2015-2016 STUDENT PROGRESSION PLAN

2015-2016 STUDENT PROGRESSION PLAN Board Approved October 27, 2015 ~ An Equal Opportunity School District ~

ADMISSION, ENROLLMENT, AND TRANSFERS 6 I. ADMISSION 6 A. FIRST ENTRY 6 B. ENTRY FROM ANOTHER MARION COUNTY SCHOOL 7 C. ENTRY TO MCPS FROM PUBLIC OR PRIVATE SCHOOLS WITHIN FLORIDA 8 D. ENTRY TO MCPS FROM A HOME EDUCATION PROGRAM 9 E. MAXIMUM AGE OF ENROLLMENT IN REGULAR HIGH SCHOOL 9 F. VERIFYING RESIDENCE 10 II. GENERAL INFORMATION 12 A. STUDENTS WITH DISABILITIES 12 B. HOMELESS STUDENTS/FAMILIES IN TRANSITION (FIT) 13 C. ENGLISH LANGUAGE LEARNER (ELL) STUDENTS 13 D. HOSPITALIZED/HOMEBOUND STUDENTS 13 E. MARRIAGE/PREGNANCY 14 F. COMPACT ON EDUCATIONAL OPPORTUNITY FOR MILITARY FAMILIES 14 III. TRANSFERS/WITHDRAWALS 14 A. TRANSFERRING TO ANOTHER MARION COUNTY PUBLIC SCHOOL 14 B. IN-STATE TRANSFER FROM NON-PUBLIC SCHOOL TO KINDERGARTEN 15 C. IN-STATE TRANSFER FROM NON-PUBLIC SCHOOL TO 1 ST GRADE 15 D. UNDERAGE OUT-OF-STATE TRANSFER TO KINDERGARTEN AND 1 ST GRADE FROM PUBLIC AND NON-PUBLIC SCHOOL 15 E. GRADE PLACEMENT 15 F. MANDATORY ATTENDANCE REQUIREMENTS 18 G. ATTENDANCE REQUIREMENTS TO EARN HIGH SCHOOL CREDIT 19 ELEMENTARY EDUCATION (GRADES K-5) 20 I. ELEMENTARY SCHOOL INSTRUCTION 20 A. REGULAR PROGRAM GENERAL PROGRAM REQUIREMENTS 20 B. SUPPLEMENTAL AND INTENSIVE INSTRUCTIONAL SUPPORT 28 C. ACCELERATION (ACCEL) 29 II. REPORTING STUDENT PROGRESS 29 A. REPORT PROCESS 29 B. REPORT CARDS 30 C. GRADING SCALES 30 D. ANNUAL REPORT TO PUBLIC 31 III. ELEMENTARY GRADE PLACEMENT (K-5) 31 A. PROMOTION 32 B. RETENTION 32 C. MANDATORY GRADE 3 RETENTION 32 Student Progression Plan 2015-2016 Page 2 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) 38 I. MIDDLE SCHOOL INSTRUCTION 38 A. REGULAR PROGRAM - GENERAL PROGRAM REQUIREMENTS 38 II. REPORTING STUDENT PROGRESS 49 A. REPORT CARDS 49 B. GRADING GUIDELINES 50 C. MAKE-UP ASSIGNMENTS AND ASSESSMENTS FOR ABSENCES 51 D. MIDDLE SCHOOL GRADE PLACEMENT 52 E. PROMOTION 52 F. ASSIGNMENT 53 G. RETENTION 53 III. HIGH SCHOOL CREDIT 54 A. GRADE FORGIVENESS 54 B. GRADE WEIGHTING 54 SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) 55 I. COURSE OF STUDY 55 A. REGULAR PROGRAM-GENERAL REQUIREMENTS 55 II. ASSESSMENT/PROFICIENCY 64 A. ASSESSMENT 64 B. PROFICIENCIES 67 C. REMEDIATION 68 III. EARNING COLLEGE CREDIT IN HIGH SCHOOL 68 A. ADVANCED PLACEMENT (AP) 68 B. ADVANCED INTERNATIONAL CERTIFICATE OF EDUCATION (AICE) 68 C. INTERNATIONAL BACCALAUREATE (IB) 69 D. CAREER PATHWAYS 69 E. DUAL ENROLLMENT 69 F. COLLEGIATE HIGH SCHOOL 72 IV. CAREER AND TECHNICAL EDUCATION (CTE) PROGRAMS IN HIGH SCHOOLS 72 A. OFFERINGS 72 B. SEQUENCE 72 C. COURSE DESCRIPTIONS 72 D. PARENTAL NOTIFICATION 73 E. COURSE SUBSTITUTIONS 73 F. CAREER PATHWAYS 73 G. FLORIDA GOLD SEAL 75 H. CAREER AND TECHNICAL STUDENT ORGANIZATIONS (CTSO) 75 V. GRADING PROCEDURES 75 A. REPORTING STUDENT PROGRESS/SECONDARY GRADING 75 Student Progression Plan 2015-2016 Page 3 of 110

B. GRADE FORGIVENESS 77 C. AWARDING CREDIT 78 D. CALCULATING GRADUATION GPA 78 E. VALEDICTORIAN AND SALUTATORIAN 79 VI. FLORIDA BRIGHT FUTURES SCHOLARSHIP PROGRAM 80 VII. ACTIVITIES 80 VIII. EXCEPTIONS 81 VIRTUAL SCHOOL OPTIONS 82 I. FULL-TIME VIRTUAL SCHOOL STUDENTS 82 II. BLENDED (CONCURRENTLY ENROLLED) VIRTUAL SCHOOL STUDENTS 84 III. HOME EDUCATION AND MARION VIRTUAL SCHOOL 84 EXCEPTIONAL STUDENT EDUCATION - ESE (GRADES K-12) 86 I. ADMISSION AND PLACEMENT OF STUDENTS 86 A. CURRICULUM AND INSTRUCTION 86 B. REPORTING STUDENT PROGRESS 88 C. ASSESSMENTS FOR STUDENTS WITH DISABILITIES 88 D. GRADE PLACEMENT OF EXCEPTIONAL EDUCATION STUDENTS 90 E. GRADUATION OPTIONS FOR EXCEPTIONAL EDUCATION STUDENTS 93 F. EDUCATIONAL EQUITY 100 SECTION 504 101 I. DEFINITION 101 II. ELIGIBILITY 101 III. ASSESSMENTS 101 IV. TRANSFER STUDENTS 101 HOSPITAL HOMEBOUND (H/H) 102 I. ELIGIBILITY 102 II. ENROLLMENT 102 III. ATTENDANCE REQUIREMENTS 102 ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) 103 I. ESOL PROGRAM TRANSFER OF ELL STUDENTS 103 II. EQUAL ACCESS 103 Student Progression Plan 2015-2016 Page 4 of 110

III. GRADING PROCEDURES 103 A. STUDENTS WITH LESS THAN TWO YEARS: 103 B. STUDENTS WITH TWO YEARS OR MORE: 103 IV. ALTERNATIVE ASSESSMENT AND ACCOMMODATIONS OF THE STATE, DISTRICTWIDE, OR CLASSROOM TESTS, K-12 FOR ELL STUDENTS 104 A. INSTRUCTIONAL CONTENT 104 B. TESTING 104 C. ACADEMIC ASSISTANCE 104 V. PROMOTION/RETENTION 104 A. K-12 ELL STUDENTS: 104 B. K-8 ELL STUDENTS: 105 C. 9-12 ELL STUDENTS: 105 VI. TRANSFER OF CREDIT 105 ADULT GENERAL EDUCATION AND ADULT POSTSECONDARY EDUCATION 106 I. ADULT GENERAL EDUCATION 106 A. ADULT BASIC EDUCATION (ABE) 106 B. GENERAL EDUCATIONAL DEVELOPMENT (GED) PREPARATION 106 C. GRADUATION OPTIONS FOR ADULTS WHO HAVE LEFT MCPS 106 D. ADULT ENGLISH LANGUAGE LEARNERS (ELL) 107 E. GENERAL EDUCATIONAL DEVELOPMENT (GED) 107 F. ADULT CAREER PATHWAYS 108 II. POSTSECONDARY CAREER/TECHNICAL PROGRAMS 108 A. POSTSECONDARY CAREER AND TECHNICAL CERTIFICATE PROGRAMS (PSAV) 108 B. CONTINUING WORKFORCE EDUCATION (CWE) 109 C. CAREER AND TECHNICAL BASIC SKILLS REMEDIATION 109 D. CO-ENROLLED CAREER AND TECHNICAL PROGRAMS 109 TITLE 1 (PART A) 110 Student Progression Plan 2015-2016 Page 5 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS Before admitting a student to Florida schools for the first time, the school must have received the following documents as required by 1003.21, Fla. Stat. (2015). Enrollment Registration Form may be obtained from the zoned school or from the Marion County Public Schools (MCPS) website: MCPS Enrollment Registration Form Students entering kindergarten must be five years of age on or before September 1 st. 1. Verification of Age - One of the following documents must be provided: Transcript of child's birth (Birth Certificate) Certificate of baptism, accompanied by parent s affidavit Insurance policy Bona fide Bible record, accompanied by parent s affidavit Passport School record Affidavit of age sworn to by parent, accompanied by a medical practitioner's statement 2. Evidence of immunization against communicable diseases a) This must be documented on HRS Form 680 which may be obtained at the Department of Health. [HRS Form 680 for MMR (mumps, measles, and rubella), DPT (diphtheria, pertussis, and tetanus) and OPU (polio)]. There is a state requirement that 7 th graders must have a series of three Hepatitis B injections, a tetanus booster, and a second measles shot. Students must provide proof of these immunizations before they may enroll in the 7 th grade. b) Evidence that a health examination has been completed within one year prior to enrollment shall be provided. If documentation cannot be provided, a physical examination must be scheduled within 30 days. If a student has ever been enrolled in a Florida public or private school anytime throughout his/her school career, a new physical exam is not required for entry. 3. Academic History a) Last report card b) Transcript c) Withdrawal Form d) Each 1 st grader who attended a private kindergarten will also need a letter from that school stating he/she has successfully completed kindergarten Student Progression Plan 2015-2016 Page 6 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS - cont. 4. Proof of Marion County residency - One of the following sets of documents must be provided: Copy of mortgage or lease/rental contract AND a copy of a recent (two months or less) electric bill in parent s name Copy of a recent (two months or less) electric bill in parent s name AND affidavit from landlord verifying residency Affidavit from head of household AND mortgage or lease/rental contract in the name of head of household AND a copy of a recent (two months or less) electric bill in name of head of household 5. Legal Documentation If you are not the legal guardian or residential custodial parent of a student OR there is a court decision regarding release of information related to custody/restraining orders, etc., state law REQUIRES that one of the following documents be provided for enrollment: Court custody documentation stating specifications Department of Children and Families Placement Letter Educational Guardianship (notarized documents verifying that the parent/legal guardian of student is incarcerated) Upon initial admission or entry from one attendance zone to another in MCPS, evidence of residence must be presented to the receiving school. All addresses are subject to verification. Whoever knowingly makes a false statement in writing with the intent to mislead a public servant in the performance of his official duty shall be guilty of a misdemeanor of the second degree. [ 837.06, Fla. Stat. (2015)] 1. Verifying Residence: a) All addresses and changes of address are subject to verification. All student residence addresses and all documents submitted for verification are subject to validation by district staff. When a change of address occurs after initial enrollment, verification of the new residence is required. Students who are suspected of residing outside of Marion County, Florida, or in an attendance zone other than the student attendance zone for the school they are attending, will be reported to the district for a residency determination investigation. b) The district has the authority to verify enrollment information provided by the parent and to reassign a student based upon the investigative determination. A student who is found to be attending an out-of-zone school as the result of giving false or misleading information at registration shall immediately be transferred to the school serving the student s residential attendance zone or be withdrawn and advised to enroll in the appropriate school in their county of legal residence. Any disagreement regarding the investigative finding will be reviewed by the deputy superintendent. Student Progression Plan 2015-2016 Page 7 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS - cont. 2. Legal Documentation required for non-custodial parent/guardian If you are not the legal guardian or residential custodial parent of a student OR there is a court decision regarding release of information related to custody/restraining orders, etc., state law REQUIRES that one of the following documents be provided for enrollment: Court custody documentation stating specifications Department of Children and Families Placement Letter Educational Guardianship (notarized documents verifying that the parent/legal guardian of student is incarcerated) Enrollment Registration Form may be obtained from the zoned school or from the MCPS website: MCPS Enrollment Registration Form The district presumes and enrolls students based on information provided by the parent until which time official records from the previous school district are received. Parent should provide: 1. Academic History a) Last report card b) Transcript c) Withdrawal Form 2. Proof of Marion County residency - One of the following sets of documents must be provided: Copy of mortgage or lease/rental contract AND a copy of a recent (two months or less) electric bill in parent s name Copy of a recent (two months or less) electric bill in parent s name AND affidavit from landlord verifying residency Affidavit from head of household AND mortgage or lease/rental contract in the name of head of household AND a copy of a recent (two months or less) electric bill in name of head of household 3. Legal Documentation for non-custodial parent/guardian If you are not the legal guardian or residential custodial parent of a student OR there is a court decision regarding release of information related to custody/restraining orders, etc., state law REQUIRES that one of the following documents be provided for enrollment: Court custody documentation stating specifications Department of Children and Families Placement Letter Educational Guardianship (notarized documents verifying that the parent/legal guardian of student is incarcerated) Student Progression Plan 2015-2016 Page 8 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS - cont. 1. General Guidelines a) Students who are participating in a home education program may be admitted to MCPS on a full-time or part-time basis. Participation is on a space available basis and students must meet the same registration requirements as full-time students. [ 1002.20, Fla. Stat. (2015)] b) The school principal will establish the time and place for arrival and departure of home education students. The district is not responsible for the transportation of students in a home education program to or from the school. Students who attend on a part-time basis are subject to all applicable rules and regulations pertaining to full-time students. Students who are participating in a home education program may participate in extracurricular activities. 2. Exceptional students Exceptional students will be provided services as required by law. Students with disabilities who are parentally placed in a home education/private school in Marion County may receive Exceptional Student Education (ESE) services based on a Service Plan, not an Individual Education Plan (IEP), developed by the serving school. 3. Registration for Classes Students must register for all classes offered to home education students prior to the start of the semester they will attend, and a part-time student may not be enrolled in more than two courses. Full-time students will be given priority in course registration. Home education students who are excluded from a class at their zoned school due to space limitations may be assigned to another school if space in that class is available. [ 1002.41, Fla Stat. (2015)] 4. Participation in Special Programs Home education students may participate in Early College/Dual Enrollment, Marion Virtual School (MVS), Florida Virtual School (FLVS), Career and Technical Early College- Dual Enrollment, early admission, and credit by examination. Credit earned by home education students through Early College/Dual Enrollment shall apply toward the completion of a home education program that meets the requirements of 1002.41, Fla Stat. (2015). 5. Graduation Home education students transferring to MCPS must be full-time enrolled at a MCPS high school during their last two years prior to graduation in order to receive a diploma from the district. These students will be eligible for class ranking, honors, and awards. 1. A person who has attained the age of 19 years on or before opening day of the school year shall not be enrolled in any regular high school program, provided that an Student Progression Plan 2015-2016 Page 9 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS - cont. enrolled student who is involved in a continuous study program shall be exempt from this age restriction. A student is deemed in a continuous high school study program even though such a program was interrupted by military service or illness. At no time will a student's continuous study program be extended beyond the end of the semester in which the student reaches his/her 20 th year. Additionally, students must complete their continuous program of study within five school years of their initial entry to 9 th grade, unless the program was interrupted by military service or illness. 2. A person who has attained the age of 18 years on or before opening day of the school year, or the person s date of enrollment, may be newly enrolled or re-enrolled in a regular high school program only if the person receives approval of the school principal and has a reasonable prospect to complete graduation requirements during that school year. 3. Students seeking to enroll or transfer to MCPS may enroll at any time; however, those enrolling after 20 days from the first day of any school year and who have not attended school elsewhere in the State of Florida or another state of jurisdiction during the school year of enrollment, may be recommended for placement in an appropriate program by the school principal. This policy applies to students who have attained their 16 th birthday at the time of, or prior to enrollment in MCPS during the semester or grading period of enrollment. This policy does not apply to exceptional education students, or students who will or may qualify for Exceptional Student Education (ESE) placement, excluding gifted placement. 4. A person who is officially designated as an ESE student and assigned to special education shall be considered to be "in a continuous study program" when that student's Individual Education Plan (IEP) requires continued service by this school system to the age of 22 years. 5. In any instance consistent with the previous provision that admission or continued enrollment is denied, school personnel shall make recommendations for appropriate alternatives that would provide students with a means to continue their education. 6. Any further exception to this policy shall be made by the superintendent on the recommendation of the principal of the high school involved or by the director of ESE in the case of an exceptional child. 1. All addresses and changes of address are subject to verification. All student residence addresses and all documents submitted for verification are subject to validation by district staff. When a change of address occurs after initial enrollment, verification of the new residence is required. Students who are suspected of residing outside of Marion County, Florida, or in an attendance zone other than the student s attendance zone for the school they are attending, will be reported to the district for a residency determination investigation. 2. The district has the authority to verify enrollment information provided by the parent and to reassign a student based upon the investigative determination. A student who Student Progression Plan 2015-2016 Page 10 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS - cont. is found to be attending an out-of-zone school as the result of giving false or misleading information at registration, shall immediately be transferred to the school serving the student s residential attendance zone or withdrawn and advised to enroll in the appropriate school in their county of legal residence. Any disagreement regarding the investigative finding will be reviewed by the deputy superintendent. 3. Whoever knowingly makes a false statement in writing with the intent to mislead a public servant in the performance of his official duty shall be guilty of a misdemeanor of the second degree. [ 837.06, Fla. Stat. (2015)] 4. A minor child s residence is that of the child s parent or parents. A child residing in Marion County, Florida must be enrolled in and attend the public school that serves the child s residential attendance zone, unless otherwise authorized by the Student Assignment and Records Department, Exceptional Student Education (ESE) school assignment, disciplinary assignment under the Student Code of Conduct, assignment by the school board in lieu of expulsion, a no contact order entered by a court of competent jurisdiction, or assignment by the superintendent under MCPS Board Policy 5.20. 5. Special enrollment requirements exist for students seeking admission to a high school magnet program. a) Both parents residing in Marion County but in different school zones: (1) If a child s parents physically reside in separate residences located in different residential attendance zones (e.g. the child s parents are divorced, or living separate and apart under court order) and the child rotates between the parents residences, the child shall be enrolled in and attend the school zoned for the residence of the parent in which the child physically resides (stays) for 51% or more of the time. If the actual physical rotation is 50/50 and the parents reside in separate residential attendance zones, the school of enrollment shall be selected by the parents. If there is no court order, the parents declaration of primary residence should be accepted. (2) For Enrollment: The parent with whom the student is going to be residing during the school year shall show proof of residency along with the other items required for registration. b) A legal parent not living in Marion County (resides in another county, out-ofstate, or out of the country) requesting that the student reside with a parent living in Marion County: The parent residing in Marion County shall show proof of residency along with the other items required for registration. c) A parent residing in Marion County requesting that his/her child live with someone other than the parent (e.g., aunt, friend, grandparent, etc.) residing in a different school zone in order for the student to attend school in that zone: Student Progression Plan 2015-2016 Page 11 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS - cont. This option is not permitted. The student must enroll in the zoned school based on the residence of the parent. d) A parent residing in Marion County relinquishing formal legal custody of his/her child to someone (e.g., aunt, friend, grandparent, etc.) residing in a different school zone: (1) Extenuating circumstances must be documented. The guardianship must be due to the fact that the parent is truly not capable of caring for the student. This type of transfer is not available if the student s parent is not suffering from a documented physical, mental, or financial infirmity which, by ordinary and reasonable standards, precludes the parent from actually caring for the student. (2) Once the extenuating circumstances have been validated with legal documentation, the student shall be allowed to enroll in a school zoned for the residence of the legal guardian/custodian. e) A parent NOT residing in Marion County requesting that his/her child reside with someone other than a parent, (e.g., aunt, friend, grandparent, etc.), and there is no parent living in the district: Extenuating circumstances must be documented. If the student s parent is not suffering from a documented physical, mental, or financial infirmity which, by ordinary and reasonable standards, precludes the parent from actually caring for the student, this transfer should not be approved. f) Students who have been expelled or recommended for expulsion in another school district: The Marion County School Board will uphold the expulsion of a student from another school district. The purpose of the instructional program is to provide appropriate instruction and selected services to enable students to perform academically at their grade level or higher while recognizing the wide range of student abilities, motivation, interests and development. 1. Exceptional students who are not in school should be referred directly to Child Find at the Florida Diagnostic and Learning Resources System (FDLRS). All children with disabilities residing in Florida, including children with disabilities attending private schools, regardless of the severity of their disabilities, and who are in need of special education and related services, are identified, located, and evaluated and a practical method is developed and implemented to determine which children with disabilities are currently receiving needed special education and related services. 2. Free and appropriate public education (FAPE) is available to all children with disabilities residing in Florida between the age of three and until their 22 nd birthday, Student Progression Plan 2015-2016 Page 12 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS - cont. including children with disabilities who have been suspended or placed in an alternative education program. Students with disabilities continue to be eligible for FAPE through age 21, even if they have earned a General Educational Development (GED) credential. To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from general educational environment occurs only when the nature or severity of the disability of a child is such that education in general classes with the use of supplementary aids and services cannot be achieved satisfactorily. 3. In order to comply with Section 504 and the American Disabilities Act (ADA), school personnel must identify students who are eligible for Section 504/ADA protections and services, and implement procedures to ensure that they receive a free appropriate public education. Homeless students as defined in 1003.01, Fla. Stat. (2015), including homeless unaccompanied youth, are permitted to enroll in MCPS, must have access to free and appropriate education (FAPE), must be admitted to school in the school district in which they or their families live, and must not be placed in a separate school or program within a school based on their homeless status. Homeless children and youth are provided services comparable to those offered to other students enrolled in MCPS to ensure they have an equal opportunity to meet student academic achievement standards. All homeless students are eligible for free breakfast and lunch. The district shall assist homeless children in meeting the requirements of 1003.22, Fla. Stat. (2015), as well as local requirements for documentation. The education of the English Language Learner (ELL) is tailored to the student s needs through design, scheduling, instructional strategies, philosophy, and learning activities by the identification, assessment, and classification process. English language instruction for ELL students shall utilize English for Speakers of Other Languages (ESOL) instructional strategies in approach; provide courses leading to English language proficiency; ensure the student s identification and assessment, classification and reclassification; ensure access to appropriate ESOL instruction and to categorical programs and services; ensure qualified instructional personnel and monitoring for program compliance, equal access, and program effectiveness. [ 1003.56, Fla. Stat. (2015)] Hospitalized/Homebound (H/H) Program: H/H services will be available to students who meet eligibility criteria and are enrolled in the program at least three weeks prior to the end of the school year. Student Progression Plan 2015-2016 Page 13 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS - cont. Students who become or have become married and students who are pregnant shall not be prohibited from attending school. These students and students who are parents shall receive the same educational instruction or its equivalent as other students, but may voluntarily be assigned to a class or program suited to their special needs. Pregnant teens may participate in a teenage parent program. Pregnant students may attend alternative education programs or adult education programs, provided that the curriculum allows the student to continue to work toward a high school diploma. [ 1003.54, Fla. Stat. (2015)] MCPS participates in the Interstate Compact on Educational Opportunity for Military Children, the purpose of which is to remove barriers to educational success imposed on children of military families because of frequent moves and deployment of their parents. The district will implement the requirements listed in 1000.36, Fla. Stat. (2015). 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 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, dual enrollment, Advanced Placement (AP), Advanced International Certificate of Education (AICE), and International Baccalaureate (IB). [FS 1003.05(3) Within Marion County schools, parents will be expected to formally withdraw their child from a previous school before enrolling at another Marion County public school. The sending school will provide the parent with a copy of HRS Form 680/immunization record from the Student Information System along with the appropriate withdrawal form. If there are extenuating circumstances, the principal may deal with this process on an individual basis. Parent shall provide: 1. The parent s ID 2. Withdrawal packet from previous school 3. Proof of residence Student Progression Plan 2015-2016 Page 14 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS - cont. Students transferring from a non-public Florida kindergarten to MCPS must be five years of age on or before September 1 st, provide proof of immunization, and meet first entry to the State of Florida criteria. 1. A child must have successfully completed kindergarten in a non-public Florida school, must be six years of age on or before September 1 st of the school year in which admission to the 1 st grade is being sought, and meet first entry to the State of Florida criteria. 2. Students transferring to 1 st grade from a non-public kindergarten program will need written verification of successful completion of kindergarten from the non-public school attended. Students not meeting the above requirements for 1 st grade will be enrolled in kindergarten. Entry into kindergarten and 1 st grade by out-of-state transfer students who do not meet regular age requirements for admission to Florida public schools, shall be based on their previous state s age requirements. Documentation of attendance in the grade level in which the student is enrolling may be requested. When a student transfers to MCPS from a public or non-public school, it will be the responsibility of the principal of the previous school to determine grade level placement. The student will be academically screened to determine best placement within the school, as needed. From a home education program, it will be the responsibility of the principal/designee of the receiving school to assess the student s achievement level. 1. Home Education: The following will be considered by principals for placement of home education students: a) Review of the required home education annual evaluation (acceptable options include student portfolio, nationally normed achievement test, state student assessment test, psychological evaluation, or other approved valid measurement tool). b) Student placement may be determined by scholastic performance, whereby the student is enrolled in the higher course or level and if the student maintains a C or greater, the level of performance will be considered appropriate. If the student does not maintain a 2.0 grade point average (GPA) or greater by the end of the first grading period of attendance, then the student will be placed at a level more appropriate to the student s scholastic ability. Or, student placement may Student Progression Plan 2015-2016 Page 15 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS - cont. be made by demonstrating mastery of district learning objectives. The principal shall have the final decision regarding student placement. 2. Middle Grades Procedures relating to the acceptance of transfer work and courses for students entering Florida s public schools composed of middle grades 6, 7, and 8 from out-ofstate or out of the country are as follows: a) 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, successful completion of courses shall be validated through performance during the first grading period. b) Validation of courses shall be based on performance in classes at the receiving school. A student transferring to a school shall be placed at the appropriate sequential course level and should be passing each required course at the end of the first grading period. 3. High School Credit Earning Courses The grade placement of students transferring from other states or private schools shall be determined by the principal of the receiving school after receipt of the official student records or transcripts. The principal has the responsibility for all phases of the school program including the awarding of credit, certification that graduation requirements have been met, and the approval of acceptable credits for transfer students. Credits toward graduation are earned as a result of a passing grade in a bona fide credit course that is listed with an official Department of Education (DOE) course code number. a) All evidence of work or credits earned through traditional sources that are accredited by a recognized regional or state accrediting agency shall be accepted without further validation and shall be based on an official transcript authenticated by proper school authority. b) Credits earned through alternative delivery systems (public and non-public special purpose schools, distance learning, and supplementary education programs) that are accredited by a recognized regional accrediting agency must be accepted upon review of the student s official transcript. Principals/designee must evaluate and advise the parent and student of the acceptability of the credits for purposes of graduation. c) Seniors who enroll in non-public school programs for the purpose of earning credit(s) for graduation should do so, such that, all final grades can be received and reviewed for acceptance by the deadlines as all other seniors final grades. Two weeks for review and acceptance should be provided. d) Students who enter MCPS from some type of alternative public or private educational program where alternative grading scales are used shall translate the Student Progression Plan 2015-2016 Page 16 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS - cont. alternative grade into a letter grade. [ 1003.437, Fla. Stat. (2015)] Alternative grading systems will not be reflected in district and state grade point average (GPA) calculations. Acceptable grades will continue to be A, B, C, D, or F. e) Credits and grades earned from unaccredited schools shall be accepted at face value if submitted on an official transcript. An official transcript is sent directly from the past administrator to the present administrator and should clearly identify the school, the student, the course number, date the course was taken, credit earned, and grade in each course. The transcript should be on official school letterhead and/or be embossed with the school seal. (1) In order to receive credit for any course completed within the past year, a student shall pass a school-based competency exam if an examination is available for that subject. For those subjects where a test is not available, a curriculum outline, materials utilized, samples of work generated, and an indication of time devoted to study of the course shall be required. (2) In order to receive credit for any course completed prior to the past year, the principal/designee shall use discretion in determining whether a final examination shall be required. (3) Credit granted for courses shall receive pass/fail grades only. (4) Credit for courses shall not carry the Honors designation. However, should a student earn an A or B on a school-based competency exam in an Honors course, the Honors designation will be provided. (The student would receive a pass grade). The Advanced Placement (AP) designation will only be provided if the student has taken the relevant AP examination and had earned a score of three or greater on that exam. f) Beginning with the 2012-2013 school year, if a student transfers to a Florida public high school from out of the country, out-of-state, a private school, or a home education program, and the student s transcript shows credit in Algebra 1, the student must take and pass the statewide, standardized Algebra 1 End-of- Course (EOC) exam or earn a comparative score on another assessment as provided for under 1008.22, Fla. Stat. (2015), in order to earn a Florida standard high school diploma, unless the student passed a statewide Algebra 1 assessment given by the transferring entity, or the student passed the high school mathematics assessment used by the transferring entity to meet Elementary and Secondary Education Act (ESEA)/No Child Left Behind (NCLB) requirements. g) If a student s transcript shows a credit in high school reading or English Language Arts (ELA) II or III, the student must meet the testing requirements required for their cohort as established by state statute. h) 11 th 12 th Grade Out-of-State/Country: Students who enter a Florida public school at the 11 th or 12 th grade from out-of-state or from a foreign country shall not be required to spend additional time in a Florida public school in order to meet the high school course requirements if the student has met all requirements of the school district, state, or country from which he or she is transferring. Such students who are not proficient in English should receive immediate and intensive Student Progression Plan 2015-2016 Page 17 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS - cont. instruction in English language acquisition. However, to receive a standard high school diploma, a transfer student must earn a 2.0 or greater grade point average (GPA) and meet related testing requirements or an alternate assessment as described in 1008.22, Fla. Stat. (2015). [ 1003.433, Fla. Stat. (2015)] i) Foreign Exchange Students Admissions/Entry: For the purpose of the cultural experience, foreign exchange students may be enrolled in MCPS, but are NOT eligible for diploma options. 1. All children who have attained the age of six years or who will have attained the age of six years by February 1 st of any school year or who are older than six years of age but who have not attained the age of 16 years, except as otherwise provided, are required to attend school regularly during the entire school term. [ 1003.21, Fla. Stat. (2015)] 2. Students who attain the age of 16 years during the school year are not subject to compulsory school attendance beyond the date upon which they attain that age if the student completes MCPS Form STS40 (Student Declaration of Intent to Terminate School Enrollment) and completes a Florida Department of Education (FLDOE) exit interview and survey. 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. MCPS must notify the student s parent of receipt of the student s declaration of intent to terminate school enrollment. [ 1003.21, Fla. Stat. (2015)] 3. Each parent is responsible for the child s regular school attendance. Each student is expected to attend school every day and be punctual. Failure to attend school in a regular and timely fashion hinders the education process and may result in failing grades. [ 1003.24, Fla. Stat. (2015)] 4. Schools are required to track excused and unexcused absences to prevent the development of a pattern on non-attendance. Refer to MCPS Code of Student Conduct for more information. a) If a student has had at least five unexcused absences for which the reasons are unknown within a calendar month or 10 unexcused absences or absences for which the reasons are unknown within a 90 calendar day period, the student s primary teacher shall report to the school principal/designee that the student may be exhibiting a pattern of non-attendance. [ 1003.26, Fla. Stat. (2015)] b) A student who has 15 or more unexcused absences within a 90 calendar day period is considered a habitual truant and interventions leading to court action may occur [ 1003.27, Fla. Stat. (2015)] c) A student s attendance record may not be used in whole or in part to provide an exemption from any academic performance requirement Student Progression Plan 2015-2016 Page 18 of 110

ADMISSION, ENROLLMENT, AND TRANSFERS - cont. 1. If a student withdraws prior to completing/earning a high school diploma, he/she must complete MCPS Form STS40 (Student Declaration of Intent to Terminate School Enrollment) and a Florida Department of Education (FLDOE) exit interview and survey. 2. In meeting the requirements for high school credit attainment, one full credit means a minimum of 135 hours of bona fide instruction in a designated course of study which contains intended outcomes as presented in the State of Florida course descriptions or the equivalent of 6 semester hours of college credit For schools using block scheduling, the hour requirement is adjusted to 120. [ 1003.436, Fla. Stat. (2015)] 3. The requirements for one-half credit shall be one-half the requirements specified in 1003.436, Fla. Stat. (2015). 4. Students are permitted to make up work for hours of school missed for excused or approved absences as defined in MCPS Code of Student Conduct. Completed make up work will be recorded as bona fide hours of instruction and will be a part of the required minimum 135 hours of instruction for a designated course. 5. Students may be awarded credit for less than 135 hours of instruction if they have demonstrated mastery of the course requirements and appropriate Next Generation Sunshine State Standards (NGSSS)/Florida Standards (FS). This demonstration includes performance-based instruction, and assessment or course modifications that combine courses. 6. Regardless of the grade (A, B, C, D, or F), a student who does not meet the minimum hours of instruction, or does not show mastery of the Course Student Intended Outcomes, will receive no credit and will have a 0.00 marked on the student transcript and scholastic record card. Student Progression Plan 2015-2016 Page 19 of 110

ELEMENTARY EDUCATION (GRADES K-5) 1. Student Performance a) Elementary curriculum includes the Florida Standards (FS) and the Next Generation Sunshine State Standards (NGSSS). Each district establishes district levels of performance for student progression in English Language Arts (ELA), mathematics, science, and social studies, for each grade level that include the state levels of performance on statewide assessments (Florida Standard Assessments [FSA] and Florida Comprehensive Assessment Test [FCAT] 2.0) as defined by the commissioner of education. [ 1008.22, Fla. Stat. (2015)] Curriculum maps have been developed for core courses and are outlines used as a basis for developing instructional units and learning activities. Course offerings are based on the Florida Department of Education (FLDOE) Course Code Directory http://www.fldoe.org/articulation/ccd/. Teachers will use and follow the curriculum maps, outlined instructional units, and learning activities that have been created. [ 1003.41, Fla. Stat (2015)] b) For grades and subjects in which no current state assessments are administered, the district must establish and assess expected levels of performance for student progression using district-selected assessments such as students class work, observations, tests, district and other assessments, or other relevant information. c) It is the responsibility of the classroom teacher to screen, instruct, assess, and monitor the progress of student proficiency on all Florida Standards (FS)/Next Generation Sunshine State Standards (NGSSS). Teacher lesson plans should reflect the teaching of FS/NGSSS for kindergarten through 5 th grade, including English Language Learners (ELL) and Exceptional Student Education (ESE) accommodations, when applicable. Standards will be consistently taught and assessed throughout the year. Assessment of proficiency will be based on FS/NGSSS Decision Trees found in the MCPS K-12 Comprehensive Research-based Reading Plan, supplemental materials, student work samples, observation of the student s performance, and student self-assessment. [ 1008.22, Fla. Stat. (2015)] d) It is the responsibility of the classroom teacher to assess all K-5 students within 30 school days of entry. Parents of K-5 students will be notified of their child s ELA/reading proficiency level. If a student is found to have reading deficiencies, remedial reading instruction must be provided to remediate the deficiencies. The student s reading proficiency must be reassessed at the beginning of the grade following the intensive reading instruction by locally determined assessments or teacher observations. The student must continue to be provided with intensive Student Progression Plan 2015-2016 Page 20 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. reading instruction until the reading deficiency is remedied. [ 1008.25, Fla. Stat. (2015)] e) The Department of Education (DOE) shall implement the school readiness uniform screening developed by the Florida Partnership for School Readiness. DOE requires that all school districts administer the kindergarten uniform screening to each kindergarten student upon the student s entry into kindergarten. [ 1002.69, Fla. Stat. (2015)] f) The comprehensive program for student progression uses assessment data, including universal screening and ongoing progress monitoring, to evaluate the effectiveness of instruction, identify students needing more intensive instructional support, and monitor each student s response to implemented interventions. Students who do not meet grade level expectations receive increasingly intense intervention services. The areas of academic need and intervention strategies are defined through a problem-solving/multi-tier System of Supports (MTSS) process. Multiple tiers of increasingly intense instruction/intervention services are implemented to support student academic proficiency. Students are matched to strategic and intensive interventions based on data from multiple assessment sources. Student progression decisions consider the effectiveness of core instruction and the student s response to evidence-based interventions. Interventions for academics and/or behavioral deficiencies will be provided through the MTSS process. g) Parents may not refuse remedial/intervention services. The district has the authority and responsibility to design the student s course of study. It is the school that is held accountable for the student s progress. 2. Curriculum and Instruction a) Each student in grades K-5 will receive regularly scheduled instruction based on the district-adopted curriculum program which includes state/district-approved materials and/or textbooks for the assigned grade level and Florida Standards (FS)/Next Generation Sunshine State Standards (NGSSS). Reading instruction will follow the MCPS K-12 Comprehensive Research-based Reading Plan. Courses include English Language Arts (ELA), mathematics, science, and social studies. b) In addition to initial instruction, immediate intensive intervention which includes the Multi-Tier System of Supports (MTSS) model, is also provided to students who continue to demonstrate any deficiency. Intensive instruction is associated with the following characteristics: (1) Diagnosis/prescription (2) Specific skill remediation based on error analysis (3) Repeated exposure (4) Smaller portions of text or content (5) Guided and independent practice (6) Integration of skills into all content areas (7) Frequent monitoring Student Progression Plan 2015-2016 Page 21 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. (8) Criterion-based evaluation (9) Differentiated instruction c) The physical education (PE) program stresses physical fitness and encourages healthful, active lifestyles and encourages all students to participate. [ 1003.01, Fla. Stat. (2015)] PE shall consist of physical activities of at least a moderate intensity level and for a duration sufficient to provide a significant health benefit to students subject to the differing capabilities of students. Elementary PE programs must be offered 150 minutes per week, so that on any day during which PE instruction is conducted there are at least 30 consecutive minutes per day. [ 1003.455, Fla. Stat. (2015)] The requirement shall be waived for a K-8 student who meets one of the following criteria: (1) The student is enrolled or required to enroll in a remedial course (2) The student's parent indicates in writing to the school that the parent requests the student enroll in another course from among those courses offered as options by MCPS (3) The student is participating in physical activities outside the school day which are equal to or in excess of the mandated requirement Students whose parents waive the PE requirement will be enrolled in an enrichment or elective course offered by the school. Placement will be made at the discretion of the principal and on a space available basis. Parents may complete a waiver for PE at the school site. This type of exception must be renewed annually. [ 1003.455, Fla. Stat. (2015)] 3. School Schedules Flexibility in designing school schedules is permissible; however, the schedule must include a minimum of 90 minutes of uninterrupted literacy instruction and an additional 30 minutes of intervention instruction for students who are deemed nonproficient in reading based on assessment tools outlined in the MCPS K-12 Comprehensive Research-based Reading Plan. A minimum of 60 minutes of mathematics instruction will be included in the school day. The schedule will include a minimum of 150 minutes of physical education (PE) per week. The instructional schedule will be at least five hours. School schedules may reflect the integration of subjects, including science, social studies, writing, technology skills, career education, comprehensive health education, creative/critical thinking skills, character education, Spanish or other world languages, and other areas deemed necessary to provide an appropriate instructional curriculum for each school. [ 1011.61, Fla. Stat. (2015)] 4. Grouping for Instruction a) Providing differentiated instruction for students at all levels is a best practice to meet students needs in mastering the Florida Standards (FS)/Next Generation Sunshine State Standards (NGSSS). Instructionally sound strategies for grouping students will be used to enhance the academic achievement of all students. Any Student Progression Plan 2015-2016 Page 22 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. grouping of students shall provide opportunities for the regrouping of students during a portion of the school day (i.e., within the general education classroom, during specials, lunch, or other portion of the school week). b) Ability groups are organized according to accelerated needs such as higher-level coursework or remedial needs of individual students. Ability group configurations are flexible and continually monitored for student progress and movement. Grouping (whole class, within the grade level, and/or across grade levels) arrangements may include, but are not limited to: (1) Flexible grouping strategies to meet needs of individual student populations (2) Intervention-based grouping determined by screening, diagnostic, progress monitoring, or other assessments (3) Cooperative grouping (4) Small groups of mixed ability, and like ability (5) Ability grouping for portions of school day (6) Multi-age classes (7) Departmentalization (8) Team teaching within or across grade levels or looping (teacher instructing class for multiple years) (9) Other accelerated options as described in 1002.3105, Fla. Stat. (2015) (10) Other grouping based on qualification for Exceptional Student Education (ESE) or English Language Learners (ELL) (e.g. inclusion model/support facilitation) 5. Expectations: It is expected that all children can learn given the time and resources, and can make satisfactory progress through the grades. Each year, most students will be able to achieve a level of academic proficiency and social and emotional development, which will enable them to benefit from instruction in the next grade. However, some students may require more than the usual amount of time in school to develop their educational potential. 6. Curriculum: The district-adopted curriculum program includes content-specific instructional plans, state/district-approved materials and/or textbooks for the assigned grade level as defined by Florida Standards (FS)/Next Generation Sunshine State Standards (NGSSS) in English Language Arts (ELA), mathematics, science, and social studies. Overall student performance on state/district curriculum content is based on proficiency utilizing district-adopted textbooks and supplemental materials approved for the assigned grade level, as well as district and state assessments. 7. Assessment: The primary purpose of the student assessment program is to provide information needed to improve the performance of public schools. Assessment data is used to Student Progression Plan 2015-2016 Page 23 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. evaluate instructional effectiveness, enhance learning gains of all students, and to inform parents of the educational progress of their child(ren). [ 1008.22, Fla. Stat. (2015)] a) Statewide Assessments (1) Each student must participate in statewide assessment tests required by 1008.22, Fla. Stat. (2015). Each student who does not meet specific levels of performance in English Language Arts (ELA), mathematics, and science, for each grade level, or who does not meet specific levels of performance as determined by the commissioner of education on statewide assessments at selected grade levels, must be provided with additional diagnostic assessments to determine the nature of the student s difficulty and areas of academic need. [ 1008.25, Fla. Stat. (2015)] (2) Beginning with the 2014-2015 school year, the Florida Standards Assessment (FSA) replaces the FCAT 2.0 in ELA/reading and mathematics. Student placement/proficiency for 2015-2016 is based on FSA results. (3) Schools are prohibited from suspending a regular program of curricula to administer practice tests or engage in other test preparation activities for a statewide assessment. (4) Students with disabilities may be alternately assessed if the Individual Education Plan (IEP) team determines that regular statewide assessments are not appropriate. (5) When English Language Learner (ELL) students have been receiving their education in English for less than one year, they have the option of a reading exemption, although without the award of a standard high school diploma. b) District Assessments (1) Each school will administer district-approved assessments for grades K-5 in ELA and mathematics. The administration date(s) will appear annually on the District Assessment Calendar. (2) Focus Assessments: Focus lesson assessments tied to the FCAT 2.0 assessed benchmarks will be administered by each school respective to each individual school s instructional calendar for science. (3) Reading Assessments: Each elementary school must regularly assess the reading ability of each K-5 student. (4) Other Assessments: Other assessment tools may be used to diagnose and determine student needs. c) Alternative Assessment and Accommodations of the State, Districtwide, or Classroom Tests (1) Classroom/Teacher-made Tests: Alternative assessment tools are acceptable and encouraged by the Florida Department of Education (FLDOE). Some of these alternatives include, but are not limited to, learning logs and journals, role play activities, portfolios, Venn diagrams or Student Progression Plan 2015-2016 Page 24 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. 8. Proficiency other graphic organizers, student self-ratings, projects, or other performance based assessments. (2) Section 504 students access the same assessments as general education students. Testing accommodations are authorized, when determined appropriate, by the 504 committee for any student eligible for Section 504. These accommodations must be allowable by the testing guidelines and documented on the Section 504 Plan. (3) Examples of assessments include: District-adopted Foundational Assessments grades K-2 Florida Standards Assessment (FSA), English Language Arts (ELA), and mathematics grades 3-5 FCAT 2.0 Science grade 5 Florida Alternate Assessments for Students with Significant Cognitive Disabilities WIDA ACCESS (World-class Instructional Design and Assessment Assessing Comprehension and Communication in English State-to- State) for all English Language Learners (ELL) Other (screeners, progress monitors, diagnostics) Student proficiency is defined as the on-going demonstration and application of Florida Standards (FS)/Next Generation Sunshine State Standards (NGSSS). Students must demonstrate proficiency in English Language Arts (ELA), mathematics, science, and social studies at each grade level as determined by state/district levels of proficiency on state assessments plus local levels of proficiency on district assessments. a) Each student s proficiency levels and academic progress in meeting the desired level of performance will be frequently monitored. Proficiency is reported to parents through conferences, grade book reports, report cards, written communication, progress reports, Individual Education Plans (IEPs), reports from school-based curriculum initiatives, etc. b) Student Progress: The evaluation of each student s progress must be based upon the student s classroom work, observations, tests, district and state assessments, and other relevant information. Overall student performance on state/district curriculum content is based on proficiency of standards and district and state assessments. Promotion or retention is based on documentation of student proficiency. c) Missing/Inconsistent Data: In cases where state assessment data are missing or are inconsistent with a student s classroom performance, teachers professional judgment, using specified criteria, may be used to determine student proficiency. In such cases, Student Progression Plan 2015-2016 Page 25 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. Subject English Language Arts (ELA) Writing Mathematics Science and Social Studies Proficiency Level Proficient Marginally Proficient (Preponderance of Evidence will determine intervention) Non-Proficient Proficient Non-Proficient Proficient Non-Proficient Proficient Non-Proficient teachers shall take into consideration a variety of evaluation data, such as: classroom work, observations, tests, district and state assessments, equivalent portions of national norm referenced tests, and other relevant information which shows mastery of essential skills. Using this data, the school may determine that the student is either proficient or non-proficient. (This will not apply to 3 rd grade students.) If the preponderance of evaluation data indicates that the student is meeting the levels of performance for student progression, the school shall determine that the student is proficient. Proficiency thresholds are below: 2015-2016 Grades K - 2 Proficiencies Kindergarten Entering Exit Scores 70% or higher on AIMSweb the Kindergarten ELA 30%ile or above LEOCE and/or AIMSweb Letter Naming 30%ile or above Letter Sounds AIMSweb 26% - 29%ile Letter Naming AIMSweb 25%ile or below Letter Naming N/A N/A WSS In Prog./Prof. MT A-E or Classroom Assessments WSS Non-Prof. MT A-E or Classroom Assessments N/A N/A Scores 60% - 69% on the Kindergarten ELA LEOCE and/or AIMSweb 26% - 29%ile Letter Sounds Scores 59% or below on the Kindergarten ELA LEOCE and/or AIMSweb 25%ile or below Letter Sounds 70% (3.0) or above on 5- point rubric using school administered/scored writing assessments 69% (less than 3.0) or below on 5-point rubric using school administered/scored writing assessments Scores 70% or higher on the Kindergarten Mathematics LEOCE Scores 69% or below on the Kindergarten Mathematics LEOCE Final passing grade of N or above in on-grade level course Final grade of U in ongrade level course 1 st Grade 2 nd Grade Scores 70% or higher on the 1 st grade ELA LEOCE and/or AIMSweb 30%ile or above Oral Reading Scores 60% - 69% on the 1 st grade ELA LEOCE and/or AIMSweb 26% - 29%ile Oral Reading Scores 59% or below on the 1 st grade ELA LEOCE and/or AIMSweb 25%ile or below Oral Reading 70% (3.0) or above on 5- point rubric using school administered/scored writing assessments 69% (less than 3.0) or below on 5-point rubric using school administered/scored writing assessments Scores 70% or higher on the 1 st grade Mathematics LEOCE Scores 69% or below on the 1 st grade Mathematics LEOCE Final passing grade of N or above in on-grade level course Final grade of U in ongrade level course K-12 Academic Services 2015-2016 SPP Grades K-2 Proficiencies 7/23/2015 Scores 70% or higher on the 2 nd grade ELA LEOCE and/or AIMSweb 30%ile or above Oral Reading Scores 60% - 69% on the 2 nd grade ELA LEOCE and/or AIMSweb 26% - 29%ile Oral Reading Scores 59% or below on the 2 nd grade ELA LEOCE and/or AIMSweb 25%ile or below Oral Reading 70% (3.0) or above on 5- point rubric using school administered/scored writing assessments 69% (less than 3.0) or below on 5-point rubric using school administered/scored writing assessments Scores 70% or higher on the 2 nd grade Mathematics LEOCE Scores 69% or below on the 2 nd grade Mathematics LEOCE Final passing grade of N or above in on-grade level course Final grade of U in ongrade level course Student Progression Plan 2015-2016 Page 26 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. 2015-2016 Grades 3-5 Proficiencies Subject Proficiency Level 3 rd Grade 4 th Grade 5 th Grade Proficient Level 3 or above on FSA ELA Level 3 or above on FSA ELA Level 3 or above on FSA ELA English Language Arts (ELA) Marginally Proficient Requires Intervention Level 2 on FSA ELA 45%ile or above on Reading portion of SAT 10 Level 2 on FSA ELA 45%ile or above on Reading portion of SAT 10 Level 2 on FSA ELA 45%ile or above on Reading portion of SAT 10 Non- Proficient Level 1 on FSA ELA Level 1 on FSA ELA Level 1 on FSA ELA Writing Proficient Non- Proficient 6.0 or above on a 10-point scale using school administered/scored writing assessments 5.5 or below on a 10-point scale using school administered/scored writing assessments Level 3 or above on FSA ELA. If no FSA ELA, 6.0 or above on 10- point scale using school administered/scored writing assessment. Level 2 or below on FSA ELA. If no FSA ELA, 5.5 or below on a 10- point scale using school administered/scored writing assessment. Level 3 or above on FSA ELA. If no FSA ELA, 6.0 or above on 10- point scale using school administered/scored writing assessment. Level 2 or below on FSA ELA. If no FSA ELA, 5.5 or below on a 10- point scale using school administered/scored writing assessment. Mathematics Proficient Non- Proficient Level 3 or above on FSA Mathematics Level 3 or above on FSA Mathematics Level 3 or above on FSA Mathematics Level 1 or 2 on FSA Mathematics Level 1 or 2 on FSA Mathematics Level 1 or 2 on FSA Mathematics Science and Social Studies Proficient Non- Proficient Final passing grade of C or above in on-grade level course Final grade of D/F in on-grade level course Final passing grade of C or above in on-grade level course Final grade of D/F in on-grade level course Level 3 or above on FCAT 2.0 Science. Final passing grade of C or above in on-grade level course for Social Studies. Level 1 or 2 on FCAT 2.0 Science. Final grade of D/F for Social Studies. K-12 Academic Services 2015-2016 SPP Grades 3-5 Proficiencies 7/23/2015 d) Below Grade Level Designation (Refer to MCPS K-12 Comprehensive Researchbased Reading Plan) (1) Students working below grade level (working on curriculum standards below their current grade level) must be diagnostically assessed and provided remediation through Multi-Tier System of Supports (MTSS) and considered for possible retention. (2) Students marked below level for reading on the report card must: Be diagnosed and provided remediation through intensive reading instruction. Student Progression Plan 2015-2016 Page 27 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. Based on diagnoses, have individual areas of deficiency in phonemic awareness, phonics, fluency, comprehension and/or vocabulary identified, addressed, and monitored frequently. Be considered for possible retention and have this marked in the comment section. Be reassessed by locally determined assessments and teacher observation at the beginning of the grade following the intensive reading instruction. Continue to be provided intensive reading instruction until the reading deficiency is remedied. Students with report card grades of D, F, N, or U in ELA/reading, mathematics, science, or social studies, should be monitored closely and may be considered for diagnostic assessment. If needed, remediation will be provided through the MTSS process or Individual Education Plan (IEP). These students will be considered for possible retention. (3) English Language Learners (ELL), two years or less in the program, will not be marked below grade level. 1. Students in kindergarten through 5 th grade who do not meet the district and/or state levels of proficiency in English Language Arts (ELA)/reading, mathematics, science, or social studies, shall be provided remediation. 2. In compliance with the Department of Education (DOE), the district has identified the following supplemental and intensive instructional support for implementation: a) Progress Monitoring Each district school board shall establish a schoolwide system of progress monitoring for all students who are deficient in ELA, mathematics, science, and/or social studies. Strategies to help students achieve academic success will be discussed and documented. Based upon assessments, the areas of academic need for each student will be identified. Information regarding supplemental instructional services and supports through the Multi-Tier System of Supports (MTSS) process will be communicated to the parent in writing via email, phone conference, parent conference and/or other format. [ 1008.25, Fla. Stat. (2015)] b) Supplemental Instructional Support Activities Tutorial instruction/3 rd Grade Reading Camp and/or other instructional support activities may be provided to students in grades K-5 pending funding and availability of instructors. These services are provided as an opportunity for remediation of the required skills for those students who meet the following criteria: Student Progression Plan 2015-2016 Page 28 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. (1) N or U (grades K-2), D or F (grades 3-5) in ELA, mathematics, science, or social studies during the previous grading period or progress reporting time (2) Reading below grade level as reflected through MTSS documentation (3) Classroom teacher recommendation (4) Level 1 or 2 on the applicable state assessment in reading or ELA 1. Acceleration of students is a practice that covers a wide range of educational strategies. An accelerated curriculum may be provided to those students who have demonstrated a need beyond the general education curriculum. [ 1002.3105, Fla. Stat. (2015)] MCPS offers the following opportunities: a) Flexible class groups b) Subject matter acceleration c) Enrichment programs d) Grade clustering e) Virtual instruction f) Whole-grade promotion and mid-year promotion 2. For grade level acceleration, the principal in consultation with all stakeholders, will review the following documentation before any accelerated placement is considered: social/emotional needs including readiness for higher level achievement, demonstration of a high level of mastery of the current and next grade curriculum, parent input, school history, ability and aptitude for advanced work, and referral for gifted services. 3. Students in 4 th and 5 th grade who earned a Level 4 or 5 in English Language Arts (ELA)/reading or mathematics on the prior year s state assessment are eligible to take accelerated courses using virtual school. Options may vary slightly by school and may include advancing to the next grade level for some coursework in a face-to-face setting or through virtual school. An elementary student who has received wholegrade promotion, under Academically Challenging Curriculum to Enhance Learning (ACCEL), to grade 6 or above will be instructed at the student s zoned middle school. 4. Parents interested in ACCEL should request information at the zoned school site. There are specific timelines that are adhered to as a part of the acceleration process. The final decision for grade placement is the responsibility of the principal. All parents will be notified regularly of their child s achievement during the 36-week school year. The reporting period is to be divided in to 4 nine-week periods. Every student who is enrolled at a school receives a report card, regardless of the length of the enrollment. The Student Progression Plan 2015-2016 Page 29 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. report card becomes a part of the student s permanent records. The report to the parent must include the student s progress toward achieving state and district expectations for proficiency. A student in attendance for fewer than 20 days does not have to receive a grade on the report card for that grading period. A comment should be included on the report card stating that the student has not been in attendance for a sufficient time to be evaluated adequately. Parents are strongly encouraged to monitor student progress via Skyward Family Access. Initial registration for Skyward Family Access will occur at the school site. [ 1008.25, Fla. Stat. (2015)] 1. All parents will be notified in writing quarterly of their child s achievement during the school year. Schools will report to the parent of each student the progress of the student toward achieving state and district expectations for proficiency in English Language Arts (ELA), mathematics, science, and social studies. 2. The evaluation of each student s progress must be based upon the student s classroom work, observations, tests, district and state assessments, and other relevant information. 3. The report card will indicate performance or non-performance at grade level, acceptable or unacceptable behavior, attendance, and promotion or retention. 4. Parents have 24/7 access to student grades via Skyward Family Access and are encouraged to monitor progress frequently. Initial registration for Skyward Family Access will occur at the school site. 5. When it is apparent that the student may fail or is doing unsatisfactory work in any course or grade assignment, the parent must be notified during each grading period. The opportunity for a conference with the teacher or principal must be provided upon request by the parent of any student. Additionally, a conference must be provided for any parent whose child may be retained. GRADES K-2 EVALUATION CODE LETTER GRADE PERCENTAGE Exceeding Grade Level Expectations E 90 100% Successfully Meeting Grade Level Expectations S 80 89% Needs Improvement N 70 79% Unsatisfactory Progress toward Meeting Grade Level Expectations U 0 69% Student Progression Plan 2015-2016 Page 30 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. GRADES 3-5 EVALUATION CODE LETTER GRADE PERCENTAGE Outstanding Progress A 90 100% Above Average Progress B 80 89% Average Progress C 70 79% Lowest Acceptable Progress D 60 69% Failure F 0 59% Passing S 75% Incomplete I GRADES K-5 ART, MUSIC, PHYSICAL EDUCATION, AND CONDUCT EVALUATION CODE LETTER GRADE PERCENTAGE Excellent E 90 100% Satisfactory S 80 89% Needs Improvement N 70 79% Unsatisfactory U 0 69% Each district school board must annually publish in the local newspaper, and report in writing to the State Board of Education by September 1 st of each year, the following information on the prior year: 1. The provisions of the law relating to public school student progression and the district school board s policies and procedures on student retention and promotion by grade, the number and percentage of all students in grades 3-10 performing at levels 1 and 2 on the reading portion of the state-required assessment. 2. By grade, the number and percentage of all students in grades 3-10. 3. Information on the total number of students who were promoted for good cause, by each category of good cause. 4. Any revisions to the district school board s policy on retention and promotion from the prior year. [ 1008.25, Fla. Stat. (2015)] Each student s progression from one grade to the next is to be determined in part, by proficiency in English Language Arts (ELA)/reading, mathematics, science, and social studies. Success in the area of reading is especially crucial. The primary responsibility for determining each student s performance and ability to function academically, socially, and emotionally in the next grade is that of the classroom teacher in conjunction with the principal. School personnel will use all available resources to achieve parental understanding and cooperation regarding a student s grade placement including the use of the school-based Multi-Tier System of Supports (MTSS) team. [ 1008.25, Fla. Stat. (2015)] Student Progression Plan 2015-2016 Page 31 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. The district follows state-adopted Florida Standards (FS) and Next Generation Sunshine State Standards (NGSSS) for all core content areas. District-adopted textbooks are used to provide instruction in, and assessment of, these standards at all grade levels. Using the district-adopted textbooks and supplemental materials, the classroom teacher will provide instruction, as well as assessment, of skills for each area. Promotion is based on criteria as defined in the proficiency section of this Student Progression Plan. No student may be assigned to a grade level based solely upon the student s age or other factors that constitute social promotion. Social promotion is defined as the promotion of a student based on factors other than the student achieving the district and state levels of performance for student progress. Other options for promotion may occur at varying times during the school year. The final decision for grade placement is the responsibility of the principal. [ 1008.25, Fla. Stat. (2015)] 1. After consultation with the school administration, a student will be recommended for retention by the school-based Multi-Tier System of Supports (MTSS) team or schooldesignated team based on the criteria listed in this Student Progression Plan. A student who is retained must be in the MTSS process. Retention decisions are based on more than a single test score. Additional evaluations, portfolio reviews, and assessments are available to assist parents and school personnel in knowing when a child is academically performing at or above grade level and ready for grade promotion as determined by the state assessment or end-of-course exam. Students scoring Level 1 on the 3 rd grade Florida Standards Assessment (FSA) Reading Assessment must be retained unless eligible for good cause exemption. The final decision for grade placement is the responsibility of the principal. [ 1008.25, Fla. Stat. (2015)] 2. Students who are retained must continue to be monitored closely through the MTSS process. 1. Detailed information regarding mandatory grade 3 retention may be found in the MCPS K-12 Comprehensive Research-based Reading Plan. 2. Students scoring Level 1 on the 3 rd grade Florida Standards Assessment (FSA) for English Language Arts (ELA)/reading must be retained unless eligible for good cause exemption. [ 1008.25, Fla. Stat. (2015)] 3. Other sources of data may be considered in the determination of promotion. Alternative assessments as part of a portfolio may be used to promote a student for good cause. 4. The parent of a 3 rd grade student may request, at any time, that portfolio documentation of standards mastery be collected on their child. Student Progression Plan 2015-2016 Page 32 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. 5. If a 3 rd grade student enters the district after the FSA is given, the district cannot promote the student until it has documented that the student is reading at a level comparable to FSA Level 2. 6. A 3 rd grader who scores a Level 1, does not meet good cause criteria, and has not previously been provided remediation, must be retained and the parent will be notified in writing. 7. GOOD CAUSE EXEMPTIONS FROM MANDATORY 3 rd GRADE RETENTION The district school board may only exempt students from mandatory retention for good cause. [ 1008.25, Fla. Stat. (2015)] Requests for good cause exemptions for students from the mandatory retention requirements shall be limited to the following: a) English Language Learners (ELL) who have had less than two years of instruction based on their date of entry into a United States school (DEUSS). b) Students with disabilities with an Individual Education Plan (IEP) that indicates participation in the statewide assessment program is not appropriate in accordance with State Board of Education rules. c) Students who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the State Board of Education. (MCPS administers SAT 10.) The student must score at or above the 45 th percentile to demonstrate acceptable performance. SAT 10 may be administered after Florida Standards Assessment (FSA). SAT 10 may be administered two times if there is at least 30 days between administrations and different test forms are administered. d) Students who demonstrate, through a student portfolio, that the student is reading on grade level as evidenced by demonstration of mastery in English Language Arts (ELA)/reading equal to at least a Level 2 performance on the Florida Standards Assessment (FSA). The state portfolio guidelines apply to all students including Exceptional Student Education (ESE) and English Language Learner (ELL) students. e) Students with disabilities who participate in the FSA, and who have an IEP or a Section 504 Plan that reflects the student has received intensive remediation in reading, as required for more than two years but still demonstrates a deficiency in reading and was previously retained in kindergarten, grade 1, grade 2, or grade 3. f) Students who have received intensive remediation in reading for two or more years but still demonstrate a deficiency in reading and who were previously retained in kindergarten, grade 1, grade 2, or grade 3 for a total of two years. Students may not be retained in grade 3 more than once. [Senate Bill 850] Intensive reading instruction for students so promoted must include an altered instructional day based upon the intervention that includes specialized diagnostic information and specific reading strategies for each student. The district shall assist schools and teachers to implement reading strategies that research has shown to be successful in improving reading among low performing readers. Student Progression Plan 2015-2016 Page 33 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. 8. PROCESS FOR GOOD CAUSE EXEMPTIONS FROM MANDATORY 3 rd GRADE RETENTION Request for good cause exemption for students from the mandatory retention shall be made consistent with the following: a) Documentation shall be submitted from the student s teacher to the school principal that indicates the promotion of the student is appropriate and is based upon the student s academic record. In order to minimize paperwork requirements, such documentation shall consist only of the existing Progress Monitoring Plan (PMP), Individual Education Plan (IEP), if applicable, report card or student portfolio. b) The school principal shall review and discuss such recommendation with the teacher and make the determination as to whether the student should be promoted or retained. If the school principal determines that the student should be promoted, the school principal shall make such recommendation in writing to K-12 Academic Services. K-12 Academic Services shall accept or reject the school principal s recommendation in writing. c) The district school board must annually report to the parent of each student progress of the student toward achieving state and district expectations for proficiency in English Language Arts (ELA), mathematics, science, and social studies. d) The district school board must report to the parent the student s results on each statewide assessment test. e) The evaluation of each student s progress must be based upon the student s classroom work, observations, tests, district and state assessments, and other relevant information. f) Progress reporting must be provided to the parent in writing in a format adopted by the district school board. g) Parents of students identified as at risk of 3 rd grade retention will be notified in writing of the criteria/policies for a portfolio and evidence required for a student to demonstrate mastery of grade 3 ELA standards as information is available from the state. A parent can request that the school begin collecting evidence for a portfolio at any time during the 3 rd grade school year. [ 1008.25, Fla. Stat. (2015) and Senate Bill 850] 9. SUPPORT OF STUDENTS PROMOTED FOR GOOD CAUSE Students will receive daily intensive reading instruction and intervention that includes specialized diagnostic information and specific reading strategies as indicated in the MCPS K-12 Comprehensive Research-based Reading Plan. 10. STANDARDS FOR MID-YEAR PROMOTION OF RETAINED 3 rd GRADERS MCPS has adopted a policy for the mid-year promotion of a student retained in 3 rd grade due to a reading deficiency. The legislation further specifies tools that school districts may use in re-evaluating any retained student. These tools include Student Progression Plan 2015-2016 Page 34 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. subsequent assessments, alternative assessments, and portfolio reviews in accordance with the rules of the State Board of Education. The state portfolio guidelines apply to all students including Exceptional Student Education (ESE) and English Language Learner (ELL) students. The legislation requires that the State Board of Education adopt standards that provide a reasonable expectation that the progress of a student promoted mid-year is sufficient to master appropriate 4 th grade level reading skills. Mid-year promotions of retained 3 rd grade students should occur during the first semester of the academic year. If a student is promoted after November 1 st, the student must demonstrate proficiency above a Level 2. [ 1008.25, Fla. Stat. (2015)] a) To be eligible for mid-year promotion, a student must demonstrate that he/she: (1) Is a successful and independent reader as demonstrated by reading at or above grade level (2) Has progressed sufficiently to master appropriate 4 th grade reading skills (3) Has at least a C average in English Language Arts (ELA)/reading, mathematics, science and social studies at the 3 rd grade level b) Standards that provide a reasonable expectation that the student has met the requirements must include the mastery of reading skills, consistent with the month of promotion to 4 th grade, as presented in the scope and sequence of the MCPS core reading program. Evidence of demonstrated mastery is as follows: (1) Successful completion of portfolio elements that meet state criteria (2) A score at or above the 45 th percentile on a nationally normed reading comprehension test selected by the district, which is consistent with the month of promotion to 4 th grade c) To promote a student mid-year using a locally-selected state-approved 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 to 4 th grade. For example, if a student is being considered for promotion to 4 th grade during the third month of the academic year, it is expected that the student exhibits achievement at a 4.3 reading level and demonstrates reading skills equivalent to other 4 th graders at that time in the year. d) A student promoted after October will be reported as a 3 rd grader in October and a 4 th grader in February. e) Students promoted mid-year to 4 th grade will be included in school grades based on their results on the 4 th grade Florida Standards Assessment (FSA). 11. 3 rd GRADE RETAINED STUDENTS a) If, upon subsequent evaluation after remediation, the reading deficiency has not been remedied, the student may be retained. Furthermore, retained students who do not meet minimum state expectations on state assessments must continue to be provided remedial instruction until the expectations are met. If a student is retained, it must be within an intensive program that is different from Student Progression Plan 2015-2016 Page 35 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. the previous year s program and that takes into account the student s learning style. Remediation in the areas of English Language Arts (ELA)/reading, mathematics, science, or social studies may require suspension of some portion(s) of the curriculum and an altered instructional day. The allocation of remedial and supplemental instructional resources for students shall be prioritized as follows: (1) Students who are deficient in reading by the end of 3 rd grade (2) Students who fail to meet performance levels required for promotion consistent with the district school board s plan for student progression b) Appropriate alternative instructional setting must be provided for a student who has been retained for two or more years. Alternative instructional setting should: (1) Provide immediate intensive intervention (2) Provide more uninterrupted instructional time (more than regular program requirements) (3) Provide for frequent monitoring of the student s progress c) The following successful progression provisions for retained 3 rd grade students scoring Level 1 on the Florida Standards Assessment (FSA) English Language Arts (ELA)/reading section shall be provided: (1) Review of student s Multi-Tier System of Supports (MTSS) documentation, English Language Learners (ELL) Plans or Individual Educational Plans (IEP) for all students who did not score above Level 1 on the ELA/reading portion of the FSA and did not meet the criteria for one of the good cause exemptions. The review shall address additional supports and services needed to remediate the identified areas of reading deficiency. A student portfolio is required for each such student. (2) Intensive instructional services and support to remediate the identified areas of reading deficiency, including a minimum of 90 minutes of daily, uninterrupted, scientifically research-based reading instruction and other strategies prescribed, which may include, but are not limited to: (a) Small group instruction Reduced teacher-student ratios Ongoing frequent progress monitoring Tutoring or mentoring Transition instructional setting containing 3 rd and 4 th grade students Extended school day, week, or year 3 rd Grade Summer Reading Camp Differentiated instruction (3) Mid-year promotion of any Level 1 retained 3 rd grade student, as stated previously. Student Progression Plan 2015-2016 Page 36 of 110

ELEMENTARY EDUCATION (GRADES K-5) - cont. (4) Written notification must be provided to the parent of any Level 1 retained 3 rd grade student who has not met the proficiency level required for promotion and the reasons the child is not eligible for a good cause exemption. The notification must include a description of proposed interventions and supports that will be provided to the child to remediate the identified areas of reading deficiency. (5) A high-performing teacher as determined by student performance data and above-satisfactory performance appraisals. (6) Parents may not refuse remedial services. The district has the authority and responsibility to design the student s course code of study. It is the school that is held accountable for the student s progress. (7) In addition to the Multi-Tier System of Supports (MTSS) documentation, the report card, progress report, and conference form may be used to substantiate areas of reading deficiency. 12. The evaluation of each student s progress must be based upon a combination of district-adopted basal assessments, class work, observations, tests, district and state assessments, portfolio reviews, and other relevant information. Student Progression Plan 2015-2016 Page 37 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) Secondary schools are primarily designed to serve students in grades 6-12. It is the intent of the legislature to provide for secondary school redesign so students who are promoted from the 8 th grade have the necessary academic skills for success in high school, and students graduating from high school have the necessary skills for success in the workplace and postsecondary education. Students promoted from middle school will be ready for success in high school and the mission of the middle grades is to prepare students for successful completion of rigorous courses in high school. The purpose of the instructional program is to provide appropriate instruction and selected services to enable students to perform academically at their grade level or higher while recognizing the wide range of student abilities, motivation, interests, and development. The district shall provide all courses required for middle grades promotion and appropriate instruction designed to ensure that students meet the appropriate State Board of Education standards (Florida Standards [FS]), in English Language Arts (ELA), mathematics, science, social studies, world languages, health and physical education, electives, and the arts. The district offers courses based on the Florida Department of Education (FLDOE) Course Code Directory http://www.fldoe.org/articulation/ccd/. Schools will use course descriptions for grades 6-12 as provided by FLDOE to outline specific course requirements http://www.fldoe.org/bii/curriculum/course_descriptions/. Teachers will use and follow the curriculum maps, outlined instructional units, and learning activities that have been created. [ 1003.41 and 1003.436, Fla. Stat. (2015)] 1. Student Performance Standards The Next Generation Sunshine State Standards (NGSSS)/Florida Standards (FS), and the District Performance Standards serve as academic objectives. All core course offerings will align with these standards. For exceptional education students, other than gifted, the Individual Education Plan (IEP) team will provide acceptable accommodations for instruction needed for the student to progress in the general curriculum required for student performance. 2. Literacy Skills and Reading Comprehension Strategies Every teacher, in every course taught at the middle school level, shall provide high quality instruction focused on improving student achievement. Teachers should incorporate reading comprehension strategies and critical thinking skills into instruction. It is the responsibility of the classroom teacher to provide instruction and assess student mastery of applicable Next Generation Sunshine State Standards (NGSSS)/Florida Standards (FS) and other course content. Assessment of mastery will Student Progression Plan 2015-2016 Page 38 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. consist of teacher observation, classroom assignments, out of school assignments, and examinations. 3. Scheduling Practices Flexibility in course scheduling and the delivery of instruction within courses is encouraged (i.e., curriculum integration, block scheduling, ad hoc grouping). Student deficiencies in the areas of reading and mathematics may require the suspension of some components of the elective or enrichment curriculum described above. The rescheduling of a student s classes to accommodate the inclusion of intensive classes will be done on a case-by-case basis by the principal to best meet the academic learning needs of the student. For exceptional education students, other than gifted, the Individual Education Plan (IEP) team will determine remediation strategies to meet the individual needs of the student. 4. Grouping for Instruction Developmentally appropriate and pedagogically sound strategies of grouping students for instruction shall be used to enhance the academic achievement of all students. When scheduling parameters permit, the grouping of students should provide opportunities for the regrouping of students during the school day. 5. Lesson Plans Each teacher shall develop annual and daily lesson plans for each subject taught. Lesson plans should be completed in a timely fashion and reflect a continuity of instruction that is aligned with appropriate state standards and district instructional plans. 6. Core Curriculum Middle school students shall receive instruction in the following subjects: a) Mathematics (1) Each middle school student should earn three units in middle school mathematics which may include courses for high school credit. Each middle school will offer accelerated options for students including Advanced Mathematics, Algebra 1, and Algebra 1 Honors, with some offering Geometry Honors for high school credit. (2) Middle grades students enrolled in high school Algebra 1 or equivalent courses must take and pass the statewide standardized End-of-Course (EOC) exam to qualify for a standard high school diploma. The Algebra 1 statewide EOC exam will constitute 30% of the student s final course grade. Students will not take the grade level Florida Standards Assessment (FSA) and will only take the EOC exam associated with high school creditbearing mathematics courses. However, if the middle grades student does not pass the EOC exam in middle school, the student will have multiple opportunities in high school to retake the course and/or EOC exam. Student Progression Plan 2015-2016 Page 39 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. Students who do not pass the EOC exam and pass the Algebra 1 or equivalent course meet promotion criteria. (3) Beginning in 2012-2013, middle grades students enrolled in high school geometry or equivalent course must take the statewide, standardized EOC exam, which constitutes 30% of the student s final course grade, and earn a passing grade in the course. In order to meet middle school promotional criteria and earn high school credit, the student must pass the course but is not required to pass the EOC exam. Students who select the Scholar s diploma pathway must earn a Level 3 or above on the Geometry EOC exam. (4) The ability of a student to pass certain state assessments associated with high school credits may impact the diploma designation they are eligible for upon graduation. It is recommended that parents fully familiarize themselves with information regarding diploma designations in the SECONDARY EDUCATION: HIGH SCHOOL section of this Student Progression Plan. b) English Language Arts (ELA) Each middle school student should earn three units in middle grades or higher courses in ELA which may include courses earning high school credit. ELA courses include experiences in reading, writing, speaking, listening, and language. c) Science (1) Each middle school student should earn three units in middle grades or higher courses in science including instruction in Life Science, Earth Science, and Physical Science. Some schools may offer high school credit earning courses in Biology 1 and Physical Science. (2) Beginning in the 2013-2014 school year, middle grades students enrolled in Biology 1 must take the Biology EOC exam, which constitutes 30% of the student s final course grade. High school credit will be determined by the final grade earned in the course. Students who select the Scholar s diploma pathway must earn a Level 3 or above on the Biology EOC exam. d) Social Studies (1) Each middle school student should earn three units in middle grades or higher courses in social studies which shall include the study of government, economics, geography, and history (including World, United States and Florida History). (2) Beginning with students entering 6 th grade in the 2012-2013 school year, one of these courses must be at least a one-semester civics education course that includes roles and responsibilities of federal, state, and local governments; the structures and functions of the legislative, executive, and judicial branches of government; and the meaning and significance of historical documents such as the Article of Confederation, the Declaration of Independence, and the Constitution of the United States. Beginning in the 2013-2014 school year, middle grades students enrolled in civics must Student Progression Plan 2015-2016 Page 40 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. take the Civics EOC exam, which constitutes 30% of the student s final course grade. e) Career and Education Planning (FloridaShines) Each middle school student should complete a career and education planning course in the 8 th grade utilizing the M/J U.S. History and Career Planning 2100015. Portions of this course are Internet-based, customizable to each student, and include research-based assessments to assist students in determining educational and career options and goals. In addition, the course results in a completed, personalized academic and career plan for the student, emphasizes the importance of entrepreneurship skills, informs students about diploma options, and emphasizes technology or the application of technology in career fields. Beginning in the 2014-2015 school year, the course must include information from the Department of Economic Opportunity s economic security report. [ 1003.4156, Fla. Stat. (2015)] f) Physical Education (PE) (1) Each middle school student must have the equivalent of one class period per day of PE for one semester of each year. This is required for students enrolled in grades 6-8. Students enrolled in such instruction shall be reported through the periodic student membership surveys, and records of such enrollment shall be audited pursuant to 1010.305, Fla. Stat. (2015). (2) The requirement in 1003.455, Fla. Stat. (2015) shall be waived for a student who meets one of the following criteria: 7. Assessments (a) The student is enrolled or required to enroll in a remedial course. The parent requests, in writing by completing the waiver request form and submitting to the principal, that the student enroll in another enrichment or elective course. The parent indicates, in writing by completing the waiver request form and submitting to the principal, that the student is participating in physical activities outside the school day which are equal to or in excess of the mandated requirement. Students who waive the PE requirement will be enrolled in an enrichment or elective course offered by the school. Placement will be made at the discretion of the principal and on a space-available basis. Parents will be advised of these options before scheduling the student to participate in PE. This type of exception must be renewed annually. The primary purpose of the student assessment program is to provide information needed to improve the performance of public schools. Assessment data is used to evaluate instructional effectiveness, enhance the learning gains of all students, and to Student Progression Plan 2015-2016 Page 41 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. inform parents of the educational progress of their child(ren). [ 1008.22, Fla. Stat. (2015)] a) Statewide Assessments (1) Each student must participate in the statewide assessment tests required by 1008.22, Fla. Stat. (2015). Each student who does not meet specific levels of performance as determined by the district school board in English Language Arts (ELA) and mathematics for each grade level, or who does not meet specific levels of performance as determined by the commissioner of education on statewide assessments at selected grade levels, must be provided with additional diagnostic assessments to determine the nature of the student s difficulty and areas of academic need. [ 1008.25, Fla. Stat. (2015)] (2) Middle grades students enrolled in high school Algebra 1 or equivalent courses must take and pass the statewide standardized End-of-Course (EOC) exam to qualify for a standard high school diploma. However, if the middle grades student does not pass the EOC exam in middle school, the student will have multiple opportunities in high school to retake the course and/or EOC exam to meet graduation requirements. Students who do not pass the EOC exam and pass the Algebra 1 or equivalent course meet promotion criteria. Students taking high school credit-bearing courses in mathematics will only take the associated EOC exam. (3) Beginning with students entering grade 6 in the 2012-2013 school year, the 7 th grade social studies course will include a one semester civics education course. In addition, beginning with the 2013-2014 school year, each student s performance on the statewide, standardized EOC exam in civics education must constitute 30% of the student s final course grade. A student does not have to pass the statewide standardized Biology 1, Algebra 1, geometry, or civics EOC exams to be promoted to high school. (4) Beginning in 2012-2013, middle grades students enrolled in high school geometry or Biology 1 must take the statewide, standardized EOC exam, which constitutes 30% of the student s final course grade, and earn a passing grade in the course. In order to meet middle school promotional criteria and earn high school credit, the student must pass the course but is not required to pass the EOC exam. (5) The ability of a student to pass certain state assessments associated with high school credits may impact the diploma designation they are eligible for upon graduation. It is recommended that parents fully familiarize themselves with information regarding diploma designations on the Florida Department of Education (FLDOE) website. (6) Schools are prohibited from suspending a regular program of curricula to administer practice tests or engage in other test preparation activities for a statewide assessment. (7) Students with disabilities may be exempted from participation in the state testing programs in accordance with guidelines from the Florida Student Progression Plan 2015-2016 Page 42 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. Department of Education (FLDOE). Accommodations that negate the validity of statewide assessments are not allowed during the administration of the assessment. Students using instructional accommodations in the classroom that are not allowed on statewide assessments may have assessment results waived if the Individual Education Plan (IEP) team determines the assessment cannot accurately measure the student s abilities. Alternate assessment will be administered to any student with disabilities as specified by the IEP. b) District Assessments (1) Each school will administer district-approved assessments for grades 6-8 in English Language Arts (ELA) and mathematics. Courses with state End-of- Course (EOC) exams will also have district-approved assessments. The administration date(s) will appear annually on the District Assessment Calendar. (2) Common Semester Exams (CSEs): CSEs may be administered for specific courses. The teacher s syllabus should articulate the use of CSEs. (3) Focus Assessments: Focus lesson assessments tied to the FCAT 2.0 assessed benchmarks will be administered by each school respective to each individual school s instructional calendar for science. (4) Reading Assessments: Middle and high school Level 1 and Level 2 students must be regularly assessed per the MCPS K-12 Comprehensive Research-based Reading Plan unless otherwise required under statute or rule. (5) For every course assigned to a student that does not have a corresponding state test, a Local End-of-Course Exam (LEOCE) will be administered, which constitutes 20% of the final grade. c) Other Assessments: Other assessment tools to diagnose and determine student needs may be used. d) Classroom/Teacher-made Tests: Alternative assessment tools are acceptable and encouraged by the Florida Department of Education (FLDOE). Some of these alternatives include, but are not limited to, learning logs and journals, role play activities, portfolios, Venn diagrams or other graphic organizers, student selfratings, projects, or other performance based assessments. e) Section 504 students access the same assessments as general education students. Testing accommodations are authorized when determined appropriate by the 504 committee for any student eligible for Section 504. These accommodations must be allowable by the testing guidelines and documented on the 504 Plan. 8. Students with Disabilities Test accommodations are authorized when determined appropriate by the staffing committee for any student who is an eligible exceptional student and has a current Individual Educational Plan (IEP). A student with disabilities receiving only consultative services is also eligible for test accommodations. Students classified solely as gifted shall not receive any special test accommodations. Student Progression Plan 2015-2016 Page 43 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. In no case shall the accommodations authorized herein be interpreted or construed as an authorization to provide a student with assistance in determining the answer to any test item. Alternate assessment must be administered to any student with disabilities as determined by the IEP. 9. Proficiencies a) The district s comprehensive program for student progression uses assessment data, including universal screening and ongoing progress monitoring, to evaluate the effectiveness of instruction, identify students needing more intensive instructional support, and monitor each student s response to implemented interventions. Students who do not meet grade level expectations receive increasingly intense intervention services. b) The areas of academic need and intervention strategies are defined through a Multi-Tier System of Supports (MTSS) process. Multiple tiers of increasingly intense instruction/intervention services are implemented to support student academic proficiency. Students are matched to strategic and intensive interventions based on data from multiple assessment sources. Student progression decisions consider the effectiveness of core instruction and the student s response to evidence-based interventions. c) All students must participate in the statewide assessment tests required by 1008.22, Fla. Stat. (2015). For exceptional education students, other than gifted, the Individual Education Plan (IEP) team will make recommendations for accommodations students are to receive as part of general classroom instruction on the statewide assessment. Each student who does not meet specific levels of performance as determined by the district school board in English Language Arts (ELA), mathematics, science, and social studies for each grade level, or who scores below Level 3 in ELA or mathematics, must be provided with diagnostic assessments to determine the nature of the student s difficulty, the areas of academic need, and strategies for appropriate intervention and instruction. d) Progress Monitoring: (1) The school in which the student is enrolled must develop, in consultation with the student s parent, a Progress Monitoring Plan (PMP). A student who is not meeting district or state requirements for proficiency in ELA and mathematics shall be covered by one of the following plans to target instruction and identify ways to improve his or her academic achievement: A federally required student plan such as an IEP A schoolwide system of progress monitoring for all students An individualized Progress Monitoring Plan (PMP) (2) The plan chosen must 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 MCPS K-12 Comprehensive Research- Student Progression Plan 2015-2016 Page 44 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. based Reading Plan shall include instructional and support services to be provided to meet the desired levels of performance. [ 1011.62, Fla. Stat. (2015)] (3) Each student who does not meet the minimum performance expectations defined by the commissioner of education for the statewide assessment tests in reading and mathematics must continue to be provided with remedial or supplemental instruction until the expectations are met, or the student graduates from high school, or is not subject to compulsory student attendance. (4) Students not able to demonstrate text reading efficiency will be tested three times per year using curriculum-based measurement (CBM). (5) As required by the MCPS K-12 Comprehensive Research-based Reading Plan, after each progress monitoring assessment and diagnostic period, Data Articulation teams will systematically monitor and review student data in order to make decisions about interventions and instruction. (6) Based on review of the data, students intervention plans will be adjusted according to individual needs. Such modifications to intervention might include: change in intervention program, change in time for intervention, increased fluency practice, targeted comprehension skill instruction, targeted decoding instruction, diagnostic assessment, etc. e) Principals may assign students to any one or all of the following supplemental or intensive support programs. Principals have flexibility in suspending any elective or enrichment course in a student s schedule to accomplish this placement. Students assigned to these programs will remain in placement until they have demonstrated sustained grade level or above performance on statewide assessments. (1) Intensive Reading: Students who score at Level 1 or Level 2 on the ELA Florida Standards Assessment (FSA) (previously reading FCAT 2.0) in the previous grade shall be enrolled in and complete a full year intensive reading course. These courses, as described in the MCPS K-12 Comprehensive Research-based Reading Plan have lower class sizes and use scientifically-based interventions to address each student s reading deficiencies based on diagnosis of reading needs. The following student performance data will be used to screen students for appropriate placement in Intensive Reading: Oral Reading Fluency (ORF), decoding assessments, grade level comprehension passages, benchmark assessments, data-supported teacher observation, curriculum-based measurement (CBM), and universal screening. Students who score at Level 3 on the reading portion of the FSA (previously FCAT 2.0) in the previous grade may be placed in a supplemental or intensive reading class at the discretion of the principal. Students scoring at Level 3 who need additional support with text reading efficiency will be provided instruction on strengthening academic vocabulary, analyzing complex texts using a variety of sources, and infusing reading and writing Student Progression Plan 2015-2016 Page 45 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. to determine levels of comprehension. Students will be provided explicit instruction on how to extract information from complex informational text and relate to increasingly more complex text structures. (2) Intensive Mathematics: All Level 1 and Level 2 mathematics students shall receive supplemental or intensive instructional support the following year, which may be integrated into the student s required mathematics course. Pending course availability, the principal has the discretion to assign students scoring at Level 1 or Level 2 on the mathematics portion of the FSA (previously FCAT 2.0), or having a failing grade in mathematics, to an intensive mathematics course designed to develop deeper understanding of mathematic concepts and accelerate student learning. Level 1 and Level 2 students with an active Individual Education Plan (IEP) will receive instruction based on academic needs as reflected on each student s IEP according to district and state guidelines. Students who score at Level 3 on the mathematics portion of the FSA (previously FCAT 2.0) in the previous grade may be placed in a supplemental or intensive mathematics class at the discretion of the principal. 10. Advanced Coursework for High School Credit a) Advanced coursework at the middle grades level is offered in grades 6, 7, and 8 in English Language Arts (ELA), mathematics, science, and social studies. Middle school students may be appropriately enrolled in high school credit earning courses. One full credit means 135 hours of bona fide instruction in a designated course of study that contains student performance standards aligned to the Next Generation Sunshine State Standards (NGSSS)/Florida Standards (FS) for the purpose of meeting high school graduation requirements. b) Advanced courses are open for enrollment to any student who desires to select a more rigorous and challenging curriculum. Students who choose to enroll in advanced classes must commit to doing the additional tasks and assignments associated with the more intensive curriculum. Students who fail to maintain a 2.0 grade point average (GPA) over two consecutive nine-week grading periods in an advanced course may be exited from that course. Each middle school will provide additional academic support to assist students who are in jeopardy of being exited from an advanced class for failure to sustain the minimum performance expectations. c) Grade forgiveness will follow the statutory guidelines listed in the SECONDARY EDUCATION: HIGH SCHOOL section of this Student Progression Plan. High school courses taken during the middle school years must use the same curriculum outlines, instructional materials, and have equivalent semester common examinations as provided by the feeder high school before high school credit can be awarded. Student Progression Plan 2015-2016 Page 46 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. d) It is the middle school principal s responsibility to insure that students are appropriately screened to determine if this is in the best interest of the students. e) The following courses are offered at various middle school sites: REGULAR PROGRAMS TRANSITION PROGRAMS CAREER AND TECHNICAL EDUCATION Algebra 1 Intensive Mathematics Introduction to Information Algebra 1 Honors Geometry Intensive Reading Technology (also counts as Practical Art for Fine Arts credit for high school graduation) Geometry Honors Introduction to Information English 1 Honors Technology Hybrid Physical Science (counts for the online credit requirement Physical Science Honors for high school graduation beginning with World Language students entering 9 th grade in 2011-2012) Other credit earning opportunities must have prior written approval from the executive director of K-12 Academic Services. 11. Magnet Programs Magnet program and enrollment criteria vary and specific information may be obtained from individual schools. There are two types of magnet programs offered at the middle school level: a) Advanced International Certificate of Education (AICE) program The AICE program shall be the curriculum in which eligible secondary students are enrolled in a program of studies offered through the AICE program and administered by the University of Cambridge Local Examinations Syndicate. The Pre-AICE program is offered to students who are looking for rigorous academic coursework and articulates to high school AICE programs resulting in an AICE diploma for students who complete the program. b) International Baccalaureate Preparation (IB-PREP) program The International Baccalaureate Preparation (IB-PREP) program is a highly rigorous academic program that emphasizes and integrates research, problemsolving, and critical thinking into a curriculum specifically designed to challenge middle school students. 12. Academically Challenging Curriculum to Enhance Learning (ACCEL) a) Parents and students shall be informed at the beginning of each school year of the opportunity and benefits of accelerated mechanism. [ 1002.3105, Fla. Stat. (2015)] (1) Advanced Placement (AP) (2) International Baccalaureate (IB) (3) Advanced International Certificate of Education (AICE) (4) Dual Enrollment (5) Marion Virtual School (MVS) and Florida Virtual School (FLVS) Student Progression Plan 2015-2016 Page 47 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. b) Each school must offer the following Academically Challenging Curriculum to Enhance Learning (ACCEL) options: whole-grade and mid-year promotion, subject matter acceleration, and virtual instruction in higher grade-level subjects. c) Additional ACCEL options may include, but are not limited to enriched Science, Technology, Engineering, and Mathematics (STEM) coursework, enrichment programs, flexible grouping, advanced academic courses, combined classes, selfpaced instruction, curriculum compacting, advanced-content instruction, and telescoping curriculum. Credit Acceleration Program (CAP) students can CAP Algebra 1, Algebra 2, geometry, U.S. History, or Biology 1 if the student passes the statewide, standardized assessment thereby earning the course credit without the requirement of enrolling in or completing the course. The minimum number of hours for credit attainment is waived in the case of a student who uses CAP to earn course credit. d) Dual Enrollment Course Load: Students in grades 6-8 may register for no more than three credit hours during the fall and spring terms. e) The principal, after consultation with the parent, school counselors, teachers, and K-12 Academic Services shall determine if placement in an above-grade level course offered by MCPS or grade level acceleration is appropriate. Factors considered in making this placement decision shall include, but not be limited to, the student s academic history, standardized test performance, current final exam performance, the student s attendance, and conduct record. A middle school student (grades 6-8) who has received a whole-grade promotion under ACCEL will be instructed at the student s zoned high school. In order to receive a full grade promotion to high school, the student must have completed all middle school unit and promotion requirements. Additionally, the student s parent must approve the promotion in writing. [ 1008.25, Fla. Stat. (2015)] f) Placement decisions shall be made on a case-by-case basis and the decision of the principal is final. All placement decisions shall be made on an annual basis and students shall be required to petition the principal each year they wish to enroll in above-grade level courses. If a student participates in an ACCEL option pursuant to a parent s request, a performance contract must be executed by the student, the parent, and the principal. If a principal initiates a student s participation in an ACCEL option, the student s parent must be notified. A performance contract is not required when a principal initiates participation but may be used at the discretion of the principal. 13. Career and Technical Education (CTE) a) Middle school CTE programs are open to all students, and does not discriminate on the basis of race, color, religion, sex, age, national origin, marital status, or qualified disability. b) Middle school CTE courses are designed to provide an articulated link between the career awareness programs of the middle school and the comprehensive CTE programs of the high school. CTE courses should be the catalyst providing initial exposure to skills and attitudes that are necessary for future employability. CTE Student Progression Plan 2015-2016 Page 48 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. teachers should assist students in making decisions regarding future career paths. Through careful guidance by all middle school teachers, students should become better informed enabling them to make thoughtful decisions that will impact their high school career and lead them toward a viable career path. c) Middle school CTE programs shall adhere to course descriptions and student performance standards as established by the Florida Department of Education (FLDOE). The course descriptions include five major sections: purpose, laboratory activities, special notes, accommodations, and student performance standards. d) Each CTE program has a designated Career and Technical Student Organization (CTSO) that is an integral part of the curriculum. Student membership is highly recommended for all students. Participation in competitive events would require a 2.0 grade point average (GPA). Students are bona fide members when dues are paid and therefore a member may participate in non-competitive leadership and educational events without the mandatory 2.0 GPA, as long as those events are held outside of school hours. e) The Exceptional Student Education (ESE) teacher may be responsible for the exploratory subjects depending on the student s Individual Educational Plan (IEP). 14. Extracurricular Activities In order to be eligible for participation in extracurricular activities conducted offcampus (science fairs, spelling contests, physical education events, youth fairs, etc.) students must maintain a C or greater for all courses taken each nine-week grading period with good conduct. For the first semester of 6 th grade, all students are eligible. The school year is divided into 4 nine-week grading periods. A progress report is available for each student in all subjects at the mid-point of each nine-week grading period. Thereafter, until the end of each grading period, teachers will notify parents if the student s performance drops significantly. 1. All parents will be notified in writing quarterly of their child s achievement during the school year. Schools will report to the parent the child s progress toward achieving state and district expectations for proficiency in English Language Arts (ELA), mathematics, science, and social studies. 2. The evaluation of each student s progress must be based upon the student s classroom work, observations, tests, district and state assessments, and other relevant information. 3. The final report card will indicate performance or non-performance at grade level, attendance, and acceptable or unacceptable behavior. Student Progression Plan 2015-2016 Page 49 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. 4. Parents have 24/7 access to student grades via Skyward Family Access and are encouraged to monitor progress frequently. Initial registration for Skyward Family Access will occur at the school site. 5. Report cards will also include information concerning the student s conduct, behavior, and student attendance; including absences and tardies. 6. When it is apparent that the student may fail or is doing unsatisfactory work in any course or grade assignment, the parent must be notified during each grading period. The opportunity for a conference with the teacher or principal must be provided upon request by the parent of any student. Additionally, a conference must be provided for any parent whose child may be retained. EVALUATION CODE LETTER GRADE PERCENTAGE QUALITY POINT Outstanding Progress A 90 100% 4 Above Average Progress B 80 89% 3 Average Progress C 70 79% 2 Lowest Acceptable Progress D 60 69% 1 Failure F 0 59% 0 Passing S 75% 2 Incomplete 0 No plus or minus marks will appear on the report cards 1. The nine-week grade will be determined by the work completed by the student during that grading period. 2. Exams make up standard percentages of a student s final grade in specific courses as indicated below: a) Local End-of-Course Exams (LEOCEs) = 20% of final grade b) Florida End-of-Course (EOC) exams = 30% of final grade 3. Middle school students enrolled in courses for high school credit shall be graded in accordance with grade forgiveness provisions. (Refer to SECONDARY EDUCATION: HIGH SCHOOL section of this Student Progression Plan.) The grading plan will be communicated to the student and parent at the beginning of the course. A numerical grading system shall be used, the components of which are determined by the teacher. 4. Schools shall not exempt students from academic performance requirements, such as nine-week 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. 5. The cumulative year-to-date grade point average (GPA) is determined by averaging the semester grade for each course. Student Progression Plan 2015-2016 Page 50 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. 6. All courses taken in a middle grades student s schedule, including courses taken for high school credit, shall be calculated into the student s cumulative year-to-date GPA. 7. Virtual School course grades shall be included in the calculation of a middle grades student s cumulative year-to-date GPA. Courses taken with Marion Virtual School (MVS) must be completed by the end of the academic year. Students enrolled in MVS courses must provide the school with a final grade on or prior to the last day of the school year. If grades are not available from MVS at the time the GPAs are calculated, the grade for the MVS course will be entered as I and will be calculated as a 0 for the purposes of promotion, assignment, and retention. 8. For the purpose of assigning grades for class work and course grades, numerical scores of 0.5 and above will be rounded up to the next whole number. 9. Category weights for grading are as follows: CATEGORY WEIGHT PERCENTAGE Homework 10% Class/Daily Assignments, Quizzes, Learning Checks, CRLs, RWAs, SS-RWAs 1 30-50% Tests, Projects, and Presentations 40-60% Florida End-of-Course (EOC) exams 30% of final course grade Local End-of-Course Exams (LEOCEs) 20% of final course grade Non-core courses must have percentages approved by the principal prior to first student day. 1 The gradebook allows weighting of items within a category. For example, within the Test, Projects, and Presentations category, a teacher may elect to double-weight tests. 10. Grade weighted high school credit courses taken at the middle grades level shall have the weighted grade applied to the calculation of the high school GPA when the student enters high school. 11. Parents will receive an annual report of their student s progress toward achieving state and district expectations for proficiency in English Language Arts (ELA), mathematics, science, and social studies. The report shall include the student s results on statewide assessments. 1. Regardless of whether an absence is excused or unexcused, students are required to make up all coursework and assessments missed during the period of nonattendance. Immediately upon returning to class, it is the responsibility of the student to obtain missed coursework, confirm corresponding dates for completion, and schedule missed assessments. 2. Students shall earn full credit for all short-term assignments, long-term assignments, tests, and quizzes made up within the reasonable time limits established by the teacher. Partial credit shall be given for assignments not completed within the time limits established by the teacher. Student Progression Plan 2015-2016 Page 51 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. 1. Promotion, assignment, or retention will occur at the completion of the regular school year, or after the completion of a grading period in the subsequent school year, when appropriate. 2. Student progression from one grade to another is partially based on proficiency in English Language Arts (ELA), mathematics, science, and social studies. The classroom teacher, in conjunction with the principal, is responsible for determining each student s performance and ability to function academically, socially, and emotionally in the next grade level. School personnel will endeavor to achieve parental understanding and cooperation regarding a student s grade placement. However, the final decision for grade placement rests with the principal. For exceptional students with disabilities on Alternate Assessment, refer to the EXCEPTIONAL STUDENT EDUCATION section of this Student Progression Plan. 1. Promotion in Grades 6-8 Students will be regularly promoted at the end of the year to the next grade level for each ensuing year if they failed no more than three core academic courses (English Language Arts [ELA], mathematics, science, or social studies). The principal may retain a student who fails three core courses if the student is non-proficient in reading. The principal retains the right to promote a student who failed all four core courses if he/she feels it is in the best academic interest of the student. Students will remain in 8 th grade until they meet requirements for promotion to high school. [ 1003.4156, Fla. Stat. (2015)] 2. Promotion from Grade 8 to Grade 9 In order to be promoted to high school a student must successfully complete academic courses as follows: a) Three middle school or higher courses in ELA b) Three middle school or higher courses in mathematics c) 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 d) Three middle school or higher courses in science e) One course in career and education planning, with a technology focus, to be completed in 8 th grade [ 1003.4156, Fla. Stat. (2015)] Students who transfer to a middle school from an out-of-state or non-public Florida school will only be held responsible for earning units for the school year they enter a Florida public middle school and subsequent years in middle school. 3. Progression of 8 th Grade Unit Deficient Students A student who is subject to retention in 8 th grade due to unit deficiency has the following options: Student Progression Plan 2015-2016 Page 52 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. a) One to two unit(s) deficient: Make up units via Virtual Instruction in a concentrated format, then progress to high school. This may be done during the summer (as funding permits) or at the start of the new school year. Students must complete requirements by the 15 th day of the new school year in order to be eligible for this option. b) Three or more units deficient: Attend the Fast Track program at Silver River Mentoring and Instruction (SRMI) or New Leaf Center. c) Alternative Program for Overage/Unit Deficient 8 th Graders: Middle school students who are 16 years of age or who will turn 16 during the current school year may be placed in an alternative unit recovery program (Fast Track). Fast Track is designed to accelerate unit/credit completion with the goal of making the student eligible for enrollment in high school at the completion of the program. Placement in the program will be contingent upon available seats. d) Middle school students who have reached the age of 16 are no longer regulated by compensatory school attendance. Therefore, these students may withdraw from middle school to pursue a General Educational Development (GED) credential. 4. Promoted for Cause Grades 6-8 General education students who have been retained a total of two years in grades K-8 and do not meet proficiency criteria for reading may be regularly promoted and provided intensive interventions at the next grade level. 1. No student may be assigned to a grade level based solely on age or other factors that constitute social promotion. Students who do not meet the criteria for promotion may possibly be assigned to the next higher grade by the principal after due consideration of relevant factors which may include but are not limited to: a) Input from the student s parent, teachers, and school counselor b) Successful student participation in supplemental or intensive instruction c) Other planned interventions 2. Information will be placed in the student s cumulative folder by the principal supporting the rationale for a student s assignment to the next grade level. A Progress Monitoring Plan (PMP) must be completed in Performance Matters so progress can be tracked when a student is assigned to the next grade level and has deficiencies in the area of reading or mathematics. A student who has not been promoted or assigned is retained. A retained student shall have a Progress Monitoring Plan (PMP) developed, implemented, and monitored. Student Progression Plan 2015-2016 Page 53 of 110

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) cont. 1. Middle school students who take any high school course for high school credit and earn a grade of C, D, or F, or the equivalent of C, D, or F, shall be allowed to retake the same or a comparable course and replace the grade with a grade of C or greater, or the equivalent of a grade of C or greater, earned in the course. 2. Middle school students who earn a grade of A or B in a high school credit course are not eligible for grade forgiveness. 3. Middle school students who earn a grade of C in Algebra 1 Honors may retake the same course for the purpose of grade forgiveness and, at the same time, enroll in the Geometry Honors course for high school credit. 4. In all cases of grade forgiveness, only the new grade shall be used in the calculation of the student s grade point average (GPA). However, all courses taken by a student remain a part of the student s cumulative record and course history. Any course not replaced according to this forgiveness policy shall be included in the calculation of the cumulative GPA required for graduation. 1. Courses taken during middle school shall not be weighted for the purpose of calculating middle school grade point averages (GPA). Grade-weighted high school credit courses taken at the middle school level shall have the weighted grade applied to the calculation of the high school GPA when the student enters high school and will receive the same weighting as courses taken on a high school campus. 2. High school credit for courses successfully completed by middle school students shall be awarded upon completion of middle school and official entry to high school. 3. Credits are recorded on an official high school transcript from where the student was officially enrolled. 4. Virtual Courses for High School Credit: Parents of middle school students who want their child to take a high school credit via virtual school shall inform the school counselor at the middle school the student attends. However, parents have primary responsibility for selecting appropriate accelerated coursework. When applicable, students must satisfactorily complete course prerequisites prior to enrolling in a virtual school course for high school credit. 5. Students may drop a virtual school course by the official drop date with no penalty. After that date, the grade will be added to the student transcript. 6. Information concerning the three-year and four-year high school graduation options will be provided to middle school students and parents so they may select the program that best fits their needs. Student Progression Plan 2015-2016 Page 54 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) The purpose of the instructional program is to provide appropriate instruction and selected services to enable students to perform academically at their grade level or higher while recognizing the wide range of student abilities, motivation, interests and development. 1. Curriculum and Instruction a) The district shall provide all courses required for high school graduation and appropriate instruction designed to ensure that students meet the State Board of Education standards (Next Generation Sunshine State Standards [NGSSS]/Florida Standards [FS]) in reading, English Language Arts (ELA), mathematics, science, social studies, world languages, health, physical education, and the arts. The NGSS/FS will be incorporated into all district standards and academic objectives. [ 1003.4282, Fla. Stat. (2015)] b) It will be the responsibility of the classroom teacher to provide instruction and assessment of student mastery of the district standards and academic objectives in each course. Assessment of mastery will consist of teacher observation, classroom assignments, and examinations. The statewide tests, Florida Comprehensive Assessment Test (FCAT 2.0), Florida Standards Assessment (FSA), and Florida End-of-Course (EOC) exams, will also be administered to ensure mastery. The district offers courses based on the Florida Department of Education Course Code Directory http://www.fldoe.org/articulation/ccd/. Schools will use course descriptions for grades 6-12 as provided by the Florida Department of Education (FLDOE) to outline specific course requirements http://www.fldoe.org/bii/curriculum/course_descriptions/. Teachers will use and follow the curriculum maps, outlined instructional units, and learning activities that have been created. [ 1003.41 and 1003.436, Fla. Stat. (2015)] c) Each teacher shall develop lesson plans for each subject taught. Lesson plans should be completed in a timely fashion and reflect a continuity of instruction that is aligned with appropriate state standards and district instructional plans. 2. Graduation Requirements a) Students receiving a standard high school diploma from MCPS must meet the following requirements according to the year the student enters 9 th grade (also referred to as cohort year). Student Progression Plan 2015-2016 Page 55 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. English Language Arts (ELA) Mathematics Florida High School Graduation Requirements for Students Entering 9 th Grade - Standard Diploma Entering Grade 9 in 2012-2013 Entering Grade 9 in 2013-2014 Entering Grade 9 in 2014-2015 Entering Grade 9 in 2015-2016 4 credits 4 credits in ELA I, II, III, IV 1 *Pass State Grade 10 Reading test: DSS 245 (Level 3 and above) OR Concordant Score: Reading ACT 19 OR SAT 430 *Pass State Grade 10 ELA test: (TBD) OR Concordant Score: Reading ACT 19 OR SAT 430 4 credits 1 credit Algebra 1 1 credit Geometry Industry certifications that lead to college credit may substitute for up to two mathematics credits (except for Algebra 1 and Geometry) *If enrolled in Algebra 1 or Geometry course after 2010-2011: Participate in Algebra 1 EOC and pass with Scale Score 399 (Level 3 and above) OR Comparative Score: Math PERT 97 Participate in Geometry EOC *Participate in Algebra 1 EOC (30% of final grade) and pass with Level 3 and above OR Comparative Score: Math PERT 97 *Participate in Geometry EOC (30% of final grade) *If enrolled in Algebra 2 course after 2013-2014: Participate in Algebra 2 EOC (30% of final grade) *Participate in Algebra 1 EOC (30% of final grade) and pass with Level 3 and above OR Comparative Score: Math PERT 97 *Participate in Geometry EOC (30% of final grade) *If enrolled in Algebra 2 course: Participate in Algebra 2 EOC (30% of final grade) Additional Requirements for Diploma Designations Scholar Entering Grade 9 in Merit 2012-2013 to 2014-2015 to 2015-2016 2013-2014 1 credit Algebra 2 *Pass Geometry EOC *Pass Algebra 2 EOC 1 credit Statistics or equally rigorous mathematics course Science 3 credits One of which must be Biology 1, two of which must have lab component An industry certification that leads to college credit substitutes for up to one science credit (except for Biology 1) An identified rigorous computer science course with a related industry certification substitutes for up to one science credit (except for Biology 1) 3 credits One of which must be Biology 1, two of which must be equally rigorous science courses Two of three required credits must have lab component An industry certification that leads to college credit substitutes for up to one science credit (except for Biology 1) An identified rigorous computer science course with a related industry certification substitutes for up to one science credit (except for Biology 1) 1 credit Chemistry or Physics 1 credit in a course equally rigorous to Chemistry or Physics *Pass Biology 1 EOC Exempt from Biology 1 test if enrolled in AP, IB, or AICE Biology 1 course and takes AP, IB, or AICE test, earns minimum score to earn college credit Social Studies *If enrolled in Biology 1 course after 2010-2011: Participate in Biology 1 EOC 3 credits 1 credit World History 1 credit U.S. History.5 credit U.S. Government.5 credit Economics *If enrolled in U.S. History course after 2011-2012: Participate in U.S. History EOC 30% of final grade) *Participate in Biology 1 EOC (30% of final grade) 3 credits 1 credit World History 1 credit U.S. History.5 credit U.S. Government.5 credit Economics with Financial Literacy *Participate in US History EOC (30% of final grade) *Pass U.S. History EOC Exempt from U.S. History test if enrolled in AP, IB, or AICE U.S. History course and takes AP, IB, or AICE test, earns minimum score to earn college credit Fine Arts 1 credit 3,4 PE/HOPE 1 credit 2,3,4,5 2 credits in same World Language Electives 8 credits Attain one or more Online industry Earn at least 1 credit in AP, IB, AICE, or dual 1 course Course certifications enrollment course from the list established GPA Earn a 2.0 GPA on a 4.0 scale 1 ELA honors, AP, AICE, IB, and dual enrollment courses may satisfy this requirement. 2 2 years JV or Varsity athletics plus C or higher on Personal Fitness test will satisfy HOPE credit. 3 One semester marching band or dance class shall satisfy ½ credit HOPE or Fine Arts. 4 Two years JROTC shall satisfy HOPE and Fine Arts requirement. 5 To include the integration of health. ACCEL Program-18 credits; 15 core credits minus PE, plus 3 elective credits. Online course not required. *State Assessment Requirement: TBD=Score to be determined; DSS=Developmental Scale Score [Guidance & Testing Updated 2015] Student Progression Plan 2015-2016 Page 56 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. b) Definition of a High School Credit: (1) One full credit for high school graduation is defined as a minimum of 135 hours or two semesters of 67.5 hours (with the exception of summer school), of bona fide instruction in a designated course which contains student performance standards. Except as otherwise provided by the Credit Acceleration Program (CAP), students must be enrolled and in attendance for the minimum hourly requirement of each course. (2) Any student who has been enrolled but not in attendance for instruction for the minimum hourly requirements may not be awarded credit. (3) The principal shall determine credit for students who enroll after the start of the school year. c) Course Waivers/Substitutions (1) Please consult with the high school counselor regarding waiver/substitution options. (2) Students using a waiver or substitution may need to substitute other courses to meet the required number of credits for graduation. (3) A course that has been used to substitute in one subject area may not be used to substitute for any other subject area. Course substitutions may not count toward State University System admissions requirements. 3. Diplomas and Certificates of Completion a) Florida students entering 9 th grade may choose from one of four options to earn a standard high school diploma: (1) 24-credit program (2) 18-credit, Academically Challenging Curriculum to Enhance Learning (ACCEL) option (3) International Baccalaureate (IB) curriculum (4) Advanced International Certificate of Education (AICE) curriculum b) In order to receive a standard 24 credit diploma, a student must satisfy the state and school graduation requirements as prescribed in 1003.4282, Fla. Stat (2015), accumulate a 2.0 or greater unweighted GPA (on a 4.0 scale), pass the Algebra 1 Florida End-of-Course (EOC) exam (or earn a comparable score on PERT Mathematics), and pass the associated state 10 th grade ELA/reading test depending on the student s cohort class, or earn a concordant score on the SAT/ACT after attempting the 10 th grade test. Students entering 9 th grade in the 2011-2012 school year, and after, must successfully complete at least one online course. Refer to the Florida Graduation Test Requirements chart below. c) Each standard diploma shall include, as applicable: (1) A designation reflecting completion of four or more accelerated college credit courses if the student is eligible for college credit or in Advanced Placement, International Baccalaureate, or Early College/Dual Enrollment courses. [ 1007.27, Fla. Stat. (2015)] Student Progression Plan 2015-2016 Page 57 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. Year Students ENTERED Grade 9 (2) A designation reflecting the attainment of one or more industry certifications from the Industry Certification Funding list approved by Workforce Florida, Inc. [ 1003.492, Fla. Stat. (2015)] (3) A designation reflecting completion of the Scholar s path requirements. (4) A designation reflecting completion of the Merit path requirements. d) Courses with associated state testing requirements are depicted below: Grade 10 English Language Arts (ELA) FLORIDA GRADUATION TEST REQUIREMENTS As of 2015-2016 School Year FCAT Reading 2.0 Retakes (NGSSS) Algebra 1 EOC FCAT Math Retakes (SSS) 2009-2010 X X 2010-2011 X 2011-2012 X X 2012-2013 X X 2013-2014 X X 2014-2015 X X 2015-2016 X X *DSS = Developmental Scale Score Minimum Passing Requirements Spring/Fall 2011 Grade 10 Reading 2.0: Scale Score 300 (*DSS 1926) Spring 2012 Grade 10 Reading 2.0: *DSS 241 Grade 10 Math Retakes: Scale Score 300 (*DSS 1889) Concordant Scores: Reading: ACT 18 or SAT 420 Math: ACT 15 or SAT 340 Grade 10 Reading 2.0: *DSS 245 (Level 3 and Above) Concordant Scores: Reading: ACT 19 or SAT 430 Grade 10 Reading 2.0 *DSS 245 (Level 3 and Above) Algebra 1 EOC: Scale Score 399 (Level 3 and Above) Concordant/Comparative Scores Reading: ACT 19 or SAT 430 Math: PERT 97 Grade 10 Reading 2.0: *DSS 245 (Level 3 and Above) Algebra 1 EOC: Level 3 and Above Concordant/Comparative Scores: Reading: ACT 19 or SAT 430 Math: PERT 97 Grade 10 ELA: To be determined Algebra 1 EOC: Level 3 and Above Concordant/Comparative Scores: Reading: ACT 19 or SAT 430 Math: PERT 97 Grade 10 ELA: To be determined Algebra 1 EOC: Level 3 and Above Concordant/Comparative Scores: Reading: ACT 19 or SAT 430 Math: PERT 97 Grade 10 ELA: To be determined Algebra 1 EOC: Level 3 and Above Concordant/Comparative Scores: Reading: ACT 19 or SAT 430 Math: PERT 97 Student Progression Plan 2015-2016 Page 58 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. e) Certificates of Completion (1) If, at the time of graduation, the student earns the appropriate credits but does not meet the testing requirements or achieve a 2.0 grade point average (GPA), he/she will receive a certificate of completion in lieu of a standard diploma. [ 1003.4282, Fla. Stat. (2015)] (2) Explanatory Note: 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. The awarding of a certificate of completion is limited to those students choosing to meet their school s graduation requirements, whether 24 or 18 credit options. (3) Any student who is entitled to a certificate of completion may elect to remain in school either as a full-time student or a part-time student for up to one additional year and receive special instruction designed to remedy identified deficiencies. However, should the student elect to remain in school for an additional year, they cannot receive a certificate of completion and walk at graduation. (4) Fourteenth-year students remaining in school due to a deficiency on the reading portion of the FCAT 2.0, Florida Standards Assessment (FSA), and/or the state-mandated Algebra 1 assessment may retake the assessments at scheduled administrations during the year. At the time a fourteenth-year student earns a passing score on the FCAT 2.0 reading, FSA, state-mandated Algebra 1 assessment or concordant score on the Postsecondary Education Readiness Test (PERT), ACT or SAT, he/she may exit this school system and be awarded a diploma with the current year s graduating class. (5) Fourteenth-year students who lack the required 2.0 grade point average (GPA) may take coursework to raise the GPA for an additional one year only. Those meeting graduation requirements at the end of the 14 th year will receive a standard high school diploma. f) Participation in commencement exercises is at the discretion of the principal. g) Students who earn the required credits for the standard high school diploma by the end of 12 th grade, but have not met the requirement of any must pass assessment or earn a concordant score on the PERT, ACT, or SAT, will be provided the following learning opportunities: (1) Participation in an accelerated high school equivalency diploma preparation program during the summer as funding permits. (2) Participation in an adult general education program [ 1004.93, Fla. Stat. (2015)] for such time as the student requires to master English, reading, mathematics, or any other subject required for high school graduation. A student attending an adult general education program shall have the opportunity to take any must pass assessment an unlimited number of times in order to receive a standard high school diploma. [ 1003.4282, Fla. Stat. (2015)] Student Progression Plan 2015-2016 Page 59 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. (3) Students receiving such instruction are eligible to take the required assessment(s) or alternate assessment and receive a standard high school diploma upon passage of the required assessment(s) or the alternate assessment. This section will be implemented to the extent funding is provided in the General Appropriations Act. h) Alternative to Earning a High School Diploma (1) When students are given an opportunity to redirect their lives through positive, alternative educational programs, everyone benefits. The alternative discipline schools focus specifically on the diverse learning and behavioral needs of students who are at risk. Staff members share in the responsibility for accommodating the learning and behavior needs of the student to the maximum extent possible with the goal of success for all learners. Each school uses effective behavioral and instructional strategies through collaboration and coordination of services. (2) All alternative schools have a unique program based on the Florida Standards (FS)/Next Generation Sunshine State Standards (NGSSS) and MCPS curriculum. Some offer a community-based vocational program as well. Our philosophy is one of acceptance, of valuing each student according to individual strengths, and appreciating uniqueness. Each site (Silver River Mentoring and Instruction [SRMI], Catapult Academy, and New Leaf Center), is unique in offerings and encourages parental and community involvement. (3) Services to all incarcerated students shall be provided through a contract agreement. Each site provides students in a DJJ facility, educational services, administrative issues, allocation of resources, evaluation procedures, curriculum and instruction, classroom management, qualified instructional personnel, transitional planning, and strategies for correcting deficiencies found through the quality assurance review process. 4. Graduation Options Students who enter 9 th grade may select one of the following four high school graduation options: 24-credit program (Refer to item a below) 18-credit, Academically Challenging Curriculum to Enhance Learning (ACCEL) option (Refer to item b below) International Baccalaureate (IB) curriculum (Refer to item c below) Advanced International Certificate of Education (AICE) curriculum (Refer to item d below) a) Completion of the general requirements for high school graduation pursuant to 1003.4282, Fla. Stat. (2015) b) Completion of the 18-credit ACCEL option (1) Students will complete Florida s high school standard diploma course requirements with the exception of the required physical education course and the online credit requirement with only three elective credits, and Student Progression Plan 2015-2016 Page 60 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. (2) A cumulative grade point average (GPA) of 2.0 or greater on a 4.0 scale (3) Students attempting to earn the 18-credit ACCEL diploma for graduation purposes must be enrolled full-time. Students may take any combination of courses that make up full-time status (academics, electives, On-the-Job Training [OJT], Florida Virtual School [FLVS], Marion Virtual School [MVS], dual enrollment, etc.), but cannot be enrolled for less than full-time status (i.e., less than six classes in any given semester). This 18-credit ACCEL accelerated high school graduation option replaces the college preparatory and the career preparatory 18-credit accelerated high school graduation options. c) Completion of an IB program The components of the IB curriculum that meet this requirement are as follows: (1) All prerequisite courses identified in the school s IB program (2) A minimum of 13 credits in courses identified by the IB Organization, or equivalent courses as identified in the Bright Futures Comprehensive Course Table, in grades 9-12 as follows: Two credits* in each of the following areas: Two language arts credits at the level of grades 11 and 12, world language, social studies, science, mathematics and arts/electives. (*Students may satisfy the two-credit requirement for up to three Standard Level Subjects by completing the curriculum for each course and taking the IB exam in that subject area.) One credit in Theory of Knowledge Creativity, Action and Service (CAS) An extended essay Students may earn college credit for each exam passed, even if they do not pass enough exams to earn the IB diploma d) Completion of AICE Curriculum (Class of 2017 and thereafter) (1) An AICE diploma is earned when a student passes seven AICE exams, as listed below, during a 25-month period: One exam must be AICE Global Perspectives (taken in the 11 th grade) (MANDATORY) One exam must come from Group 1, Group 2, and Group 3 as listed in the chart below with a maximum of two credits in Group 4 Three exams may be taken in any category, including Category 4, as listed below: Student Progression Plan 2015-2016 Page 61 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. Group 1 Mathematics & Science Biology Chemistry Environmental Management Marine Science Mathematics Physics Psychology Group 2 Languages English Language Spanish Language Group 3 Arts & Humanities Art & Design Classical Studies Divinity History Literature in English Psychology Sociology Spanish Literature Group 4 (optional) Interdisciplinary & Skills-based Subjects Thinking Skills General Paper 2 Global Perspectives Independent Research Report (an optional extension of Global Perspectives) (2) Students may earn college credit for each exam passed, even if they do not earn the AICE diploma. e) Early High School Graduation (1) A student who earns the required number of credits and meets the high school graduation requirements in less than eight semesters or the equivalent, may elect early graduation. The school shall provide notification of this option to the parent of the student who is eligible for early graduation. (2) Students who complete all graduation requirements in less than eight semesters, or the equivalent, and do not return as a student the following semester, will have a graduation date on their transcript and cumulative record that will reflect the date on which they finished all the graduation requirements. (3) If eligible for a Florida Bright Futures Scholarship award, students who graduate from high school mid-year may receive an initial award in the spring term following graduation. [ 1009.53, Fla. Stat. (2015)] 5. Acceleration Coursework At the beginning of each school year and prior to 9 th grade, parents of students in or entering high school will be notified of the opportunity and benefits of Advanced Placement (AP), International Baccalaureate (IB), Advanced International Certificate of Education (AICE), Early College/Dual Enrollment, Marion Virtual School (MVS), and Florida Virtual School (FLVS) courses. [ 1002.3105, Fla. Stat. (2015)] 6. Credit Acceleration Program (CAP) The purpose of CAP is to allow a secondary student to earn high school credit(s) in geometry, Algebra 1, Biology 1, Algebra 2, or United States History by passing the statewide standardized assessment per 1008.22, Fla. Stat. (2015). Notwithstanding 1003.436, Fla. Stat. (2015) definition of credit, MCPS 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 on the corresponding statewide standardized assessment. A student who is not enrolled in the course, or Student Progression Plan 2015-2016 Page 62 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. who has not completed the course, shall be permitted to take the standardized assessment during the regular administration of the assessment. 7. International Baccalaureate (IB) Diploma Program a) IB is a program of study offered through the International Baccalaureate Organization. Students may earn college credit by passing an IB exam. The State Board of Education shall establish rules that specify the cut off scores for postsecondary credit. Students shall be exempt from the payment of fees. b) To fulfill the State of Florida requirements for the IB Diploma Curriculum, students must complete all credit requirements, all End-of-Course (EOC) exams as required by the state, and all internal and external assessment requirements for the IB Diploma, including a completed extended essay and completion of the Creativity, Action and Service (CAS) program. If a student leaves the IB program, he/she must then meet all graduation and EOC exam requirements. c) A student who fails to complete the requirements for IB after the registration deadline may have to reimburse the district for the cost of the exams. 8. Advanced International Certificate of Education (AICE) Program a) AICE is a program of study offered through the Advanced International Certificate of Education Program administered by the University of Cambridge Local Exams Syndicate. The State Board of Education shall establish rules that specify the cut off scores for postsecondary credit. Students shall be exempt from the payment of fees. b) A student who fails to complete the requirements for AICE after the registration deadline may have to reimburse the district for the cost of the exams. 9. Advanced Placement (AP) This program allows an eligible secondary student to enroll in a credit generating high school course offered by the AP program administered by the College Board. Postsecondary credit for an AP course may be awarded to students who score a minimum of 3 on a 5-point scale on the corresponding AP exam. Students who do not report for an assigned exam will be responsible for the restocking fee. 10. Earning Additional Credit toward Graduation Students may earn additional credit toward graduation through any of the following programs for which they are eligible: a) Earning High School Credit Prior to 9 th Grade Students from public schools, private schools, or home education may earn high school credit prior to their freshman year subject to one of the following: (1) Non-accredited credit(s) will be granted based on portfolio review by school officials. (2) Credits are on an official high school transcript from where the student was officially enrolled. b) Community Service Student Progression Plan 2015-2016 Page 63 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. (1) The purpose of community service is to encourage students to develop a sense of responsibility for others within the community. It helps students foster an understanding of the value of volunteerism and the rewards of helping others. One of the requirements to receive a Bright Futures Scholarship is the successful completion of community service for all three Bright Futures award levels. For additional information on the Florida Bright Futures Scholarship go to: http://www.floridastudentfinancialaid.org/ssfad/bf/ (2) Only approved district community service sites will be accepted. (3) Students must complete a Community Service Plan (VOL02 rev 03/07) and have approved by school staff. This form may be obtained from the school counselor. (4) Documentation of hours must be kept on Community Service Hours Certification (VOL03 rev 03/07) and/or Community Service Hours Log- Student Log (VOL04 rev 03/07) forms. These forms may be obtained from the school counselor. (5) All hours must be completed by the last day of school of the student s year of graduation. (6) If students wish to complete community service at their own high school, these hours will be accepted. Note: Hours must be earned beyond the school day and the club/organization must be listed on the community service application. 11. Grade/Credit Recovery The following recovery programs have been established to assist students who have fallen behind their cohort due to previous retentions and/or loss of credit. The purpose of these opportunities is to give motivated students the opportunity to graduate with their cohort. The principal must approve enrollment in the programs listed below: a) Competency-based Education (CBE)/Credit Recovery: CBE programs have been developed and implemented as components of dropout prevention efforts. The focus of CBE is on the mastery of course content objectives. Specific course credit is awarded when students demonstrate competency of the intended learning outcomes and the performance standards for the course. b) Remote Centers: CBE, Marion Virtual School (MVS), and Florida Virtual School (FLVS) are available to students who have been recommended by their principal to participate. c) Summer School: Students who are behind in credits or have a D or F in an academic course are permitted to enroll in summer school (as funding permits). Student Progression Plan 2015-2016 Page 64 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. The primary purpose of the student assessment program is to provide information needed to improve the performance of public schools by enhancing the learning gains of all students and to inform parents of the educational progress of their child(ren). [ 1008.22, Fla. Stat. (2015)] 1. Statewide Assessments a) Each student must participate in the statewide assessment tests required by 1008.22, Fla. Stat. (2015). Each student who does not meet specific levels of performance as determined by the district school board in English Language Arts (ELA) and mathematics for each grade level, or who does not meet specific levels of performance as determined by the commissioner of education on statewide assessments at selected grade levels, must be provided with additional diagnostic assessments to determine the nature of the student s difficulty and areas of academic need. [ 1008.25, Fla. Stat. (2015)] The 2014-2015 school year will be the first year the Florida Standards Assessment (FSA) is administered, replacing the Florida Comprehensive Assessment Test (FCAT) 2.0 in reading and mathematics. Student placement/proficiency for 2014-2015 is based on FCAT 2.0 results. b) State End-of-Course (EOC) exams for specific courses are required to constitute 30% of a student s final grade in specific courses. The Algebra 1 EOC exam must be passed or a concordant score earned for receipt of a standard diploma. c) Schools are prohibited from suspending a regular program of curricula to administer practice tests or engage in other test preparation activities for a statewide assessment. d) Students with disabilities may be exempted from participation in the state testing programs in accordance with guidelines from the Florida Department of Education (FLDOE). Accommodations that negate the validity of statewide assessments are not allowed during the administration of the assessment. Students using instructional accommodations in the classroom that are not allowed on statewide assessments may have assessment results waived if the Individual Education Plan (IEP) team determines the assessment cannot accurately measure the student s abilities. Alternate assessment will be administered to any student with disabilities as specified by the IEP. 2. District Assessments a) Each school will administer district-approved assessments for grades 9-12 in English Language Arts (ELA), mathematics, science, and social studies. Courses with state End-of-Course (EOC) exams will also have district-approved assessments. The administration date(s) will appear annually on the District Assessment Calendar. b) Local End-of-Course Exams (LEOCE): For every course assigned to a student that does not have a corresponding state test, Advanced Placement (AP) test, International Baccalaureate (IB) test, or Advanced International Certificate of Education (AICE) test, a LEOCE will be administered, which constitutes 20% of the final grade. Student Progression Plan 2015-2016 Page 65 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. c) Focus Assessments: Focus lesson assessments tied to the FCAT 2.0 assessed benchmarks will be administered by each school respective to each individual school s instructional calendar for Biology 1. d) Reading Assessments: Level 1 and Level 2 students must be regularly assessed per the MCPS K-12 Comprehensive Research-based Reading Plan unless otherwise required under statute or rule. e) Learning Checks (LCs) and Reading/Writing Assessments (RWAs): LCs and RWAs are standards based quasi-summative assessments used to gauge student mastery of the Florida Standards (FS). These assessments are used in ELA, mathematics, and social studies classes. f) Other Assessments: Other assessment tools may be used to diagnose and determine student needs. 3. Alternative Assessments/Accommodations Exceptional Student Education (ESE) Statewide Assessment Waiver/Test Accommodations: a) Students with disabilities who are seniors and meet the following criteria may be considered for a waiver from passing the 10 th Grade FCAT 2.0, Florida Standards Assessment (FSA), End-of-Course (EOC) exams, or Local End-of-Course-Exams (LEOCEs): (1) Has a current Individual Education Plan (IEP). (2) Meets graduation credit requirements and a cumulative 2.0 or greater grade point average (GPA), documentation of participation in intensive remediation for FCAT 2.0 Reading, FSA, and/or district/state-mandated assessments. (3) Has taken the 10 th Grade FCAT 2.0 or FSA with appropriate, allowable accommodations at least once. (4) Demonstrates mastery of Grade 10 Next Generation Sunshine State Standards (NGSSS)/Florida Standards (FS). (5) Obtains the recommendation from the student s IEP team for a waiver. (6) The IEP team will meet and complete the FCAT 2.0 or FSA waiver process. b) Students with disabilities who meet the following criteria may be considered for a waiver from state-mandated End-of-Course (EOC) exams for the purpose of determining the student s course grade and/or standard diploma graduation requirements: (1) Has a current Individual Education Plan (IEP). (2) Has taken the EOC exams with appropriate, allowable accommodations at least once. (3) Has demonstrated mastery of course Next Generation Sunshine State Standards (NGSSS)/Florida Standards (FS). (4) Has obtained the recommendation from the student s IEP team for a waiver. The IEP team will meet and complete the FCAT 2.0, EOC exam, or FSA waiver process. Student Progression Plan 2015-2016 Page 66 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. c) Accommodations for national assessments such as but not exclusive to, Advanced Placement (AP), SAT, and ACT, will require a separate parent-initiated application process and are not solely determined by IEP/Section 504 documentation. Advanced International Certificate of Education (AICE) and International Baccalaureate (IB) examinations, since international exams, have modified allowable accommodations. Parents should see the respective coordinator for additional information. 1. Each student must earn passing scores on the appropriate state tests depending on the student s cohort year, including the Florida Comprehensive Assessment Test (FCAT) 2.0, Florida Standards Assessment (FSA), Florida End-of-Course (EOC) exams, or earn a concordant score on the ACT or SAT after attempting the appropriate state assessment for reading. [ 1008.22, Fla. Stat. (2015)] 2. Algebra 1 EOC exam concordant score for PERT is 97. All other EOC exams have no concordant scores. 3. Levels for student proficiency are: SUBJECT FCAT PROFICIENCY FSA English Language Arts Level 3 or above TBD ELA GRADE 10 GRADUATION TEST REQUIREMENT ASSESSMENT READING SCORE FCAT 245 FSA TBD ACT 19 SAT 430 4. Levels for EOC student proficiency are: SUBJECT EOC PROFICIENCY PERT CONCORDANT SCORE Algebra 1 Level 3 or above 97 Algebra 2 Level 3 or above N/A Biology Level 3 or above N/A Geometry Level 3 or above N/A U.S. History Level 3 or above N/A 5. The district s comprehensive program for student progression uses assessment data (including universal screening and ongoing progress monitoring) to evaluate the effectiveness of instruction, identify students needing more intensive instructional support, and monitor each student s response to implemented interventions. Students who do not meet grade level expectations receive increasingly intense intervention services. The areas of academic need and intervention strategies are defined through a problem-solving Multi-Tier System of Supports (MTSS) process. Multiple tiers of increasingly intense instruction/intervention services are implemented to support student academic proficiency. Students are matched to strategic and intensive interventions based on data from multiple assessment sources. Student Progression Plan 2015-2016 Page 67 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. Student progression decisions consider the effectiveness of core instruction and the student s response to evidence-based interventions. 1. Each year a student scores Level 1 or Level 2 on the statewide standardized grade 9 or 10 English Language Arts (ELA) assessment, the student will be enrolled in an intensive remedial course the following year or be placed in a content area course that includes the remediation of the skills not acquired by the student. 2. Each year a student scores Level 1 or Level 2 on the Algebra 1 End-of-Course (EOC) exam, the student will be enrolled in and complete an intensive remedial course the following year or be placed in a content area course that includes remediation of skills not acquired by the student. [ 1003.4282, Fla. Stat. (2015)] 3. College ready scores may be used to place students in specific courses to best meet the needs of each student and are defined as follows: ASSESSMENT READING MATHEMATICS SAT 440 440+ ACT 19+ Reading & 17+ English 19+ PERT 106+ Reading & 103+ Writing 114+ Mathematics 4. Intensive courses taken in grades 9-12 may be taken only as elective credits for high school graduation. Intensive instruction may not be in lieu of ELA and mathematics credits required for graduation. Students may earn college credit in high school through any of the following programs for which they are eligible. Additional information may be found in the statewide examination articulations for Advanced Placement (AP), Advanced International Certificate of Education (AICE), and International Baccalaureate (IB) at: http://www.fldoe.org/core/fileparse.php/5421/urlt/0078391-acc-cbe.pdf AP is the enrollment of an eligible secondary student in a course offered by the Advanced Placement program administered by the College Board. Postsecondary credit for an AP course may be awarded to students who score a minimum of 3 on a 5-point scale on the corresponding AP exam. Students enrolled in the AICE program at a high school taking AICE courses may be awarded postsecondary credit when scoring a minimum of E for A Level examinations, or E for AS Level examinations on an A-E grading scale on the corresponding AICE exam. Student Progression Plan 2015-2016 Page 68 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. Students enrolled in the IB program at a high school taking IB courses may be awarded postsecondary credit when scoring a minimum of 4 on a 7-point scale on the corresponding IB exam. A secondary Career Pathways student is defined as a Career and Technical Education (CTE) student who has earned three or more high school credits in a single CTE program of study (concentrator) and has participated in a locally-developed program of study having a written articulation agreement establishing and validating the career pathway. Students can earn college credit by completing the CTE program of study, fulfilling the stipulations documented in the articulation, and entering the postsecondary institution included in the articulation. The district has articulation agreements with the College of Central Florida, Santa Fe College, Indian River State College, and Community Technical and Adult Education. Each institution has a specific method of awarding credits for Career Pathways. Students who pass an Industry Certification on the Gold Standard Career Pathways Articulation Agreement of Industry Certification to AAS/AS degree 2013-2014 are exempt from taking the Local End-of-Course Exam (LEOCE) for the courses specified under the articulation agreements. This agreement does not preclude the awarding of additional credits by a college through local agreements. 1. Definition: The dual enrollment program is defined as the enrollment of a grades 6-12 eligible secondary student or home education student in a postsecondary course creditable toward high school completion and a career certificate or an associate or baccalaureate degree. [ 1007.271, Fla. Stat. (2015)] MCPS and the College of Central Florida (CF) operate under an articulation agreement. MCPS also maintains an articulation agreement with the University of Florida allowing approved students to take courses not offered by CF. Students who are interested should see the school counselor for additional information. Some high schools offer dual enrollment courses on their campuses, as well as through online mechanisms. Students who wish to dual enroll full-time should enroll in the Early College program, which is currently offered at West Port High School and Dunnellon High School. The Career Academy at Marion Technical Institute is also a vehicle for students to enroll during their senior year for a full schedule of college courses on the CF campus. 2. Application Process: Students interested in dual enrollment must meet with their school counselor or principal for permission to participate in the program. Students must complete the CF Online Dual Enrollment Application. The student will print the parent approval form from the email received upon submission of the application, of which, the parent must sign. The student is responsible for requesting and providing the documents needed for eligibility. This includes school transcript and placement Student Progression Plan 2015-2016 Page 69 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. test scores (ACT, SAT or PERT). All documentation must be received by the CF dual enrollment specialist by the posted application deadlines. 3. Registration: Dual enrollment brochures will be provided to school counselors by CF to better help students and parents understand the requirements, admission, and enrollment procedures and benefits of program participation. 4. Withdrawal Process: Dual enrollment students will follow CF s withdrawal policy. Students have the option to withdraw from a course(s) within the withdrawal period and must contact their school counselor to complete the Dual Enrollment Withdrawal form. The student and school counselor must sign the form and send to the CF dual enrollment specialist to process. Forms must be received by the withdrawal deadline, and the student will receive a W on his/her transcript for the attempt in the course. 5. Course Load: a) Freshman and sophomores may register for no more than six credit hours during the fall and spring terms. Prior to the beginning of their junior year, students may only register for summer B and may take up to six credit hours on-campus only. Juniors may take up to nine credit hours in the fall and spring semesters. Prior to the beginning of their senior year, students may take up to nine credit hours total in the summer semester (no more than two courses in each summer term). Seniors may take 12-16 credit hours in the fall and spring terms. Course load maximums are inclusive of all dual enrollment course hours being taken during a specific term regardless of the number of college(s) of enrollment. b) Juniors participating in West Port High School s or Dunnellon High School s Early College program may take a maximum of nine credit hours at CF, but may take additional dual enrollment courses at the high school for a maximum of 12 credit hours per semester in their junior year. Students may register for a maximum of 12 credits during the summer; however, they may not register for more than six credit hours during any summer term. Seniors may take 12-15 credit hours in the fall and spring terms. Any exception to these limits must be approved by CF s dual enrollment petitions committee and the high school principal. Course load maximums are inclusive of all dual enrollment course hours being taken during a specific term regardless of the number of college(s) of enrollment. 6. Eligibility Requirements for Dual Enrollment: a) An overall grade point average (GPA) of 3.0 on an unweighted 4.0 scale is required for college credit dual enrollment courses. An overall GPA of 2.0 or greater on an unweighted 4.0 scale is required for students to enroll in Career Academy or vocational certificate dual enrollment programs. Continued eligibility for college credit dual enrollment requires the maintenance of a 3.0 unweighted GPA and the minimum GPA required by CF. b) MCPS shall identify those students qualified to participate in dual enrollment classes. The school principals will approve student eligibility for participation in these classes. The student must be enrolled in MCPS and must be working toward a high school diploma to participate in dual enrollment. Student Progression Plan 2015-2016 Page 70 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. c) The student must pass all portions of the ACT, SAT or PERT, in accordance with the cut scores established by CF, to demonstrate readiness for college-level coursework. Any combination of these test scores may be considered if taken within two years of the beginning of classes for first-time dual enrollment students. Students must take the College Level Mathematics exam (CLM) to enroll in a college-level mathematics class beyond MAC1105 College Algebra. d) Cut scores for the three placement tests are as follows: SUBJECT ACT SAT PERT Reading 19 440 106 English 17 440 103 Mathematics 19 440 114 PERT 114: Placement for MAT1033, MGF 1106, MGF 1107, or STA 2023 PERT 123 and above: Placement for MAC1105, College Algebra e) Students must pass the 10 th Grade FCAT 2.0 Reading or 10 th grade English Language Arts (ELA) Florida Standards Assessment (FSA), as well as the Florida End-of-Course (EOC) exam for Algebra 1. Students who have not scored a Level 3 or higher on these state assessments will not be eligible for dual enrollment. Any exceptions to this must be approved by the school principal and the CF vice president for academic affairs/designee. f) Permission for participation must be granted by the student s parent. g) Students must have completed four high school level credits for consideration for dual enrollment courses. Students are no longer eligible for dual enrollment once they successfully complete four years of enrollment in high school or graduate, whichever comes first. h) The courses needed based on the highest placement scores taken within the past two years are as follows: ACT SAT CPT PERT CLM READING REA0007 13 & below 329 & below 0-59 50-83 REA0017 14-18 330-439 60-82 84-105 College Level 19 or higher 440 or higher 83 or higher 106-150 ENGLISH ENC0015 12 & below 329 & below 0-59 50-89 ENC0025 13-16 330-439 60-82 90-102 College Level 17 or higher 440 or higher 83 or higher 103-150 MATHEMATICS MAT0057 18 & below 439 & below 0-69 (Mathematics) 0-71 (Algebra) 50-113 MAT1033 19-24 440-499 72-94 (Algebra) 114-122 0-39 *MGF1106 *MGF1107 OR 25 or higher 500 or higher CLM 123 or higher 40-69 *STA2023 MAC1105 25 or higher 500 or higher CLM 123 or higher 40-69 MAC1114 CLM or Advisor CLM or Advisor MAC1140 recommendation recommendation MAC1147 CLM CLM 70-120 Student Progression Plan 2015-2016 Page 71 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. MAC2801 MAC2233 CLM or Advisor CLM or Advisor MAC2311 recommendation recommendation CLM CLM 103-120 *MAT1033 is not a pre-requisite for these courses beginning fall of 2014. If a student chooses to take the CLM, the CLM scores will be used as the first priority in determining mathematics placement. College of Central Florida 7/28/15 7. Exclusions: a) Students who will graduate from high school prior to completion of the postsecondary course may not register for the course through dual enrollment. This means that high school seniors may NOT take a summer "A" course as dual enrollment or as a regular college student since they have not officially graduated from high school prior to the start of that term. b) Students may lose the opportunity to participate in the dual enrollment program if they are disruptive to the learning process. c) Students have an opportunity to participate in dual enrollment through MCPS until they have successfully earned an Associate s degree and/or accrued 67 hours of college credit. The calculation of the 67 hours is inclusive of all college credit earning coursework. d) Transportation: The student will be responsible for providing transportation to and from facilities where dual enrollment classes are held. Collegiate High School offers the opportunity to eligible 12 th grade public school students to complete up to 30 college credits and to earn Career and Professional Education (CAPE) industry certifications. [ 1007.273, Fla. Stat. (2015)] Career and Technical Education (CTE) programs are open to all students, and does not discriminate on the basis of race, color, religion, sex, age, national origin, marital status, or qualified disability. Students in grades 9-12 may enroll in CTE programs according to grade levels specified in the Florida Department of Education (FLDOE) Course Code Directory. Students will be expected to enter CTE programs in the beginning level and follow the proper sequence of coursework as identified by CTE program course description and school curriculum guides. Student Progression Plan 2015-2016 Page 72 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. CTE programs in high schools will adhere to course descriptions and student performance standards as established by the Florida Department of Education (FLDOE). When a school offers a particular CTE program, courses identified with this program, (as per the course code directory) shall be offered with no less than three courses in the program of study. Selected middle grades CTE courses may be offered for a full unit. MCPS may select to offer these courses at the full year credit, depending on school need, and must be in accordance with the course code directory. Provided that before the student graduates from high school, the school shall document and inform the parents of the manner in which they have prepared students to enter the workforce, which includes: curriculum counseling, delineation of career opportunities, information on educational institutions, available financial aid, identification of student s interest and aptitudes, and recommended high school coursework. This information must be presented annually through inclusion in school handbooks, manual, or other regular communications. The Department of Education has determined that since FCAT 2.0 or Florida Standards Assessment (FSA) assesses certain Goal 3 standards, which were developed from a U.S. Secretary of Labor s report on necessary skills for the workforce (SCANS), the FCAT 2.0 or FSA can serve as this assessment. District school boards may provide for CTE program substitutions not to exceed two credits in each of the non-elective subject areas of English, mathematics, and science. Due to the constant restructuring of CTE programs by FLDOE, course substitutions will be made for the purpose of student placement/scheduling on a program content equivalency. Final approval of course substitutions will occur by joint agreement between the office of CTE and K-12 Academic Services based upon curriculum equivalency documentation. No CTE student whose transcript fails to meet current (three credits or more) course sequence for Florida Gold Seal Vocational Scholars Award shall be denied this endorsement if such sequence is the result of DOE program/course name change due to restructuring. A Secondary Career Pathways student is defined as a CTE student who has earned three or more high school credits in a single CTE program of study (concentrator) and has participated in a locally-developed Program of Study that has a written articulation agreement in place which establishes and validates the career pathway. 1. Career Pathways is a coherent sequence of rigorous academic and technical courses that prepare students for successful completion of state academic standards and support an accelerated transition to postsecondary coursework in a related career area of interest. 2. Courses to be articulated under each agreement will be mutually agreed upon by each institution and MCPS. Career Pathways course and program offerings are accessible on the following websites. (Due to continual analyses in workforce demand and an Student Progression Plan 2015-2016 Page 73 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. ongoing collaboration between Workforce Florida and the state colleges, the MCPS CTE department may implement additional opportunities for articulations. Please check the CTE departmental website for additional institutional agreements.) a) College of Central Florida: www.cf.edu/careerpathways b) Santa Fe College: www.sfcollege.edu/careerpathways c) Indian River State College: http://www.irsc.edu/programs/careerpathways/careerpathways.aspx?id=4294971721 d) Marion County Public Schools/Career and Technical Education: http://www.marion.k12.fl.us/dept/cte/index.cfm 3. Process for notifying parents and students The institution will provide information to the high schools regarding the requirements for participation in, and the educational benefits to be derived from, Career Pathways or other accelerated programs. The high school, in turn, will utilize printed, published, electronic, or other media to notify students and their parents of the opportunity to participate in these articulated acceleration programs. The high schools will also provide information, using these same methods, to students and their parents regarding the eligibility criteria for participation in these programs. 4. Eligibility criteria a) Eligibility for participation in a Career Pathways program of study at the high school level is determined by a student s enrollment in a Career & Technical Education (CTE) Program of Study. A student who is defined as a concentrator (students earning three or more courses in a CTE Program of Study) and has met the minimum academic requirements of a B (3.0) in the CTE Program is considered a Career Pathway student. b) Career Pathways students who are eligible for articulated credits and desire to attend the appropriate postsecondary institution in an aligned Associate in Science degree or Applied Associate in Science program must apply to take an End-of-Course (EOC) exam for the articulated credit. Students who pass an Industry Certification on the Gold Standard Career Pathways Articulation Agreements of Industry Certification to AAS/AS degree are exempt from taking the EOC exam for the courses specified in the articulation agreement. http://www.fldoe.org/workforce/dwdframe/artic_indcert2aas.asp 5. Institutional responsibilities for student screening prior to enrollment and monitoring enrolled students The district shall identify those students who have completed Career Pathways courses of study and are current seniors (within 12 months of high school graduation) and notify each postsecondary institution. 6. Awarding college credit for articulated Career Pathways courses To receive Career Pathways credit, students must demonstrate mastery of articulated CTE courses by earning at least a grade of B as indicated on their official high school transcripts. Additionally, students may also be required to pass the Industry Student Progression Plan 2015-2016 Page 74 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. Certification identified on the Gold Standard Statewide Articulation Agreement, an exam and/or approved alternative assessment of work to demonstrate mastery of course material at a level acceptable to the postsecondary institution. Florida Gold Seal Vocational Scholars Award requirements may be found at www.floridastudentfinancialaid.org. Each CTE program has a designated CTSO that is an integral part of the curriculum. Student membership is highly recommended for all students. Participation in competitive events would require a 2.0 grade point average (GPA) on an unweighted 4.0 scale. Students are bona fide members when dues are paid and therefore a member may participate in non-competitive leadership and educational events without the mandatory 2.0 GPA, as long as those events are held outside of school hours. 1. All parents will be notified quarterly of their child s achievement. The grading system is divided into four quarters of nine weeks each. Upon completion of each grading period, a report card will be issued. The report card must clearly grade or mark: a) The student s academic performance in each class or course in grades 9-12 (based upon examinations as well as written papers, class participation, and other academic performance criteria) b) The student s conduct, behavior, and attendance 2. Each student who does not meet specific levels of performance as determined by the district or who does not meet specific levels of performance, determined by the state on statewide assessments at selected grade levels, will be scheduled in intensive intervention and provided with additional diagnostic assessments to determine the nature of the student s difficulty and areas of academic need. Services may include, but are not limited to: a) Summer school (as funding permits) b) Special counseling c) Tutorial assistance d) School-sponsored help sessions e) Study skills classes 3. At the end of each semester, parents of each student in grades 9-12 who have attained a grade point average (GPA) of less than 2.5 unweighted on a 4.0 scale will be notified that the student is at risk of not meeting graduation requirements. Student Progression Plan 2015-2016 Page 75 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. 4. All parents will be notified in writing quarterly of their child s achievement during the school year. Schools will report to the parent of each student the progress of the student toward achieving state and district expectations for proficiency in all courses in which they are scheduled, including Career and Technical Education (CTE) courses. 5. The evaluation of each student s progress must be based upon the student s classroom work, observations, tests, district and state assessments, and other relevant information. 6. The final report card will indicate performance or non-performance at grade level, attendance, and acceptable or unacceptable behavior. 7. Parents have 24/7 access to student grades via Skyward Family Access and are encouraged to monitor progress frequently. Initial registration for Skyward Family Access will occur at the school site. 8. When it is apparent that the student may fail or is doing unsatisfactory work in any course or grade assignment, the parents must be notified during each grading period. The opportunity for a conference with the teacher or principal must be provided upon request by the parent of any student. Additionally, a conference must be provided for any parent whose child may be retained. GRADING SCALES EVALUATION CODE LETTER GRADE PERCENTAGE QUALITY POINT Outstanding Progress A 90 100% 4 Above Average Progress B 80 89% 3 Average Progress C 70 79% 2 Lowest Acceptable Progress D 60 69% 1 Failure F 0 59% 0 9. The nine-week grade will be determined by the work completed by the student during that grading period. 10. The cumulative year-to-date grade point average (GPA) is determined by averaging the semester grade for all courses. 11. All courses taken in high school, including courses taken for high school credit while in middle school, shall be calculated into the student s cumulative year-to-date GPA. 12. Virtual School course grades shall be included in the calculation of a student s cumulative year-to-date GPA. Courses taken with Marion Virtual School (MVS) must be completed by the end of the academic year. Students enrolled in MVS courses must provide the school with a final grade on or prior to the last day of the school year. 13. For the purpose of assigning grades for class work and course grades, numerical scores of.5 and above will be rounded up to the next whole number. 14. Category weights for grading are as follows: CATEGORY WEIGHT PERCENTAGE Homework 10% Student Progression Plan 2015-2016 Page 76 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. Class/Daily Assignments, Quizzes, Learning Checks, CRLs, RWAs, SS-RWAs 1 30-50% Tests, Projects, and Presentations 40-60% Florida End-of-Course (EOC) exams 30% of final course grade Local End-of-Course Exams (LEOCEs) 20% of final course grade Non-core courses must have percentages approved by the principal prior to first student day. 1 The gradebook allows weighting of items within a category. For example, within the Test, Projects, and Presentation category, a teacher may elect to double-weight tests. 15. Grade-weighted high school credit courses taken at the middle grades level shall have the weighted grade applied to the calculation of the high school GPA when the student enters high school. 16. Parents will receive a report of their child s progress toward achieving state and district expectations for proficiency and shall include the student s results on statewide assessments. 17. Promotion in Grades 9-12: Students will be promoted at the end of the year to the next grade level for each ensuing year until the student graduates or remains as a 5 th year senior. Students who do not meet the 2.0 GPA (on an unweighted 4.0 scale) or specific credit requirements for graduation will be notified and offered special assistance. 18. Some schools may use standards-based grading; therefore, parts of this section are not applicable. Please consult with the principal to determine the impact to a student s grade. 1. Grade forgiveness policies for required and elective courses are limited to replacing a grade of D or F with a grade of C or greater that is subsequently earned in the same or comparable course with principal approval. 2. Retaking a Course to Improve a Grade: The higher grade will be used to calculate the grade point average (GPA). A student may receive credit only for the course that is counted; duplicate course credit cannot be awarded for the same course. a) Forgiveness policies for required courses shall be limited to replacing a grade of D or F, or the equivalent of a grade of D or F, with a grade of C or greater, or the equivalent of a grade of C or greater, earned subsequently in the same or comparable course. b) Forgiveness policies for elective courses shall be limited to replacing a grade of D or F, or the equivalent of a grade of D or F, with a grade of C or greater, or the equivalent of a grade of C or greater, earned subsequently in another course. c) The only exception to these forgiveness policies shall be made for a student in the middle grades who takes any high school course for high school credit and earns a grade of C, D, or F or the equivalent of a grade of C, D, or F. In such case, the district forgiveness policy allows the replacement of the grade with a Student Progression Plan 2015-2016 Page 77 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. grade of C or greater, or the equivalent of a grade of C or greater, earned subsequently in the same or comparable course. d) In all cases of grade forgiveness, only the new grade shall be used in the calculation of the student s GPA. Any course grade not replaced according to the district forgiveness policy shall be included in the calculation of the cumulative GPA required for graduation. [ 1003.4282, Fla. Stat. (2015)] 3. Each individual high school will be responsible for recording the appropriate coding in the student s academic history on the student database. All high school courses, including courses requiring state-mandated End-of-Course (EOC) exams, are designated semester courses. Students will be awarded credit in one-half credit increments if the student successfully completes either the first or the second half of a full year course. For courses requiring state-mandated EOC exams, the course grade will be added together and then 30% of that grade will be based on the EOC score. For cases with Local End-of-Course Exams, the test score will constitute 20% of the final grade. As with all other courses, this grade will then be reported as separate semester grades for reporting purposes. Effective for the graduating class of 1999 and each year thereafter, all students must maintain a cumulative grade point average (GPA) of 2.0 or greater on a 4.0 scale. All high school credit earning courses attempted will make up the student s cumulative GPA which shall be used for graduation purposes. This excludes any courses that have been forgiven in accordance with grade forgiveness policies. 1. Honors/Class Rankings: a) For rank purposes only, Honors shall be determined by the following GPA: (1) Graduation with Honors: 3.000 3.499 GPA/4.0 Scale (2) Graduation with High Honors: 3.500 and above GPA/4.0 Scale b) Rank in class may be used for purposes of college admission, scholarship and/or financial aid application, and for identifying honor graduates. Rank in class shall be given for the above purposes when requested by a college, and is included on the electronic transcript used in the State of Florida. An aggregate list by rank shall not be disseminated and shall be used only for the purposes stated above. Any other release of student records shall be in accordance with appropriate state and local policies. c) High school credit and dual enrollment courses identified with an H flag in the district-approved Course Listing will receive one additional quality point for grades of A=5, B=4, C=3 for purposes of class rank only. 2. Criteria for Weighting Courses a) Those courses designated by the Florida Department of Education (FLDOE) as Level 3 courses as listed in the FLDOE Course Code Directory. Student Progression Plan 2015-2016 Page 78 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. b) Those courses titled Advanced Placement (AP), International Baccalaureate (IB), or Advanced International Certificate of Education (AICE) in the course title of the Department of Education (DOE) Course Description. c) All dual enrollment courses. d) Courses designated by the State of Florida in the DOE Course Description as Pre-IB or Pre-AICE. e) All courses taken for a standard diploma shall be included in the determination for honors and high honors. All courses must be awarded a letter grade according to the numerical score as described in this Student Progression Plan. f) Students who take a third year or higher of the same world language will receive honors weighting. 1. The cumulative grade point average (GPA) at the end of the fourth nine weeks of the 12 th grade year shall be used for determining high honors and honors at graduation. 2. Each school may have a valedictorian and a salutatorian with other special honors recognition optional. The honor of becoming a valedictorian or salutatorian falls to the students with the highest and second highest GPA (respectively), using the specified credits and weighting. 3. To be eligible for valedictorian or salutatorian, students must meet the Board of Regents criteria for the Florida Bright Futures Medallion Scholars Award. 4. Beginning with the graduation class of 2015, to be eligible for valedictorian or salutatorian, students must meet the Board of Regents criteria for the Florida Bright Futures Academic Scholars Award, as well as meet the criteria for the Scholar Designation for graduation purposes. 5. In order to be eligible for valedictorian or salutatorian, the weighted GPA will be determined by the following core courses based on 24 high school and dual enrollment credits. Coursework cannot be retaken to improve a grade and failure of any core course will disqualify the candidate. High school courses taken in middle school count toward the 24 credits required for valedictorian and salutatorian. a) 4 credits in English b) 4 credits in Mathematics c) 3 credits in Science d) 3 credits in Social Sciences e) 2 credits in the same World Language f) 8 additional credits (to be chosen from the best remaining semester credits taken) 6. All high school courses, including courses requiring state-mandated End-of-Course (EOC) exams, are designated semester courses. 7. The best semester credit that fills the specific subject area or elective requirement should be used to best benefit the student. For example, if a student takes nine semesters of English, received a B for one semester in an English course and an A Student Progression Plan 2015-2016 Page 79 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. in eight other semesters of English credit, the B would not be used unless it is a best additional credit. 8. GPA, test scores, and community service requirements for the Bright Future Scholarship also apply for determining valedictorian and salutatorian. Students must meet the minimum requirements of the Bright Future Scholarship at the time of determining eligibility for valedictorian and salutatorian. For Advanced International Certificate of Education (AICE) and International Baccalaureate (IB) students, International Diplomas must already be conferred in order to use the diploma as a means for qualifying. 9. Ties for valedictorian or salutatorian will produce co-valedictorians or co-salutatorians, respectively. If there is a tie for valedictorian, there will be no salutatorian; however, there may be a valedictorian and then multiple salutatorians. 10. To be eligible for valedictorian or salutatorian, students must have been in attendance at that school for at least their entire 11 th and 12 th grades. Part-time dual enrollment students and students who have elected to pursue accelerated graduation options (18-credits, early graduation) are considered eligible for valedictorian or salutatorian. Full-time dual enrollment students are NOT eligible to be valedictorian or salutatorian. 11. GPA calculations for honors and class rankings will be made upon completion of the fourth nine weeks of the senior year. 12. Any student who is designated as a member of the respective year graduation class, whether 4 year/24 credit graduation option, 3 year/18 credit option, or accelerated graduate, will be eligible for the award. 13. Each high school principal will develop a process, with advice from the School Advisory Council, for the selection of student speakers during commencement. The Florida Bright Futures Scholarship program provides for tuition and fee reimbursement for undergraduate studies at a public or private university, community college, or Career and Technical school. [ 1009.531, Fla. Stat. (2015)] The three scholarship awards within the Bright Futures Scholarship program are the Bright Futures Florida Academic Scholars Award, Florida Medallion Scholars Award, and Florida Gold Seal Vocational Scholars Award. Each has specific criteria that must be met. For additional information on the Bright Futures Scholarship, refer to: www.floridastudentfinancialaid.org/ssfad/bf/ 1. The term extracurricular means any school-authorized or education-related activity occurring during or outside the regular instructional school day (excluding Career and Technical Student Organizations [CTSO]). In order to participate in interscholastic, extracurricular student activities, a student must maintain a cumulative grade point average (GPA) of 2.0 or greater on a 4.0 scale in the courses required by statute for high school graduation. Student Progression Plan 2015-2016 Page 80 of 110

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) cont. 2. The term co-curricular means any school-authorized or education-related activity that is a natural extension of the classroom. In order to be eligible for participation in co-curricular activities conducted off-campus (science fairs, spelling contest, physical education events, youth fairs, etc.) students must maintain a C for all courses taken each nine-week grading period with good conduct. 3. Students enrolled in a Career and Technical Education (CTE) course may be a member of the appropriate Career and Technical Student Organization (CTSO), but not compete in competitive events if the grade point average (GPA) falls below the required 2.0 GPA on a 4.0 scale. 4. High school students attending Marion Technical Institute (MTI), Career Academy, and full-time dual enrollment programs draw students from our local public schools to centralized schools within the district. In each case, these students still belong to their base local schools. The base school is required to allow students to participate in ALL on-campus and off-campus activities that any other student on their campus would be privileged to attend, so long as they meet basic criteria to participate in extracurricular activities. This includes, but is not limited to, club meetings, athletic contests and practices, as well as in-school activities such as homecoming activities, pep rallies, and commencement exercises. 5. For National Collegiate Athletic Association (NCAA) Eligibility requirements, refer to the NCAA Clearinghouse website: www.eligibilitycenter.org Individual student exceptions (under highly unusual circumstances) may be made. These exceptions will be made only with the approval of the principal and the executive director of K- 12 Academic Services. Student Progression Plan 2015-2016 Page 81 of 110

VIRTUAL SCHOOL OPTIONS 1. Students at any grade level K-12 may attend full-time virtual school with Marion Virtual School (MVS) grades 6-12 and Marion elearning (grades K-5). These students school at home but are public school students who follow the same academic progression plan as their traditional school counterparts, including testing and other graduation requirements. Students completing their 12 th grade year with MVS meeting all graduation requirements will receive a diploma from their zoned school. 2. All district high schools are charged with informing parents and students of the options, advantages, and disadvantages for students in grades 9-12 enrolling in courses offered by Florida Virtual School (FLVS) and its MCPS franchise, Marion Virtual School (MVS). 3. School districts may not limit access to courses offered through FLVS or MVS. [ 1002.37, Fla. Stat. (2015)] 4. Students participating in virtual instruction as a full-time online public school student may be provided computer equipment and Internet access if they demonstrate need and meet required criteria. Other students must provide their own equipment and high speed Internet service. [ 1002.45, Fla. Stat. (2015)] 5. Credits granted by FLVS or MVS will be transferred and administered as any other Florida public high school. 6. High school courses weighted for grade point average (GPA) calculation will correlate with traditional high school weighted courses currently utilized in the district. 7. All FLVS/MVS courses, with the exception of Advanced Placement (AP) courses, which a student plans to take over summer break, must be requested no later than 15 student days prior to the end of school. 8. Students enrolled in the full-time MVS instruction program will earn a diploma from their zoned school upon completion of all graduation requirements, will be entitled to participate in their zoned school commencement exercises, but will not be eligible for valedictorian or salutatorian. 9. The district shall report full-time equivalent (FTE) student membership only for courses for which the district provides the instruction. School counselors should make every effort to place students in MVS courses in order to report these students for FTE funding for the district. No FTE can be reported for FLVS courses. 10. High School Online Course Requirement [ 1003.4282, Fla. Stat. (2015)]: Students entering 9 th grade in the 2011-2012 school year, and after, must complete at least one online course within the 24-credit requirement for high school graduation. This course may be a full or half credit course, and the student must receive a D or Student Progression Plan 2015-2016 Page 82 of 110

VIRTUAL SCHOOL OPTIONS cont. greater in the course to meet this requirement. Options for meeting this requirement include, but are not limited to: a) Marion Virtual School (MVS) b) Florida Virtual School (FLVS) c) District-developed and/or approved hybrid courses d) PLATO Courses e) Southern Association of Colleges and Schools (SACS) accredited private online providers (at students expense) 11. Elementary Acceleration through Marion elearning: Students in grades 2-5 are permitted to take Marion elearning elementary courses or MVS secondary courses on a part-time basis. Elementary school staff may only deny participation in these courses in cases where the coursework is clearly of an inappropriate academic level for the student. Students choosing this option must take these courses in lieu of taking the related elementary course. Schools must provide computer access during the school day for students selecting this option. Each school will notify the parent of students who score at Level 4 or 5 on the state assessment for English Language Arts (ELA)/reading and/or mathematics of this acceleration option. [ 1002.3105, Fla. Stat. (2015)] 12. Students may enter MVS/FLVS at any grade level from home, private, or public schools. 13. Full-time elementary students require the role of a parent, guardian, or other approved adult as a learning coach. 14. For full-time MVS students requiring an Individual Education Plan (IEP), an IEP meeting will be arranged with the zoned school, the Exceptional Student Education (ESE) department, and virtual school staff to ensure services can be delivered appropriately to the student. 15. For full-time MVS students requiring a Section 504 Plan, a 504 meeting will be arranged with the zoned school, appropriate district staff, and virtual school staff to ensure services can be delivered appropriately to the student. 16. Virtual school students are expected to maintain pace and performance requirements as well as academic integrity. Failure to do so may result in return to traditional school, truancy, suspension, or expulsion. Student Progression Plan 2015-2016 Page 83 of 110

VIRTUAL SCHOOL OPTIONS cont. 1. Students in grades K-12 may blend traditional and virtual courses with FLVS/MVS. The total enrollments between traditional and virtual schools should equal a full day. 2. Students blending virtual and traditional courses may remain enrolled with the zoned school and concurrently enroll with MVS for their virtual courses, or enroll with MVS and concurrently enroll with the zoned school for traditional courses. 3. Elementary students taking virtual courses will require the role of a parent, guardian, or other approved adult as a learning coach. 4. For students requiring an Individual Education Plan (IEP), an IEP meeting will be arranged with the zoned school, the ESE department, and virtual school staff to ensure services can be delivered appropriately to the student. 5. For students requiring a Section 504 Plan, a 504 meeting will be arranged with the zoned school, appropriate district staff, and virtual school staff to ensure services can be delivered appropriately to the student. 6. Prior to approval to blend, parents must contact school administration and/or guidance at the school of their enrollment to discuss options, schedules, and location where virtual courses will be taken (home or school). Schools are making every effort to expand available space and technology; however, students taking virtual school courses on campus may face space, class size, supervision, or other limitations. 7. Students attending magnet programs may face limitations in blending virtual and traditional courses due to magnet program course requirements. 8. Traditional school students who are taking virtual courses are expected to maintain pace and performance requirements as well as academic integrity. Failure to do so may result in return to a traditional class, truancy, suspension or expulsion. 1. In grades 6-12, home education students may elect to enter public virtual school with Marion Virtual School (MVS) and work toward a diploma. 2. Home education students in grades 6-12 who wish to remain home schooled may take MVS courses on a part-time or full-time basis. Students must meet eligibility requirements as stated in 1002.455, Fla. Stat. (2015). 3. For home education students, the parent shall provide evidence of an annual educational evaluation, which is representative of educational progress at a level commensurate with the student s ability. [ 1002.41, Fla. Stat. (2015)] Student Progression Plan 2015-2016 Page 84 of 110

VIRTUAL SCHOOL OPTIONS cont. 4. The evaluation shall consist of one of the following: a) An evaluation of the student s educational progress upon review of the portfolio and discussion with the student. The evaluator shall be a teacher selected by the parent who holds a valid regular Florida certificate to teach academic subjects at the elementary or secondary level. b) The student shall take any nationally normed student achievement test administered by a certified teacher. c) The student shall take a state assessment test used by the district and administered by a certified teacher at a location and under testing conditions approved by the district. d) The student shall be evaluated by a psychologist holding a valid, active license pursuant to the provisions of 490.003, Fla. Stat. (2015); or the student shall be evaluated with any other valid measurement tool as mutually agreed upon by the superintendent of the district in which the student and the student s parents reside. Student Progression Plan 2015-2016 Page 85 of 110

EXCEPTIONAL STUDENT EDUCATION - ESE (GRADES K-12) The admission and placement procedures for the enrollment of students to Exceptional Student Education (ESE) are written in the ESE Policies and Procedures for the Provision of Specially Designed Instruction and Related Services (SP&P). Services are available for eligible disabled students from infancy to age 22. For students who are gifted, services are available from kindergarten through 12 th grade. Exceptional education students who are parentally placed in a private school within Marion County may receive ESE services based on a Services Plan even if they do not reside in Marion County. This does not include gifted students who do not reside in Marion County; gifted students who attend private schools and reside in Marion County may be co-enrolled in their zone school with an Educational Plan (EP) for gifted services. 1. FLORIDA STANDARDS (FS)/NEXT GENERATION SUNSHINE STATE STANDARDS (NGSSS) FOR GENERAL EDUCATION a) Most exceptional education students can achieve the FS/NGSSS. Effective accommodations and/or supplementary aids and services must be in place to support the engagement of students with disabilities in the general education curriculum. b) Accommodations are changes made in how a student accesses information and demonstrates performance. Accommodations may change how students are instructed and how they are assessed. The use of an accommodation does not change the standards, the instructional level, or the content; instead, it provides students with equal access and equal opportunity to demonstrate skills and knowledge. Exceptional education students who are using FS/NGSSS for a standard diploma designation should refer to the appropriate general education guidelines. c) Supplementary aids and services are provided in general education classes or other educational settings to enable students with disabilities to be educated alongside students without disabilities. d) For exceptional education students, other than gifted, who are working toward FS/NGSSS or a standard diploma, the student s Individual Education Plan (IEP) will specify the student s present levels of performance, special education services, related services, and appropriate accommodations. Student Progression Plan 2015-2016 Page 86 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. 2. FLORIDA STANDARDS (FS)/NEXT GENERATION SUNSHINE STATE STANDARDS (NGSSS) ACCESS POINTS FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES The FS/NGSSS Access Points will be incorporated into ESE curriculum and instruction in elementary, middle, and high school for students whose IEP indicates they are eligible for Alternate Assessment instead of the Florida Comprehensive Assessment Test (FCAT) 2.0 or Florida Standards Assessment (FSA). District-adopted curriculum programs include state/district-approved materials and/or textbooks that are commensurate with academic level of functioning. a) Access Points The FS/NGSSS are the foundation of curriculum, instruction, and assessment for all Florida students. The intent of the Access Points is to provide access to the general education curriculum for students whose IEP indicates they are eligible for Florida Alternate Assessment instead of FCAT 2.0 or FSA. All Florida students participate in the state s assessment and accountability system. The Florida Alternate Assessment is designed for students whose participation in the general education statewide assessment (FCAT 2.0, FSA, and End-of-Course [EOC] exam) is not appropriate even with accommodations. The Florida Alternative Assessment measures student academic performance on the Florida Standards Access Points in English Language Arts (ELA) and mathematics, and the Next Generation Sunshine State Standards Access Points (NGSSS-AP) in science at three levels of complexity; participatory, supported, and independent. Access Points are academic expectations written specifically for students with significant cognitive disabilities. As part of the FS/NGSSS, Access Points reflect the essence or core intent of the standards that apply to all students with the most significant cognitive disabilities who are eligible under Individuals with Disabilities Education Act (IDEA) and will participate in the Florida Alternate Assessment. b) It will be the responsibility of the classroom teacher to assess, instruct, and monitor progress of student proficiency on all the FS/NGSSS-AP. c) Each teacher shall develop daily lesson plans for all subjects taught to be checked regularly by the principal/designee. ELA, reading, writing, science, social studies, physical education, career education, and mathematics instruction will occur with appropriate accommodations and/or modifications as per the Access Points. Modifications are changes in what a student is expected to learn and may include changes to content, requirements, and expected level of mastery. d) The participatory level of complexity focuses on skills at a beginning academic awareness level, such as recognizing parts of a whole, or recognizing a letter or number. e) The supported level of complexity focuses on skills that require identifying, recalling, or performing basic academic skills, such as reading words or solving simple mathematics problems. f) The independent level of complexity focuses on skills that require organizing, comparing, and analyzing, such as identifying the main idea of a story or solving more complex mathematics problems. Student Progression Plan 2015-2016 Page 87 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. g) Students working in a modified curriculum utilizing the FS/NGSSS-AP for students with Significant Cognitive Disabilities will be working toward a standard diploma via Pathways. The evaluation of student progress must be based on classwork, observations, tests, district and state assessments, and other relevant information. All parents will be notified regularly of their child s achievement during the school year utilizing district report cards. The frequency of reporting will be the same as that of non-disabled peers enrolled in the same school. Nothing on the report card, progress report, or grade transcript may identify the student as a student with a disability. Parents are encouraged to monitor progress on a 24/7 basis using Skyward Family Access. Initial registration for Skyward Family Access will occur at the school site. Progress toward Individual Education Plan (IEP) annual goals will be reported to the parent with the report card. Progress toward Educational Plan (EP) goals for elementary students who are gifted will be reported to parents twice a year. Progress toward EP goals for students who are gifted at the secondary level will be reported at the time of regular reporting. 1. It is expected that all students participate in state and district assessments. Students with disabilities must be afforded the appropriate accommodations for FCAT 2.0, Florida Standards Assessment (FSA), and/or End-of-Course (EOC) exams/local End-of- Course Exams (LEOCEs) as indicated on the Individual Education Plan (IEP). The IEP team decides which, if any, testing accommodations the student will receive. The team should only consider accommodations that the student receives for classroom instruction and testing, and determine whether the student also needs those accommodations for, FCAT 2.0, FSA, EOC exams, and LEOCEs. A student s disability, however, may be such that alternate assessment measures would be more meaningful and appropriate than participating, with accommodations in FCAT 2.0, FSA, and/or EOC exams. The decision to include or exclude a student with disabilities in FCAT 2.0, FSA, and/or EOC exams will be made by the IEP team based on specific guidelines. 2. Progress Reports for IEP annual goals must be provided to parents to communicate student progress toward annual goals. Parents of students with disabilities will be informed quarterly as to the student s progress toward the IEP annual goals and the extent to which the progress is sufficient to enable the student to achieve the goals by the end of the school year. This requirement is in addition to the academic progress reports and report cards. 3. All evaluations done by alternative methods such as projects, portfolios, anecdotal records, etc. must be transcribed as a grade on student transcripts. 4. Parents of students who were tested by means of alternate assessment must be informed of the results of those assessments. a) EXCLUSION GUIDELINES The decision that a student with a significant cognitive disability will participate in the statewide alternate assessment is made by the IEP team and recorded on the IEP. Student Progression Plan 2015-2016 Page 88 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. To determine whether a student should be excluded from FCAT 2.0, FSA, and/or EOC exams and participate in the statewide alternate assessment, the IEP team must consider the following questions: All must be answered in the affirmative: (1) Does the student have a significant cognitive disability? (2) Is the student unable to master the grade-level, general education state content standards even with appropriate and allowable instructional accommodations, assistive technology, or accessible instructional materials? (3) Is the student participating in a curriculum based on Sunshine State/Florida Standards Access Points for all academic areas? (4) Does the student require extensive direct instruction in academics based on Access Points in order to acquire, generalize, and transfer skills across settings? Students who are excluded from the state-required assessments (FCAT 2.0, FSA, and/or EOC exams), using the criteria above, will only be eligible for a standard high school diploma, Access Points, or standard high school diploma employment competencies. b) GUIDELINES FOR DETERMINING APPROPRIATE ACCOMMODATIONS (1) Determination of appropriate accommodations in assessment situations for students with disabilities shall be based on the individual needs of each student. Decisions on accommodations shall be made by the IEP team and must be documented on the IEP. Accommodations for national assessments, such as but not exclusive to, SAT, ACT and Advanced Placement Exams (AP) will require a separate parent-initiated application process and are not solely determined by IEP documentation. (2) Statewide/District assessment accommodations must be the same or nearly the same as the student uses in classroom instruction and assessment activities. Refer to allowable accommodations in the most recent Department of Education FCAT 2.0, FSA Administration Manual and/or Guidelines for End-of-Course (EOC) exam. For administration of Computer Based Testing (CBT), allowable accommodations must also be considered by the IEP team and indicated on the IEP. c) MEDICAL EXEMPTION GUIDELINES FOR DETERMINING EXEMPTION FOR STATE REQUIRED ASSESSMENT A student with a disability may be exempted from state required assessment if determined by the student s IEP team. Refer to ELEMENTARY EDUCATION, SECONDARY EDUCATION: MIDDLE SCHOOL, and SECONDARY EDUCATION: HIGH SCHOOL sections of this Student Progression Plan for exemption from state required assessment. Student Progression Plan 2015-2016 Page 89 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. 1. PROMOTION AND RETENTION OF ELEMENTARY AND SECONDARY EXCEPTIONAL STUDENTS IN NEXT GENERATION SUNSHINE STATE STANDARDS (NGSSS) FOR STANDARD DIPLOMA a) PROMOTION Students with disabilities who take a standard assessment must participate and make progress on Florida Standards (FS)/Next Generation Sunshine State Standards (NGSSS) in the general education curriculum. Promotion is based upon achievement of these general education standards on grade level with accommodations, as indicated on the Individual Education Plan (IEP). Refer to ELEMENTARY EDUCATION, SECONDARY EDUCATION: MIDDLE SCHOOL, and SECONDARY EDUCATION: HIGH SCHOOL sections of this Student Progression Plan for general education promotion requirements. b) RETENTION Students with disabilities who take a standard assessment will follow the same criteria as outlined in the Elementary, Middle, and High School Retention sections of this Student Progression Plan. The final decision for grade placement is the responsibility of the school principal. At 3 rd grade, a student receiving Level 1 on the Florida Standards Assessment (FSA) who has not been retained in grades K-3 must be retained. However, the FSA is not the sole determiner of promotion and additional evaluations, portfolio reviews, and assessments are available to the child and may assist in determining when the child is demonstrating grade-level reading proficiency and is ready for grade promotion. c) MID-YEAR PROMOTION OF RETAINED 3 rd GRADERS A 3 rd grade student with disabilities who did not qualify for good cause exemption and was retained in 3 rd grade may be eligible for a mid-year promotion. Refer to ELEMENTARY EDUCATION section of this Student Progression Plan regarding requirements for mid-year promotion. If a mid-year promotion is granted, the IEP must be reviewed at the time of promotion and revised, if necessary. 2. MANDATORY GRADE 3 RETENTION TIER 2 & TIER 3 Refer to ELEMENTARY EDUCATION section of this Student Progression Plan, as well as the MCPS K-12 Comprehensive Research-based Reading Plan. 3. EXEMPTION FROM MANDATORY GRADE 3 RETENTION a) Requests for good cause exemptions for students with disabilities from the mandatory retention requirements shall be made consistent with Elementary Education Good Cause Exemption from Mandatory Retention in Grade 3. Refer to ELEMENTARY EDUCATION section of this Student Progression Plan. b) Remediation opportunities will be based on student progress, demonstrated need and Individual Education Plan (IEP) goals. The IEP team will review and/or revise the IEP, if needed, when student achievement on state/district assessment does Student Progression Plan 2015-2016 Page 90 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. not meet the level of proficiency required in any area. [ 1008.25, Fla. Stat. (2015)] 4. GRADE PLACEMENT OF EXCEPTIONAL EDUCATION STUDENTS IN FLORIDA STANDARDS (FS)/NEXT GENERATION SUNSHINE STATE STANDARDS-ACCESS POINTS (FS/NGSSS-AP) FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES The following criteria will be used when considering grade placement of a student in FS/NGSSS-AP for students with Significant Cognitive Disabilities: a) Mastery of Individual Education Plan (IEP) goals and objectives b) Prior to 3 rd grade, students exhibiting significant delays in mastery of Access Points should be considered for retention in the absence of Alternate Assessment data c) The progress documented by Florida Alternate Assessment: Reading Functional Academics Standard 1 Grades 3-10 d) Mathematics Functional Academics Standard 3 Grades 3-10 e) Writing Functional Academics Standard 2 Grades 4, 8, 10 f) Science Functional Academics Standard 4 Grades 5, 8, 11 g) Student portfolio which is a systemic and organized collection of student work that shows progress and achievement in functional academics (reading, mathematics, writing, and science) should be maintained 5. MIDDLE SCHOOL RETENTION a) Middle school students with disabilities or a Section 504 Plan will be regularly promoted if they: (1) Meet the same criteria as that of non-english Language Learner (ELL) students or when appropriate (2) Meet individual goals in any designated instruction plan (Individual Education Plan [IEP], Section 504 Plan) b) A student who has been previously retained or who still has not mastered IEP goals, may be promoted for cause by the principal to the next higher grade. c) The student s cumulative record should indicate grade assignment promoted for cause. School personnel should utilize all resources, including the staffing committee, to achieve parent understanding and cooperation regarding a student s grade placement. The final decision as to grade placement is the responsibility of the principal. d) Students who fail a core academic course that awards high school credit shall be promoted if they have a cumulative year-to-date grade point average (GPA) of 2.0 or greater. Students who have a GPA less than 2.0 shall be retained. Students who have met all promotion criteria shall be promoted, not assigned or retained. Supplemental and intensive instructional support can be provided at the next grade level to students who did not perform up to their potential or expectations. Student Progression Plan 2015-2016 Page 91 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. 6. SUPPLEMENTAL INSTRUCTIONAL SUPPORT ACTIVITIES For students who are working in the Florida Standards (FS)/Next Generation Sunshine State Standards (NGSSS), tutorial instruction and/or 3 rd Grade Summer Reading Camp may be available. 7. SUMMER SCHOOL Students with disabilities attend summer school if they meet district Summer Reading Camp or Summer School criteria and when summer school is funded. 8. EXTENDED SCHOOL YEAR (ESY) A student with a disability receives ESY services if the student s Individual Education Plan (IEP) team determines that the student needs specific services beyond the regular 180 day school year. ESY services are determined for each student by the IEP team based on regression/recoupment, emerging skills, breakthrough skills, nature/severity of disability, special circumstances, degree of progress, interfering behaviors and/or critical point of instruction as related to the IEP goals. The IEP team determines the initiation, duration, and frequency of ESY services. 9. CAREER AND EDUCATION PLANNING a) One course in career and education planning shall be completed in 6 th, 7 th, or 8 th grade. The course may be taught by any member of the instructional staff. At a minimum, the course must be Internet-based, easy to use, customizable to each student, and include research-based assessments to assist students in determining educational and career options and goals. The course must result in a completed personalized academic and career plan for the student, must emphasize technology or the application of technology in career fields, and beginning in the 2014-2015 academic year, must include information from the Department of Economic Opportunity s economic security report as described in 445.07, Fla. Stat. (2015). The required personalized academic and career plan must inform students of high school graduation requirements and diploma designation options, high school assessment and college entrance test requirements, Florida Bright Futures Scholarship requirements, state university and Florida College System institution admission requirements, available opportunities to earn college credit in high school, and courses that lead to industry certification. b) Each school must inform parents about the course curriculum and activities. Each student shall complete a personal education plan that must be signed by the student and the student s parent. The Department of Education (DOE) shall develop course frameworks and professional development materials for the career and education planning course. Student Progression Plan 2015-2016 Page 92 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. 1. STANDARD DIPLOMA, SCHOLARS DIPLOMA, MERIT DIPLOMA: Refer to SECONDARY EDUCATION: HIGH SCHOOL section of this Student Progression Plan. a) Modifications to general education courses in high school shall not include modifications to the curriculum frameworks or student performance standards. If the requirements for a general education academic course have been modified in high school, the credit cannot be used to meet standard diploma 24-credit or standard diploma 18-credit requirements. In contrast, the requirements of an applied technology course may be modified as long as the particular outcome and student performance standards which a student must master to earn credit are specified on the student s Individual Education Plan (IEP). (Refer to ELEMENTARY EDUCATION, SECONDARY EDUCATION: MIDDLE SCHOOL, and SECONDARY EDUCATION: HIGH SCHOOL sections of this Student Progression Plan.) b) Waiver of the FCAT 2.0, Florida Standards Assessment (FSA), and End-of-Course (EOC) Exam Graduation Requirements for Students with Disabilities: Students with disabilities who are working toward a standard high school diploma are expected to participate in the FCAT 2.0; FSA, and EOCs; however, legislation provides for a waiver of the FCAT 2.0, FSA, and EOCs as a requirement for graduating with a standard high school diploma for students with disabilities whose abilities cannot be accurately measured by the statewide assessments after attempting each required assessment at least once. The IEP team may request a waiver of the FCAT 2.0, FSA, and/or EOCs requirement for a standard high school diploma for those students with disabilities. c) Students with disabilities enrolled in courses for which a statewide EOC exam is required are expected to participate in the Florida EOC exams. Waivers are available for an EOC exam requirement for students who have IEPs. The IEP team must determine that an EOC exam cannot accurately measure the student s abilities, taking into consideration all allowable accommodations. The student may have the EOC exam results waived for the purpose of determining the student s course grade and credit. d) In order to be considered for the waiver from the FCAT 2.0, FSA, and/or EOC exam requirement, the student must meet all of the following criteria: (1) Be identified as a student with a disability, as defined in 1007.02, Fla. Stat. (2015) (2) Have an active IEP (3) Have taken the FCAT 2.0, FSA, and/or EOC exam with appropriate allowable accommodations at least once (4) Have demonstrated as determined by the IEP team, achievement of the course standards (5) The IEP team must meet to determine whether the EOC exam requirement should be waived. e) Students with an IEP who require special education, transition planning, transition services, or related services through age 21 may defer the receipt of a standard Student Progression Plan 2015-2016 Page 93 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. diploma. Once a student defers, they must be enrolled in accelerated college credit instruction, industry certification courses that leads to college credit, a collegiate high school program, courses necessary to satisfy the Scholar designation requirements, or a structured work-study internship, or preapprenticeship program in order to continue to receive free appropriate public education (FAPE). [ 1003.4282 Fla. Stat. (2015)] 2. STANDARD DIPLOMA PATHWAYS FOR STUDENTS WITH DISABILITIES VIA ACCESS POINTS AND/OR EMPLOYMENT COMPETENCIES a) The IEP team, which includes the parent and the student, determines which high school graduation option is the most appropriate, using the postsecondary education and career goals for the student to guide the decision. Students who work toward a standard diploma via Access Courses must have written parental consent on record to be provided instruction in the State Standards Access Points Curriculum. Graduation requirements are the same as other standard diploma options with the exception of passing end-of-course statewide assessments. Students seeking Standard Diploma Access Points must successfully score a four (4) on the Florida Alternate Assessment (FAA) in reading and mathematics. The FAA can be waived and substituted by a portfolio. [Fla. Admin. Code 6A-1.09963] b) The IEP team, which includes the parent and the student, determines which high school graduation option is the most appropriate, using the postsecondary education and career goals of the student to guide the decision. Students who work toward a standard diploma via Access Courses and Employment Competencies must have written parental consent on recorded to be provided instruction in the state standards Access Points curriculum. Employment competency courses must meet their postsecondary goals, the series of ESE career technical education courses, including 7980110 Career Preparation, 7980120 Career Experiences, 7980130 Career Placement, 7980150 Supported Competitive Employment, or other employment-based courses listed in the Course Code Directory, may be used. These courses can be repeated as often as required for the student to attain the skills they need to be successful in future employment. These courses can be taken as electives or as Career and Technical Education (CTE) course substitutions, if appropriate. Eligible courses that the district may select as CTE substitutions for some academic credits are available at http://www.fldoe.org/academics/career-adult-edu/career-tech-edu. Graduation requirements are the same as other standard diploma options with the exception of passing end-of-course statewide assessments. Students seeking a Standard Diploma Employment Competencies must successfully score a four (4) on the Florida Alternate Assessment (FAA) in reading and mathematics. Student Progression Plan 2015-2016 Page 94 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. 24 credit standard diploma option available to all students, including students with disabilities ELA I, II, III, IV ELA honors, Advanced Placement (AP), Advanced International Certificate of Education (AICE), International Baccalaureate (IB), and dual enrollment courses may satisfy this requirement One of which must be Algebra 1 and one of which must be Geometry Industry certifications that lead to college credit may substitute for up to two mathematics credits (except for Algebra 1 and Geometry) One of which must be Biology 1, two of which must be equally rigorous science courses Two of the three required credits must have a laboratory component An industry certification that leads to college credit substitutes for up to one science credit (except for Biology 1) An identified rigorous Computer Science course with a related industry certification substitutes for up to one science credit (except for Biology 1) 1 credit in World History 1 credit in U.S. History.5 credit in U.S. Government.5 credit in Economics with Financial Literacy Florida Standard Diploma High School Graduation Options for Students Entering 9 th Grade in 2014-15 and After 24 credit standard diploma option with academic and employment requirements, available only to students with disabilities 4 Credits English Language Arts (ELA) Must earn credits for all of the courses listed in the first column May substitute a CTE course with content related to English for English IV 4 Credits Mathematics Must earn credits for all of the courses listed in the first column May substitute a CTE course with content related to mathematics for one mathematics credit (except for Algebra 1 and Geometry) 3 Credits Science Must earn credits for all of the courses listed in the first column May substitute a CTE course with content related to science for one science credit (except for Biology 1) 3 Credits Social Studies Must earn credits for all of the courses listed in the first column May substitute a CTE course with content related to social studies for one social studies credit (except for U.S. History) 24 credit standard diploma option available only to students with significant cognitive disabilities, who take Access Courses and the alternate assessment* Must earn credits for all of the courses listed in the first column May substitute Access Courses for general education courses May substitute a CTE course with content related to English for English IV Must earn credits for all of the courses listed in the first column May substitute Access Courses for general education courses May substitute a CTE course with content related to mathematics for one mathematics credit (except for Algebra 1 and Geometry) Must earn credits for all of the courses listed in the first column May substitute Access Courses for general education courses May substitute a CTE course with content related to science for one science credit (except for Biology 1) Must earn credits for all of the courses listed in the first column May substitute Access Courses for general education courses May substitute a CTE course with content related to social studies for one social studies credit course (except for U.S. History) 1 Credit Fine and Performing Arts, Speech and Debate, or Practical Arts** 8 Elective Credits Must include.5 credit in an employment-based May include employmentbased course(s) course May include ESE courses 1 Credit Physical Education to Include the Integration of Health 1 Online Course: May be waived by the Individual Education Plan (IEP) team Students must earn a 2.0 GPA on a 4.0 scale and pass statewide assessments unless a waiver of assessment results is granted by the IEP team. *Parental consent is required before a student may take Access Courses **Eligible courses and eligible course substitutions are specified in the FLDOE Course Code Directory at http://www.fldoe.org/policy/articulation/ccd/ Student Progression Plan 2015-2016 Page 95 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. 3. CERTIFICATE OF COMPLETION a) Students who complete the required high school courses but fail to meet all of the graduation requirements for a diploma may receive a certificate of completion. A certificate of completion is not a diploma. It certifies that a student attended high school but did not meet all graduation requirements for a diploma. b) A certificate of completion may be given to students with disabilities who have not satisfied all high school graduation requirements. (Refer to SECONDARY EDUCATION: HIGH SCHOOL section of this Student Progression Plan.) Students with disabilities may continue to receive free and appropriate public education (FAPE) and pursue a standard or special diploma until their 22 nd birthday. 4. SPECIAL DIPLOMA OPTION I a) This option is only available to students with disabilities who entered the 9 th grade through the 2013-2014 school year. b) An exceptional education student who passes standard diploma course(s) with accommodations and/or modifications as documented on the Individual Education Plan (IEP), may apply that course(s) to fulfill the requirements for a special diploma. c) Students who are alternately assessed must demonstrate proficiency of the Next Generation Sunshine State Standards Access Points for Students with Significant Disabilities (NGSSS-AP) at the appropriate level, (Independent, Supported, Participatory), as determined by the IEP process. Exceptional Student Education Courses Grades 6-12 incorporates the NGSSS-AP for Students with Significant Cognitive Disabilities. d) Students who are not alternatively assessed must master the student performance standards in the general education, ESE Fundamental academic (7900 series), career and elective courses to receive credit for a special diploma. These students must take the standard assessment (previously FCAT), but do not have to pass the standard assessment to graduate. Students who take standard assessments and entered the 9 th grade in 2011-12 and thereafter, must earn mathematics and science credits as follows: Mathematics: General education (Level 1 or higher) and/or ESE Fundamental courses Science: General education and/or ESE Fundamental courses Students who take standard assessments and entered the 9 th grade in 2012-13 and thereafter must earn English and social studies credits as follows: English: General education (Level 1 or higher) and/or ESE Fundamental courses Social Studies: General education and/or ESE Fundamental courses Students with disabilities who are pursuing a standard diploma may NOT receive core or elective credit for general education Level 1 courses toward graduation. However, students pursuing a standard diploma may receive elective credits for ESE Fundamental academic courses. Course levels are found in the Course Code Student Progression Plan 2015-2016 Page 96 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. Directory on the Florida Department of Education website: www.fldoe.org. Access Courses may be repeated once for credit. ESE Fundamental academic courses may not be repeated for credit. e) MINIMUM SUBJECT AREA REQUIREMENTS FOR SPECIAL DIPLOMA (1) Exception to requirements may only be modified with approval from the director of ESE. (2) Requirements for students enrolled in 9 th grade in 2010-11 or earlier: SUBJECT AREAS - GRADES 9-12 CREDITS English/Reading 9-12 2-3 Mathematics 9-12 or Life Skills Mathematics 2-3 Science 9-12 1-2 Social Studies 9-12 1-2 Physical Education.5-2 Career Preparation 1 Career and Technical Education 6-8 Electives 4-6 TOTAL 24 (3) Requirements for students entering 9 th grade in 2011-12: ACADEMIC SUBJECT AREAS 9-12 CREDITS Alternately Assessed Students FCAT/Standard Assessment Students Access English ESE English 9-12 or ESE Fundamental English 2-3 Access Mathematics General Education Mathematics and/or ESE Fundamental Mathematics 2-3 Access Science General Education Science and/or ESE Fundamental Science 1-2 Access Social Studies ESE Social Studies 9-12 or ESE Fundamental Social Studies 1-2 OTHER SUBJECT AREAS ALL STUDENTS 9-12 CREDITS Physical Education.5-2 Career Preparation 1 Career & Technical Education 6-8 Electives 4-6 TOTAL # OF CREDITS REQUIRED 24 (4) Requirements for students entering 9 th grade in 2012-13 and 2013-14: ACADEMIC SUBJECT AREAS 9-12 CREDITS Alternately Assessed Students FCAT/Standard Assessment Students Access English General Education or ESE Fundamental English 2-3 Access Mathematics General Education or ESE Fundamental Mathematics 2-3 Access Science General Education or ESE Fundamental Science 1-2 Access Social Studies General Education or ESE Fundamental Social Studies 1-2 OTHER SUBJECT AREAS ALL STUDENTS 9-12 CREDITS Physical Education.5-2 Career Preparation 1 Career & Technical Education 6-8 Electives 4-6 TOTAL # OF CREDITS REQUIRED 24 Student Progression Plan 2015-2016 Page 97 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. (5) As the Florida Department of Education (FLDOE) adds additional Access Courses, revisions will be made. (6) For all Exceptionalities,.5 credit of physical education (PE) is required for special diploma students. Specially Designed PE (SDPE) satisfies this PE requirement for those special diploma students for which the IEP team has determined that SDPE is needed and documented on the IEP. (7) Students working toward a special diploma who enroll in general education course(s) using modifications may receive credit in the corresponding subject area to count toward a special diploma. Modifications are changes in what a student is expected to learn and may include changes to content, requirements, and expected level of mastery. 5. SPECIAL DIPLOMA OPTION II Requirements: a) Minimum age 16 years old b) Student must be 17 years old in order to graduate and may not graduate before his/her kindergarten cohort c) Graduation/Employment plan is developed for employment competencies d) Documentation of mastery of 75% of employment competencies e) One semester of successful employment at or above minimum wage with same employer averaging 20 hours per week f) Be enrolled and receiving exceptional student education services g) Transition Individual Education Plan (TIEP) reflects the student is working toward an Option II Special Diploma h) Only available to students who entered the 9 th grade in 2011-12 6. MOVING BETWEEN DIPLOMA OPTIONS The diploma choice is reviewed annually at the Individual Education Plan (IEP)/transition meeting, and the IEP/transition team may change the diploma option, if appropriate. However, a change of diploma options late in a student s high school career may mean additional time in school to satisfy graduation requirements. 7. GRADUATION FROM HIGH SCHOOL AS RELATED TO FREE AND APPROPRIATE PUBLIC EDUCATION (FAPE) All students with disabilities must be provided a free appropriate public education, at a minimum, until the student earns a standard diploma or until the student s 22 nd birthday. 8. COURSE MODIFICATIONS FOR EXCEPTIONAL STUDENTS The district shall modify general education courses, as necessary, to assure exceptional students the opportunity to meet the graduation requirements for a standard diploma and shall modify vocational courses and programs of study, as necessary, to assure students with disabilities the opportunity to meet graduation requirements for a standard or special diploma. Student Progression Plan 2015-2016 Page 98 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. a) Modifications to general education courses shall not include modifications to the curriculum frameworks or student performance standards. When modifying vocational courses, the particular outcomes and student performance standards which a student must master to earn credit must be specified on the student s Individual Educational Plan (IEP). b) Modifications to general education or vocational courses may include any of the following: (1) The instructional time may be increased or decreased. (2) Instructional methodology may be varied. (3) Special communications systems may be used by the teacher or the student. (4) Classroom, district test administration procedures, and other evaluation procedures may be modified to accommodate the student s disability. c) When modifying general education courses, one of the following strategies shall be used: (1) Assignment of the exceptional student to an exceptional education class for instruction in a general education course with the same student performance standards as those required of non-exceptional students in the Student Progression Plan, or (2) Assignment of the exceptional student to a general education class for instruction, which is modified to accommodate the student s exceptionality. d) The district shall determine which of these strategies to employ based on an assessment of the student s needs and shall reflect this decision in the student s IEP. e) Exceptional students enrolled in general education courses shall be counted at exceptional student special program cost factors only if the class is being taught in a special program for exceptional students by a qualified teacher. f) Provisions for course modifications shall be incorporated in the Student Progression Plan. g) Resources on FCAT 2.0, Florida Standards Assessment (FSA), and/or End-of-Course (EOC) Exam accommodations for students with disabilities are available from the Florida Department of Education: http://www.fldoe.org/core/fileparse.php/7690/urlt/statewideassessmentaccom modations.pdf http://www.fldoe.org/core/fileparse.php/7690/urlt/0070100-fcatteam.pdf h) Resources on accommodations for students with disabilities are available from the Florida Department of Education: http://www.fldoe.org/academics/exceptional-student-edu/beess-resources/flalternate-assessment.stml Student Progression Plan 2015-2016 Page 99 of 110

EXCEPTIONAL STUDENT EDUCATION ESE (GRADES K-12) cont. It is the policy of The School Board of Marion County, Florida, that no employee, student, or applicant shall on the basis of race, color, national origin, sex (gender), marital status, age, religion, disability (Section 504/ADA) or any other basis prohibited by law be excluded from participating in, be denied the benefits of, or be subjected to discrimination and harassment under any educational programs, activities or in any employment conditions, policies, or practices conducted by the district. Student Progression Plan 2015-2016 Page 100 of 110

SECTION 504 Section 504 is part of a federal civil rights law known as the Rehabilitation Act of 1973. This law specifically prohibits discrimination against students with disabilities and guarantees them a free an appropriate public education (FAPE). Discrimination, as defined in Section 504, is failure to provide students with disabilities the same opportunity to benefit from education programs, services, or activities as provided to their nondisabled peers. In order to comply with Section 504 and the Americans with Disabilities Act (ADA), school personnel must identify students who are eligible for Section 504/ADA protections and services, and implement procedures to ensure that they receive FAPE. Section 504 students access the same curriculum, assessment, and instruction as the general education students. Each student should have a Section 504 Plan with appropriate accommodations. Testing accommodations are authorized when determined appropriate by the Section 504 committee. These accommodations must be allowable by the testing guidelines and documented on the Section 504 Plan. Section 504 students are covered under the grading scale of general education students. Incoming transfer students whose records contain clear documentation of an active Section 504 Plan developed in another school district are automatically eligible for Section 504 accommodations in MCPS. The Section 504 designee for the school will forward a copy of the out-of-district 504 Plan to the MCPS 504 contact for the county office files and for entering the student in the district database. The Section 504 team will hold a review/revision meeting, completing the Section 504 Committee Report and 504 Accommodation Plan. If, however, after monitoring the student for a reasonable amount of time, the team suspects that a transfer student either; (1) no longer has a physical or mental condition (i.e., one which is successfully treated or resolved); or (2) no longer has an impairment which is substantially limiting or impacting the child s ability to perform in their educational setting; the 504 team may proceed with a formal Section 504 eligibility reevaluation and consider dismissal criteria. Student Progression Plan 2015-2016 Page 101 of 110

HOSPITAL HOMEBOUND (H/H) This program is available to K-12 students and Pre-K exceptional education students who are physically or emotionally too ill to attend school. This enables the students to continue academic instruction in the home or in the hospital. Students with disabilities must access the general education curriculum to the maximum extent appropriate as determined at an Individual Education Plan (IEP) meeting. Some students with disabilities may need a specialized course of study. H/H services will be available to students who meet eligibility criteria and are enrolled in the program at least three weeks prior to the end of the school year. This program allows any students who have a medically diagnosed physical or mental condition, which confines them to a home or hospital setting, to continue their education. The change of placement to and from H/H services is completed at the zoned school via the IEP process. Students may be served totally at home or they may be eligible for intermittent or dual enrollment programs. In the case of H/H English Language Learner (ELL) students, their H/H teachers should possess the same English for Speakers of Other Languages (ESOL) training as that required of all other general education teachers. [ 1003.56, Fla. Stat. (2015)] Students eligible for the H/H program will be dual enrolled in school #9346. An Individual Education Plan (IEP) will be developed based on the previous courses each student was enrolled in at their school of attendance. When students return to school, mastery of the course performance outcomes will be documented and credit awarded by their classroom teacher with assistance from the H/H teacher. If a student is enrolled in H/H for less than a full grading period, the school of attendance will grade the student. The H/H teacher may make recommendations to assist in averaging the grades. If a student is enrolled in H/H for one or more full-grading periods, the responsibility of grades will rest with the H/H teacher. Due to the nature of the H/H instructional services, students will be exempt from the attendance requirements while enrolled in the H/H program. Student Progression Plan 2015-2016 Page 102 of 110

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) The ESOL program is designed to meet the immediate linguistic needs, as well as the academic needs of students whose native language is other than English and who have limited or no proficiency in the English language. The education of the English Language Learner (ELL) is tailored to the student needs through design, scheduling, instructional strategies, philosophy, and learning activities by the identification, assessment, and classification process. English language instruction for ELL students shall utilize ESOL instructional strategies in approach; provide courses leading to English language proficiency; ensure the student s identification and assessment, classification and reclassification; ensure access to appropriate ESOL instruction and to categorical programs and services; ensure qualified instructional personnel and monitoring for program compliance, equal access, and program effectiveness. [ 1003.56, Fla. Stat. (2015)] Students who were enrolled in an ELL program in another school district, whether within or outside of Florida, will automatically be eligible for entry into MCPS ELL program, upon receipt of documentation from the previous program. ELL students who meet program eligibility criteria shall have equal access to all general education and alternative programs with teachers who possess the same ELL training as that required of all other general education teachers. The ELL student s date of entry into a United States school (DEUSS) will be used to determine length of time for all things ESOL. The student s ESOL program entry date may be used if no DEUSS is available. The district will take into account not only academic achievement, but also student progress and effort toward the acquisition of the English language. No grades lower than C or S will be awarded to the student without approval by the principal. Students are to be assessed and graded on mastery at the student s grade-level placement. Student Progression Plan 2015-2016 Page 103 of 110

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) cont. Due to district adoption of the inclusion model for its ESOL program, ELL students are to be provided the same instructional content as non-ell students through the use of ESOL strategies. 1. State/District Tests: Accommodations for ELL students will be offered, as stated in the standardized assessment manuals and noted on the student s individual ELL Plan. An ELL student who has had less than one year of instruction in an English-speaking school based on the date of entry into a United States school (or ESOL program entry date if DEUSS is not available), may be exempted from the English Language Arts (ELA) portion of the state assessment. This exemption must be documented on the student s individual ELL Plan. 2. Classroom/Teacher-made Tests: Alternative assessment tools are acceptable and encouraged by the Florida Department of Education (FLDOE), as well as ESOL/Second Language Acquisition experts. Some of these alternatives include, but are not limited to, learning logs and journals, role play activities, portfolios, Venn diagrams or other graphic organizers, student self-ratings, projects, or other performance-based assessments. Any ELL student being served in the ELL program will qualify for academic assistance/tutorial/remediation. The ELL student s date of entry into a United States school (DEUSS) will be used to determine length of time for all things ESOL. The student s ESOL program entry date may be used if no DEUSS is available. 1. No promotion or retention decision may be made for any individual student classified as ELL based solely on a score on any single assessment instrument, whether such assessment instrument is part of the statewide assessment program or of a particular district s formal assessment process. A formal retention recommendation regarding an ELL student will be made through an action of an ELL committee meeting. [ 1008.25, Fla. Stat. (2015)] Student Progression Plan 2015-2016 Page 104 of 110

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) cont. 2. For every ELL student being retained, there must be physical documentation that accommodations, modifications, and adaptations to their lessons have been provided commensurate with their respective English language proficiency level. 1. ELL students who have had less than two years of instruction may be promoted for good cause. [ 1008.25, Fla. Stat. (2015)] 2. ELL students who have had more than two years of instruction will be promoted with the same criteria as those used for non-ell students. ELL students must be provided with accommodations for their lessons and assessments (such as portfolios) and be delivered instruction through the use of ESOL strategies commensurate with their English language proficiency level. 1. In addition to the notification of parents through interim reporting and report cards after each nine weeks, schools will provide an opportunity for a conference involving the teacher or principal and parent for any student in grades 9-12 not progressing appropriately toward graduation. Parent conferences concerning possible retention should be documented in the student s cumulative record. Retention notifications are available in Spanish. 2. ELL students will be promoted based upon the same criteria as non-ell students, with the exception that these students must be provided with accommodations to their lessons and assessments (such as portfolios) and be delivered instruction through the use of ESOL strategies commensurate with their English language proficiency level. Whenever school records are available, students in the secondary level are placed by honoring the credits earned at the previous school. Guidance counselors, teachers, parents, and schoolbased administrators assist with the process of proper placement. Florida Administrative Code (FAC) Rule 6A-6.0902 is followed by the guidance department in placing students in appropriate courses and awarding credit for courses completed in other countries, especially when documentation is available. In special cases, whenever necessary, district personnel become involved. In addition to guidelines which place students in age appropriate classes and courses, schools may conduct parent and/or student interviews and academic assessments to determine appropriate subject areas and appropriate course level placement for the student. During this review, all of the tangible information or evidence documenting the student s past and present educational/academic career and/or social experience is discussed and evaluated. Interviews are documented on the Prior Educational/Academic, Social Experience, and Interview Form. Student Progression Plan 2015-2016 Page 105 of 110

ADULT GENERAL EDUCATION and ADULT POSTSECONDARY EDUCATION Adult Student Definition: An adult student is 16 years of age or older who has withdrawn from the public school system and has chosen to enter the Adult Education program to either complete a high school diploma and/or enter a Postsecondary Career and Technical program. Adult Postsecondary Career and Technical programs are available to adult students who have withdrawn or graduated from the public school system. Adult postsecondary students may also have previously completed college credits or have a college degree. The term Adult General Education describes courses or programs offered to adult students seeking to improve literacy and basic academic skills and/or complete the requirements for a high school diploma. The ABE program is designed for students functioning at or below the 8.9 grade level equivalent. Instruction is designed for the student to progress to the General Educational Development (GED) level of 9.0 and to increase career and postsecondary education readiness through attainment of basic academic skills. Placement in the ABE program is based upon performance on the Test of Adult Basic Education (TABE). The TABE assessment measures grade-level equivalent scores in the areas of language, mathematics, and reading. The TABE further provides a measure of the student s readiness for passage of the General Educational Development (GED) examination. GED courses prepare adults to successfully complete the four GED subject area tests (English Language Arts (ELA), mathematics, science, and social studies), thereby qualifying students for a State of Florida high school diploma. The GED Series Test is computer-based and measures a core foundation of knowledge and skills to meet the requirements for a high school diploma and prepare for college and postsecondary career and education readiness. 1. Students who have not met requirements for a standard diploma at the conclusion of their senior year, and have left MCPS, are eligible for a diploma from their high school for up to one year after the official date of graduation. It is the student s responsibility to provide official transcripts from a school with recognized accreditation and/or passing appropriate statewide assessments or concordant scores to their former high school. Upon validation of graduation requirements, the student will be identified as a graduate and issued a diploma from the former high school. These students may not participate in graduation ceremonies. Student Progression Plan 2015-2016 Page 106 of 110

ADULT GENERAL EDUCATION and ADULT POSTSECONDARY EDUCATION cont. 2. Students who have not met requirements for a standard diploma at the conclusion of their senior year, and have left MCPS for more than one year, may earn a diploma issued by the district. It is the student s responsibility to provide official transcripts from a school with recognized accreditation and/or passing appropriate statewide assessments or concordant scores to the MCPS K12 Academic Services department. Upon validation of graduation requirements, the former student will be identified as a graduate and issued a district diploma. To be eligible for the district diploma, former students must have been enrolled for their complete senior year in MCPS. These students may not participate in graduation ceremonies. These courses are non-credit and are designed to improve communication skills through use of the English language and to improve the employability of those who desire to enter the workforce. 1. Program Supervision The GED testing program is not an autonomous local program, but rather a joint program of the GED Testing Service (GEDTS) and each State Department of Education. The testing program is operated in accordance with both state requirements for supervision and nationwide policies and procedures. The chief state school officer or minister of education of each participating state-level Department of Education designates a state GED administrator for the GED testing program. 2. Authority to Conduct GED Programs The Florida Department of Education (FLDOE) shall designate testing centers in the state which are authorized to act as agents of the state in administering the GED tests. FLDOE shall provide test scoring and reporting services, maintain a perpetual record of individual test results, and issue State of Florida high school diplomas to successful candidates. Each designated testing center shall establish a schedule for testing which adequately meets the needs of the public within its service area. 3. Eligible Candidates for the GED a) Education Limitations: Only candidates who have not graduated from an accredited high school, have not been awarded a high school equivalency credential, or have not earned sufficient scores to qualify for a high school equivalency credential are eligible to take the GED tests. b) Residency Limitations: Only Florida residents, as defined in 1009.21, Fla. Stat. (2015), are allowed to test and receive a State of Florida high school diploma. c) Age Limitations: A candidate for a high school equivalency diploma shall be at least 18 years of age on the date of the examination, except in extraordinary circumstances, as provided for in rules of the school board of the district in which the candidate resides or attends classes. In extraordinary circumstances, a candidate may take the examination after reaching the age of 16 and withdrawing Student Progression Plan 2015-2016 Page 107 of 110

ADULT GENERAL EDUCATION and ADULT POSTSECONDARY EDUCATION cont. from the K-12 public school system. Candidates 16 or 17 years old would qualify for a waiver under any of the following circumstances: (1) Students recommended by and currently enrolled in alternative education programs will be eligible to test in the school year in which their class will graduate (2) Candidate is an unwed parent with custody of child(ren) (3) Candidate is married (4) Candidate has verifiable long-term physical or mental health conditions that preclude normal progression toward graduation (5) Candidate is pregnant (6) Candidate is not enrolled in any K-12 program and must score in the likely to pass range of 158-200 on each subtest of the GED Official Practice Test (GED Ready) and score an 11.0 grade-equivalent in reading, mathematics, and language on the advanced level of the TABE 4. Minimum Scores for Passing the GED: Requirements for passing the GED exam will be followed as prescribed in the Florida Administrative Code (FAC) Rule 6A-6.0201. Candidates meeting these standards shall be considered high school graduates and a State of Florida high school diploma shall be awarded. 5. Retesting Policy: A candidate who fails to attain the required minimum scores on the initial GED test may retake the test at a subsequent testing session. The candidate must only retake the sections where the score fell below the required minimum and may retake the test a maximum of two times within one calendar year. Students who enter the Adult Education program are encouraged to develop an adult career pathway plan to guide their work in achieving a high school diploma and prepare for a career through continued education at the college or postsecondary certificate level. Career and Technical programs are divided in two categories: Career and Technical Certificate programs and Continuing Workforce Education courses. Each program and course contains performance standards and intended learner outcomes consistent with the Florida Department of Education (FLDOE) Postsecondary Career and Technical Education Program Frameworks. Applicable student tuition and fees are set annually by the Florida Legislature and approved by the school board. All postsecondary programs lead to certificates of completion and industry certifications or licensures where applicable. PSAV programs prepare students with a base of knowledge and skills to successfully enter the workforce in a selected career field. Program entry is by program application and acceptance. Student Progression Plan 2015-2016 Page 108 of 110

ADULT GENERAL EDUCATION and ADULT POSTSECONDARY EDUCATION cont. Applicants are measured against program entry criteria. Students pay tuition and fees associated with the program as authorized by the Florida Legislature and approved by the school board. Graduates leave the program with a certificate and may, in specific programs, articulate to college degree programs. A minimum basic academic skill level is specified in the curriculum frameworks for each Career and Technical certificate program and must be attained prior to exiting the program. CWE courses provide basic academic and technical skills necessary to perform entry-level skills and/or learn skills necessary to adapt to technological advances in the workplace. Courses are developed to meet local industry needs and/or in response to a specific employer request for employee training. Fees for CWE courses are set to pay for the entire cost of the course offering. Basic skill remediation courses are designed for the student to improve academic and workplace readiness skills at the program specified level. Basic skill attainment is measured by use of the Test of Adult Basic Education (TABE) assessment in the areas of language, mathematics, and reading. Selected Career and Technical programs offered at Community Technical and Adult Education (CTAE) may qualify for high school co-enrollment for courses/programs not available at the high school. Co-enrollment membership is limited to a 25% cap in each eligible program. High school students may earn credits toward completion of their high school diploma by coenrollment. A limited number of programs and spaces are available. Student Progression Plan 2015-2016 Page 109 of 110

TITLE 1 (PART A) Title I, Part A of the Elementary and Secondary Education Act (ESEA), as amended, provides financial assistance to local educational agencies (LEAs) and schools with high numbers or high percentages of children from low-income families to help ensure all children meet challenging state academic standards. Federal funds are currently allocated through four statutory formulas based primarily on census poverty estimates and the cost of education in each state. LEAs target the Title I funds they receive to public schools with the highest percentages of children from low-income families. Unless a participating school is operating a schoolwide program, the school must focus Title I services on children who are failing, or most at risk of failing, to meet state academic standards. Title I funds are distributed to all elementary schools with 40% of children from low-income families and at the secondary level where schools enroll over 75% of students from low-income families. All Title I schools are implementing schoolwide programs designed to upgrade educational programs to improve achievement for all students, particularly the lowest-achieving students. Title I funds are used to fund supplemental curricula, professional development, tutoring, instructional and educational technology, paraprofessionals, reading and mathematics professional development specialists, and collaborative planning in order to help students achieve academically. For more information please visit: http://www.marion.k12.fl.us/dept/fep/index.cfm http://www2.ed.gov/programs/titleiparta/index.html Student Progression Plan 2015-2016 Page 110 of 110