of study would be inappropriate, in which case a written assessment of the need must be included in the individual educational plan or student performance plan and signed by the principal, guidance counselor, and the parent if the student is not 18 years or older.

Traditional, Four-Year, 24 Credit Standard Diploma for students who entered high school in the 2009-10 school year (Class of 2013) on track Seniors). Requires the successful completion of a minimum of 24 credits (F.S.1003.428-30).

The 24 credits may be earned through applied, integrated, and combined courses approved by the Department of Education as follows: *4 credits in English *4 credits in Math, one of which must be Algebra I, a series of courses equivalent to Algebra I, or a higher-level mathematics course.

The district suggests that the 4 credits include geometry and Algebra II. (For students entering 9th grade in the 2006-07 school year or before, only 3 math courses are required for graduation). Alternative methods to attain Algebra I credit: • • •

Option 1 – Applied Mathematics I & Applied Mathematics II Option 2 – Integrated Math I & Integrated Math II Option 3 – Algebra Ia & Algebra Ib

*3 credits in science, two of which must have a laboratory component. *3 credits in social studies as follows: 1 credit in American history; 1 credit in world history; ½ credit in economics; and ½ credit in American government.

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*1 credit in the fine arts, speech, debate, or a practical arts course that incorporates artistic content and techniques of creativity, interpretation, and imagination. Eligible practical arts courses are identified in the annual Course Code Directory. (For students entering 9th grade in the 2006-07 school year or before, the requirement could be satisfied by either 1.0 in performing arts, or 1.0 credit in practical arts, or .50 credit in each). *1 credit in physical education to include integration of health. This can be accomplished through a HOPE course or by taking Personal Fitness for .50 credit and any other PE. (For students entering 9th grade in the 200607 school year or before, 1.5 PE credits are required for graduation: .50 in Health, .50 in Personal Fitness, and .50 in any PE).

PE Waivers and Substitutions: •

Sports: 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, developed by the Department of Education, with a score of “C” or better.

A district school board may not require that the one credit in physical education be taken during the 9th grade year.

•

Band or Dance/Flags: Completion of one semester with a grade of “C” or better in a marching band class, in a physical activity class that requires participation in marching band activities as an extracurricular activity, or in a dance class shall satisfy one-half credit in physical education or one-half credit in performing arts. This credit may not be used to satisfy the personal fitness requirement or the requirement for adaptive physical education under an individual education plan (IEP) or 504 plan.

•

ROTC: Completion of one semester of R.O.T.C. with a grade of “C” or better will satisfy a .50 credit of P.E., this cannot be used for satisfaction of Personal Fitness.

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 individual education plan (IEP) or 504 plan. A student may meet the LMS credit graduation requirement by earning credits in ROTC I and II.

•

*8 credits in elective courses selected by the student as part of the education plan required by S. 1003.4156, F.S. Elective courses are selected by the student in order to pursue a complete education program as described in S. 63

1001.41(3), F. S. and to meet eligibility requirements for scholarships.

Accelerated High School Graduation/Diplomas Students may choose one of two three-year accelerated programs, allowing them to graduate from high school in 3 years. A student who meets all requirements prescribed in S. 1003.429(1) and (6) shall be awarded a standard diploma. A student who meets all requirements prescribed in s. 1003.429(1) and (6), F.S., shall be awarded a standard diploma in a form prescribed by the State Board of Education. (Explanatory Note: Students selecting one of the three-year programs must be treated equally with students graduating via the minimum 24-credit general high school graduation program in all ways, including eligibility for valedictorian, salutatorian, Talented 20, and Bright Futures. A school district may, however, choose to recognize a valedictorian and a salutatorian from each graduation program. Students graduating in cannot be excluded from activities traditionally provided for graduating students during their anticipated graduation year. (1003.428 F.S.) For students who want to choose a three-year accelerated graduation program described in F.S. 1003.429(1) b or (1) c, the following requirements must be met during 9th grade: *The student and parent must meet with the Principal or designated school personnel to hear an explanation of the requirements, advantages, and disadvantages of each graduation option. *The student shall submit to the high school principal and guidance counselor a signed “Putnam Graduation Option Selection Form� with parental consent to enter the 3-year accelerated graduation program. This written consent must be received by the school prior to the student entering 10th grade. *The student shall have achieved at least an FCAT reading achievement level of 3, an FCAT mathematics achievement level of 3, and FCAT writing score of 3 on the most recent assessments taken by the student. *The district school board may not establish requirements for accelerated three-year high school graduation options in excess of the requirement in S. 1003.429 (1)(b), F.S., three-year standard college preparatory program, and in S. 1003.429, F.S., three-year career preparatory program. (1003.429 F.S.).

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18 Credit College Prep Diploma Students entering 9th grade in 2006-07 and thereafter must attain a weighted 3.5 GPA for the College Prep 18 Credit Diploma option.

Failure to maintain a cumulative weighted grade point average of 3.5 will result in student reverting back to 24-credit plan. The number of English, math, science, social science, foreign language, and elective credits within the three-year standard college preparatory program aligns with the minimum state university admissions standards listed in current law. High school counselors must continue to encourage students interested in pursuing university studies to take the designated courses within these categories regardless of whether students choose the three or fouryear graduation option.

The student shall have earned a minimum of 18 credits in grades 912 (and high school credits earned in eighth grade) which must include the following: 4 English 4 Mathematics (to include Algebra I or above) 3 Science (2 of which must have a lab component) 3 Social Studies as follows: 1 Credit in American History 1 Credit in World History 1/2 Credit in Economics 1/2 Credit in American Government 2 Foreign Language - Same Language both years.

American Sign Language will counts as a foreign language.

If the student is a native speaker of or can otherwise demonstrate competency in a language other than English, the student may replace the language requirement with two credits in other academic courses; and three credits in electives.

2 Electives At least 6 of the 18 credits required for this program must be received in classes that are dual enrollment; advanced placement; or specifically listed or identified by the Department of Education as rigorous pursuant to section 1009.53(3), Florida Statutes; or weighed by the District School Board for class ranking purposes (honors).

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18 Credit Career Prep Diploma The student shall have earned a minimum of eighteen 18 credits in grades 9-12 (and high school credits earned in eighth grade) and maintain a 3.0 on a 4.0 scale, which must include the following: 4 English 4 Mathematics (to include Algebra I or above) 3 Science (2 of which must have a lab component) 3 Social Studies as follows: 1 credit in American History 1 credit in World History 1/2 Credit in Economics 1/2 Credit in American Government Career/Technical Education Three credits in a single vocational or career education program and I elective, or 3 credits in career education and technical certificate dual enrollment and I elective, or 4 credits in vocational/ career education (including 3 in a sequential program.

Students pursuing accelerated three-year high school graduation are required to: Complete the designated, required courses specified in F.S. 1003.429.

Earn passing scores on the FCAT as defined in S. 1008.22(3)(c), F.S., or scores on standardized tests that are concordant with passing scores on the FCAT as defined in S. 1008.22(9), F.S. (also 1003.428 F.S.) *Achieve the specified cumulative weighted grade point average of 3.5 on a 4.0 in the courses required for the college preparatory accelerated three-year high school graduation option specified in S. 1003.429(1)(b), F.S.; *Or Achieve a cumulative weighted grade point average of 3.0 on a 4.0 scale or its equivalent in the courses required for the career preparatory accelerated three-year high school graduation option stated in S. 1003.429(1)(c), F.S. A student who selected one of the accelerated three-year graduation options shall automatically move to the four-year program stated in S. 1003.43, F.S., per 1003.438 F.S. if the student *Wants to switch to 24 credit option, or

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*Fails to earn five credits by the end of grade 9 or *Fails to earn 11 credits by the end of grade 10, or *Does not achieve a score of 3 or higher on the grade10 FCAT Writing Assessment, or *By the end of grade 11 does not meet the requirements of F.S. 1003.429(1) and (6).

SB4 High School Graduation & End of Course Exams (EOC) SB4 is a high school graduation initiative that increases the high school graduation requirements, beginning with students entering grade 9 in the following years, to include: a. b. c. d. e.

Algebra I and Geometry for 2010-11 school year Biology I for the 2011-2012 school year; Algebra II for the 2012-2013 school year; and Chemistry or physics for the 2013-2014 school year; An equally rigorous science course for the 2013-14 school year

The following chart show the phase in schedule for new graduation requirements and EOCs:

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High School Equivalency Diploma & GED Special assistance to obtain a high school equivalency diploma pursuant to s. 1003.435, F.S., should be avoided whenever possible. Students will be informed that the successful completion of the GED Exit Option beginning in 2010-11 school year and thereafter will result in the award of a “State of Florida High School Equivalency Diploma.” According to the Florida Statute, the equivalency diploma will have equal status with other high school diplomas for all state purposes, including admission to any state university or community college.

Per Florida Statute 1003.435, the GED Exit Option program gave students an option to earn a diploma instead of dropping out of school. The GED Exit Option Program is availabl for students already more than a year behind their 9th grade cohort. Students enrolled in the GED Exit program are classified as 12th grade regardless of credits earned. *To be admitted to the GED exit option program, the student must first score a 7.0 TABE Reading level. The student must also score a 9.0 to take the GED Exam. *Successfully pass the FCAT, SAT, or, ACT. *Successfully pass the General Educational Development (GED) Test. *Successfully completed a minimum of three credits in a specific job prep program. This will include credits earned in a dual enrollment technical program. *Meet the age appropriate requirement - Students cannot graduate prior to 13 years from the time they normally would have enrolled in kindergarten. *According to School Board Policies and State Law, a candidate must be 18 years of age to take the General Educational Development (GED) Examination. Persons meeting the following qualifications may sit for the GED exam.

All applicants must:

*Reside in Florida at time of application. Specifically, the student must reside in Putnam County. If not living in Putnam County, his/her high school must request the testing.

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*Possess and show the state required identification (Social Security Card or photo identification issued by the Florida Driver’s License Bureau). *Not hold a high school diploma. *Pay the appropriate GED Exam application fee. GED fee schedule will follow the guidelines as outlined by Florida State Board of Education Rule 6A-6.021(3). *Complete the state approved application form during publicized application period for each GED exam. *Be of age 18 at the time of application.

In extraordinary cases, students 16 & 17 years of age may take the test if they meet the above requirements 1-5, as outlined above for adults 18 or older and meet any one (1) of the additional following criteria: *if they are a parent; *if they are an inmate; *if they suffer emotional, physical, disciplinary, or other exceptional circumstances, as determined by Superintendent of Schools or his designee.

the

Additionally, students aged 16 & 17 must: *be recommended by the teacher or appropriate adult education staff. *take the GED predictor test *Provide a letter signed by the superintendent verifying that he/she meets hardship requirements. Written explanation of these circumstances must be included, stating that Adult Education is a more appropriate placement for the student.

This letter must be presented by the student’s principal to the Director of Adult Education & then to the Superintendent for signature. *be withdrawn withdrawn from his/her last attended elementary, middle or high school.

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Alternate options for high school diplomas

*High School Site Diploma.

A student who has previously been awarded a Certificate of Completion from their high school in lieu of a regular high school diploma by virtue of failure to pass FCAT or attain a 2.0 GPA may be awarded a regular high school diploma upon retaking and passing the FCAT or upon retaking a course(s) to bring their GPA up to a 2.0. These students would have been withdrawn as (W8A) from one of our 3 high schools. FCAT retakes will only be administered at the 3 high schools. The students will actually retake the FCAT at their former high school. Legislation requires that students who have met all requirements for the standard high school diploma except for earning passing scores on the Grade 10 FCAT or an approved alternate assessment by the end of 12th grade be provided the following opportunities: *Upon receipt of a Certificate of Completion (W8A only), the student will be allowed to take the Common Placement Test (CPT) and be admitted to remedial or credit courses at a state community college. *Upon notification the high school will re-enroll the student for one day so that posting of the credit or FCAT score can be done. The high school will then, the same day, withdraw the student as a graduate. The high school principals will request/order a diploma for the student from the district office. Date of graduation on diploma will be the date the student met the diploma requirement Putnam County School District Diploma Students have the opportunity to participate in an adult general education program, as provided in F. S. 1004.93, for such time as needed to master English, reading, mathematics, or any other subject required for high school graduation. *Students attending adult instruction are exempt from any requirement for the payment of tuition and fees, including lab fees. *Students 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. *The one credit in physical education is not required for graduation in adult ed and shall be substituted with an elective credit keeping the total credits consistent with the 24 credits. Additionally, in adult ed, the lab requirement for science classes will be waived (1003.43 F.S.).

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*The district superintendent shall be responsible for notifying all students of the consequence of failure to receive a standard diploma, including the potential ineligibility for financial assistance at postsecondary educational institutions. *5th Year Seniors/5th Year of High School Any student who is unable to complete the necessary requirements of Putnam County and the State of Florida in the mastery of the performance standards and the FCAT may remain in the secondary school for one (1) additional year. Exceptions to this policy may be made by the school principal in extreme circumstances. The student may attend on either a full-time or part-time basis and receive special instruction designed to remedy his/her deficiencies *Certificate of Completion Regular Students who have successfully completed all the credit requirements for graduation but have not passed the FCAT and/or achieved a 2.0 grade point average are eligible for a certificate of completion (F.S. 1003.428). Any student who is entitled to a certificate of completion may elect to remain in the secondary school either as a fulltime or part-time student for up to one additional year and receive special instruction designed to remedy his or her identified deficiencies. A student who has received a certificate of completion who subsequently meets the requirements for a standard high school diploma shall be awarded a standard diploma whenever the requirements are completed.

ESE students who successfully complete district credit requirements, but who have failed to either pass FCAT or attain a 2.0 GPA are eligible for a certificate of completion (F.S. 232.246 (9).

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*CPT – Certificate of Completion The CPT Certificate of Completion is available to all students who meet all requirements to graduate with a standard diploma via the 24-credit traditional high school graduation program (18 credit student are not eligible) except earning passing scores on Grade 10 FCAT. Students should be encouraged to request that a copy of their high school transcripts be sent to the community college they plan to attend. College admissions officers may also request a letter from the high school to verify that the student meets the CPT-eligible requirements.

Diploma Designations All Standard diplomas are eligible to have a special designation sticker applied to the paper diploma. There are 4 designations which can be earned: * MAI: A designation of the student’s major area of interest pursuant to the student’s completion of 4 credits in one major area of interest as provided in s.

1003.428, F.S.

* College Readiness: A designation reflecting completion of four or more accelerated college credit course if the student is eligible for college credit pursuant to s. 1007.27, F.S., or s.1007.271, F.S., in Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, or dual enrollment courses. The Commissioner of Education shall establish guidelines for successful passage of examinations or coursework in each of the accelerated college options. (Explanatory Note: Refer to Rule 6A1.0995, F.A.C., Form of High School Diplomas and Certificates of Completion.) * Industry Certification: A designation reflecting the attainment of one or more industry certifications from the list approved by Workforce Florida, Inc., under s. 1003.492, F.S.

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* RTW Credentialed: A designation reflecting a Florida Ready to Work Credential in accordance with s. 1004.99, F.S. Additionally, School Boards may attach a Florida Gold Seal Career and Technical Endorsement to a standard diploma or award differentiated diplomas to those exceeding the prescribed minimums. (1003.43 F.S.).

Honor Graduate Status Honor graduate status will be determined based on final locally weighted GPA. Students not meeting the honor graduate criteria after their 7th semester are still eligible if their final locally weighted cumulative GPA qualifies them for eligibility. *Per F.S. 1007.271 and 1007.272, college-level dual enrollment courses must be weighted the same as honors and advanced placement courses when weighted grade point averages are calculated for class ranking purposes. In Putnam County, dual enrollment, honors and Advanced Placement courses are weighted an additional 1.0, with a 5.0 being possible on a 4.0 scale. Honor Graduate levels are based on weighted GPA at either the end of the 7th or 8th semester: Summa Cum Laude Magna Cum Laude Cum Laude

4.00 and up 3.75 – 3.999 3.5 – 3.749

The classifications as valedictorian and salutatorian are no longer used in Putnam County. Putnam Guidance departments will no longer compile an aggregate (complete listing) of students by rank for college admissions, scholarships, financial aide, etc.; instead, a percentile ranking based on weighted GPA will be used (Top 3%, 5%, etc.).

Bright Futures Scholarships In order to qualify as a Florida Bright Futures Scholarship recipient, a student must complete the current minimum requirements as prescribed by the State Board of Education Rules and Florida Statutes. The Bright Futures Scholarship Program is the umbrella program for 3 state funded scholarships based on academic achievement of high school students: Florida Academic Scholars, Medallion, and the Gold Seal Vocational Scholars awards. Each of the three scholarship awards within the Bright Futures Program has specific criteria that must be met. However, to be eligible for an initial award from any of the three types of scholarships, a student must:

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a. Complete a Bright Futures Scholarship Program Student Authorization Form by spring graduation. Students need to go on line and complete the application form (FFAA), which is the Florida Financial Aid Application. b. Be a Florida resident. c. Earn a Florida standard high school diploma or its equivalent. d. Be accepted by and enrolled in an eligible Florida public or independent postsecondary education institution & use the award within 3 years of graduation. e. Enroll in a postsecondary education institution in Florida for at least six semester credit hours or the equivalent. f. Not have been found guilty of, or pled no contest to, a felony charge. *If a student opts for one of the 18 credit, three-year graduation options, they can still meet the requirements and be eligible for a Florida Bright Futures Scholarship. Specific details are available on the Bright Futures website at www.MyFloridaEducation.com/brfuture.

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Academic Eligibility for Athletics & Extra-Curricular Activity Participation

Since representing a school in extracurricular activities is a privilege, only students meeting requirements established by their club, school, or the district will be eligible to serve as a representative of their school.

Middle School Failure in more than one core subject during a 9 week grading period will cause a student to be ineligible for practice and competition during the following 9 week grading period. The student needs a 2.0 GPA as well as satisfactory conduct, as determined by the principal, for the previous 9week period.

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High School Eligibility for high school athletics is governed by NCAA and is based on an 18 week semester. A student in 9th through 12th grades must maintain a 2.0 cumulative grade point average the prior semester to be academically eligible to participate in FHSAA sports. If a student in the 9th or 10th grade falls below the 2.0 cumulative grade point average requirement, the student will be allowed, on a semester-by-semester basis, to participate if the student earns a 2.0 grade point average on courses taken in the previous semester alone.

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College NCAA Initial Eligibility Guidelines Information about NCAA eligibility may be found at www.eligibilitycenter.org. Student-athletes who hope to attend and compete at a Division I or Division II school need to be informed of NCAA freshman eligibility standards and rules.

The following Putnam County courses are approved by NCAA for use in establishing the initial-eligibility GPA certification status of studentathletes: English English I, English I H, English II, English II H, English III, English III H, English IV, English IV H, AP Language & Comp., AP Literature, Journalism I-V, Speech, Writing I, Writing II Math Algebra I, Algebra I H, Algebra IA (.50 rather than 1.0), Algebra IB (.50 rather than 1.0), Applied Math I .50 only, Applied Math II .50 only, Integrated Math I-III, Algebra II, Algebra II H, Geometry, Geometry H, PreCalculus, AP Statistics, AP Calculus Science Integrated Science I-III Standard and Honors, Physical Science, Physical Science H, Earth Space Science, Earth Space Science H, Environmental Science, Environmental Science H, Marine Biology, Marine Science, Biology, Biology H, Anatomy & Physiology H, AP Biology, Physics, Physics H, Chemistry I, Chemistry I H, Chemistry II History: World Cultural Geography (.50), World History, World History H, U.S. History, U.S. History H, American Government, American Government H, Economics, Economics H, AP American Government, AP Macro & Micro Economics, Psychology, AP Psychology, Sociology, AP U.S. History, AP World History ADDITIONAL CORE COURSES Foreign Languages: Spanish 1 French I Spanish 2 French II Spanish-AP

Latin I Latin II

Academic Signing Day. SB206 Encourage district school boards to adopt policies and procedures for an “Academic Scholarship Signing Day� on the third Tuesday in April for every year. On this day, high school seniors would sign a letter of intent to attend a postsecondary educational institution and accept a postsecondary academic scholarship.

Putnam District School board will consider adopting a policy for Academic Scholarship Signing Day in April , and the years thereafter.

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III.

Exceptional Student Education A.

ESE Instruction and Accommodations 1.

Putnam County School District shall provide accommodations in courses to assure exceptional students the opportunity to meet the graduation requirements for a standard or special diploma.

2.

Accommodations in basic courses shall not include modifications to the benchmarks from the Next Generation Sunshine State Standards or Florida course descriptions. Modified Occupational Completion Points guidelines will be used when providing accommodations in career and technical education courses. Refer to Modified Occupational Completions point’s manual. Any accommodations to courses or Standardized Testing Procedures must be stated on the student’s IEP. Each of the student’s teachers will have knowledge of and access to the student’s IEP. If an exceptional student needs modifications to the benchmarks for Next Generation Sunshine State Standards, the Next Generation Sunshine State Standards or basic course descriptions, then Florida courses for Exceptional Student Education shall be used.

3.

Accommodations provided in basic, career and technical education, or career and technical education courses may include but are not limited to any of the following: a) b) c)

The instructional time may be increased or decreased.

Instructional methodology may be varied.

Special communications systems may be used by the teacher or the student.

d)

Accommodations to classroom and district test administration

e)

procedures and other evaluation procedures may be utilized as specified the student’s IEP. Modified Occupational Completion points will be utilized as appropriate.

Basic, career and technical education, and career and technical education courses shall be accommodated to assure exceptional students the opportunity to meet requirements for their diploma.

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4.

When providing accommodations in basic courses, the school district shall use one of the following strategies: a) Assignment of the exceptional student to an exceptional education class for instruction in the basic course with the same benchmarks Next Generation Sunshine State Standards or Florida course descriptions as those required of non-exceptional students in the district student progression plan. b) Assignment of the exceptional student to a basic education class for instruction with accommodations to meet the student’s needs.

The IEP Team shall determine which of these strategies to employ based on an assessment of the student’s needs and shall reflect this decision in the student’s individual education plan. ESE courses are multiple credit courses.

Exemptions may be made by district Special Diploma Committee.

b. Diploma Selection. As a part of the middle school to high school transition process prior to entering the freshman year in high school or at age 14, whichever is sooner, students and parents will be invited and encouraged to participate in a diploma options conference. At this time, diploma options and requirements will be explained to the parent and student. The parent and student will be required to choose one of the following options at that time. i. Standard High School Diploma with possibility of ESE FCAT WAIVER – requires 24 credits as described under standard diploma requirements.

The requirements of F.S.1003.429, Accelerated high school graduation options, are applicable to students with disabilities working towards a standard diploma. The standard diploma will be awarded to any student who has satisfactorily completed the high school program and has met all state and local requirements. ii. Special Diplomas, Options I-IV (See III, D)

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c. FCAT Participation, Accommodations & Waiver for 12th graders The general expectation of state and district assessment systems is that all students participate in assessment for accountability purposes. However, a student’s disability and characteristics may be such that assessment programs may not be appropriate for that individual student. The decision to exempt a student from district and/or state assessment must be made at the IEP meeting and reflected on the IEP. If exemption or exclusion is the decision, the rationale should be included on the IEP, and decisions revisited annually.

1. Exemption may be permitted only when the following criteria are met: a)

Does the student have a significant cognitive disability?

b)

Is the student unable to master the grade-level, general state content standards even with appropriate and allowable instructional accommodations, assistive technology, or accessible instructional materials?

c)

Is the student participating in a curriculum based on Sunshine State Standards Access Points for all academic areas?

d)

Does the student require extensive direct instruction in academics based on access points in order to acquire, generalize, and transfer skills across settings?

2. Parent Notification of Non-Participation. If a student does not participate in the statewide assessment, the district must notify the student’s parent and provide the parent with information regarding the implications of such nonparticipation. If modifications are made in the student’s instruction to provide accommodations that would not be permitted on the statewide assessment tests, the district must notify the student’s parent of the implications of such instructional modifications that would not be permitted on the statewide assessments and must acknowledge in writing that he or she understands the implication of such accommodations.

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3. Accommodations for students taking district and state assessments are authorized for certain exceptional students. These accommodations must be documented on an appropriately executed IEP, and based on the individual needs of the student(s) being evaluated. The accommodations must align with current instructional accommodations and accessible instructional materials used regularly by the student in the classroom.

Standardized test accommodations will be as specified in the test publisher’s manual. State rules provide the basis for accommodations in Florida’s statewide assessment system for students with disabilities. In addition, the test administrator’s manual for each statewide assessment provides a listing of allowable accommodations that can be used for students with disabilities.

Such accommodations include: a. Presentation. The student may be administered any statewide assessment through the following presentation formats: i. Regular print versions of the test may be enlarged through mechanical or electronic means. ii. The district test coordinator may request large print versions.

iii. Braille versions may be requested for students who use Braille materials. Some test items may be altered in format for Braille versions of the test authorized by the Department. Test items that have no application for the Braille reader will be deleted as authorized by the Department. Student performance standards that cannot be assessed in the Braille format will be deleted from the requirements of s.299.57.F.S. iv. Signed or oral presentation may be provided for all directions and items other than reading items. Reading items must be read by the students through visual or tactile means. v. The student may use means to maintain or enhance visual attention to test items. vi. Visual magnification and auditory amplification devices may be used. For students with visual impairments, an abacus may be used vii. Presentation formats not covered by this rule may be requested through the Department of Education and will be provided, as appropriate, upon approval from the Commissioner of Education.

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b. Responding. The student may use varied methods to respond to the test, including written, signed, and verbal response. Written responses may include the use of mechanical and electronic devices. A test administrator or proctor may transcribe student responses to the format required by the test. Transcribed responses must accurately reflect the response of the student, without addition or edification by the test administrator or proctor. If the purpose of the assessment requires complex computation, calculators may be used as authorized in the test administration manual. A calculator may not be used on assessments of basic computation as specified in the test administration manual. c. Scheduling. The student may be administered a test during several brief sessions, allowing frequent breaks during the testing sessions, within specifications of the test administration manual. Students may be provided additional time for the administration of the test.

Extended time is not unlimited time; extended time should align with accommodations used regularly in the student’s classroom instruction and assessment activities. d. Setting. The student may be administered a test individual or in a small group setting, and may be provided with adaptive or special furniture, lighting, or acoustics. e. Assistive devices. Technology may be used without accessing spelling or grammar checking applications for writing assessments and without using speech output programs for reading items assessed. Other assistive technology typically used by the student in classroom instruction may be used provided the purpose of testing is not violated. Implementation of assistive devices must assure that test responses are the independent work of the student.

Unusual circumstances of accommodations through assistive devices must be approved by the Department of Education before use.

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4. FCAT Waiver – Based on Enhanced New Needed Opportunity for Better Life and Education for Students with Disabilities (ENNOBLES), our district assures that it provides instruction to prepare students with disabilities to demonstrate proficiency in the skills and competencies necessary for successful grade-to-grade progression and high school graduation. A student with disabilities may receive a standard high school diploma without passing all or parts of the FCAT, if the following conditions are met: 1. First, the student has to have a current IEP, and the FCAT must be listed as the graduation test.

2. Secondly, the student must have received 24 credits/courses, met the 2.00 GPA requirement, and also had taken the FCAT once in grades 10 and 11, not receiving a passing score, and the student achieved any other district criteria. It is strongly encouraged that students have participated in district sponsored remediation programs, prior to granting a waiver.

3. Through a formal IEP meeting (not reevaluation review), the IEP team is required to determine and document on the DOE prescribed form. Waiver of FCAT Graduation requirement for Students with Disabilities,” that the FCAT cannot accurately measure the student’s abilities, taking into account all allowable accommodations.

4. In addition, the Superintendent/designee shall review the IEP team decision and signoff on all cases where the FCAT is waived.

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5. Factors the IEP team would consider may include, but would not be limited to: a) Were classroom accommodations different than the FCAT accommodations for the student? b) Was the student in the proper course? c) Did the student take regular sunshine state standards and are the student’s grades and classroom performance reflective of mastering the SSS? d) What has been the student’s past performance on FCAT? 5. Did the student take other standardized tests such as ACT or SAT?

6.

FCAT Waiver Decision. The parent shall be notified of the IEP team decision, by way of copy of the sample Notice, provided by DOE. All applicable due process procedures apply, since the parent can challenge an IEP decision through a due process hearing.

ESE DIPLOMA Special Diplomas (Options I-IV) A student who has been classified as a student who has an intellectual disability; an autism spectrum disorder; a language impairment; an orthopedic impairment; an other health impairment; a traumatic brain injury; an emotional or behavioral disability; a specific learning disability, including, but not limited to, dyslexia, dyscalculia, or developmental aphasia; or students who are deaf or hard of hearing or dual sensory impaired shall not be required to meet standard high school graduation requirements (F.S. 1003.43) and, upon meeting the requirements prescribed by the school board pursuant to F.S. 1008.25, shall be awarded a special diploma.

ESE students have several diploma options available. The Options for Special Diplomas are as follows: 1. Option I – The following are required: a. Obtain cumulative grade point average of 2.0 or higher for graduation. b. Obtain certain level of performance as specified on the Individual Education Plan. c. Passing of the FCAT is not required. d. Earn 20 credits. (2 English, 1 Reading, 2 Math, 2 Social Studies or Social Sciences, 2 Science, 12 electives)

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2. Option II, Work Experience Diploma – At least 1 semester The following are required: a. Master the employment and community competencies in the training plan developed by student, Employer, School Coordinator (teacher). b. Master all of the annual goals and short-term objectives on the Individual Education Plan (IEP) related to employment and community competencies in the graduation plan. c. Passing of the FCAT is not required. d. Master identified employment and community competencies in the three job prep courses (Career Preparation, Career Experiences, Career Placement). e. Be successfully employed at or above minimum wage for a minimum of one semester (On-The-Job Training = 90 hours, 1/2 credit). f. Earn minimum of twelve (12) credits. (1 Math, 1 English and 2.5 credits in job preparation courses: Career Preparation, Career Experiences, and Career Placement.) The other 7-1/2 credits earned as electives. Career and technical education courses are highly recommended. g. Be at least 17 at the time of graduation. No student may graduate before his/her class. This is the class year the student enrolled in kindergarten.

3. Option III, Primarily Supported/Participatory The requirements for this diploma option are as follows: a. 24 credits. (See below) • Employment: 1-3 credits in job Pre courses: may include Career Prep, Career Exp or Career Placement • 4 – 8 Electives b. Passing FCAT is not required. c. Access Points for NGSSS and IEP documentation. d. Students may not graduate before KG cohorts. e. Supported levels 9-12/9 Minimum 16 supported credits to include: i. ii. iii. iv. v. vi.

Academic Skills for Functional Living Communication Skills for Functional Living Personal & Home Skills for Functional Living Leisure & Recreation Skills for Functional Living Community & Social Skills for Functional Living Appropriate Access Courses

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f. Participatory Levels 9-12/9 Minimum 16 participatory credits to include: i. ii. iii.

iv. v.

Cognitive & Linguistic Skills Life Sustaining & Environmental Interaction Skills Leisure/Recreation Skills for Improvement of Quality of Life Developmental-Functional Motor & Sensory Skills Appropriate Access Courses

4. Option IV – Employment a. Prior to selecting this diploma option, student must be 17 years of age and must have completed 4 credits in regular academic, Technical/Career, or ESE classes. b. Master all the employment and community competencies in the training plan developed by the student, employer, school coordinator (teacher) c. Master all of the annual goals and short-term objectives on the IEP related to employment and community competencies in the graduation plan. d. One semester full-time paid employment, minimum 32 hours a week at or above minimum wage. e. Student must be approved by District Special Diploma Committee 5. SPECIAL CERTIFICATE OF COMPLETION Any exceptional student who is unable to meet minimum graduation requirements may be awarded a special certificate of completion. The student must be 17 at time of graduation and may not graduate before their KG cohort. The special certificate of completion does not carry any of the privileges of a standard high school diploma.

d. ENNOBLES provisions for transition to post-secondary education allow for the following to take place for students with disabilities: A student who has been awarded a special diploma or a certificate of a completion is eligible to enroll in certificate career education programs, and a student with a documented disability may be eligible for reasonable substitutions as prescribed in F.S.1007.264 and 1007.265.

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Any student with a disability, except for those who have intellectual disabilities, shall be eligible for reasonable substitutions for graduation, for admission into a program of study, or for entry into the upper division, where documentation is provided that the person’s failure to meet the admissions criteria is related to the disability, and where failure to meet the graduation requirements or program admission requirements does not constitute a fundamental alteration in the nature of the program.

e. PASSING OF FCAT IS NOT REQUIRED i. Standard Diploma to any Special Diploma Option 1. Documentation of student’s performance level based upon the requirements for a Standard Diploma.

2. Conference with ESE teacher, parent, student, and others as appropriate to discuss options and merits of each diploma, with new IEP written if a change is made.

3. Diploma Option (13n) signed by student and parent. ii. Special Diploma to Standard Diploma Option 1. Documentation of student’s performance level 2. Conference with ESE teacher, parent, student, and others as appropriate to review Standard Diploma requirements, and to discuss all ramifications of change, including credit, and GPA requirements, and possible change in graduation date, with new IEP written if change is made.

3. Parent and student informed that ESE courses will be credited as electives and additional academic courses must be taken to meet graduation requirements 4. Student and parent informed that FCAT must be taken and passed to graduate 5. Diploma Option (13n) signed by student and parent

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iii. Movement between Special Diploma Options a) Documentation of student’s performance level b) Conference with ESE teacher, parent, student, and others as appropriate to review requirements for all types of Special Diplomas and to discuss ramifications and justifications for Each, with IEP review c) Referral to District Special Diploma Committee for Option 4 approval (or exceptions for Option 2) d) Diploma Option (13n) signed by student and parent e) When student/parent elect Special Diploma Option 2 or 4 and sign the form (13n), the procedure to establish appropriate grade designation follows: a. ESE Department Chair or Counselor verify that requirements are met or scheduled for this Option, and that the student is not scheduled to graduate before his/her cohort group (class year the student entered kindergarten) b. ESE Department Chair or Counselor indicates verification by initialing and dating Diploma Option Form (13n), then copies the form to give to the Date Entry Clerk at school. c. Data Entry Clerk changes grade designation as follows: i. Age 15 Appropriate grade designation as earned ii. Age 16 WD code WO1, Reenter code R01, as Gd. 11 iii. Age 17 or older WD code W01, Reenter code R01, as Gd 12 F.

MOVEMENT BETWEEN DIPLOMA OPTIONS 1. Standard Diploma to any Special Diploma Option a. Documentation of student’s performance level based upon the requirements for a Standard Diploma. b. Conference with ESE teacher, parent, student, and others as appropriate to discuss options and merits of each diploma, with new IEP written if a change is made. c. Diploma Option (13n) signed by student and parent

2. Special Diploma to Standard Diploma Option

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a. Documentation of student’s performance level b. Conference with ESE teacher, parent, student, and others as appropriate to review Standard Diploma requirements, and to discuss all ramifications of change, including credit, and GPA requirements, and possible change in graduation date, with new IEP written if change is made c. Parent and student informed that ESE courses will be credited as electives and additional academic courses must be taken to meet graduation requirements d. Student and parent Informed that FCAT must be taken and passed to graduate e. Diploma Option (13n) signed by student and parent 3. Movement between Special Diploma Options a. Documentation of student’s performance level b. Conference with ESE teacher, parent, student, and others as appropriate to review requirements for all types of Special Diplomas and to discuss ramifications and justifications for each, with IEP review c. Referral to District Special Diploma Committee for Option 4 approval (or exceptions for Option 2) d. Diploma Option (13n) signed by student and parent e. When student/parent elect Special Diploma Option 2 or 4 and sign the form (13n), the procedure to establish appropriate grade designation follows: f. ESE Department Chair or Counselor verify that requirements are met or scheduled for this Option, and that the student is not scheduled to graduate before his/her cohort group (class year the student entered kindergarten) g. ESE Department Chair or Counselor indicates verification by initialing and dating Diploma Option Form (13n), then copies the form to give to the Date Entry Clerk at school. h. Data Entry Clerk changes grade designation as follows: 1. Age 15 Appropriate grade designation as earned 2. Age 16 WD code WO1, Reenter code R01, as Gd. 11 3. Age 17 or older WD code W01, Reenter code R01, as Gd 12.

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