2020-2021STUDENT PROGRESSION PLAN GRADES 9-12
STUDENT PROGRESSION PLAN
NASSAU SCHOOL
DISTRICT
2020-2021
GRADES 9 – 12
Dr. Kathy K. Burns
Superintendent
School Board of Nassau
County
1201 Atlantic Avenue
Fernandina Beach, Florida 32034
904‐491‐9900
Mark Durham
Assistant Superintendent of Instruction
Natasha Drake
Director of Secondary Education
2020-2021STUDENT PROGRESSION PLAN GRADES 9-12
Nassau County School Board Equity
and
Non-Discrimination Statement
The School Board of Nassau County, Florida, does not discriminate in admission, access, treatment or
employment in its programs and educational or extra-curricular school activities on the basis of race, color,
religion, age, sex, national origin, marital status, disability, genetic information, sexual orientation, gender
identity or expression, or any other reason prohibited by law. The School Board also provides equal access
to the Boy Scouts of America and other patriotic youth groups.
Steps and forms for filing a complaint are available on the district’s website under the Equity and Non-
Discrimination tab. The following district contacts have been designated to handle inquiries regarding non-
discrimination and harassment policies, reports of alleged violations, concerns about compliance and/or the
complaint procedures:
Equity Contact:
Tia L. Brown
Director, Professional Development
1201 Atlantic Ave.
Fernandina Beach, FL 32034
(904) 491-9888
brownti@nassau.k12.fl.us
Equity Complaints and Policies
Mark Durham
Assistant Superintendent of Instruction
1201 Atlantic Ave.
Fernandina Beach, FL 32034
(904) 491-9900
durhamma@nassau.k12.fl.us
Title IX / Bullying and Harassment / Section 504:
Mark Durham
Assistant Superintendent of Instruction
1201 Atlantic Ave.
Fernandina Beach, FL 32034
(904) 491-9905
durhamma@nassau.k12.fl.us
Americans with Disabilities Act (ADA)
Jeffrey Bunch
Director of Facilities
86334 Goodbread Rd.
Yulee, FL 32097
(904) 225-5343
bunchje@nassau.k12.fl.us
2020-2021STUDENT PROGRESSION PLAN GRADES 9-12
Table of Contents
I. INTRODUCTION ........................................................................................................................................... 7
Legal Foundation of the Student Progression Plan.............................................................................................. 7
Responsibilities for Implementation ..................................................................................................................... 8
II. ADMISSION, STUDENT PLACEMENT, TRANSFER OF HIGH SCHOOL CREDITS ...................... 9
Attendance Zones ................................................................................................................................................... 9
Admissions
................................................................................................................................................................ 9
Enrollment .................................................................................................................................................... 9
Homeless Students/Families in Transition (FIT) ............................................................................................... 10
English Language Learners (ELL) ..................................................................................................................... 11
Students Who Qualify for ESOL ............................................................................................................... 11
English Language Learner (ELL)/ Placement of Immigrant Students: ................................................. 11
Date Entered United States School (DEUSS): ........................................................................................... 11
ELL/LEP Credit:
........................................................................................................................................ 12
ELL/LEP Retention ................................................................................................................................... 12
Transfer ELL Students ............................................................................................................................... 12
Out-of-State and Out-of-Country Transfer Students Needing Additional Instruction ........................... 13
Student Re-Enrollment ........................................................................................................................................ 14
Parent Notification: Students with At-Risk GPA ...................................................................................... 14
Curriculum for ELLs .................................................................................................................................. 14
Course Modifications
................................................................................................................................... 14
Student Placement ................................................................................................................................................ 15
Grade Placement and Promotion within High School .............................................................................. 15
Placement for Students with Disabilities .................................................................................................... 16
Placement in the Nassau County Adult High School ................................................................................ 16
Transfers ............................................................................................................................................................... 16
Transfer Students
........................................................................................................................................ 16
Out-of-State and Out-of-Country Transfer Students Needing Additional Instruction ........................... 16
Military Personnel’s Dependent Children Transfer Students .................................................................. 17
Alternative Validation Procedure .............................................................................................................. 18
Promotion of Late-in-the-Year Transfer Students .................................................................................... 18
AdvancED/SACS CASI Policy on Grade Placement ................................................................................ 18
2020-2021STUDENT PROGRESSION PLAN GRADES 9-12
Transfer Letter Grades ............................................................................................................................... 18
III. CURRICULUM AND INSTRUCTION ...................................................................................................... 19
Course Placement ................................................................................................................................................. 19
Student Progression ............................................................................................................................................. 19
Comprehensive Student Progression Plan ............................................................................................... 19
Alternatives to Normal Progression ......................................................................................................... 19
Alternative Program Placement ............................................................................................................... 19
Placement of Pregnant, Married, or Parenting Students ....................................................................... 20
Parent/Guardian Role with Placement Decisions ................................................................................... 20
Social Promotion Elimination ................................................................................................................... 20
High School Credit ............................................................................................................................................... 20
Definition of Credit .................................................................................................................................... 21
High School Credit Awarding ................................................................................................................... 21
Credit Acceleration Program (CAP) ........................................................................................................ 21
Course Credit for Courses Taken Prior to Grade 9 .................................................................................. 22
College Credit by Examination ................................................................................................................. 22
Volunteer and Nonacademic Activity Credit ............................................................................................. 22
Exclusions from Earning Credit ................................................................................................................. 23
Dropping Annual Courses ......................................................................................................................... 24
Student Amnesty (Grades 9-12) ................................................................................................................ 24
Honors and Advanced Courses of Study ................................................................................................. 24
Requirements for Advanced Placement (AP), Dual Enrollment (DE) and Honors ................................ 26
Dual Enrollment: Academic, Career, Early Admission, Early College, Collegiate Career High School
...................................................................................................................................................................... 26
Graduation: Diplomas and Certificates, Requirements, Options & Guidelines ...................................... 41
Diploma Options
.......................................................................................................................................... 43
Standard High School Diploma Designations .................................................................................................... 44
Florida Seal of Biliteracy ............................................................................................................................ 45
Certificate of Completion .......................................................................................................................... 49
Graduation Options for Exceptional Education Students ................................................................................ 49
Adult Education Student Standard Diploma Requirements ........................................................................... 49
General Educational Development (GED) Diploma .......................................................................................... 49
Military Dependent Transfer Students - 1000.36 F.S. ....................................................................................... 50
Determination of Valedictorian and Salutatorian............................................................................................. 50
2020-2021STUDENT PROGRESSION PLAN GRADES 9-12
Honor Graduate .................................................................................................................................................... 51
Graduation Ceremony.......................................................................................................................................... 51
Florida Bright Futures Scholarship Program .................................................................................................... 51
Florida Gold Seal Vocational Scholars ............................................................................................................... 52
Gold Seal CAPE Scholars (GSC) ........................................................................................................................ 53
Service Hours .............................................................................................................................................. 53
Home Education (HE) Students .......................................................................................................................... 53
Florida Financial Aid Application (FFAA) ........................................................................................................ 54
General Requirements ............................................................................................................................... 54
Public Postsecondary Information ...................................................................................................................... 55
State University System of Florida (SUS) .................................................................................................. 55
The Florida College System ........................................................................................................................ 56
Course Requirements, Substitutions, and Exemptions ..................................................................................... 57
Online Course Requirement ....................................................................................................................... 57
Foreign Language and other Academic Courses ....................................................................................... 57
Fine or Performing Arts, Speech and Debate, or Practical Arts .............................................................. 57
Science and JROTC (Air Force) ................................................................................................................ 58
Physical Education High School Waiver Options ...................................................................................... 58
IV. GRADING AND NOTIFICATION PROCEDURES ................................................................................. 59
High School Grading System .............................................................................................................................. 59
State End of Course (EOC) Grade Calculation .................................................................................................. 59
EOC Calculation ......................................................................................................................................... 59
End of Course Assessment Results Waiver for Students with Disabilities .............................................. 60
Course Weighting ................................................................................................................................................. 60
Grade Forgiveness ................................................................................................................................................ 60
Honor Roll ............................................................................................................................................................. 61
No Academic Exceptions Based on Attendance ................................................................................................. 61
Review, Modification, and Appeal of Student’s Classroom Performance ....................................................... 61
V. PARENT/STUDENT/TEACHER NOTIFICATIONS AND PUBLIC REPORTING ............................ 61
Report Cards/Progress Reports .......................................................................................................................... 61
End-of-Year Status Statement .................................................................................................................... 62
Acceleration Mechanisms: Parental Notification ...................................................................................... 62
Parent Notification: Students with At-Risk GPA ...................................................................................... 62
Graduation Status Report .......................................................................................................................... 62
2020-2021STUDENT PROGRESSION PLAN GRADES 9-12
VI. ASSESSMENTS ............................................................................................................................................. 62
Florida’s Statewide Assessment Program .............................................................. Error! Bookmark not defined.
State Graduation Assessment Requirements ............................................................................................. 62
State End of Course (EOC) Assessments ................................................................................................... 63
Assessment Considerations for Dependent Children of Military Personnel ............................................ 63
PSAT Assessment for all 9th Grade Students............................................................................................ 63
PSAT Assessment for all 10th Grade Students.......................................................................................... 63
Assessment of Virtual Students .................................................................................................................. 63
Florida Home Education Program (FHEP) ............................................................................................... 63
Dual Enrollment/End of Course (DE/ EOC) Exams ................................................................................. 64
Dual Enrollment/Advanced Placement/State Assessments
....................................................................... 64
Scholar Diploma Designation Exemptions................................................................................................. 64
Assessment of New/Transfer Students ....................................................................................................... 64
Concordant Scores for FSA ........................................................................................................................ 65
Concordant / Comparative Scores ............................................................................................................ 67
Concordant and Comparative Score Rule Language Annotation ......................................................... 68
Diagnostic Assessments ............................................................................................................................. 71
Progress Monitoring .................................................................................................................................. 72
Academic Support for Students Performing below Grade Level in Reading .......................................... 72
District Levels of Performance.................................................................................................................. 72
District Diagnostic and Progress Monitoring Assessments ....................................................................... 73
VII.
EXCEPTIONAL STUDENTS EDUCATION (ESE) ................................................................................. 73
Students with Disabilities ..................................................................................................................................... 73
Exceptional Student Education – SB 1108 ........................................................................................................... 73
Diploma Options for Exceptional Students................................................................................................ 73
Access to Postsecondary Education and Meaningful Careers for Student with Disabilities
ENNOBLES Act .......................................................................................................................................... 77
End of Course Assessment Results Waiver for Students with Disabilities .............................................. 77
VIII.
SPECIAL PROGRAMS ................................................................................................................................ 77
Career Education On-the-job Training, Guided Workplace Learning ........................................................... 77
Nassau County Adult High School ..................................................................................................................... 78
General Education Development Test (GED) ................................................................................................... 78
Virtual Education ................................................................................................................................................. 79
Nassau Virtual Education .......................................................................................................................... 79
2020-2021STUDENT PROGRESSION PLAN GRADES 9-12
Student Enrollment .................................................................................................................................... 80
Attendance, Curriculum, Assessments, and Pace .................................................................................... 80
Home Education ................................................................................................................................................... 82
Procedures for Initiation of a Nassau Home Education Program ......................................................... 82
Parent Responsibilities for Home Education Participants ..................................................................... 82
Truancy ....................................................................................................................................................... 83
Reentry Procedures .............................................................................................................................................. 84
Foreign Exchange Students ................................................................................................................................. 84
IX.
ATTENDANCE ............................................................................................................................................. 86
Attendance ............................................................................................................................................................ 86
Excused Absences ....................................................................................................................................... 86
Unexcused Absences ..................................................................................................................................... 87
Reporting Absences .............................................................................................................................................. 87
Make‐Up Work ..................................................................................................................................................... 87
Truancy ................................................................................................................................................................. 87
Tardiness ............................................................................................................................................................... 88
Driver’s License .................................................................................................................................................... 88
Granting Permission to Leave School Grounds ................................................................................................ 88
Exemption from Regular School Attendance .................................................................................................... 88
High School Attendance (9-12)............................................................................................................................ 88
Academic Penalty for Excessive Unexcused Absences ........................................................................... 88
Attendance Appeal ..................................................................................................................................... 89
School Attendance Committee .................................................................................................................. 89
X. Terms and Abbreviations ............................................................................................................................. 90
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I. INTRODUCTION
The purpose of this document, the Student Progression Plan for Nassau County District Schools, is to present to
school personnel, parents, students, and other interested citizens, the School Board adopted policies to
implement the state and local student progression requirements. The Student Progression Plan gives
consideration to the best interest of individual students and complies with state statutes and State Board of
Education directives. As with all policy handbooks, periodic review and revision is undertaken in order to
retain guidelines that are consistent with the intent of the Board and legislative actions.
Legal Foundation of the Student Progression Plan
Current law requires that each school board establish a comprehensive program for student progression,
which shall be based upon an evaluation of each pupil’s performance, including how well the student
masters the performance standards approved by the state board. The district program for student progression
shall be based upon local goals and objectives, which are compatible with the state’s plan for education.
It is the intent of the Legislature that each student’s progression from one grade to another be determined, in
part, upon proficiency in reading, writing, science, and mathematics; that district school board policies
facilitate student achievement; that each student and his or her parent be informed of that student’s academic
progress; and that students have access to educational options that provide academically challenging
coursework or accelerated instruction pursuant to s.1002.3105,F.S.
Each district school board shall establish a comprehensive program for student progression which must
include:
•
Standards for evaluating each student’s performance, including how well he or she masters the
performance standards approved by the State Board of Education.
•
Specific levels of performance in reading, writing, science, and mathematics for each grade level,
including the levels of performance on statewide assessments as defined by the commissioner, below
which a student must receive remediation or be retained within an intensive program that is different
from the previous year’s program and that takes into account the student’s learning style.
•
Appropriate alternative placement for a student who has been retained 2 or more years.
•
List the student eligibility and procedural requirements established by the school district for whole-
grade promotion, midyear promotion, and subject-matter acceleration that would result in a student
attending a different school, pursuant to s.1002.3105(2)(b), F.S.
•
Notify parents and students of the school district’s process by which a parent may request student
participation in whole-grade promotion, midyear promotion, or subject-matter acceleration that
would result in a student attending a different school, pursuant to s.1002.3105(4)(b)2.
•
Advise parents and students that additional ACCEL options may be available at the student’s
school, pursuant to s.1002.3105, F.S.
•
Advise parents and students to contact the principal at the student’s school for information related to
student eligibility requirements for whole-grade promotion, midyear promotion, and subject- matter
acceleration when the promotion or acceleration occurs within the principal’s school; virtual
instruction in higher grade level subjects; and any other ACCEL options offered by the principal,
pursuant to s.1002.3105(2)(a), F.S.
•
Advise parents and students to contact the principal at the student’s school for information related to the
school’s process by which a parent may request student participation in whole-grade promotion, midyear
promotion, and subject-matter acceleration when the promotion or acceleration occurs within the
principal’s school; virtual instruction in higher grade level subjects; and any other ACCEL options offered
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2020-2021 STUDENT PROGRESSION PLAN GRADES 9-12
by the principal, pursuant to s.1002.3105(4)(b)1, F.S.
•
Advise parents and students of the early graduation options under s.1003.4281, F.S.
•
List, or incorporate by reference, all dual enrollment courses contained within the Dual
Enrollment Articulation Agreement established pursuant to s.1007.271(21), F.S.
•
Provide instructional sequences by which students in kindergarten through high school may attain
progressively higher levels of skill in the use of digital tools and applications. The instructional
sequences must include participation in curricular and instructional options and the demonstration of
competence of standards required pursuant to ss. 1003.41 and 1003.4203 through attainment of
industry certifications and other means of demonstrating credit requirements identified under s.
1002.3105, 1003.4203, and 1003.4282, F.S. Florida Statute: 1008.25
Responsibilities for Implementation
The Nassau County School Board (NCSB) shall be responsible for establishing policies supportive of the needs
of education and for providing the resources necessary to implement these policies. More specifically,
the School Board shall provide all students with the opportunity of an instructional program that will meet their
needs and the opportunity for all students graduating from high school to possess the college and career
readiness skills necessary for a successful life. Such a program will monitor progress, promote continuous
achievement, and make provision for individual differences. The School Board shall allocate remedial and
supplemental resources to students in the following priority: students who are deficient in reading by the
end of grade 3 and students who fail to meet performance levels required for promotion consistent with the
district’s plan for student progression.
The Superintendent shall accept the responsibility for the administrative action necessary to implement the
recommended program which the NCSB finances. Thus, the Superintendent shall accept responsibility for
effective instruction of students based on evidence of academic progression.
The Administration shall accept the responsibility of assisting teachers with the management of
resources
and staff development to accomplish these goals. It shall provide an orderly, productive, school
environment
which will foster high-quality learning. The district shall assist schools and teachers in the
implementation
of researched based activities that have been shown to be successful in teaching reading to
low performing
students. The principal shall assume administrative responsibility for the monitoring and
implementation
of this plan which regulates the transfer and promotion of students within his/her school.
Teachers, to the extent the above conditions are established, shall be responsible for providing an
effective
academic program. Effectiveness will be based on evidence of academic progress and on the
establishment of a productive learning environment (e.g., good discipline, fair treatment, development of
positive incentives, and setting an example of courtesy).
It is the responsibility of all teachers to identify and provide appropriate instruction for all students
assigned to his/her class. Appropriate procedures should be followed by the teacher to continuously and
carefully observe and assess each student’s performance throughout the school year to determine if expected
achievement levels are being met and satisfactory progress is being made in grade level objectives and
basic skills criteria as contained herein. Teachers are to notify parents when the pupil is not performing on
grade level and to make efforts to increase the student’s achievement.
Students shall assume the responsibility for their learning commensurate with their age and maturity.
Students shall be accountable for regular school attendance and for courteous conduct.
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2020-2021 STUDENT PROGRESSION PLAN GRADES 9-12
Parents shall be responsible for ensuring the regular attendance of their children and for promoting an
interest
in learning. They are encouraged to communicate with school personnel and cooperate in resolving
areas of
concern or difficulty. Parents remain responsible for the conduct of their children until the child
reaches the age
of eighteen.
II. ADMISSION, STUDENT PLACEMENT, TRANSFER OF HIGH
SCHOOL CREDITS
Attendance Zones
Parents/students new to our area, please contact the school in your attendance zone:
• Middle Schools:
o Callahan Middle (904)879-3606
o Fernandina Beach Middle (904)321-5867
o Hilliard Middle-
Senior High (904)845-2171
o Yulee Middle (904)225-5116
• High Schools:
o Fernandina Beach High (904)261-5713
o Hilliard Middle-Senior High (904)845-2171
o West Nassau
County High (904)879-3462
o Yulee High (904)225-8641
• District Office: (904)491-9900
Additional information for attendance zones can be found: http://www.nassau.k12.fl.us
Admissions
Enrollment
Requirements for Information Prior to Enrollment
The following information is required to enroll a student in a Florida school:
Proof of age. A certified birth certificate for US citizens may be requested online at:
http://www.cdc.gov/nchs/howto/w2w/w2welcome.html. If a birth certificate is not available refer to
1003.21, FS, for other acceptable documentation.
A Florida Certificate of Immunization, Form 680 (blue card), completed by a Florida physician or by a
Florida
county health department. Parents should obtain a copy of their child's complete immunization
history before
leaving their current residence, as this form is not available to the general public. Information
on Florida school
immunization requirements is available at http://www.floridahealth.gov/programs-and
services/childrens-
health/school-health/enrollment.html Note: Thirty (30) school days will be allowed to
present the certification
requirements for transfer students and students identified as being homeless according
to NCSB Administrative Rule.
Evidence of a medical exam completed no less than 12 months prior to the child's school entry date. As long
as the
medical exam meets this 12-month requirement, parents may submit this information on the School-
Entry Health
Exam Form (DH 3040) or provide a copy of the exam obtained from their current physician
before moving to
Florida. This form and the accompanying guide are available online at
http://www.floridahealth.gov/programs-
and-services/childrens-health/school-health/enrollment.html
Note: Parents/Guardians will be allowed up to thirty (30) school days to present certification requirements
for all
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2020-2021 STUDENT PROGRESSION PLAN GRADES 9-12
students from Florida or other states. Official documentation that the parent(s) or guardian(s) is a legal
resident(s) of the
school district attendance area.
Each student at the time of initial registration for school placement must note previous school expulsions and/or
arrests resulting in a charge, arrests pending, and juvenile justice actions the student has had. Schools have the
authority to honor the final order of expulsions or dismissal of a student by any in-state or out-of- state public
district
school board or private school which would have been grounds for expulsion according to the NCSD Code
of Student
Conduct according to the following procedures:
• A final order of expulsion shall be recorded in the records of the receiving school.
• The expelled student applying for admission to the receiving school shall be advised of the final order of
expulsion.
• The superintendent or designee may recommend to the School Board that the final order of expulsion be waived
and the student be admitted to the school district or that the final order of expulsion be honored and the student not
be admitted to the school district.
Homeless Students/Families in Transition (FIT)
A homeless student is defined as a child or youth who:
•
Shares the housing of other persons due to loss of housing, economic hardship, or a similar reason,
•
Lives in motels, travel trailer parks, or camping grounds due to the lack of alternative adequate
Accommodations, or emergency or transitional shelters,
•
Is abandoned in hospitals or awaiting foster care placement, or
•
Lives in cars, parks, public spaces, abandoned buildings, bus or train stations, or similar settings.
The Nassau County School District adheres to the McKinney-Vento Homeless Education Assistance
Improvements
Act of 2001. Homeless students shall be permitted to enroll in the Nassau County Public Schools.
They shall not be
placed in a separate school or program within a school based on their homeless status and shall
be provided services
comparable to those offered to other students enrolled in the school.
It is the responsibility of the enrolling school to immediately contact the school last attended by the homeless student
to
obtain relevant records. If the student needs to obtain immunization records, the enrolling school shall refer the
student
immediately to the school nurse for assistance. A homeless student shall be permitted to enroll
immediately,
even if the student is unable to produce records normally required for enrollment. This includes,
but is not limited to,
records such as previous academic records, medical and immunization records, and proof of
residency.
Homeless children must have access to a free public education and must be admitted to school in the school district
in
which they or their families live. A homeless child shall be granted a temporary exemption from entrance
requirements for 30 school days.
A “certified homeless youth” is a minor who is homeless, including an unaccompanied youth, who has been
certified
as homeless or unaccompanied by:
•
A school district homeless liaison,
•
The director of an emergency shelter program funded by the US Department of Housing and Urban
Development, or
•
The director of a runaway or homeless youth basic center or transitional living program
•
Funded by the U.S. Department of Health and Human Services. (382.025F.S.)
A certified homeless youth has additional rights to certified copies of the birth certificate (382.0255F.S.), and
to
have the disabilities of non-age removed if the students is 16 years of age or older (743.015F.S.).
For further NCSD enrollment information, refer to NCSB Administrative Rule 5.13
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2020-2021 STUDENT PROGRESSION PLAN GRADES 9-12
English Language Learners (ELL)
Students Who Qualify for ESOL
Students who qualify for ESOL services may be enrolled in a regular high school program through the end of
the semester in which he/she reaches 21 years of age, regardless of previously interrupted schooling. ELL
student may not be withdrawn solely due to lack of credits.
English Language Learner (ELL)/ Placement of Immigrant Students:
Florida operates under a federal consent decree issued in the case of LULAC vs. Florida State Board of
Education, Case No. 90-1913. All children have the right to enroll in K-12 public education, regardless of
immigrant status. The school district may not inquire into a student’s immigration status, may not keep records
or
lists pertaining to immigration status, and may not for any reason be reported to INS prior to or subsequent to
admission (except in the case of foreign exchange students).
The following process will be followed:
•
Enroll any student and do not ask about their immigration status
•
Follow NCSD enrollment guidelines as for any student
•
Follow NCSD documentation of residency policy
•
Follow NCSD documented guardianship policy (if necessary). The guardianship court order should be
from a U.S. court.
For further enrollment information, refer to State Board of Education Rule 6A-6.0902
Date Entered United States School (DEUSS):
Date Entered United States School (DEUSS) was first collected in 2011-2012 as a web-based application and
became a new data element in the school year 2012-2013. It is required to be collected for all immigrant and
ELL
students and entered in the district’s data system. For all students this information will be kept locally. The
DEUSS
is the first time the student entered a US school (Not Pre-K, unless Pre- K attendance was mandatory in
the sending
state).
DEUSS is self-reported by the parents. Every effort must be made by school personnel in the district to get
previous
schooling information from a US school.
The DEUSS data element is used specifically for students classified as English Language Learners (ELLs [LY
and
LP]) and immigrants who entered Florida starting the 2012-2013 school year. It is not necessary to enter a
DEUSS
for students that entered prior to the 2012-2013 school year.
The DEUSS will be used to monitor:
•
ELLs to be included in State Accountability System
•
Extension of Services (students who have entered a Florida school in 2012-2013 or after
Promotion/Retention--Good Cause (third grade)
Immigrant Information (School personnel in the district will need the DEUSS to determine immigrant student
eligibility. The date is necessary to calculate whether a student has attended a US school for 3 full academic
years. Note: remember that immigrant students may or may not be classified as ELLs.)
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ELL/LEP Credit:
An English Language Learners/Limited English Proficient (ELL/LEP) student may not receive a failing
grade if instructional strategies, materials, and assessments are being used without the ELL’s Individual
LEP Plan and needed accommodations. This plan is used to provide instruction with the accommodations
for each ELL at their level of English ability and is updated every school year for changes, if needed. In
addition, these accommodations and strategies must be documented in the ELL teacher lesson’s plans.
School administrators in charge of teacher evaluations are responsible for ensuring that teachers are
documenting instruction and assessment, using accommodations from the Individual LEP Plan, in order to
provide comprehensive instruction to ELL/LEP students.
ELL/LEP Retention
No student may be retained based solely on his/her level of English language proficiency. A formal
retention recommendation regarding an English Language Learner/Limited English Proficient may be
made through the action of an ELL/LEP committee (F.S. 1008.25), which is comprised of the principal or
ESOL Coach, and any other instructional personnel responsible for the instruction of English Language
Learners.
Promotion for an ELL shall be based on the student’s academic performance, regardless of the level of
English Language proficiency. Retention of an ELL requires the review and recommendation of the ELL
Committee and may not be based solely on lack of English proficiency, demonstration of grade level
content knowledge in English, or on a score on any single assessment instrument. Adequate progress,
defined in the ELL Plan, should be used by the ELL Committee as cause for promotion. An ELL may be
retained if the ELL Committee has determined that the student has not progressed satisfactorily according
to
his/her ELL Plan.
An ELL is required to meet student performance standards for the appropriate grade level. However, ELLs
who have been in an approved English for Speakers of Other Languages (ESOL) Program for less than two
complete school years should not be accountable to demonstrate the standards in English. The Consent
Decree and Title III requirement is to measure the students’ ability toward attainment of the standards,
regardless of whether that ability is demonstrated in English or the student’s home language.
All state and district testing requirements or other applicable state graduation requirements shall be met.
Students shall be enrolled in courses, which shall enable them to meet the graduation and/or promotional
requirements of the Nassau County School Board and Florida State Statutes. Such students who are not
proficient in English should receive immediate and intensive instruction in English language acquisition
from an ESOL endorsed/certified teacher to help with English strategies and accommodations.
Transfer ELL Students
In accordance with State Board of Education Rules 6A-6.0900 and 6A-6.0905 students transferring into a
Nassau County School shall meet all district requirements that can be appropriately met during the time
period that the students are in the Nassau County School District. During registration, the initial date a
student first entered a school in the United States, (DEUSS), is collected. An ELL is identified and assessed
to determine eligibility for services, in accordance with State Board of Education Rule 6A- 6.0902 (!) (2).
The English for Speakers of Other Languages Coach and the school counselor/administrator shall review
the educational background of the transferring student to determine appropriate grade level, subject, and
ESOL placement. Parental input regarding educational background should be taken into consideration
especially when transcripts, records, or report cards are not readily available. This information is
documented on the English Language Learners Programmatic Assessment and is part of the ELLs LEP
Plan and filed in the LEP folder. Translators assist the families when necessary and feasible to assure the
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proper placement of the student.
An ELL in Grades k-8 is placed into academic classes based on age/grade appropriateness. When an ELL
student provides records that show enrollment in school (excluding any of the 50 states and the District of
Columbia) but not grade level appropriate for his/her age, the student needs to be placed in the age-
appropriate grade and provided opportunities to learn key skills according the ELL Plan to enhance the
likelihood of success in the current grade in which he/she is placed.
A student who is age appropriate for high school must be placed in at least 9th grade. ELLs are scheduled
into classes that fulfill graduation requirements and the District’s Student Progression Plan, as well as
granted credit for completed academic coursework, regardless of the language in which the coursework was
completed.
All state and district testing requirements or other applicable state graduation requirements shall be met.
Students shall be enrolled in courses, which shall enable them to meet the graduation and/or promotional
requirements of the Nassau County School Board and Florida State Statutes. Such students who are not
proficient in English should receive immediate and intensive instruction in English language acquisition
from an ESOL endorsed/certified teacher to help with English strategies and accommodations.
Transfer students who shall graduate from the Nassau County School District shall meet graduation
requirements in terms of number and type of courses as designated by applicable Florida Department of
Education guidelines.
A student transferring within the Nassau County School District who is enrolling into a school with a schedule
format different from the school from which he or she is transferring shall be scheduled into the courses most
closely aligned with promotion and/or graduation requirements.
To receive a standard high school diploma, a transfer student must pass the required state assessments based
on ninth grade entry year or alternate assessments as provided by Florida law, and earn a 2.0 GPA in
courses taken in a Florida public school, specified in s. 1008.22(3), F.S.
Out-of-State and Out-of-Country Transfer Students Needing Additional Instruction
Students who enter a Florida public school at the 11th or 12th grade from out of state or out of country shall
not be required to spend additional time in a Florida public school in order to meet the high school course
requirements if the student has met all requirements of the school district, state, or country from which he
or she is transferring. Such students who are not proficient in English should receive immediate and
intensive instruction in English language acquisition from an ESOL endorsed/certified teacher to help with
English strategies and accommodations. However, to receive a standard high school diploma, a transfer
student must earn a 2.0 grade point average and meet the requirements under s. 1008.22, F.S.
Students who earn the required 24 credits for the standard high school diploma except for passage of
any
must-pass assessment under s. 1003.4282 or s. 1008.22, F.S. or an alternate assessment by the end of
grade
12 must be provided the following learning opportunities:
•
Participation in an accelerated high school equivalency diploma preparation program during
the
summer.
•
Upon receipt of a certificate of completion, be allowed to take the College Placement Test and
be
admitted to developmental education or credit courses at a Florida College System institution,
as
appropriate.
•
Participation in an adult general education program as provided in s. 1004.93 for such time as
the
student requires to master English, reading, mathematics, or any other subject required for
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high
school graduation.
A student attending an adult general education program shall have the opportunity to take any must-
pass
assessment under s. 1003.4282 or s. 1008.22 an unlimited number of times in order to receive a
standard
high school diploma. Students who have been enrolled in an ESOL program for less than 2
school years and have met all
requirements for the standard high school diploma except for passage of
any must-pass assessment under s. 1003.4282 or s. 1008.22, F.S. or alternate assessment may receive
immersion English language instruction
during the summer following their senior year. Students receiving
such instruction are eligible to take the
required assessment or alternate assessment and receive a standard
high school diploma upon passage of the
required assessment or alternate assessment. This subsection shall
be i
mplemented to the extent funding is provided in the General Appropriations Act. Florida Statute:
1003.433
Student Re-Enrollment
A student eighteen years of age or older who has interrupted his or her education and who subsequently desires
to enter the Nassau County School District shall physically enroll either in the adult day school or an adult
evening school. The student may not enroll in a regular high school. In extenuating circumstances, a principal
may recommend and exception to this policy to the Executive Director of Curriculum and Instruction. Students
may not be enrolled in a regular high school for more than 10 semesters unless the principal approves the
enrollment beyond 10 semesters. The principal will consider the reason the student wants to continue high
school, educational progress to date, and the commitment to education. Semesters begin when the student
first
enrolls in grade 9 at any public or private school.
• Students may not enroll/reenroll in a regular high school if they cannot meet the graduation
requirements to
graduate by their 20
th
birthday, unless enrollment is approved by the principal.
• A student who has earned a high school or equivalent diploma in their native country may not enroll
in a high
school.
• The Superintendent or designee is authorized to assign a student to any program or school as deemed to
be in the
best interest of the student or school district.
Parent Notification: Students with At-Risk GPA
Parents of students who have a cumulative GPA of less than 2.0 at the end of each semester in grades 9,
10,
11, and 12 shall be notified that the student is at risk of not meeting the graduation requirements. The
notice shall contain an explanation of the policies the district has in place to assist the student in meeting
the
GPA requirement in a language understandable to the parents unless clearly not feasible.
Curriculum for ELLs
Students identified as English Language Learners (ELLs) must be given equal access to the general
curriculum. ELLs are placed in courses based on need and eligibility, regardless of their English language
proficiency. The student’s individual ELL Plan documents the instructional strategies required, ensuring the
student an equal opportunity to master the General Education curriculum. Refer to State Board of Education
Rule-6A-6.09022 for more information on the extension of services for ELLs, State Board of Education Rule
6A-6.0903(2) for the requirements for exiting ELLs from the ESOL Program and State Board of Education
Rule 6A-6.09031 for post reclassification of ELLs.
Course Modifications
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An ELL may not be denied placement in honors and accelerated courses because of participation in the
ESOL program or lack of English language proficiency, provided he/she meets the other criteria set for
enrollment in the course.
Student Placement
The principal is responsible for the initial placement of all students new to the school. Grade placement of
students coming from other schools shall be made on the basis of Report Cards and/or transfer data or
transcripts subject to validation/interpretation if deemed necessary. If none of the above data are available,
the student shall be enrolled, and placement shall be determined upon receipt of substantiating data from the
previous accredited school attended. Students may need to participate in additional screening activities in
order to assist with grade level placement. Screening may include, but is not limited to, the following
measures and observation of:
•
Academic performance (grades)
•
Social/emotional behavior
•
Health and physical development
•
Previous academic records (transcripts)
If the transfer of a student within the district involves unusual circumstances, the principals of the involved
schools shall confer with the parents, Executive Director of Curriculum and Instruction, and other
involved parties to determine the most appropriate placement for the student.
Work on academic credit for all students transferring into the Nassau County School District will be accepted if
the credit is earned in another public school or accredited private school and is authenticated by an official
transcript which includes attendance, academic information, and grade placement. Nassau County School
Board graduation requirements shall not be retroactive for transfer students provided the student has met all
requirements of the district or state from which he/she is transferring.
Work or credit from traditional sources that are accredited must be accepted at face value without
validation if the schools belong to specific organizations: Florida Council of Independent Schools
(FCIS); National Council for Private School Accreditation (NCSDA) member agencies; The Florida
Association of Christian Colleges and Schools (FACCS).
A school may accept and classify transfer credits earned through alternative delivery systems that are
accredited by a recognized regional agency. Alternative delivery systems include public and non-public
special purpose schools, distance learning and supplementary education programs.
Grade Placement and Promotion within High School
Beginning in 2012-2013 and thereafter, students who enter grade 9 for the first time will be promoted
to
subsequent grades based on their cohort group, until the end of grade 11. In order to be promoted to
grade
12, a student must have earned seventeen (17) credits. Three (3) credits must be in English, three (3)
credits must be in math and (2) credits must be in science.
Consistent with school board rules and in accordance with state statute (1012.28(5) F.S.), the
Superintendent
has designated the principal of the school as the final authority in the placement of
students in programs or
classes.
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Placement for Students with Disabilities
Students with disabilities shall be placed in appropriate courses as dictated by their Individual Education
Plan (IEP).
Placement in the Nassau County Adult High School
Nassau County Adult Education and the Adult High School are programs available to students that
have
exited the traditional K-12 program. Students must be at least 16 years of age in order to enter these
programs.
Adult High School students pursue a standard credit-based diploma that mirrors the graduation
requirements of the Florida Standards Assessment (FSA) and the Algebra 1 End-Of-Course exam (EOC).
Transfers
Transfer Students
Students transferring into a Nassau County School shall meet all district requirements that can be appropriately
met during the time period that the students are in the Nassau County School District. All state and district
testing requirements or other applicable state graduation requirements shall be met. Students shall be enrolled
in courses, which shall enable them to meet the graduation and/or promotional requirements of the Nassau
County School Board and Florida State Statutes. Such students who are not proficient in English should
receive
immediate and intensive instruction in English language acquisition from an ESOL endorsed/certified
teacher to
help with English strategies and accommodations.
Transfer students who shall graduate from the Nassau County School District shall meet graduation
requirements in terms of number and type of courses as designated by applicable Florida Department
of
Education guidelines.
A student transferring within the Nassau County School District who is enrolling into a school with a schedule
format different from the school from which he or she is transferring shall be scheduled into the courses
most
closely aligned with promotion and/or graduation requirements.
To receive a standard high school diploma, a transfer student must pass the required state assessments
based
on ninth grade entry year or alternate assessments as provided by Florida law, and earn a 2.0 GPA in
courses
taken in a Florida public school, specified in s. 1008.22(3), F.S.
Out-of-State and Out-of-Country Transfer Students Needing Additional Instruction
Students who enter a Florida public school at the 11th or 12th grade from out of state or out of country
shall
not be required to spend additional time in a Florida public school in order to meet the high school
course
requirements if the student has met all requirements of the school district, state, or country from
which he or
she is transferring. Such students who are not proficient in English should receive immediate
and intensive
instruction in English language acquisition from an ESOL endorsed/certified teacher to
help with English
strategies and accommodations. However, to receive a standard high school diploma, a
transfer student must
earn a 2.0 grade point average and meet the requirements under s.1008.22, F.S.
Students who earn the required 24 credits for the standard high school diploma except for passage of
any
must-pass assessment under s. 1003.4282 or s. 1008.22, F.S. or an alternate assessment by the end of
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grade12 must be provided the following learning opportunities:
•
Participation in an accelerated high school equivalency diploma preparation program during
the
summer.
•
Upon receipt of a certificate of completion, be allowed to take the College Placement Test and
be
admitted to developmental education or credit courses at a Florida College System
institution, as
appropriate.
•
Participation in an adult general education program as provided in s. 1004.93 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 under s.1003.4282ors.1008.22 an unlimited number
of times in order to receive a standard high school diploma.
Students who have been enrolled in an ESOL program for less than 2 school years and have met
all
requirements for the standard high school diploma except for passage of any must-pass assessment
under s.
1003.4282ors.1008.22,F.S. or alternate assessment may receive immersion English language
instruction
during the summer following their senior year. Students receiving such instruction are eligible
to take the
required assessment or alternate assessment and receive a standard high school diploma upon
passage of the
required assessment or alternate assessment. This subsection shall be implemented to the
extent funding is
provided in the General Appropriations Act. FloridaStatute:1003.433
Military Personnel’s Dependent Children Transfer Students
In order to facilitate the on-time graduation of children of military families, states and local education
agencies shall incorporate the following procedures:
Local education agency administrative officials shall waive specific courses required for graduation
if
similar coursework has been satisfactorily completed in another local education agency or shall
provide
reasonable justification for denial. If a waiver is not granted to a student who would qualify to
graduate from
the sending school, the local education agency must provide an alternative means of
acquiring required
coursework so that graduation may occur on time.
States shall accept exit or end-of-course exams required for graduation from the sending state; national
norm-
referenced achievement tests; or alternative testing, in lieu of testing requirements for graduation
in the
receiving state. If these alternatives cannot be accommodated by the receiving state for a student
transferring in
his or her senior year, then the provisions of Article VII, Section C shall apply.
If a military student transfers at the beginning of or during his or her senior year and is not eligible
to
graduate from the receiving local education agency after all alternatives have been considered, the
sending
and receiving local education agencies must ensure the receipt of a diploma from the sending
local education
agency, if the student meets the graduation requirements of the sending local education
agency. If one of the
states in question is not a member of this compact, the member state shall use its
best efforts to facilitate the
on-time graduation of the student in accordance with Sections A and B of
Article VII. Florida Statute:
Transfer of High School Credits (6A-1.09941)
The purpose of this rule is to establish uniform procedures relating to the acceptance of transfer work
and
credit for students entering Florida’s public schools Effective July 1, 2013, the procedures shall be as
follows:
•
Credits and grades earned and offered for acceptance shall be based on official transcripts and shall
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be accepted at face value subject to validation if required by the receiving school’s accreditation. If
validation of the official transcript is deemed necessary, or if the student does not possess an official
transcript or is a home education student, credits shall be validated through performance during the
first grading period as outlined in SBOE Rule 6A-1.09941. Assessment requirements for transfer
students under Section 1003.4282, F.S., must be satisfied.
•
Validation of credits shall be based on performance in classes at the receiving school.
•
A student transferring into a school shall be placed at the appropriate sequential course level
and
should have a minimum grade point average of 2.0 at the end of the first grading period.
Students who do not meet this requirement shall have credits validated using the Alternative
Validation
Procedure, as outlined in SBOE Rule 6A- 1.09941
Alternative Validation Procedure
If validation based on performance as described above is not satisfactory, then any one of the following
alternatives shall be used for validation purposes as determined by the teacher, principal, and parent:
•
Portfolio evaluation by the superintendent or designee;
•
Written recommendation by a Florida certified teacher selected by the parent and approved by
the
principal;
•
Satisfactory performance in courses taken through dual enrollment or at other public or
private
accredited schools;
•
Satisfactory performance on nationally normed standardized subject area assessments;
•
Satisfactory performance on a statewide, standardized assessment; or
•
Written review of the criteria utilized for a given subject provided by the former school.
•
Students must be provided at least ninety (90) days from date of transfer to prepare
for
assessments outlined in paragraphs (1) (c) 3, and 4 and (2)(c) 4 and 5 of SBOE Rule
6A-
1.09941, if required.
Students transferring credits into the Nassau County School District will be subject to the current course
credit
weighting approved by the Nassau County School District and in alignment with Florida DOE
course code
directory. If a letter grade is assigned, that grade is entered in our system, even if the
grading scale from
which the student transferred is not equivalent to Nassau County’s School District’s
grading scale. If only a
numerical grade is provided and no grading scale is provided, our scale is
applied to the student record.
1003.25 F. S.
Promotion of Late-in-the-Year Transfer Students
The promotion of students transferring into Nassau County during the last grading period shall be
determined
primarily by the grades and records received from the sending school.
Cognia/AdvancED/SACS CASI Policy on Grade Placement
An AdvancED school shall accept and classify grade placement from schools that are accredited by
a
recognized national, regional or state accrediting agency without further validation based on the
school’s
policies and procedures governing such offerings.
Transfer Letter Grades
Transfer student grades which have been recorded as letter grades will be converted as
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follows:
A = 95
B = 85
C = 75
D = 65
F = 59 and below
III. CURRICULUM AND INSTRUCTION
Course Placement
Each high school is required to advise all students of courses through which they can earn college credit,
including AP, dual enrollment, courses that lead to industry certification, and the availability of course
offerings through virtual instruction. Each high school is also required to advise each student of the early
and
accelerated graduation options under s.1003.4281, F.S. Students must be advised of eligibility
requirements
for state scholarship programs and postsecondary admission.
Consistent with school board rules and in accordance with state statute (1012.28(5) F.S.), the Superintendent
has designated the principal of the school as the final authority in the placement of students in programs
or
classes.
Student Progression
Comprehensive Student Progression Plan
A comprehensive plan for student progression established by the district school board and must provide
for
evaluating student performance and how well a student masters the performance standards.
Alternatives to Normal Progression
While it is expected that the majority of students can make satisfactory progress in a normal period of
time
(four years for the grades 9 through 12), some individuals will require additional services to complete
their
educational requirements. The NCSB provides the following options for students to earn credits or
recover credits failed previously. Summer school courses taken outside of Nassau County with the
prior written approval of the principal of the individual school.
Alternative Program Placement
Students may be placed in an alternative program located at their home school or another district
approved
site. The instructional staff will afford the student every opportunity to graduate with their
cohort, and
students will take the state assessment on the grade level to which they are assigned.
Students may not be
placed in a higher grade in the alternative setting but may be promoted to the next
grade level at the semester.
Student eligibility for placement in the alternative program is based on one or all of the following criteria:
• The student has a pattern of absenteeism or habitual truancy
• The student has a history of disruptive behavior in school or has committed an offense that
warrants
out-of-school suspension or expulsion from school
• The student is academically unsuccessful as evidenced by low test scores, retention, failing grades,
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low GPA,
falling behind in credits, or not meeting state or district levels in reading, math, writing or
science.
Retention: Alternative Placement for Students Retained Two or More Years:
An alternative placement shall be offered for a student who has been retained two or more years.
The
alternative placement shall provide the student with intensive, differentiated instruction designed to
remediate the student's academic deficiencies and shall include opportunities for the student to be placed in
small
group instructional settings. The alternative placement shall, under most circumstances, be at the
student's
home-zoned school but may involve placement at a district-designated site. The alternative
placement may not
be a placement in a regular program at a higher grade. Florida Statute: 1008.25(2)(c)
Placement of Pregnant, Married, or Parenting Students
Students who are married or 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
or parenting
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 1003.21;1003.54, F.S.
Students participating in teenage parent programs shall be exempt from minimum attendance
requirements
for absences related to pregnancy and/or parenting but shall be required to make up work
missed due to
absence.
Parent/Guardian Role with Placement Decisions
State law provides the authority for placement of students with the school district. Placement is based
on
professional educators’ evaluations of how well the student is meeting the levels of performance for
student progression. Such evaluations take into acc
ount whether or not the student has the knowledge and skills to
move on successfully to the more difficult
work of the next grade or course. Parents may discuss a placement with school officials and ask for an
explanation of the placement, and they may review the evidence the
school used to make the placement.
However, the Superintendent has designated the principal has the final authority in placement decisions.
1012.28(5), F.S.
Social Promotion Elimination
No student can be assigned to a grade level based solely on age or other factors that constitute social
promotion.
Explanatory Note: Social promotion occurs when a student is promoted based on factors other than
the
student achieving the district and state levels of performance for student progression. A student fails to
meet
the state portion of levels of performance for student progression when the student fails to
achieve the
required levels in reading, writing, mathematics, or science on state assessments and
standards. Florida
Statute: 1008.25(6)
High School Credit
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Definition of Credit
For the purposes of requirements for high school graduation, one full credit means a minimum of 135
hours
of bona fide instruction in a designated course of study that contains student performance
standards. One
full credit means a minimum of 120 hours of bona fide instruction in a designated
course of study that
contains student performance standards for purposes of meeting high school
graduation requirements in a
district school that has been authorized to implement block scheduling by
the district school board. Florida
Statute:1003.436(1)(a)(b)
The hourly requirements for one-half credit are one-half the requirements specified in the above paragraph.
The State Board of Education shall determine the number of postsecondary credit hours earned through
dual
enrollment pursuant to s.1007.271, F.S. that satisfy the requirements of a dual enrollment
articulation agreement according to s.1007.271(21), F.S. and that equals one full credit of the equivalent
high
school course identified pursuant to s.1007.271(9), F.S.
No schedule changes shall be made that prevent students from complying with statutory requirements
for
time in class.
High School Credit Awarding
In awarding credit for high school graduation, each district school board shall maintain a one-half
credit
earned system that shall include courses provided on a full-year basis. A student enrolled in a
full-year
course shall receive one-half credit if the student successfully completes either the first half or
the second
half of a full-year course but fails to successfully complete the other half of the course and the
averaging of
the grades obtained in each half would not result in a passing grade.
A student enrolled in a full-year course shall receive a full credit if the student successfully completes
either
the first half or the second half of a full-year course but fails to successfully complete the other
half of the
course and the averaging of the grades obtained in each half would result in a passing grade,
provided that
such additional requirements specified in district school board policies, such as class
attendance, homework,
participation, and other indicators of performance, shall be successfully
completed by the student. Florida
Statute: 1003.436(2)
Credit Acceleration Program (CAP) - s.1003.4295.F.S.
The Credit Acceleration Program (CAP) is created for the purpose of allowing a student to earn high school
credit in Algebra I, Geometry, United States History, or Biology if the student passes the statewide,
standardized assessment administered under s.1008.22, F.S. Notwithstanding s.1003.436.
The school district shall award course credit to a student who is not enrolled in the course, or who has not
completed the course, if the student attains a passing score on the corresponding statewide, standardized
assessment, as defined in F.S. 1008.22(3)c 5. The school district shall permit a student who is not enrolled
in the course, or who has not completed the course, to take the assessment during the regular administration
of the assessment. The requirements and eligibility process is as follows:
•
The EOC will be administered only at the times established by the state assessment calendar.
•
The score necessary to earn credit will be determined by the state and applied in all situations.
•
Only credit (no grade) will be earned by meeting the passing score on the EOC.
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•
The request to participate must be received 9 weeks (45 school days) prior to the administration of
the EOC.
Effective July 1, 2016, a student is allowed to earn high school credit in courses required for high school
graduation through the passage of an Advanced Placement (AP) examination or a College Level
Examination Program (CLEP). If a student attains a passing score on an AP examination or CLEP, then
the
school district is required to award course credit to the student who is not enrolled or who has not
completed
the course. Students will be required to supply evidence that they are prepared to sit for the EOC
or there is
reasonable justification for the request. This evidence includes but is not limited to previous
FSA scores
and grades in their most recent subject area course taken.
If a student takes the EOC and does not earn credit, the student will not be eligible to apply for further CAP
testing for the same course until additional preparation has been documented and
evaluated. s.1003.4295.F.S.
Course Credit for Courses Taken Prior to Grade 9
The NCSB may adopt courses designated as 9 through 12 in the Florida Course Code Directory and
Instructional Personnel Assignments and that are taken below the 9th grade to be used to satisfy high school
graduation requirements and Florida Bright Futures Award requirements. 1003.43(1) F.S.
Middle school students who have taken high school courses may receive grade forgiveness if they have
earned a grade or the numerical equivalent of a C, D or F. In such cases, the district forgiveness policy must
allow the replacement of the grade with a grade or the numerical equivalent of a C or higher, earned
subsequently in the same or comparable course. For a grade of A or B, the course and grade cannot
be
forgiven and will appear on the student’s high school transcript and will be used in the calculation of
high
school grade point average and for Bright Futures. (1003.428(4)(d), F.S.)
Students seeking high school credit for courses taken in a private middle school may be granted credit
if (1) the private school is listed with the Florida DOE as a private school with a school number and
(2) the
credit and course grade are reflected on an official transcript from the school.
If the high school course has
a state EOC assessment, the student must take the EOC to receive
credit. Students with disabilities may
qualify for a waiver of the EOC requirement.
College Credit by Examination
College credit by examination is the program through which postsecondary credit is earned based on the
receipt of a specified minimum score on nationally standardized general or subject area examinations (AP,
IB, AICE). Minimum scores required for an award of credit in Florida institutions are stated by the Florida
State Board of Education in the statewide articulation agreement 1007.27(7) F.S. There is no guarantee that
a college will accept credits earned through this program.
Volunteer and Nonacademic Activity Credit
A student may earn a maximum of .5 credit in social studies (2104330) and .5 elective credit for
Voluntary
School Community Service (0500370). A minimum of 75 hours of nonpaid, voluntary
community or school
service is required for each .5 credit. Any hours accumulated beyond the minimum
course requirement may
be used for Bright Futures. The school principal (or designee) is
responsible for approving specific
volunteer activities.
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Examples of community service/volunteer activities include
:
•
service to a governmental agency
•
service to a non-profit local, national, or international organization
•
service to a school or school organization
•
service to a religious organization, or other as approved by the principal (or designee).
All service/volunteer hours should be documented on the letterhead of the organization and presented to the
appropriate personnel at the school. The principal (or designee) is responsible for approval of submitted
community service/volunteer hours.
There are two classes of community service/volunteer activities: community service and service learning.
Both qualify for community service/volunteer hours.
Community Service – student community service is defined as community service activities that are
non-
curriculum based and are recognized by and/or arranged through the school.
The community service:
•
generally, does not include explicit learning objectives or organized reflection or critical
analysis
activities,
•
may include activities that take place off school grounds or may happen primarily within the
school,
•
may be carried out as school-wide events, separately organized school programs, or
projects
conducted by school-sponsored clubs (i.e., Girls/Boys Clubs, National Honor Society),
and may not be earned for service required as part of a court action.
Examples of community service activities could include cleaning up a local park, visiting the elderly, or
collecting and distributing food to those in need.
Service Learning—Service learning is defined as curriculum-based community service that integrates
classroom instruction with community service activities.
The service must:
•
Be organized in relation to an academic course or curriculum,
•
have clearly stated learning objectives,
•
address real community needs in a sustained manner over a period of time, and;
•
assist students in drawing lessons from the service through regularly scheduled, organized
reflection or critical analysis activities such as discussions, presentations, or directed writing.
Exclusions from Earning Credit
No student may be granted credit toward high school graduation for enrollment in the following programs
or
courses:
•
more than a total of nine (9) elective credits in remedial programs,
•
more than one credit in exploratory career education courses,
•
more than 3 credits in practical arts, family and consumer sciences courses, or
•
any Level I course, unless the student's assessment indicates a more rigorous course would
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be
inappropriate, in which case a written assessment of the need must be included in the student's
IEP or in a student performance plan signed by the principal, school counselor, and the
parent/legal
guardian or the student if the student is 18 years of age or older. 1003.43(7)(a)(b)(c)(d)
F.S.
Dropping Annual Courses
If a student has a “D” or “F” in an annual course at the end of the second nine weeks (semester) on a 6 period
day or the end of first nine weeks on a block schedule, he/she may be allowed to drop the course after
a
consultation with his/her school counselor. If the student’s schedule will accommodate a reasonable
change into another course, he/she will be allowed to drop the first semester course and enroll in a second
semester course. The semester average “F” or “D” of the dropped course will be counted in the student’s
grade point average (GPA).
A student who is a candidate for graduation at the end of the current school year and needs a required course
for graduation will be allowed to drop an annual course, regardless of his/her grade and take the required
course.
Student Amnesty (Grades 9-12)
Any student adversely affected by inaccurate or incomplete information by applicable school board
personnel, leading to a deficiency of credits for graduation, is entitled to an interpretation that is most
beneficial to the student, provided such interpretation is not in violation of Florida Statutes or State Board
Rules.
Honors and Advanced Courses of Study
Articulated Acceleration Mechanisms 1007.27(1) F.S.
The inter-institutional agreement serves to shorten the time necessary for a student to complete the
requirements associated with a high school diploma and a postsecondary degree and broaden the scope
of
curricular options available to students or increase the depth of study available for a particular subject.
This
includes but is not limited to, the following:
•
Dual Enrollment (DE) courses,
•
Florida Virtual (FLVS), Nassau County Virtual (MDVS) Courses
•
Credit by examination in courses that have a state End-of-Course assessment (Algebra 1,
Biology,
Geometry and U.S. History).
Academically Challenging Curriculum to Enhance Learning (ACCEL)
ACCEL options are educational options that provide academically challenging curriculum or accelerated
instruction to eligible public-school students if available at their school and the student eligibility
requirements are met.
ACCEL Options:
•
Whole-grade and mid-year promotion
•
Subject-matter acceleration
•
Virtual instruction in high grade level subjects
•
Credit Acceleration Program under s. 1003.4295, F.S.
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•
Enriched science, technology, engineering, and mathematics (STEM) coursework
ACCEL Procedures/Process
:
• Each principal must inform/advise parents and students of the ACCEL options. (Examples:
student
information system, parent portal, automated phone messages, parent-teacher conferences,
student orientation,
school/community newspapers, open house, web page, and student handbook)
•
Review shall be recommended by a member(s) of the faculty or a parent to the principal
•
Appropriate screening and other assessment information will be gathered and considered
•
The principal will have the full authority after consultation with teacher(s), school counselor,
school psychologist, and other appropriate district personnel, to make the final decision
on
acceleration. A child will not be accelerated without parental consent.
ACCEL Eligibility and Procedural Requirements:
•
The student’s performance on locally determined assessment, a statewide assessment, or
a
statewide, standardized assessment administered pursuant to s. 1008.22, F.S.
•
The student’s grade point average (3.75 core Level 3 or higher GPA)
•
The student’s attendance (95%) and conduct record (no referrals or discipline issues)
•
Recommendations from one or more of the student’s teachers in core—curricula courses
as
outlined in s. 1003.01(14)(a)-(e), F.S.
•
A recommendation from a school counselor if one is assigned to the school in which the
student is enrolled.
•
Each principal must establish eligibility requirements for virtual instruction in higher grade
level
subjects. Each principal must also establish student eligibility requirements for whole
grade promotion, midyear promotion, and subject-matter acceleration when the promotion or
acceleration occurs within the principal’s school.
Student Eligibility Considerations:
•
The student’s performance on a locally determined assessment, a statewide assessment, or
a
statewide, standardized assessment administered pursuant to s. 1008.22.
•
The student’s grade point average.
•
The student’s attendance and conduct record.
•
Recommendations from one or more of the student’s teachers in core-curricula courses as
defined
in s.1003.01 (14) (a)-(e).
•
Conduct – No referrals or discipline issues
•
Grade – Maintain “A”
•
Reevaluate each semester
The student’s cumulative guidance record and report card should be noted to indicate “Accelerated Grade
Placement.” A letter stating the major reason(s) why the placement was made, and the name of the principal
who initiated the placement should be sent to the parent/guardian. A copy of this letter should be attached
to
the permanent copy of the report card.
Each school district must establish a process by which a parent may request student participation in whole-
grade promotion, midyear promotion, or subject-matter acceleration that would result in a student attending
a different school. FloridaStatutes:1008.25,1008.22,1002.3105
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Requirements for Advanced Placement (AP), Dual Enrollment (DE) and Honors
Advanced Placement (AP) Program:
Administered by the College Board, the AP program is a nationwide program of 30 college-level courses
and
exams. A variety of these courses are offered at district high schools and through Florida Virtual School.
Courses
can be taken during high school. Students earning a qualifying grade on an AP exam can earn
college
credit and/or advanced course placement for efforts. Most post-secondary institutions grant college
credit for
AP exams with a score of 3 or higher. NCSB students enrolled in an AP course
shall take the exam and shall be exempt from exam registration fees (1007.27(6) F.S.
If a student only completes one semester or quarter of an AP course, they will receive weighted credit for
that
semester/quarter. If a student comes to our district having completed semester 1 or quarter 1 of an AP
course
and then does not continue that course the second semester or quarter, they will still receive the .5
credit for the
course code and the .5 weighting. The transcript should reflect the courses the student actually
sat in each
semester or quarter; for example, Semester/quarter 1-AP, Semester 2 Honors credit. The two
together will
satisfy one credit.
Awarding of Advanced Placement Credit
Students who score a minimum of 3 on a 5-point scale may receive college credit. Students who score a 4
or 5
on certain examinations also benefit from first time course equivalency credit. A course equivalency
chart
may be found at http://www.floridashines.org.
Honors or Advanced Placement.
The Nassau County School District criteria for honors or advanced placement are any one of the following:
•
Math for Mathematics Honors or AP class placement, or Reading for English, Social Studies,
Science and Foreign Language Honors or AP class placement
•
Grades - A grade of B or better in the previous honors course. Students earning an A in the previous
standard course may be recommended for honors or AP course placement.
•
FSA - Level 4 or 5 in appropriate area and not less than a Level 3 in any area on Mathematics
•
FSA for placement in honors or AP mathematics classes or Reading FSA for placement in honors
or AP English, social studies and science or foreign language
•
Math score for mathematics honors or AP class placement Reading and/or language for English,
social studies, science and foreign languages honors or AP class placement
In the case of special circumstances, a petition may be made on a case-by-case basis to the principal (or
designee) for review of criteria to ensure proper course placement.
Dual Enrollment: Academic, Career, Early Admission, Early College, Collegiate Career High School
The dual enrollment program is the enrollment of an eligible secondary or home education student in
a
postsecondary course creditable toward high school completion and a career certificate or an associate
or
baccalaureate degree. A student who is enrolled in postsecondary instruction that is creditable toward a
high
school diploma may not be classified as a dual enrollment student. FloridaStatute:1007.271(2)
• Academic dual enrollment refers to coursework offered for dual enrollment that meets both
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high school
graduation requirements and requirements in the College of Arts and Sciences at
FSCJ toward the Associate
in Arts degree.
• Career dual enrollment refers to coursework in college credit career programs and non-credit
workforce
certificates based upon state-approved frameworks that lead to industry certifications.
• Early Admission is a form of dual enrollment in which eligible senior level high school
students are
permitted to enroll on the college campus on a full-time basis in fall and spring
terms of the senior year,
earning both college and high school graduation credit.
• Early College is a NCSB/FSCJ collaborative program utilizing dual enrollment to offer
students the
opportunity to complete up to 60 hours of college credit during their high school
years with the goal of
achieving an Associates in Arts degree.
• Collegiate Career High School is a NCSD/FSCJ collaborative program in which eligible
high school
students may earn CAPE industry certifications and up to 30 hours or more dual
enrollment college credit
during their high school years. Collegiate Career High School
programs focus on career pathways and
credentials.
Dual Enrollment: Location and Scheduling
With the approval of the College, eligible dual enrollment students may take the courses during regular class
periods at NCSD high school sites in fall or spring terms, in approved times in Fall or Spring terms outside
of the regular class periods at the NCSD high school sites, or during any scheduled fall or spring term
at
FSCJ facilities or online.
Preferential location of courses for dual enrollment registration will be:
1
st
:
On the high school campus whenever available.
2
nd
: At the FSCJ/NCSD joint-use Lewis “Red” Bean Technical Center if State General
Education
courses are available and are not offered on a high school campus.
3
rd
: At other FSCJ campuses or centers or online when the above two options are not available. These
courses must be course appropriate and approved by the school counselor.
Dual Enrollment: Course Selection
Dual Enrollment students may only enroll in those courses approved by NCSD and FSCJ. College course
selected for this program shall meet and satisfy the requirements of 1007.271.F.S. for awarding both high
school credit and college credit. NCSB shall advise interested students and their parents or guardians of the
application of the college credits earned to the credit required for a high school diploma, and to the
ramifications and responsibilities of initiating a permanent college transcript.
Courses offered under the dual enrollment designation will be selected from the FSCJ arts and sciences
curricula and selected career courses leading to certifications, licensures, or technical certificates. Whenever
possible, dual enrollment students shall be provided an opportunity to enroll in 12- or 16-week courses, rather
than 8-week classes. Within the general education requirement area, emphasis will be placed on college
credit courses in communication, humanities, mathematics, natural science, and social science.
Students entering dual enrollment in the 2015-2016 academic year and thereafter as well as continuing dual
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enrollment students who have not completed the required 36 hours of General Education for the Associate
of Arts degree prior to the beginning of the 2015-2016 academic year must complete the State- mandated 15
credit hours of “Core” General Education courses prior to earning 24 total hours of college credit.
For secondary students entering 9th grade in 2013-2014 and thereafter, the high school graduation
requirement for Economics will be met by taking both ECO 2013 and the one credit ECO 1931-Financial
Literacy, within the same academic year.
To promote student success in dual enrollment courses, beginning in the Fall semester of 2016, new dual
enrollment students must take SLS1103 in the first two semesters of participation in any dual enrollment
program, with preference of taking the course in the first semester of participation. The course may be taken
at the public-school site or on the college campus in a face to face or hybrid modality only.
The following exceptions to the requirement to take SLS1103 in the first two semesters of participation in
any dual enrollment program will be permitted.
• Students who have posted College ready scores on the SAT, ACT, or PERT in all three areas of
reading, writing, and mathematics, have an unweighted high school GPA of 3.0 – 3.29 based upon
at least 4 full high
school credits, and have successfully completed with a grade of “C” or higher
in a high school level AVID
course.
• Students who have posted College-ready scores on SAT, ACT, or PERT in all
three areas reading, writing, and mathematics, and have an unweighted high
school GPA of 3.3 or higher based upon at
least 4 full high school credits.
• Newly entered dual enrollment students, as well as continuing dual enrollment students who
have not
completed the 36 hours of General Education, must complete the State-mandated 15 credit
hours of “Core”
General Education courses prior to earning 24 total hours of college credit.
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2020-2021 STUDENT PROGRESSION PLAN GRADES 9-12
Associate in Arts Degree -- General Education Requirements
Communications: Students must complete 9 credit hours in Communications. Student must complete 3 credit
hours from category A, 3 credit hours from category B, and 3 credit hours from Category C.
Category A: State Core Communications Course
Hours
ENC 1101 English Composition I
3
ENC 1101C English Composition I Enhanced
4
NOTE: ENC 1101C fulfills the General Education Category a Communications requirement. In addition, this
course includes one credit hour of supplemental lab instruction that will count toward the twenty-four hours of
Associate in Arts electives.
Category B:
ENC1102 Writing About Texts
3
Category C:
SPC 2017 Introduction to Speech Communications
3
SPC 2065 Speech Communication for Business & the Professions
3
SPC 2608 Fundamentals of Public Speaking
3
Humanities: Students must complete 6 credit hours in Humanities. Students must complete 3 credit hours from
category A, and 3 credit hours from category A or B. Required: Students must take one (1) HUM-prefix course.
Category A: State Core Humanities Courses
*ARH 2000 Art in the Humanities
3
*PHI 2010 Philosophy in the Humanities
3
*MUL 2010 Music in the Humanities
3
*LIT 2000 Literature in the Humanities
3
*HUM 2020 Topics in the Humanities
3
*THE 2000 Theater in the Humanities
Category B:
HUM 2210 Humanities: Prehistory through Medieval
3
HUM 2230 Humanities: 15th to 20th Century
3
HUM 2250 Humanities: 20th & 21st Century Cultural Perspectives
3
HUM 2410 Humanities of Asia
3
HUM 2450 Humanities in the Americas
3
DAN 2100 Dance in the Humanities
3
AML 2010 American Literature: Colonial Times to 1900
3
AML 2020 American Literature: 1900 to the Present
3
ARH 2050 Art History from Prehistory to 15th Century
3
ARH 2051 Art History from the 15th to 21st Century
3
ENG 2100 Film Studies
3
ENG 2012 English Literature to 1750
3
ENL 2022 English Literature Since 1750
3
LIT 2100 Great Ideas in World Literature
3
PHI 2603 Applied Ethics
3
PHI 2600 Moral and Political Philosophy
3
REL 2000 Religious Studies
3
REL 2300 World Religions
3
NOTE: HUM 2472 will be removed from the Gen Ed to elective status.
Mathematics: Students must complete 6 credit hours in Mathematics. At least 3 credit hours must come from the State Core
(denoted with *).
NOTE: Any student who successfully completes a Mathematics course for which one of the general education course core
options in mathematics (marked with an *) is an immediate prerequisite, shall be considered to have completed the Mathemati
cs
core.
Table continues on next page.
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2020-2021 STUDENT PROGRESSION PLAN GRADES 9-12
Table continued from previous page.
Hours
*MAC 1105 College Algebra
3
MAC 1114 College Trigonometry
3
MAC 1140 Pre-calculus Algebra
4
MAC 1147 Pre-calculus Algebra & Trigonometry
5
MAC 2233 Calculus for Business & Social Sciences
3
*MAC 2311 Calculus with Analytic Geometry I
4
MAC 2312 Calculus with Analytic Geometry II
4
MAC 2313 Calculus with Analytic Geometry III
4
MAP 2302 Differential Equations
3
*MGF 1106 Topics in College Mathematics
3
*MGF 1107 Explorations in Mathematics
3
*STA 2023 Elementary Statistics
3
Natural Sciences: Students must complete 6-8 credit hours in Natural Sciences from one of the following options. At least one
course must come from the State Core (denoted with *).
NOTE: Any student who successfully completes a Natural Sciences course for which one of the general education core course
options in Natural Sciences (marked with an *) is an immediate prerequisite shall be considered to have completed the Natural
Sciences core.
Option A: Choose one 3 or 4 credit course from the Biological Sciences and one 3 or 4 credit course from the Physical Sciences,
and complete at least one credit of laboratory in either Biological or Physical Science. The laboratory credit can be either part of a
3 or 4 credit course designated with a “C,” or a stand-alone, one-credit course designated with an “L” following the course
number. At least one course must come from the State Core (denoted with *).
Biological Sciences:
BOT 1010C Botany
4
*BSC 1005 Life in its Biological Environment
3
BSC 1005L Biology Laboratory 1
1
*BSC 2010C Principles of Biology I
4
BSC 2011C Principles of Biology II
4
BSC 2020C Human Biology
4
BSC 2050 Biology of Environmental Systems
3
*BSC 2085C Human Anatomy & Physiology I
4
BSC 2086C Human Anatomy & Physiology II
4
ISC 1075 Principles of Science & investigation
(May fulfill requirement for Biological Sciences or Physical Sciences but not both.)
3
MCB 2010C Microbiology
4
OCB 2000C Fundamentals of Marine Biology
4
Z00 1010C General Zoology
4
Physical Sciences:
*AST 1002 Introduction to Astronomy
3
AST 1002L Astronomy Laboratory
1
*CHM 1020 Chemistry for Liberal Arts
3
CHM 1025C Introduction to General Chemistry
4
CHM 1032C Principles of General Chemistry
4
*CHM 2045C General Chemistry and Quantitative Analysis I
4
CHM 2046C General Chemistry and Quantitative Analysis II
4
*ESC 1000 Earth and Space Science
3
ESC 1000L Earth and Space Science Laboratory
1
*EVR 1001 Introduction to Environmental Science
3
GLY 1010C Physical Geology & Laboratory
4
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Dual enrollment courses offered at the high school site may not be combined with any non-college credit
high school course.
Dual Enrollment: Course Equivalency
In general, 3 college credit hours are equivalent to .5 high school credit, with 6 college credit hours equating to
1 full high school credit. There are exceptions, however:
Florida Department of Education’s articulation committee maintains a list of dual enrollment courses identified
to meet high school graduation requirements. This list contains certain semester-length postsecondary courses
deemed of sufficient rigor to earn a full high school credit. The current list can be found on the Florida
Department of education website at https://www.fldoe.org/articulation/pdf/DEList.pdf.
High school credits shall be awarded per the status of the list at the time of student enrollment.
One credit hour college music courses are equivalent to .5 high school credit. College certificate program
workforce credit courses are equivalent to a .5 high school career education credit.
The guide for courses to be offered through the Dual Enrollment program is the Dual Enrollment Course- High
School Subject Area Equivalency List approved by the State Articulation Coordinating Committee which can
be found on the State Articulation website at https://www.fldoe.org/articulation/pdf/DEList.pdf.
Dual Enrollment Assessment Requirement
Students are required to meet the established course
prerequisite, co-requisite, and academic skill
requirements as identified in the course descriptions in the
current college catalog.
Students must establish that their academic skills are at the requisite level for the type of college
coursework in which they desire to enroll. Students enrolling in college credit courses must take the
Postsecondary Education Readiness Test (PERT), the ACT examination or the SAT examination.
Students
must have scores in all 3 testing areas of Reading, Writing and Mathematics.
Students must earn a score that places them in college credit classes. Students enrolling in mathematics
courses
must earn a score that places them into college level mathematics (MAT 1033 Intermediate Algebra or higher).
MAT 1033 is the highest-level course into which a student may place with FCAT scores.
Students who wish to take
MAC 1105, College Algebra or other equivalent or high-level math courses must
submit qualifying PERT, ACT, or
SAT scores or request to take the Advanced Mathematics test at one of
the College’s Assessment and
Certification Centers.
Dual Enrollment: Placement Criteria
Dual Enrollment – Performance at this level is evidenced by:
3.0 unweighted GPA for Academic Dual Enrollment Program
2.0 unweighted GPA for Non-Credit Certificate Career Programs
3.5 unweighted GPA for Early Admission
3.0 unweighted GPA for Collegiate Career High School Program
3.0 unweighted GPA for Early College Program and
CPT – Reading 83, Writing 83 Math 72, (Elementary Algebra) or Math 85 (College Algebra –MAC 1105)
PERT – Reading 106, Writing 103, Mathematics 114 (Intermediate Algebra –MAT 1033) or,
Math 123 (College Algebra- MAC1105)
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Beginning March 1, 2016 and forward Dual Enrollment Placement Criteria:
SAT English Placement: Verbal 24+, Writing 25+ (ENC1101), SAT Reading Placement: Verbal 24+, Writing
25+ (Exempt), SAT Mathematics Placement: 24-27.5 (MAT1033, MGF1106, MGF1107), Mathematics: 29
(MAC1105).
ACT – English: 17+ (ENC1101), Reading: 19+ (Exempt), Mathematics: 19-22 (MAT1033, MGF1106,
MGF1107, STA2023), Mathematics 23+ (MAC1105)
For SLS 1103 only, students may qualify with a score that exempts them from remedial level reading only.
FSCJ will permit potential Dual Enrollment, Early Admission, Early College High School and Collegiate
Career High School students to attempt one trial of the full PERT test at one of the College Assessment
Centers at no charge to the student. Should the student fail to post qualifying scores on the first attempt, he
or she
will be permitted to retest at his or her own expense in accordance with Assessment Center policies.
ESOL students may qualify with the CPT-L but may only test once per academic year because of the essay
component and scoring complexities.
State law requires that dual enrollment students only enroll in 12 credit hours before earning assessment
scores which place them into college level courses in all three areas of reading, writing, and mathematics.
This
requirement pertains to all established assessment placement instruments: PERT, ACT, SAT. A special
exception
to the 12-credit hour rule may be available to students who have met placement requirements in
reading and
writing and are concurrently enrolled in an academic course in mathematics on the high school
campus.
Students enrolling in non-credit career/technical courses must take the Test of Adult Basic Education
(TABE) within the first six weeks of the first term of enrollment.
Dual Enrollment: Eligibility Requirements for Academic Dual Enrollment Programs
Dual Enrollment programs are designed for secondary students who demonstrate the ability to conduct
themselves as mature, responsible students in a collegiate environment and who understand the
consequences
of establishing a permanent college transcript. Students taking individual Academic Dual
Enrollment courses
who are not part of an Early College or Collegiate Career High School program must
establish a qualifying
cumulative unweighted GPA of 3.0 calculated based upon at least 4 full high school
credits.
Students who enroll in Academic Dual Enrollment courses must demonstrate readiness for college-level work
with
scores on a common placement test adopted by the State Board of Education under s. 1007.27(5) F.S.
such as the
ACT, SAT, Accuplacer Next Generation or Postsecondary Education Readiness Test (PERT) that exempts them from
remedial
work in reading and writing. If the PERT is used for this purpose, students must present for review
scores in
all three areas of reading, writing, and mathematics. This includes students wishing to take dual
enrollment
courses in mathematics or science must also present test scores that exempt them from remedial
work in
mathematics. Students who wish to take MAC1105 (College
Algebra) or higher level mathematics
courses must submit a qualifying PERT, ACT, Accuplacer Next Generation or SAT scores ore request to take the
Advanced Mathematics test at one of the College’s Assessment and Certification Centers
Exception: Placement for SLS 1103 only may be achieved if the student has a 2.5 cumulative unweighted GPA
calculated based upon at least 4 full high school credits if they have placed
into college level reading on any of the
established college placement tests. If the PERT reading test is used for this purpose, students do not also need to
post PERT writing or math scores.
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Placement for SLS1103, IDS1107, or an acceptable SLS alternative course only may be achieved through one
of the following:
•
Students who have posted College ready scores on the SAT, ACT, or PERT in all three areas of
reading, writing, and mathematics, have an unweighted high school GPA of 3.0 – 3.29 based upon at
least 4 full high school credits, and have successfully completed with a grade of “C” or higher a high
school level AVID course.
•
Students who have posted College-ready scores on SAT, ACT, or PERT in all three areas reading,
writing, and mathematics, and have an unweighted high school GPA of 3.3 or higher based upon at
least 4 full high school credits.
•
Students who have no posted college-ready reading scores may qualify with a 3.0 unweighted
cumulative high school GPA calculated based upon at least 4 full high school credits.
Students must meet all prerequisite requirements for any Academic Dual Enrollment courses prior to
registration.
Schools may schedule high school Level 3 world language classes as dual enrollment for qualified secondary
students (including minimum GPA requirements based upon at least 4 full high school credits and college
ready
test scores) who have previously completed the competencies of the Level I and II classes in the same
language,
with a grade of “C” or better. The courses in which these students enroll must consist of only dual
enrollment
students.
State law requires that dual enrollment students may only enroll in 12-credit hours before achieving assessment
scores that place them into college level courses in all three areas of reading, writing, and mathematics. This
requirement pertains to all established assessment placement instruments: PERT, ACT, SAT and any
subsequent functional equivalents. A special exception to the 12-credit hour rule may be available to students
who
have met placement requirements in reading and writing and are enrolled in an academic course in
mathematics at their high school. Exceptions must be approved by the NCSB and the FSCJ Dual Enrollment
Office prior to August 1 for fall semester registration and December 1 for Spring semester registration.
Maximum course enrollments will be as follows:
General Education Requirement: Students must complete the State-mandated 15 credit hours of “Core”
General Education courses prior to earning 24 total hours of college credit.
College campus locations and college online courses:
Students enrolled in dual enrollment courses who are not part of an Early Admission, Early College, or
Collegiate Career High School program are limited to no more than two dual enrollment courses offered on the
College campus or through the College’s Distance Learning per 15 week semester, unless special permission is
granted by NCSD.
Combination of college, online, and NCSD school site enrollments:
•
Fall and Spring terms: Traditional Dual Enrollment students (those who are not participating in an
Early College, Early Admission, or Collegiate Career High School program) may enroll in no more
than 11 credit hours per 15 week semester. This maximum includes all courses taken as dual
enrollment, including the college site, online, or at a NCSD school location.
•
Summer Term: Dual Enrollment is not offered during the Summer term.
Students must maintain a minimum 2.0 grade point average on their FSCJ transcript of college courses as well
as a 3.0 unweighted high school cumulative GPA.
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IMPORTANT NOTE: Students who have dropped below the required 2.0 minimum GPA on the college
transcript or have an unweighted high school GPA of less than 3.0 will not be permitted to continue dual
enrollment in the subsequent semester. Reinstatement of the dual enrollment program can be achieved
through the following mechanism:
After the completion of two consecutive semesters (including fall or spring), a student may again apply to
take a dual enrollment course if meeting all other eligibility requirements.
Students must progress successfully to continue participation in any dual enrollment program. Successful
progress means that a grade of A, B, or C is earned. Any student who posts a grade of W, D, FN, or F will
lose eligibility to continue in any dual enrollment program.
Students and their parent or guardian must sign a contract delineating an understanding of both academic and
behavioral expectations of the Dual Enrollment Program and adhere to the College Expectations for Student
Conduct and the NCSD Student Code of Conduct (the “Code). Students who disrupt the educational process
or in other way violate the Expectations for Student Conduct and the NCSD code (including issues of
Academic Dishonesty) shall be referred to the appropriate College Administrator for discipline in accordance
with the Code and the College’s policies and procedures. Discipline may include, but is not limited to,
ineligibility for further dual enrollment participation as determined by a disciplinary committee including
NCSD and FSCJ personnel.
Senior level students may not register under dual enrollment for courses on the College campus that conclude
after their high school graduation. Students must meet assessment requirements as described in this section of
the SPP.
Schools/students must submit each semester a dual enrollment application and documentation containing:
•
Counselor statement verifying status as a college ready secondary student.
•
High school transcript verifying a minimum cumulative grade point average for the program of
their choice:
•
For Academic Dual Enrollment, the student must maintain a minimum unweighted high school
GPA of 3.0 based upon at least 4 full high school credits and must maintain a 3.0 unweighted high
school cumulative GPA as well as a minimum 2.0 grade point average on their FSCJ transcript.
•
For Early Admission Dual Enrollment, the student must maintain a minimum unweighted high school
GPA of 3.5.and the student must maintain a 3.0 unweighted high school cumulative GPA for
continuing eligibility as well as a minimum 2.0 grade point average on their FSCJ transcript.
•
For Early College Dual Enrollment, the minimum unweighted high school GPA is 3.0 and the
student must maintain a 3.0 unweighted high school cumulative GPA as well as a minimum 2.0
grade point average on their FSCJ transcript.
•
Collegiate Career High School: the student must demonstrate readiness with a 2.5 unweighted
high school grade point average on entry into the program at the freshman level and maintain a
minimum 2.0 grade point average on their FSCJ transcript as well as a 3.0 unweighted high school
cumulative GPA.
For Non-credit certificate career programs, the minimum unweighted high school GPA is 2.0.
Dual Enrollment: Early Admission
Early admission is a senior year program, allowing full time enrollment in fall and spring terms of a student’s
senior year. Students who wish to enroll in early admission must demonstrate readiness for college-level
work with a 3.5 unweighted high school grade point average at time of initial college enrollment and scores
on a common placement test adopted by the State Board of Education under s. 1007.271 such as the ACT,
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SAT, or Postsecondary Education Readiness Test (PERT) that exempts them from remedial work in reading,
writing, and mathematics.
Student eligibility must be approved by both the high school counselor and college campus dual enrollment
coordinator during the spring semester of their junior year for full-time dual enrollment registration during
their senior year. Students must be enrolled and maintain continuous enrollment in NCSD by November 1 of
the junior year. The deadline to apply for Early Admission status is May 1 of the student’s junior year.
Students must enroll in at least 12 credit hours of college credit courses that meet high school graduation
requirements per term of the fall and spring terms of senior year. Students must be advised in writing by
NCSB that failure in, or withdrawal from dual enrollment courses may jeopardize their high school graduation
and their acceptance to a selective admission postsecondary institution.
Student may enroll in no more than 15 semester hours per 15 16-week semester. This maximum includes
all
courses taken as dual enrollment, including the college site, online, or at a NCSD site. NOTE: If a science
course requires a concurrent one credit hour lab course, resulting in a term maximum of 16 hours, this
exception will be permitted.
General Education Requirement: Students must complete the State mandated 15 credit hours of “Core”
General Education courses prior to earning 24 total hours of college credit.
Students must progress successfully to continue participation in any dual enrollment program. Successful
progress means that a grade of A, B, or C is earned. Any student who posts a grade of W, D, FN, or F will
lose eligibility to continue in any dual enrollment program.
Dual enrollment students may not perform any online change of registration status – dropping and adding
classes, withdrawal from courses. As stated in the Student/Parent Dual Enrollment Contract, performance of
such activities will result in the student not being permitted to take dual enrollment classes in subsequent
terms.
Exceptions to eligibility requirements will be considered on a case by case basis using a standard waiver
process and will require approval from both NCSD and FSCJ. Exceptions will include both academics and
behavioral considerations. All requests for exceptions must be submitted at least 2 weeks prior to the
beginning of the term and a determination will be made prior to the first day of class.
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Dual Enrollment: Early College
Early College is a program in which eligible dual enrollment students will take college credit classes which
will fulfill both high school graduation requirements and the requirements for an Associate of Arts degree.
Students in this program may take classes on the high school site, online, at the Lewis “Red” Bean Technical
Center, or at any of the College’s Campuses or Centers. They may earn up to 60 credit hours toward the
Associate of Arts degree while in high school. The degree will be officially conferred once the College
receives from NCSD a high school transcript showing graduation.
Students who wish to enroll in Early College dual enrollment courses must demonstrate readiness for college-
level work with a 3.0 unweighted high school grade point average. No exception is provided for SLS 1103 for
Early College students. Applications are due each semester by June 1 for fall and December 1 for spring for
all courses taken on the college campus.
Students must successfully complete the SLS 1103 course during their 9th grade spring term of Early College
enrollment for continued eligibility in the program. Students who enter Early College in 10th grade must take
SLS 1103 as their sole dual enrollment course in the fall semester of grade 10 prior to continuation in the
program.
Student must achieve college-level placement scores in reading, writing, for continuing eligibility. All
required test scores must be achieved by May 1 of grade 10.
Students must achieve college-level placement scores in reading, writing, and mathematics by the time 12
credit hours have been earned for continuing eligibility.
Students whose cumulative unweighted high school grade point average falls below the required 3.0 between
spring semester of Grade 10 and the start of Early College classes on the College campus in the fall semester
will not be permitted to participate in the program.
Students must earn at least 9 college credit hours by the end of grade 10 to continue in Early College.
Students not meeting the minimum credit hours will be advised of other dual enrollment options. General
Education Requirement: Students must complete the State-mandated 15 credit hours of “Core” General
Education courses prior to earning 24 total hours of college credit.
Students must maintain a minimum 2.0 grade point average on their FSCJ transcript of college courses as well
as a 3.0 unweighted high school cumulative GPA.
Students must progress successfully to continue participation in any dual enrollment program. Successful
progress means that a grade of A, B or C is earned. Any student who posts a grade of W, D, FN, or F will
lose eligibility to continue taking dual enrollment classes.
IMPORTANT NOTE: Students who have dropped below the required 2.0 minimum GPA on the college
transcript or have an unweighted high school GPA of less than 3.0 will not be permitted to continue dual
enrollment in the subsequent semester. Reinstatement of the dual enrollment program can be achieved
through the following mechanism:
•
After completion of two consecutive semesters (including fall or spring), a student may again
apply to take a dual enrollment course if meeting all other eligibility requirements
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•
Students must progress successfully to continue participation in any dual enrollment program.
Successful progress means that a grade of A, B, or C is earned. Any student who posts a grade of
W, D, FN, or F will lose eligibility to continue taking dual enrollment classes.
Maximum Course Enrollments: Students enrolled in dual enrollment courses who are not part of an Early
College, Early Admission, or Collegiate Career High School program are limited to no more than two dual
enrollment courses offered on the College campus or through the College’s Distance learning per semester,
unless special permission is approved by NCSD.
Fall and Spring terms: Students may enroll in no more than 15 semester hours per15 16-week semester.
This
maximum includes all courses taken as dual enrollment, including the college site, online, or at a high
school
location. Note: if a science course requires a concurrent one credit hour lab course, resulting in a
term
maximum of 16 hours, this exception will be permitted.
Summer Term: Dual Enrollment is not offered during the Summer term.
Total college credits earned; to reduce excess credit hours, students may take up to the 60 hours needed to
complete an Associate of Arts degree in the Early College program. Advisement will prioritize meeting all
areas of General Education in the first 45 hours of the program. The remaining elective hours should be
selected toward prerequisite courses for the student’s desired transfer major. Once the General Education
Requirements and elective credits to make up the 60 hours for the Associate of Arts degree are met, the student
will be considered to have completed the Early College program and is no longer eligible for further dual
enrollment through FSCJ. This means the student completes A.A. requirements earlier than the originally
planned high school graduation date.
Where applicable, the Early College program may vary from the standard course progression in 10th grade of
high school, by enrolling students in three year-long dual enrollment courses conducted at the high school.
Students and their parent or guardian must sign a contract delineating an understanding of both academic and
behavioral expectations of the Dual Enrollment Program and adhere to the College Expectations for Student
Conduct and the NCSD Student Code of Conduct (the “Code). Students who disrupt the educational process
or in other way violate the Expectations for Student Conduct and the NCSD code (including issues of
Academic Dishonesty) shall be referred to the appropriate College Administrator for discipline in accordance
with the Code and the College’s policies and procedures. Discipline may include, but is not limited to,
ineligibility for further dual enrollment participation as determined by a disciplinary committee including
NCSD and FSCJ personnel.
Senior level students may not register under dual enrollment for courses on the College campus that conclude
after their high school graduation.
Dual Enrollment: Collegiate Career High School
Collegiate High School/Dual Enrollment Option 1007.273(11) F.S.
Collegiate High School is an option for public high school seniors to earn CAPE industry certifications
(Section 1008.44) and to successfully complete 30 credit hours through the dual enrollment program. Section
1007.271, Florida Statutes, established that “the Dual Enrollment program is the enrollment of an eligible
secondary student in a postsecondary course creditable toward high school completion and a career certificate
or an associate or baccalaureate degree.”
Collegiate Career High school programs are programs in which eligible high school students may earn CAPE
industry certifications and up to 30 hours or more of dual enrollment college credit during their high school
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years. Collegiate High School programs focus on career pathways and credentials.
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Students who wish to enroll in the Collegiate Career High School dual enrollment program must demonstrate
readiness with a 3.0 unweighted high school grade point average on entry into the program at the freshman
level. The deadline to apply is June 1 for fall and December 1 for spring for all college campus dual
enrollment.
Students must successfully complete the SLS1103 course during their freshman year (as defined by a grade
of A, B, or C and achieve a final unweighted high school GPA of 3.0 by the end of the freshman year for
continued eligibility in the program.
Students must be assessed with a common placement test adopted by the State Board of Education under S.
1007.271 F.S. such as the ACT, SAT, or Postsecondary Education Readiness Test (PERT) during their
freshman year and achieve college-level placement scores in reading and writing for continuing eligibility.
All required test scores must be achieved by May 1 of grade 10 (sophomore year).
Students must achieve college-level placement scores in reading, writing, and mathematics by the time 12
credit hours have been earned for continuing eligibility.
Students must earn at least 9 college credit hours by the end of grade 10 to continue in the Collegiate Career
High School program. Students not meeting the minimum credit hours will be advised of other dual
enrollment options.
Students must maintain 2.0 grade point average on their FSCJ transcript of college courses as well as a 3.0
unweighted high school cumulative GPA.
IMPORTANT NOTE: Students who have dropped below the required 2.0 minimum GPA on the college
transcript or have an unweighted high school GPA of less than 3.0 will not be permitted to continue dual
enrollment in the subsequent semester. Reinstatement in the dual enrollment program (but not as a Collegiate
Career High School Student) can be achieved through the following mechanism:
After completion of two consecutive semesters (including fall or spring), a student may again apply to take a
dual enrollment course if meeting all other eligibility requirements.
Students must progress successfully to continue participation in any dual enrollment program. Successful
progress means that a grade of A, B, or C is earned. Any student who posts a grade of W, D, FN or F will lose
eligibility to continue taking dual enrollment classes.
Maximum course enrollments will be as follows:
College campus locations and college online courses: Students enrolled in dual enrollment courses who are
not part of an Early College, Early Admission, or Collegiate Career High School program are limited to no
more than two dual enrollment courses offered on the College campus or through the College’s Distance
Learning per semester, unless special permission is approved by NCSB.
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•
Fall and Spring terms: Students may enroll in no more than 15 semester hours per 15 week semester.
This maximum includes all courses taken as dual enrollment, including the college site, online, or at
a high school location. Note: if a science course requires a concurrent one credit hour lab course,
resulting in a term maximum of 16 hours, this exception will be permitted.
•
Summer Term: Dual Enrollment is not offered during the summer term.
Total college credits earned: The Collegiate High School program is designed to assist high school students
in obtaining industry certifications and career coursework which can lead to credentials which may include
the Associate of Science degree. Advisement and course selection will focus on classes leading to these
industry certifications and those meeting General Education requirements for the Associate of Science degree.
Students and their parent or guardian must sign a contract delineating an understanding of both academic and
behavioral expectations of the Dual Enrollment Program and adhere to the College Expectations for Student
Conduct and the NCSD Student Code of Conduct (the “Code). Students who disrupt the educational process
or in other way violate the Expectations for Student Conduct and the NCSD code (including issues of
Academic Dishonesty) shall be referred to the appropriate Dean of Student Success in accordance with the
Code and the College’s policies and procedures. Discipline may include, but is not limited to, ineligibility for
further dual enrollment participation as determined by a disciplinary committee including NCSD and FSCJ
personnel.
Senior level students may not register under dual enrollment for courses on the College campus that conclude
after their high school graduation.
Students must progress successfully to continue participation in any dual enrollment program. Successful
progress means that a grade of A, B, or C is earned. Any student who posts a grade of W, D, FN, or F will
lose eligibility to continue in any dual enrollment program.
Dual Enrollment: Informing Students of Dual Enrollment
Each district school board shall inform all secondary school students and their parents of dual enrollment as
an educational option and mechanism for acceleration. Students and their parents shall be informed of student
eligibility requirements, the option for taking dual enrollment courses beyond the regular school year, and the
minimum academic credits required for graduation. District school boards must annually assess the demand
for dual enrollment and provide that information to each partnering postsecondary institution. Alternative
grade calculation, weighting systems, and or information regarding student education options that
discriminates against dual enrollment courses, are prohibited. FloridaStatute:1007.271(8)
Dual Enrollment: Fee Exemption for Dual Enrollment
Students who meet the eligibility requirements of s. 1007.271, F.S. and who choose to participate in dual
enrollment programs are exempt from the payment of registration, tuition, and laboratory fees. Florida Statute:
1007.271(2)
Dual Enrollment and the Three Year 18-Credit ACCEL Graduation Program Students
Students enrolled in three-year 18-credit ACCEL graduation program may be eligible for dual enrollment
credit. However, all dual enrollment courses must be taken prior to the completion of the 18 required credits.
Graduation: Diplomas and Certificates, Requirements, Options & Guidelines
Graduation Programs for Students in General Education Programs: 1003.4282 F.S.
Beginning in 2011-2012, HB 1255 requires that each school provide students in grades six through twelve and
their parents with information concerning the three-year and four-year high school graduation options. The
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selection of one of the graduation options that follow may be completed by the student and
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parent/guardian at any time and is exclusively up to the student and parent/guardian.
Students must successfully complete one of the following diploma options:
•
24-credit standard diploma
•
Scholar Designation
•
Merit Designation
•
18-credit Academically Challenging Curriculum to Enhance
Learning (ACCEL)
•
Career and Technical Education (CTE) Pathway
All of the graduation paths include opportunities to take rigorous academic courses to prepare students for
their future academic and career choices. All students, regardless of the graduation program, must still earn
a 2.0 grade point average on a 4.0 scale and achieve passing scores (or concordant scores) on the Grade 10
FSA in reading and the Algebra 1 End-of-Course (EOC) assessment in order to graduate with a standard
diploma (1003.43(5)(a)(d)F.S.,1003.4282F.S.)
Diploma Options
Standard Diploma
24-credit program:
This program takes the traditional four years to complete high school.
The general requirements for a standard high school diploma require successful completion of a minimum of
24 academic credits in grades 9 through 12. Foreign language Credit is not required for this program, although
it is recommended for Florida college preparation and is required for admission to Florida’s state universities.
This program is designed for a variety of students with differing academic abilities. The standard diploma
prepares and may qualify the student for a variety of post high school opportunities, including a military
career, entry-level or apprentice jobs, admission to a vocational or technical school, admission to a community
college, or admission to a four-year college or university.
Students who complete a minimum of 24 credits, achieve a cumulative grade point average (GPA) of a 2.0
on a 4.0 scale, and earn a passing score on the statewide assessments required for high school graduation have
an option to graduate in fewer than eight semesters (four years) as specified in s.1003.4281F.S.
A student who completes all of their graduation requirements in less than 8 semesters or the equivalent and
does not return as a student the following semester, will have a graduation date of his/her transcript and
cumulative record that will reflect the date on which he/she finished all the graduation requirements.
If eligible for a Florida Bright Futures Scholarship Program award under Florida Statues 1009.53- 1009.538,
a student who graduates from high school midyear may receive an initial award in the spring term following
the student’s graduation.
A standard high school diploma can be awarded to honorably discharged veterans who were inducted into the
U.S.
Armed Forces during the Vietnam Era before completing the necessary high school graduation
requirements, providing they have met specific criteria. (Corporal Larry E. Smedley, Viet Nam Veterans High
School Diploma Act.)
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Standard High School Diploma Designations
Students may earn one or more designations on their standard high school diploma: the scholar designation
and the merit designation. Students are encouraged, but are not required, to work toward a designation. The
requirements for both designations are in addition to the 24-credit program requirements.
Scholar Diploma Designation
In addition to meeting the 24-credit standard H.S. diploma requirement, a student must meet all the following
requirements:
• Earn 1 credit in Algebra 2 or an equally rigorous course;
• Pass the Geometry EOC;
• Earn 1 credit in Statistics or an equally rigorous mathematics
course;
• Pass the Biology 1 EOC1;
• Earn 1 credit in Chemistry or Physics; Earn 1 credit in
a course equally rigorous to Chemistry or
Physics;
• Pass the U.S. History EOC;
• Earn 2 credits in the same World Language;
• Earn at least
1 credit in AP, IB, AICE or a dual enrollment course
Note 1: A student is exempt from the Biology 1 or U.S. History EOC assessment if the student is enrolled in
an AP, IB or AICE Biology 1 or U.S. History course takes the respective AP, IB, or AICE
assessment; and earns the minimum score to earn college credit.
Note 2: Accelerated Chemistry Courses (AP, IB, AICE, and dual enrollment) also satisfy the
Chemistry requirement. For a complete listing, view the Subject Area: Chemistry in the Comprehensive
Course Table.
2003340
Chemistry 1
2003350
Chemistry 1 Honors
2003372
Pre-AICE Chemistry Physics International General Certificate of Secondary
Education (IGCSE) Level
2003800
Florida’s Pre-international Baccalaureate Chemistry I
2003830
IB Middle Years Program Chemistry
2003360
Chemistry 2 Honors
Note 3: Accelerated Physics Courses (AP, IB, AICE, and dual enrollment) also satisfy the Physics
requirement. For a complete listing, view the Subject Area: Physics in the Comprehensive Course Table.
2003380
Physics 1
2003390
Physics 1 Honors
2003432
Pre-AICE Physics International General Certificate of Secondary Education (IGCSE) Level
2003410
Physics 2 Honors
Note 4: For a course equally rigorous to chemistry or physics, the credit must be attained by successfully
completing a science course with an “EQ” (equally rigorous) subject code.
Note 5: Any level 3 or college credit-bearing mathematics course is considered equally rigorous to Statistics for
the scholar diploma designation.
Merit Diploma Designation
In addition to meeting the standard high school diploma requirements:
Attain one or more industry certifications from the list established (per s. 1003.492, F.S.)
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Florida Seal of Biliteracy
The Florida Seal of Biliteracy Program is established to recognize a high school graduate who has attained a
high level of competency in listening, speaking, and writing in one or more foreign languages in addition to
English. Beginning with the 2016-2017 school year, the Gold SEAL of Biliteracy or Silver Seal of Biliteracy
must be awarded to a high school student who has earned a standard diploma and has met the following
requirements:
•
Has earned four foreign language course credits in the same foreign language with a
cumulative 3.0 grade GPA on a 4.0 scale
•
Has achieved a qualifying score on a foreign language assessment; or
•
Has satisfied alternative requirements as determined by the State Board of Education pursuant
to subsection (8).
A student may be awarded course credits that are not enrolled in a foreign language course or who did not
complete the course but have demonstrated proficiency based on performance on an approved assessment.
A district school board may require specific courses and programs of study within the minimum credit
requirements for high school graduation. Each district school board shall establish standards for graduation
from its schools, and these standards must include the following:
•
Earning passing scores on the state defined graduation assessments, 1008.22(3), F.S., or, if legislated,
scores on a standardized test that are concordant with passing scores on the state assessments as
defined in 1008.22(7)-(8), F.S. (Once the student has met the assessment graduation requirement for
a standard high school diploma with a concordant/comparative score, Florida’s School Code does not
require the student to continue taking the required state assessments for the purpose of high school
graduation, however, not achieving at least level 3 on a required state assessment may require
additional remedial coursework.
•
Completion of all other applicable requirements prescribed by the district school board pursuant to
1003.4282, F.S.
•
Achievement of a cumulative, unweighted grade point average of 2.0.
ACCEL Standard Diploma Options – 18 credits
Each high school must provide ACCEL options. ACCEL options are educational options that provide
academically challenging curriculum or accelerated instruction to eligible students, such as:
•
Whole-grade and mid-year promotion
•
Enrichment programs
•
Subject matter acceleration
•
Virtual instruction in higher grade-level subjects
•
Credit Acceleration Program (CAP), as specified in s. 1003.4295, F.S.
•
Enriched science, technology, engineering and mathematics (STEM) coursework
Students who complete a minimum of 18 credits, achieve a cumulative GPA of a 2.0 on a 4.0 scale and earn a
passing score on the statewide assessments required for high school graduation, have an option to earn a standard
high school diploma.
This option requires that a student complete the standard course requirements for the 24-credit program without
the required physical education course, online course requirement and only three elective courses.
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Subject
Credits
English/Language
4
Mathematics
4
Science
3
Social Studies
3
Fine and Performing
Arts, Speech and
1
Electives
3
Note: This option requires that a student complete the standard course requirements for the 24-
credit program based on grade 9 cohort without the required physical education course and only
three elective courses. The online course is not required.
Note: A student may use the CAP option towards the 18-credit ACCEL Diploma option.
Students selecting the 18-credit program shall be treated equally with students graduating via the minimum
24credit general high school graduation program in all ways, including eligibility for valedictorian,
salutatorian, Talented 20, and Bright Futures. Students enrolled in the 18-credit graduation program shall
not be excluded from activities traditionally provided for graduating students during their anticipated
graduation year.
Schools shall not establish requirements for the 18-credit high school graduation program in excess of the
requirements in statute 1003.4282F.S.
A student choosing the 18-credit graduation program must attend high school as a full-time student for three
full school years, which may include virtual school.
Students who choose the 18-credit graduation program may still qualify for acceleration programs (e.g.,
Advanced Placement, dual enrollment, and for a Florida Bright Futures Scholarship if they meet the
eligibility and/or admissions requirements for those programs and scholarships. They can participate in the
National Merit Scholarship Program if they take the PSAT/NMSQT in either the next-to-last year or the last
year they are enrolled in high school. Those who take the PSAT/NMSQT in their last year of high school
will be entering competition for awards to be offered as they are completing their first year of college.
Students who plan to apply to an out-of-state or private in-state college or university and who are interested
in the 18-credit graduation program should contact those institutions as early as possible for specific
admissions requirements.
Selection of an accelerated high school graduation program may be completed by a student at any time and
is entirely up to the student and parent/guardian. Students who fail to select the 18-credit graduation program
shall be considered to have selected the 24-credit graduation program. 1003.429 (2)(4)(9) F.S. Prior to
selecting the 18-credit graduation program, designated school personnel shall meet with each student and
the student’s parent/guardian to provide an explanation of the relative requirements, advantages, and
disadvantages of this graduation option.
There is no provision for a Certificate of Completion under the 18-credit graduation option.
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24 Credit Standard Diploma
Subject
Credits
English/Language Arts
4
• ELA 1, 2, 3, 4
• ELA honors, AP, AICE, IB and dual enrollment courses may
satisfy this
requirement.
Mathematics
4
• One of which must be Algebra 1 and one of which
o must be Geometry.
o Industry certifications that lead to college credit
may substitute for
up to two mathematics credits
(except for Algebra 1 and Geometry).
o An identified computer science course may substitute for up to one
mathematics credit (except for
Algebra 1 and Geometry).
Science
3
• One of which must be Biology 1, two of which must
o be equally rigorous science courses.
• Two of the three required course credits must have
a laboratory component.
• An Industry Certification that leads to college credit
may
substitute for up to
one science credit (except for
Biology 1).
• An identified computer science course may
o substitute for
up to one science credit (except for Biology 1)
Social Studies
3
•
1 credit in World History
•
1 credit in U.S. History
•
0.5 credit in U.S. Government
•
0.5 credit in Economics
Fine and Performing Arts,
Speech and
1
Eligible courses are in the Florida Course Code
Directory (see Note 1)
Physical Education
1
Must include the integration of health
Electives & Career
8
Online Course
1
See Note 2
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Note 1: The Florida Course Code Directory can be accessed at
http://www.fldoe.org/articulation/CCD/default.asp
Note 2: Online Course Graduation Requirement – s. 1003.4282(4), F.S.
Students may meet this requirement by completing an online high school course offered by the following:
•
Florida Virtual School;
•
A district high school (to include traditional district schools, district franchises and virtual charter schools);
•
A postsecondary school as an online dual enrollment course;
•
District virtual instruction programs; and
•
A district middle school (high school-level course).
Students may also satisfy the online course graduation requirement through the following:
•
Completion of a blended learning course; or
•
Completion of a course in which a student earns a nationally recognized industry certification in
information technology that is identified on the Career and Professional Education Act (CAPE) Industry
Certification Funding List (s. 1008.44, F.S.) or passage of the information technology certification
examination without enrollment in or completion of the corresponding courses. Currently, there are 45
industry certifications that will satisfy this requirement identified in the primary career cluster area on
information technology on the CAPE Industry Certification Funding List.
•
There are other eligible industry certifications students may earn in career and technical education
(CTE) information technology courses that appear on the CAPE Industry Certification Funding List
that do not have a primary career cluster information technology assignment.
Students are required to pass the online course to meet the online course graduation requirement -
Section 1003.4282, F.S. A half-credit online course may meet this requirement if it is within the 24
credits required for graduation. However, if it is a year-long course, then the student must earn the full
credit to meet the graduation requirement.
Career and Technical Education Graduation Pathway Option
Beginning with the 2019-2020 school year, a student may earn a standard high school diploma through the Career
and Technical Education (CTE) pathway option.
To earn a standard high school diploma through this pathway option, a student must:
• Successfully complete a minimum of 18 credits.
• Have a minimum, cumulative GPA of at least a 2.0 on a 4.0 scale.
• Meet the requirements of
o 4 English credits (including the statewide grade 10 Reading assessment or the grade 10 ELA
assessment, or earn a concordant score)
o 4 Math credits (including the statewide Algebra I EOC assessment, or earn a comparative score)
o 3 Science credits
o 3 Social studies credits
• Complete two credits in career and technical education. The courses must result in a program completion
and an industry certification.
Complete two credits in work-based learning programs. A student may substitute up to two credits of electives,
including one-half credit in financial literacy, for work-based learning program courses to fulfill this requirement
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Certificate of Completion
A student who earns the required 24 credits, or the required 18 credits under s.1002.3105(5), but fails to
•
pass the assessments required under s.1008.22(3) or
•
achieve a 2.0 GPA.
A student who is otherwise entitled to a certificate of completion may elect to remain in high school either
as a full-time or part-time student for up to one additional year and receive special instruction designed to
remedy the student’s identified deficiencies.
Diploma Date for Completion Students: If a student satisfies the state assessment requirement(s), the
diploma date for these students will be the date the state assessment (FCAT/ELA/EOC) is satisfied.
Florida Statute: 1003.4282(7)(c)
Graduation Options for Exceptional Education Students
See the Exceptional Student Education section of the SPP
Adult Education Student Standard Diploma Requirements – s. 1003.4282(6)(b), F.S. 79.
A student in an adult general education program (s. 1004.93, F.S.) will be awarded a standard
diploma if the student meets the requirements for the 24-credit option (s. 1003.4282, F.S.), or the
18-credit ACCEL option (s. 1002.3105(5), F.S.) with possible exceptions that include the
following:
•
One elective credit may be substituted for the one-credit requirement in fine or performing
arts, speech and debate, or practical arts.
• The district school board may waive the requirement that two of the science credits include
a laboratory component.
• The one credit in physical education may be substituted with an elective credit.
General Educational Development (GED) Diploma
Any student who is at least 18 years old and who has not earned a standard diploma may earn a State of
Florida Diploma by passing the Tests of General Educational Development (GED). The GED consists of
separate tests in English, social studies, science, literature and mathematics. Students must also write a 200-
word essay.
Any candidate for the General Educational Development (GED) Test shall be at least 18 years of age on the
date of the examination, except in extraordinary circumstances, as determined by the superintendent or
designee. Candidates who receive an age waiver, due to extraordinary circumstances, must be at least 16
years of age on the date of the examination. No person under the age of 16 may take the GED examination.
When a student enrolled in regular high school successfully passes the GED test, the following rules apply:
•
The regular high school program is terminated immediately
•
The student is no longer eligible to participate in any high school function or activity reserved for
students.
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Activities include, but are not limited to, the following:
•
graduation exercise,
•
prom, and
•
athletic events, etc.
Military Dependent Transfer Students - 1000.36 F.S.
The Interstate Compact on Educational Opportunity for Military Children specifies what local the education
agency (LEA) must do to facilitate the on-time graduation of children of military families in Article VII:
LEA officials shall waive specific courses required for graduation if similar coursework has been
satisfactorily completed in another local education agency or shall provide reasonable justification for denial.
If a waiver is not granted to a student who would qualify to graduate from the sending school, the local
education agency must provide an alternative means of acquiring required graduation coursework so that
graduation may occur on time. States shall accept exit or end-of-course exams required for graduation from the
sending state, national norm-
referenced tests, or alternative testing, in lieu of testing requirements for
graduation in the receiving state. If these alternatives cannot be accommodated by the receiving state for a
student transferring in his or
her senior year, the provisions of Article VII Section C apply.
If a military student transfers at the beginning of our during his or her senior year and is not eligible to
graduate from the receiving LEA after all the alternatives have been considered, the sending and receiving
LEAs must ensure the receipt of a diploma from the sending LEA, if the student meets the graduation
requirements from the sending LEA. If one of the states in question is not a member of this compact, the
member state shall use its best efforts to facilitate the on-time graduation of the student in Sections A and B
of Article VII.
Determination of Valedictorian and Salutatorian
The determination of a valedictorian and salutatorian must be made based upon the criteria listed in the
Student Progression Plan of the year of entry into the 9th grade.
The NCSB does not recognize a valedictorian or salutatorian from each graduating program. At the time
of their graduation, all students are considered in the determination of those honors.
The
Valedictorian and Salutatorian will be determined based on the following criteria.
The district does not recognize a valedictorian or salutatorian from each graduating program. At the time
of graduation, all students are considered in the determination of those honors.
The final grade average in all courses taken for high school graduation and final grades for FLVS and
Dual
Enrollment courses taken off campus must be applied to a student’s academic record prior to ranking
for
valedictorian and salutatorian.
Senior class rank for valedictorian and salutatorian shall be based on a 5.0 weighted GPA on all courses
taken for high school credit. Calculations of GPAs for valedictorian and salutatorian shall be made at the
conclusion of the last semester of the senior year.
A student who transfers to Nassau County during the last two years prior to graduation is not eligible to be
named sole Valedictorian or Salutatorian. However, that student is eligible to be Co-Valedictorian or Co-
Salutatorian.
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Salutatorian based on the following criteria:
If ranked first in the senior class based on the cumulative weighted GPA, the transfer student would be
named Co-Valedictorian along with the second ranked student. The third-ranked student would be named
Salutatorian.
If ranked second in the senior class, the transfer student would be named Co-Salutatorian along with the
third-ranked student.
Students graduating from a three-year 18 Credit Graduation Program are eligible for Valedictorian and
Salutatorian status.
A high school transfer student shall be given quality point weighting for any course acceptable for
transfer
if that course is deemed comparable to a course in the Nassau County School District that receives
a quality
point weighting. All courses that carry weight on the grade point average should be labeled on
the transfer
student record as honors, dual enrollment, advanced, advanced placement, accelerated,
or some other
description that denotes an honors level class. The principal or designee shall make the
determination as to
which transfer courses qualify for quality points
A student must complete their last four full semesters in Nassau County consecutively to be eligible to
be
named sole Valedictorian or Salutatorian. A new student who registers before school starts for his/her
junior
year is eligible for sole Valedictorian/Salutatorian. However, if a student transfers to Nassau
County during
his/her junior or senior year, he/she falls under the above criteria for Co-Valedictorian or
Co-Salutatorian.
Honor Graduate
A weighted grade point average of 3.5 is required to be considered an honor graduate. Honor students
cannot
have a D or F on a semester or year grade.
Graduation Ceremony
To participate in a school graduation ceremony, a student must have completed the requirements for one
of
the awards and be in good standing per the Superintendent’s Guidelines for Graduation-
Administrative
Rules 8.02.
Florida Bright Futures Scholarship Program
In 1997, the Florida Legislature created the Florida Bright Futures Scholarship Program and declared it to be the
first education program funded each year from the Florida Lottery. This scholarship program rewards students
for their academic achievements during high school by providing funding for them to pursue further educational
and career goals. The program is voted on by the State Legislature each year. As a result, changes often occur in
the program. Additional information is available on the Florida Department of Education web site at
http://www. floridastudentfinancialaid.org/ssfad/bf/ or toll-free: 1-888-827-2004.
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The Florida Bright Futures Program is funded by the state of Florida and provides scholarships based on high
school academic achievement. The program has different award levels, each with its own eligibility criteria and
award amounts. Awards are per credit hour.
Florida Academic Scholarship (FAS)
• Complete the 16 college-preparatory courses required for admission to a state university
o 4 – English (three must include substantial writing)
o 4 – Mathematics (at or above Algebra I level)
o 3 – Natural Science (two must have substantial laboratory)
o 3 – Social Science
o 2 – World Language (sequential, in same language)
• High School Weighted Bright Futures GPA of 3.5
• ACT Score of 29 or SAT score of 1330
• 100 hours of service hours
Florida Medallion Scholarship (FAS)
• Complete the 16 college-preparatory courses required for admission to a state university
o 4 – English (three must include substantial writing)
o 4 – Mathematics (at or above Algebra I level)
o 3 – Natural Science (two must have substantial laboratory)
o 3 – Social Science
o 2 – World Language (sequential, in same language)
• High School Weighted Bright Futures GPA of 3.0
• ACT Score of 25 or SAT score of 1210
• 75 hours of service hours
Florida Gold Seal Vocational Scholars
The Florida Gold Seal Vocational Scholars award is created within the Florida Bright Futures Scholarship
Program to recognize and reward academic achievement and career preparation by high school students who
wish to continue their education.
The Florida Gold Seal Vocational Scholars (GSV) can only be used to fund a career education or certificate
program. Florida high school students who wish to qualify for the Florida Gold Seal Vocational Scholars
(GSV) award must meet the following initial eligibility requirements:
Graduate from high school with a Standard Diploma (high school graduation requirements):
•
Achieve the required weighted minimum 3.0 GPA in the non-elective high school courses;
•
Take at least 3 full credits in a single Career and Technical Education program;
•
Achieve the required minimum 3.5 unweighted GPA in the career education courses;
•
Complete 30 service hours
•
Achieve the required minimum score on the ACT, SAT, or Florida Postsecondary Education
Readiness (P.E.R.T.) exams (see table below)
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Exam Type
Sub-test
Required Score
P.E.R.T.
Reading
106
Writing
103
Math
114
A
CT
English
17
Reading
19
Math
19
SAT
Writing and Language Test
25
Reading Test
24
Math Test
24
Florida Statute 1009.536
Students must complete service hours during high school and by high school graduation.
Gold Seal CAPE Scholars (GSC)
The Florida Gold Seal CAPE Scholars award (GSC) may be funded if enrolled in a career education or
certificate program. Upon completion of an associates in science degree program that articulates to a
Bachelor of Science degree, a GSC Scholar may also receive an award for a maximum of 60 credit hours
toward a Bachelor of Science degree program. Upon completion of an associate in applied science program, a
GSC Scholar may also receive an award for a maximum of 60 credit hours toward a Bachelor of Applied Science
degree program.
Florida high school students who wish to qualify for the Florida Gold Seale CAPE Scholars award must meet
the
following initial eligibility requirements:
•
Earn a minimum of 5 postsecondary credit hours through CAPE industry certifications which
articulate for college credit; and
•
Complete 30 service hours
Service Hours
Students must complete service hours during high school and by high school graduation. For additional
information, refer to Service Hours under Florida Academic and Florida Medallion Scholarships found on page 4.
Home Education (HE) Students
All home-educated students must be registered with the district where they live for grades 11 and 12. In
addition, students must meet the general requirements for the Florida Bright Futures Scholarship Program.
If the
student was not registered as home-educated with the district for grades 11 and 12, but has the required
transcripts
and test scores, he/she may be able to apply as a Florida GED Diploma recipient.
Florida home-educated students must meet the following initial eligibility requirements:
•
Meet the General Requirements for Bright Futures;
•
Submit a timely Florida Financial Aid Application;
•
Earn required minimum test scores: and
•
Complete the minimum number of service hours.
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Florida Financial Aid Application (FFAA)
Students must APPLY for the scholarship by submitting the Florida Financial Aid Application (FFAA)
beginning December 1 of their senior year and by no later than August 31 after high school graduation. If a
student does not apply for the scholarship by deadline, a student cannot receive the Scholarship. All
eligibility requirements must be met by high school graduation, but scores of ACT, SAT, P.E.R.T. tests
taken
through June 30 are accepted for evaluation purposes.
After submitting the FFAA, the student is responsible for tracking the application and award status online
and
keeping the Office of Student Financial Assistance (OSFA) informed of any demographic or changes.
Students
are responsible for ensuring that funding for an academic year is accurate by contacting their
institution’s
financial aid office.
The Bright Futures Scholarship will renew automatically each year (up to the scholarship limit) if the student
maintains the required GPA and earns the required credit hours.
General Requirements
•
Be a Florida resident and a U.S. citizen or eligible noncitizen, as determined by the student's
postsecondary institution.
•
Complete the Florida Financial Aid Application (FFAA) no later than August 31 after high school
graduation.
•
Earn a standard Florida high school diploma or its equivalent from a Florida public high school or a
registered Florida Department of Education (FDOE) private high school; or complete a home education
program.
•
Not have been found guilty of, or pled nolo contendere to, a felony charge, unless the student has been
granted clemency by the Governor and Cabinet sitting as the Executive Office of Clemency.
•
Be accepted by and enroll in a degree or certificate program at an eligible Florida public or independent
postsecondary institution.
•
Be enrolled for at least 6 non-remedial semester credit hours (or the equivalent in quarter or clock
hours) per term.
• If not funded in the academic year immediately following high school graduation, apply within two
years of high school graduation to have your award reinstated.
Mid-Year Graduates: A mid-year graduate is a student who graduates between September 1 and January 31
of an academic year and seeks funding for the spring academic term following graduation. Students who
graduate early but do not seek funding until a subsequent academic year are not considered mid-year
graduates of Bright Futures.
The student must submit the Florida Financial Aid Application (FFAA) by August 31 PRIOR TO the
intended graduation date. There are NO EXCEPTIONS to this application deadline. The student must
meet the scholarship requirements in effect for the academic year in which he/she graduates. (Example: A
December 2018 graduate must meet the 2018-2019 scholarship eligibility requirements as well as the
general program requirements.)
Service hours completed by high school graduation and test scores for test dates through January 31 will be
considered in a mid-year graduate’s Final Evaluation. A student’s Final transcript evaluation MUST include
a graduation date.
If determined eligible as a mid-year graduate, a student may receive funding for the spring term if enrolled.
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If a student does not graduate mid-year as planned and wishes to apply as an end-of-year graduate, the
student must submit a new FFA after the new application opens on October 1.
Public Postsecondary Information
State University System of Florida (SUS)
The State University System (SUS) of Florida is comprised of twelve universities, some with branch
campuses and centers in different areas of the state. All twelve public universities offer baccalaureate and
graduate degrees. The Southern Association of Colleges and Schools (SACS) accredits each institution. For
a complete listing of state universities, please visit http://www.flbog.edu/aboutsus/universities/.
The SUS includes the University of Florida, Florida State University, Florida Agricultural & Mechanical
University, University of South Florida, Florida Atlantic University, University of West Florida, University
of Central Florida, Florida International University, University of North Florida, Florida Gulf Coast
University, New College of Florida and Florida Polytechnic University.
Admission into Florida’s public universities is competitive. Prospective students should complete a rigorous
curriculum in high school and apply to more than one university to increase their chance for acceptance. To
qualify to enter one of Florida’s public universities, a first time-in-college student must meet the following
minimum requirements:
High school graduation with a standard diploma
•
Minimum HS GPA 2.5
•
4 English
•
4 Mathematics (Algebra I level and above)
•
3 Natural Science (2 with substantial lab)
•
3 Social Science
•
2 World Language (sequential, in the same language)
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•
2approvedelectives http://www.flbog.edu/forstudents/planning
•
Admission test scores
•
16 credits of college preparatory academic courses
Test Minimums:
Spring 2017 and Later
•
SAT - Critical Reading or concordant score from SAT Evidence-Based Reading & Writing score
= 460 or
•
ACT Reading =19
•
ACT-Mathematics = 19 or
•
SAT – Mathematics = 460
Talented Twenty: Within space and fiscal limitations, admission to a university in the SUS shall be granted
to an FTIC applicant who is a graduate of a public Florida high school, who has completed the (18) required
high school units as listed in the SUS regulation, who ranks in the top 20% of his/her high school graduating
class, and who has submitted SAT Reasoning Test or redesigned SAT scores from the College Board or
ACT Plus Writing scores from ACT, Inc., prior to enrollment. A Talented Twenty student is not guaranteed
admission to the university of first choice and should work closely with a high school counselor to identify
options. The SUS will use class rank as determined by the Florida Department of Education. Students
admitted Spring 2017 or later may submit a redesigned SAT or ACT without an essay.
The Florida College System
Florida’s 28 public colleges are open-access institutions. They offer high school general equivalency
diploma (GED) preparation, adult basic education, as well as certificate, associate and bachelor’s degree
programs. Certificate and degree programs offered at Florida College System institutions range from auto
mechanics to nursing to the Associates in Arts (AA degree, which guarantees transfer to Florida’s public
colleges and universities. In addition to two-year degrees, many colleges now offer baccalaureate degrees in
areas that meet local workforce needs such as nursing, teaching, management and technology.
Students who plan to pursue an associate or baccalaureate degree will need to earn a standard high school
diploma, GED or CPT-Eligible Certificate of Completion. For a listing of Florida College System
Institutions,
p l e a s e visit http://www.fldoe.org/schools/higher-ed/fl-college-system/colleges.
General Admission
Admission to an associate degree program requires a standard high school diploma, GED, certificate of
completion that specifically stipulates eligibility for the Common Placement Test or previously
demonstrated competency in college-credit postsecondary coursework. Home-schooled students should
submit an affidavit signed by the student’s parent or legal guardian attesting that the student has completed a
home education program. Section 1007.263, F.S., relates to admission at a Florida College System
Institution.
Career and Technical Centers
Florida also offers students 46 accredited career and technical centers throughout the state, which provide
the education and certification necessary to work in a particular career or technical field. Programs are
flexible for students and provide industry-specific education and training for a wide variety of occupations.
http://www.fldoe.org/workforce/pdf/DistrictTechnicalCenterDirectors.pdf
Postsecondary Financial Aid
The Office of Student Financial Assistance State Programs administers a variety of postsecondary
educational state-funded grants and scholarships. http://www.floridastudentfinancialaid.org/
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Course Requirements, Substitutions, and Exemptions
Online Course Requirement
All students must complete at least one course within the 24 credits required through one of the following types
of online learning:
•
an online course taken during grades 9 through 12
•
an online course offered by the Florida Virtual School
•
an online course offered by the high school, or
•
an online dual enrollment course
This requirement does not apply to a student who has an individual educational plan under s. 1003.57, F.S.,
which indicates that an online course would be inappropriate or a student who is enrolled in a Florida high
school and has less than 1 academic year remaining in high school. FloridaStatute:1003.4282
Foreign Language and other Academic Courses
Pursuant to s.1003.4285, F.S., a student selecting one of the Standard high school diploma designations must
complete two credits in the same second language, unless he or she is a native speaker of a language other than
English or can otherwise demonstrate proficiency.
If a student meets either of these criteria, then he or she may substitute two academic credits for the two
required credits in the same second language. The transcripts of students who demonstrate proficiency in
a language other than English should indicate course number 0791920, which represents the waiver of
the foreign language credit requirement through demonstration of proficiency. Districts may
document proficiency through a variety of methods, including:
•
Teacher-developed assessment administered to students who have completed two credits
(two years) Exit tests or assessments used in International Baccalaureate, Advanced
Placement, or Advanced International Certificate of Education programs.
•
Language placement tests used by the modern languages department at the local community
college or state university.
•
Use of a commercially developed language proficiency test, such as the College Level
Examination program (CLEP), in languages other than English, the Oral Proficiency Interview
designed by the American Council on Education, or he SAT II (formerly Achievement Test)
designed by the College Board.
Pursuant to 1007.2615, F.S., students may elect to take two consecutive courses in American Sign
Language (ASL I and II) to meet the foreign language requirements of one of the scholar’s designations
and for admission to Florida’s state universities.
Fine or Performing Arts, Speech and Debate, or Practical Arts
The practical arts course must incorporate artistic content and techniques of creativity, interpretation, and
imagination. Some Practical Arts courses may be used to meet the Arts High School Graduation
Requirement. The current list is available at http://www.fldoe.org/core/fileparse.php/7746/urlt/0079840-
pacourses1213.pdf Florida Statute: 1003.4282(3)(e)
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Science and JROTC (Air Force)
Upon completion of the JROTC Aerospace Science program, including Aerospace Science I, II, and III,
students may substitute, on a curriculum equivalency basis, one JROTC credit for Physical Science
(2003310) to satisfy one of the three science requirements needed for graduation.
Physical Education High School Waiver Options
District Choosing Health Opportunities through Physical Education (HOPE)
Two seasons of an interscholastic sport at the junior varsity or varsity waives the full one-credit physical
education requirement.
Two years in an JROTC class (Year 1 waiver #1500450, Year 2 waiver #1500460) satisfies the full one-
credit physical education requirement AND the full one-credit performing arts requirement (#1500480).
Course
Description of Waiver
Option Applied to:
Code #
1500410
INTERSCH SSN 1 – COM
(Completion of interscholastic sport season 1)
Personal Fitness/Physical Education
Activity Elective AND HOPE
1500420
INTERSCH SSN 2 – COM
(completion of interscholastic sport season 2)
Personal Fitness/Physical Education
Activity Elective AND HOPE
1500450
JROTC PE YR 1 WAIVER
(JROTC Physical education
waiver:
completion year 1)
Personal Fitness/Physical Education
Activity Elective AND HOPE (Students
under personal fitness option must still take
Personal Fitness class).
1500460
JROTC PE YR 2 WAIVER
(JROTC Physical Education waiver:
completion year 2)
Personal Fitness/Physical Education Elective
AND HOPE (Students under
personal fitness option must still take
Personal Fitness class).
Industry Certification Mathematics and Science Substitutions
A student who earns an industry certification for which there is a statewide college-credit articulation agreement
approved by the State Board of Education may substitute the certification for one mathematics credit. Substitution
may occur for up to two mathematics credits, except for Algebra I and Geometry.
A student who earns an industry certification for which there is a statewide college-credit articulation agreement
approved by the State Board of Education may substitute the certification for up to one science credit, except for
Biology I.
It is important to note that one qualifying industry certification attainment equates to one substitution credit. A
student would need to earn three distinct industry certifications to earn the maximum three substitutions credits
(two in mathematics and one in science).
The school district determines which industry certification (passing scores) can yield course substitutions for
mathematics and science. Section 1003.4282(3)(b)-(c), F.S.
Refer to the Statewide Articulation Agreements web page at http://www.fldoe.org/academics/career‐adult‐
edu/career‐technical‐edu‐agreements/industrycertification.stml
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IV. GRADING AND NOTIFICATION PROCEDURES
High School Grading System
The grading system and interpretation of letter grades, percentages, GPA values and definitions used in
public high schools are listed below. However, the report card will only indicate the student’s letter grade
and percentage and will include a legend defining the student’s percentages. All 9 through 12 students’
numerical grades will be converted into letter grades for the purpose of determining grade point average.
Percentage GPA Value Definition
9 4
Outstanding
8
3
Above Average
7
2
Average Progress
6
1
Lowest Acceptable
0
0
Failure
For incomplete work, the letter “I” will reflect the coursework and/or test that must be completed within
two weeks of report cards being issued or a reasonable time. Extensions due to illness or an incapacitating
accident must be approved by the principal. Florida Statute: 1003.437
State End of Course (EOC) Grade Calculation
EOC Calculation
Students enrolled in a course which requires a state EOC must participate in the state administered EOC
assessment. Final grades and credits will be held until state EOC scores are released from the state (where
applicable). The district will average the state EOC score with the grades earned in the course to determine
the student's final grade and credit.
6 Pd Day
((Q1+Q2)/2 x .35) + ((Q3+Q4)/2 x .35) + (state EOC x .30)) = Final Grade
4x4 Block Semester 1
((Q1 x .35) + (Q2 x .35) + (state EOC x .30)) = Final Grade
4x4 Block Semester 2
((Q3 x .35) + (Q4 x .35) + (state EOC x .30)) = Final Grade
Note: If a student with a disability receives an EOC waiver, the 30% EOC calculation requirement will be
waived for the purposes of determining the student’s course grade.
Calculation for Transfer Students with .5 Credit in an EOC Course
For students who enter school mid-year with a .5 credit in Algebra 1, Biology, Geometry, U.S. History,
Algebra 2 or equivalent courses which have a State EOC Assessment, the student will keep the .5 credit and
grade earned as shown on the student’s transcript from their prior school. When the student takes the other .5
credit of the course, the state EOC will be counted as 30% of the second half of the credit only (where
applicable). Therefore, the EOC course for the transfer student will show on the student’s transcript as two .5
credits.
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End of Course Assessment Results Waiver for Students with Disabilities
See the Exceptional Student Education section of the SPP
Course Weighting
School districts and community colleges must weight level 3 career education courses that lead to industry
certification, college-level dual enrollment courses, honors courses, and advanced placement courses when
grade point averages are calculated. Alternative grade calculation or weighting systems that discriminate
against any of these types of courses are prohibited.
For weighting of courses for all students, numerical grades will be converted to letter grades with the following
weights to be used:
Yearly Semester
A - 5 A - 2.5
B - 4 B - 2
C - 3 C - 1.5
D - 2 D - 1
F - 0 F - 0
Weighted grades may be assigned only to core academic courses (Math, Sciences, Social Sciences,
English/Language Arts (including foreign languages), Fine Arts identified as Level 3 courses in the Course
Code Directory, Curriculum Guide, and listed as AP, Dual Enrollment courses or honors courses; and Career
Education courses that are listed as Level 3 courses in the Course Code Directory and lead to an industry
certification FloridaStatute:1007.271
Grade Forgiveness
Section 1003.4282(5), F.S., Forgiveness policies for required courses shall be limited to replacing a grade of
“D” or “F,” or the equivalent of a grade of “D” or “F,” with a grade of “C” or higher, or the equivalent of a
grade of “C” or higher, earned subsequently in the same or comparable course.
Forgiveness policies for elective courses shall be limited to replacing a grade of “D” or “F,” or the equivalent
of a grade of “D” or “F,” with a grade of “C” or higher, or the equivalent of a grade of “C” or higher, earned
subsequently in another course.
The only exception of these forgiveness policies shall be made for a student in the middle grades who takes
any high school course for high school credit and earns a grade of “C,” “D,” or “F”. In such case, the district
forgiveness policy must allow the replacement of the grade with a grade of “C” or higher, earned subsequently
in the same or comparable course.
In all cases of grade forgiveness, only the new grade shall be used in the calculation of the student’s grade
point average. Any course grade not replaced according to a district school board forgiveness policy shall be
included in the calculation of the cumulative grade point average required for graduation.
All forgiven courses and grades must be included on a student’s transcript. The board does not have the
authority to purge that student’s record to delete the first grade. All forgiveness courses must be included on a
student’s transcript as an accurate reflection of the student’s record of achievement
Florida Statute: 1003.4282(6)
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Honor Roll
Students must have earned no grade less than 90 in any subject to attain “All ‘A’ Honor Roll” status and must
have earned no grade less than 80 to attain “Honor Roll” status.
No Academic Exceptions Based on Attendance
Schools cannot exempt students from academic performance requirements, such as final exams, based on
practices or policies designed to encourage student attendance. A student’s attendance record may not be used
in whole or in part to provide an exemption from any academic performance requirement.
Florida Statute:
1003.33(2)
Review, Modification, and Appeal of Student’s Classroom Performance
In the event parent requests the review, modification, or appeal of a student’s classroom performance (i.e.,
grades or mastery of required student performance standards of skills), the procedure below shall be followed:
Conference with the child’s parent(s), teacher, and principal (or his designee) shall be held to review the
grade(s), using the Teacher’s Grading Standard (6-12), the teacher’s grade book, and other supporting
documentation.
After review, if no error is found, the grade remains as assigned, or if an error is found, the grade will be
changed, initialed, and dated by the teacher. A documentation form signed by the parent, teacher, and
principal (or designee) will be placed in the student’s folder, or In the event that the decision of the above
named group is not satisfactory, the parent may appeal the decision to the Director of Secondary Education.
V. PARENT/STUDENT/TEACHER NOTIFICATIONS AND PUBLIC
REPORTING
Report Cards/Progress Reports
Teachers are required to submit their grading standards, rules and/or regulations for establishing a student’s
grade in their classes to the principal prior to the first day of classes. No grade will be assigned without a plan
having been approved by the principal. A teacher shall adhere to his/her grading standards when assigning
grades to students. Teachers are required to provide grading standards, make-up procedures, classroom
standards, and other policies that affect students’ grades in written form to the students they are instructing by
the end of the second week of classes.
Student performance and progress shall be reported to parents through an on-line parent access, quarterly
report cards, and mid-nine weeks progress reports. Should a student be passing at that time, and begin to fail
later, an additional progress report will be sent home as soon as the potential failure becomes apparent. The
teacher is responsible for maintaining documentation of parent notification.
Report cards must clearly depict and grade the student’s academic performance in each class or course in
grades 6 through 12 based on examinations as well as written papers, class participation, and other academic
performance criteria. The student’s conduct, behavior, attendance, including absences and tardiness will also
be reflected in the report card. For incomplete work, the letter “I” will reflect the coursework and/or test that
must be completed within two weeks of report cards being issued or a reasonable time. Extensions due to
illness or an incapacitating accident must be approved by the principal. Parents are encouraged to arrange
conferences with school officials. FloridaStatute:1003.33(1)
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End-of-Year Status Statement
The final report card for a school year shall contain a statement indicating the end-of-the-year status or
performance or nonperformance at grade level, acceptable or unacceptable behavior and attendance, and
promotion or non-promotion.
Florida Statute: 1003.33(2)
Acceleration Mechanisms: Parental Notification
At the beginning of each school year, notify parents of students in or entering high school of the opportunity
and benefits of each acceleration option (e.g., Advanced Placement, International Baccalaureate, Advanced
International Certificate of Education, Dual Enrollment, NVS, and FLVS).
Florida Statutes: 1003.02(1)(i)
Parent Notification: Students with At-Risk GPA
Parents of students who have a cumulative GPA of less than 2.0 at the end of each semester in grades 9, 10,
11, and 12 shall be notified that the student is at risk of not meeting the graduation requirements. The notice
shall contain an explanation of the policies the district has in place to assist the student in meeting the GPA
requirement.
Graduation Status Report
A Graduation Status Report will be sent home to each senior within the first semester. The report contains
a listing of all remaining graduation requirements, including all credits and course work to be earned, all
state assessment requirements and current GPA. The student’s counselor/advisor should review the report
with the student and a signed copy will be filed in the student’s cumulative folder.
If at the end of the first semester it becomes evident that a senior is in danger of not graduating, a written
graduation warning notification will be sent home.
VI. ASSESSMENTS
State Graduation Assessment Requirements
Students who do not pass the FSA-ELA in the spring of their sophomore year may retest in the fall and spring
of their junior and senior years. Florida students do have other options. Students can retake the FSA-ELA as
many times as they want, until they pass it. Students have up to five opportunities to pass the FSA-ELA prior
to graduation and can enroll for a “free” 13th year of public education should they need additional instruction
to successfully pass the FSA-ELA. A senior can graduate by receiving a score comparable to the FSA-ELA
passing score on the ACT or SAT.
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All students entering 9th grade in 2011 and beyond must take and pass the statewide Algebra I End of Course
(EOC) exam. High school students must pass the Algebra I EOC in order to receive a regular high school
diploma.
Completion of all graduation requirements except passing the Grade 10 ELA FSA or Algebra 1 EOC
assessment (student will receive a Certificate of Completion).
State End of Course (EOC) Assessments
State End of Course (EOC) assessments for a subject shall be administered in addition to the comprehensive
assessments required under 1008.22(3)1F.S. The final course grade for all students enrolled in either standard
or honors Algebra 1, Geometry, Biology and U.S. History must be calculated using the State EOC assessment
as 30% of the final grade.
Beginning with the 2013-2014 9th grade cohort, students who are enrolled in Algebra 1 or an equivalent must
earn a passing score on the EOC to qualify for a standard diploma.
Florida Statutes: 1003.4282, 1003.4285
Assessment Considerations for Dependent Children of Military Personnel
A dependent child of a member of the United States Armed Forces who enters a district school in grade 12
from out of state or out of country and provides satisfactory proof of attaining a score on an approved
alternate assessment that is concordant to a passing score on the grade 10 FSA, shall satisfy the assessment
requirement for a standard high school diploma. FloridaStatute:1000.36
PSAT Assessment for all 9th Grade Students
Each high school shall provide for the administration of the Pre-SAT to all 9th grade students.
PSAT Assessment for all 10th Grade Students
Each high school shall provide for the administration of the Preliminary SAT/National Merit Scholarship
Qualifying Test (PSAT/NMSQT), to all enrolled grade 10 students.
Assessment of Virtual Students
All public-school students receiving part-time instruction by the Florida Virtual School in courses requiring
statewide end-of-course assessments must take all statewide end-of-course assessments required pursuant to
s.1008.22(3), F.S.
Students enrolled in a FLVS course or Nassau Virtual School (NVS) courses which requires a state end- of-
course assessment (EOC) are required to take the EOC at their home zoned school.
Virtual schools must progress monitor language arts students scoring at Level 1 or Level 2 on the FSA in
reading a minimum of two times per year (State Board Rule 6A-6.054).
Florida Home Education Program (FHEP)
Home education students may take the state assessments during the test administration window and at the
students’ home zoned school. The student’s test scores will be sent to the district’s student assessment
office. The district’s student assessment office will then mail the results to the parents. Students who use this
program evaluation method must complete the District Administration of Tests for Annual Evaluation form
by the deadline date noted on the form. Career & Technical Education (CTE):
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An Industry Credentialed Mastery Exam or District End of Course Exam will be administered online (if possible)
or by paper and pencil.
Dual Enrollment/End of Course (DE/ EOC) Exams
A common final exam for all dual enrollment courses taught on high school sites will be administered online
or by a paper and pencil. Copies of the scored exams will be held on file by the FSCJ dean/program manager.
Dual Enrollment/Advanced Placement/State Assessments
Students enrolled in accelerated courses leading to college credit are not required to participate in the EOC
assessments (AP, IB, AICE, dual enrollment). Other provisions apply in order to qualify for a scholar
diploma.
Scholar Diploma Designation Exemptions
A student is exempt from the Biology 1 or US History assessment if the student is enrolled in an AP, IB or
AICE Biology 1 or U.S. History course and the student
Takes the respective AP, IB or AICE assessment, and Earns the minimum score to earn college credit. Florida
Statute: 1008.30 (3) F.S., State BOE Rule 6A-10.0315
Assessment of New/Transfer Students
Students transferring into the district once the school year has begun shall be assessed immediately in
reading and math to determine reading proficiency and to ensure proper course and remedial instruction
placement.
If a student transfers into a Florida high school from out of country, out of state, a private school, or a home
school, and the student’s transcript shows credit received in algebra I or an equivalent course, the student must
pass the statewide, standardized Algebra I EOC assessment in order to earn a standard high school diploma
unless the student earned a comparative score, passed a statewide assessment in algebra I administered by
the transferring entity, or passed the statewide mathematics assessment the transferring entity uses to satisfy
the requirements of the Every Student Succeeds Act.
(https://nces.ed.gov/programs/statereform/tab2_3asp.)
If a student’s transcript shows a credit in high school reading or English Language Arts II or III, in order to
earn a standard high school diploma, the student must take and pass the grade 10 ELA assessment or earn a
concordant score.
If a transfer student’s transcript shows a final course grade and course credit in algebra I, geometry, biology I
or U.S. history, the transferring course final grade and credit shall be honored without the student taking the
requisite statewide, standardized EOC assessment and without the assessment results constituting 30 percent
of the student’s final course grade. Transfer students must pass Florida’s EOC assessments for the scholar
designation (see cohort requirements in Appendix) State Rule 6A‐1.09941(F.A.C.), 1003.4282 F.S.
If a transfer student who enters a Florida public high school for the very first time in Grade 11 or 12 and
provides satisfactory proof of attaining a score on a Florida state approved alternate assessment (currently
SAT or ACT) that is concordant/comparative with a passing score on the required state reading assessments
shall satisfy the assessment required for a standard high school diploma as provided in s. 1003.43(5)(a) and
s. 1003.43(3)(a), F.S.
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Students seeking a standard high school diploma are not required to make three attempts at passing the FSA
prior to using an approved concordant score. Students who enter high school in grades 11 or
12 can automatically apply passing concordant scores to meet the graduation requirement. There is no
requirement regarding the number of attempts on FSA before a concordant score may be applied.
For students who enter school mid-year with a .5 credit in algebra 1, biology, geometry, U.S. history or
equivalent courses which have a state EOC assessment:
The parent/student may decide to keep the half credit and grade that is on their records. The state EOC would
then be worth 30% of ONLY their second semester. The student would earn two half credits, one they came
in with and the other from the second semester using the state EOC grade for 30% of the grade for only the
second semester.
Concordant Scores for FSA
To graduate from high school, students must earn passing scores on FSA or passing scores on standardized
tests that are concordant with passing scores on FSA, as defined by statute. Yearly, the Florida Legislature
considers the authorization of the use of alternative assessment(s) for meeting high school graduation
requirements. For students entering grade 9 in 2010-2011 school year and thereafter, the passing score for
all assessments required for high school graduation scholar designation or for the diploma requirement is
the minimum scale score in Achievement Level 3. Students entering grade 9 in the 2010-2011 school year
and thereafter must pass the Grade 10 FCAT/FSA in reading for graduation purposes. Students entering
grade 9 in 2011-2012 and thereafter must pass the Algebra I EOC assessment to qualify for a standard
diploma. This requirement also applies to middle school students seeking high school course credit for
Algebra I
Students seeking a standard high school diploma are not required to make three attempts at passing the
FFSA prior to using an approved concordant score. Students who enter high school in grades 11 or 12
can
automatically apply passing concordant scores to meet the graduation requirement. There is no
requirement regarding the number of attempts on FSA before a concordant score may be applied.
Florida Statute: 1003.428(4) (b-c), 1003.429(6)(a), 1003.43(5)(a)
EOC information: Because passing the Algebra I EOC is a graduation requirement, it is important to
understand the possible scenarios for an Algebra I student:
Course
EOC:
The EOC is always 30% of the final grade.
Passes
Fails
• The final course grade is included in the GPA
• Credit in the course is awarded
• The student must retake and pass the EOC to fulfil graduation requirements
• Student is eligible to attend the Summer Algebra Program
• The final course grade is re-averaged once the EOC is passed
Fails
Passes
• The final course grade is included in the GPA
• Credit in the course is awarded
• If the student chooses to participate in grade forgiveness, the EOC grade
must
be used as 30% of the final grade. Should the student retake the
EOC
Fails
Fails
• The final course grade is included in the GPA
• The student must retake and pass the EOC to fulfil graduation requirements
• Student is eligible to attend the Summer Algebra Program
• The final course grade is re-averaged once EOC is passed
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Concordant and Comparative Scores by Year Students Entered Grade 9
Year
Entered
9th Grade
A
ssessments that must be
passed
for the 24 and 18
Credi
t Diploma
10t
h Grade ELA
SA
T Evidence based Reading
an
d Writing Section
SAT Concordant
ACT Concorda
nt
Algebra I
EOC
PERT
Comparative for
Algebra I
EOC***
Geometry
Comparative Score
SAT Math Concordant
ACT Math Co
ncordant
PSA
T/NMSQT Math
2020-2021
Grade 10 ELA
Algebra 1 EOC
350
480
18
497
499
420
16
430
2018-2019
Grade 10 ELA
Algebra 1 EOC
350
480
18
497
420
16
430
2017-2018
Grade 10 ELA
Algebra 1 EOC
350
430
24
19
497
97
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Florida Statute: 1008.22 and SBER 6A-1.094223
Concordant / Comparative Scores
The table below shows the implementation schedule by student cohort graduation date, and the
concordant/comparative scores for the alternative assessments for each cohort.
Available only for students who entered grade 9 prior to 2018−19:
SAT Critical Reading
430
SAT EBRW
SAT Reading Subtest
24
ACT Reading
19
OR
Cohort
Scheduled
Graduation
Concordant
Scores
Those who entered 9
th
grade
in 2018-2019
and
beyond
Spring 2022
and beyond
Students can only use newly adopted scores For Grade 10
FSA ELA:
•
480 on SAT EBRW or
•
An average of 18 on ACT English and Reading
For Algebra 1 EOC:
•
430 on PSAT/NMSQT* or
•
420 on SAT Math** or
•
16 on ACT Math
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Those who entered 9
th
grade
between 2010-
2011
and
2017
-2018
Spring 2021
Spring 2020
Spring 2019
Spring 2018
Spring 2017
Spring 2016
Spring 2015
Spring 2014
Students can use last-adopted scores For Grade 10
FSA
ELA:
•
430 on SAT EBRW*** or
•
24 on SAT Reading subtest or
•
19 on ACT Reading for Algebra 1
EOC:
•
97 on PERT Mathematics
Students
can also use the newly adopted scores
*
Administered in 2015 and beyond. Students may use a comparative score of 39 on PSAT/NMSQT Math if
it was earned prior to 2015.
** Administered in March 2016 or beyond. Students may also use a comparative score of 380 on SAT
Math if it was earned prior to March 2016.
*** Administered in March 2016 or beyond. Students may also use a concordant score of 430 on SAT Critical
Reading if it was earned prior to March 2016.
Available for all students who entered grade 9 in 2010−11 and beyond: SAT EBRW 480 ACT English and
Reading subtests 18
Available only for students who entered grade 9 prior to 2018−19: SAT Critical Reading 430SAT EBRW SAT
Reading Subtest 24 ACT Reading 19 Algebra 1 EOC (NGSSS or FSA)
Available for all students who entered grade 9 in 2010−11 and beyond: PSAT/NMSQT Math 430 SAT Math
420 ACT Math 16 Available only for students who entered grade 9 prior to 2018−19: PERT Mathematics 97
Concordant and Comparative Score Rule Language Annotation
Section (5)(c)
The Next Generation Sunshine State Standards (NGSSS) Algebra 1 Retake End-of-Course (EOC)
Assessment was administered for the final time during the summer 2017 administration, and the
FCAT 2.0 Reading Retake will be administered for the final time during the spring 2018
administration. In light of these assessments no longer being administered, the section detailing their
achievement levels is being removed from Rule.
Students for whom these tests were their graduation requirement can continue to meet that requirement
by using the concordant and comparative scores outlined in sections (8)(a) and (8)(b), as appropriate,
or by earning the alternate passing score on the FSA Algebra 1 EOC or Grade 10 FSA English
Language Arts (ELA) Retake.
Section (8)(a)1. [ELA]
Beginning with students who entered grade 9 in the 2010-11 school year and ending with students who
entered grade 9 in the 2017-18 school year, students and adults who have not yet earned their required
passing score on the Grade 10 FCAT 2.0 Reading Assessment or the Grade 10 FSA ELA Assessment, as
applicable, may meet this testing requirement to qualify for a high school diploma by earning a concordant
passing score on the respective section of the SAT or ACT. For eligible students, the concordant passing
scale score shall be a score equal to or greater than four hundred and thirty (430) on the 200 to 800 scale
for the SAT Evidence-Based Reading and Writing (EBRW) section, twenty four (24) on the 10 to 40 scale
of the SAT Reading Subtest section, or nineteen (19) on the 1 to 36 scale on the ACT Reading section. Eligible
students may also use concordant scores set forth in subsection (8)(a)2. of this rule.
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Section (8)(a)1. addresses grade 10 Reading or grade 10 ELA assessment concordant scores for any
students who entered grade 9 prior to the 2018-19 school year and whose graduation requirement is
the Grade 10 FCAT 2.0 Reading Assessment or the Grade 10 FSA ELA Assessment.
This section specifies that these students may use these concordant scores as well as the new concordant
scores listed in section (8)(a)2. Students described in this section who achieve the established concordant
scores may use them to satisfy the graduation requirement regardless of the administration date of the
alternative assessment.
Section (8)(a)2. [ELA]
Beginning with students who entered grade 9 in the 2018-19 school year, students and adults who have not
yet earned their required passing score on the Grade 10 FSA ELA Assessment, may meet this testing
requirement to qualify for a high school diploma by earning a concordant passing score on the EBRW section
of the SAT or the average of the English and Reading subject test scores for the ACT. For eligible students,
the concordant passing scale score for the SAT EBRW shall be a score equal to or greater than four hundred
and eighty (480) on the 200 to 800 scale, and the concordant passing scale score for the average of the
English and Reading subject test scores on the ACT shall be a score equal to or greater than eighteen (18)
on the 1 to 36 scale. For the ACT, if the average of the two subject test scores results in a decimal of .5, the
score shall be rounded up to the next whole number. The scores for the English and Reading subject tests on
the ACT are not required to come from the same test administration.
Section (8)(a)2. specifies the concordant scores available to satisfy the Grade 10 FSA ELA Assessment
graduation requirement for students who entered grade 9 in the 2018-19 school year or later. Students
described in this section who achieve the established concordant scores may use them to satisfy the graduation
requirement regardless of the administration date of the alternative assessment.
Section (8)(b)1. [Mathematics]
Beginning with students entering grade 9 in the 2011-12 school year and ending with students who entered
grade 9 in the 2017-18 school year, students and adults who have not yet earned their required passing score
on the Algebra 1 EOC assessment, may meet this testing requirement to qualify for a high school diploma by
earning a comparative passing score on the Mathematics section of the Postsecondary Education Readiness
Test (PERT). For eligible students, the comparative passing scale score for the PERT shall be a score equal
to or greater than ninety-seven (97) on the 50 to 150 scale. Eligible students may also use comparative scores
set forth in section (8)(b)2. of this rule.
Section (8)(b)1. addresses Algebra 1 assessment comparative scores for any students who entered grade
9 prior to the 2018-19 school year and whose graduation requirement is the NGSSS Algebra 1 EOC
Assessment or the FSA Algebra 1 EOC Assessment.
This section specifies that these students may use these comparative scores as well as the new
comparative scores listed in section (8)(b)2. Students described in this section who achieve the
established comparative scores may use them to satisfy the graduation requirement regardless of the
administration date of the alternative assessment.
Section (8)(b)2. [Mathematics]
Beginning with students who entered grade 9 in the 2018-19 school year, students and adults who have not
yet earned their required passing score on the Algebra 1 EOC assessment, may meet this testing requirement
to qualify for a high school diploma by earning a comparative passing score on the Math section of the
Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT), the SAT or the ACT. For
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eligible students, the comparative passing scale score shall be a score equal to or greater than four hundred
and thirty (430) on the 160 to 760 scale for the PSAT/NMSQT Math section, four hundred and twenty (420)
on the 200 to 800 scale for the SAT Math section or equal to or greater than sixteen (16) on the 1 to 36 scale
for the ACT Math section.
Section (8)(b)2. addresses the comparative scores available to satisfy the FSA Algebra 1 EOC
Assessment graduation requirement for students who entered grade 9 in the 2018-19 school year or later.
Students described in this section who achieve the established comparative scores may use them to satisfy
the graduation requirement regardless of the administration date of the alternative assessment.
This section, as required by law, fully aligns the concordant and comparative scores with FSA
achievement level performance standards, which were recommended by Florida educators and
stakeholders and adopted by the State Board of Education in 2016. Florida’s assessment and
accountability efforts, including the setting of the same high expectations for all students, have had a
significant positive impact on student achievement over time.
Section (8)(c) [ELA & Mathematics]
When a student or adult earns a passing score on the respective section of the alternative assessment used to
meet the graduation requirement(s), it shall be recorded in their cumulative record. Regardless of whether
they have already been awarded a certificate of completion, a student or adult who has met all other high
school graduation requirements but has taken and failed one or more standardized, statewide assessments
associated with a graduation requirement (the grade 10 Reading, the grade 10 ELA, or the Algebra 1 EOC)
shall be awarded a standard high school diploma if the student or adult earns or has earned a concordant or
comparative score for an alternative assessment, set forth in subsection (8)(a) and (b). A student or adult may
retest until they earn a passing score on the respective statewide assessment or a concordant or comparative
score on an alternative assessment.
Although passing scores on alternative assessments are valid even if the student has not yet taken
the respective statewide assessment, all students who are enrolled in Grade 10 and/or Algebra 1 or
an equivalent course are still required, per s. 1008.22, Florida Statutes (F.S.), to participate in the
respective statewide assessments.
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Diagnostic Assessments
Percentage of Course
Standards Mastered
0-29%
30-49%
50-60%
Lexile Level
9th grade 908L and below
10th grade 950L and below
9th grade 909L - 1155L
10th grade 1042L - 1285L
1156 and
9th grade Above
1286 and
10th grade Above
Recommended
Reading
Intervention
Extended Remedial Instruction
Additional Remedial Instruction
Integrated Remedial Instruction
Course Title(s) &
Numbers
English 1 1001310
English 2 1001340
English 3 1001370
English 4 1001400
1001405 FL College
English 4 Prep
and
1000400
Intensive Language Arts/
1000410
Intensive Reading
English 1 1001310
English 2 1001340
English 3 1001370
English 4 1001400
1001405 FL
English 4 College Prep
with
1000400
Intensive
Language Arts/
Intensive
1000410 Reading
English 1 1001310
English 2 1001340
English 3 1001370
English 4 1001400
1001405 FL
College
English 4 Prep
Recommended
Instructional Materials
Achieve 3000
Houghton Mifflin Harcourt Collections
Khan Academy
SAT Prep
Achieve 3000 Houghton Mifflin
Harcourt:
Collections
Khan Academy
SAT Prep
Houghton Mifflin Harcourt
Collections
Khan Academy
SAT Prep
Two periods blocked together
The following practices must be included
on a daily basis:
1.Whole group explicit instruction
2.
Small group differentiated instruction;
3.
Independent reading practices, utilizing
classroom library materials, monitored
by the teacher;
The following practices must be
included on a daily basis: 1. Whole
group explicit instruction 2.
Small
group differentiated
instruction;
3. Independent reading
practices,
utilizing classroom
library
materials, monitored by the
teacher;
Integrated into the regular
Language Arts Curriculum.
The following practices must be
included on a daily basis:
I.
Whole group explicit
instruction;
I.
Small group differentiated
instruction;
I.
Independent reading practice,
utilizing classroom library
materials, monitored by the
teacher;
V.
Integration of Florida State
Standards and the NGSS
benchmarks specific to the
subject area (biology, world
history, etc.);
V.
A focus on informational text
at
a ratio matching the new
Florida English Language Arts
assessment; and
I.
Opportunities for accelerated
achievement in order to
facilitate deep understanding of
reading of grade level texts.
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Progress Monitoring
A student who is not meeting the school district or state requirements for satisfactory performance must be
covered by one of the following:
•
A federally required student plan such as an individual education plan (IEP)
•
A schoolwide system of progress monitoring for all students, except a student who scores Level 4
or above in the specific subject area statewide assessment may be exempted from participation by
the principal; or
•
An individual progress monitoring plan.
Florida Statute: 1008.25(4)(b)
Academic Support for Students Performing below Grade Level in Reading
Each student’s progression from one grade to another is partially based on proficiency in reading, writing,
science, and mathematics as outlined in the Florida State Standards. This plan contains the State Board of
Education Rules and administrative procedures required to implement state legislation and the NCSB
progression requirements that guide school personnel, inform parents, students and other interested citizens.
Furthermore, it contains policies to inform each student and his/her parent of academic progress.
1008.25 Public school student progression; remedial instruction; reporting requirements.
(1) INTENT.— It is the intent of the Legislature that each student’s progression from one grade to another
be determined, in part, upon satisfactory performance in English Language Arts, social studies, science, and
mathematics; that district school board policies facilitate student achievement; that each student and his or
her parent be informed of that student’s academic progress; and that students have access to educational
options that provide academically challenging coursework or accelerated instruction pursuant to s.
1002.3105. (4) ASSESSMENT AND SUPPORT. a) Each student must participate in the statewide,
standardized assessment program required by s. 1008.22. Each student who does not achieve a Level 3 or
above on the statewide, standardized English Language Arts assessment, the statewide, standardized
Mathematics assessment, or the Algebra I EOC assessment must be evaluated to determine the nature of the
student’s difficulty, the areas of academic need, and strategies for providing academic supports to improve
the student’s performance. A student who is not meeting the school district or state requirements for
satisfactory performance in English Language Arts and mathematics must be covered by one of the
following plans: 1. A federally required student plan such as an individual education plan; 2. A schoolwide
system of progress monitoring for all students, except a student who scores Level 4 or above on the English
Language Arts and mathematics assessments may be exempted from participation by the principal; or 3. An
individualized progress monitoring plan.
District Levels of Performance
Students in grades 9-12 who demonstrated less than 60 % mastery of the English Language Arts (ELA)
Florida Standards will be administered a diagnostic reading assessment in order to determine the nature of
their reading deficiency. All Nassau county students found to have a substantial reading deficiency will
receive instructional support as prescribed in the 9-12 Reading Intervention Guidelines and Procedures
Appendix.
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District Diagnostic and Progress Monitoring Assessments
Nassau County High Schools will use a variety of diagnostic tools for
all students who performed below
grade level on the FSA and/or earned a D or lower in their ELA
class. After the students have been
administered the diagnostic assessment, the School Literacy Team will
review the student’s academic
performance from the prior year and make a recommendation for a
remediation program.
VII.
EXCEPTIONAL STUDENTS EDUCATION (ESE)
Students with Disabilities
The NCSB provides instruction to prepare students with disabilities to demonstrate proficiency in the
skills
and competencies necessary for successful grade to grade progression and high school graduation.
Florida Statute: 1003.4282 (10) (b), 1008.22 (3)(c)(1)
Students who are diagnosed as needing the specialized instructional services offered by the
Exceptional
Student Education program will follow the approved procedures as outlined in the
Exceptional Student
Education District Procedures Document. The document outlines the referral,
evaluation, staffing, and
placement policies of the district and has been approved by the Department of
Education as the operating
manual for the District.
Exceptional Student Education – SB 1108
Policies changed in SB 1108 dramatically alter the relationships between IEP teams and parents of
ESE
students. Eight significant changes were passed as part of this bill:
Parents have the absolute right to bring any advocate or counselor with them to enumerated ESE
related
meetings without any discouragement or harassment from the other IEP team members and both
the parents
and the IEP team members must sign a form confirming that this right was upheld;
•
Charter schools are given a process to obtain access to federal funds from virtually every
grant
awarded to districts including: Title I; IDEA; etc.
•
Inclusion becomes the preferred method for delivering ESE services and all districts and
schools must complete a best practice in inclusion in education review every three years.
•
Parents must be told at any meeting for eligibility determination for ESE services what the
five
levels of ESE funding are in that district.
•
Parents are given the right to have privately hired education professionals to have access to
their
students on school grounds and during the school day for either monitoring the child or
providing
services.
•
Minor improvements were made to the school grading system as it relates to the ESE special
centers
where the student scores in centers taking an improvement grade would not transfer to a
“home school” if the student was an emergent student and had never attended a school other
than
a special center; and,
•
Every educator will need to have at least 1 college credit or its equivalent in serving students
with
disabilities in order to renew their certificates after July 1, 2014.
Diploma Options for Exceptional Students
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In compliance with 1003.4282F.S. (requirements for high school diploma) and SBER 6A-1.09963,
F.A.C.
(Graduation requirements for certain exceptional students). Students with disabilities may attain a
standard diploma and earn standard diploma designations by meeting the requirements in Sections
1003.4282 (1)-(9) or 1002.3105(5), or 1003.4282(10) and 1003.4285 F.S. A certificate of completion will
be awarded to students who earn the required eighteen (18) or twenty-four (24) credits required for
graduation, but who do not achieve the required grade point average or who do not pass required assessments
unless a waiver of the results has been granted in accordance with Section 1008.22(3)(c)2.,F.S.or
1008.22(9),F.S. Students who entered grade nine before the 2014-2015 school year and whose individual
educational plan (IEP), as of June 20, 2014, contained a statement of intent to receive a special diploma may
continue to work toward a special diploma.
Besides the standard high school diploma available to all high school students, which is described in Section
1003.4282F.S., there are two additional diploma options available for students with disabilities who have
an Individualized Education Plan (IEP). 6A-1.09963(3)(4)
1.
Standard Diploma via Access Course Standards. This option is available to those students
for whom the IEP team has determined that participation in the Florida Standards Alternate
Assessment is the most appropriate measure of the student’s skills, in accordance with Rule
6A-1.0943(5), FAC and instruction in the access points is the most appropriate means of
providing the student access to the general curriculum. Students must meet the graduation
requirements specified in Section1003.4282(1)- (9),F.S.,orSection1002.3105(5),F.S.,
through the access course specified for each required core course, through more rigorous
ESE courses in the same content area or through core academic courses.
Eligible Career & Technical Education (CTE) courses may substitute for Access English
IV; one (1) mathematics credit, with the exception of Access Algebra 1A and Access
Algebra 1B and Access Geometry; one (1) science credit, with the exception of Access
Biology; and one (1) social studies credit with the exception of Access United States
History.
Participation in the Florida Standards Alternate Assessments in English Language Arts,
Mathematics End of Course (EOC) exams, Science EOCs and Social Studies EOCs is
required.
A proficient score on the Florida Standards Alternate Assessment must be attained on the
10th grade English Language Arts and Algebra 1 EOC, unless assessment results are waived
in accordance with Section 1008.22(3)(c), F.S. A waiver of the results of the statewide,
standardized assessment requirements by the IEP team, pursuant to Section1008.22(3)(c),
F.S. must be approved by the parents and is subject to verification for appropriateness by
an independent reviewer selected by the parents as provided for in Section1003.572, F.S.
For those students whose performance on standardized assessments are waived by the IEP
team as approved by the parent, the development of a graduation portfolio of quantifiable
evidence of achievement is required. The portfolio must include a listing of courses the
student has taken, grades received, student work samples and other materials that
demonstrate growth, improvement, and mastery of required course standards.
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2.
Standard Diploma via Mastery of Academic and Employment Competencies. This option
is available to the student for whom the IEP team has determined that mastery of both
academic and employment competencies is the most appropriate way for the student to
demonstrate his or her skills. A student must meet all of the graduation requirements
specified in Section1003.4282(1)-(9), F.S. orSection1002.3105(5) F.S.
Eligible CTE courses may substitute for English IV; one (1) mathematics credit, with the
exception of Algebra and Geometry; one (1) science credit, with the exception of Biology;
and one (1) social studies credit with the exception of United States History. Students must
earn a minimum of one-half (.5) credit in a course that includes employment. Such
employment must be at a minimum wage or above in compliance with the requirements of
the Federal Fair Labor Standards Act, for the number of hours a week specified in the
student’s completed and signed employment transition plan, as specified in Section
1003.4282(10)(b)2.d.,F.S., for the equivalent of a least one (1) semester. Additional credits
in employment-based courses are permitted as electives.
Documented achievement of all components defined in Section1003.4282(10)(b)2. b., F.S.,
on the student’s employment transition plan.
The selection of a diploma option must take place at an Individual Education Plan (IEP)
conference during the student’s eighth grade school year or at the IEP Meeting prior to the
student becoming age 14, whichever comes first. Since the selection of a diploma option
will have a significant impact upon the exceptional student’s high school curriculum,
parents must be provided an opportunity to be involved in the decision-making process.
Parents must be informed about course/credit requirements and other requirements for each
diploma option. The diploma option selected at the IEP conference must be noted on the
IEP. At each IEP conference thereafter, the academic performance of the student in relation
to the diploma selected shall be addressed and the diploma recommendations reviewed.
Copies of the IEP shall be given to the parents.
This diploma option decision is not irrevocable. An IEP review must be scheduled, and
parents must be informed of the impact of this decision on courses, credits, the Florida
Standards Assessment (FSA), and the time required to complete the requirements and noted
on the IEP. Additionally, school personnel may recommend a change in the student’s
diploma option based on these cases, parents must be informed, via the IEP process, of the
reasons for and impact of the proposed changes. Beginning with students entering grade 9
in the 2014-2015 school year, changes in the selected graduation option specified in the
student’s IEP and any waiver of statewide standardized assessment results made by the IEP
team in accordance with the provisions of Section1008.22(3)(c),F.S. must be approved by
the parent or the adult student if rights have transferred in accordance with Rule 6A-
6.03311(8), F.A.C. Such changes are subject to an independent reviewer selected by the
parent as provided in Section1003.572, F.S(6A-6.03028(3)(k).
At the end of a student’s 12th grade year, parents/guardians and students will be notified of
a change in placement due to graduation requirements.
A student with a disability who meets the standard high school diploma requirements may
defer the receipt of the diploma and continue to receive services if the student meets the
requirements found at Section1003.4282(10)(c), F.S.6A-1.09963(6) F.A.C.
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The decision to accept or defer the standard high school diploma must be made during the
school year in which the student is expected to meet all requirements for a standard high
school diploma. The decision must be noted on the IEP and parent, or the student over the
age of eighteen (18) for whom rights have transferred in accordance with Rule 6A-
603311(8), F.A.C. must sign a separate document stating the decision.
The IEP team must review the benefits of deferring the standard high school diploma,
including continuation of educational and related services, and describe to the parent and
the student all services and program options available to students who defer. This
description must be done in writing.
School districts must inform the parent and the student, in writing by January 30 of the year
in which the student is expected to meet graduation requirements, that failure to defer
receipt of a standard high school diploma after all requirements are met releases the school
district from the obligation to provide a free appropriate public education (FAPE). This
communication must state that the deadline for acceptance of deferral of the diploma is May
15 of the year in which the student is expected to meet graduation requirements, and that
failure to attend a graduation ceremony does not constitute a deferral.
The school district must ensure that the names of students deferring their diploma be
submitted to appropriate district staff for entry in the district’s management information
system. Improper coding in the district database will not constitute failure to defer.
In accordance with Rule 6A-6.03028(1), F.A.C., a student with a disability who receives a
certificate of completion may continue to receive FAPE until their 22nd birthday, or, at the
discretion of the school district, until the end of the school semester or year in which the
student turns twenty-two (22).
The district establishes specific courses and programs of study within the minimum credit
requirements for high school graduation and shall provide accommodations for basic
courses, as necessary, to assure exceptional students the opportunity to meet the graduation
requirements for a standard diploma. The IEP Team shall determine which
accommodations will be provided to address the identified needs of the student.
Any or all of the following accommodations to the basic or vocational education courses
are authorized as appropriate for exceptional students who are pursuing standard diploma
credit (6A-6.0312 SBER):
•
Variations in instructional methodology and learning environment
•
Accommodations to test administration procedure in order to accommodate the
student’s handicaps, as provided in State Board Rule (6A-1.0943)
•
Use of special communication systems by the teacher or the student
•
Instructional time may be increased or decreased
Elective credit toward a Standard Diploma via General Course Standards may be earned in
any Exceptional Student Education course listed in the current Course Code Directory.
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Access to Postsecondary Education and Meaningful Careers for Student with Disabilities
ENNOBLES Act
Addresses access to postsecondary education and meaningful careers for students with disabilities. This is
known by the popular name the "Enhanced New Needed Opportunity for Better Life and Education for
Students with Disabilities (ENNOBLES) Act." For the purposes of this act, the term “student with a
disability” means any student who is documented as having an intellectual disability; a hearing impairment,
including deafness; a speech or language impairment; a visual impairment, including blindness; an
emotional or behavioral disability; an orthopedic impairment; an autism spectrum disorder; a traumatic brain
injury; or a specific learning disability, including but not limited to dyslexia, dyscalculia, or developmental
aphasia. FloridaStatute:1007.02
End of Course Assessment Results Waiver for Students with Disabilities
Section 1008.22(3)(c)1., F.S., requires that school districts provide instruction to prepare students with
disabilities to demonstrate satisfactory performance in the core content knowledge and skills necessary for
successful grade-to-grade progression and high school graduation. Assessment results may be waived under
specific circumstances for students with disabilities If a student with a disability receives a waiver of state
assessment results, the 30% EOC calculation requirement will be waived for the purposes of determining
the student’s course grade. Specific requirements regarding the waiver process are found in 1008.22(3)(c)2.,
F.S.
VIII.
SPECIAL PROGRAMS
Career Education On-the-job Training, Guided Workplace Learning
11th and 12 grade students may receive high school credit for work-based learning programs through high
school cooperative education programs. In order to be eligible for these programs, students must first earn a
CAPE Industry Certification or receive an OJT waiver based on provisions outlined in the Nassau County
Cooperative Education Manual. Students may only enroll in the number of course sections equivalent to or
less than the number of hours spent each week on the job. More information regarding cooperative education
programs can be found in the Nassau County Cooperative Education Manual which is available through the
NCSB Career Education
Credit Recovery
For credit recovery purposes, students may earn credits through district approved online programs. Students
must have failed the credit requirement previously and must not be enrolled in the same course in the same
grading period. Furthermore, students may only enroll for a .5 or 1.0 credit at a time. Students must be
registered by their School Counselor. For the summer session, students must register with their School
Counselor no later than two weeks after the last day of school.
Should there be any reason a student cannot enroll in a credit recovery course, there are any number of
correspondence online courses that students may recover credits. The NCSB does not endorse any particular
program but does recognize credits earned from any institution accredited through the Southern Association
of Colleges and Schools Council on Accreditation and School Improvement (SACS/CASI).
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Students currently enrolled in a Nassau County high school may participate in the Credit Recovery Program
(CRP) through district approved online programs if the following conditions are met:
•
Students must be behind in credits for graduation and/or have a low GPA.
•
Students cannot be concurrently enrolled in the same course through the CRP and at their home
school.
•
The CRP may be used only to enable students to graduate with their cohort group (students with
whom they entered ninth grade).
•
CRP courses may not be used to accelerate students beyond their cohort group.
•
Students must be in compliance with the district grade forgiveness policy as prescribed in the student
progression plan.
•
Students must have permission from their School Counselor.
Nassau County Adult High School
The Nassau County Adult High School is open to any person 16 years of age or older who is at-risk of not
meeting the specified graduation requirements of their current school. The purpose of the Adult High School
is
to provide individuals the opportunity to continue their education and earn a traditional high school
program, but the emphasis is placed on the unique needs of the adult/at-risk student.
Principals may recommend placement of at-risk students who are not on track to graduate with his/her cohort
class. These students may return/mainstream with their cohort class at the beginning of the grading period
when deficiencies are corrected.
There is a $30 per term tuition for the Adult High School.
Florida Statute: 1009.22(3)(c)
General Education Development Test (GED)
The GED is a national test that permits a student to receive the equivalency of a high school diploma upon
successfully passing an examination. The diploma issued is the State of Florida High School Diploma. The
GED is a battery of five tests that cover the areas of writing, social studies, science, reading, and
mathematics.
To take the test, a person must be 18 years of age or older and reside in the State of Florida at the time of
application and not be enrolled in a regular school program. Persons 16 and 17 years of age who have left
the
regular school must be enrolled in an intensive education program for 60 days and have good attendance.
The
student must demonstrate mastery by scoring a minimum of 2300 on a practice GED test and obtain
special
permission from the Director of Career and Adult Education.
A person must score a minimum of 410 or more on each of the five tests with an overall score of 2250 or
more.
A GED candidate who fails to attain the required minimum scores on the initial testing may retake the tests
at
the discretion of the local testing agent. After the second testing, a candidate is eligible to retake the tests
at any
succeeding testing interval if an overall minimum standard score of 2200 has been achieved and the
candidate
has made a standard score of 450 or more on at least three (3) of the tests. Candidates who fail to
achieve a total
standard score of 2200 after the 2nd testing will not be eligible to retest until 6 months from
the date of the last
test. Candidates who fail to achieve a standard score of 450 on three (3) or more of the
tests after the second
testing shall not be eligible to retake the tests for a period of six (6) months.
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Virtual Education
Nassau Virtual Education
Florida Statute 1002.45 defines a virtual instruction program (VIP) as “a program of instruction provided
in an interactive learning environment created through technology
in which students are separated from
their teachers by time and space, or both.”
Pursuant to ss. 1002.20(6)(a) and 1002.45(1)(b), F.S., the district shall provide
all enrolled public-
school students
within its boundaries the option of participating in part-time and full-time virtual
instruction programs.
The following virtual education options may be available to students:
•
My District Virtual School (MDVS) is the name of the online learning option for K-12 students
provided by the North East Florida Educational Consortium. MDVS is a franchise of Florida Virtual
School (FLVS). MDVS provides full- and part-time virtual instruction for students in grades K-12.
Instruction is provided by North East Florida Educational Consortium (NEFEC) certified teachers.
Students may enroll in courses available through MDVS with school counselor advisement and
district registrar’s approval. The grade for a semester course will be awarded after successful
completion. MDVS must follow certain FLVS rules and procedures outside the authority of the
district and this plan. For scheduling purposes, students taking one or more MDVS courses are
enrolled in school 7004
•
K12 Florida, LLC provides full-time and part-time virtual education for students in grades 6-
12. Instruction is provided by K12 certified teachers. Grade 6 instruction may also be provided
by NEFEC/MDVS certified teachers. A student’s parent(s)/guardian(s) or approved adult is
expected to take an active role as the student’s learning coach. For scheduling purposes,
students taking K12 courses are enrolled in school
7001 or 7023 (Grade 6 only).
•
Florida Virtual School Virtual Learning Lab (VLL) provides students working on FLVS
course(s)
an opportunity to complete a course
during the school day at the brick and mortar
school with a
facilitator present in the classroom. There are two enrollment periods (August
and January). Students must register for all VLL courses through the school counselor and
students will need an active FLVS account. For scheduling purposes, the students are
scheduled in the course at their brick and mortar school.
•
APEX Learning provides credit recovery and grade forgiveness courses for students in grades 6-
12. Instruction is provided by North East Florida Educational Consortium (NEFEC) certified
teachers. Students must register for courses offered by APEX through the school counselor.
Students will receive a username and password to access their course within a few days. For
scheduling purposes, students taking a course with APEX are enrolled in school 7023.
•
Florida Virtual School (FLVS) Flex provides students with access to online courses during and
after the normal school day and through summer school enrollment. These courses are taught
by
FLVS certified teachers. Nassau County School District does not provide instructional or
technical support for these
courses.
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A student’s total enrollment between the brick and mortar and the virtual school should equal a full
-time enrollment
.
Students may not simultaneously be enrolled in the same course (concurrent course codes) at a brick and mortar
school and with a virtual instruction program (MDVS/K12/VLL/APEX/FLVS).
Virtual Education may be appropriate for students with medical or behavioral issues that may limit success in the
traditional classroom, students whose parent desires single subject participation, or for students needing a more
flexible schedule due to other endeavors. A student’s full-time brick-and-mortar school may not deny access to the
virtual options offered by Nassau County School District if the desired virtual course(s) constitutes appropriate course
placement based on the student’s
academic history, grade level, and age. Students who elect a full-time virtual full-
time program may participate in any interscholastic extracurricular activity at the public school to which the
student would be assigned according to district school board attendance area policies or which the student could
choose to attend, pursuant to controlled open enrollment.
Student Enrollment
Full-Time
Full-time enrollment in MDVS/K12 for semester one will open at least 90 days and end 30 days before the first day
of school as required by F.S. 1002.45 (1)(b). Full-time enrollment in MDVS/K12 for semester two will be
permitted for good cause, such as, medical documentation, family hardship, or transfer from another virtual school
program. Full-time enrollment ends by January 31
st
of the current school year.
Students should have a 2.0 GPA or higher and a score of level 3 or higher on the FSA Language Arts and
Mathematics Assessments to participate in a full-time virtual program. Any student entering a full-time virtual
program with a prior year FSA Language Arts and Mathematics score below a level 3 or with no score for the prior
year, may be required to sign a contract committing to an intensive reading or math course(s). Students enrolled in
a full-time virtual program will be required to take all state assessments as stated in F.S. 1002.45 and 1008.22.
Students are required to maintain a grade of “C” or higher to continue with a virtual program. If a full-time student
fails to maintain a grade of “C” or higher, they may be denied continued virtual program enrollment for the
following school year.
Part-Time
For complete information on part-time participation for students in grades K-5 seeking to enroll in part-time
courses through Nassau Virtual School or Florida Virtual School see “Elementary Part-time Participation” section.
Attendance, Curriculum, Assessments, and Pace
The Nassau County School District will require student compliance with the compulsory attendance
requirements of s.
1003.21, F.S. and will verify student attendance as required by s. 1002.45(6)(a), F.S.
A student’s compulsory attendance will be measured by a consistent course pace. Most courses are
15 weeks in length; therefore, students will need to complete a minimum of three lessons per week
per semester course. Students must maintain this pace to complete a semester course within a 15-
week grading period or one semester. If a student fails to maintain pace, they may be withdrawn from
the course(s) and be escalated for truancy and non-compliance. If a student is withdrawn from all
courses, they may be
escalated for truancy and non-enrollment.
Failure to participate in required assessments may also lead to escalation for truancy and loss of
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opportunity to continue in a virtual instruction program during the next school year.
Curriculum
Pursuant to F.S. 1002.45, curriculum and content will be aligned to state standards under F.S. 1003.41. The virtual
instruction program will be designed to enable students to gain proficiency in each course.
Courses with State End-of-Course (EOC) Assessments
A virtual course requiring a state end-of-course assessment will follow F.S. 1008.23. The state end-of-course
assessment will count as 30% of the student’s grade. The 30% will be calculated into the student's final course
grade and the credit will be awarded pursuant to district policy. A student’s grade displayed on the student’s
dashboard in FLVS/MDVS does not include in the 30% for the state end-of-course assessment and therefore may
be different than the grade in Focus.
Academic Integrity
Students must maintain academic integrity when working on virtual courses. If a student fails to follow academic
integrity, the student may be required to complete quizzes, tests, and exams under proctored supervision. A
student may also receive a zero for an assignment or be withdrawn from a course due to academic integrity issues.
Withdrawal from Course
Students that are withdrawn from a course or fail to activate the course will be allowed to enroll in the course one
additional time. If a student is withdrawn passing or withdrawn failing from a virtual course, the course and
withdrawal code will be recorded on the student’s course history. However, the withdrawal code will not affect a
student’s GPA.
Students with an Individual Education Plan (IEP) or Section 504 plan
For students entering a virtual instruction program with an Individual Education Plan (IEP) or Section 504 plan, a
team meeting will be scheduled prior to determining if a virtual program option is an appropriate placement. This
meeting should include but is not limited to the parent, the student if appropriate, staff from the student’s brick and
mortar school, the virtual school registrar, and a representative from the district’s Exceptional Student Education
(ESE) department. The team will discuss and determine if a virtual program is the optimal setting for delivering
and maintaining ESE services.
NCAA
NCAA division I and II prospective athletes should consult NCAA initial eligibility requirements
regarding virtual courses.
Home Education Students
A student registered as a Home Education student in Nassau County may access one or more virtual courses
through MDVS on a part-time basis. Home Education students may not exceed six half credit courses per
semester. The parent of a Home Education student remains responsible for the maintenance of the Home
Education program and portfolio even if the virtual course(s) are taken through MDVS as stated in Florida Statute.
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Annual Enrollment from Previous Year
To qualify for enrollment for the following school year, a full-time virtual student must maintain a satisfactory
attendance as measured by a consistent course pace (a minimum of 3 lessons per week per course) and comply
with any virtual program contracts related to intensive reading and mathematics course(s) for students scoring
below a level three on FSA Language Arts or Mathematics Assessment(s).
Written Parent Notification of Virtual Instruction Program
Pursuant to s. 1002.45(1)(b), F.S., Nassau County School District must provide parents with timely written
notification of a
least one (1) open enrollment period for full-time students that consists of 90 days or more and ends
30 days before the first day of the school year.
The virtual instruction program written notification will be distributed annually during the prior school year to notify
parents
prior to the open enrollment period for the upcoming school year.
Florida Statutes: 1002.20(6)(a),1002.321, 1002.37, 1002.45, 1002.455, 1003.21, 1003.41, 1003.498
Home Education
Home education students may participate in dual enrollment, career and technical dual enrollment,
early admission,
and credit by examination.
Home school students who wish to receive a diploma from a Nassau County high school must be
enrolled in their
entire senior year at the high school they would normally be assigned. The process for
determining credits and grade
placement must begin by June 1 prior to the year of enrollment. Credit
will be awarded only after the student has
completed one semester course. For further information on
the transfer of credits refer to section on Transfer
Students.
Florida Statute 1002.41 defines home education programs as, “…a sequentially progressive
instruction of a student
directed by his/her parent or guardian in order to satisfy the requirements for
compulsory attendance of s. 1002.41,
1003.01(13), 1003.21(1).
For more information, visit FLDOE Office of School Choice Website at
http://www.floridaschoolchoice.org/
Procedures for Initiation of a Nassau Home Education Program
Parent/guardian who resides within Nassau County shall notify the Superintendent of his or her intent to establish
and maintain a home education program. The notice must be in writing, signed by the parent, and include the full
legal names, addresses, and birthdates of all children who shall be enrolled as students in the home education
program. The notice of intent must be filed within 30 days of the establishment of the home education program.
Upon receipt of the letter of intent, the Superintendent or designee thereof shall forward to the parent
an
acknowledgement of intent.
To register for home education, contact (904-277-9029) or visit the Home Education webpage at
www.nassau.k12.fl.us/domain/73.
Parent Responsibilities for Home Education Participants
It shall be the responsibility of the parent or guardian to:
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•
Provide instructional materials appropriate to the program of the student.
•
Maintain a portfolio of records and materials.
The parent shall determine the content of the portfolio, preserve it for 2 years, and make it available for
inspection, if requested, by the district school superintendent, or the district school superintendent’s
agent, upon 15 days’ written notice.
•
The portfolio shall consist of the following:
A log of educational activities, which is made contemporaneously with instruction, and
designates by title any reading materials used.
Samples of any writings, worksheets, workbooks, or creative materials used or developed
by
the student.
Provide for an annual educational evaluation in which is documented the pupil’s demonstration
of educational progress at a level commensurate with his/her ability. The parent or guardian
shall select the method of evaluation and shall file a copy of the evaluation annually with the
superintendent’s office. The annual evaluation (s.1002.41 F.S.) shall consist of one of the
following:
A teacher selected by the parent or guardian shall evaluate the pupil’s educational
progress
upon review of the portfolio and discussion with the pupil. Such teacher shall
hold a valid
regular Florida certificate to teach academic subjects at either the elementary
or secondary
level.
Any nationally normed student achievement test or state assessment administered by a
certified teacher. A score at or above the 30th percentile on a
nationally normed student
achievement test or a score of proficiency on the state
assessment test will be considered
acceptable.
A state student assessment test used by the school district and administered by a certified
teacher, at a location and under testing conditions approved by the school district. This is
available to the parent or guardian at no cost, if scheduled at the home school of the child.
A score of proficiency on the state assessment test will be considered acceptable.
The pupil shall be evaluated with any other valid measurement tool as mutually agreed
upon by the Superintendent and the parent or guardian.
The student may be evaluated by a psychologist holding a valid, active license pursuant
to the provisions of Section 490.003 (7) or (8), F.S.
The pupil shall be evaluated with any other valid measurement tool as mutually agreed
upon by the Superintendent and the parent or guardian.
If the student does not demonstrate educational progress at a level commensurate with her or his ability, the district
school superintendent shall notify the parent, in writing, that such progress has not been achieved. The parent shall
have 1 year from the date of receipt of the written notification to provide remedial instruction to the student. At the
end of the 1-year probationary period, the student shall be reevaluated. Continuation in a home education program
shall be contingent upon the student demonstrating educational progress commensurate with her or his ability at the
end of the probationary period
Failure to provide an annual evaluation of the student places the home education program in non-compliance and
permits the superintendent, after notice to the parent, to terminate the program. Non-compliance with this
requirement will trigger the district’s policy regarding non-compliance with compulsory school attendance.
Truancy
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A student who has been found to exhibit a pattern of nonattendance may enroll in a home education program.
However, the parent must submit a portfolio, as defined by Section 1002.41, F.S., to be reviewed by a home
education review committee every 30 days until the committee determines that the home education program is in
compliance with Section 1003.26, F.S. The first portfolio review must occur within the first 30 calendar days of the
establishment of the home education program.
• If the parent fails to provide a portfolio for review by the committee, the home education program shall be
terminated and the parent will be required to enroll the student in an attendance option provided under
Section 1002.41, F.S., within three days. Failure of a parent or guardian to enroll a student in an attendance
option after termination of a home education program shall constitute non-compliance with the compulsory
attendance requirement and may result in criminal prosecution of the parent under Section 1003.27(2), F.S.
Reentry Procedures
Upon reentry to a District school, a student’s grade placement determination shall be made solely based
upon the academic evidence presented by the parent and through academic assessment performed at
the
receiving school. The school principal will make the final decision as to appropriate grade
placement.
Foreign Exchange Students
Placement of Foreign Exchange Students: The following guidelines have been established for placement of
foreign exchange students:
Only organizations with tax-exempt status as conferred by the IRS pursuant to section 501(c)(3) and
organizations that are listed officially with the Council of Standards for International Education Travel
(CSIET) may sponsor an international exchange student program in NCSD.
The exchange student shall gain legal entry into the United States with a J-1 Exchange Visa, which includes
clearance by Homeland Security or the appropriate Government agency, and shall present documented proof
with a birth certificate or passport, showing that he/she will be at least sixteen (15) years of age, but not have
attained the age of eighteen and a half (17) prior to attendance at a school in the District.
All foreign exchange students shall complete a Home Language Survey.
No foreign exchange students shall receive a Nassau County School District high school diploma nor
participate in the graduation ceremony.
A foreign exchange student may only register at the appropriate high school that shall be designated as the school
within the regular school attendance zone of the host family’s residence.
It is recommended that foreign exchange students take U.S. History and English classes.
Foreign exchange students may be eligible to participate in sports and activities provided they meet Florida High
School Athletic Association (FHSAA) or a sponsoring organization’s rules and regulations.
Foreign exchange students are subject to all school and district rules and regulations per NCSD Student Code of
Conduct.
Host parents must accept all responsibilities for foreign exchange students including, but not limited to,
conferences with school staff.
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High schools may limit the number of foreign exchange students they admit based on class size and/or total
student enrollment.
Foreign exchange students should be fluent in English prior to enrollment; therefore, they should not be tested for
qualification of ESOL service.
Representatives from foreign exchange programs must request permission for admission by submitting a
completed packet to the principal for approval prior to May 1st of the following year.
Foreign students who have received a high school diploma, or its equivalent, in their home country are not
eligible to be foreign exchange students.
It is the principal’s discretion to accept/deny the application request. Note: NCSD does not issue I-20
Visas.
Students from foreign countries who are not enrolled in a Foreign Exchange Program may not be enrolled in a
NCSD school unless legal guardianship from a United States court is granted for a family residing in
NCSD. A foreign student may not be enrolled on a vacation VISA.
School Responsibilities
When approached by Exchange Student organization, check www.csiet.org/ (Council on
Standards for International Education Travel’s (CSIET) Advisory List of International Education
Travel and Exchange Programs) to verify the agency is accredited.
Provide the agency representative a copy of the checklist with a deadline completion date prior to May1.
Once the packet is returned, ensure all items on the checklist are included in the packet. Principal or designee
signs/dates at bottom of checklist as evidence of approval. Notify district office contact of any discipline or
other incidents.
The school/District will not be responsible for any fees for activities, events, trips, etc. during the student’s
enrollment period.
Sponsor Responsibilities
The sponsoring organization shall work with the appropriate governmental agencies to ensure that the
prospective international exchange student has fulfilled all requirements for entry into the United States on a
J-1Visa.
Sponsors of student exchange organizations shall secure, prior to the student’s departure from their home
country, a host family placement of each student participant.
As required by the U.S. Department of State, a background check must be completed by the sponsoring
organization for each member of the host family household, eighteen years of age or older, and for the local
organization representative of the organization.
In the event of unforeseen circumstances that necessitate a change of host family placement, the sponsor
shall document the reasons necessitating such change and immediately provide this information to the school
principal designee.
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Provide a written statement from the sponsoring organization or student’s home school indicating that the
student has not received a high school diploma from his/her country of origin.
Provide a valid transcript from the student’s sending school translated in English.
The designated sponsoring organization shall assume responsibility for the student’s health, safety,
educational, financial and legal obligations.
The sponsor organization shall adhere to all provisions required by federal laws and regulations.
Nassau County Students Leaving the Country for Foreign Exchange:
Rising juniors may participate in a foreign exchange program. Students may not participate in an exchange
program in their senior year as it may jeopardize the completion of graduation requirements. There is no
credit guarantee for courses taken in a foreign country.
IX.
ATTENDANCE
Attendance
Regular school attendance is a necessary part of a student’s education. Excessive absences
impair a student’s
educational progress, impacts whether the student passes or fails a grade,
and may result in court proceedings
and/or the loss of driving privileges. Students will be
considered absent when they miss 50% of their school
day. After fifteen (15) days of absence, whether excused or unexcused, a student must present verification from a
licensed doctor for all subsequent absences due to illness. COVID-19 related absences will be excused and not
count toward the 15 days of absences for the 2020-2021 school year. Absences shall be classified and
treated as
follows:
Excused Absences
Students must be in school unless the absence has been excused for one of the reasons listed below. Excused
absences include the following:
•
Personal Illness.
•
Illness of an immediate family member.
•
Death in the family.
•
Religious holidays of the student’s religious faith.
•
Required court appearance or subpoena by a law enforcement agency.
•
Special events, including, but not limited to, important public functions, student
conferences, student state/national
competitions that are school‐sponsored,
administrative approved post‐secondary educational institution visitation,
as well
as exceptional cases of family need.
•
Doctor or dentist appointments.
•
Students having or suspected of having a communicable disease or infestation that
can be transmitted are to be
excluded from school and are not allowed to return
to school until they no longer present a health hazard (Florida
Statute 1003.22).
Examples of communicable diseases and infestations include, but are not limited
to, fleas, head
lice, ringworm, impetigo, and scabies. Students are allowed a
maximum of two (2) days excused absence for an
infestation of head lice.
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Unexcused Absences
Unexcused absences include, but are not limited to, the following:
•
Shopping trips
•
Pleasure/Vacation trips
•
Truancy
•
Other avoidable absences.
Reporting Absences
Any student who has been absent from school shall bring a note from a parent or guardian
within forty‐eight
(48) hours of returning to school stating the cause of the absence. Failure
to bring in a note will result in an
automatic unexcused absence. However, the fact that the
student brings in a note does not require the school
administration to excuse the absence. The
principal or designee will decide whether the absence meets the
criteria for an excused absence, and that decision will be final. The administration may request additional
documentation, such as a doctor’s note. The excuse must state specific dates of absence, and
must be signed by the
treating, licensed physician. After fifteen (15) days of absence, whether
excused or unexcused, a student must
present verification from a licensed doctor for all
subsequent absences due to illness.
Make‐Up Work
When a student is absent from school the student shall be
responsible for all work and assignments missed
during the student’s absence. The
student shall make arrangements with teachers for “make‐up” work. The
number of days allowed to make up the work shall be the same as the number of days the student was absent.
This deadline may be extended with approval of the teacher or principal. Previously assigned projects or tests
are due upon return from absence or as determined by the teacher’s grading standards.
Truancy
A student may be deemed truant after (i) five (5) unexcused absences, or absences for which
the reasons are
unknown, within a calendar month, or (ii) ten (10) unexcused absences, or
absences for which the reasons are
unknown, within a 90‐calendar‐day period.
Students are subject to the following actions for preventing and correcting truancy:
• When a student may be exhibiting a pattern of non‐attendance, the principal shall
refer the student to the school’s
attendance team to determine if a pattern of truancy
is developing.
•
The school’s attendance team shall meet with the student and parent or guardian to
determine if a pattern of truancy
is developing and to identify and implement potential
remedies.
•
If the school‐based efforts to resolve non‐attendance are unsuccessful, the student
shall be referred to the
Superintendent or his designee for truancy.
•
The Superintendent or his designee will review the case and may refer the student to the District Truancy Prevention
Task Force. The District Truancy Prevention Task Force is conducted with representation from law enforcement,
school district, State Attorney’s Office, Department of Juvenile Justice, Department of Children and Families,
Youth Crisis Center, the parent, and the student. A decision may be made to file a petition in court for truancy.
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Tardiness
Tardiness is disruptive to the learning environment and can have a negative impact on student
achievement.
Disciplinary action for unexcused tardiness shall be progressive and will be specifically defined in each individual
school's discipline plan.
Driver’s License
Florida law requires that minors who fail to satisfy attendance requirements will be ineligible
for driving privileges.
The School District is required to notify the Department of Highway
Safety and Motor Vehicles of the following:
•
Students ages 14‐18 who accumulate fifteen (15) unexcused absences, not including
out of school suspensions, in
a ninety (90) calendar‐day period.
•
Students between the ages of 16‐18 who have signed a declaration of intent to
terminate school enrollment.
•
Students ages 14‐18 who are expelled.
•
Students ages 14‐18 who did not enter school and for whom the school has received
no indication of transfer to
another educational setting.
These students may not be issued a driver’s license or learner driver’s license. Also, the
Department of Motor
Vehicles shall suspend any previously issued driver’s license or learner
driver’s license of any such minor
pursuant to Florida Statute 322.091. In order to have a
driver’s license reinstated, the student must attend school
regularly for thirty (30) days with
no unexcused absences and pay the appropriate reinstatement fee.
Granting Permission to Leave School Grounds
No student shall be sent off the school grounds to perform an errand or to act as a messenger
except with the
approval of the principal, provided that approval shall be granted only for
urgent and necessary school business
and with the consent of the student's parent or guardian.
Exemption from Regular School Attendance
A student of compulsory attendance age shall be required to attend school as provided by the
law unless issued an
exemption certificate by the Superintendent. Students who have reached
age 16 must file a "Declaration of Intent
to Terminate School Enrollment" if they wish to
discontinue their education. Upon filing the intent, the student
must allow the school to
conduct an “Exit Interview” and “Exit Survey” to determine the reasons for the
decision to
terminate school enrollment and the actions that could be taken.
High School Attendance (9-12)
Academic Penalty for Excessive Unexcused Absences
6-Period Day: On the sixth (6
th
) unexcused absence for any semester the highest grade a student can
receive is 59, unless as appeal is granted by the School Attendance Committee.
4 X 4 Block: On the third (3
rd
) unexcused absence for any semester the highest
grade a student can receive is 59, unless an appeal is granted by the School Attendance Committee.
AB Schedule: On the sixth (6
th
) unexcused absence for any semester the highest
grade a student can receive is 59, unless an appeal is granted by the School Attendance Committee.
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Attendance Appeal
6 Period Day Schedule: To qualify for an attendance appeal, student must meet the following criteria:
• Absences not to exceed 10 unexcused days per semester, and
• Passing grades on the required comprehensive semester exam, and
• An overall passing grade in the class for the grading period, and
• An attendance appeal request in writing to the principal in a timely manner, and
• Documentation submitted to the committee.
4x4 Block Schedule: To qualify for an attendance appeal, a student must meet the following criteria:
• Absences not to exceed 5 unexcused days per semester, and
• Passing grades on the required comprehensive semester exam, and
• An overall passing grade in the class for the grading period, and
• An attendance appeal request in writing to the principal in a timely manner, and
• Documentation submitted to the committee.
School Attendance Committee
The School Attendance Committee is appointed by the principal and is comprised of one Assistant Principal, one
dean of Students, and three teachers.
• The role of the committee is to review each attendance appeal and make recommendations to the
principal regarding the student’s academic status due to non-attendance.
• Attendance appeals must be submitted to the principal in writing by the end of the grading period.
• It is the responsibility of the student to provide the Attendance Committee with any and all
documentation supporting his/her appeal.
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X. Terms and Abbreviations
ACCEL Academically Challenging Curriculum to Enhance Learning
ACT American College Test
AP Advanced Placement
CAP Credit Acceleration Program
CCD Course Code Directory
CIS Communities in Schools
CTE Career and Technical Education
DE Dual Enrollment
EOC End of Course
ESE Exceptional Student Education
ELL English Language Learner
FCAT Florida Comprehensive Assessment Test
FLDOE Florida Department of Education
FHEP Florida Home Education Program
FIT Families in Transition
FLVS Florida Virtual School
FS Florida Statute
FSA Florida Standards Assessment
FSCJ Florida State College at Jacksonville
GED General Education Development Test
GPA Grade Point Average
HOPE Health Opportunities through Physical Education
IEP Individual Education Plan
LEP Limited English Proficiency
MDVS My District Virtual School
NCSB Nassau County School Board
NGSSS Next Generation Sunshine State Standards
NVS Nassau Virtual School
PERT Postsecondary Education Readiness Test
PMP Progress Monitoring Plan
PSAT Preliminary Scholastic Aptitude Test
SAC School Advisory Council
SAT Scholastic Assessment Test
SBOE State Board of Education
STEM Science, Technology, Engineering and Mathematics
SUS State University System
