Florida Counseling for Future Education Handbook

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1 Florida Counseling for Future Education Handbook Edition Published by the Florida Department of Education

2 TABLE OF CONTENTS INTRODUCTION...1 GENERAL ADVISING...2 FACTS.org: Online Student Advising System...3 epersonal Electronic Planner (epep)...3 High School Academic Evaluations...4 Access for Secondary School Personnel via Student Activity System...4 Training Opportunities & Materials...5 Frequently Asked Questions...5 The Role of Middle School Counselors in Postsecondary Advising...7 Postsecondary Readiness and the Middle Grades...7 High School Graduation Programs...9 Challenging Courses Help Students Enter and Succeed in College...9 Selecting a Program of Study...9 Transition to 9th Grade...10 Help for Parents...10 Florida High School Graduation Options for a Standard Diploma...12 Florida Law Students Entering Grade Nine and Thereafter...12 Chart: Students Entering Grade Nine in School Year...20 Making the Right Choice...21 Points to Remember when Choosing a Graduation Program High School Graduation Contact Information...23 Florida Virtual School...24 Chart: FLVS Course Offerings...25 Career Development Programs and Services...26 Support Services for Minority and Low Income Students...27 Talented College Reach Out Program CROP Contact Information...28 TRIO Programs TRIO Contact Information...30 Centers of Excellence...32 Americorps...32 Postsecondary Counseling for Students with Disabilities...33 College Credit Programs for High School Students...38 Dual Enrollment and Early Admission...38 Dual Enrollment Course High School Subject Area Equivalency List May Advanced Placement Program...75 International Baccalaureate Diploma Program...77 Advanced International Certificate of Education Diploma...84 College Level Examination Program (CLEP)...88 Seamless Transition within Florida...91 Florida s 2+2 System...91 i

3 State University Transfer Admission Requirements...91 Articulation Agreements...91 General Education Requirements...92 Florida Statewide Course Numbering System...92 Transfer Student Bill of Rights...93 Articulation Coordinating Committee...93 How to Appeal an Admission or Transfer Difficulty...93 FINANCIAL AID...94 Financial Aid...95 How to Apply for Financial Aid...95 Types of Financial Aid...95 Fact and Fiction about College Costs...97 Federal Financial Aid Programs...97 Bright Futures Scholarship Program...99 Other State of Florida Financial Aid Programs FLORIDA COLLEGES Florida s College System Overview General Admission Information Transfer to Four Year Institutions How to Get a Bachelor or Higher Degree at a College Campus College Contact Information Career & Technical Programs Offered in Florida Colleges Chart: Career & Technical Programs Offered in Florida Colleges COLLEGES & UNIVERSITIES State University System of Florida Overview Freshman Admission and Transfers Academic Degree Programs State University Admission Policies High School Courses that Satisfy Course Distribution Requirements for SUS Admission Statistics on SUS Admission and Enrollment SUS Contact Information Private Colleges and Universities Independent Colleges & Universities of Florida Statistics on ICUF Admission and Enrollment ICUF Contact Information Commission for Independent Education Commission Degree Granting Institution Contact Information CAREER & TECHNICAL EDUCATION Career & Technical Education Centers Operated by School Districts Overview of Mission Career and Technical Center Contact Information Independent Technical and Vocational Schools ii

4 INTRODUCTION The Florida Counseling for Future Education Handbook is annually updated to provide school counselors and advisors with a comprehensive academic advising resource to guide students with planning for postsecondary education in Florida. This edition includes information and answers to questions about middle and high school reform measures, career planning, Florida s college readiness initiatives, acceleration mechanisms, credit by exam, financial aid, and updated postsecondary programs, degrees, and requirements. Currently, the focus of both Florida and the nation is on higher education and secondary reform. Of particular interest, is the growing need to increase college and career readiness. Guidance counselors are a key resource for providing appropriate advising relating to secondary course selection and postsecondary planning. Data on student course taking patterns in high school and subsequent success in postsecondary education is a useful tool to assist counselors and secondary administrators in future planning. The Florida Department of Education s Office of Articulation, using data collected and reported by the K 20 Education Data Warehouse, produces online college readiness reports, available through the High School Feedback Report and Performance on Common Placement Tests. The latest performance data for the 2008 Florida public high school graduate cohort collected by colleges and universities can be accessed at In addition to college readiness data, the Office of Articulation, through the Articulation Coordinating Committee, produces advising resources that support acceleration, seamless articulation, and transfer of credit. Listed below are links to these valuable resources: The Dual Enrollment Course High School Subject Area Equivalency List The Credit by Exam Equivalency Chart CBE.pdf The Statewide Postsecondary Articulation Manual postsecondary articulation manual.pdf The Interinstitutional Articulation Agreement sample template articulation agreements.pdf. We thank Florida's guidance counselors and academic advisors for their support and continued efforts to encourage students to pursue relevance and rigor throughout their academic experiences. The Handbook is available online through along with a variety of other useful guidance tools. Many thanks to all that contributed to the new edition. 1

5 General Advising 2

6 FACTS.org: ONLINE STUDENT ADVISING SYSTEM FACTS.org is Florida s Academic Counseling and Tracking for Students, the Florida Department of Education s (FDOE) statewide student advising system. The system enables students to: explore careers, plan their high school courses, track their progress toward graduation, check their eligibility for Bright Futures Scholarships, learn about Florida s postsecondary opportunities, apply online to state universities and colleges, and apply online for state and federal financial aid. FACTS.org Helpdesk: or call toll free at electronic PERSONAL EDUCATION PLANNER (epep) The epep is an interactive online planner that enables students to map out coursework for every year of high school. Students choose from school specific course options, based on their goals after graduation, such as admission to a university or college, attending a career technical center, or going directly into the workforce. Once a student enters high school, the epep automatically populates the courses in which the students are enrolled and those completed, along with the students grades. Guidance counselors and other educators can access their students planners online and can leave comments. All public middle school students are required to create an epep as part of a Career and Education Planning course in order to be promoted to 9 th grade. The course can be taken in 7 th or 8 th grade and can be a stand alone course or integrated into another approved course. A list of all of the approved courses can be found on the Department of Education website at courses.pdf. The intention of the course is to provide students with the information they need to start planning for their future in a meaningful way, and to help them recognize that the high school courses have relevance for their future education and career plans. In the school year, schools are required to conduct a review of each 9 th and 10 th grade high school student s epep and assist those who do not have a plan in creating one. This may include students who were previously home schooled, attended private school, or those who transferred from another state. Schools must also meet with parents and inform them about the course curriculum and activities and have the student, parents and counselor sign a printed copy of the epep (per s , F.S.). The Student Activity System provides counselors with the ability to lock an epep once it is approved to prevent the student from making changes. As of June 30, 2010, almost 60% of 7 th 12 th grade students in Florida had created an epep and over 92% of 8 th graders had done so. Monthly reports on the number of epeps by district and grade level are posted on FACTS.org under Counselors and Educators. FACTS.org creates student epep accounts, assigning Login IDs and Passwords for all public school students in 7 th, 8 th, 9 th, and 10 th grade who have not already created their own. Demographic information is based on school rosters and therefore is automatically matched with the student s FDOE record, eliminating the difficulties teachers and counselors were experiencing when student epep accounts did not mirror the school roster. Educators have access to the Login IDs and Passwords via the Student Activity System so they can provide the information to students, who are prompted to change their Password from the generic one provided to a more secure one of their own choosing. Students creating an epep using this method will not be required to enter their Florida Student Identifier Number (FSIN). Seventh 10 th grade students who take their own initiative and build an epep before being given their assigned Login ID and Password will be notified that an account has been set up for them once the demographic information they enter, including the FSIN, matches their FDOE record. If their information does not match, a second account will be created. The Student Activity System will show the student as having duplicate accounts and the counselor will need to assess which one should be disabled. 3

7 FACTS.org does not create accounts for students in 11 th grade and beyond, but these students are provided with an automatically generated Login ID as they build their own account. The Login ID and Password is used for the epep and all other FACTS.org functions, including high school evaluations and college admission applications. All students will be asked to answer three security questions that will be used by FACTS.org to assist them should they forget their password and not have immediate access to a counselor or other educator who can look it up for them in the Student Activity System. Please note: The student rosters in the Student Activity System are based on school enrollment received by the Department of Education. The first roster of the school year will appear in the System in mid October. Detailed instructions on how to create an epep are provided on FACTS.org at Counselors & Educators> Training Services> Resources & Logos> Middle School Career & Education Planning Class Resources: epep Lesson Plan. HIGH SCHOOL ACADEMIC EVALUATIONS The High School Academic Evaluations (HSAEs) provide students with an evaluation of their transcript. The tool compares any public high school student s transcript to state course requirements for graduation, Bright Futures Scholarships, State University System (SUS) admission, and the Academic Competitiveness Grant (ACG). The HSAEs show students their grade point average (GPA) and their weighted Bright Futures GPA, as well as met and unmet requirements in each area. Students access the High School Academic Evaluations via the High School Students tab. Counselors can view the students Evaluations in the Student Activity System. ACCESS FOR SECONDARY SCHOOL PERSONNEL VIA STUDENT ACTIVITY SYSTEM Authorized middle and high school educators, guidance counselors, and administrators can access their students' epep and High School Academic Evaluations and view summary information with the FACTS.org Student Activity System. The System requires a Login ID and Password that is assigned through the district. Authorized high school counselors can continue to utilize the Bright Futures System and choose action code "F" to view their students' FACTS.org High School Evaluations. However, epep information is only available through the FACTS.org Student Activity System. To access the Student Activity System select Counselors & Educators tab> Secondary Access: Student Activity System. A Student Activity System Guide, which provides detailed instructions on how to access and use the system, is available from this page. If you do not have a Login ID, please contact your District Guidance Supervisor or the FACTS.org Helpdesk for assistance. As of June 30, 2010, over 5,000 accounts had been created in the Student Activity System. The System menu includes: A) School Roster This provides a school roster matched to FACTS.org student account information. Information is provided one grade level at a time. Student epeps and High School Evaluations (for those students in 9 th grade and higher) can be accessed, as well as listing the district and high school indicated, student ID, grade level, Login ID and Password, the dates the epep was created, last viewed and last updated, the number of credits planned, diploma type, graduation plan, career cluster, and the date the transcript was last updated. The report can be sorted in a number of ways on the screen and it can also be downloaded to Excel. The first roster of the school year will appear in the System in mid October. Authorized users are able to "lock" epeps. When locked, the student is able to view their epep and High School Evaluations, but is blocked from making changes, such as adding or deleting courses or changing epep settings. The lock on a student s epep may be turned on or off at the district's or school s discretion via the Student Activity System. 4

8 Students whose records are shaded in the Student Activity System have incorrectly entered their FSIN and they will be unable to access their transcript information until they correct it. This is done via the My Profile Information tab on the epep. B) Students Accounts Not Matching to the School Roster This option shows a list of students who have created a FACTS.org Login ID but are not showing up on the school roster as having done so because the demographic information entered does not match the roster. Students who have miskeyed one of the following: first name, last name, date of birth, or school, will appear on this list. The roster demographic information is listed beside the information provided by the student and the incorrect item is highlighted. Users may review the list and click the appropriate update box(es) to authorize FACTS.org to automatically correct the selected students account(s). The number of students on this list will decrease dramatically with the introduction of precreated Login IDs and passwords, as described in the epep section above. C) Remove Additional Student Accounts This page displays information about students who have created more than one FACTS.org Login ID. Users can evaluate the account information and remove unnecessary accounts from the school roster. One account must remain active. D) School Summary Report This report summarizes the number and percent of unduplicated student epeps created by grade level for the school selected, the percentage with epeps with at least 24 credits planned, and information on graduation plan and career cluster. E) District Summary Report This report summarizes the number and percentage of unduplicated student epeps created by school and for the entire district. It is assessable only to users with an administrative or counselor role. In addition to the ability to download the Student Activity System information to Excel, districts may download the epep Course File from NWRDC. The file represents a complete download of epep planner information including student demographics, settings, and planned courses. Authorized users (typically district MIS personnel) may access the file in the Bright Futures Directory, file name OB.Dnn.FACTS.EPEP.COURSES. The file is updated on the first Tuesday of every month, except in May and June, when it is provided every Tuesday. TRAINING OPPORTUNITIES & MATERIALS The FACTS.org training staff present at conferences throughout the year and schedule training sessions at the district level upon request. To learn about available training opportunities in your area, please visit the FACTS.org "Training Services and Materials" area after clicking on the Counselors & Educators tab. Requests for district training or questions about training can be ed to Materials FACTS.org has a number of educational and promotional materials for educators, students, and parents. In materials were shipped to district offices for distribution to schools. Items can also be downloaded from Counselors & Educators> Training Services & Materials: Resources & Logo. FREQUENTLY ASKED QUESTIONS 1. What exactly is required on epep? The epep is a high school plan. Students establish epep settings and select courses for their graduation plan. Standard diploma students will plan coursework for 24 credits, or more, depending on district requirements. The types of courses planned will vary depending on the student's goals for graduation and postsecondary education. The courses available to select from are specific to each school. 5

9 2. Can a counselor check to see which students have and have not created an epep? Yes. The FACTS.org Student Activity System provides this information. The Student Activity System requires a Login ID and Password that is assigned through the district. To access the System, select Counselors & Educators> Secondary Access: Student Activity System. A Student Activity System Guide, which provides detailed instructions on how to access and use the system, is available from this page. If you do not have a Login ID and Password for the Student Activity System, you can get them from your District Guidance Supervisor, or other designated contact. A list of designated contacts is provided on FACTS.org on the Counselors & Educators> Secondary Access> Student Activity System: first paragraph link Help with Login. If you need further assistance, please contact the FACTS.org Helpdesk toll free at Can a counselor modify a student s epep from the Student Activity System? No. Only a student can change that information. 4. Is there a way to block students from making changes to their epep once the plan has been reviewed and signed? Yes. Students can be prevented from making changes by locking their epep. The lock on a student s epep may be turned on or off via the Student Activity System. 5. Are there any resources available to train personnel on how to build an epep and/or facilitate the instruction of the middle school career and education planning course? Yes. Training and specific guidance on how to facilitate the new middle school career and education planning course content is available. For information, please visit FACTS.org, Counselors & Educators> Training Services & Materials for online training modules, to download materials, and to view the training calendar. 6

10 ROLE OF MIDDLE SCHOOL COUNSELORS IN POSTSECONDARY ADVISING By the time a child is in 6th grade, families should start talking about career interests and postsecondary education options such as career and technical centers, colleges, and universities. Middle school counselors are in an excellent position to help parents and students begin thinking about the important knowledge and skills acquired in earlier years and how these skills may be used in the student s future. Middle school counselors are encouraged to collaborate with the school leadership team, teachers, and others in order to expand opportunities for students to build on current skills and (1) develop effective learner skills and attitudes; (2) explore self interests and the world of work; and (3) pursue more rigorous courses. The challenge for counselors is how to help all students build upon their aspirations and skills to be successful in postsecondary settings. Middle school counselors and educators need to be aware how access to postsecondary education differs for students (especially low income, underrepresented minority groups, or the first generation to attend college) and become involved in making the changes needed to guarantee each child equal postsecondary opportunities and choices. POSTSECONDARY READINESS AND THE MIDDLE GRADES Florida Law Florida Statute (F.S.) sections pertaining to middle school preparation for high school, in part, include the following: Section , F.S. (Readiness for postsecondary education and the workplace.), specifies that during the middle grades, students and their parents shall develop a four to five year academic and career plan based on postsecondary and career goals in preparation for entering the 9th grade. Section , F.S. (General requirements for middle grades promotion.), outlines general requirements for middle grades promotion. Section , F.S. (General requirements for high school graduation; revised.), includes grade forgiveness policy requirements for middle grades students who take high school level courses for high school credit. Academic Implications The implications for students include the following: The high school grading system includes middle school [s , F.S.]. Promotion from middle school requires three middle school or higher courses in the academic areas of English, Mathematics, Science, Social Studies, and one of the state approved courses ( courses.pdf) in career and education planning to be completed in the 7 th or 8 th grade. Additional considerations for middle school students related to mathematics and science courses include: Successful completion of a high school level Algebra 1 or Geometry course is not contingent on the end ofcourse (EOC) assessment. o Beginning with the school year, to earn high school credit for Algebra 1, a middle school student must pass the Algebra 1 EOC Assessment. o Beginning with the school year, to earn high school credit for Geometry, a middle school student must pass the Geometry EOC Assessment. Successful completion of a high school level Biology 1 course is not contingent upon the student s performance on the Biology 1 EOC Assessment. o Beginning with the school year, to earn high school credit for Biology 1, a middle school student must pass the Biology 1 EOC Assessment. Statewide, standardized EOC assessments in Mathematics and Science will be administered to students based on when the student completes the applicable curriculum (such as Algebra 1 or Biology 1). This means that some students may be required to take more than one statewide assessment for a given gradelevel (e.g. having to take both the Grade 8 Florida Comprehensive Assessment Test (FCAT) 2.0 Mathematics and an Algebra 1 EOC Assessment). High school graduation requirements are based on the school year in 7

11 which the student enters grade nine. For specific information related to EOC assessments, please refer to the following charts: o Senate Bill 4: 7 year Timeline for Implementation for Ninth Grade Cohorts ( 5816/dps e.pdf) o Student EOC Requirements ( EOC Requirements.pdf) o Middle Grades Students and EOC Requirements ( The career and education planning course may be taught by any member of the instructional staff and is designed to help students become aware of the relationships that exist between education and career achievement. Students are introduced to educational alternatives and course options as they prepare for the transition to high school. For more information, visit the Educator s Toolkit on Career and Education Planning at The career and education planning course must include the following: - Career planning using Florida CHOICES ( or a comparable cost effective program that allows students to assess themselves and explore possible educational and career options leading to the selection of their top Career Clusters. - Educational planning using Florida s online student advising system available at resulting in a personalized academic and career plan (electronic Personal Education Planner or epep). Each student shall complete an epep. The student, student s instructor, school counselor or academic advisor, and the student s parent must sign the epep. [Note: The epep must inform students of high school graduation requirements, high school assessment and college entrance test requirements, Florida Bright Futures Scholarship Program requirements, and state university and Florida college admission requirements. The epep must inform students about programs through which a high school student can earn college credit, including Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, dual enrollment, career academy opportunities, and courses that lead to industry certification. For more information, refer to the section on Florida High School Graduation Options for a Standard Diploma in the Handbook.] Effective for students in grades 6 8 in the school year and thereafter, grade forgiveness policies apply to students who take any high school course for high school credit and earn a grade of: o C or the grade equivalent of 70 79, o D or the grade equivalent of 60 69, or o F or the grade equivalent of Districts must allow the replacement of the grade with a grade of C or the grade equivalent of or higher, earned subsequently in the same or comparable course. Any course grade replaced shall not be included in the calculation of the student s cumulative GPA required for graduation [s (4)(d), F.S.]. The implications for middle schools include the following: Each middle school must offer at least one high school level mathematics course for which students may earn high school credit. Each middle school must hold a parent meeting in the evening or weekend to inform parents about the middle grades curriculum and activities. FCAT below Level 3 Implications Students scoring below Level 3 on the Reading or Mathematics sections of the Florida Comprehensive Assessment Test (FCAT) must be provided with additional diagnostic assessments to determine the following: o the nature of the student's difficulty; o the area of academic need; and o strategies for appropriate intervention and instruction. The school in which the student is enrolled must develop and implement a progress monitoring plan in consultation with the student's parent. A progress monitoring plan is intended to target instruction and identify ways to improve academic achievement for a student who is not meeting the school district or state 8

12 requirements for proficiency in reading and math. The plan must be designed to assist the student in meeting the state and district expectation for proficiency and to prepare the student for a rigorous high school curriculum. For each year in which a student scores at Level 1 on FCAT Reading, the student must be enrolled in and complete an intensive reading course the following year. Placement of Level 2 readers in either an intensive reading course or a content area course in which reading strategies are delivered shall be determined by a diagnosis of reading needs. For each year in which a student scores at Level 1 or Level 2 on FCAT Mathematics, the student must receive remediation the following year. Remediation may be integrated into the student s required mathematics course. HIGH SCHOOL GRADUATION PROGRAMS Each district school board must provide all students in grades six through nine and their parents with information concerning the three and four year high school graduation options, including the respective curriculum requirements for those options, so that students and parents may select the postsecondary education or career plan that best fits their needs. Middle school counselors help to acquaint students and their parents with information about the high school graduation options including: The four year 24 credit high school graduation program; The three year 18 credit college preparatory program; The three year 18 credit career preparatory program; The International Baccalaureate (IB) Diploma Program; and The Advanced International Certificate of Education (AICE) Program. Middle and high school counselors are integral to the implementation of these requirements as they work with administrators, curriculum specialists, and instructional staff to ensure that all students have the opportunity to design an academically challenging program of study. The graduation requirements are detailed in this Handbook in the Florida High School Graduation Options for a Standard Diploma section. CHALLENGING COURSES HELP STUDENTS ENTER AND SUCCEED IN COLLEGE Students who take Algebra 1 in middle school can enroll in challenging courses such as Chemistry, Physics and Trigonometry in high school. Just as employers want workers who have certain skills, most colleges want students who have completed certain courses. Many of these courses can be taken only after a student has mastered basic coursework. The most important thing students can do to prepare for any postsecondary education is to enroll in the appropriate courses and maintain good academic performance throughout their middle school and high school experience. Middle school counselors play an important role in acquainting parents of entering high school students with high school courses, including the opportunity and benefits of acceleration mechanisms such as Advanced Placement (AP), International Baccalaureate (IB), Advanced International Certificate of Education (AICE), International General Certificate of Secondary Education (pre AICE) Program (IGCSE), Industry Certification programs, and the dual enrollment program. SELECTING A PROGRAM OF STUDY A student's program of study should lead to successful completion of requirements for the student's chosen postsecondary goals. School counselors perform a critical function in assisting students in the development of a comprehensive plan to accurately assess strengths, interests, and preferences that encourage the selection of challenging educational courses. Middle school counselors help students and their parents understand what is included in high school programs of study, the courses that link to a student's academic and career interests, and where to obtain additional information. They may be part of an Individual Educational Plan (IEP) team, helping eligible students with disabilities to address the 9

13 experiences and services needed to reach their goals. Counselors have the knowledge and skills to provide guidance for students and their parents about including challenging courses in their program of study. TRANSITION TO 9TH GRADE In addition to helping to ensure that middle school students and parents receive guidance and advice to plan for high school, postsecondary learning, and careers, there are important considerations related to transition from middle school to high school. As students enter 9th grade, they need to find ways to establish their place and their autonomy in high school. They often run into roadblocks that can affect whether they develop their own self confidence and direction or rely on other students to direct them. Eighth grade students leave the familiarity of their school and arrive in a new, larger high school environment. For some students, this abrupt change may cause feelings of insecurity and isolation. Incoming 9th graders can perceive high school as an impersonal and unsupportive place and turn to negative behaviors to find fulfillment without the proper information and support. During this time, support from adults is crucial. The following websites provide information on components of effective transition practices and programs: The Center for Comprehensive Reform and Improvement The National High School Center The National Middle School Association The American School Counselor Association U.S. Department of Education HELP FOR PARENTS Some parents, especially those who did not attend or finish college themselves, may worry that they cannot provide their child the guidance and support needed to get ready for college. This Handbook is an excellent resource for helping students and parents learn about higher education options and possibilities. The following areas are particularly important in developing early awareness activities and strategies: The Application Process Career Development Programs and Services College Credit Programs for High School Students Florida's System Financial Aid Facts and Fiction About College Costs High School Graduation Options and Support Services for Minority and Low Income Students. The information in this Handbook could be included in parent newsletters, the local newspapers' school news section, student handbooks/planners, school websites, and bulletin boards. A series of parent workshops offered throughout the school year could also be developed. Middle school counselors, students, and parents can find more useful information on these topics by checking some of the following websites: ACT for Educators ACT for Parents ACT for Students Building Toward a Better Future: A College Planning Guide for Students and Their Families Bureau of Curriculum and Instruction (FDOE) 10

14 Bureau of Exceptional Education and Student Services Publications (FDOE) Bureau of School Improvement Student Progression Resources (FDOE) College Board.com for Education Professionals College Board.com for Parents College Board.com for Students Educator s Online Toolkit on Career and Education Planning (FDOE) Florida s Academic Counseling and Tracking for Students (FDOE) National Middle School Association Think College Early (USDOE) tcehome.html Students.gov (student gateway to the U.S. government) Florida Prepaid College Plan For more information on the role of middle school counselors in postsecondary advising and high school graduation programs, contact: Curtis Jenkins, School Counseling Consultant Student Support Services Project Bureau of Exceptional Education and Student Services (850) Helen Lancashire, School Counseling Consultant Student Support Services Project Bureau of Exceptional Education and Student Services (850) Margaret Peggy Land, Career and Education Planning Federal and State Initiatives Division of Career and Adult Education (850)

15 FLORIDA HIGH SCHOOL GRADUATION OPTIONS FOR A STANDARD DIPLOMA FLORIDA LAW STUDENTS ENTERING GRADE NINE AND THEREAFTER The 2010 Legislature passed Senate Bill 4 that, in part, amends s (Florida Secondary Redesign Act), F.S.; amends s (General requirements for high school graduation; revised), F.S.; amends s (Accelerated high school graduation options), F.S.; creates s (Acceleration courses), F.S.; and amends s (Statewide Assessment Program), F.S. The 2010 Legislature created s , F.S., which requires each high school to advise each student of programs through which a high school student can earn college credit, including Advanced Placement (AP), International Baccalaureate (IB), Advanced International Certificate of Education (AICE), dual enrollment courses, career academy courses, and courses that lead to national industry certification, as well as the availability of course offerings through virtual instruction. The FDOE s Bureau of Curriculum and Instruction website provides technical assistance related to student and course advising, student progression, and graduation requirements online at 24 Credit Program Beginning with students entering grade nine in the school year, graduation requires successful completion of a minimum of 24 credits, an IB curriculum, or an AICE curriculum to earn a standard high school diploma. Students must be advised of eligibility requirements for state scholarship programs and postsecondary admission. Under this law, s , F.S., graduation requirements for this program are summarized below: 1. Earn passing scores on the Grade 10 FCAT or scores on a standardized test (ACT or SAT) that are concordant with the passing scores on the Grade 10 FCAT. Beginning with the school year, the administration of the Grade 10 FCAT Mathematics will be discontinued, except for students who have not attained minimum performance expectations for graduation. In addition, the administration of the FCAT Science at the high school level will be discontinued. Statewide, standardized end of course (EOC) assessments in Mathematics and Science will be administered to students based on when the student completes the applicable curriculum (such as Algebra 1 or Biology 1). High school graduation requirements are based on the school year in which the student enters grade nine. For specific information related to EOC assessments, please refer to the following charts: Senate Bill 4: 7 year Timeline for Implementation for Ninth Grade Cohorts ( 5816/dps e.pdf) Student EOC Requirements ( EOC Requirements.pdf) Middle Grades Students and EOC Requirements ( A student with a disability, for whom the IEP committee determines that the FCAT can not accurately measure the student s abilities, taking into consideration all allowable accommodations, shall have the Grade 10 FCAT requirement waived for the purpose of receiving a standard high school diploma if the student: completes the minimum number of state required credits and other district school board courses and program of study requirements does not meet the requirement to pass the Grade 10 FCAT after one opportunity in grade 10 and one opportunity in grade 11. A student with a disability, for whom the IEP committee determines that an EOC assessment can not accurately measure the student s abilities, taking into consideration all allowable accommodations, shall have the EOC assessment requirement waived for the purpose of determining the student s course grade and credits required. 12

16 2. Earn 24 credits through applied, integrated, and combined courses approved by the FDOE and distributed as follows: 16 core curriculum credits: o English four credits English courses must include major concentration in composition, reading for information, and literature. Also, see Grades PreK to 12 Education Course Substitutions and Career and Technical Education Course Substitutions in the Course Code Directory ( o Mathematics four credits* One of the Mathematics courses must be Algebra 1, a series of courses equivalent to Algebra 1, or a higherlevel mathematics course. Higher level courses meeting this requirement when Algebra 1 content is mastered but not reflected in the transcript: any Level 3 Math course; Algebra 2; or Integrated Mathematics 3. Beginning with the following school years, additional mathematics graduation requirements for students entering grade nine include the following: o One of the four credits in mathematics must be in Geometry or a series of courses equivalent to Geometry as approved by the State Board of Education (SBE). o Algebra 1 EOC Assessment performance will constitute 30 percent of the student s final course grade, if enrolled. (Note: refer to charts as referenced in 1 state assessment requirements.) o o Earn passing score on the Algebra 1 EOC Assessment in order to earn course credit. Geometry EOC Assessment performance will constitute 30 percent of the student s final course grade, if enrolled. (Note: refer to charts as referenced in 1 state assessment requirements.) o Earn a passing score on the Geometry EOC Assessment in order to earn course credit. o One of the four credits in mathematics must be Algebra 2 or a series of courses equivalent to Algebra 2 as approved by the SBE. (Note: Courses identified as equivalent courses for Algebra 1, Geometry, and Algebra 2 are listed in the Equivalent Course Recommendations available online at: /dps d.pdf.) Also see Grades PreK to 12 Education Course Substitutions and Career and Technical Education Course Substitutions in the Course Code Directory. *Four credits in Mathematics, one of which must be Algebra 1 or its equivalent and above, are required for admission to the State University System. o Science three credits Two of the science credits must include a laboratory component. Also, see Grades PreK to 12 Education Course Substitutions and Career and Technical Education Course Substitutions in the Course Code Directory. Beginning with the following school years, additional science graduation requirements for students entering grade nine include the following: o One of the four credits in science must be Biology 1 or a series of courses equivalent to Biology 1 as approved by the SBE. 13

17 o Biology 1 EOC Assessment performance will constitute 30 percent of the student s final course grade, if enrolled. (Note: refer to charts as referenced in 1 state assessment requirements.) o Earn passing score on the Biology 1 EOC Assessment in order to earn course credit o Three credits must include one credit of a. Biology 1 or a series of courses equivalent to Biology 1 as approved by the SBE. b. Chemistry or Physics or a series of courses equivalent to Chemistry or Physics as approved by the SBE. c. A course in an equally rigorous course as determined by the SBE. (Note: Courses identified as equally rigorous science courses are listed in the Equally Rigorous Science Course Recommendations available online at: /dps c.pdf# 5814/dps c.pdf.) o o Social Studies three credits one credit in United States History one credit in World History one half credit in Economics one half credit in United States Government Fine Arts or Performing Arts, Speech and Debate, or a Practical Arts course that incorporates artistic content and techniques of creativity, interpretation, and imagination one credit All courses listed in the Course Code Directory under Art, Dance, Drama/Theatre and Music meet the Fine Arts or Performing Arts requirement. Courses that satisfy the Practical Arts course requirement are designated with the PA subject code in the Course Code Directory. o Physical Education one credit Physical Education must include integration of health. Options that will count toward meeting this requirement include the following: Participation in an interscholastic sport at the junior or varsity level for two full seasons shall satisfy the one credit requirement in physical education if the student passes a competency test on personal fitness with a score of C or better. The competency test on Personal Fitness must be developed by the FDOE. District school boards may not require students to complete the one credit in Physical Education during the 9th grade year. Please refer to the Physical Education High School Course Waiver Options in the Course Code Directory. 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 IEP or 504 plan. Completion of two years in a Reserve Officer Training Corps (ROTC) class, a significant component of which is drills, shall satisfy the one credit requirement in physical education and the one credit requirement in Performing Arts. This credit may not be used to satisfy the personal fitness requirement or the requirement for adaptive physical education under an IEP or 504 plan. 14

18 8 credits in Electives: o For each year in which a student scores at Level 1 on FCAT Reading, the student must be enrolled and complete an intensive reading course the following year. Placement of Level 2 readers in either an intensive reading course or a content area course in which reading strategies are delivered shall be determined by diagnosis of reading needs. The FDOE shall provide guidance on appropriate strategies for diagnosing and meeting the varying instructional needs of students reading below grade level. Reading courses shall be designed and offered pursuant to the Comprehensive Reading Plan. o For each year in which a student scores at Level 1 or Level 2 on FCAT Mathematics, the student must receive remediation the following year. Remediation may occur through applied, integrated, or combined courses. A district school board may require specific courses and programs of study within the minimum credit requirements for high school graduation and shall modify basic courses, as necessary, to assure exceptional students the opportunity to meet the graduation requirements for a standard diploma, using one of the following strategies: o Assignment of the exceptional student to an exceptional education class for instruction in a basic course with the same student performance standards as those required of non exceptional students in the district school board student progression plan; OR o Assignment of the exceptional student to a basic education class for instruction that is modified to accommodate the student's exceptionality. The district school board shall determine the strategies to employ based upon an assessment of the student's needs and shall reflect this decision in the student's IEP. 3. Students are required to maintain a cumulative GPA of 2.0 on a 4.0 scale, or its equivalent, in the courses required for high school graduation. For courses that require statewide, standardized EOC assessments, a minimum of 30 percent of a student s course grade shall be comprised of performance on the statewide, standardized EOC assessment. (Note: For specific requirements, refer to Senate Bill 4: 7 year Timeline for Implementation for Ninth Grade Cohorts /dps e.pdf.) High School Grade Forgiveness Policy A forgiveness policy for required core courses shall be limited to replacing a grade of: o D or the grade equivalent 60 69, or o F or the grade equivalent 0 59 with a grade of C or the grade equivalent or higher, earned subsequently in the same or comparable course. A forgiveness policy for elective courses shall be limited to replacing a grade of: o D or the grade equivalent 60 69, or o F or the grade equivalent 0 59 with a grade of C or the grade equivalent or higher, earned subsequently in another course. Middle School Grade Forgiveness Policy A district forgiveness policy for a middle school student who takes any high school course for high school credit and earns a grade of: o C or the grade equivalent 70 79, o D or the grade equivalent 60 69, or o F or the grade equivalent 0 59 must allow the replacement of the grade with a grade of C or the grade equivalent or higher, earned subsequently in the same or comparable course. Any course grade not replaced according to a district school board forgiveness policy shall be included in the calculation of the 2.0 cumulative GPA required for graduation. 15

19 (Note: For specific guidance on grade forgiveness for courses that require an EOC assessment to count as 30 percent please refer to FDOE s Bureau of Curriculum and Instruction website at for Senate 4 Implementation technical assistance.) Three Year, 18 Credit Programs: College Preparatory Program At least six of the 18 credits required for successful completion of this program must be received in classes that are offered pursuant to the IB Program, the AP Program, dual enrollment, AICE or specifically identified by the FDOE as rigorous pursuant to s (3), F.S. The 18 academic credits required for completion of this program, pursuant to s , F.S., shall be distributed as follows: English four credits with major concentration in composition and literature Mathematics three credits and, beginning with students entering grade nine in the school year, four credits in Mathematics at the Algebra 1 level or higher from the list of courses that qualify for state university admission. Beginning with the following school years, additional mathematics graduation requirements for students entering grade nine include: o One of the four credits in mathematics must be in Geometry or a series of courses equivalent to Geometry as approved by the SBE. o Algebra 1 EOC Assessment performance will constitute 30 percent of the student s final course grade, if enrolled. (Note: refer to charts as referenced in 1 state assessment requirements.) o o Earn passing score on the Algebra 1 EOC Assessment in order to earn course credit. Geometry EOC Assessment performance will constitute 30 percent of the student s final course grade, if enrolled. (Note: refer to charts as referenced in 1 state assessment requirements.) o Earn a passing score on the Geometry EOC Assessment in order to earn course credit. o One of the four credits in mathematics must be Algebra 2 or a series of courses equivalent to Algebra 2 as approved by the SBE. (Note: Courses identified as equivalent courses for Algebra 1, Geometry, and Algebra 2 are listed in the Equivalent Course Recommendations available online at: /dps d.pdf.) Science three credits, two of which must have a laboratory component. Also, see Grades PreK to 12 Education Course Substitutions and Career and Technical Education Course Substitutions in the Course Code Directory. Beginning with the following school years, additional science graduation requirements for students entering grade nine include the following: o One of the four credits in science must be Biology 1 or a series of courses equivalent to Biology 1 as approved by the SBE. o Biology 1 EOC Assessment performance will constitute 30 percent of the student s final course grade, if enrolled. (Note: refer to charts as referenced in 1 state assessment requirements.) o Earn passing score on the Biology 1 EOC Assessment in order to earn course credit. 16

20 o Three credits must include one credit of a. Biology 1 or a series of courses equivalent to Biology 1 as approved by the SBE. b. Chemistry or Physics or a series of courses equivalent to Chemistry or Physics as approved by the SBE. c. A course in an equally rigorous course as determined by the SBE. (Note: Courses identified as equally rigorous science courses are listed in the Equally Rigorous Science Course Recommendations available online at: /dps c.pdf# 5814/dps c.pdf.) (Note: Courses identified as equivalent courses for Biology 1, Chemistry, and Physics are listed in the Equivalent Course Recommendations /dps d.pdf.) Social Sciences o one credit in United States History o one credit in World History o one half credit in United States Government o one half credit in Economics Same Second Language two credits Electives three credits, and beginning with students entering grade nine in the school year, two credits. Three Year, 18 Credit Programs: Career Preparatory Program The 18 academic credits required for this program shall be distributed as follows: English four credits with major concentration in composition and literature Mathematics three credits, one of which must be Algebra 1 or its equivalent* Beginning with the following school years, additional mathematics graduation requirements for students entering grade nine include: o One of the four credits in mathematics must be in Geometry or a series of courses equivalent to Geometry as approved by the SBE. o Algebra 1 EOC Assessment performance will constitute 30 percent of the student s final course grade, if enrolled. (Note: refer to charts as referenced in 1 state assessment requirements.) o o Earn passing score on the Algebra 1 EOC Assessment in order to earn course credit. Geometry EOC Assessment performance will constitute 30 percent of the student s final course grade, if enrolled. (Note: refer to charts as referenced in 1 state assessment requirements.) o Earn a passing score on the Geometry EOC Assessment in order to earn course credit. 17

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