THE HENDRY COUNTY SCHOOL DISTRICT

THE HENDRY COUNTY SCHOOL DISTRICT

STUDENT PROGRESSION PLAN

2020-2022

Paul K. Puletti, Superintendent of Schoolswww.hendry-schools.org

Board Approved: ______________

Hendry County School Board Members

Dwayne E. Brown

District 1

Sally Berg

District 2

Amanda Nelson, Vice-Chairman

District 3

Stephanie Busin, Chairman

District 4

John Basquin

District 5

Paul K. Puletti

Superintendent of Schools

The School Board of Hendry County Florida prohibits any policy or procedure, which results indiscrimination or harassment on the basis of race, color, national origin, ethnicity, sex (includingsexual orientation, transgender status or gender identity), disability, pregnancy, marital status,age (except as authorized by law), religion, military status, or genetic information in theprovision of educational opportunities or employment opportunities and benefits.

The Hendry County School District (HCSD) equity officer may be contacted at 863-674-4550 forindividuals who wish to file a discrimination or harassment complaint, or for individuals withdisabilities requesting accommodations under the Americans with Disabilities Act.

Student Progression Plan Committee members for 2020-2021: Melissa Carter, DeniseGibson, Aimee Sweet, Patty Sutton, Robin Jones, Jane Hatfield, Richard Talada, MeredithKane, Ivette Porth, Kathy Paige, Vanessa Campo, Catherine McVay, Tina Kelley, Dennis Veal,Samantha Ortiz, Jeremy Greaves, Sherry Llossas, David Kelly, Tammy Bass, Ian Stone,Amanda Howard, Michelle Zimmerly, Diana Weiss, and Ashley Allison

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Table of Contents

A. Introduction ........................................................................................................................ 1

B. Legal Foundation of the Student Progression Plan......................................................... 2

C. General Procedures and Overview ................................................................................... 3

1. Enrollment ................................................................................................................... 3

a. Homeless Children and Youths.............................................................................. 4

2. Transfer Students ........................................................................................................ 4

3. Attendance .................................................................................................................. 5

a. Compulsory School Attendance............................................................................. 5

b. Intent to Terminate School Enrollment ................................................................... 5

c. Regular Attendance ............................................................................................... 6

d. Excused Absences ................................................................................................ 6

e. Parent Responsibility ............................................................................................. 6

f. Truancy.................................................................................................................. 6

g. Hospital or Homebound Program........................................................................... 7

4. Progression, Acceleration and Support........................................................................ 7

a. State Standards and Programs of Study................................................................ 7

b. Required Instruction............................................................................................... 8

c. Homework Guidelines............................................................................................ 9

d. Reporting of Student Progress............................................................................... 9

e. Report Cards ........................................................................................................10

f. Elimination of Social Promotion ............................................................................11

g. Multi-Tiered System of Supports...........................................................................11

h. Progress Monitoring..............................................................................................12

i. Students with Disabilities ......................................................................................12

j. Section 504 Plans.................................................................................................15

k. English Language Learners ..................................................................................16

l. Migrant Education Program ..................................................................................17

m. Supplemental Academic Instruction......................................................................18

n. Academically Challenging Curriculum to Enhance Learning Options ....................18

o. Interstate Compact on Educational Opportunity for Military Children.....................20

p. Service Learning...................................................................................................22

5. Assessment Overview ................................................................................................23

a. Statewide Assessments for Students with Disabilities...........................................24

b. Statewide Assessment Program for English Language Learners..........................24

c. Prohibited Activities ..............................................................................................25

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6. Comprehensive K-20 Career and Education Planning................................................25

a. Career and Professional Education Digital Tool Certificates .................................25

b. CAPE ESE Digital Tools .......................................................................................26

7. Education Records Rights of Parents and Students ...................................................26

a. Right of Privacy.....................................................................................................26

b. Right to Inspect and Review ...............................................................................277

c. Right to Request an Amendment to a Record.......................................................27

d. Right to Consent to Disclosures of Personally Identifiable Information..................27

e. Right to File a Complaint.......................................................................................27

D. Virtual Education...............................................................................................................28

1. Hendry Virtual School Full-Time Enrollment ...............................................................28

2. Part-Time Enrollment..................................................................................................29

E. Home Education................................................................................................................29

1. Parent Responsibilities ...............................................................................................29

F. Elementary Education (Prekindergarten-5) .....................................................................30

1. Placement ................................................................................................................300

a. Voluntary Prekindergarten Admission .................................................................300

b. Kindergarten Admission......................................................................................311

c. Kindergarten Students with Disabilities ...............................................................311

d. First Grade Placement ........................................................................................311

e. Out-of-State Kindergarten and First Grade Transfers from Public andNonpublic Schools..............................................................................................311

f. Out-of-County Public School Transfer Students..................................................322

g. Home Education and Private School Transfer Students......................................322

h. Classroom Placement of Multiple Birth Siblings ..................................................322

i. Assistance to Transitioning Students from Military Families................................333

2. Program of Study......................................................................................................333

a. Prekindergarten Curriculum and Instruction ........................................................344

b. Curriculum and Instruction K-5............................................................................344

c. Additional Curricula.............................................................................................355

d. English Language Learners ................................................................................355

e. Students with Disabilities Accommodations to the General Curriculum...............355

f. Students with Disabilities Receiving Instruction via Florida Standards AccessPoints .................................................................................................................366

g. Extended School Year Services..........................................................................366

3. Assessment..............................................................................................................366

a. Kindergarten Screening ......................................................................................366

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b. Florida Standards Assessments and NGSSS Statewide Science Assessment ...366

c. English Language Learners ................................................................................377

d. Students with Disabilities ....................................................................................377

e. Assessment Results ...........................................................................................377

4. Student Rights for Instruction....................................................................................377

5. Promotion and Acceleration......................................................................................388

a. Promotion ...........................................................................................................388

b. Acceleration..........................................................................................................39

6. Promotion with Instructional Support and Promotion to Grade 4...............................411

a. Promotion with Instructional Support...................................................................411

b. Promotion to Grade 4..........................................................................................411

7. Retention..................................................................................................................433

a. Services for Students Retained in Grade 3 .........................................................444

b. Midyear Promotion of Retained Grade 3 Students ................................................45

c. Required Parental Notifications...........................................................................466

8. Reporting Elementary Student Progress...................................................................477

a. Grading Scale.....................................................................................................477

G. Middle Grades (6-8) ...........................................................................................................48

1. Placement ..................................................................................................................48

a. Out-of-County Public School Transfer Students....................................................49

b. Out-of-State and Out-of-Country Transfer Students..............................................49

c. Home Education and Private School Transfer Students........................................49

d. Florida Public School Virtual School Program Transfer Students........................500

e. Classroom Placement of Multiple Birth Siblings ..................................................500

f. Assistance to Transitioning Students from Military Families................................500

2. Program of Study......................................................................................................511

a. Florida Standards and Next Generation Sunshine State Standards....................511

b. Required Academic Courses ..............................................................................511

c. Comprehensive Health Education.......................................................................522

d. Physical Education .............................................................................................522

e. Career and Technical Education.........................................................................533

f. Character Education ...........................................................................................533

g. English Language Learners ................................................................................533

h. Students with Disabilities Accommodations to the General Curriculum...............533

i. Students with Disabilities Receiving Instruction via Florida Standards AccessPoints .................................................................................................................544

j. Extended School Year Services..........................................................................544

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3. Assessment..............................................................................................................544

a. Florida Assessments...........................................................................................544

b. English Language Learners ................................................................................555

c. Students with Disabilities ....................................................................................555

d. Assessment Results ...........................................................................................566


5. Promotion.................................................................................................................566

a. Promotion from Grades 6 to 7 and 7 to 8 ..............................................................56

b. Promotion from Grade 8 to 9...............................................................................577

c. English Language Learners ..................................................................................58

d. Students with Disabilities ......................................................................................58

6. Promotion with Instructional Support and Retention ...................................................58

a. Alternate Documentation of Successful Completion of Required Courses ............59

b. Retention ..............................................................................................................59

7. Acceleration................................................................................................................60

a. Midyear and Whole-Grade Promotion.................................................................611

b. Subject Matter Acceleration ................................................................................611

c. Credit Acceleration Program...............................................................................611

d. Advanced Placement ..........................................................................................622

8. Reporting Middle Grades Student Progress..............................................................633

a. Grading Scale.....................................................................................................633

b. Grade Calculation ...............................................................................................633

c. Citizenship Grade ...............................................................................................655

d. Grade Forgiveness .............................................................................................655

9. Interscholastic Extracurricular Student Activities.......................................................666

a. Interscholastic Athletics ......................................................................................666

H. High School (9-12).............................................................................................................66

1. Placement ..................................................................................................................67

a. Out-of-County Public School Transfer Students....................................................67

b. Out-of-State and Out-of-Country Transfer Students..............................................67

c. Home Education and Private School Transfer Students........................................68

d. Florida Public School Virtual School Program Transfer Students..........................68

e. Classroom Placement of Multiple Birth Siblings ....................................................68

f. Assistance to Transitioning Students from Military Families..................................69

2. Program of Study........................................................................................................69

a. Florida Standards and Next Generation Sunshine State Standards......................69

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b. Required Standard Diploma Options...................................................................700

c. Career and Technical Education.........................................................................700

d. Character Development Program .......................................................................700

e. Health Opportunities through Physical Education ...............................................711

f. Advance Via Individual Determination.................................................................711

g. English Language Learners ................................................................................711

h. Students with Disabilities Accommodations to the General Curriculum...............711

i. Students with Disabilities Receiving Instruction via Florida Standards AccessPoints .................................................................................................................722

j. Extended School Year Services..........................................................................722

3. Assessment..............................................................................................................722

a. Florida Assessments...........................................................................................722

b. English Language Learners ................................................................................733

c. Students with Disabilities ....................................................................................733

d. Assessment Results ...........................................................................................733


5. Course Credit Information.........................................................................................744

a. Definition of High School Credit ..........................................................................744

b. Course Titles on Transcripts ...............................................................................744

c. Credit Earning.....................................................................................................744

6. Promotion.................................................................................................................755

7. Instructional Support.................................................................................................766

8. Florida Diplomas and Certificates .............................................................................766

a. Standard Diploma – 24-Credit Program ..............................................................766

b. Standard Diploma – 18-Credit, Academically Challenging Curriculum toEnhance Learning Option ...................................................................................778

c. Standard Diploma – Additional Options for Students with Disabilities .................778

d. Standard High School Diploma Designations – 24-Credit Program.....................800

e. Seal of Biliteracy.................................................................................................811

f. State of Florida High School Diploma .................................................................833

g. State of Florida High School Performance-Based Diploma .................................833

h. Career and Technical Education Graduation Pathway Option 84i. Certificates of Completion...................................................................................866

9. Acceleration..............................................................................................................866

a. Honors Program .................................................................................................877

b. Early Graduation.................................................................................................877

c. 18-Credit ACCEL Option.....................................................................................877

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d. Credit Acceleration Program.................................................................................88

e. Dual Enrollment ..................................................................................................900

f. Career and Professional Education Academies ..................................................911

10. Additional Progression Information ...........................................................................911

a. Physical Education Waivers................................................................................911

b. Online Course Credit ..........................................................................................922

c. College Entrance Assessments, Concordant and Comparative Scores ..............933

d. Course Substitutions...........................................................................................944

e. Credit Recovery Courses....................................................................................966

11. Reporting High School Student Progress..................................................................966

a. Grading Scale.....................................................................................................966

b. Grade Calculation .................................................................................................97

c. Grade Forgiveness ...............................................................................................98

12. Interscholastic Extracurricular Student Activities.........................................................98

a. Interscholastic Athletics ........................................................................................99

13. Graduation..................................................................................................................99

a. Graduation Ceremony.......................................................................................1000

b. Class Rank .......................................................................................................1000

c. Honor Graduates ..............................................................................................1000

d. Valedictorian and Salutatorian ..........................................................................1011

14. Bright Futures Scholarship Program.......................................................................1011

I. Adult Education.............................................................................................................1022

1. State of Florida High School Diploma .....................................................................1022

2. Courses..................................................................................................................1022

a. Adult Basic Education Course...........................................................................1022

b. General Educational Development Course .......................................................1022

3. Assessment............................................................................................................1033

a. Tests of Adult Basic Education .........................................................................1033

b. Comprehensive Adult Student Systems............................................................1033

J. Appendices....................................................................................................................1033

Appendix A: ACCEL Parent Request Form – Elementary School Students.....................1044

Appendix B: ACCEL Performance Contract – Elementary School Students ..................10606

Appendix C: Elementary/Middle School Credit by Examination Request Form..............10808

Appendix D: K-3 Reading Deficiency Parent Notification.................................................1100

Appendix E: ACCEL Parent Request Form – Middle School Students ............................1144

Appendix F: ACCEL Performance Contract – Middle School Students..........................11616

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Appendix G: High School Course Advisement Form .....................................................11818

Appendix H: ACCEL Parent Request Form – High School Students ...............................1200

Appendix I: ACCEL Performance Contract – High School Students ................................1222

Appendix J: High School Credit by Examination Request Form ......................................1244

School Board of Hendry County Student Progression Plan

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A. Introduction

The School Board of Hendry County Student Progression Plan (SPP) is designed to support theHendry County School District’s (HCSD) vision, which is to create a district where students wantto learn, parents want to send their children, teachers want to teach and employees want towork through a commitment to academic achievement, instructional effectiveness, collaboration,and cultural diversity. This vision places a focus on standards-based instruction with highexpectations for all students.

The purpose of this SPP is to present school personnel, parents, students and communitymembers with a guide to delineate what a student must know and be able to do to be promotedand what the HCSD will do to help the student meet the requirements for promotion. This SPPreflects Florida laws, regulations, and rules and HCSD policies and administrative proceduresfor kindergarten through grade 12 (K-12) and adult education.

Promotion, retention, and the specific assignment procedures contained in this SPP aredesigned to ensure that students are placed in instructional programs that challenge them tomake substantial academic growth and develop intellectually, emotionally, socially andphysically.

The HCSD is committed to the idea that all students can learn when academic growth iscontinuous and built on high expectations and quality instructional strategies to meet individualneeds. This SPP implements the HCSD policies and develops procedures to provide eachstudent with the maximum opportunity to achieve at high academic levels, equipping studentsto successfully pursue college and career goals.


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B. Legal Foundation of the Student Progression Plan

Per section (s.) 1008.25(1), Florida Statutes (F.S.), it is the intent of the Florida Legislature thateach student’s progression from one grade to another be determined, in part, upon satisfactoryperformance in English Language Arts (ELA), mathematics, science and social studies, and thatthe HCSD policies must facilitate student achievement. Each student and parent must beinformed of that student’s academic progress. Students must have access to educationaloptions that provide academically challenging coursework or accelerated instruction pursuant to(s. 1002.3105), F.S.

It is the responsibility of the HCSD to establish a comprehensive SPP that must provide for astudent’s progression from one grade to another based on the student’s mastery of the FloridaStandards and Next Generation Sunshine State Standards (NGSSS) in s. 1003.41, F.S.,specifically ELA, mathematics, science, and social studies standards(s. 1008.25(2), F.S.). The HCSD’s goal is that all students make adequate annual learning gainssufficient to acquire knowledge, skills, and competencies needed to master these standards.

In order to facilitate the assessment of student progress, s. 1008.22, F.S., requires that eachstudent must participate in the statewide, standardized assessment program. Remedial andsupplemental instructional resources must be allocated as follows: first, to students who aredeficient in reading by the end of grade 3 and, second, to students who fail to meet performancelevels required for promotion (s. 1008.25(3), F.S.).

HCSD procedures will ensure the placement of each student in the subjects, the grade level, orthe special program that is best suited to meet the student’s academic needs. Consideration willbe given to the student’s social, emotional, and physical development. Recommendationsregarding student promotion, retention, and special placement will be made with the combinedefforts of students, parents, and professional educators.

The professional staff of each school in the HCSD has the primary responsibility for makingrecommendations regarding each student’s level of performance and ability to functionacademically at the next grade level. The decision regarding grade placement is theresponsibility of the principal, as outlined in this SPP and pursuant to federal and state laws andthe HCSD-approved policies and procedures. Students may not be assigned to a grade levelbased solely on age or other factors that constitute social promotion (s. 1008.25(6)(a), F.S.).

As a school district that serves students in grades K-12, Hendry County public schools mustimplement an early warning system to identify students who need additional support to improveacademic performance and stay engaged in school (s. 1001.42(18)(b), F.S.).

Throughout this SPP, when the word “parent” or “parents” is used, it also refers to either one orboth parents of a student, any guardian of a student, any person in a parental relationship to astudent or any person exercising supervisory authority over a student in place of the parent(s. 1000.21(5), F.S.).

As with all policy handbooks, periodic review and revision are undertaken in order to retainguidelines that are consistent with the intent of the HCSD and legislative actions. References tothe HCSD Bylaws and Procedures (BP) as well as the HCSD Administrative Procedures areincorporated throughout this SPP (refer to the HCSD’s policies and procedures athttp://www.neola.com/hendry-fl/).


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C. General Procedures and Overview

1. Enrollment

New students must meet all entrance requirements before they are eligible to attend school.The assignment of students to schools within the HCSD must be consistent with the bestinterests of students and the best use of HCSD resources.

All students who are entering a Hendry County public school for the first time must present thefollowing information before they can enter school:

Evidence of the child's birth date verified in priority order:

(i) Birth certificate. A certified birth certificate for the United States (U.S.) citizensmay be requested online at http://www.cdc.gov/nchs/howto/w2w/w2welcom.htm;

(ii) A duly attested transcript of the child’s birth record filed according to law witha public officer charged with the duty of recording births;

(iii) A duly attested transcript of a certificate of baptism showing the date of birthand place of baptism of the child, accompanied by an affidavit sworn by theparent;

(iv) Insurance policy on the child's life and in force for at least two years;(v) A passport or certificate of arrival showing the age of child;(vi) An official educational transcript stating the child's age that must be current

and indicates enrollment for at least four years; and(vii) An affidavit of age sworn to by the parent, accompanied by a certificate of

age signed by a public health officer or by a public school physician, or, ifthese are not available in the county, by a licensed practicing physiciandesignated by the HCSD, which states that the health officer or physician hasexamined the child and believes that the age as stated in the affidavit issubstantially correct (s. 1003.21(4), F.S.).

A Florida Certificate of Immunization per s. 1003.22(1), F.S., Form 680 (blue card),completed by a Florida physician or by a Florida county health department.Information on Florida school immunization requirements is available athttp://www.doh.state.fl.us/Family/school/parent/parent_info.html.

A principal may issue a temporary exemption, for up to 30 school days, to permit astudent who transfers from another district or school system to attend class until thestudent’s records can be obtained.

Evidence of a school-entry health examination completed no less than one year priorto the child's school entry date (s. 1003.22(1), F.S.). As long as the medicalexamination meets this one-year requirement, parents may submit this informationon the School-Entry Health Exam Form (DH 3040) or provide a copy of theexamination obtained from the student’s current physician.

Evidence of custody if the child does not live with both natural parents.

Proof of residence documentation, such as a deed, building permit, homesteadexemption, lease or rental agreement, utility deposit or receipt, or completion of Form


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5111 F2b. Verification of residence may also be required at any other time at thediscretion of the superintendent or designee.

a. Homeless Children and Youths

“Children and youths who are experiencing homelessness,” for programs authorized undersubtitle B, Education for Homeless Children and Youths, of Title VII of the McKinney-VentoHomeless Assistance Act (section 11431 of Title 42, United States Code [42 U.S.C. s. 11431] etseq.), means children and youths who lack a fixed, regular and adequate nighttime residence(s. 1003.01(12), F.S., and Rule 6A-6.03411(1)(s), Florida Administrative Code (F.A.C.). Thesechildren must automatically be given a temporary exemption of the above-mentionedrequirements for 30 school days. Appropriate school and grade placement, as well ascompletion of required immunizations and school-entry health examination, must occur within30 school days of enrollment. Refer to s. 1003.21(1)(f), F.S., and HCSD BP 5111.01, HomelessStudents, for enrollment procedures.

HCSD 5111 HCSD 5111.02 HCSD 5120HCSD 5111.01 HCSD 5112

2. Transfer Students

The principal of the receiving school must determine the grade placement of a studenttransferring into any HCSD school from another Florida school district (including virtual schools),home education, private school, and out-of-country or out-of-state school. All evidence of thestudent’s work and placement must be based upon an official transcript or record authenticatedby the proper authority of the receiving school.

All students with disabilities must be considered to be in a continuous study program when thestudent’s individual educational plan (IEP) or educational plan requires continued services bythe school district. Students transferring from private schools or out-of-state programs will beevaluated and staffed according to the HCSD Exceptional Student Education Policies andProcedures (SP&P) (https://www.hendry-schools.org/Page/335). All students with disabilitiesfrom within Florida will be placed according to the HCSD SP&P.

Students with a Section 504 Plan pursuant to Section 504 of the Rehabilitation Act of 1973(Section 504 Plan) must be “of school age” to continue receiving elementary and secondaryeducational services under Section 504 (section 104.3(l)(2) of Title 34, Code of FederalRegulations [34 CFR §104.3(l)(2)]). In addition, refer to the following information:

District Implementation Guide for Section 504(http://sss.usf.edu/resources/format/pdf/sect504.pdf) and

Protecting Students with Disabilities: Frequently Asked Questions About Section 504and the Education of Children with Disabilities(https://www2.ed.gov/about/offices/list/ocr/504faq.html).

Upon initial enrollment, all students will be surveyed regarding home language and, ifappropriate, will be assessed during the first four weeks of attendance for possible placement inan English Language Learners (ELL) program (Rule 6A-6.0902, F.A.C.). Parents of ELLstudents will be invited to participate in the decision making process for the placement of theirchild in an ELL program. Students who are included in the ELL program will follow theguidelines outlined in the current ELL Plan for Hendry County Schools.


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Also upon initial enrollment, a student or parent must provide all applicable informationconcerning a student’s arrest record (regardless of disposition), school expulsions (regardless ofthe status of the final order), and current and past Department of Juvenile Justice or adultprobation, community control or monitoring programs. School authorities will provide adequatedue process protections for all parties prior to establishing an appropriate educationalplacement or the mandatory notification of the student’s teachers (ss. 948.03 and 1006.07(1)(b),F.S.).

3. Attendance

Regular attendance provides students the opportunity to master the required skills at eachgrade level. The HCSD requires all students enrolled in the schools within the HCSD to attendschool regularly in accordance with Florida law. The educational program is predicated upon thepresence of the student and requires continuity of instruction and classroom participation. It isthe responsibility of parents to ensure that their children attend school in a regular and timelyfashion.

a. Compulsory School Attendance

School attendance is mandatory for all children who have attained the age of 6 years or who willbecome 6 years old by February 1 of any school year, or who are older than 6 years but whohave not attained the age of 16 years (s. 1003.21(1)(a)1., F.S.).

Children who will have attained the age of 5 years on or before September 1 of the school yearare eligible for admission to public kindergartens during that school year under rules adopted bythe HCSD (s. 1003.21(1)(a)2., F.S.). A child enrolled in kindergarten is deemed to be ofcompulsory school age unless the child’s parent, at the parent discretion and in consultationwith the child’s teacher and principal, formally withdraws the child from kindergarten.

b. Intent to Terminate School Enrollment

It is in the best interests of both students and the community that each student completes theeducational program that will equip them with skills and increase their chances for a successfuland fulfilling life beyond school. A student who attains the age of 16 years during the schoolyear is not subject to compulsory school attendance beyond the date upon which the studentattains that age if the student files a formal declaration of intent to terminate school enrollmentwith the HCSD. Public school students who have attained the age of 16 years and who have notgraduated are subject to compulsory school attendance until the formal declaration of intent isfiled with the HCSD. The declaration must acknowledge that terminating school enrollment islikely to reduce the student’s earning potential and must be signed by the student and thestudent’s parent. The HCSD must notify the student’s parent of receipt of the student’sdeclaration of intent to terminate school enrollment.

The student’s certified school counselor or other school personnel must adhere to the following:

Conduct an exit interview with the student to determine the reasons for the student’sdecision to terminate school enrollment and actions that could be taken to keep thestudent in school.

Inform the student of opportunities to continue the student’s education in a differentenvironment, including, but not limited to, adult education and high school equivalencyexamination preparation.


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Additionally, the student must complete a survey in a format prescribed by the FloridaDepartment of Education (FDOE) to provide data on the student’s reasons for terminatingenrollment and actions taken by schools to keep the student enrolled (s. 1003.21(1)(c), F.S.).

This declaration does not exempt the student from the state’s requirements for minors betweenthe ages of 14 and 18 to retain driving privileges. Students terminating school enrollment prior toage 18 must be recommended for denial of driving privileges.

c. Regular Attendance

Regular attendance may be attending in the following:

Public school supported by public funds; Parochial or religious school; Private school supported by tuition or endorsement; Recognized virtual school; or Home education program as defined in s. 1002.41, F.S.

d. Excused Absences

The HCSD recognizes an excused absence as an absence resulting from the following:

Illness of the student, Absence during the school day for medical appointments, Illness in the family, Death in the family, Emergency in the family, Religious holidays specific to the faith of the student, Subpoena by any law enforcement agency, Approved school activity, and Other justifiable reasons approved by the principal or designee upon prior request of the

parent.

e. Parent Responsibility

Each parent of a child within the compulsory attendance age is responsible for the child’s schoolattendance as required by law (s. 1003.24, F.S.).

f. Truancy

If a student has had at least 5 unexcused absences, or absences for which the reasons areunknown within a calendar month;10 unexcused absences, or absences for which the reasonsare unknown, within a 90-calendar-day period, the student’s primary teacher must report to theschool principal or designee that the student may be exhibiting a pattern of nonattendance (s.1003.26(1)(b), F.S.).

A student who has 15 unexcused or unexplained absences within 90 calendar days and hasdemonstrated noncompliance after parent notice and the implementation of school-initiatedinterventions will be identified as a habitual truant. The HCSD’s Truancy Intervention Planprovides descriptions of the intervention strategies used by the HCSD. If it is determined thatthe student’s parent is at fault for the absence, in accordance with s. 1003.24, F.S., the


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procedures under ss. 1003.26 and 1003.27, F.S., must be followed by the appropriatepersonnel.

g. Hospital or Homebound Program

The HCSD may provide, pursuant to Florida’s rules, individual instruction to students who areunable to attend classes because of accident, illness, or disability.

Documentation of the disabling condition must be done by a physician licensed to practice inthis state who must certify the following regarding the patient:

Is unable to attend school; Is expected to be absent from school for at least 15 consecutive school days; Has a chronic condition and is expected to be absent for at least 15 school days that will

not run consecutively; Will be able to participate in and benefit from an instructional program; Can receive an instructional program without endangering the health of the instructor or

other students with whom the instructor may come in contact; and Is under school age and may benefit from hospital or homebound instruction.

Applications must be approved by the director of Exceptional Student Education and StudentServices or designee.

The program of homebound instruction for each student must be in accordance with Floridarules, with such exceptions as may be recommended by the student’s IEP team. Procedures forthe implementation of this program may be found in the HCSD SP&P at https://www.hendry-schools.org/Page/335. Teachers must hold a Florida teaching certificate appropriate for thelevel of instruction for which the assignment is made (s. 1003.01, F.S., and Rule 6A-6.03020,F.A.C.).

HCSD 2412 HCSD 5200 HCSD 5225HCSD 5130 HCSD 5223 HCSD 5230

4. Progression, Acceleration and Support

a. State Standards and Programs of Study

The HCSD is required to provide curriculum and instruction to all students. Students arerequired to meet state curriculum standards as defined by the FDOE. State-adopted standardsestablish the core content of the curricula to be taught in the state and specify the core contentknowledge and skills that K-12 public school students are expected to acquire.

Student Performance Standards in Florida are defined as the Florida Standards and NGSSSand establish the core content of the curricula to be taught and specify the core contentknowledge and skills that K-12 public school students are expected to acquire (Rule6A-1.09401, F.A.C.). Specific information related to standards and courses is available atwww.cpalms.org/public. The HCSD’s standards-based content areas of focus include thefollowing:

ELA (Florida Standards) Mathematics (Florida Standards)


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Science (NGSSS) Social Studies (NGSSS) Health Education (NGSSS) Fine Arts (NGSSS)

– Music– Dance– Theatre– Visual Arts

World Languages (NGSSS)

Curricular content for all subjects must integrate critical-thinking, problem-solving andworkforce-literacy skills; communication, reading and writing skills; mathematics skills;collaboration skills; contextual and applied-learning skills; technology-literacy skills; informationand media-literacy skills; and civic-engagement skills.

The grading system employed by the HCSD represents each student’s level of performancebased on the achievement of these standards.

s. 1003.41, F.S. HCSD 2220

b. Required Instruction

Members of the instructional staff of the public schools, subject to Florida rules and the HCSD,must teach efficiently and faithfully, using the books and materials required that meet thehighest standards for professionalism and historic accuracy, following the prescribed courses ofstudy, and employing approved methods of instruction.

Instruction will include an age-appropriate study of the history and content of the Declaration ofIndependence, including national sovereignty; natural law; self-evident truth; equality of allpersons; limited government; popular sovereignty; and inalienable rights of life, liberty andproperty, and how they form the philosophical foundation of our government.

Instruction will also include, in part, the U.S. Constitution, flag education (proper flag display andflag salute), elements of civil government, the history of the Holocaust, African–Americanhistory, the history of the state, the study of Hispanic contributions to the United States, thestudy of women’s contributions to the United States, character education, Veteran’s Day, freeenterprise and consumer education, the requirements of Celebrate Freedom Week, civicseducation as established by the Sandra Day O’Connor Act, and comprehensive healtheducation.

The HCSD shall provide students in grades K-12 opportunities for learning computer science,including, but not limited to coding instruction in middle school; instruction to develop students’computer usage and digital literacy skills in middle school; and courses in computer science,computer coding, and computer programming in high school, including earning-related industrycertifications.

s. 1003.42, F.S. HCSD 2131 HCSD 2240s. 1003.4205, F.S. HCSD 2132 HCSD 2250s. 1003.421, F.S. HCSD 2210 HCSD 2252s. 1007.2616, F.S. HCSD 2215


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c. Homework Guidelines

Homework plays a significant and integral role in the learning process. “Homework” refers tothose assignments to be prepared outside of the school by the student or independently while inattendance at school. It is an extension of classroom instruction that reinforces concepts andlearning goals. Homework assignments are purposeful and relevant to achieving statestandards within the HCSD instructional frameworks.

Overall, homework enhances the student’s academic growth. It should serve a valid learningpurpose and never be used as a punitive measure. Homework may be assigned to prepare thestudent for upcoming lessons, practice skills recently taught, and provide opportunities forenrichment. The amount of time that is needed to complete homework assignments will varyand depend on the individual student’s academic skills and rigor of courses.

Responsibilities

Student responsibilities include the following:– Record assignments in a student planner (preferably),– Ask teacher to clarify any questions so it is clear what is expected,– Make time for completing homework and studying,– Complete assignments in a timely manner, and– Makeup work missed when absent.

Teacher responsibilities include the following:– Assign meaningful, purposeful and relevant work that reinforces classroom learning;– Give clear and understandable instructions;– Provide feedback on assignments in a timely fashion; and– Set a clear homework policy, including any conditions regarding acceptance of late

work in the course outline. Parent responsibilities include the following:

– Monitor assigned homework and finished products and– Stay in communication with teachers to remain well informed of progress.

d. Reporting of Student Progress

Levels of student proficiency and grade-appropriate performance are monitored, evaluated andapproved by the State Board of Education. The HCSD believes that the cooperation of schooland home is a vital ingredient to the growth and education of the whole child. It recognizes itsresponsibility to keep parents informed of student welfare and progress in school.

Reporting student progress must include written reports, parent conferences with teachers, andrequire all appropriate staff members to comply with such a system as part of their professionalresponsibility.

The HCSD utilizes the FOCUS Gradebook system. This is a web-based system that ispassword protected and allows students and their parents to check student grades online fromany computer with Internet access.


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e. Report Cards

The HCSD must establish and publish policies requiring the content and regular issuance ofstudent report cards for all elementary, middle, and high school students. These report cardsmust clearly depict and grade the following:

The student’s academic performance in each class or course, which in grades 1-12 mustbe based upon examinations, written papers, class participation, and other academicperformance criteria, and must include the student’s performance or nonperformance atthe student’s grade level;

The student’s conduct and behavior; and The student’s attendance, including absences and tardiness (s. 1003.33(1)(b), F.S.).

Report cards are one of the primary means of providing information to parents and studentsregarding school progress. The classroom teacher has the responsibility for a student’sassessment and for grading a student’s performance. A student’s final report card for a schoolyear must contain a statement indicating end-of-the-year status regarding performance or nonperforming at grade level, acceptable or unacceptable behavior and attendance, and promotionor non promotion (s. 1003.33(2), F.S).

The HCSD must not allow schools to exempt students from academic performancerequirements based on practices or policies designed to encourage student attendance. Astudent’s attendance record may not be used in whole, or in part, to provide an exemption fromany academic performance requirement (s. 1003.33(2), F.S).

The HCSD’s calendar identifies interim grade reporting dates that are used to give notice ofprogress to the student and parent. Teachers are encouraged to give additional informalprogress reports between grading periods for a student experiencing academic or behavioraldifficulty. Progress reports are mandatory for all students at the midpoint of the grading period.The end-of-year, term or course-completion grade indicates the student’s final performanceevaluation for a grade or course. Parents will be notified of the possibility of retention.

Schools are encouraged to regularly report and give students and parents notice of otherindicators of student success, progress and mastery of Florida Standards and NGSSS. Inaddition, schools will recognize and celebrate student academic success. Students enrolled 20days or less may be given a progress report of progress in lieu of a report card.

A biological parent, regardless of who is the primary custodial parent, has equal right to accessthe student’s educational records. This applies to either parent unless a court order specificallyrevokes these rights (s. 61.13, F.S.).

HCSD 5420

Annual Reporting

The HCSD must annually report to the parent of each student the progress of thestudent toward achieving state and HCSD expectations for proficiency in ELA,mathematics, science, and social studies. The HCSD must report to the parent thestudent’s results on each statewide assessment test. The evaluation of each student’sprogress must be based upon the student’s classroom work, observations, tests, HCSDand state assessments, response to intensive interventions, and other relevant


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information. Progress reporting must be provided to the parent in writing in a formatadopted by the HCSD (s. 1008.25(8)(a), F.S.).

The HCSD must annually publish in the local newspaper and on the HCSD website thefollowing information regarding the prior school year (s. 1008.25(8)(b), F.S.):– The provisions of s. 1008.25, F.S., relating to public school student progression and

the HCSD’s policies and procedures on student retention and promotion.– By grade, the number and percentage of all students in grades 3-10 performing at

Levels 1 and 2 on the statewide, standardized ELA assessment.– By grade, the number and percentage of all students retained in grades K-10.– Information on the total number of students who were promoted for good cause, by

each category of good cause (s. 1008.25(6)(b), F.S).– Any revisions to the HCSD’s policies and procedures on student retention and

promotion from the prior year.

f. Elimination of Social Promotion

No student may be assigned to a grade level based solely on age or other factors that constitutesocial promotion (s. 1008.25(6)(a), F.S.). The HCSD may only exempt students from mandatoryretention, as provided in s. 1008.25(5)(b), F.S., for good cause. A student who is promoted tograde 4 with a good cause exemption must be provided intensive reading instruction andintervention that includes specialized diagnostic information and specific reading strategies tomeet the needs of each student so promoted. The HCSD must assist schools and teachers withthe implementation of reading strategies for students promoted with a good cause exemption,which research has shown to be successful in improving reading among students who havereading difficulties (s. 1008.25(6)(a), F.S.).

HCSD 5410.01

g. Multi-Tiered System of Supports

The HCSD is committed to the implementation of a multi-tiered system of supports/response-to-intervention (MTSS/RTI) framework to align efforts to improve educational outcomes and meetthe academic and behavioral needs of all students. This is a data-based decision-makingprocess applied to education utilizing a four-step problem-solving method and the systematicuse of assessment data at the district, school, grade, class, and individual level. Bydocumenting changes in behavior or learning as a result of evidence-based interventions, thisprocess uses student performance and other data to guide instructional and behavioraldecisions for service delivery. It helps to ensure that HCSD resources reach the appropriatestudents (schools) at the appropriate levels to accelerate the performance of all students toachieve or exceed proficiency.

MTSS is composed of the following three tiers:

Tier 1—Core Curriculum: All students, including students who require curricularenhancements for acceleration;

Tier 2—Strategic Interventions: Students who need more support in addition to the corecurriculum; and

Tier 3—Comprehensive and Intensive: Students who need individualized interventions.

HCSD MTSS Handbook (https://www.hendry-schools.org/Page/7083)


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h. Progress Monitoring

Each student who does not achieve a Level 3 or above on the statewide-standardized ELAassessment; the statewide, standardized mathematics assessment; or the Algebra I end-of-course (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 thestudent’s performance.

A student who is not meeting the HCSD or state requirements for satisfactory performance inELA and mathematics must be covered by one of the following plans (s. 1008.25(4)(a)-(b),F.S.):

A federally required student plan such as an IEP; A schoolwide system of progress monitoring for all students, except a student who

scores a Level 4 or above on the ELA or mathematics assessments may be exemptedfrom participation by the principal; or

An individualized progress monitoring plan (PMP).

Any student in grades K-3 who exhibits a substantial deficiency in reading, based uponscreening, diagnostic, progress monitoring, or assessment data; statewide assessments; orteacher observations, must be covered by a federally required student plan, such as an IEP oran individualized PMP, or both, as necessary (s. 1008.25(4)(c), F.S.). The Hendry County K-12Comprehensive Reading Plan must include instructional and support services to meet thedesired levels of proficiency.

All students not meeting grade-level expectations must receive increasingly intense instructionand intervention services to support student academic proficiency. Students will receive a PMPthat identifies instruction and intervention support through the MTSS/RTI process. This PMPidentifies the individual assistance that will be given to remedy a student’s individual diagnoseddeficiencies. The purpose of the PMP is to detail the current services provided to the student tomeet the desired level of performance. Multiple tiers will be implemented until proficiency isachieved.

i. Students with Disabilities

Florida Standards and Florida Standards Access Points

Consistent with the accountability requirements of Elementary and Secondary Education Actand the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), the vastmajority of students with disabilities in Florida are expected to demonstrate mastery of theFlorida Standards, participate in statewide assessments and graduate high school with astandard diploma.

In order to achieve these expectations, students with disabilities must be provided access to thegeneral curriculum to the maximum extent possible with appropriately designed instruction andaccommodations. Any accommodations are intended for those students who would be deniedmeaningful participation in instruction and assessment because of their disability.Accommodations allow a student with a disability the same access to instruction andassessment as students without disabilities. Accommodations for instruction and assessmentare determined at IEP team meetings and indicated on the student’s IEP.


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Students with disabilities who are eligible for exceptional student education (ESE) programs willhave an IEP that must specify the specially designed instruction and related services that arenecessary to meet each student’s unique needs. Students with disabilities, following the generaleducation curriculum, must meet the state or HCSD levels of performance for studentprogression.

For students with significant cognitive disabilities, the IEP team may determine that it is moreappropriate that these students follow a modified curriculum aligned with the Florida Standardsaccess points. Access points are expectations for students with significant cognitive disabilitiesto access the general education curriculum. Access points reflect the core content of thestandards with reduced levels of complexity. Specific information related to access pointcourses is available at www.cpalms.org/public.

A decision that it is more appropriate that a student follows a modified curriculum aligned withthe Florida Standards access points will be documented on the IEP, with every attempt toensure that a student with disabilities has the opportunity to follow the general Florida Standardsand NGSSS. The student’s IEP team will make the recommendation for promotion based uponprogress toward mastery of the access points and the student’s annual goals.

If the IEP team recommends that the student follow the Florida Standards access points, theparent must give consent for instruction using these Florida Standards access points. Progresstoward mastery of annual goals will be assessed and documented on the IEP and reportedperiodically to parents.

Individual Educational Plan Team

In all cases, the IEP team, which must include the parents, makes special program placementsand educational decisions. The IEP must include a statement of measurable annual goals,including benchmarks or short-term objectives related to meeting the student’s needs that resultfrom the student’s disability. As appropriate, the IEP should enable the parent and the student tobe involved in determining how the student will be involved and progress in the generaleducation curriculum, and how the student will participate in appropriate activities. The IEP mustalso address how each of the student’s other educational needs (that result from the student’sdisability) will be met.

The IEP team must draft benchmarks or short-term objectives for students with disabilities whotake the alternative assessments aligned to alternative achievement standards. The IEP teamhas the discretion to also draft benchmarks and short-term objectives for other students withdisabilities.

The IEP may specify whether accommodations and modifications are necessary for the areas ofcurriculum, instruction, and assessment provided that the accommodations and modificationsdo not include modifications to the curriculum descriptions and frameworks or studentperformance standards. The IEP must be implemented as drafted by the IEP team. The IEPmust contain an explanation of the extent, if any, to which the student will not participate withstudents without disabilities in the general education class.

In compliance with the least restrictive environment mandate, a student with a disability may beremoved from the general education environment only if the nature or severity of the disability issuch that education in general education classes, with the use of supplementary aids andservices, cannot be achieved satisfactorily.


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The HCSD must establish procedures that provide the opportunity for one or both of thestudent’s parents to participate in meetings and decisions concerning the student’s IEP. Awritten notice of the meeting must be provided to the parents and must indicate the purpose,time, and location of the meeting, as well as whom, by title or position, will be attending.

Transition to Postsecondary and Career Opportunities

No later than the first IEP to be in effect when a student turns 14 years of age, or younger ifdetermined appropriate by the IEP team, the written notice of a meeting must also indicate thatthe purpose of the meeting will be identifying transition services needs of the student.

To ensure quality planning for a successful transition of a student with a disability topostsecondary education and career opportunities, an IEP team must begin the process of, anddevelop an IEP for, identifying the need for transition services before the student with a disabilityattains the age of 14 years, in order for the postsecondary goals and career goals to beidentified and in place when the student attains the age of 16 years. This process must include,but is not limited to, the following:

Consideration of the student’s need for instruction in the area of self-determination andself-advocacy to assist the student’s active and effective participation in an IEP teammeeting; and

Preparation for the student to graduate from high school with a standard high schooldiploma pursuant to s. 1003.4282 or 1002.3105, F.S., with a scholar diplomadesignation, unless the parent chooses a merit diploma designation.

No later than the first IEP to be in effect when the student turns 16 years of age, or younger ifdetermined appropriate by the parent and the IEP team, the IEP must include the following,which must be updated annually:

A statement of intent to pursue a standard high school diploma and a scholar or meritdesignation, pursuant to s. 1003.4285, F.S., as determined by the parent.

A statement of intent to receive a standard high school diploma before the studentattains the age of 22 and a description of how the student will fully meet therequirements in ss. 1003.4285 and 1003.4282, F.S., as applicable, including, but notlimited to, a portfolio pursuant to s. 1003.4282(10)(b), F.S., which meets the criteriaspecified in Rule 6A-1.09963, F.A.C. The IEP must also specify the outcomes andadditional benefits expected by the parent and the IEP team at the time of the student’sgraduation.

A statement of appropriate measurable long-term postsecondary education and careergoals based upon age-appropriate transition assessments related to training; education;employment; and if appropriate, independent living skills and transition services,including course of study needed to assist the student in reaching those goals.

To the extent appropriate, and with the consent of the parent or a student who has reached theage of majority, the HCSD must invite a representative of any participating agency that may beresponsible for providing or paying for transition services. Parental consent or the consent of thestudent who has reached the age of majority must also be obtained before personallyidentifiable information is released to officials of participating agencies providing or paying fortransition services.


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Public school students with disabilities must be provided the opportunity to meet the graduationrequirements for a standard high school diploma as set forth in s. 1003.4282, F.S., inaccordance with the provisions of ss. 1003.57 and 1008.22, F.S. Programs for students withdisabilities are defined by the diploma options identified in each student’s IEP.

Free Appropriate Public Education

A student with a disability must be considered to be in a continuous study program when thatstudent’s IEP requires continued services by the HCSD. If an ESE-eligible student defers thereceipt of a standard diploma or earns a certificate of completion and has not reached age 22,that student may continue to receive a free appropriate public education (FAPE) until the lastinstructional day of the school year, provided that the student was 21 years old on the firstinstructional day of school.

Graduation with a standard diploma, regardless of age, constitutes cessation of a FAPE and achange in placement, requiring written prior notice. Students with disabilities continue to beeligible for FAPE through the end of the school year in which the student turns 22 years of ageif they have not earned a standard diploma, even if they have earned a 2014 GED® credential(34 CFR §300.102(a)(3) and Rule 6A-6.03028, F.A.C.).

Additional information regarding ESE programs and services for students with disabilities maybe found in the HCSD SP&P at https://www.hendry-schools.org/Page/335.

s. 1002.20(8), F.S. s. 1003.5716, F.S. Rule 6A-6.03313, F.A.C.s. 1003.4156, F.S. s. 1008.212, F.S. Rule 6A-6.0333, F.A.C.s. 1003.4282, F.S. s. 1008.22, F.S. Rule 6A-6.03411, F.A.C.s. 1003.4285, F.S. Rule 6A-1.09430, F.A.C. HCSD 2460s. 1003.57, F.S. Rule 6A-1.0943, F.A.C. HCSD 2460.01s. 1003.571, F.S. Rule 6A-6.03028, F.A.C.s. 1003.5715, F.S. Rule 6A-6.03311, F.A.C.

j. Section 504 Plans

A student is eligible for accommodations, under Section 504, if the student is determined tohave a physical or mental impairment that substantially limits one or more major life activity ofsuch student. In addition, a student with either a record of impairment or who is regarded ashaving an impairment is protected from discrimination under both Section 504 and theAmericans with Disabilities Act (ADA), as amended by the ADA Amendments Act of 2008,effective January 1, 2009.

A student meets the requirement of being regarded as having an impairment by establishingthat the student has been subjected to a prohibited action because of an actual or perceivedphysical or mental impairment, whether the impairment limits or is perceived to limit a major lifeactivity. This provision must not apply to a student’s impairments that are transitory and minor. Atransitory impairment has an actual or expected duration of six months or less.

A multidisciplinary team must meet as necessary to determine if an otherwise qualified student’smental or physical impairment substantially limits one or more of the student’s major lifeactivities.


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Major life activities include, but are not limited to, caring for oneself, performing manual tasks,seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing,learning, reading, concentrating, thinking, communicating and working. Major life activities alsoinclude the operation of a major bodily function, including but not limited to, functions of theimmune system, normal cell growth, bowel, bladder and brain, and digestive, neurological,respiratory, circulatory, endocrine, and reproductive systems.

An episodic or in-remission impairment is a disability if it would substantially limit a major lifeactivity when active. Impairment that substantially limits one major life activity need not limitother major life activities in order to be considered a disability.

The determination of whether the impairment substantially limits a major life activity must bemade without regard to the ameliorative effects of mitigating measures such as the following:

Medication, medical supplies, equipment or appliances, low-vision devices (which do notinclude ordinary eyeglasses or contact lenses), prosthetics (including limbs anddevices), hearing aids, and cochlear implants or other implantable hearing devices,mobility devices, or oxygen therapy equipment and supplies;

Use of assistive technology; Reasonable accommodations or auxiliary aids or services; and Learned behavioral or adaptive neurological modifications.

However, the ameliorative effects of the mitigating measures of ordinary eyeglasses or contactlenses must be considered in determining whether the impairment substantially limits a majorlife activity.

To ensure compliance for all school decisions made under Section 504 and the ADA, twocomponents are necessary. First, the parent must always be notified of any meeting scheduledto determine eligibility or subsequent meetings to make changes to the Section 504 Plan.Second, the student’s multidisciplinary team must make service, accommodation, andplacement decisions. A Section 504 Plan cannot be changed without proper parental notice anda multidisciplinary team meeting. The individual student’s Section 504 Plan documents theaccommodations and modifications that are required to ensure that the student has an equalopportunity to access the general education curriculum.

Section 504 of the Rehabilitation Act of 1973, 34 CFR Part 104District Implementation Guide for Section 504 (http://sss.usf.edu/resources/format/pdf/sect504.pdf)Section 504 Parent Rights (https://www.hendry-schools.org/Page/337)

k. English Language Learners

Students who have sufficient difficulty speaking, reading, writing or listening to the Englishlanguage will be identified as ELLs, assessed and placed according to Rule 6A-6.0902, F.A.C.Each ELL must be enrolled in programming appropriate for the student’s level of Englishproficiency and academic potential based on need and eligibility, regardless of the student’sEnglish language proficiency. Appropriate programming includes enrollment in programs otherthan English for Speakers of Other Languages (ESOL)-funded programs as provided in Rule6A-6.0908, F.A.C. Such programs must seek to develop each student’s English languageproficiency and academic potential (Rule 6A-6.0904(1), F.A.C.).


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ELLs must have equal access to appropriate programs, which must include state-funded ESOLinstruction and instruction in basic subject areas that are understandable to ELLs and equal andcomparable in amount, scope, sequence and quality to that provided to English-proficientstudents. Instructional services must be documented in the form of an English LanguageLearner Student Plan (Rule 6A-6.0904(1)(a), F.A.C.).

Promotion requirements for ELL students must be the same as for general education students.Promotion decisions may not be made for an individual ELL based solely on a score on anysingle assessment instrument, whether such assessment instrument is part of the statewideassessment program or the HCSD’s formal or informal assessment process. The evaluation ofeach student’s progress will be based upon the student’s classroom work, observations, tests,HCSD and state assessments, and other relevant information. An ELL student cannot be deniedpromotion based solely on limited English proficiency.

The level of English proficiency may not be a primary consideration for retention. Retentiondecisions may not be made for an individual ELL based solely on a score on any singleassessment instrument, whether such assessment instrument is part of the statewideassessment program or the HCSD’s formal or informal assessment process.

s. 1003.56, F.S. Rule 6A-6.0903, F.A.C. Rule 6A-6.0908, F.A.C.Rule 6A-6.0902, F.A.C. Rule 6A-6.0904, F.A.C. Rule 6A-6.0909, F.A.C.Rule 6A-1.09432, F.A.C. Rule 6A-6.0905, F.A.C. HCSD 5114Rule 6A-6.0901, F.A.C.

l. Migrant Education Program

The Migrant Education Program (MEP) is a federally funded program that serves migratorychildren ages 3 through 21 and their families. According to ss. 1115(b)(1)(A) and 1309(2) of theEvery Student Succeeds ACT (2015) and s. 34 CFR §200.81 of federal regulations, a child iseligible for the MEP if all of the following applies:

The child is younger than 22 and has not graduated from high school or does not hold ahigh school equivalency certificate;

The child is a migrant agricultural worker or a migrant fisher or has a parent, spouse orguardian who is a migrant agricultural worker or a migrant fisher;

The child has moved within the preceding 36 months in order to obtain (or seek) or toaccompany (or join) a parent, spouse or guardian to obtain (or seek) temporary orseasonal employment in a qualifying agricultural or fishing work;

Such employment is a principal means of livelihood; and The child has moved from one school district to another.

Supplementary migrant services include the following:

Identification and recruitment, Advocacy, Health and social services, Academic support, Parental involvement, and Family literacy.


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Services are provided to eligible students based on the availability of funds, priority for servicesand need. The MEP employs highly qualified and trained teachers, advocates, migrant supportservices aides and recruiters, and social workers.

The Migrant Education Offices are in LaBelle and Clewiston and serve the migrant students andtheir families in the HCSD.

m. Supplemental Academic Instruction

Supplemental academic instruction (SAI) is available to implement intervention and supportstrategies for HCSD schools and may include, but is not limited to, the use of a modifiedcurriculum; reading instruction; after-school instruction; tutoring; mentoring; a reduction in classsize; extended school year; intensive skills development in summer school; dropout preventionprograms as defined in ss. 1003.52 and 1003.53(1)(a)-(c), F.S.; and other methods of improvingstudent achievement. SAI may be provided to a student in any manner and at any time during orbeyond the regular 180-day term identified by the school as being the most effective andefficient way to best help that student progress from grade to grade and to graduate(s. 1011.62(1)(f)2., F.S.).

s. 1011.62(1)(f)2., F.S.

n. Academically Challenging Curriculum to Enhance Learning Options

Academically Challenging Curriculum to Enhance Learning (ACCEL) options are educationaloptions that provide academically challenging curriculum or accelerated instruction to eligiblepublic school students in grades K-12. An accelerated curriculum may be provided to thosestudents who have demonstrated a need beyond the general curriculum.

At a minimum, each school must offer the following ACCEL options (s. 1002.3105(1)(a)-(b),F.S.):

Whole-grade promotion; Midyear promotion; Subject-matter acceleration; Virtual instruction in higher grade-level subjects; and The Credit Acceleration Program under s. 1003.4295, F.S.

Additional ACCEL options may include, but are not limited to, enriched science, technology,engineering and mathematics coursework; enrichment programs; flexible grouping; advancedacademic courses; combined classes; self-paced instruction; rigorous industry certifications thatare articulated to college credit and approved pursuant to ss. 1003.492 and 1008.44, F.S.;work-related internships or apprenticeships; curriculum compacting; advanced-contentinstruction; and telescoping curriculum.

Information about these options must be made available to the parents and students by theschool pursuant to ss. 1002.3105, 1003.492, 1008.25 and 1008.44, F.S. Schools must adviseparents and students to contact the principal at the student’s school for information related tothe school’s process by which a parent may request student participation in an ACCEL option.Schools must also advise parents to contact the principal at the student’s school for informationrelated to eligibility requirements.


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Eligibility and Procedural Requirements

Eligibility Requirements

Eligibility for one or more ACCEL option opportunity is determined by, but not limited to,the following:– The student’s performance on a locally determined assessment, a statewide

assessment or a statewide, standardized assessment administered pursuant tos. 1008.22, F.S.;

– The student’s grade-point average;– The student’s attendance and conduct record;– An identified need for enrichment;– Recommendations from one or more of the student’s teachers in core-curricula

courses as defined in s. 1003.01(14)(a)-(e), F.S.;– A recommendation from a certified school counselor if one is assigned to the school

in which the student is enrolled; and– Evidence that the academic requirements for selected programs have been met.

Refer to ACCEL option eligibility information in the elementary, middle, and high schoolsections of this SPP.

All placement decisions must be made on an annual basis by the principal and school-based team. If a student participates in an ACCEL option at the request of a parent, aperformance contract must be established by the student, parent and principal. If aprincipal initiates a student’s participation in an ACCEL option, the student’s parent mustbe notified. A performance contract is not required when a principal initiates participationbut may be used at the discretion of the principal.

At a minimum, the performance contract must require compliance with the following:

– Minimum student attendance requirements;– Minimum student conduct requirements; and– ACCEL option requirements established by the principal, which may include

participation in extracurricular activities, educational outings, field trips,interscholastic competitions, and other activities related to the ACCEL optionselected.

The final decision for a student’s ACCEL option eligibility is at the sole discretion of theprincipal, subject to Florida’s laws, regulations, and rules, and the HCSD policies.

Procedural Requirements

Any student currently enrolled in an HCSD school may apply for ACCEL optionopportunities. To initiate the process, the principal may make the recommendation or thestudent’s parent who wishes to request the option must submit a written request to theprincipal of the student’s school of enrollment.

Upon receipt of the written parent request for acceleration (ACCEL Parent RequestForm), the procedural requirements are as follows:

A school-based team conducts a data review.


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The school principal and school-based team determine student eligibility based oncriteria outlined in the elementary, middle and high school sections of this SPP.

By written request for participation by a parent, the school principal, in conjunctionwith the parent and student, develop the ACCEL Performance Contract, whichincludes an acceleration plan and timeline; minimum student attendancerequirements; minimum student conduct requirements; and possible participation inextracurricular activities, field trips, interscholastic competitions, and other activitiesrelated to the ACCEL option selected. When participation in an ACCEL option isrecommended by the school principal, a performance contract may be initiated.

Principal approves the ACCEL Performance Contract. Principal, parents, and student (middle or high school) sign and date the ACCEL

Performance Contract.

ACCEL Performance Contract forms appear in the appendices and are referenced by level inthe elementary, middle, and high school sections of this SPP.

s. 1002.3105, F.S. HCSD 5410

o. Interstate Compact on Educational Opportunity for Military Children

The purpose of the Interstate Compact on Educational Opportunity for Military Children is toremove barriers to educational success imposed on children of military families because offrequent moves and deployment of their parents. This compact applies to the HCSD(s. 1000.36, F.S.).

This compact applies to the children of the following:

Active-duty members of the uniformed services, including National Guard and Reserveon active-duty orders pursuant to 10 U.S.C. ss. 1209 and 1211;

Members or veterans of the uniformed services who are severely injured and medicallydischarged or retired for a period of one year after medical discharge or retirement; and

Members of uniformed services who die on active duty or as a result of injuriessustained on active duty for a period of one year after death.

This compact does not apply to the children of the following:

Inactive members of the National Guard and military reserves; Members of the uniformed services now retired, except as provided in a previous section

of this SPP; Veterans of the uniformed services, except as provided in a previous section of this

SPP; and Other U.S. Department of Defense personnel and other federal agency civilian and

contract employees not defined as active-duty members of the uniformed services.

Educational Records and Enrollment

If a student’s official education records cannot be released to the parent for transfer, the parentmust be provided a set of unofficial records containing uniform information as determined by theInterstate Commission. Upon receipt of unofficial educational records, the school must enrolland appropriately place the student based on this information (pending validation by official


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records) as quickly as possible. Requests for official educational records must be processedand furnished within 10 days.

Students must be given 30 days from the date of enrollment to obtain any immunizationrequired. For a series of immunizations, initial vaccinations must be obtained within the first30 days.

Students must be allowed to continue their enrollment at the grade level in which they wereenrolled in the sending state, including kindergarten, at the time of transition, regardless of age.A student who has satisfactorily completed the prerequisite grade level in the previous state iseligible for enrollment in the next highest grade level in the receiving state, regardless of age. Astudent transferring after the start of the school year must enter school on their validated levelfrom an accredited school in the sending state.

Placement and Attendance

If a student transfers before or during the school year, the receiving school must initially honorplacement of the student in educational courses based on the student’s previous enrollment.Course placement includes, but is not limited to, honors, International Baccalaureate, AdvancedPlacement (AP); and vocational, technical, and career pathways courses. Continuing thestudent’s academic program from the previous school and promoting placement in academicallyand career challenging courses should be paramount when considering placement. A school inthe receiving state is not precluded from performing subsequent evaluations to ensureappropriate placement and continued enrollment of the student in the courses.

The receiving school must initially honor placement of the student in educational programsbased on current educational assessments conducted by the sending school or participation orplacement in like programs in the sending state. Such programs include, but are not limited to,gifted and talented programs, and ESOL.

A receiving state must initially provide comparable services to a student with disabilities basedon the student’s current IEP in compliance with the requirements of the IDEA, 20 U.S.C. s.1400, et seq. The receiving state must make reasonable accommodations and modifications toaddress the needs of incoming students with disabilities, subject to an existing Section 504 Planor Title II plan, to provide the student with equal access to education, in compliance with theprovisions of Section 504, 29 U.S.C. s. 794, and with Title II of the ADA, 42 U.S.C. ss. 12131-12165. A school in the receiving state is not precluded from performing subsequent evaluationsto ensure appropriate placement and continued enrollment of the student in the courses.

HCSD administrative officials may waive course or program prerequisites, or otherpreconditions for placement in courses or programs offered under the jurisdiction of the HCSD.

A student whose parent is an active-duty member of the uniformed services and has beencalled to duty for is on leave from or immediately returned from a deployment to, a combat zoneor combat support posting must be granted additional excused absences at the discretion of theHCSD superintendent to visit with the student’s parent to such leave or deployment of theparent.


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Eligibility

When considering the eligibility of a child for enrolling in school, a special power of attorneyrelative to the guardianship of a child of a military family is sufficient for enrolling the child inschool and for all other actions requiring parental participation and support.

A transitioning military child who is placed in the care of a noncustodial parent or other personstanding in loco parentis who lives in a school’s attendance area different from that of thecustodial parent may continue to attend the school in which the child is enrolled while residingwith the custodial parent.

Schools must facilitate the opportunity for transitioning military children’s inclusion inextracurricular activities, regardless of the application deadline, to the extent they are otherwisequalified.

Graduation

In order to facilitate the on-time graduation of children of military families, schools must waivespecific courses required for graduation if similar coursework has been satisfactorily completedin another school or must provide reasonable justification for denial. If a waiver is not granted fora student who would qualify to graduate from the sending school, the receiving school mustprovide an alternative means of acquiring graduation coursework, so the student may graduateon time.

States must accept exit or EOC exams required for graduation from the sending state, nationalnorm-referenced tests, or alternative testing, in lieu of testing of requirements for graduation inthe receiving state. If these alternatives cannot be accommodated by the receiving state in thestudent’s senior year, then the following provision stated must apply.

If a military student transfers at the beginning of or during senior year and is not eligible tograduate from the receiving school after all alternatives have been considered, the sending andreceiving schools must ensure the receipt of the diploma from the sending school if the studentmeets the graduation requirements from the sending school. If one of the states in question isnot a member of this compact, the member state must use its best efforts to facilitate theon-time graduation of students. Florida is a member state.

p. Service Learning

The HCSD is committed to offering service-learning programs in grades K-12. Service-learningrefers to a student-centered, research-based teaching, and learning strategy that engagesstudents in meaningful service activities in their schools or communities. Service-learningactivities are directly tied to academic curricula; standards; and course, HCSD, or stateassessments. Service-learning activities foster academic achievement, character development,civic engagement, and career exploration, and enable students to apply curriculum content,skills and behaviors taught in the classroom.

Middle and high school students may choose elective service-learning courses, which will allowadditional opportunities for students to engage in service-learning. The hours that high schoolstudents devote to course-based service-learning activities may be counted toward meetingcommunity service requirements for high school graduation and community servicerequirements for participation in the Florida Bright Futures Scholarship Program.


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Information related to student service-learning opportunities may be obtained from the schoolprincipal and school counselor at each school.

s. 1003.497, F.S. HCSD 2575

5. Assessment Overview

All students must participate in the statewide, standardized assessment program required bys. 1008.22, F.S., as developed or implemented by the FDOE (s. 1008.25(4)(a), F.S.). TheHCSD abides by this statutory requirement while also integrating other assessments to bestmonitor student progress.

Both the state and the HCSD set specific levels of performance that students are expected tomeet. Students who do not meet the performance levels for specific grade-level assessmentsmust be evaluated to determine the nature of the student’s difficulty, the areas of academicneed, and strategies for providing academic supports to improve the student’s performance.Some grade levels also require a student to meet specific levels of performance on statewide,standardized assessments to be promoted to the next grade level (ss. 1008.25 and 1003.4282,F.S.). The grade-specific assessment information is outlined within the elementary, middle, andhigh school sections of this SPP.

The following are assessments administered in the HCSD:

State Assessments– Florida Kindergarten Readiness Screener – Star Early Literacy®

– Florida Standards Assessments (FSA)o EOC assessments

– EOC assessments– Florida Comprehensive Assessment Test 2.0 Science– Florida Standards Alternative Assessment (FSAA)– FSAA EOC assessments– Assessing Comprehension and Communication in English State-to-State (ACCESS)

for ELLs 2.0– Alternate ACCESS for ELLs

National Assessments– SAT 10– I-Ready Reading– AP– Postsecondary Readiness Competency Test– National Assessment of Educational Progress– Preliminary Scholastic Aptitude Test and National Merit Scholarship Qualifying Test– ACT– SAT

The FSAs measure a student’s content knowledge and skills in ELA and mathematics asestablished by the Florida Standards. Other content areas are included as directed by the StateCommissioner of Education. The FSA ELA assessments are administered annually in grades3-10. The statewide, standardized mathematics assessments must be administered annually ingrades 3-8. The statewide, standardized Science assessment must be administered at leastonce at the elementary and middle grades levels (s. 1008.22(3)(a), F.S.).


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Students may also be required to take EOC assessments if they are enrolled in an EOC course(s. 1008.22(3)(b), F.S.).

a. Statewide Assessments for Students with Disabilities

A student with a disability, as defined in s. 1007.02, F.S., for whom the IEP team determinesthat the statewide, standardized assessments cannot accurately measure the student’s abilities,taking into consideration all allowable accommodations, must have assessment resultswaived for the purposes of receiving a course grade and a standard high school diploma(s. 1008.22(3)(c)2., F.S.).

Accommodations that negate the validity of a statewide, standardized assessment are notallowed during the administration of the assessment; however, instructional accommodationsare allowed in the classroom if identified in a student’s IEP. Students who use instructionalaccommodations that are not allowed on a statewide, standardized assessment may haveassessment results waived if the IEP team determines that the assessment cannot accuratelymeasure the student’s abilities. In cases such as this, the HCSD must inform the parent inwriting and provide the parent with information regarding the impact on the student’s ability tomeet expected performance levels. A parent must provide signed consent for a student toreceive classroom instructional accommodations that would not be available or permitted on astatewide, standardized assessment and acknowledge in writing that the implications of suchinstructional accommodations are understood. If a student’s IEP states that the computer-basedadministration of a statewide, standardized assessment will significantly impair the student’sability to perform, the assessment must be administered in a paper-pencil format.

For students with significant cognitive disabilities, the FDOE must provide for theimplementation of the FSAA to accurately measure the core curricular content established in theFlorida Standards access points (ELA and mathematics) and the NGSSS access points(science and social studies). If the IEP team recommends that the student take the FSAA, inlieu of the FSA, parent consent must be given for participation in the FSAA.

Students with significant cognitive disabilities may also be required to take access to EOCassessments if enrolled in an access EOC course (Access Civics, Access Algebra 1, AccessGeometry, Access Biology 1, or Access U.S. History) (s. 1008.22(3)(c), F.S.). Specific grade-level information regarding EOC and other statewide, standardized assessments are embeddedwithin the grade- and level-specific sections of this SPP.

b. Statewide Assessment Program for English Language Learners

All ELL students must participate in statewide, standardized assessments regardless ofparticipation in an ESOL program. Allowable test accommodations will be provided as indicatedin the state Test Administration Manual. Exemption status may be reviewed if an ELL studenthas been receiving services in an ESOL program operated in accordance with an approved ELLPlan for less than one year, based on the initial date of entry into a school in the United States.If the majority of the student’s ELL Committee determines that it is appropriate, a student maybe given exemption status during the current FSA ELA administration.

Parents must be notified if an ELL student receives accommodations and if a student is exemptfrom the FSA ELA assessment (Rules 6A-6.0909 and 6A-6.09091, F.A.C.).


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c. Prohibited Activities

Each HCSD school is prohibited from suspending a regular program of curricula for purposes ofadministering practice assessments or engaging in other assessment-preparation activities for astatewide, standardized assessment; however, the HCSD may authorize a public school toengage in the following assessment-preparation activities:

Distributing to students’ sample assessment books and answer keys published by theFDOE.

Providing individualized instruction in assessment-taking strategies, without suspendingthe school’s regular program of curricula, for a student who scores Level 1 or Level 2 ona prior administration of an assessment.

Providing individualized instruction in the content knowledge and skills assessed, withoutsuspending the school’s regular program of curricula, for a student who scores Level 1or Level 2 on a prior administration of an assessment or a student who, through adiagnostic assessment administered by the HCSD, is identified as having a deficiency inthe content knowledge and skills assessed.

Administering a practice assessment or engaging in other assessment-preparationactivities that are determined necessary to familiarize students with the organization ofthe assessment, the format of assessment items, and the assessment directions, or thatare otherwise necessary for the valid and reliable administration of the assessment(s. 1008.22(3)(f), F.S.).

HCSD 2623

6. Comprehensive K-20 Career and Education Planning

The HCSD is responsible for preparing all students at every level for the transition from schoolto postsecondary education or work by providing information regarding the following:

Career opportunities, educational requirements associated with each career, educationalinstitutions that prepare students to enter each career, and student financial aid availableto pursue postsecondary instruction required to enter each career;

Informed decision making about the program of study that best addresses the students’interests and abilities while preparing them to enter postsecondary education or theworkforce; and

Recommended coursework and programs that prepare students for success in theirareas of interest and ability.

This information is to be provided to students and parents through websites, handbooks,manuals and other regularly provided communications (s. 1000.03(5)(h)1.-3., F.S).

a. Career and Professional Education Digital Tool Certificates

The Florida Career and Professional Education (CAPE) Act was created to provide a statewideplanning partnership between business and education communities, to expand and retain high-value industry, and sustain a vibrant state economy.

The HCSD must make available digital materials, CAPE Digital Tool certificates, and CAPEindustry certifications for students in prekindergarten through grade 12 (PK-12) integrated into


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subject-area curricula, offered as a separate course, open access, options, online or digitalcomputer applications.

The HCSD may seek partnerships with other school districts, private businesses, postsecondaryinstitutions, or consultants to offer classes and instruction to teachers and students to assist theHCSD in providing CAPE Digital Tool certificates.

CAPE Digital Tool certificates must be made available to all public elementary and middleschool students. Elementary and Middle School Schools will now be allowed to offer up to 30Digital Tools Certificates, as identified in the annual CAPE Industry Certification Funding List(s.1008.44 F.S.). Targeted skills to be mastered for the certificate include digital skills that arenecessary to the student’s academic work and skills the student may need for futureemployment. The skills must include, but are not limited to, word processing; spreadsheets;sound, motion, and color presentations; digital arts; cybersecurity; and coding pursuant tos. 1003.4203(3), F.S., that do not articulate for college credit.

CAPE Digital Tool certificates earned by students are eligible for additional full-time equivalentmembership pursuant to s. 1011.62(1)(o)1.a., F.S.

b. CAPE ESE Digital Tools

The HCSD, in consultation with the HCSD superintendent, must make available digital andinstructional materials, including software applications, to students with disabilities who are ingrades PK-12.

Digital materials may include CAPE ESE Digital Tool certificates, workplace industrycertifications, and Occupational Safety and Health Administration industry certificationsidentified by the Chancellor of Career and Adult Education for students with disabilities pursuantto s. 1003.4203(2), F.S.

Each student’s IEP developed must identify the CAPE Digital Tool certificates and CAPEindustry certifications the student seeks to attain before high school graduation.

HCSD 2252

7. Education Records Rights of Parents and Students

The Family Educational Rights and Privacy Acts (FERPA), 20 U.S.C. s. 1232g, and corollarystate law, s. 1002.22,. F.S., affords parents and students who have attained 18 years of age(“eligible students”) certain rights with respect to the student’s education records.

a. Right of Privacy

The right to privacy with respect to the student’s education records. Personally identifiablerecords or reports of a student, and any personal information contained in those reports, areconfidential. The HCSD will not release the education records of a student without the writtenconsent of the eligible student or the student’s parents, except to the extent FERPA and statelaw authorized disclosure without consent.


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b. Right to Inspect and Review

The right to inspect and review the student’s education record within 30 days from the day theHCSD receives a request for access. Parents or eligible students should submit to the schoolprincipal (or appropriate school official) a written request that identifies the records they wish toinspect. The principal will make arrangements for access and notify the parent or eligiblestudent of the time and place where the records may be inspected.

c. Right to Request an Amendment to a Record

The right to request the amendment of the student’s education records that the parent or eligiblestudent believes is inaccurate or misleading. If the HCSD decides not to amend the record asrequested by the parent or eligible student, the HCSD will notify the parent or eligible student ofthe decision and advise them of their right to a hearing regarding the request for amendment.Additional information regarding the hearing procedures will be provided to the parent or eligiblestudent when notified of the right to a hearing.

d. Right to Consent to Disclosures of Personally Identifiable Information

The right to consent to disclosures of personally identifiable information contained in thestudent’s educational records, except to the extent that FERPA authorized disclosure withoutconsent.

One exception that permits disclosure without consent is disclosure to the school officials withlegitimate educational interests. A school official is a person employed by the HCSD as anadministrator, supervisor, instructor or support staff member (including health person or medicalstaff and law enforcement unit personnel); a person serving on the HCSD; a person or companywith whom the HCSD has contracted to perform a special task (such as an attorney, auditor,medical consultant or therapist); or a parent of student serving on an official committee (such asa disciplinary or grievance committee) or assisting another school official in performing thatschool official’s tasks.

A school official has a legitimate educational interest if the official needs to review an educationrecord in order to fulfill the school official’s professional responsibility.

The HCSD will forward educational and disciplinary records to other schools that haverequested records and in which the student seeks to enroll. Upon request, the HCSD discloseseducation records without consent to officials of another school district in which a student seeksor intends to enroll. (Note: FERPA requires a school district to make a reasonable attempt tonotify the student of the records request unless it states in its annual notification that it intends toforward records on request.)

e. Right to File a Complaint

The right to file a complaint with the U.S. Department of Education concerning alleged failuresby the HCSD to comply with the requirements of FERPA. The name and address of the officethat administers FERPA is Family Policy Compliance Office, U.S. Department of Education, 600Independence Avenue, S.W., Washington, DC 20205-4605.

Section 9528(a)(1) of the No Child Left Behind (NCLB) Act requires the HCSD to providemilitary recruiters with the name, address, and telephone listing of secondary students. Inaddition, the HCSD must offer an opportunity for consent options.


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According to s. 9528(a)(2) of the (NCLB) Act, a secondary school student or the parent of thestudent may request that the student's name, address and telephone listing not be releasedwithout prior written parental consent, and the HCSD or private school must notify parents of theoption to make a request and must comply with any request.

s. 1002.20(13)(a), F.S. s. 1002.221, F.S.s. 1002.22, F.S. Rule 6A-1.0955, F.A.C.

D. Virtual Education

A virtual instruction program is a program of instruction provided in an interactive learningenvironment created through technology in which students are separated from their teachers bytime or space, or both (s. 1002.45(1)(a)2., F.S.).

The purpose of the program is to make quality virtual instruction available to students usingonline and distance learning technology in the nontraditional classroom. The HCSD mustprovide students in grades K-12 enrolled within its boundaries, part- or full-time participation invirtual instruction. The HCSD may offer full- or part-time program core courses for students ingrades 9-12 enrolled in dropout prevention and academic intervention programs or corecurricula courses to meet class size requirements under s. 1003.03, F.S., or Florida CollegeSystem institutions. Access will be provided during and after the school day and throughsummer school enrollment.

1. Hendry Virtual School Full-Time Enrollment

HCSD provides two full-time virtual programs for eligible students in grades K-12 utilizing theFlorida Virtual School (FLVS) and Florida Online School (FLOS) as the approved providers.Curriculum and content are aligned to state standards under s. 1003.41, F.S., the virtualinstruction is designed to enable students to gain proficiency in each course. Evidence ofsuccessful completion of courses will be documented on a student’s education record. Forcourses requiring a statewide, standardized EOC assessment, credit will be awarded pursuantto HCSD policy. In addition, each student enrolled in the HVS must participate in the statewide,standardized assessment program under s. 1008.22, F.S.

The HCSD requires student compliance with the compulsory attendance requirements ofs. 1003.21, F.S., and will verify attendance as required by s. 1002.45(6)(a), F.S. Students areeligible to enroll in either virtual school provided they reside within the HCSD attendance zoneboundaries and meet at least one of the following conditions:

The student has spent the prior school year in attendance at a public school in this stateand was enrolled and reported by a public school district for funding during thepreceding October and February for purposes of the Florida Education Finance Programsurveys;

The student is a dependent child of a member of the U.S. Armed Forces who wastransferred within the last 12 months to this state from another state or from a foreigncountry pursuant to the parent’s permanent change of station orders; or

The student was enrolled during the prior school year in a school district virtualinstruction program.

Eligible students in grades K-12 who wish to enroll in HVS may do so by completing an onlineenrollment application at www.flos.k12.com or www.flvs.net


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2. Part-Time Enrollment

Students in grades 6-12 may also enroll part-time and take select courses through FLVS atwww.flvs.net or through an online course offered by any other Florida school district. The FloridaOnline Course Catalog at http://app4.fldoe.org/coursecatalog/, includes information about theavailable online courses offered by district virtual schools, the FDOE-approved providers, andFLVS. Students and parents should contact the school counselor to determine eligibility andappropriateness of the coursework.

s. 1002.45, F.S. Rule 6A-6.098, F.A.C.s. 1002.20, F.S. HCSD 2370

E. Home Education

Home education is defined as the sequentially progressive instruction of a student directed bythe student’s parent in order to satisfy Florida’s requirement for compulsory education (s.1002.01, F.S.). A home education program is not a district program. The home educator is notrequired to hold a valid teaching certificate per s. 1003.41(1), F.S.

1. Parent Responsibilities

To establish a home education program per s. 1002.41, F.S., a parent must take the followingsteps:

Notify the school superintendent of the county in which the parent resides of the intent toestablish and maintain a home education program. The notice must be in writing, signedby the parent, and must include the full legal names, addresses and birth dates of allchildren who must be registered as students in a home education program. The noticemust be submitted to the HCSD superintendent’s office within 30 days of theestablishment of the home education program.

Submit a written notice of termination of the home education program to the HCSDsuperintendent’s office within 30 days after said termination.

Maintain a home education work portfolio for each home education student that includesthe following:– A log of educational activities, which is made contemporaneously with the instruction

and designates by title any reading materials used and– Samples of any writings, worksheets, workbooks, or creative materials used or

developed by the student. The portfolio must be preserved by the parent for two years and must be made available

for inspection by the HCSD superintendent, or designee, upon 15-day written notice.The HCSD superintendent is not required to inspect the portfolio.

Provide an annual evaluation documenting the home education student’s demonstrationof educational progress at a level commensurate with the student’s ability. The parentmust select the method of evaluation and must submit an evaluation report annually tothe HCSD superintendent’s office in the county in which the student resides. The annualeducational evaluation must consist of one of the following options:

– A teacher selected by the parent must evaluate the student’s educational progressby reviewing the portfolio and conducting a discussion with the student. Such teacher


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must hold a valid regular Florida certificate to teach academic subjects at theelementary or secondary level.

– The student must take any nationally normed student achievement test administeredby a certified teacher.

– The student must take a state student assessment test used by the HCSD andadministered by a certified teacher, at a location and under testing conditionsapproved by the HCSD.

– The student must be evaluated by an individual holding a valid, active license (as aschool psychologist) pursuant to the provisions of s. 490.003(7) or 490.003(8), F.S.

– The student must be evaluated with any other valid measurement tool as mutuallyagreed upon by the HCSD superintendent.

The HCSD superintendent’s office must accept the results of the annual educational evaluationof the home education student. If the student does not demonstrate educational progress at alevel commensurate with the student’s ability, the HCSD superintendent’s office must notify theparent, in writing, that such progress has not been achieved. The parent must have one yearfrom the date of receipt of the notification to provide remedial instruction to the student. At theend of the one-year probationary period, the student must be reevaluated as specified ins. 1002.41(1)(c), F.S. The continuation of the home education program must be contingent uponthe student’s demonstrating educational progress commensurate with the student’s ability at theend of the probationary period.

s. 1003.21(1), F.S. HCSD 5410

F. Elementary Education (Prekindergarten-5)

The primary purpose of the elementary school must be to serve each individual student bypromoting opportunities for optimum learning development.

1. Placement

New prekindergarten to grade 5 students must meet all entrance requirements before they areeligible to attend school. The assignment of students to schools within the Hendy County SchoolDistrict (HCSD) must be consistent with the best interests of students and the best use ofresources of the HCSD. The grade placement of any student new to an elementary school isdetermined by the principal and staff of the receiving school.

In addition to the entrance requirements outlined in the “General Requirements and Overview”section of this SPP, the following requirements must be satisfied.

Home education students participating in an extracurricular activity may be placed and attendthe specific course required for participation in the activity.

a. Voluntary Prekindergarten Admission

Pursuant to s. 1002.53(2), F.S., each child who resides in this state who will have attained theage of 4 years on or before September 1 of the school year are eligible for the VoluntaryPrekindergarten Education Program during either that school year or the following school year.The child remains eligible until the child is admitted to kindergarten, or unless the child will haveattained the age of 6 years by February 1 of any school year.


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b. Kindergarten Admission

According to s. 1003.21(1)(a)2., F.S., students are eligible for admission to public kindergarten ifthey have attained age 5 on or before September 1 of the current school year. A student whotransfers from a private kindergarten to the HCSD kindergarten program must meet the agerequirement.

Students who have attained the age of 6 years by February 1 of any school year are required toattend school regularly during the entire school year (s. 1003.21(1)(a)1., F.S.). If a studententers public school at age 6 without evidence of kindergarten completion on an officialtranscript, then they will be placed in the first program of study – kindergarten.

c. Kindergarten Students with Disabilities

Exceptional student education (ESE) services are required for eligible students as specified bythe IDEA requirements and Florida laws, regulations and rules. A student with a disability who isentering kindergarten and who has a current individual educational plan (IEP) or an educationalplan (EP), as well as evaluation data necessary to determine that the student meets Florida’seligibility criteria for special programs, will be placed immediately in the appropriate educationalprograms without temporary assignment. The receiving school must review the current IEP orEP and may revise the document as necessary, following appropriate procedures. Refer to theSchool Board of Hendry County (HCSD) Exceptional Student Education Policies andProcedures (SP&P) at https://www.hendry-schools.org/Page/335.

d. First Grade Placement

Students who have satisfactorily completed kindergarten in a public or nonpublic school and willattain the age of 6 years on or before September 1 will be admitted to the first grade at any timeduring the school year (s. 1003.21(1)(b), F.S.).

e. Out-of-State Kindergarten and First Grade Transfers from Public and NonpublicSchools

Out-of-State Public School

Any student who transfers from an out-of-state public school and who does not meet regularage requirements for admission to Florida public schools must be admitted upon presentation ofthe following data:

Official documentation that the parent was a legal resident of the state in which thestudent was previously enrolled in school;

An official letter or transcript from the last school of enrollment that shows a record ofattendance, academic information and grade placement of the student;

Evidence of immunization against communicable diseases; Evidence of date of birth; and Health examination completed within the last 12 months.

Out-of-State Nonpublic School

Any student who transfers from an out-of-state nonpublic school and who does not meet regularage requirements for admission to Florida public schools may be admitted if the student meets


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age requirements for the public schools within the state from which the student is transferringand if the transfer of the student’s academic credit is acceptable under the rules of the HCSD. Inorder to be admitted to Florida schools, the following data must be presented:

Official documentation that the parent was a legal resident of the state in which thestudent was previously enrolled in school;

An official letter or transcript from the last school of enrollment that shows a record ofattendance, academic information and grade placement of the student;

Evidence of immunization against communicable diseases; Evidence of date of birth; and Health examination completed within the last twelve months.

f. Out-of-County Public School Transfer Students

Elementary grade placement of out-of-county transfer students in grades K-5, will be on atemporary basis by the receiving school principal until evidence of student achievement is madeavailable. A principal or designee may request a parent to present a report card or otherevidence of school attendance to facilitate the proper placement of a student in the school.

The principal will make the final placement decision based on academic testing and dailyclassroom performance. The principal of each school may assign a student to the grade level atwhich the student can best adjust academically, socially and emotionally.

The basis for assignment must be discussed in advance with the parent of each student placedat a level other than the grade level indicated by the student’s previous placement.

Florida Public School Virtual School Program Transfer Students

Students transferring from any Florida public school district virtual school program as authorizedby the State of Florida are to be placed in a manner similar to public school transfers from otherFlorida districts.

g. Home Education and Private School Transfer Students

When a student transfers from a home education program or private school, the principal of thereceiving school is responsible for making an appropriate placement of the student. Initialplacement should be based on a review of academic progress and achievement documented bythe former school or program. Parents of former home education students are responsible forpresenting a portfolio of records and materials for review. The portfolio is to include a log ofeducational activities; titles of readings; and samples of any writings, worksheets, or creativematerials used or developed by the student (s. 1002.41(1)(d), F.S.).

s. 1003.25(3), F.S. Rule 6A-1.0985, F.A.C.

h. Classroom Placement of Multiple Birth Siblings

For purposes of this section, “multiple birth siblings” means twins, triplets, quadruplets, or othersiblings resulting from a multiple birth.

The parent of multiple birth siblings who are assigned to the same grade level and school mayrequest that the school place the siblings in the same classroom or in separate classrooms. The


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request must be made no later than five days before the first day of each school year. If thestudents are enrolled in the school after the school year begins, the request must be made fivedays after the first day of attendance of the students during the school year.

The school may recommend the appropriate classroom placement for the siblings and mayprovide professional educational advice to assist the parent with the decision regardingappropriate classroom placement.

A school is not required to place multiple birth siblings in the same classroom if factual evidenceof performance shows proof that the siblings should be separated or if the request would requirethe HCSD to add an additional class to the grade level of the siblings.

At the end of the first grading period following the multiple birth siblings’ enrollment in theschool, if the principal of the school, in consultation with the teacher of each classroom in whichthe siblings are placed, determines that the requested classroom placement is disruptive to theschool, the principal may determine the appropriate classroom placement for the siblings. Aparent may appeal the principal’s decision in the manner provided by the HCSD policy. Duringan appeal, the multiple birth siblings must remain in the classroom chosen by the parent.

This process neither affects a right or obligation involving placement decisions pertaining tostudents with disabilities under state law or the IDEA, nor the right of the HCSD, principal orteacher to remove a student from a classroom pursuant to the HCSD discipline policies.

s. 1003.06, F.S.

i. Assistance to Transitioning Students from Military Families

Dependent children of active duty military personnel who otherwise meet the eligibility criteriafor special academic programs offered through a public school must be given first preference foradmission to such programs even if the program offered through a public school other than theschool to which the student would generally be assigned. If such a program is offered through apublic school other than the school to which the student would generally be assigned, the parentof the student must assume responsibility for transporting the student to that school’s specialacademic programs, including magnet schools and advanced studies programs (s. 1003.05(3),F.S.).

2. Program of Study

The HCSD K-5 education program of study is aligned to the student performance standards inFlorida, the Florida Standards in English Language Arts (ELA) and mathematics, and in all othersubjects, the Next Generation Sunshine State Standards (NGSSS). These state standardsestablish the core content of the curricula to be taught and specify the core content knowledgeand skills public school students are expected to acquire (Rule 6A-1.09401, F.A.C.). Specificinformation related to standards and courses is available at www.cpalms.org/public.

Provisions must be made to include the ideals of group and individual behavior; therefore,consideration must be given to organized play, intramural sports and games, hobby groups, andother organized student activities.

The HCSD will provide support and assistance to schools and teachers in the implementation ofresearch-based, effective instruction to produce student achievement in the state standards.


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a. Prekindergarten Curriculum and Instruction

Students will receive an integrated curriculum that emphasizes instruction in languagedevelopment and mathematical concepts. Standards and benchmarks reflect the knowledgeand skills that a child on a developmental progression should know and be able to do at theend of the age-related time frame. These standards are outlined in Florida Early Learningand Developmental Standards: 4 Years Old to Kindergarten (2017) athttp://flbt5.floridaearlylearning.com/docs/OEL-VPK154yo.pdf.

Students will be provided with opportunities for art, music, and physical education activities.Instructional approaches will be research-based and will include the active participation ofstudents. Instruction must be focused on ensuring that all students demonstrate mastery of thestandards adopted by Rule 6M-8.602, F.A.C.

b. Curriculum and Instruction K-5

Students in grades K-5 will receive curriculum and instruction, under s. 1003.41, F.S., in thefollowing areas:

ELA (Florida Standards) Mathematics (Florida Standards) Science (NGSSS) Social Studies (NGSSS) Fine Arts (NGSSS)


Health Education (NGSSS) Physical Education (NGSSS)

Students in grades K-5 will be provided 150 minutes of physical education each week. Thephysical education curriculum must be in accordance with standards established by theState Board of Education.

Physical education instruction must include activities requiring at least a moderate level ofphysical exertion and duration sufficient to provide a health benefit for the students. Whenplanning the required activities, the instructor must consider the different capabilities of thestudents and adapt the plans accordingly.

The requirement must be waived for a student who meets one of the following criteria*:

The student is enrolled or required to enroll in a remedial course or The student’s parent indicates the following in writing to the school:

– The student enrolls in another course from among those courses offered as optionsby the HCSD or

– The student is participating in physical activities outside the school day that are equalto or in excess of the mandated requirement.

*Parents will be notified annually of the waiver options (s. 1003.455(3)-(5), F.S.).


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c. Additional Curricula

In addition to the above-mentioned core curricula, K-5 curricula also, includes recess, charactereducation, and integrated areas of study.

In addition to the above-mentioned physical education requirements, at least 100 minutes ofsupervised, safe and unstructured free-play recess must be provided each week for students ingrades K-5, so that there are at least 20 consecutive minutes of free play of recess per day(s. 1003.455(6), F.S.).

Section 1003.42(2)(s), F.S., requires the HCSD to implement a character education program.The HCSD’s curriculum and instruction in this area provide students with examples of goodcharacter and core ethical values, such as respect, honesty, responsibility, fairness, generosity,courtesy, patriotism, courage and gratitude.

Other topics, as outlined in the “Required Instruction,” subsection of the “General Proceduresand Overview” section of this SPP, that are not course specific but supported by state law, willbe integrated into the curriculum (s. 1003.42(2), F.S.).

Information related to Florida Career and Professional Education (CAPE) Digital ToolCertificates and CAPE ESE Digital Tools is available in the “General Procedures and Overview”section of this SPP.

d. English Language Learners

English for Speakers of Other Languages (ESOL) must be provided for those students in needof such instruction. Under the Multicultural Education, Training and Advocacy Consent Decree,students who are English Language Learners (ELLs) must receive comprehensible instructionand equal access to appropriate programming comparable in amount, scope, sequence, andquality to that provided to English-proficient students, which must be documented in the form ofan ELL student plan. Schools are monitored for compliance with state and federal rules andregulations based on the 1990 League of United Latin American Citizens (LULAC) et al. v. theState Board of Education (SBE) Consent Decree and the 2003 Modification of the ConsentDecree.

e. Students with Disabilities Accommodations to the General Curriculum

Consistent with the accountability requirements of the Elementary and Secondary Education Actand the IDEA, the vast majority of students with disabilities in Florida are expected todemonstrate mastery of the Florida Standards and NGSSS, participate in statewideassessments and graduate high school with a standard diploma. In order to achieve theseexpectations, students with disabilities must be provided access to the general curriculum to themaximum extent possible with appropriately designed instruction and accommodations. Anyaccommodations are intended for those students who would be denied meaningful participationin instruction and assessment because of their disability. Accommodations allow students withdisabilities the same access to instruction and assessment as students without disabilities.Accommodations for instruction and assessment are determined at IEP team meetings andindicated on each student’s IEP. Refer to the HCSD SP&P at https://www.hendry-schools.org/Page/335.


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f. Students with Disabilities Receiving Instruction via Florida Standards AccessPoints

The IEP team will determine if a student with a disability will follow the Florida Standards orFlorida Standards access points. This decision will be documented on the IEP, with everyattempt to ensure that the student has the opportunity to follow the Florida Standards. If the IEPteam recommends that the student follow the Florida Standards access points, the parent mustgive consent for instruction using the Florida Standards access points. Progress toward masteryof annual goals will be assessed and documented on the IEP.

g. Extended School Year Services

Extended school year services means’ specially designed instruction and related servicesprovided to students with disabilities beyond the normal school year of the HCSD, inaccordance with the IEP.

Extended school year services must be provided for students with disabilities whose IEP teamhas determined that the services are necessary for provision of a free appropriate publiceducation as documented and recommended on the IEP.

3. Assessment

a. Kindergarten Screening

The HCSD is required to administer the statewide kindergarten screening, Florida KindergartenReadiness System (FLKRS), to each kindergarten student in the HCSD system upon thestudent’s entry into kindergarten within the first 30 days of each school year. Beginning with the2017-18 school year, the FLKRS assessment is the Star Early Literacy®, which is an online,adaptive instrument that students complete independently in approximately 15-20 minutes.

The FLKRS Star Early Literacy® assesses the readiness of each student for kindergarten basedupon the performance standards adopted by the FDOE under s. 1002.67(1), F.S., for theVoluntary Prekindergarten Education Program.

The results of the assessment and the identification of each student’s early childhood educationprovider for the year prior to kindergarten enrollment must become part of each student’s recordin the state’s automated student database. Reading instruction and interventions are providedbased upon the screening results and diagnostic assessment.

Additional information may be obtained related to the FLKRS Star Early Literacy® assessmentvia an FDOE questions and answers document at http://www.fldoe.org/core/fileparse.php/18494/urlt/FLKRSFAQ.pdf

s. 1002.69, F.S.

b. Florida Standards Assessments and NGSSS Statewide Science Assessment

At the elementary level, the Florida Standards Assessment (FSA) for ELA and mathematics isadministered annually for students in grades 3-5. The state determines passing scores for theseassessments and students who do not meet the set performance levels on these assessmentsmust be evaluated for the nature of the deficiency and provided with targeted instructional


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support. For additional third-grade requirements, refer to the elementary “Retention” subsectionof the “Elementary Education” section of this SPP.

The FSA ELA Writing is administered in grades 4 and 5 annually. The NGSSS statewidescience assessment is administered in grade 5 annually.

The HCSD assessment web page, at https://www.hendry-schools.org/domain/1569, providesthe HCSD statewide, standardized assessment dates.

c. English Language Learners

All students classified as ELLs must participate in the statewide assessment program. Theassessment for ELLs is completed annually using the Assessing Comprehension andCommunication in English State-to-State (ACCESS) for ELLs 2.0 in the areas of listening,speaking, reading, and writing.

An exemption from participation in the ELA component of the statewide assessment program foran individual ELL may only be made by specific action of an ELL Committee, and only for astudent whose initial date of entry into a school in the United States falls within one year prior tothe assessment date (Rule 6A-1.09432(2), F.A.C.).

For students with significant cognitive disabilities, the FDOE must provide for theimplementation of the Alternate ACCESS for ELLs to accurately measure the core curricularcontent established in the Florida Standards and NGSSS.

d. Students with Disabilities

All students with disabilities will participate in the statewide, standardized assessment programbased on state standards, pursuant to Rule 6A-1.09401, F.A.C., without accommodationsunless the student’s IEP team, or the team that develops the plan required under Section 504 ofthe Rehabilitation Act, determines and documents that the student requires allowableaccommodations during instruction and participation on a statewide, standardized assessment.

Participation in the Florida Standards Alternate Assessment (FSAA) by students with significantcognitive disabilities will be determined by the student’s IEP team and delineated on thestudent’s IEP. Such determination must be in accordance with the criteria set forth in Florida lawincluding, but not limited to, Rule 6A-1.0943, F.A.C.

e. Assessment Results

Student assessment results are to be reported in a timely manner to students, parents andteachers. When available, results are to be used to guide and improve instruction for allstudents.

4. Student Rights for Instruction

In accordance with s. 1, Article IX of the State Constitution, all public school students in gradesK-12 are entitled to a uniform, safe, secure, efficient and high-quality system of education, onethat allows students to obtain a high-quality education (s. 1002.20(1), F.S.).


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All education programs, activities, and opportunities offered by public educational institutionsmust be made available without discrimination on the basis of race, ethnicity, national origin,gender, disability, or marital status, in accordance with the provisions of s. 1000.05, F.S.(s. 1002.20(7), F.S.).

5. Promotion and Acceleration

a. Promotion

Student promotion is based on evaluation of each student’s achievement with regard to FloridaStandards and NGSSS. Each student’s progression from one grade to another is based, in part,upon proficiency in ELA, mathematics, science, and social studies (s. 1008.25(2), F.S.). Thestudent’s growth toward the accomplishment of state- and HCSD-identified minimum levels ofperformance in ELA, mathematics, science and social studies is the primary consideration inpromotion or retention decisions.

Promotion decisions consider the effectiveness of core instruction and the student’s response toevidence-based instruction and interventions. The basis for making promotion decisionsincludes objective data and teacher recommendations based on classroom work; dailyobservation; tests; district and statewide, standardized assessments; and parental involvement.The primary responsibility for recommending grade placement for the next year is that of theprofessional staff members, subject to review and final approval of the principal in consultationwith district personnel up to and including the Superintendent if necessary.

English Language Learners

An ELL will be graded on the general education standards, benchmarks and course contentrequirements; however, the ELA, content and special-area teachers will provide modifiedassignments, differentiation strategies, and instructional and assessment accommodations inorder to provide comprehensible instruction at the learner’s level of English acquisition and givethe student the opportunity to learn content, even with limited English proficiency.

Promotion decisions may not be made for an individual ELL based on English languageproficiency or solely on a score on any single assessment instrument, whether suchassessment instrument is part of the statewide assessment program or of a particular district’sformal assessment process.

Students with Disabilities

A decision to promote students with disabilities who receive ESE services who are pursuingFlorida Standards and NGSSS and Florida Standards access points.

Florida Standards and NGSSS will be based on the requirements as specified in this SPP forgeneral education students with accommodations as identified in the student’s IEP.

Florida Standards access points will be based on classroom-based assessments, andachievement based on the FSAA and progress in social development.


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b. Acceleration

As specified in the “General Procedures and Overview” section of this SPP, the AcademicallyChallenging Curriculum to Enhance Learning (ACCEL) options are available within each school.The ACCEL options include, but are not limited to, midyear and whole-grade promotion, subject-matter acceleration, virtual education in higher grades, and the credit acceleration program(CAP). Parents should contact the school for eligibility and procedural requirements.

If a parent requests that their child participate in an ACCEL option, then the ACCEL ParentRequest Form – Elementary School Students (Appendix A) must be completed. The proceduralrequirements are outlined in the “General Procedures and Overview” section of this SPP. Theeligibility criteria for the elementary ACCEL options are midyear and whole-grade promotion,subject-matter acceleration and CAP.

See Appendix B for the ACCEL Performance Contract – Elementary School Students.

Midyear and Whole-Grade Promotion

For midyear or whole-grade promotion to occur, all of the following indicators must be met:

Acceleration for specific core courses should be considered. Gifted program eligibility should be considered.

(Note: For gifted students with an active EP, recommendations for whole-gradeacceleration for gifted learners is determined by the need of the student for accelerationas indicated by the team members of the EP committee.)

Recommendation supported by the school-based team, school counselor, two of thestudent’s current or former core curriculum teachers, and approval from the schoolprincipal.

Student must be in attendance in the school where the ACCEL request is being madefor a minimum of 30 consecutive school days. If acceleration will result in the studentattending a different school, a designee from that school should be included indeveloping the ACCEL Performance Contract/Acceleration Plan.

Student must have no more than five absences in a period of 30 calendar days or nomore than 10 absences in a period of 90 calendar days.

Student must demonstrate an overall high academic performance by report card ratingsof grades A in core curricular areas.

Student must demonstrate a Level 4 (proficiency) or Level 5 (mastery) on the Grade 3FSA ELA and Mathematics assessments. In order for a student in grade 2 to bepromoted grade 4, the student must first have a midyear promotion to grade 3 to enablethe student to take the Grade 3 FSA ELA and Mathematics assessments. Uponsuccessful completion of the second part of grade 3, including earning a Level 4 or 5 onthe Grade 3 FSA ELA and Mathematics assessments, the student will be eligible forpromotion to grade 4.

Subject-Matter Acceleration

For subject-area acceleration to occur, including virtual instruction in higher grade-levelsubjects, all of the following indicators must be met:


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Student must have a recommendation supported by the school-based team, schoolcounselor, teachers of record for the subject-area requested, and approval of schoolprincipal.



Student must demonstrate an overall high academic performance (e.g., report cardgrades of A in all courses for subject-area acceleration requests).

Student must demonstrate mastery of kindergarten to grade 3 (K-3) Florida Standards inELA, mathematics, and writing as related to the subject area being requested foracceleration. Student mastery levels must reflect scores in the ninth stanine orequivalent. In grades 4 and 5, a student must demonstrate the following as related to thesubject area being requested: Level 5 on the FSA ELA and Mathematics, NGSSSStatewide Science (Grade 5 only), and in FSA ELA Writing.

Credit Acceleration Program

The CAP is created for the purpose of allowing students to earn high school credit in coursesthat require statewide, standardized end-of-course (EOC) assessments and AdvancedPlacement courses. High school credit will be awarded by the HCSD for any student who attainsa Level 3 or above. Students are not required to be enrolled in the course or to have completedthe course. A student who is not enrolled in the course or who has not completed the coursemay take the statewide, standardized EOC assessment. The eligibility criteria for the CAP is asfollows:

Student must have a recommendation supported by the school-based team, schoolcounselor, teacher of record for the subject-area requested, and approval of schoolprincipal.

Student must have a recommendation supported by the school-based team, schoolcounselor, and at least two teachers and approval of school principal.

Student must demonstrate an overall high academic performance (e.g., report cardgrade-point average of 3.5 or higher on a 4.0 scale).

Student must demonstrate the following performance on statewide, standardizedassessments:– Algebra I – FSA Mathematics Level 4 or 5 or comparable standardized assessment

(prior two years);– Geometry – FSA Algebra I EOC assessment Level 4 or 5 or comparable

standardized assessment (prior two years);– Biology I – FSA ELA and Mathematics Level 4 or 5 or comparable standardized

assessment (prior two years);– U.S. History – FSA ELA Level 4 or 5 or comparable standardized assessment (prior

two years); and– If FSA results are unavailable, then the student must demonstrate the highest level

of performance on applicable standardized assessments as evidenced in thestudent’s educational record:

o Algebra I and Geometry – standardized assessment results in mathematics,o Biology I – standardized assessment results in ELA and mathematics, and


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o U.S. History – standardized assessment results in ELA.

An elementary school student’s participation in the CAP program requires satisfying the above-mentioned indicators and the Elementary/Middle School Credit by Examination Request Formapproval (Appendix C).

6. Promotion with Instructional Support and Promotion to Grade 4

a. Promotion with Instructional Support

All students should be afforded every opportunity to meet achievement expectations. Studentsnot meeting HCSD- and state-determined minimum levels of performance must receivetargeted, intensive instructional support. Any student whose overall performance suggests thestudent would benefit from being officially placed in a higher grade without meeting HCSD- andstate-identified minimum levels of performance in reading, writing, mathematics or science maybe promoted with instructional support. Intensive interventions will be developed and thestudent’s response to the intervention will be monitored in order to accelerate the students’range of progress toward standards.

All students promoted with instructional support will receive a Progress Monitoring Plan (PMP).Documentation of the interventions provided to the student and consistent progress monitoringto determine the effectiveness of the interventions will be required throughout the school year.

The areas of academic need and intervention strategies are identified through a multi-tieredsystem of supports/response-to-intervention (MTSS/RTI) process. Multiple tiers of increasingintense instruction and intervention services are implemented to support student academicperformance. Students needing remediation or intensive instructional support will be matched tostrategic and intensive research- and evidence-based interventions based on screening,progress monitoring and diagnostic assessments.

Following diagnostic assessments to identify the nature of the student’s difficulty and areas ofacademic need, a PMP must be developed in consultation with the student’s parent. Thestudent’s learning style and services currently being provided will be considered. This PMP isdesigned to assist the student in meeting the expectations of performance and must includeintensive remedial instruction in the areas of weakness as determined by screening, progressmonitoring and diagnostic assessments. The PMP must be a specific, detailed plan tailored toidentify the individual assistance to be given to remedy a student’s individual diagnoseddeficiencies. For additional information, refer to the HCSD MTSS Handbook athttps://www.hendry-schools.org/Page/7083.

No student may be assigned to a grade level based solely on age or other factors that constitutesocial promotion (s. 1008.25(6)(a), F.S.).

b. Promotion to Grade 4

To be promoted to grade 4, a student must score a Level 2 or higher on the statewide,standardized ELA assessment required under s. 1008.22, F.S., and for grade 3, unders. 1008.25(5)(b), F.S. If a student’s reading deficiency is not remedied by the end of grade 3, asdemonstrated by scoring a Level 2 or higher on the statewide, standardized ELA assessmentfor grade 3, the student must be retained unless he or she is exempt from mandatory retentionfor good cause.


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The HCSD may only exempt students from mandatory retention for good cause. Good causeexemptions are limited to the following:

Limited English proficient students who have had less than two years of instruction in anESOL program based on the initial date of entry into a school in the United States.

Students with disabilities whose IEP indicates that participation in the statewideassessment program is not appropriate, consistent with the requirements of s. 1008.212,F.S.

Students who demonstrate an acceptable level of performance on an alternativestandardized reading or ELA assessment approved by the State Board of Education.

Students who demonstrate, through a student portfolio, a level of performance of at leasta Level 2 on the statewide, standardized ELA assessment.

Students with disabilities who take the statewide, standardized ELA assessment andwho have an IEP or a Section 504 Plan that reflects that the student has receivedintensive instruction in reading or ELA for more than two years but still demonstrates adeficiency and was previously retained in kindergarten, grade 1, grade 2 or grade 3.

Students who have received intensive reading intervention for two years or more but stilldemonstrate a deficiency in reading and who were previously retained in kindergarten,grade 1, grade 2 or grade 3 for a total of two years. A student may not be retained morethan once in grade 3.

Alternate Reading Assessment for Promotion to Grade 4

Students who score at Level 1 on the grade 3 statewide, standardized ELA assessment may bepromoted to grade 4 if the student demonstrates an acceptable level of performance on anapproved alternative standardized reading assessment.

If students score a Level 1 on the grade 3 statewide, standardized ELA assessment, thestudents may be given a final I-Ready alternate reading assessment the last week of school.They must score a scale score of 535, which is the 50th percentile (refer to I-Ready Table 6provided by the FDOE at http://www.fldoe.org/core/fileparse.php/7539/urlt/i-Ready-Table-6.pdf).

The HCSD also administers the Reading SAT-10, an FDOE-approved alternate readingassessment. This is an option for a student who scores a Level 1 on the grade 3 statewide,standardized ELA assessment and also does not score a 535 on the I-Ready alternate readingassessment at the end of summer reading camp. A student may be promoted to grade 4 if thestudent scores at or above the 45th percentile on the Reading SAT-10.

The earliest that an alternative assessment may be administered for student promotionpurposes is following the administration of the grade 3 statewide, standardized ELAassessment. The alternative reading assessments may be administered two times if there are atleast 30 days between administrations and different test forms administered.

Rule 6A-1.094221, F.A.C.

Student Portfolios for Promotion to Grade 4

Pursuant to Rule 6A-1.094221(3)(a)-(e), F.A.C., to promote a student using a student portfolioas a good cause exemption, there must be evidence that demonstrates the student’s mastery ofthe Florida Standards ELA in reading is equal to at least a Level 2 performance on the grade 3statewide, standardized ELA assessment. Such evidence must be an organized collection of the


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student’s mastery of the Florida Standards ELA that are assessed by the grade 3 statewide,standardized ELA assessment. The student portfolio must meet the following criteria:

Be selected by the student’s teacher; Be an accurate picture of the student’s ability and only include student work that has

been independently produced in the classroom; Include evidence that the standards assessed by the grade 3 statewide, standardized

ELA assessment have been met (evidence is to include multiple-choice items andpassages that are approximately 60 percent literary text and 40 percent informationaltext, and that are between 100 and 700 words with an average of 500 words; and suchevidence could include chapter or unit tests from the HCSD’s or school’s adopted corereading curriculum that are aligned with the Language Arts Florida Standards or teacher-prepared assessments);

Be an organized collection of evidence of the student’s mastery of the Language ArtsFlorida Standards that are assessed by the grade 3 statewide, standardized ELAassessment. For each standard, there must be at least three examples of mastery asdemonstrated by a grade of 70 percent or above on each example; and

Be signed by the teacher and the principal as an accurate assessment of the requiredreading skills.

The school principal must review and discuss such recommendations with the teacher andmake the determination as to whether the student should be promoted or retained. If the schoolprincipal determines that the student should be promoted, the school principal must make sucha recommendation in writing to the HCSD superintendent. The HCSD superintendent mustaccept or reject the school principal’s recommendation in writing (s. 1008.25(6)(c)2., F.S.).

Services for Students Promoted to Grade 4 with a Good Cause Exemption

A student who is promoted to grade 4 with a good cause exemption must be provided intensivereading instruction and intervention that include specialized diagnostic information and specificreading strategies to meet the needs of each student so promoted. The HCSD must assistschools and teachers with the implementation of explicit, systematic and multisensory readinginstruction and intervention strategies for students promoted with a good cause exemption,which research has shown to be successful in improving reading among students who havereading difficulties (s. 1008.25(6)(b), F.S.).

7. Retention

Student retention is a serious step and considered the last option to provide students withadditional time to master the skills required for success in the next higher grade. The student’sgrowth toward meeting standards in ELA, mathematics, science, and social studies must be theprimary consideration in promotion and retention decisions. Retention decisions should bemade based on many data points rather than a single test score, and no student may beassigned to a grade level based solely on age or other factors that constitute social promotion(s. 1008.25(6)(a), F.S.). There should be a preponderance of the evidence that has beencollected over time.

Prior to retention, students must receive documented remediation as required by the HCSDMTSS Handbook at https://www.hendry-schools.org/Page/7083. Parents are to be notified ofthe fact that retention is being considered through progress alerts, conferences, quarterly reportcards, or letters.


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Additional factors that need to be considered before making a decision to retain a student ingrades K, 1, 2, 4, or 5 include key provisions for students with disabilities participating in ESEprograms and services and for ELLs.

On the recommendation of the principal, after considering all available data in consultation withthe school-based MTSS/RTI committee, a student may be retained. Students who are retainedand needing remediation or intensive instructional support will be matched to strategic andintensive instruction and interventions based on screening, progress monitoring, and diagnosticassessments in accordance with the HCSD MTSS Handbook at https://www.hendry-schools.org/Page/7083.

a. Services for Students Retained in Grade 3

Summer Reading Camps

Retained students must be provided intensive interventions in reading to ameliorate thestudent’s specific reading deficiency and prepare the student for promotion to the next grade.These interventions must include participation in the HCSD’s summer reading camp, whichmust incorporate evidence-based, explicit, systematic, and multisensory reading instruction inphonemic awareness, phonics, fluency, vocabulary, and comprehension, and other strategiesprescribed by the HCSD. Students participating in the HCSD’s summer reading camp must beprovided with a highly effective teacher as determined by the teacher’s performance evaluationunder s. 1012.34, F.S., and, beginning July 1, 2020, the teacher must also be certified orendorsed in reading.

ss. 1008.25(7)(a)2 and (b)3., F.S.

Intensive Reading Interventions

Students retained in grade 3 must be provided with a highly effective teacher as determined bythe teacher’s performance evaluation under s. 1012.34, F.S., and, beginning July 1, 2020, theteacher must also be certified or endorsed in reading. These students must also be providedintensive interventions in reading to ameliorate the student’s specific reading deficiency andprepare the student for promotion to the next grade. These interventions must include thefollowing:

Evidence-based, explicit, systematic and multisensory reading instruction in phonemicawareness, phonics, fluency, vocabulary, comprehension and other strategiesprescribed by the HCSD.

Participation in the HCSD’s summer reading camp, which must incorporate the above-mentioned instructional and intervention strategies.

A minimum of 90 minutes of daily, uninterrupted reading instruction incorporating theinstructional and intervention strategies. This instruction may include the following:– Integration of content-rich texts in science and social studies;– Small-group instruction;– Reduced teacher-student ratios;– More frequent progress monitoring;– Tutoring or mentoring;– Transition classes containing students in grades 3 and 4; and– Extended school day, week, or year (s. 1008.25(7)(a)1.-3., F.S).


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Intensive Reading Acceleration Course

The HCSD must establish at each school, when applicable, an intensive reading accelerationcourse for any student retained in grade 3 who was previously retained in kindergarten, grade 1or 2. The intensive reading acceleration course must provide the following:

Uninterrupted reading instruction for the majority of student contact time each day andopportunities to master the grade 4 NGSSS in other core subject areas through content-rich texts;

Small-group instruction; Reduced teacher-student ratios; The use of explicit, systematic and multisensory reading interventions, including

intensive language, phonics, and vocabulary instruction, and use of a speech-languagetherapist if necessary, that have proven results in accelerating student readingachievement within the same school year; and

A read-at-home plan (s. 1008.25(7)(b)4., F.S.).

Family Read at Home Plan (https://www.hendry-schools.org/Page/7616)

b. Midyear Promotion of Retained Grade 3 Students

Eligibility Criteria for Midyear Promotion

The HCSD must implement a policy for the mid-year promotion of a student retained in grade 3who can demonstrate that the student is a successful and independent reader. Such midyearpromotions of retained grade 3 students should occur during the first semester of the academicyear. To be eligible for midyear promotion the following must be demonstrated by the student:

A successful and independent reader as demonstrated by reading at or above gradelevel,

Progressed sufficiently to master appropriate grade 4 reading skills, and Met any additional requirements, such as satisfactory achievement in other curriculum

areas, as determined by the policies of the HCSD.

Criteria for Promotion on or Before November 1

The criteria for students promoted on or before November 1 must provide a reasonableexpectation that the student has a mastery of grade 3 reading skills as presented in the FloridaStandards ELA. Evidence is as follows:

Satisfactory performance on locally selected standardized assessments measuringFlorida Standards ELA;

Satisfactory performance on a state-approved alternative assessment as delineated inRule 6A-1.094221, F.A.C.; or

Successful completion of portfolio elements that meet the following requirements:– Be selected by the HCSD;– Be an accurate picture of the student’s ability and only include student work that has

been independently produced in the classroom;– Include evidence of mastery of the standards assessed by the grade 3 Florida

Standards ELA assessment (evidence can include successful completion of multiple-choice items and text-based responses, chapter or unit tests from the HCSD- or


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school-adopted core reading curriculum, or the state-provided grade 3 studentportfolio; portfolios should contain 50 percent literary and 50 percent informationaltexts); and

– Be signed by the teacher and the principal as an accurate assessment of therequired reading skills.

The criteria for students promoted after November 1 must provide a reasonable expectation thatthe student’s progress is sufficient to master appropriate fourth-grade-level reading skills. Thesestudents must demonstrate proficiency levels in reading equivalent to the level necessary for thebeginning of grade 4.

The PMP for any retained third-grade student who has been promoted midyear to grade 4 mustcontinue to be implemented for the entire academic year and, if necessary, for additional schoolyears.

s. 1008.25(7)(b)2., F.S.

c. Required Parental Notifications

Any student in grades K-3 who exhibits a substantial deficiency in reading, based uponscreening, diagnostic progress monitoring or assessment data; statewide assessments; orteacher observations, must be provided intensive, explicit, systematic and multisensory readinginterventions immediately following the identification of the reading deficiency. A student whohas a substantial reading deficiency must be covered by a federally required student plan, suchas an IEP or an individualized progress monitoring plan, or both, as necessary. The student’sreading proficiency must be monitored and the intensive interventions must continue until thestudent demonstrates grade-level proficiency in a manner determined by the HCSD, which mayinclude achieving a Level 3 on the statewide, standardized ELA assessment (s. 1008.25(5)(a),F.S).

The parent of any student in grades K-3 who exhibits a substantial deficiency in reading, basedupon screening, diagnostic progress monitoring, or assessment data; statewide assessments;or teacher observations, must be notified in writing of the following:

The child has been identified as having a substantial deficiency in reading, including adescription and explanation, in terms understandable to the parent, of the exact natureof the student’s difficulty in learning and lack of achievement in reading.

A description of the current services that are provided to the child. A description of the proposed intensive interventions and supports that will be provided

to the child that are designed to remediate the identified area of reading deficiency. If the child’s reading deficiency is not remediated by the end of grade 3, the child must

be retained unless the child is exempt from mandatory retention for good cause. Strategies, including multisensory strategies, through a read-at-home plan that the

parent can use in helping the child succeed in reading. The statewide, standardized ELA assessment is not the sole determiner of promotion

and that additional evaluations, portfolio reviews, and assessments are available toassist the parent and the HCSD in knowing when a child is reading at or above gradelevel and ready for grade promotion.

The HCSD’s specific criteria and policies for student portfolios and the evidence requiredfor a student to demonstrate mastery of Florida’s academic standards for ELA. A parent


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of a student in grade 3 who has been identified anytime during the year as being at riskof retention may request that the school immediately begin collecting evidence for aportfolio.

The HCSD’s specific criteria and policies for mid-year promotion. Mid-year promotionmeans the promotion of a retained student at any time during the year of retention oncethe student has demonstrated the ability to read at grade level (s. 1008.25(5)(c), F.S.).

Additionally, the HCSD must provide written notification to the parent of a student who isretained in grade 3 that the child has not met the proficiency level required for promotion andthe reasons the student is not eligible for a good cause exemption. This notification must complywith the aforementioned notification for parents of a student with a substantial deficiency inreading and must include a description of proposed interventions and supports that will beprovided to the student to remediate the identified areas of reading deficiency (s.1008.25(7)(b)1., F.S.).

Appendix D: K-3 Reading Deficiency Parent Notification

8. Reporting Elementary Student Progress

In addition to the parent notification requirements for any student in grades K-3 who exhibits asubstantial reading deficiency per s. 1008.25(5)(c), F.S., as previously outlined, each studentand parent are to be informed of the student’s academic progress. HCSD-adopted report cardsare issued quarterly, at the end of every nine weeks of school, and cover a period ofapproximately 45 school days. Interim progress reports are issued at the midpoint of each nine-week grading period. Report cards must be signed by the parent and returned to the teacher. Ifa student withdraws and does not qualify because of the date of withdrawal, then the parentmust be issued a statement of academic achievement. The Hendry County School Calendarspecifies the quarterly ending dates.

Report cards are to provide students and parents with an objective assessment of the student’sscholastic achievement and work habits. Report cards also provide information on the student’sconduct, behavior, and attendance, including absences and tardiness. A student’s final reportcard for a school year must contain a statement indicating end-of-the-year status regardingperformance or nonperformance at the student’s grade level, acceptable or unacceptablebehavior and attendance, and promotion or non-promotion (s. 1003.33, F.S.).

a. Grading Scale

Academic Subjects

Academic subject grades are based on numerical averages and will use the same scalerequired for the middle grades and high school levels per s. 1003.437, F.S. The grading systemand interpretation of letter grades to measure student success in grades K-5 must be as follows:

Grade Percent Definition

A 90-100 Outstanding Progress

B 80-89 Above Average Progress

C 70-79 Average Progress

D 60-69 Lowest Acceptable Progress

F 0-59 Failing


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I 0 Incomplete

S 70-100 Satisfactory

N 60-69 Improvement Needed

U 0-59 Unsatisfactory

Enrichment Areas

Enrichment areas include, in part, physical education, art, music and theatre. The gradingsystem must be as follows:

Enrichment Area Grade Definition

S Satisfactory

N Improvement Needed

U Unsatisfactory

Class Conduct and Effort

The following symbols are used to denote class conduct and effort:

Conduct and Effort Symbols Definition

S Satisfactory

N Improvement Needed

U Unsatisfactory

Additional information is provided in the “General Procedures and Overview” section of thisSPP.

HCSD 5421

G. Middle Grades (6-8)

The primary purpose of the middle grades must be to promote an expanded educationalexperience to meet the needs of the students in grades 6-8. The program of study and servicesadopted by the School Board of Hendry County (HCSD) must determine the specific offerings.An approval process must be established by which schools may recommend courses orprograms to meet the unique needs of students. Activities that offer desirable experiences, suchas band (or music), dance, visual arts, drama, creative writing, athletics and studentgovernment, must be promoted.

HCSD 2215

1. Placement

New middle grades students must meet all entrance requirements as outlined in the “GeneralRequirements and Overview” section of this SPP before they are eligible to attend school. Theassignment of students to schools within the HCSD(HCSD) must be consistent with the bestinterests of students and the best use of resources of the HCSD.


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a. Out-of-County Public School Transfer Students

The grade placement of an out-of-county transfer student is determined by the principal andschool counselor on the basis of the education records, results of assessments administered bythe school and other appropriate considerations. Grades earned and offered for acceptancemust be based on official transcripts and must be accepted at face value. In the event an officialtranscript is not available, a principal or school counselor may request a student to present areport card or other evidence of school attendance and academic history to facilitate properplacement of the student in the school.

b. Out-of-State and Out-of-Country Transfer Students

Any student who transfers from an out-of-state or out-of-country school will be placed in a gradeor course determined by the principal and school counselor of the receiving school. Rule6A-1.09941, F.A.C., State Uniform Transfer of Students in Middle Grades and High School,provides the following uniform procedures relating to the acceptance of transfer work andcourses for students in middle grades from out of state or out of country:

Grades earned and offered for acceptance must be based on official transcripts andmust be accepted at face value subject to validation, if required, by the receivingschool’s accreditation. If validation of the official transcript is deemed necessary, or if thestudent does not possess an official transcript or is a home education student,successful completion of courses must be validated through performance during the firstgrading period.

Validation of courses must be based on performance in classes at the receiving school.A student transferring into a school must be placed at the appropriate sequential courselevel and should be passing each required course at the end of the first grading period.Students who do not meet this requirement must have courses validated using theAlternative Validation Procedure.

Alternative Validation Procedure

If validation based on performance as described previously is not satisfactory, then any one ofthe following alternatives identified in this SPP must be used for validation purposes asdetermined by the teacher, principal and parent:

Portfolio evaluation by the superintendent or designee,; Demonstrated performance in courses taken at other public or private accredited

schools; Demonstrated proficiencies on nationally normed standardized subject area

assessments; Demonstrated proficiencies on a statewide, standardized assessment; or Written review of the criteria utilized for a given subject provided by the former school.

c. Home Education and Private School Transfer Students

When a student transfers from a home education program or private school, the principal of thereceiving school is responsible for making an appropriate placement of the student. Initialplacement should be based on a review of academic progress and achievement documented bythe former school or program. Parents of former home education students are responsible forpresenting a portfolio of records and materials for review. The portfolio is to include a log of


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educational activities; titles of readings; and samples of any writings, worksheets or creativematerials used or developed by the student (s. 1002.41(1)(d), F.S.)

d. Florida Public School Virtual School Program Transfer Students


e. Classroom Placement of Multiple Birth Siblings

For purposes of this section, “multiple birth siblings” means twins, triplets, quadruplets or othersiblings resulting from a multiple birth.

The parent of multiple birth siblings who are assigned to the same grade level and school mayrequest that the school place the siblings in the same classroom or in separate classrooms. Therequest must be made no later than five days before the first day of each school year. If thestudents are enrolled in the school after the school year begins, the request must be made fivedays after the first day of attendance of the students during the school year.





s. 1003.06, F.S.

f. Assistance to Transitioning Students from Military Families



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2. Program of Study

The HCSD 6-8 education program of study is aligned to the student performance standards inFlorida, the Florida Standards in English Language Arts (ELA) and Mathematics and in all othersubjects, the Next Generation Sunshine State Standards (NGSSS). These state standardsestablish the core content of the curricula to be taught and specify the core content knowledgeand skills public school students are expected to acquire (Rule 6A-1.09401, F.A.C.). Specificinformation related to standards and courses is available at www.cpalms.org/public.


Other topics, as outlined in the “Required Instruction” subsection of the “General Proceduresand Overview” section of this SPP, that are not course specific but are supported by statestatute, will be integrated into the curriculum. (s. 1003.42(2), F.S.)

a. Florida Standards and Next Generation Sunshine State Standards

Students in grades 6-8 will receive curriculum and instruction, under s. 1003.41, F.S., in thefollowing areas:

ELA (Florida Standards) Mathematics (Florida Standards) Science (NGSSS) Social Studies (NGSSS) Health Education (NGSSS) Fine Arts (NGSSS)


World Languages (NGSSS) Career & Education Planning s. 1003.4156, F.S.

b. Required Academic Courses

All HCSD students must be enrolled on a full-time basis, which is defined as being enrolled insix courses per semester.

Students must be enrolled in one year-long course as follows:

Grade 6: ELA, Mathematics, Science and Social Studies; Grade 7: ELA, Mathematics, Science and Social Studies; and Grade 8: ELA, Mathematics, Science and Social Studies.

Additionally, students in grades 6-8 must be enrolled in one semester of physical education andone semester of health education. Other provisions apply for completing the health educationrequirements for students enrolled in marching band. Contact the middle school principal foradditional information.


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Students are required to take Civics in grade 7. Electives are available for students to completethe balance of a total of six courses per semester during grades 6-8.

Reading will be offered at each grade level either as a course or by integrating within the corecurriculum. Intensive Reading and Intensive Mathematics are designed to help meet the needsof identified students.

Middle grades students may be eligible to enroll in advanced courses in the core academiccontent areas of ELA, mathematics, science and social studies. These courses are planned toinclude more rigorous content in an effort to make the classes more challenging.

c. Comprehensive Health Education

Students in grades 6-8 will receive comprehensive health education that addresses concepts ofcommunity health; consumer health; environmental health; family life, including the awarenessof the benefits of sexual abstinence as the expected standard and the consequences of teenagepregnancy; mental and emotional health; injury prevention and safety; Internet safety; nutrition;personal health; prevention and control of disease; and substance use and abuse. The healtheducation curriculum for students in grades 7 and 8 must include a teen-dating violence andabuse component that includes, but is not limited to, the definition of dating violence and abuse,the warning signs of dating violence and abusive behavior, the characteristics of healthyrelationships, measures to prevent and stop dating violence and abuse, and communityresources available to victims of dating violence and abuse (s. 1003.42(2)(n), F.S.).

Students are required to enroll in one semester of health each year for grades 6-8.

Option to be Exempt

Any student whose parent makes a written request to the school principal must be exemptedfrom the teaching of reproductive health or any disease, including human immunodeficiencyvirus (known as HIV) and acquired immunodeficiency syndrome (known as AIDS), itssymptoms, development and treatment. A student so exempted may not be penalized by reasonof that exemption. Course descriptions for comprehensive health education must not interferewith the local determination of appropriate curriculum, which reflects local values and concerns(s. 1003.42(3), F.S).

d. Physical Education

The physical education program is designed to stress physical fitness and encourage healthy,active lifestyles. The program must consist of physical activities of at least moderate intensityand for a duration that is sufficient to provide a significant health benefit to students, subject todiffering abilities of students.

One class period per day of physical education for one semester of each year is required forstudents enrolled in grades 6-8. This requirement must be waived for a student who meets oneof the following criteria*:

The student is enrolled or required to enroll in a remedial course. The student’s parent indicates the following in writing to the school:

– The student enrolls in another course from among those courses offered as optionsby the HCSD; or


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– The student is participating in physical activities outside the school day which areequal to or in excess of the mandated requirement.

*Parents will be notified annually of the waiver options (s. 1003.455(3)-(5), F.S.).

e. Career and Technical Education

Students in grades 6-8 will have opportunities to participate in career and technical educationcourses, including computer education, Agriculture sciences, and other career-themed courses.The HCSD also provides career and professional academies that integrate a rigorous academiccurriculum with an industry-specific curriculum aligned directly to priority workforce needsestablished by the regional workforce board or the Department of Economic Opportunity whichmay be updated on a regular basis as per Perkins V requirements. Students are affordedoptions to take introductory career-themed courses that may lead to an industry certification.

Information related to the Florida Career and Professional Education (CAPE) Digital ToolCertificates and CAPE ESE Digital Tools is available in the “General Procedures and Overview”section of this SPP.

HCSD 2421

f. Character Education

Section 1003.42(2)(s), F.S., requires the HCSD to implement a character education program.The character education curriculum must stress the qualities of patriotism; responsibility;citizenship; kindness; respect for authority, life, liberty and personal property; honesty; charity;self-control; racial, ethnic, and religious tolerance; and cooperation.

g. English Language Learners

English for Speakers of Other Languages (ESOL) must be provided for those students in needof such instruction. Under the Multicultural Education, Training and Advocacy Consent Decree,students who are English Language Learners (ELLs) must receive comprehensible instructionand equal access to appropriate programming comparable in amount, scope, sequence andquality to that provided to English-proficient students and this needs to be documented in theform of an ELL student plan. Schools are monitored for compliance with state and federal rulesand regulations based on the 1990 League of United Latin American Citizens (LULAC) et al. v.the State Board of Education (SBE) Consent Decree, and the 2003 Modification of the ConsentDecree.

h. Students with Disabilities Accommodations to the General Curriculum

Consistent with the accountability requirements of the Elementary and Secondary Education Actand the IDEA, the vast majority of students with disabilities in Florida are expected todemonstrate mastery of the Florida Standards and NGSSS, participate in statewideassessments, and graduate high school with a standard diploma. In order to achieve theseexpectations, students with disabilities must be provided access to the general curriculum to themaximum extent possible with appropriately designed instruction and accommodations. Anyaccommodations are intended for those students who would be denied meaningful participationin instruction and assessment because of their disability. Accommodations allow students withdisabilities the same access to instruction and assessment as students without disabilities.


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Accommodations for instruction and assessment are determined at IEP team meetings andindicated on each student’s IEP. Refer to the HCSD SP&P at https://www.hendry-schools.org/Page/335.

i. Students with Disabilities Receiving Instruction via Florida Standards AccessPoints

The IEP team will determine if a student with a disability will follow the Florida Standards orFlorida Standards access points. This decision will be documented on the individual educationalplan (IEP), with every attempt to ensure that the student has the opportunity to follow the FloridaStandards. If the IEP team recommends that the student follow the Florida Standards accesspoints, the parent must give consent for instruction using the Florida Standards access points.Progress toward mastery of annual goals will be assessed and documented on the IEP.

j. Extended School Year Services

Extended school year services means specially designed instruction and related servicesprovided to students with disabilities beyond the normal school year of the HCSD, inaccordance with the IEP.

Extended school year services must be provided for students with disabilities whose IEP teamhas determined that the services are necessary for provision of a free appropriate publiceducation as documented and recommended on the IEP.

3. Assessment

Each student must participate in statewide, standardized assessments at designated gradelevels, as required by s. 1008.22(3), F.S. While a broad overview regarding statewideassessment is located in the “General Procedures and Overview” section of this SPP, thefollowing outlines the required statewide, standardized assessments for students in grades 6-8.

a. Florida Assessments

Florida Standards Assessment (FSA) ELA Reading– Administered annually in grades 6-8

FSA ELA Writing FSA Mathematics

– Administered annually in grades 6-8 NGSSS Statewide Science Assessment

– Administered to grade 8 annually NGSSS End-of-Course (EOC) Assessment Civics

– Administered in conjunction with the civics education course

Certain courses in the Florida Course Code Directory are specified as being associated withEOC assessments. Students enrolled in these courses must take the EOC assessment for sucha course and may not take the corresponding subject or grade-level statewide, standardizedassessment (s. 1008.22(3)(b)2., F.S.).

For example, if a student in grade 8 is enrolled in high-school-level Algebra I, the student musttake the Algebra I EOC assessment and may not take the Grade 8 FSA Mathematics.


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High-school-level courses associated with EOC assessments include Biology, Algebra I,Geometry and U.S. History.

b. English Language Learners

All students classified as ELLs must participate in the statewide assessment program. Theassessment for ELLs is completed annually for students in grades 6-8 using the AssessingComprehension and Communication in English State-to-State (ACCESS) for ELLs 2.0 in theareas of listening, speaking, reading and writing.

An exemption from participation in the ELA component of the statewide assessment program foran individual ELL may only be made by specific action of an ELL Committee, and only for astudent whose initial date of entry into a school in the United States falls within one year prior tothe assessment date (Rule 6A-1.09432(2), F.A.C.)

For students in grades 6-8 with significant cognitive disabilities, the FDOE must provide forimplementation of the Alternate ACCESS for ELLs to accurately measure the core curricularcontent established in the Florida Standards and NGSSS.

c. Students with Disabilities


Participation in the Florida Standards Alternate Assessment (FSAA) by students with significantcognitive disabilities will be determined by the student’s IEP team and delineated on thestudent’s IEP. Such determination must be in accordance with the criteria set forth in Florida lawincluding, but not limited to, Rule 6A-1.0943, F.A.C.

FSAA – Performance Task and Data-folio

FSAA ELA– Administered annually in grades 6-8

FSAA Writing– Administered annually in grades 6-8

FSAA Mathematics– Administered annually in grades 6-8

FSAA NGSSS Science– Administered in grade 8

FSAA EOC assessments– Civics

Additional FSAAs that are provided for high-school-level courses associated with EOCassessments include Biology, Algebra I, Geometry and U.S. History.



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d. Assessment Results

Student assessment results are to be reported in a timely manner to students, parents andteachers. When available, results are to be used to guide and improve instruction for allstudents. Students not meeting state-determined levels of performance on statewide,standardized assessments must be evaluated to identify the nature of the deficiency and toprovide targeted instructional support in the area of need. Students not meeting state or HCSDrequirements may be placed in remedial courses in the content area of the deficiency or havetargeted instructional support and interventions integrated into the content-related course.Remediation courses sometimes replace elective courses.

A student with a disability, as defined in s. 1007.02, F.S., for whom the IEP team determinesthat the statewide, standardized assessments cannot accurately measure the student’s abilities,taking into consideration all allowable accommodations, must have assessment resultswaived for the purposes of receiving a course grade and a standard high school diploma(s. 1008.22(3)(c)2., F.S.).



All educational programs, activities and opportunities offered by public educational institutionsmust be made available without discrimination on the basis of race, ethnicity, national origin,gender, disability or marital status, in accordance with the provisions of s. 1000.05, F.S.(s. 1002.20(7), F.S.)

5. Promotion

Student promotion is based on evaluation of each student’s achievement with regard to FloridaStandards and NGSSS. Each student’s progression from one grade to another is based, in part,upon proficiency in ELA, mathematics, science and social studies (s. 1008.25(2), F.S.). Astudent’s growth toward the accomplishment of state- and HCSD-identified minimum levels ofperformance in ELA, mathematics, science and social studies is the primary consideration inpromotion or retention decisions.

Promotion decisions consider the effectiveness of core instruction and the student’s response toevidence-based instruction and interventions. The basis for making promotion decisionsincludes objective data and teacher recommendations based on classroom work; dailyobservations; tests; HCSD and statewide, standardized assessments; and parentalinvolvement. The primary responsibility for recommending grade placement for the next year isthat of the professional staff members, subject to review and final approval of the principal.

a. Promotion from Grades 6 to 7 and 7 to 8

In order for a student to be promoted from grades 6 to 7 and 7 to 8, the student mustaccomplish the following:

Successfully complete a minimum of four subjects, three of which must be in corecourses – ELA, mathematics, science or social studies;


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Achieve a 2.0 grade-point average (GPA) on a 4.0 scale.

b. Promotion from Grade 8 to 9

As specified in s. 1003.4156, F.S., in order for a student to be promoted to high school from aschool that includes middle grades 6, 7 and 8, the student must successfully complete thefollowing courses:

ELA– Three middle grades or higher courses in ELA.

Mathematics– Three middle grades or higher courses in mathematics and– Each school that includes middle grades must offer at least one high-school-level

mathematics course for which students may earn high school credit.o Successful completion of a high-school-level Algebra I or Geometry course is not

contingent upon the student’s performance on the statewide, standardized EOCassessment. To earn high school credit for Algebra I, a middle grades student must take

the statewide, standardized Algebra I EOC assessment and pass the course,and in addition, a student’s performance on the Algebra I EOC assessmentconstitutes 30 percent of the student’s final course grade.

To earn high school credit for a Geometry course, a middle grades studentmust take the statewide, standardized Geometry EOC assessment, whichconstitutes 30 percent of the student’s final course grade, and earn a passinggrade in the course.

Social Studies– Three middle grades or higher courses in social studies and– One of these courses must be at least a one-semester civics education course that

includes the roles and responsibilities of federal, state and local governments; thestructures and functions of the legislative, executive and judicial branches ofgovernment; and the meaning and significance of historic documents, such as theArticles of the Confederation, the Declaration of Independence and the U.S.Constitution.o Each student’s performance on the statewide, standardized assessment in civics

education required under s. 1008.22, F.S., constitutes 30 percent of the finalcourse grade.

o A middle grades student who transfers into the state’s public school system fromout of country, out of state, a private school or a home education program afterthe beginning of the second term of grade 8 is not required to meet the civicseducation requirement for promotion from the middle grades if the student’stranscript documents passage of three courses in social studies or two year-longcourses in social studies that include coverage of civics education.

Science– Three middle grades or higher courses in science.– Successful completion of a high-school-level Biology I course is not contingent upon

the student’s performance on the statewide, standardized EOC assessment requiredunder s. 1008.22, F.S.o To earn high school credit for a Biology I course, a middle grades student must

take the statewide, standardized Biology I EOC assessment, which constitutes30 percent of the student’s final course grade, and earn a passing grade in thecourse.


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Career & Education Planningo Completion of internet-based, customized to each student and must contain

researched-based assessments to help determine a student’s future options.Must result in completed, personalized academic and career plans that may berevised. (1003.4156, F.S.E)

c. English Language Learners

An ELL will be graded on the general education standards, benchmarks and course contentrequirements; however, the ELA, content and special-area teachers will provide modifiedassignments, differentiation strategies, and instructional and assessment accommodations inorder to provide comprehensible instruction at the learner’s level of English acquisition and givethe student the opportunity to learn content, even with limited English proficiency.

Promotion decisions may not be made for an individual ELL based on English languageproficiency or solely on a score on any single assessment instrument, whether suchassessment instrument is part of the statewide assessment program or of a particular district’sformal assessment process.

d. Students with Disabilities

A decision to promote students with disabilities who receive ESE services who are pursuing thefollowing:

Florida Standards and NGSSS will be based on the requirements as specified in thisSPP for general education students with accommodations as identified in the student’sIEP and

Florida Standards access points will be based on classroom-based assessments, andachievement based on the FSAA and progress in social development.

6. Promotion with Instructional Support and Retention

All students should be afforded every opportunity to meet achievement expectations. Studentsnot meeting HCSD- and state-determined minimum levels of performance must receivetargeted, intensive instructional support. Any student whose overall performance does notsatisfy promotion requirements from grades 6 to 7 and 7 to 8 will be promoted with instructionalsupport and options to demonstrate successful completion of courses. Intensive interventionswill be developed and the student’s response to the intervention will be monitored in order toaccelerate the students’ range of progress toward standards.

All students promoted with instructional support will receive a Progress Monitoring Plan (PMP).Documentation of the interventions provided to the student and consistent progress monitoringto determine the effectiveness of the interventions will be required throughout the school year.

The areas of academic need and intervention strategies are identified through a multi-tieredsystem of supports/response-to-intervention (MTSS/RTI) process. Multiple tiers of increasingintense instruction and intervention services are implemented to support student academicperformance. Students needing remediation or intensive instructional support will be matched tostrategic and intensive research- and evidence-based interventions based on screening,progress monitoring and diagnostic assessments.


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Following diagnostic assessments to identify the nature of the student’s difficulty and areas ofacademic need, a PMP must be developed in consultation with a parent. The student’s learningstyle and services currently being provided will be considered. This PMP is designed to assistthe student in meeting the expectations of performance and must include intensive remedialinstruction in the areas of weakness as determined by screening, progress monitoring anddiagnostic assessments. The PMP must be a specific, detailed plan tailored to identify theindividual assistance to be given to remedy a student’s individual diagnosed deficiencies. Foradditional information, refer to the refer to the HCSD MTSS Handbook at https://www.hendry-schools.org/Page/7083.

ELLs should be afforded the opportunity to acquire basic English language proficiency beforeinclusion in the schoolwide PMP process. Typically, ELLs who have been in the ESOL programless than two years should not be included in the PMP process. ELLs who have been in theESOL program more than two years should be included in the process just as a non-ELLstudent. An ELL Committee is not required when assigning a PMP to an ELL.

The IEP replaces the PMP for most exceptional student education (ESE) students since the IEPincludes the required elements of the PMP. The IEP must address intensive instructional andsupport services in the identified areas of deficiency.


a. Alternate Documentation of Successful Completion of Required Courses

In addition, the following options may be used as alternate documentation of successfulcompletion of required courses:

Student has completed the course through a virtual school program or comparablecomputer-based program.

Mastery of course standards is documented through a student portfolio. Student has scored an acceptable level on the subject-related FSA. Student has completed the course through a summer or tutorial program. Student is a transfer student demonstrating mastery as outlined in Rule 6A-1.09941,

F.A.C. Student has documented mastery of course requirements by receiving a passing grade

on a final examination, semester examination or an EOC assessment. With prior approval of the school principal, mastery of course standards are

substantiated by written documentation from a Florida Educator Certified teacher(certified in the applicable subject area).

Grade 8 to 9 promotion requires successful completion of courses as specified in the“Promotion from Grade 8 to 9” section of this SPP (s. 1003.4156, F.S.). Students who completeone of the required courses with a passing grade have met the successful completionrequirements. Alternate documentation options for successful completion of required coursesmay be considered as outlined previously.

b. Retention

Student retention is a serious step and considered the last option to provide students withadditional time to master skills required for success in the next higher grade. The student’s


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growth toward meeting standards in reading, writing, mathematics and science must be theprimary consideration in promotion and retention decisions. Retention decisions should bemade based on many data points rather than a single test score, and no student may beassigned to a grade level based solely on age or other factors that constitute social promotion(s. 1008.25(6)(a), F.S.). There should be a preponderance of evidence that has been collectedover time.

Prior to retention, students must receive documented remediation as required by the HCSDMTSS Handbook at https://www.hendry-schools.org/Page/7083. Parents are to be notified ofthe fact that retention is being considered through progress alerts, conferences, quarterly reportcards or letters.

Additional factors that need to be considered before making a decision to retain a studentinclude key provisions for students with disabilities participating in ESE programs and servicesand for ELLs.

Grades 6-7

After utilizing any of the above-mentioned alternate documentation options, on therecommendation of the principal, and after considering all available data in consultation with theschool-based MTSS/RTI committee, a student may be retained. Students who are retained andneeding remediation or intensive instructional support will be matched to strategic and intensiveinstruction and interventions based on screening, progress monitoring and diagnosticassessments in accordance with the HCSD MTSS Handbook at https://www.hendry-schools.org/Page/7083.

Grade 8

After utilizing any of the above-mentioned alternate documentation options, on therecommendation of the principal and in consultation with the school-based MTSS/RTIcommittee, a student will be retained in grade 8 if the student has not successfully completedthe requirements of s. 1003.4156, F.S. Continued progress monitoring and opportunities tosatisfy the alternate documentation options will be provided.

7. Acceleration

As specified in the “General Procedures and Overview” section of this SPP, the AcademicallyChallenging Curriculum to Enhance Learning (ACCEL) options are available within each school.The ACCEL options include, but are not limited to, midyear, whole-grade and subject-matteracceleration; virtual education in higher grades; the credit acceleration program (CAP); andAdvanced Placement (AP) examinations. Parents should contact the school for eligibility andprocedural requirements.

If a parent requests that their child participate in an ACCEL option, then the ACCEL ParentRequest Form – Middle School Students (Appendix E) must be completed. The ACCELPerformance Contract – Middle School Students is in Appendix F.

The procedural requirements are outlined in the “General Procedures and Overview” section ofthis SPP.

The eligibility criteria for the middle school ACCEL options are listed in the following.


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a. Midyear and Whole-Grade Promotion

For midyear and whole-grade promotion to occur, all of the following indicators must be met:

Acceleration for specific core courses should be considered. Gifted Program eligibility should be considered.

(Note: For gifted students with an active educational plan [EP], recommendations forwhole-grade acceleration for gifted learners is determined by the need of the student foracceleration as indicated by the team members of the EP committee.)

Recommendation supported by the school-based team, school counselor, two of thestudent’s current or former core curriculum teachers and approval from the schoolprincipal.



Student must demonstrate an overall high academic performance by report card ratingsof A in all core curricular areas.

Student must demonstrate a Level 4 (proficiency) or Level 5 (mastery) on the FSA ELAand Mathematics assessments.

b. Subject Matter Acceleration

For subject-area acceleration to occur, including virtual instruction in higher grade levels anddual enrollment, all of the following indicators must be met:

Student must have a recommendation supported by the school-based team, schoolcounselor, teachers of record for the subject area requested, and approval of the schoolprincipal.



Student must demonstrate an overall high academic performance (e.g., report cardgrades of A in all courses for subject-area acceleration requests).

Student must demonstrate an overall high academic performance (i.e., the highest levelfor each applicable assessment) on all standardized assessments midyear and end-of-year as applicable, including, but not limited to, statewide, standardized assessments.

A middle school student’s enrollment in a high-school-level course requires satisfying theabove-mentioned subject matter acceleration indicators and High School CourseAdvisement Form approval (Appendix G).

c. Credit Acceleration Program

The CAP is created for the purpose of allowing students to earn high school credit in coursesthat require statewide, standardized EOC assessments or AP courses. High school credit will be


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awarded by the HCSD for any student who attains a Level 3 or above. Students are not requiredto be enrolled in the course or to have completed the course. A student who is not enrolled inthe course or who has not completed the course may take the statewide, standardized EOCassessment. The eligibility criteria for the CAP is as follows:

Student must have a recommendation supported by the school-based team, schoolcounselor, teachers of record for the subject area requested, and approval of the schoolprincipal.

Student must demonstrate an overall high academic performance (e.g., report card GPAof 3.5 or higher on a 4.0 scale).

Student must demonstrate the following performance on statewide, standardizedassessments:– Algebra I – FSA Mathematics Level 4 or 5 or comparable standardized assessment





of performance on applicable standardized assessments as evidenced in thestudent’s educational record:o Algebra I and Geometry – standardized assessment results in mathematics,o Biology I – standardized assessment results in ELA and mathematics ando U.S. History – standardized assessment results in ELA.

A middle school student’s participation in the CAP program requires satisfying the above-mentioned indicators and Elementary/Middle School Credit by Examination Request Formapproval (Appendix C).

d. Advanced Placement

The College Board's AP program is a nationwide program consisting of 38 college-level coursesand exams in subjects ranging from art to statistics offered at participating high schools. APexams are administered in May each year at Florida high schools. Each AP course is modeledon a comparable introductory college course in the subject. Students who earn a 3 or higher onthe AP examination will receive high school credit for the related course according to the FloridaCourse Code Directory. An AP examination score of 3 or higher may provide students with anoption to earn college credit or advanced college course placement based on the college oruniversity’s policies.

The eligibility criteria for AP includes all of the following:

Students must have a recommendation supported by the school-based team, schoolcounselor and at least two teachers, and approval of school principal.

Students must demonstrate an overall high academic performance (e.g., report cardGPA of 3.5 or higher on a 4.0 scale).

Students must demonstrate the highest level of performance on applicable standardizedassessments, including, but not limited to, statewide, standardized assessments.


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Middle school students’ participation in an AP examination requires satisfying the above-mentioned indicators and Elementary/Middle School Credit by Examination Form approval(Appendix C).

8. Reporting Middle Grades Student Progress

Each student and parent are to be informed of the student’s academic progress. HCSD-adoptedreport cards are issued quarterly, at the end of every nine weeks of school, and cover a periodof approximately 45 school days. Interim progress reports are issued at the midpoint of eachnine-week grading period. Report cards must be signed by the parent and returned to theteacher. If a student withdraws and does not qualify because of the date of withdrawal, then theparent must be issued a copy of the middle school academic transcript and a statement ofacademic achievement. The Hendry County School Calendar specifies the quarterly endingdates.

a. Grading Scale

The grading system and interpretation of letter grades to measure student success in grades6-8 is based on s. 1003.437, F.S. The HCSD exercises a weighted grading system for highschool honors, AP and dual-enrollment courses pursuant to s. 1007.271, F.S.

Grade Percent DefinitionUnweightedGPA Value

High SchoolHonors

Weighted GPAValue

High School APand Dual

EnrollmentWeighted GPA

Value

A 90-100Outstanding

Progress4 5 6

B 80-89Above Average

Progress3 4 5

C 70-79 Average Progress 2 3 4

D 60-69Lowest Acceptable

Progress1 2 3

F 0-59 Failing 0 0 0

I 0 Incomplete

Other letters that may appear on a student’s report card include the following:

R = replaced, P = passing and N/A = not applicable.

HCSD 5420

b. Grade Calculation

Students in grades 6-8 are required to take semester and final year examinations. Theexaminations will be calculated into semester course grade and final year averages asapplicable:


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Semester courses: Semester examination counts as 30% of the semester grade. Yearlong courses: Semester one average includes semester examination (30%),

semester two average includes semester examination (30%) and the final year averageis semester one average (35%), semester two average (35%) and final examination orEOC results (30%).

For all middle school courses, semester grades should be used for GPA calculations andcourse progression decisions.

Grading Calculation in Courses with a District Semester and a Final Exam

Middle School Semester (SEM) Course or 0.5 High School Credit Course GradeCalculation

SEM 1 Grade SEM 2 Grade

Quarter (QTR) 1 grade × 0.35+ QTR 2 grade × 0.35

+ SEM 1 exam grade × 0.30= SEM 1 Grade

QTR 3 grade × 0.35+ QTR 4 grade × 0.35


Middle School Yearlong Course or 1.0 High School Course Grade Calculation

SEM 1 Grade SEM 2 Grade Final Year Grade

QTR 1 grade × 0.35 +QTR 2 grade × 0.35 +

SEM 1 exam grade × 0.30= SEM 1 Grade

QTR 3 grade × 0.35 +QTR 4 grade × 0.35 +

SEM 2 exam grade × 0.30= SEM 2 Grade

SEM 1 Grade × 0.35 +SEM 2 Grade × 0.35 +

Final Exam Grade × 0.30 =Final Year Grade

Grading Calculation in Courses Assessed with a State of Florida EOC Assessment

Florida law requires students who enroll in civics to participate in the NGSSS Civicsassessment. In addition, a student who is enrolled in a high-school-level course that requires anEOC assessment (Algebra I, Geometry, Biology I and U.S. History) must also participate in theEOC assessment (s. 1008.22(3), F.S.). The EOC assessment results will count for 30% of astudent’s final year grade.

The following scale will be used for assigning a grade value to EOC achievement levels whencalculating the 30% EOC component of the final year grade. If the related EOC course isweighted, then additional GPA values will be added to determine the HCSD-weighted GPA(refer to the “Grading Scale” subsection of the “High School (9-12)” section of this SPP).

EOC Achievement Levels Grade Unweighted GPA Value

5 A 4

4 B 3

3 C 2

2 D 1

1 F 0


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The following final year course grade calculation will be applied for all courses that require anEOC assessment:

Courses Assessed with an EOC Assessment



= SEM 1 Grade

QTR 3 grade × 0.50+ QTR 4 grade ×0.50

= SEM 2 Grade

SEM 1 Grade × 0.35+ SEM 2 Grade × 0.35

+ EOC Assessment Grade× 0.30 = Final Year Grade

For any yearlong course that requires an EOC, the semester grades will be excluded regardlessof whether the student takes the assessment. The grade will be awarded in the form of ayearlong grade that is used for the GPA calculation. If a student enrolled in an EOC-assessedcourse does not earn a valid score on the EOC assessment as a result of invalidation or fails totake the EOC on any regular or makeup dates provided during the term the student is enrolledin the course, the student will have value of “0” entered as the student’s EOC grade for thatcourse and the 0 percent will be applied as 30 percent of the yearlong course grade until thestudent participates in the EOC and yields a valid score.

c. Citizenship Grade

The citizenship grade indicates self-control, courtesy, respect for property and school rules.

Citizenship Grade Definition

O Outstanding

S Satisfactory

N Needs Improvement

U Unsatisfactory

d. Grade Forgiveness

A student in middle grades who takes any high school course for high school credit and earns agrade of C, D or F, or the equivalent of C, D or F, the HCSD forgiveness policy allows thereplacement of the grade with a grade of C or higher, or the equivalent of a grade of C or higherearned subsequently in the same or comparable course. In all cases of grade forgiveness, onlythe new grade must be used in the calculation of the student’s GPA. Any course grade notreplaced according to the HCSD’s forgiveness policy must be included in the calculation of thecumulative GPA required for graduation.

Rule 6A-1.0955(3)(g), F.A.C., requires the HCSD to keep a record of courses taken and arecord of achievement, such as grades, unit or certification of competence. Student recordscannot be altered at any time unless it has been determined that the information is inaccurate orin violation of the privacy or other rights of the student. All courses and grades must be includedon the student’s transcript. All forgiven courses and grades must be included on a student’stranscript as an accurate reflection of the student’s record of achievement.

HCSD 5421.01


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9. Interscholastic Extracurricular Student Activities

Interscholastic extracurricular student activities are an important complement to the academiccurriculum. Participation in a comprehensive extracurricular and academic program contributesto student development of the social and intellectual skills necessary to become a well-roundedadult. The term “extracurricular” means any school-authorized or education-related activityoccurring during or outside the regular instructional school day (s. 1006.15(2), F.S.).

In order for a middle school student to participate in interscholastic extracurricular activities, astudent must be promoted to grade 6; thereafter, a student must maintain a 2.0 or higher GPAon a 4.0 scale, or its equivalent, each grading period. A student must be enrolled full-time (sixperiods) or a home-education-enrolled student.

Additionally, a student must maintain satisfactory conduct. All students are subject to the HCSDCode of Conduct prior to, during and after athletic contests and extracurricular events.

Students enrolled in home education and virtual programs who participate in extracurricularactivities may attend the specific course required in their zoned school. All students are subjectto established criteria for participation.

a. Interscholastic Athletics

The program of interscholastic athletics must include all activities relating to competitive sportcontests, games, events or sport exhibitions involving individual students or teams of studentsfrom middle schools in the HCSD with those from a middle school in another district.

In addition to the above-mentioned eligibility requirements, competition involving middle schools(grades 6-8) must be in accordance with Florida High School Athletic Association's (FHSAA's)bylaws. All middle schools must be members of the FHSAA and governed by its rules andregulations. All HCSD students (including transfer students) must satisfy the eligibilityrequirements established by the FHSAA, Florida law, and HCSD Policies 2431.01 and 5610.05.

If the principal determines that a transfer student is ineligible to participate in interscholasticathletics, the student may submit an appeal in accordance with Florida law and the FHSAA’sbylaws.

H. High School (9-12)

The primary purpose of the high school must be to promote education that fits the needs of allstudents. Courses must be offered at a level that will challenge students to perform to theircapacity. The districtwide studies adopted by the School Board of Hendry County (HCSD) mustdetermine the specific offerings. Library media and counseling services must be provided toenable educational objectives to be met. Offerings such as student government, publications,drama, music, visual arts, a broad program of athletics and social activities must be promotedfor the development of well-rounded citizens.

HCSD 2215


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1. Placement

New high school students must meet all entrance requirements as outlined in the “GeneralRequirements and Overview” section of this SPP before they are eligible to attend school. Highschool students will be assigned to a grade level based on the classification system provided inthe subsequent “Promotion” subsection of the “High School (9-12)” section of this SPP. Theassignment of students to schools within the HCSD(HCSD) must be consistent with the bestinterests of students and the best use of resources of the HCSD.

a. Out-of-County Public School Transfer Students

The grade placement of an out-of-county transfer student is determined by the principal andschool counselor on the basis of the educational records, results of assessments administeredby the school and other appropriate considerations. Grades earned and offered for acceptancemust be based on official transcripts and must be accepted at face value. In the event an officialtranscript is not available, a principal or school counselor may request a student to present areport card or other evidence of school attendance and academic history to facilitate properplacement of the student in the school.

b. Out-of-State and Out-of-Country Transfer Students

Any student who transfers from an out-of-state or out-of-country school will be placed in a gradeor course determined by the principal and school counselor of the receiving school. Rule6A-1.09941, F.A.C., State Uniform Transfer of Students in Middle Grades and High School,provides the following uniform procedures relating to the acceptance of transfer work andcourses, in part, for students in grades 9-12 from out of state or out of country:

Grades earned and offered for acceptance must be based on official transcripts andmust be accepted at face value subject to validation if required by the receiving school’saccreditation. If validation of the official transcript is deemed necessary, or if the studentdoes not possess an official transcript or is a home education student, successfulcompletion of courses must be validated through performance during the first gradingperiod.

Validation of courses must be based on performance in classes at the receiving school.A student transferring into a school must be placed at the appropriate sequential courselevel and should be passing each required course at the end of the first grading period.Students who do not meet this requirement must have courses validated using theAlternative Validation Procedure.

Alternative Validation Procedure

If validation based on performance as described previously is not satisfactory, then any one ofthe following alternatives identified in this SPP must be used for validation purposes asdetermined by the teacher, principal and parent:

Portfolio evaluation by the superintendent or designee, Demonstrated performance in courses taken at other public or private accredited

schools, Demonstrated proficiencies on nationally normed standardized subject-area

assessments, Demonstrated proficiencies on a statewide, standardized assessment, or


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

c. Home Education and Private School Transfer Students

When a student transfers from a home education program or private school, the principal of thereceiving school is responsible for making an appropriate placement of the student. Initialplacement should be based on a review of academic progress and achievement documented bythe former school or program. Parents of former home education students are responsible forpresenting a portfolio of records and materials for review. The portfolio is to include a log ofeducational activities; titles of readings; and samples of any writings, worksheets or creativematerials used or developed by the student (s. 1002.41(1)(d), F.S.).

d. Florida Public School Virtual School Program Transfer Students


e. Classroom Placement of Multiple Birth Siblings

For purposes of this section, “multiple birth siblings” means twins, triplets, quadruplets or othersiblings resulting from a multiple birth.

The parent of multiple birth siblings who are assigned to the same grade level and school mayrequest that the school place the siblings in the same classroom or in separate classrooms. Therequest must be made no later than five days before the first day of each school year. If thestudents are enrolled in the school after the school year begins, the request must be made fivedays after the first day of attendance of the students during the school year.





s. 1003.06, F.S.


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f. Assistance to Transitioning Students from Military Families


2. Program of Study

The HCSD 9-12 education program of study is aligned to the student performance standards inFlorida, the Florida Standards in English Language Arts (ELA) and Mathematics and in all othersubjects, the Next Generation Sunshine State Standards (NGSSS). These state standardsestablish the core content of the curricula to be taught and specify the core content knowledgeand skills public school students are expected to acquire (Rule 6A-1.09401, F.A.C.). Specificinformation related to standards and courses is available at www.cpalms.org/public.


All HCSD students must be enrolled on a full-time basis. This includes enrollment in cooperativework study programs, homebound instruction and dual-enrollment courses. High schoolstudents must be enrolled and in attendance on a full-time basis throughout the academic year,irrespective of the academic credits needed to meet graduation requirements. Any studentenrolled full time with Hendry Virtual School or admitted as an early admission student is alsoconsidered an HCSD student.

Other topics, as outlined in the “Required Instruction” subsection in the “General Proceduresand Overview” section of this SPP, that are not course specific, but supported by Florida law,will be integrated into the curriculum (s. 1003.42(2), F.S.).

a. Florida Standards and Next Generation Sunshine State Standards

Students in grades 9-12 will receive curriculum and instruction, under s. 1003.41, F.S., in thefollowing areas:

ELA (Florida Standards) Mathematics (Florida Standards) Science (NGSSS) Social Studies (NGSSS) Health Education (NGSSS) Fine Arts (NGSSS)


World Languages (NGSSS)


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b. Required Standard Diploma Options

While complete graduation and credit requirements are expanded upon in subsequent sections,the standard diploma options include the following:

24-credit program and 18-credit, Academically Challenging Curriculum to Enhance Learning (ACCEL) option.

The required credits may be earned through equivalent, applied or integrated courses or careereducation courses, including work-related internships approved by the State Board of Educationand identified in the Florida Course Code Directory.

The above-mentioned graduation options include opportunities to take rigorous academiccourses designed to prepare students for their future academic and career choices. All students,regardless of graduation program, must earn a cumulative grade-point average (GPA) of 2.0 ona 4.0 scale and achieve a passing score on the statewide, standardized Grade 10 ELAassessment or earn a concordant score. In addition, all students must achieve a passingAlgebra 1 end-of-course (EOC) assessment score or earn a comparable score in order tograduate with a standard diploma.

To assist students and parents, each high school must provide notification related to therequirements for a standard diploma, available diploma designations and the eligibilityrequirements for state scholarship and postsecondary admissions (s. 1003.4282(2), F.S.). Eachhigh school’s Program of Studies guide details this information as well as available programsand course information. For more information on graduation program planning, contact theschool counselor at the high school.

c. Career and Technical Education

Students in grades 9-12 will have opportunities to participate in career and technical education(CTE) courses, including computer education courses. These courses are designed to preparestudents for certification, employment or postsecondary educational opportunities in a specificcareer pathway.

The HCSD also provides career and professional academies that integrate a rigorous academiccurriculum with an industry-specific curriculum aligned directly to priority workforce needsestablished by the regional workforce board or the Department of Economic Opportunity.Students are afforded options to take CTE courses that may lead to an industry certification.

Courses and programs will be regularly updated as per Perkins V criteria beginning 2020 as perDepartment of Education requirements.

HCSD 2421 s. 1003.493, F.S.

d. Character Development Program

Section 1003.42(2)(s), F.S., requires the HCSD to implement a character development program.The character development curriculum must stress the qualities of patriotism; responsibility;citizenship; kindness; respect for authority, life, liberty and personal property; honesty; charity;self-control; racial, ethnic, and religious tolerance; and cooperation.


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The character development curriculum for grades 9-12 must, at a minimum, include instructionon developing leadership, interpersonal, organizational and research skills; creating a resume;developing and practicing the skills necessary for employment interviews; conflict resolution,workplace ethics, and workplace law; managing stress and expectations; and developing skillsthat enable students to become more resilient and self-motivated.

e. Health Opportunities through Physical Education

The Health Opportunities through Physical Education (HOPE) is a full year (1.0 credit) physicaleducation course that integrates health education and is a HCSD graduation requirement. Inaddition to physical education content benchmarks, specific health education topics within thiscourse include, but are not limited to, the following:

Mental and social health, Physical activity, Components of physical fitness, Nutrition and wellness planning, Diseases and disorders, and Health advocacy.

Specific information related to HOPE course standards is available at www.cpalms.org/public.

f. Advance Via Individual Determination

Advance Via Individual Determination (AVID) is a college and career support program andstudents must apply to join. Once in the program, students take the AVID elective class inconjunction with honors- and Advanced Placement (AP)-level classes. The AVID elective classserves as a support class so that students succeed in those challenging classes. AVID studentsalso receive the support of an AVID school counselor and the AVID Site Team, in addition tolearning about and visiting numerous college and careers.

g. English Language Learners

English for Speakers of Other Languages (ESOL) must be provided for those students in needof such instruction. Under the Multicultural Education, Training and Advocacy Consent Decree,students who are English Language Learners (ELLs) must receive comprehensible instructionand equal access to appropriate programming comparable in amount, scope, sequence andquality to that provided to English proficient students and this needs to be documented in theform of an ELL student plan. Schools are monitored for compliance with state and federal rulesand regulations based on the 1990 League of United Latin American Citizens (LULAC) et al. v.the State Board of Education (SBE) Consent Decree, and the 2003 Modification of the ConsentDecree.

h. Students with Disabilities Accommodations to the General Curriculum

Consistent with the accountability requirements of the Elementary and Secondary Education Actand the IDEA, the vast majority of students with disabilities in Florida are expected todemonstrate mastery of the Florida Standards and NGSSS, participate in statewideassessments and graduate high school with a standard diploma. In order to achieve theseexpectations, students with disabilities must be provided access to the general curriculum to themaximum extent possible with appropriately designed instruction and accommodations. Any


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accommodations are intended for those students who would be denied meaningful participationin instruction and assessment because of their disability. Accommodations allow students withdisabilities the same access to instruction and assessment as students without disabilities.Accommodations for instruction and assessment are determined at individual educational plan(IEP) team meetings and indicated on the student’s IEP. Refer to the HCSD ExceptionalStudent Education Policies and Procedures (SP&P) at https://www.hendry-schools.org/Page/335.

i. Students with Disabilities Receiving Instruction via Florida Standards AccessPoints

The IEP team will determine if a student with a disability will follow the Florida Standards orFlorida Standards access points. This decision will be documented on the IEP, with everyattempt to ensure that the student has the opportunity to follow the Florida Standards. If the IEPteam recommends that the student follow the Florida Standards access points, the parent mustgive consent for instruction using the Florida Standards access points. Progress toward masteryof annual goals will be assessed and documented on the IEP.

j. Extended School Year Services

Extended school year services means specially designed instruction and related services tostudents with disabilities beyond the normal school year of the HCSD, in accordance with theIEP.

Extended school year services must be provided for students with disabilities whose IEP teamhas determined that the services are necessary for provision of a free appropriate publiceducation (FAPE) as documented and recommended on the IEP.

3. Assessment

Each student must participate in statewide, standardized assessments at designated gradelevels, as required by s. 1008.22(3), F.S. While a broad overview regarding statewideassessment is located within the “General Procedures and Overview” section of this SPP, thefollowing outlines the required statewide, standardized assessments for students in grades 9-12. Information related to college entrance test and other national test dates is available in thehigh school counseling office.

a. Florida Assessments

Florida Standards Assessment (FSA) ELA– Administered annually in grades 9-10

FSA Assessment Writing 9-10– Administered annually in grades 9-10

FSA EOC– Administered annually in grades 9-12

o Algebra Io Geometryo Biology Io U.S. History

NGSSS EOC assessments– Administered annually in grades 9-12


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o Biology Io U.S. History

b. English Language Learners

All students classified as ELLs must participate in the statewide assessment program. Theassessment for ELLs is completed annually using the Assessing Comprehension andCommunication in English State-to-State (ACCESS) for ELLs 2.0 in the areas of listening,speaking, reading and writing.

An exemption from participation in the ELA component of the statewide assessment program foran individual ELL may only be made by specific action of an ELL Committee, and only for astudent whose initial date of entry into a school in the United States falls within one year prior tothe assessment date (Rule 6A-1.09432(2), F.A.C.)

For students with significant cognitive disabilities, the FDOE must provide for implementation ofthe Alternate ACCESS for ELLs to accurately measure the core curricular content established inthe Florida Standards and NGSSS.

c. Students with Disabilities


Participation in the Florida Standards Alternate Assessment (FSAA) by students with significantcognitive disabilities will be determined by the student’s IEP team and delineated on thestudent’s IEP. Such determination must be in accordance with the criteria set forth in Floridalaw, including, but not limited to, Rule 6A-1.0943, F.A.C.

FSAA – Performance Task and Datafolio

FSAA ELA– Administered annually in grades 9-10

FSAA ELA Writing– Administered annually in grades 9-10

FSAA EOC– Administered annually

o Algebra Io Geometryo Biology Io U.S. History


d. Assessment Results

Student assessment results are to be reported in a timely manner to students, parents andteachers. When available, results are to be used to guide and improve instruction for all


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students. Students not meeting state-determined levels of performance on statewide,standardized assessments must be evaluated to identify the nature of the deficiency and toprovide targeted instructional support in the area of need. Students not meeting state or HCSDrequirements may be placed in remedial courses in the content area of the deficiency or havetargeted instructional support and interventions integrated into the content-related course.Remediation courses sometimes replace elective courses.

A student with a disability, as defined in s. 1007.02, F.S., for whom the IEP team determinesthat the statewide, standardized assessments cannot accurately measure the student’s abilities,taking into consideration all allowable accommodations, must have assessment resultswaived for the purpose of receiving a course grade and a standard high school diploma(s. 1008.22(3)(c)2., F.S.).



All education programs, activities, and opportunities offered by public educational institutionsmust be made available without discrimination on the basis of race, ethnicity, national origin,gender, disability or marital status, in accordance with the provisions of s. 1000.05, F.S.(s. 1002.20(7), F.S.)

5. Course Credit Information

a. Definition of High School Credit

One full credit for high school graduation is defined as a minimum of 135 hours of bona fideinstruction in a designated course that contains student performance standards, or theequivalent of six semester hours of college credit. The exception to this is the CreditAcceleration Program (CAP), s. 1003.4295(3), F.S., whereby a student may receive coursecredit by earning a passing score on an EOC assessment. Specific dual-enrollment coursesresult in a full-year credit (refer to the Dual Enrollment Course - High School Subject AreaEquivalency List at http://www.fldoe.org/core/fileparse.php/5421/urlt/0078394-delist.pdf).Students enrolled in virtual school courses are issued credit by demonstrating mastery of courseobjectives.

The hourly requirements for one-half credit are one-half the requirement for one full credit(67.5 hours of bona fide instruction).

b. Course Titles on Transcripts

A course title on a student schedule and transcript means that the student is receiving regular,planned instruction by a teacher following the course content. The teacher is setting the paceand providing assignments, assessments and tests. GPA weight is dependent upon the course.

c. Credit Earning

In awarding credit for high school graduation, a one-half (0.5) credit-earned system must includecourses provided on a full-year basis. A student enrolled in a full-year course must receive one-


75

half (0.5) credit if the student successfully completes either the first half or second half of a full-year course but fails to successfully complete the other half of the course, and the averaging ofthe grades obtained in each half would not result in a passing grade.

A student enrolled in a full-year course must receive a full credit if the student successfullycompletes either the first half or the second half of a full-year course but fails to successfullycomplete the other half of the course and the averaging of the grades obtained in each halfwould result in a passing grade, provided that such additional requirements specified in theHCSD policies, such as class attendance, homework, participation and other indicators ofperformance, must be successfully completed by the student (s. 1003.436(2), F.S.).

Credit will also be earned by passing state EOC assessments as defined by state graduationrequirements. Some Dual Enrollment semester courses will carry a full high school credit. Referto the Dual Enrollment Course - High School Subject Area Equivalency List athttp://www.fldoe.org/core/fileparse.php/5421/urlt/0078394-delist.pdf.

6. Promotion

Promotion from one grade to the next is determined, in part, upon satisfactory performance inELA, mathematics, science and social studies, along with all credits required for graduation.

The progression of high school students is based on meeting requirements for diplomas orcertificates of completion. A high school standard diploma is awarded for earning the specifiednumber of academic credits, including required and elective course credits; a passing score (asdetermined by the FDOE on the statewide, standardized assessment and EOC assessments ora concordant or comparative score; and a 2.0 GPA on a 4.0 scale.

The time required to complete high school will depend upon successful completion of therequired credits, assessment requirements and GPA for a standard diploma.

Promotion and new student placement requirements are outlined in the following table:

Grade Level Class LevelDescription

Definition

9 Freshman Promoted from grade 8

10 Sophomore Minimum of 5 credits in core courses (ELA, mathematics, socialstudies, HOPE; a college or career preparatory course) and a 2.0

GPA on a 4.0 scale

11 Junior Minimum of 11 credits in core courses (ELA, mathematics, socialstudies, fine or performing arts elective; a college or career

preparatory course) and a 2.0 GPA on a 4.0 scale

12 Senior Minimum of 17 credits in core courses (ELA, mathematics,science, social studies, required elective credit plus a college or

career preparation course or AP or dual-enrollment course) and a2.0 on a 4.0 scale


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7. Instructional Support

All students should be afforded every opportunity to meet achievement expectations. Studentsnot meeting HCSD- and state-determined minimum levels of performance must receivetargeted, intensive instructional support. Intensive interventions will be developed and thestudent’s response to the intervention will be monitored in order to accelerate the students’range of progress toward standards.

The areas of academic need and intervention strategies are identified through a multi-tieredsystem of supports/response-to-intervention process. Multiple tiers of increasing intenseinstruction and intervention services are implemented to support student academicperformance. Students needing remediation or intensive instructional support will be matched tostrategic and intensive research- and evidence-based interventions based on screening,progress monitoring and diagnostic assessments.

Following diagnostic assessments to identify the nature of the student’s difficulty and areas ofacademic need, a progress monitoring plan (PMP) must be developed in consultation with aparent. The student’s learning style and services currently being provided will be considered.This SPP is designed to assist the student in meeting the expectations of performance and mustinclude intensive remedial instruction in the areas of weakness as determined by screening,progress monitoring and diagnostic assessments. The PMP must be a specific, detailed plantailored to identify the individual assistance to be given to remedy a student’s individualdiagnosed deficiencies. For additional information, refer to the HCSD MTSS Handbook athttps://www.hendry-schools.org/Page/7083.

ELLs should be afforded the opportunity to acquire basic English language proficiency beforeinclusion in the school wide PMP process. Typically, ELLs who have been in the ESOL programless than two years should not be included in the PMP process. ELLs who have been in theESOL program more than two years should be included in the process just as a non-ELLstudent. An ELL Committee is not required when assigning a PMP to an ELL.

The IEP replaces the PMP for most exceptional student education students since the IEPincludes the required elements of the PMP. The IEP must address intensive instructional andsupport services in the identified areas of deficiency.


8. Florida Diplomas and Certificates

a. Standard Diploma – 24-Credit Program

Pursuant to s. 1003.4282, F.S., this program requires students to take 24 credits in the subjectareas of ELA, mathematics, science, social studies, fine or performing arts, and a physicaleducation course. World language credit is not required for this program, although it isrecommended for state college preparation and is required for admission to Florida’s stateuniversities. This program requires students to take eight elective credits.


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Standard Diploma Requirements

Students Entering Grade 9 in 2014-15 and Forward

24-Credit Program

English Language Arts(ELA)

4 credits in ELA 1, 2, 3, 4

ELA honors, AP, Advanced International Certificate of Education (AICE),International Baccalaureate (IB) and dual-enrollment courses may satisfythis requirement.

Mathematics 4 credits in Mathematics

One of which must be Algebra 1 and one of which must be Geometry.– Algebra 1 and Geometry EOC results constitute 30% of final course

grade.

Industry certifications that lead to college credit may substitute for up to twomathematics credits (except for Algebra 1 and Geometry).

An identified rigorous computer science course with a related industrycertification may substitute for up to one mathematics credit (except forAlgebra 1 or higher-level mathematics).

Science 3 credits in Science

One of which must be Biology 1, two of which must be equally rigorousscience courses.

– Two of the three required course credits must have a laboratorycomponent.

– Biology 1 EOC results constitute 30% of final course grade.

Industry certifications that lead to college credit may substitute for up to onescience credit (except for Biology 1).

An identified rigorous computer science course with a related industrycertification substitutes for up to one science course (except for Biology 1 orhigher-level science).

Social Studies 3 credits in Social Studies

1 credit in World History

1 credit in U.S. History

– EOC results constitute 30% of final course grade.

0.5 credit in U.S. Government

0.5 credit in Economics with Financial Literacy

Fine and PerformingArts, Speech andDebate, or PracticalArts*

1 credit

* Eligible courses are specified in the Florida Course Code Directory.

World Language Not required for graduation but required for admission to Florida’s stateuniversities.

Physical Education 1 credit

To include the integration of health

Electives 8 credits

Total 24 credits

Assessments/Tests Must pass Algebra 1 EOC or a comparative score to earn a standarddiploma.

Must pass the Grade 10 ELA assessment or earn a concordant score toearn a standard diploma.

GPA Cumulative GPA of a 2.0 on a 4.0 scale.

Online Course One complete course within the 24 credits.


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b. Standard Diploma – 18-Credit, Academically Challenging Curriculum to EnhanceLearning Option

Students who complete a minimum of 18 credits pursuant to s. 1002.3105, F.S., achieve acumulative GPA of 2.0 on a 4.0 scale and earn a passing score on the statewide assessmentsrequired for high school graduation, have an option to earn a standard high school diploma. Thisoption requires that a student complete the standard course requirements for the 24-creditprogram as indicated in the previous chart without the required physical education course oronline course requirement, and only three elective courses.

c. Standard Diploma – Additional Options for Students with Disabilities

Rule 6A-1.09963, F.A.C., High School Graduation Requirements for Students with Disabilities,outlines two additional options that students with disabilities may complete within the 24-creditprogram. These include the following two options:

Specific requirements for students with disabilities for whom the IEP has determined thatparticipation in the FSAA is the most appropriate measure of the student’s skills andinstruction in the access points is the most appropriate means of providing the studentaccess to the general curriculum.

Specific requirements for a standard diploma for students with disabilities for whom theIEP team has determined that mastery of both academic and employment competenciesis the most appropriate way for the student to demonstrate the student’s skills.

Refer to specific course credit information in the following chart and additional information in theHCSD SP&P at https://www.hendry-schools.org/Page/335.


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Florida Standard Diploma High School Graduation Optionsfor Students with Disabilities Entering Grade 9 in 2014-15 and Forward

24-Credit standard diploma optionavailable to all students, including

students with disabilities

24-Credit standard diploma optionwith academic and employmentrequirements, available only to

students with disabilities

24-Credit standard diploma optionavailable only to students with

significant cognitive disabilities, whotake access courses* and the alternate

assessment

4 Credits ELA

ELA 1, 2, 3, 4

ELA honors, Advanced Placement(AP), Advanced InternationalCertificate of Education (AICE),International Baccalaureate (IB)and dual-enrollment courses maysatisfy this requirement

Must earn credits for all of the courseslisted in the first column

May substitute a career and technicaleducation (CTE) course with contentrelated to English for English 4


May substitute access courses for generaleducation courses

May substitute a CTE course with contentrelated to English for English 4

4 Credits Mathematics

One of which must be Algebra 1 and oneof which must be Geometry

Industry certifications that lead to collegecredit may substitute for up to twomathematics credits (except for Algebra1 and Geometry)

An identified rigorous computer sciencecourse with a related industrycertification may substitute for up to onemathematics credit (except for Algebra 1or higher-level mathematics)


May substitute a CTE course withcontent related to mathematics for onemathematics credit (except for Algebra 1and Geometry)



May substitute a CTE course with contentrelated to math for one math credit(except for Algebra 1 and Geometry)

3 Credits Science

One of which must be Biology 1, two ofwhich must be equally rigorous sciencecourses

Two of the three required credits musthave a laboratory component

An industry certification that leads tocollege credit substitutes for up to onescience credit (except for Biology 1)

An identified rigorous computer sciencecourse with a related industrycertification substitutes for up to onescience credit (except for Biology 1)


May substitute a CTE course withcontent related to science for onescience credit (except for Biology 1)



May substitute a CTE course with contentrelated to science for one science credit(except for Biology 1)

3 Credits Social Studies

1 credit in World History

1 credit in U.S. History

0.5 credit in U.S. Government

0.5 credit in Economics with FinancialLiteracy


May substitute a CTE course withcontent related to social studies for onesocial studies course (except for U.S.History)



May substitute a CTE course with contentrelated to social studies for one socialstudies course (except for U.S. History)

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

8 Elective Credits

Must include 0.5 credit in anemployment-based course

May include exceptional studenteducation courses

May include employment-based courses

1 Credit Physical Education to include the integration of health

1 Online Course Online course may be waived by IEP team

Students must earn a 2.0 GPA on a 4.0 scale and pass statewide assessments unless a waiver of assessment results is granted by theIEP team.

*Parental consent required for participation in access courses.

**Eligible courses and eligible course substitutions are specified in the Florida Course Code Directory.


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Deferral of Receipt of a Standard Diploma

A student with a disability who meets the standard high school diploma requirements may deferthe receipt of the diploma and continue to receive services if the student meets the followingrequirements per s. 1003.4282(10)(c), F.S.:

Has an IEP that prescribes special education, transition planning, transition services orrelated services through age 21 and

Is enrolled in accelerated college credit instruction pursuant to s. 1007.27, F.S., industrycertification courses that lead to college credit, a collegiate high school program, coursesnecessary to satisfy the scholar designation requirements, or a structured work-study,internship or pre-apprenticeship program.

The decision to accept or defer the standard high school diploma must be made during theschool year in which the student is expected to meet all requirements for a standard high schooldiploma. The decision must be noted on the IEP and the parent, or the student over the age of18 for whom rights have transferred in accordance with Rule 6A-6.03311(8), F.A.C., must sign aseparate document stating the decision.

The IEP team must review the benefits of deferring the standard high school diploma, includingcontinuation of educational and related services, and describe to the parent and the student allservices and program options available to students who defer. This description must be done inwriting.

The HCSD must inform the parent and the student, in writing by January 30 of the year in whichthe student is expected to meet graduation requirements, that failure to defer receipt of astandard high school diploma after all requirements are met releases the HCSD from theobligation to provide a FAPE. This communication must state that the deadline for acceptanceor deferral of the diploma is May 15 of the year in which the student is expected to meetgraduation requirements, and that failure to attend a graduation ceremony does not constitute adeferral.

The HCSD must ensure that the names of students deferring their diploma be submitted toappropriate HCSD staff for entry in the HCSD’s management information system.

In accordance with Rule 6A-6.03028(1), F.A.C., a student with a disability who receives acertificate of completion may continue to receive a FAPE until the last instructional day of theschool year for all students in the district in which the student turns 22, provided that the studentwas 21 years old on the first instructional day of school for all students in the district.

d. Standard High School Diploma Designations – 24-Credit Program

Students may earn one or more designations on their standard high school diploma (the scholardesignation and the merit designation, pursuant to s. 1003.5285, F.S.) Students areencouraged, but are not required, to work toward a designation. The requirements for bothdesignations are in addition to the 24-credit program requirements.


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Scholar Diploma Designation

A student must complete the following requirements to receive a scholar diploma designation:

Earn 1.0 credit in Algebra 2 Pass the Geometry EOC assessment Earn 1.0 credit in Statistics or an equally rigorous mathematics course Pass the Biology 1 EOC assessment Earn 1.0 credit in Chemistry or Physics Earn 1.0 credit in a course equally rigorous to Chemistry or Physics Pass the U.S. History EOC assessment Earn 2.0 credits in the same World Language Earn at least 1.0 credit in Advanced Placement (AP), International Baccalaureate (IB),

Advanced International Certificate of Education (AICE) or a dual-enrollment course– A student enrolled in an AP, IB or AICE Biology course who takes the respective

biology assessment and earns the minimum score necessary to earn college creditmeets the requirement without having to take the Biology 1 EOC assessment.

– A student enrolled in an AP, IB or AICE course that includes U.S. History topics whotakes the respective assessment and earns the minimum score necessary to earncollege credit meets the requirement without having to take the U.S. History EOCassessment.

Merit Diploma Designation

A student must attain one or more industry certifications from the list established unders. 1003.492, F.S., in order to receive a merit diploma designation.

e. Seal of Bi-literacy

The Silver Seal of Bi-literacy or the Gold Seal of Bi-literacy must be awarded to a high schoolstudent who has earned a standard high school diploma and who has satisfied the respectivecriteria.

Silver Seal of Bi-literacy

A student is eligible to receive a Silver Seal of Bi-literacy if the student has earned the following:

Four foreign language course credits in the same foreign language with a cumulativeGPA of 3.0 or higher on a 4.0 scale and

A score or performance level on any of the examinations found on the following chart.

ExaminationScore or Performance

Level

SAT Subject Test 600 or higher

College Level Examination Program (CLEP) Level 1 LanguageExam

Spanish 50-62French 50-58German 50-59

IB Language Exam 4 or higher

AP Language Exam 3 or higher


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AICE Subject Test A, B, C, D or E

American Sign Language Proficiency Interview (ASLPI) 3 or higher

Sign Language Proficiency Interview: American Sign Language(SLPI:ASL)

Intermediate Plus orhigher

American Council on the Teaching of Foreign Languages (ACTFL)Assessment of Performance Toward Proficiency in Language(AAPPL) Interpersonal Listening, Interpersonal Speaking,Interpretive Listening, and Presentational Writing

Intermediate Mid orhigher

ACTFL Oral Proficiency Interview (OPI) Intermediate Mid orhigher

Standards-based Measurement of Proficiency for Grade 7-Adult(STAMP4S)

Intermediate Mid orhigher

ACTFL Latin Interpretive Reading Assessment (ALIRA) I-2 or higher

For languages that are not tested on the nationally recognized examinations list, demonstratedlanguage proficiency through maintenance of a portfolio of language performance at theIntermediate Midlevel or higher based on the ACTFL Proficiency Guidelines 2012 in the modesof communication appropriate for that language.

Gold Seal of Bi-literacy

A student is eligible to receive a Gold Seal of Bi-literacy if the student has earned the following:

Four foreign language course credits in the same foreign language with a cumulativeGPA of 3.0 or higher on a 4.0 scale and Level 4 or higher on the Grade 10 FSA ELA and

A score or performance level on any of the examinations found in the following chart:

ExaminationScore or Performance

Level

SAT Subject Test 700 or higher

CLEP Level 2 Language Exam Spanish 63 or higherFrench 59 or higherGerman 60 or higher

IB Language Exam 5 or higher

AP Language Exam 4 or higher

Advanced International Certificate of Education Subject Test A, B, C or D

ASLPI 4 or higher

SLPI:ASL Advanced Plus orHigher

ACTFL, AAPPL Interpersonal Listening, Interpersonal Speaking,Interpretive Listening, and Presentational Writing

Advanced Low orHigher

ACTFL OPI Advanced Low orHigher

STAMP4S Advanced Low orHigher

ALIRA I-5 or higher


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For languages that are not tested on the nationally recognized examinations, demonstratedlanguage proficiency through maintenance of a portfolio of language performance, at theAdvanced Low level or higher based on the ACTFL Proficiency Guidelines 2012 in the modes ofcommunication appropriate for that language.

s. 1003.432, F.S. Rule 6A-1.09951, F.A.C.

f. State of Florida High School Diploma

Passing the 2014 GED® test may qualify a person for a State of Florida High School Diplomaissued by the FDOE. In order to qualify for a 2014 GED® test, a student must be at least 18years of age at the time of application.

An individual who is 16 or 17 years of age may be permitted to take the 2014 GED® test ifapproved by the HCSD superintendent. An individual must complete the Underage Waiver Formavailable at the FDOE’s Underage Testing Information web page at http://www.fldoe.org/academics/career-adult-edu/hse/underage-testing-info.stml. The form must be submitted with allrequired documentation to the HCSD superintendent. An individual must demonstrate thatextraordinary circumstances exist in order to allow them to take the 2014 GED® test prior toattaining the age of 18 (s. 1003.435(4), F.S.). Extraordinary circumstances include the following:

The candidate justifies a need to be employed that would prevent school attendance(documentation demonstrating the candidate is employed must be provided),

The candidate is a parent who does not have access to child care and The candidate justifies health conditions that would prevent school attendance.

The State of Florida High School Diploma must have equal status with other high schooldiplomas for all state purposes, including admission to any state university or Florida CollegeSystem institution (s. 1003.435(6), F.S.).

A student who successfully completes all of these requirements must be considered a highschool graduate; however, the student will not participate in high school graduation exercisesand will not receive a Hendry District Standard Diploma.

HCSD 2450

g. State of Florida High School Performance-Based Diploma

Participation in the Performance-Based Exit Option Mode in order to earn a State of FloridaHigh School Performance-Based Diploma is not to be a preferred or accelerated means ofcompleting high school; thus, this model is not a vehicle for the early exit of students and mayonly be exercised for students who are off track to graduate with their kindergarten cohortbecause of being overage for grade, behind in credits or having a low GPA. Studentsparticipating in the Performance-Based Exit Option Model may not graduate prior to theirkindergarten cohort. Participation in this model is voluntary and requires parental notificationand consent. Entry and exit policies must conform to state compulsory attendancerequirements, as well as HCSD daily attendance policies.


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Eligibility Requirements

To be eligible to participate in the Performance-Based Exit Option Model, a student must, at aminimum, meet the following criteria:

Be at least 16 years old and currently enrolled in a prekindergarten to grade 12(PK-12) program;

Enrolled in and attending high school courses that meet high school graduationrequirements for the 24-credit program as specified in s. 1003.4282, F.S.;

In jeopardy of not graduating with their kindergarten cohort because they are overage forgrade, behind in credits, or have a low GPA;

Assessed at a seventh grade reading level or higher at the time of selection (ninth gradeor higher at the time of testing for the 2014 GED® test, State of Florida High SchoolDiploma, authorized under Rule 6A-6.0201, F.A.C.), as documented by the Test of AdultBasic Education reading component or other assessment to determine grade-levelproficiency.

(h) Career and Technical Education Graduation Pathway Option

Beginning with the 2019-2020 school year, a student may earn a standard high school diplomathrough 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 2.0 on a 4.0 scale;● Meet the requirements of

○ Four (4) English credits (including the statewide Grade 10 ReadingAssessment or the Grade 10 ELA Assessment, or earn a concordant score);○ Four (4) Math credits (including the statewide Algebra 1 EOC assessment, orearn a comparative score)○ Three (3) Science credits○ Three (3) Social Studies Credits

● Complete two credits in career and technical education. The courses must result ina program completion and an industry certification.● Complete two credits in work-based learning programs. A student may substitute upto two (2) credits of electives, including one-half credit in financial literacy, for work-based learning program courses to fulfill this requirement.

Each district school board must incorporate the CTE Pathway Option into the studentprogression plan required under s. 1008.25.

Please visit the following page for comprehensive information on High School GraduationRequirements. Also view the Graduation Options listed here.


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Program Completion Requirements

For students to successfully complete the Performance-Based Exit Option Model, the studentmust achieve the following:

Continue enrollment and attendance in high school courses that meet high schoolgraduation requirements for the 24-credit program as specified in s. 1003.4282, F.S.;

Pass the required sections of the statewide, standardized assessments required for astandard high school diploma, or receive a concordant or comparative score;

Pass all of the 2014 GED® required subtests for the State of Florida High SchoolDiploma as specified in Rule 6A-6.0201, F.A.C.; and

Complete any additional requirements established by the HCSD.

Important Factors

It is important to note the following factors:

Students earning the State of Florida High School Performance-Based Diploma are notrequired to obtain the minimum credits and GPA that are required for a standard highschool diploma.

Students must successfully participate in the Performance-Based Exit Option Model forat least one full semester.

Students who are participating in the Performance-Based Exit Option Model during their13th year of school and their kindergarten cohort has already graduated are not requiredto continue classes until the end of the currently enrolled semester if they have met thefollowing requirements:– Successfully passed the required sections of the statewide assessments required for

a standard high school diploma or received concordant or comparative scores;– Passed the 2014 GED® required tests for the State of Florida High School Diploma

as specified in Rule 6A-6.0201, F.A.C.; and,– Completed any additional requirements established by the HCSD.

Official Recognition

Performance-Based Exit Option Model students must receive official recognition. Students areeligible to participate in all standard high school activities, including extracurricular activities, aswell as graduation and other recognition ceremonies.

A student completing the Performance-Based Exit Option Model who passes all of the 2014GED® required tests for the State of Florida High School Diploma and the required sections ofthe FSA, or receives a concordant or comparative score, must be awarded a State of FloridaHigh School Performance-Based Diploma.

If a student passes all of the 2014 GED® required tests for the State of Florida High SchoolDiploma as specified in Rule 6A-6.0201, F.A.C., but does not pass the statewide assessmentsrequired for a standard high school diploma, the student must only be awarded the State ofFlorida High School Diploma.

s. 1003.435, F.S. Rule 6A-6.0212, F.A.C.


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i. Certificates of Completion

A certificate of completion is available to any student who completes the state-required creditsbut fails to meet other standard diploma requirements. There are two types of certificates ofcompletion.

A student who is otherwise entitled to both certificates of completion may elect to remain in highschool either as a full- or part-time student for up to one additional year and receive specialinstruction designed to remedy the identified deficiencies (s. 1003.4282(6)(c), F.S.).

A student who has received either certificate of completion and who subsequently meets therequirements for a standard high school diploma must be awarded a standard high schooldiploma whenever the requirements are completed.

Students who receive either certificate of completion are eligible to participate in graduationexercises.

Certificate of Completion

A student who elects the 24-credit program or 18-credit ACCEL option and earns the requiredcredits but fails to pass the required state assessments or earn concordant or comparativescores, or achieve a 2.0 GPA on a 4.0 scale must be awarded a certificate of completion.

s. 1003.4282(6), F.S.

Certificate of Completion – College Placement Test Eligible

A student who elects the 24-credit program and earns the required credits and achieves a 2.0GPA on a 4.0 scale but fails to pass the required state assessments or earn a concordant orcomparative score must be awarded a Certificate of Completion – College Placement Test(CPT) Eligible.

The student may take the CPT, be admitted to remedial or credit courses at a state college. Thiscertificate of completion must bear the designation CPT Eligible.

It is important to note the following:

A student who receives a CPT Eligible certificate of completion has not been awarded ahigh school diploma. Students should be made aware that certain jobs that requirelicensure also require a standard high school diploma.

Students who do not graduate are not eligible for financial aid. Students not qualifying forcollege-level courses may opt to return to the HCSD to take courses to assist them inpassing the appropriate state-required graduation assessments.

s. 1003.433(2)(b), F.S.

9. Acceleration

As specified in the “General Procedures and Overview” section of this SPP, the ACCEL optionsare available within each school. Parents should contact the high school for eligibility andprocedural requirements. A parent request form for participation must be completed. Refer to


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Appendix H, ACCEL Parent Request Form – High School Students. The ACCEL PerformanceContract – High School Students is in Appendix I.

The procedural requirements are outlined in the “General Procedures and Overview” section ofthis SPP.

The high school ACCEL options and applicable requirements are the honors program, earlygraduation, 18-credit ACCEL option, CAP, dual enrollment and Career and ProfessionalEducation (CAPE) academies.

a. Honors Program

The honors program is designed to provide students with an opportunity to take more advancedcoursework to enhance their educational experience in preparation for postsecondaryeducation. Certain specified advanced-level courses may be given an additional quality point onthe final grade as a reward for more rigorous course requirements. Students who successfullycomplete honors coursework will receive an excellent preparation for college or university.Students receive one weighted grade point for honors courses and two weighted grade pointsfor AP and dual-enrollment courses.

b. Early Graduation

A high school student who pursues the 24-credit high school graduation program may have theoption to participate in early graduation (graduating in fewer than eight semesters). A studentwho earns a minimum of 24 credits and meets the requirements set forth in s. 1003.4282, F.S.,may have this option (outlined in s. 1003.4281, F.S.). A student who graduates early maycontinue to participate in school activities and social events and attend and participate ingraduation events with the student’s cohort, as if the student were still enrolled in high school.

A student who graduates early will be included in class ranking, honors and awarddeterminations for the student’s cohort. A student who graduates early must comply with HCSDpolicies regarding access to the school facilities and grounds during normal operating hours.

c. 18-Credit ACCEL Option

The ACCEL 18-credit graduation option allows a student who meets the following requirementsto be awarded a standard high school diploma:

Florida’s standard diploma graduation requirements in ELA, mathematics, science andsocial studies, without the required physical education course;

Three credits in electives; Online course is not required; Satisfies the state assessment requirements or concordant or comparative scores; and A cumulative, unweighted state GPA of 2.0 on a 4.0 scale.

Specific credit requirements are outlined in the “Florida Diplomas and Certificates” subsection ofthe “High School (9-12)” section of this SPP.


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d. Credit Acceleration Program

The CAP is created for the purpose of allowing a student to earn high school credit in coursesrequired for high school graduation through passage of an EOC assessment administeredunder s. 1008.22, F.S., an AP examination, or a College Level Examination Program (CLEP).

High school credit will be awarded by the HCSD for any student who attains a Level 3 or aboveon a statewide, standardized EOC assessment. A student who is not enrolled in the course orwho has not completed the course may take the statewide, standardized EOC assessment. Theeligibility criteria for the CAP is as follows:

Students must have a recommendation supported by the school-based team, schoolcounselor, teachers of record for the subject-area requested, and approval of schoolprincipal.


Students must demonstrate the following performance on statewide, standardizedassessments:– Algebra I – FSA Mathematics Level 4 or 5 or comparable standardized assessment





of performance on applicable standardized assessments as evidenced in thestudent’s educational record:o Algebra I and Geometry – standardized assessment results in mathematics,o Biology I – standardized assessment results in ELA and mathematics ando U.S. History – standardized assessment results in ELA.

A high school student’s participation in the CAP program requires satisfying the above-mentioned indicators and High School Credit by Examination Form approval (Appendix J).

Advanced Placement

The College Board's AP program is a nationwide program consisting 38 college-level coursesand exams in subjects ranging from art to statistics offered at participating high schools. APexams are administered in May each year at Florida high schools. Each AP course is modeledon a comparable introductory college course in the subject. Students who earn a 3 or higher onthe AP examination will receive high school credit for the related course according to the FloridaCourse Code Directory. An AP examination score of 3 or higher may provide a student with anoption to earn college credit or advanced college course placement based on the college oruniversity’s policies.

In addition, students may earn high school course credit by taking an AP examination withoutenrollment in or completing the course and earning a passing score via the CAP.


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The eligibility criteria for AP includes all of the following:

Students must have a recommendation supported by the school-based team, schoolcounselor, and at least two teachers and approval of school principal.


Students must demonstrate the highest level of performance on applicable standardizedassessments, including, but not limited to, statewide, standardized assessments.

A high school student’s participation in the AP examination program via the CAP requiressatisfying the above-mentioned indicators and High School Credit by Examination Formapproval (Appendix J).

College Level Examination Program

The CLEP is a College Board program that offers students of any age the opportunity to earncollege credit by earning qualifying scores on any of 33 examinations. CLEP exams provide anopportunity for high school students to earn college credit in subject areas such as sociology,college algebra, accounting or pre-calculus; or for which your high school does not yet offer anAP course.

The CLEP exams do not relate to a specifically designed college-level course taught in yourhigh school; rather, CLEP exams test mastery of college-level material acquired through avariety of ways—general academic instruction, significant independent study or extracurricularwork. Typically, CLEP candidates study on their own for the examinations.

Each exam is approximately 90 minutes long and, except for College Composition, is comprisedof multiple-choice questions; however, some exams do have other types of questions. Studentsobtain their score report upon completion of the exam, except for College Composition (studentsreceive a score report after the essay has been graded, usually two to three weeks after the testdate). Postsecondary institutions grant three to 12 college credits for each CLEP exam passed.

In addition, a student may earn high school course credit by taking a CLEP examination andearning a passing score via the CAP. Eligible course titles and credit values are specified in theFlorida Course Code Directory.

Prior to taking a CLEP examination, it is recommended that the following criteria be consideredfor participation:

Recommendation from a school counselor, and at least one teacher. Students should demonstrate an overall high academic performance (e.g., report card

GPA of 3.5 or higher on a 4.0 scale). Students should demonstrate the highest level of performance on applicable

standardized assessments, including, but not limited to, statewide, standardizedassessments.

A high school student’s participation in the CLEP examination program requires consideration ofthe above-mentioned indicators and High School Credit by Examination Form approval(Appendix J).


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e. Dual Enrollment

Dual enrollment is an acceleration program that allows eligible students in grades 6-12 tosimultaneously earn high school core or elective credit toward high school graduation and acareer certificate, an associate or baccalaureate degree at a Florida public postsecondaryinstitution or preparation toward an industry certification examination. The HCSD has dual-enrollment articulation agreements with Florida Southwestern State College and Florida GulfCoast University.

Students must meet the following eligibility criteria per s. 1007.271(3), F.S.:

Be enrolled as a student in a Florida public or nonpublic secondary school (grades 6-12),or in a home education program;

Have a 3.0 unweighted high school GPA to enroll in college credits, or a 2.0 unweightedhigh school GPA to enroll in career dual-enrollment courses;

For college credits, achieve a minimum score on a common placement test pursuant toRule 6A-14.064, F.A.C.;

Meet any additional eligibility criteria specified by the postsecondary institution in theDual Enrollment Articulation Agreement; and

Not be scheduled to graduate from high school prior to the completion of the dual-enrollment course.

Students must maintain at least a 3.0 unweighted high school GPA and the minimum requiredpostsecondary GPA specified in the Dual Agreement Articulation Agreement for continuedeligibility to participate in college credit dual-enrollment courses.

A student who is enrolled in a dual-enrollment or early admission program through a FloridaCollege System institution or state university is exempt from the payment of tuition, registrationand laboratory fees pursuant to s. 1009.25, F.S.

The Dual Enrollment Course-High School Subject Area Equivalency List is updated annuallyand approved by the Articulation Coordinating Committee and the State Board of Education asa tool that identifies dual-enrollment courses guaranteed to satisfy specific high schoolgraduation subject-area requirements. It is available at the FDOE’s web page athttp://www.fldoe.org/schools/higher-ed/fl-college-system/academic-student-affairs/dual-enrollment.stml.

Early Admission

Early admission is a form of dual enrollment permitting high school students to enroll in collegeor career courses on a full-time basis. As with all dual-enrollment programs, students earn bothhigh school and college or career credits for courses completed. Career early admissions is aform of career dual enrollment through which eligible secondary students enroll full time in acareer center or a Florida College System institution in postsecondary programs leading toindustry certification, as listed in the CAPE Postsecondary Industry Certification Funding Listpursuant to s. 1008.44, F.S). Participation in the career early admission program must be limitedto students who have completed a minimum of four semesters of full-time secondary enrollment.

Early admission students must enroll in a minimum of 12 college credit hours per semester;however, students cannot be required to enroll in more than 15 college credit hours persemester.


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Collegiate Academy

The Collegiate Academy is a dual-enrollment program offered at the Clewiston High Schoolcampus in partnership with Florida Southwestern State College. The goal is to provideeducation to high school students who seek the environment of a high-performing high schoolwhile also undertaking advanced college-level studies.

This program provides an accelerated, dual-enrollment course of study where students earn upto 62 college credits or their Associate in Arts degree simultaneously while completingrequirements for a standard diploma. The Collegiate Academy takes place during the regularschool day so students will continue to be eligible for local scholarships, athletics, clubs andorganizations, and extracurricular activities.

There is a competitive application process and students may obtain more information from theAdministrator of the Collegiate Academy or their school counselor. The eligibility requirementsare those required for college-credit dual enrollment.

f. Career and Professional Education Academies

The CAPE Act provides a rigorous and relevant career themed track for students interested inpursuing postsecondary coursework or careers in select fields. CAPE Academies also providestudents an opportunity to earn industry certifications in these fields that allow them to beimmediate candidates for employment. CAPE Academies are research-based programs thatintegrate an academic curriculum with industry-specific standards and coursework aligneddirectly to the workforce needs.

The HCSD offers a variety of CAPE Academies at Clewiston High School and Labelle HighSchool. The programs are delineated in each high school’s Program of Studies. Students mustreceive a standard high school diploma and highest available industry certification offered forthat field to complete a CAPE Academy program according to ss. 1003.491, 1003.492 and1003.493, F.S.

Industry certifications are nationally recognized credentials that students earn as a result of theinstruction in a career-themed course. CAPE academy courses and career-themed coursesprovide opportunities for students to earn technical college credit or industry certification,identified on the state CAPE Industry Certification Funding List (s. 1003.493, F.S.).

Students should contact a high school counselor for additional information.

10. Additional Progression Information

a. Physical Education Waivers

Students are required to earn 1.0 credit of physical education under the 24-credit program thatmust include the integration of health (s. 1003.4282(3)(f), F.S.). The following waiver options areavailable for physical education:

Participation in an interscholastic sport at the junior or varsity level for two full seasonssatisfies the 1.0 credit requirement in physical education. The HCSD may not requirestudents to complete the 1.0 credit in physical education during grade 9.


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Completion of one semester with a grade of C or better in a marching band class, in aphysical activity class that requires participation in marching band activities asextracurricular activity or in a dance class, satisfies 0.5 credits in physical education or0.5 credits in performing arts. This credit may not be used to satisfy the personal fitnessrequirement or the requirement for adaptive physical education under an IEP or Section504 Plan.

Completion of two years in a Junior Reserve Officer Training Corps class, a significantcomponent of which is drills, must satisfy the 1.0 credit requirement in physicaleducation and the 1.0 credit requirement in performing arts. This credit may not be usedto satisfy the personal fitness requirement or the requirement for adaptive physicaleducation under an IEP or Section 504 Plan.

Students who complete waiver requirements do not earn credits required for graduation and thewaiver requirements do not factor into a student’s GPA.

WaiverCourseCode

Number

Description of Waiver Option Applied to

1500410 INTERSCH SSN 1 – COM(completion of interscholastic

sport season 1)

Personal Fitness/Physical EducationActivity Elective and HOPE

1500420 INTERSCH SSN 2 – COM(completion of interscholastic

sport season 2)

Personal Fitness/Physical EducationActivity Elective and HOPE

1500440 MCHG BAND PE WAIVER(Marching Band PE waiver)

Personal Fitness/Physical EducationActivity Elective*

1500445 DANCE WAIVER (Dancewaiver)

Personal Fitness/Physical EducationActivity Elective*

*Students must still take personal fitness class. This waiver is for the 0.5 creditrequirement of a physical education activity elective.

b. Online Course Credit

At least one course within the 24 credits required must be completed through online learning.The HCSD or a charter school governing board may allow a student to satisfy the online courserequirements through one of the following options:

Completing a blended learning course (consisting of both traditional classroom andonline instructional techniques);

Completing a course in which the student earns a nationally recognized industrycertification in information technology that is identified on the CAPE Act IndustryCertification Funding List; or

Passing the information technology certification examination without enrolling in orcompleting the corresponding course or courses.

A high school credit-bearing online course taken during grades 6-8 fulfills this requirement. TheHCSD may not require students to take the online course or a blended learning course outsidethe school day or in addition to a student’s course for a given semester. The requirement is metthrough an online course offered by the Florida Virtual School, a virtual education provider


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approved by the State Board of Education, a high school or an online dual-enrollment course.Students who are enrolled in a full- or part-time virtual instruction program under s. 1002.45,F.S., meet this requirement. The online course requirement does not apply to a student who hasan IEP under s. 1003.57, F.S., which indicates that an online course or a blended learningcourse would be inappropriate or to an out-of-state transfer student who is enrolled in a Floridahigh school and has less than one academic year remaining in high school.

s. 1003.4282(4)(a)-(b), F.S.

c. College Entrance Assessments, Concordant and Comparative Scores

A student can also meet state assessment graduation requirements by earning a concordant orcomparative score as specified in Rule 6A-1.09422, F.A.C.. These assessments include thefollowing:

Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT): ThePSAT provides an opportunity for students to prepare for the SAT by learning about theirstrengths and weaknesses in English and mathematics. The PSAT is given each year inOctober in all high schools at no charge to students. Students in grades 9-11 areencouraged to take this test, and specifically juniors should take the PSAT as it is thequalifying test for the National Merit and the National Hispanic Scholars Programs.

SAT: The SAT serves as an entrance exam for college admissions, as well as an optionfor meeting the graduation requirement in FSA ELA. The SAT is administered seventimes annually at local high schools and colleges. Information may be obtained from theschool counseling office or online at https://www.collegeboard.org/. The completedonline application and fee are sent directly to the testing agency by the student.Registration fee waivers are available for students who qualify for the free or reducedlunch program.

ACT: The ACT serves as an entrance exam for college admissions, as well as an optionfor meeting the graduation requirement in FSA ELA. The ACT is administered seventimes annually at local high schools and colleges. Information may be obtained in theschool counseling office or online at http://www.act.org/. The completed onlineapplication and fee are sent directly to the agency by the student. Registration feewaivers are available for students who qualify for the free or reduced-lunch program.

Postsecondary Education Readiness Test (PERT): High schools may evaluate thecollege readiness of students utilizing the PERT. Depending on the year a studententered 9th grade, the PERT math score may serve as an Algebra I EOC comparativescore.


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Concordant and Comparative Scores

Grade 10 FSA ELA or Grade 10 Florida Comprehensive Assessment Test 2.0 Reading

Available for all students who entered grade 9 in 2010-2011 and beyond

SAT Evidenced-Based Reading and Writing (EBRW)* 480

ACT English and Reading Subtests** 18

Available only for students who entered grade 9 prior to 2018-2019

SAT EBRW* 430

SAT Reading Subtest* 24

ACT Reading 19

Algebra 1 EOC (FSA or NGSSS)

Available for all students who entered grade 9 in 2010-2011 and beyond

PSAT/MMSQT Math*** 430

SAT Math**** 420

ACT Math 16

Available only for students who entered grade 9 prior to 2018-2019

PERT Mathematics 97

*Administered in March 2016 or beyond. Students who entered grade 9 prior to 2018-19 may also usea concordant score of 430 on SAT Critical Reading if it was earned prior to March 2016.**The average of the English and Reading subtests. If the average of the two subject test scoresresults in a decimal (0.5), the score must be rounded up to the next whole number. The scores for theEnglish and Reading subject tests are not required to come from the same test administration.***Administered in 2015 or beyond. Students who entered grade 9 in 2010-11 and beyond may alsouse a comparative score of 39 on PSAT/NMSQT Math if it was earned prior to 2015.****Administered in March 2016 or beyond. Students who entered grade 9 in 2010-11 and beyond mayalso use a comparative score of 380 on SAT Math if it was earned prior to March 2016.

d. Course Substitutions

HB 7071 amends section 1003.4282, Florida Statutes (F.S), such that, beginning with the 2019-2020 school year, a student who earns a computer science credit may substitute the credit for upto one credit of the mathematics requirement (with the exception of Algebra I and Geometry) orup to one credit of the science requirement (except for Biology I). The commissioner is requiredto identify computer science credits that are equivalent in the rigor to the mathematics andscience credits and may therefore be used for substitution. An identified computer science creditmay not be used to substitute for both a mathematics and science credit.

Industry Certification Exams

Section 1003.4282(3)(b)-(c), F.S., authorizes the substitution of up to two mathematics credits(MA) and one equally rigorous science (EQ) credit toward high school graduation for a studentreceiving a passing score on an industry certification examination. Only one substitution perindustry certification attained is allowed. The HCSD determines which industry certificationexams (passing scores) can yield course substitutions for mathematics and science. It isimportant to note that one qualifying industry certification attainment equates to one substitution


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credit. A student would need to earn three distinct industry certifications tied to college credit inorder to earn the maximum three substitution credits (two for math and one for science).

CourseSubstitution

Number*

Course Substitution Title Graduation Subject Code

1200998 Industry Certification Math Substitution 1 MA

1200999 Industry Certification Math Substitution 2 MA

2000999 Industry Certification Science Substitution EQ

*These substitutions cannot be used to award graduation codes of A1 (Algebra 1), GE (Geometry) or BI(Biology), as mandated by Florida law.

Industry Certifications can add to a student’s portfolio in the State University System (SUS)admission process; however, they do not count as one of the 18 required credits toward SUSadmissions. In addition, a student’s eligibility toward meeting academic criteria for NationalCollegiate Athletic Association (NCAA), Bright Futures Scholarships and admissions to out-of-state or private schools may be impacted. Students are recommended to review theirgraduation plan and postsecondary goals with their school counselor.

Students with Disabilities Career and Technical Education Courses

State Board of Education Rule 6A-1.09963, F.A.C., provides additional substitutions for studentswith disabilities using eligible CTE courses containing content related to the course for which itis substituting, for both core access and non-access courses.

CourseSubstitution

Number

Course Substitution Title Graduation Subject Code*

7910998 CTE Substitution for Access English 4 EN (English/Language Arts)

7910999 CTE Substitution for English 4 EN

7912998 CTE Substitution for Access Mathematics MA

7912999 CTE Substitution for Mathematics MA

7920998 CTE Substitution for Access Science EQ (Equally RigorousScience)

7920999 CTE Substitution for Science EQ

7921998 CTE Substitution for Access SocialStudies

Elective

7921999 CTE Substitution for Social Studies Elective

*These substitutions cannot be used to award the following graduation codes: A1 – Algebra 1, AG – American Government, AH – U.S. History, EC – Economics with Financial Literacy, GE – Geometry, BI – Biology 1 and WH – World History.


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Students who receive a course substitution earn course credit counted toward high schoolgraduation. A course substitution does not factor into a student’s GPA.

e. Credit Recovery Courses

Credit Recovery courses are credit bearing courses with specific content requirements definedby the Florida Standards and NGSSS. Students enrolled in a Credit Recovery course must havepreviously attempted the corresponding course (or EOC assessment) since the courserequirements for the Credit Recovery course are exactly the same as the previously attemptedcorresponding course. For example, Geometry (1206310) and Geometry for Credit Recovery(1206315) have identical content requirements. It is important to note that Credit Recoverycourses are not bound by s. 1003.436(1)(a), F.S., requiring a minimum of 135 hours of bonafide instruction (120 hours in a school and HCSD-implementing block scheduling) in a designedcourse of study that contains student performance standards, since the students havepreviously attempted successful completion of the corresponding course. Additionally, CreditRecovery courses should only be used for credit recovery, grade forgiveness or remediation forstudents needing to prepare for an EOC assessment retake.

11. Reporting High School Student Progress

Each student and parent are to be informed of the student’s academic progress. HCSD-adoptedreport cards are issued quarterly, at the end of every nine weeks of school, and cover a periodof approximately 45 school days. Interim progress reports are issued at the midpoint of eachnine-week grading period. Report cards must be signed by the parent and returned to theteacher. If a student withdraws and does not qualify because of the date of withdrawal, then theparent must be issued a copy of the high school transcript and statement of academicachievement. The Hendry County School Calendar specifies the quarterly ending dates.

a. Grading Scale

The grading system and interpretation of letter grades to measure student success in grades9-12 is based on s. 1003.437, F.S. The HCSD exercises a weighted grading system for highschool honors, AP and dual-enrollment courses pursuant to s. 1007.271, F.S.

Grade Percent Definition UnweightedGPA Value

High SchoolHonors

WeightedGPA Value

High School APand Dual-

EnrollmentWeighted GPA

Value

A 90-100 OutstandingProgress

4 5 6

B 80-89 Above AverageProgress

3 4 5

C 70-79 Average Progress 2 3 4

D 60-69 Lowest AcceptableProgress

1 2 3

F 0-59 Failing 0 0 0

I 0 Incomplete

HCSD 5421


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b. Grade Calculation

Students in grades 9-12 are required to take semester and final year examinations. Theexaminations will be calculated into semester course grade and final year averages asapplicable:

Semester courses: Semester examination counts as 30% of the semester grade. Yearlong courses: Semester one average includes semester examination (30%);

semester two average includes semester examination (30%); and the final year averageis semester one average (35%), semester two average (35%) and final examination orEOC results (30%).

Grading Calculation in Courses with a District Semester and a Final Exam

High School 0.5 Course Credit Grade Calculation

SEM 1 Grade SEM 2 Grade

Quarter (QTR) 1 grade × 0.35 + QTR 2 grade× 0.35 + SEM 1 exam grade × 0.30

= SEM 1 Grade

QTR 3 grade × 0.35 + QTR 4 grade× 0.35 + SEM 2 exam grade × 0.30

= SEM 2 Grade

High School 1.0 Course Credit Grade Calculation







+ Final Exam Grade × 0.30= Final Year Grade

Grading Calculation in Courses Assessed with a State of Florida EOC Assessment

Florida law requires students who are enrolled in a high-school-level course that requires anEOC assessment (Algebra I, Geometry, Biology I and U.S. History) to participate in the EOCassessment (s. 1008.22(3), F.S.). The EOC assessment results will count for 30% of a student’sfinal year grade.

The following scale will be used for assigning a grade value to EOC achievement levels whencalculating the 30% EOC component of the final year grade. If the related EOC course isweighted, then additional GPA values will be added to determine the HCSD-weighted GPA(refer to “Grading Scale” subsection of the “High School (9-12)” section of this SPP).

EOC Achievement Levels Grade Unweighted GPA Value

5 A 4

4 B 3

3 C 2

2 D 1

1 F 0

The following final year course grade calculation will be applied for all courses that require aState EOC assessment:


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Courses Assessed with a State of Florida EOC Assessment


Quarter (QTR) 1 grade× 0.50 + QTR 2 grade × 0.50

= SEM 1 Grade

Quarter (QTR) 3 grade× 0.50 + QTR 4 grade × 0.50

= SEM 2 Grade


+ EOC Assessment Grade× 0.30 = Final Year Grade

For any yearlong course that requires an EOC, the semester grades will be excluded regardlessof whether the student takes the assessment. The grade will be awarded in the form of ayearlong grade that is used for the GPA calculation. If a student enrolled in an EOC assessedcourse does not earn a valid score on the EOC assessment as a result of invalidation or fails totake the EOC on any regular or makeup dates provided during the term the student is enrolledin the course, the student will have value of “0” entered as the student’s EOC grade for thatcourse and the 0% will be applied as 30% of the yearlong course grade until the studentparticipates in the EOC and yields a valid score.

c. Grade Forgiveness

Forgiveness policies for required courses must be limited to replacing a grade of D or F with agrade of C or higher earned subsequently in the same or comparable course. Forgivenesspolicies for elective courses must be limited to replacing a grade of D or F with a grade of C orhigher earned subsequently in another course. The only exception to these forgiveness policiesshall be made for a student in the middle grades who takes any high school course for highschool credit and earns grade of “C”, “D”, or “F”. In such case, the district forgiveness policymust allow the replacement of the grade with a grade of “C” or higher earned subsequently inthe same or comparable course. In all cases of grade forgiveness, only the new grade must beused in the calculation of the student’s GPA. Any course grade not replaced according to theHCSD forgiveness policy must be included in the calculation of the cumulative GPA required forgraduation.

Rule 6A-1.0955(3)(g), F.A.C., requires the HCSD to keep a record of courses taken and arecord of achievement, such as grades, unit or certification of competence. Student recordscannot be altered at any time unless it has been determined that the information is inaccurate orin violation of the privacy or other rights of the student. All courses and grades must be includedon the student’s transcript. All forgiven courses and grades must be included on a student’stranscript as an accurate reflection of the student’s record of achievement.

HCSD 5421

12. Interscholastic Extracurricular Student Activities

Interscholastic extracurricular student activities are an important complement to the academiccurriculum. Participation in a comprehensive extracurricular and academic program contributesto student development of the social and intellectual skills necessary to become a well-roundedadult. The term “extracurricular” means any school-authorized or education-related activityoccurring during or outside the regular instructional school day (s. 1006.15(2), F.S.)

In order for a high school student to participate in interscholastic extracurricular activities, astudent must be promoted to grade 6; thereafter, a student must maintain a GPA of 2.0 or


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higher on a 4.0 scale, or its equivalent, each grading period. A student must be enrolled full time(six periods) or a home education enrolled student.

Additionally, a student must maintain satisfactory conduct. All students are subject to the HCSDCode of Conduct prior to, during and after athletic contests and extracurricular events.

Students enrolled in home education and virtual programs who participate in extracurricularactivities may attend the specific course required in their zoned school. All students are subjectto established criteria for participation.

a. Interscholastic Athletics

The program of interscholastic athletics must include all activities relating to competitive sportcontests, games, events or sport exhibitions involving individual students or teams of studentsfrom middle schools in the HCSD with those from a middle school in another district.

In addition to the above-mentioned eligibility requirements, competition involving high schools(grades 9-12) must be in accordance with Florida High School Athletic Association's (FHSAA's)bylaws. All high schools must be members of the FHSAA and governed by its rules andregulations. All HCSD students (including transfer students) must satisfy the eligibilityrequirements established by the FHSAA, Florida law, and HCSD Policies 2431.01 and 5610.05.

If the principal determines that a transfer student is ineligible to participate in interscholasticathletics, a student may submit an appeal in accordance with Florida law and the FHSAA’sbylaws.

National Collegiate Athletic Association

College-bound student athletes will need to meet rigorous academic rules to compete or receivea scholarship at NCAA Division I and II colleges or universities. Please refer to the followingweb pages for additional information:

Play Division I Sports at http://www.ncaa.org/student-athletes/play-division-i-sports Play Division II Sports at http://www.ncaa.org/student-athletes/play-division-ii-sports

13. Graduation

A standard diploma will be awarded to any student who completes the 24-credit program or the18-credit ACCEL option, by meeting the required credits, 2.0 cumulative, unweighted stateGPA, and achieving a qualifying score on all required state assessments or concordant orcomparative scores.

Students earning the credit requirements for the 24-credit program or the ACCEL 18-creditoption, with the exception of the state assessments or the 2.0 cumulative, unweighted stateGPA, will be eligible for a Certificate of Completion.

Students earning the credit requirements for the 24-credit program and achieve a 2.0cumulative, unweighted state GPA, without achieving a qualifying score on all required stateassessments or concordant or comparative scores, will be eligible for a Certificate ofCompletion – CPT Eligible.


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a. Graduation Ceremony

To be eligible for participation in the graduation ceremony, students enrolled in the 24-creditprogram or the 18-credit ACCEL option must have earned all required credits by the end of theschool year in which graduation is anticipated. Students participating in the Early Admissionprogram who have completed all requirements for a standard diploma are also eligible toparticipate in the ceremony. A student will not be issued a standard diploma until all graduationrequirements are met.

Students earning a Certificate of Completion or Certificate of Completion – College PlacementTest (CPT) Eligible are eligible to participate in graduation ceremonies.

Students may participate in one graduation ceremony with the student’s designated class orgrade 9 cohort.

A student who has completed graduation requirements shall not be denied a diploma as adisciplinary measure. A student may be denied participation in the graduation ceremonies whenpersonal conduct, as defined by the Code of Conduct, so warrants as recommended by the highschool principal.

HCSD 5460

b. Class Rank

The HCSD authorizes a system of class ranking, utilizing a cumulative HCSD-weighted GPA forstudents in grades 9-12 (s. 1003.437, F.S.). The final rank in class will be determined for seniorsat the end of the first semester of their senior year. Students electing to graduate with the24-credit program or the 18-credit ACCEL option, in three years or less, are promoted to grade12 in May and hand ranked.

After class rank is finalized a student’s cumulative, HCSD-weighted GPA may change based onadditional credits earned during the second semester; however, this will not impact final classrank.

HCSD 5430

c. Honor Graduates

Graduation with honors requires a combination of a minimum number of honors, AP or dual-enrollment courses; a 3.5 GPA or higher; and completion of community services hours.Students who graduate with honors will receive an honor cord or honors stole, depending on therecognition level achieved. No student must be eligible for graduation with honors unless theyhave been enrolled for two consecutive semesters prior to the final semester utilized forpurposes of determining such honors.

Weighted GPAs will be used to determine honors status. The following GPA scale will be usedfor levels of recognition:

Level Weighted GPA Recognition

Highest Honors 4.1 and higher Single Honor Cord


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Summa Cum Laude 3.90 – 4.00 Double Honor Cords

Magna Cum Laude 3.75 – 3.89 Triple Honor Cords

Cum Laude 3.50 – 3.74 Highest Honors Stole

Graduation with honors requirements are specified by graduating class year. Contact the highschool counselor for additional information.

HCSD 5430

d. Valedictorian and Salutatorian

Each high school will recognize a valedictorian and salutatorian from among the graduatingseniors. A student must be in full-time resident enrollment as a junior and senior in a high schoolin order to be eligible for consideration as the senior class valedictorian and salutatorian.Selection will be determined by course work completed in grades 9-12, exclusive of the HCSD’sforgiveness policy. The highest-ranking cumulative GPA on a weighted scale for coursescompleted determine the valedictorian and the next highest cumulative GPA must determine thesalutatorian.

HCSD 5430

14. Bright Futures Scholarship Program

The Florida Bright Futures Scholarship Program establishes lottery-funded scholarships forFlorida high school graduates who demonstrate high academic achievement and enroll ineligible Florida public or private postsecondary institutions. These scholarships may be used foreither full-time or part-time enrollment and are renewable. The three scholarships include thefollowing:

Florida Academic Scholars, Florida Medallion Scholars and Florida Gold Seal Vocational Scholars Awards.

These awards are based on specific academic requirements and volunteer service work hoursearned in grades 9-12. The school will annually provide high school students a complete andaccurate Florida Bright Futures Scholarship Evaluation Report.

To be eligible for an initial award from any of these scholarships, a student must first applyonline and complete the Florida Financial Aid Form at http://www.floridastudentfinancialaid.org/,by selecting State Grants, Scholarships & Applications during their last year in high school (afterOctober 1 and no later than August 31). Students must apply by high school graduation or forfeitBright Futures eligibility.

A student who graduates from high school midyear may receive an initial Bright FuturesScholarship award during the spring term following the student’s graduation if the studentapplies for the scholarship award no later than August 31 of the student’s graduation year.

For detailed information on the Bright Futures Scholarship Program, go tohttp://www.floridastudentfinancialaid.org/.


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I. Adult Education

The HCSD provides basic and high school continuation opportunities for anyone over the age of16 who is not enrolled in high school in the HCSD. The intent is to encourage the provision ofeducational services that will enable adults to acquire the following:

The basic skills necessary to attain basic and functional literacy. A high school diploma or successfully complete the high school equivalency

examination. An educational foundation that will enable them to become more employable, productive

and self-sufficient citizens.

1. State of Florida High School Diploma

A person may qualify for a State of Florida High School Diploma by passing the 2014 GED®

test. This is issued by the FDOE. The 2014 GED® test includes four required content-area tests:Reasoning through Language Arts, Mathematical Reasoning, Science, and Social Studies. It isa computer-based test. Passing the test may require some preparation.

In order to qualify for a 2014 GED® test, an individual must be at least 18 years of age at thetime of application. An individual who is 16 or 17 years of age may be permitted to take the2014 GED® test if approved by the superintendent with consideration of extraordinarycircumstances. Refer to “State of Florida High School Diploma” subsection in the “High School(9-12)” section of this SPP.

The State of Florida High School Diploma must have equal status with other high schooldiplomas for all state purposes, including admission to any state university or Florida CollegeSystem institution (s. 1003.435(6), F.S.).

2. Courses

The HCSD offers Adult Basic Education Course and the General Educational Development(GED®) course.

a. Adult Basic Education Course

This course is designed to improve educational opportunities for adults who lack the level ofEnglish literacy skills needed for effective citizenship and productive employment. Instruction isbased on the needs of the individual student. This course is offered in a computer lab andstand-up teaching setting in order to accommodate different learning styles. In the computer lab,students can learn reading, language and math skills through various software and computerprograms.

b. General Educational Development Course

The GED® course is offered in a computer lab and stand-up teaching, where students learnmore advanced skills through, e.g., computer software, books and videos. Students are alsogiven various opportunities to practice essay writing, which is a major portion of the 2014 GED®

test. Official 2014 GED® Practice Tests are administered to determine whether students areready for the actual 2014 GED® test.


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3. Assessment

The adult education program provides individuals with the following assessments: Tests of AdultBasic Education (TABE) and the Comprehensive Adult Student Systems (CASAS).

a. Tests of Adult Basic Education

All students who enroll in an Adult Basic Education course or GED® course will need to take theTABE. The TABE is used to evaluate reading, mathematics and language skills. The results willhelp the teacher align instruction to assessment results for each student. The TABE pre-test willdetermine placement and the post-test will measure educational gains.

b. Comprehensive Adult Student Systems

All students who enroll in the English for Speakers of Other Languages course will need to takethe Comprehensive Adult Student Systems (CASAS) Reading and Listening Test. CASAS isused to evaluate reading and listening in a life skills and workplace context. The CASAS pretestwill determine placement and the post-test will measure educational gains.

Additional information is available at the Hendry County Adult School.

s. 1003.435, F.S. s. 1004.94, F.S.s. 1004.93, F.S. HCSD 2450

J. Appendices


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Appendix A: ACCEL Parent Request Form – Elementary School Students

Academically Challenging Curriculum to Enhance Learning (ACCEL)Parent Request Form – Elementary School Students

Please submit this form to the school principal prior to the corresponding deadline noted above.

School Board of Hendry County

ACCEL options are educational options that provide academically challenging curriculum oraccelerated instruction to eligible students (section 1002.3105(1)(a), Florida Statutes). Thestudent’s commitment, desire for the program and developmental level must be considered aswell as meeting the eligibility requirements. Parent permission is necessary for ACCEL options.This form is to be completed by the parent/guardian.

School principals are required to inform parents and students of the available ACCEL optionsand the student eligibility requirements. Any student participating in an ACCEL option, by parentrequest, must do so with a performance contract established by the student, parent andprincipal.

Student Name: _____________________________________ DOB: _________________

Student ID: ______________ School Name: __________________________________

Teacher: ________________________________________ Grade: ________

Parent/Guardian Name: ________________________________________________________

Address: ____________________________________________________________________

Phone: __________________ Parent/Guardian Email: ___________________________

Select the ACCEL Option You Are Requesting: Mid-Year Promotion (Deadline: December 1)

Advance to Grade _____________ Whole-Grade Promotion (Deadline: April 1)

Advance to Grade _____________ Subject-Matter Acceleration (Deadline: October 1)

Course(s)/Subject(s): __________________________________________________ Virtual Instruction in Higher Grade-Level Subject(s)

Course(s)/Subject(s): __________________________________________________ Credit Acceleration Program (CAP) for high school courses with a statewide, standardized

end-of-course assessment. A student must score a Level 3 or higher in order to earn highschool credit. Assessment(s): _________________________________________________

Supporting Documentation Required: Letter from parent

On a separate sheet of paper, give specific examples that you have observed of how yourchild functions at a significantly higher level in the subject area requested for acceleration. Inyour response, describe each of the following:

1. Academic performance2. Ability to apply, analyze and evaluate ideas at an advanced level3. Ability to work independently4. Ability to think creatively5. Motivation to work on advanced material

Transcript/assessment scores or academic history

Parent/Guardian Signature: ________________________________ Date: __________

School Counselor Signature: _______________________________ Date: __________

Principal Signature: ______________________________________ Date: __________

Approved Not Approved


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Appendix B: ACCEL Performance Contract – Elementary School Students

Academically Challenging Curriculum to Enhance Learning (ACCEL)Performance Contract – Elementary School Students

No student may be assigned to a grade level based solely on age or other factors that constitute social promotion(section 1008.25(6), Florida Statutes).


Student Name: ___________________________________ DOB: __________________

Student ID: ______________ School Name: ___________________________________

Teacher: ________________________________________ Grade: ________


Address: ____________________________________________________________________


ACCEL Option Approved by Principal: Mid-Year Promotion (Deadline: December 1)

Advance to Grade ______________________ Whole-Grade Promotion (Deadline: April 1)

Advance to Grade ______________________ Subject-Matter Acceleration (Deadline: October 1)

Course(s)/Subject(s): _________________________________________________ Virtual Instruction in Higher Grade-Level Subject(s)

Course(s)/Subject(s): _________________________________________________ Credit Acceleration Program (CAP) for high school courses with a statewide, standardized


AgreementStudent participation in the selected ACCEL option is contingent upon the student meetingeligibility and procedural requirements, as outlined in the School Board of Hendry CountyStudent Progression Plan. Students are required to participate in all state, federal and localassessments if mid-year or whole-grade promotion occurs. The student will adhere to schooland district policies regarding attendance, behavior and extracurricular activities. If a studentfails to comply with the stipulated requirements at any time after the ACCEL option is in effect,the principal may terminate the student’s participation and will determine the appropriateplacement in lieu of the ACCEL option.

Additional Requirements Established by the Principal (optional):(e.g., objectives, timeline, progress monitoring dates, participation in extracurricular activities, educationaloutings, field trips, interscholastic competitions and other activities related to the ACCEL option selected)________________________________________________________________________________________________________________________________________________________________________

I grant permission for my student to accelerate his/her learning and agree to theconditions stated above:

Parent/Guardian Signature: _______________________________ Date: __________

Principal’s Name (print): __________________________________



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Appendix C: Elementary/Middle School Credit by Examination RequestForm


Elementary/Middle School Credit by Examination Request Form

Student Name: _______________________________ DOB: __________ Grade: ____

Student ID: ______________ School Name: _______________________________________

Examination to be taken for course credit (check all that apply):

Algebra I End-of-Course Assessment Biology End-of-Course Assessment Geometry End-of-Course Assessment U.S. History End-of-Course Assessment Advanced Placement (AP) Examination ___________________________________

An elementary/middle school student’s enrollment in a high school course is contingentupon the student meeting Academically Challenging Curriculum to Enhance Learning(ACCEL) eligibility and procedural requirements, as outlined in the School Board ofHendry County Student Progression Plan. High school courses taken inelementary/middle school:

will appear on the high school transcript, will award high school credit if a final grade of a D or higher is earned, will count in both the unweighted and weighted high school grade-point average (GPA), will count toward the Bright Futures eligibility and Bright Futures GPA (when applicable)

and will count toward college admissions.

I understand and am in agreement with the conditions stated above:

Student Signature: _______________________________________ Date: __________

I grant permission for my student to take the examination(s) checked above and am inagreement with the conditions listed above:


Principal’s Designee (print): ________________________________

Principal’s Designee Signature: _____________________________ Date: __________

File copy in student’s cumulative folder.


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Appendix D: K-3 Reading Deficiency Parent Notification


K-3 Reading Deficiency Parent Notification

Purpose: This document outlines information on the procedures for determining grades K-3reading deficiency and providing intervention to reduce retentions.

KINDERGARTEN

FLKRS (STAR Early Literacy) – first 30 school daysi-Ready Diagnostic – window is usually first 2-4 weeks of school

Teachers are required to notify parents in writing if their child has a deficiency, andprovide parents with ideas and strategies of how to assist them at home. i-Ready has aparent letter that can be printed with ideas to help students. It also shows teachers aprogression path for instruction. STAR Early Literacy has a parent letter withexplanations of how the student is currently performing and how to develop their skillsfurther. Both i-Ready and STAR EL have parent letters in English and Spanish. Theteacher must make sure the explanations are understandable to the parent. Thenotification must include a description of the current services/ interventions that areprovided by the teacher, along with strategies the parent may do at home (read-at-homeplan).

Teachers must start immediate interventions that are intensive, explicit, systematic andmultisensory. If progress is not made within two weeks, teachers must start theMTSS/RTI process right away.

FIRST GRADE

i-Ready Diagnostic - window is usually the first 2-4 weeks of schoolSTAR – given in the first few weeks of school

Teachers are required to notify parents in writing if their child has a deficiency, andprovide parents with ideas and strategies of how to assist them at home. i-Ready has aparent letter that can be printed with ideas to help students. It also shows teachers aprogression path for instruction. STAR has a parent letter with explanations of how thestudent is currently performing. Both i-Ready and STAR have parent letters in Englishand Spanish.

Teachers must start immediate interventions that are intensive, explicit, systematic andmultisensory. If progress is not made within two weeks, teachers must start theMTSS/RTI process right away.

SECOND GRADE

i-Ready Diagnostic - window is usually the first 2-4 weeks of schoolSTAR - given in the first few weeks of school

Teachers are required to notify parents in writing if their child has a deficiency, andprovide parents with ideas and strategies of how to assist them at home. i-Ready has aparent letter that can be printed with ideas to help students. It also shows teachers a


progression path for instruction. STAR has a parent letter with explanations of how thestudent is currently performing. Both i-Ready and STAR have parent letters in Englishand Spanish.

Teachers must start immediate interventions that are intensive, explicit, systematic, andmultisensory. If progress is not made within a few weeks, start the MTSS/RTI processright away.

THIRD GRADE

i-Ready Diagnostic - window is usually the first 2-4 weeks of school

STAR - given in the first few weeks of school

Teachers are required to notify parents in writing if their child has a deficiency andprovide parents with ideas and strategies of how to assist them at home. i-Ready has aparent letter that can be printed with ideas to help students. It also shows teachers aprogression path for instruction. STAR has a parent letter with explanations of how thestudent is currently performing. Both i-Ready and STAR have parent letters in Englishand Spanish.

Teachers should start immediate interventions that are intensive, explicit, systematic,and multisensory. If progress is not made, then start the MTSS/RTI process right away,or if the process has been started in previous grades, continue the process without fail.

If students are at risk of making a level 1 on FSA, then teachers and/or parents mayrequest a portfolio.

If students make a level 1 on the FSA, they may be given a final i-Ready diagnostic thelast week of school. They must make a scale score of 535, which is the 50th percentile(found on Table 6 as provided by i-Ready and FLDOE) in order to be promoted.

Summer Reading Camp will be offered to students who make a level 1 on the FSA anddid not score a 535 on the last i-Ready diagnostic and who cannot be promoted basedon a good cause exemption.o At the end of Summer Reading Camp, the SAT 10 will be given. The student must

score in the 45th percentile and above in order to be promoted on that basis.o If a student’s score on the SAT 10 is close to the 45th percentile, the principal and/or

the parent may request an additional SAT-10 be given before the start of school. 30days must pass before it can be given. Parents should be given strategies to help thestudent at home during the remainder of the summer in order for the student to beprepared for the final SAT 10.

Any third grade student who is not able to be promoted using one of the abovedescribed pathways will receive additional intense interventions for the first six (6) weeksof the following school year. During this period a portfolio will be completed and thestudent will be promoted to 4th grade.


Good cause exemptions are limited to the following:

1. Limited English proficient students who have had less than 2 years of instruction inan English for Speakers of Other Languages program based on the initial date ofentry into a school in the United States.

2. Students with disabilities whose individual education plan indicates that participationin the statewide assessment program is not appropriate, consistent with therequirements of s. 1008.212.

3. Students who demonstrate an acceptable level of performance on an alternativestandardized reading or English Language Arts assessment approved by the StateBoard of Education.

4. A student who demonstrates through a student portfolio that he or she is performingat least at Level 2 on the statewide, standardized English Language Artsassessment.

5. Students with disabilities who take the statewide, standardized English LanguageArts assessment and who have an individual education plan or a Section 504 planthat reflects that the student has received intensive instruction in reading or EnglishLanguage Arts for more than 2 years but still demonstrates a deficiency and waspreviously retained in kindergarten, grade 1, grade 2 or grade 3.

6. Students who have received intensive reading intervention for 2 or more years butstill demonstrate a deficiency in reading and who were previously retained inkindergarten, grade 1, grade 2 or grade 3 for a total of 2 years. A student may notbe retained more than once in grade 3.

All students with a reading deficiency according to i-Ready and/or STAR shouldbe given intensive small group instruction in order to close the gap. If anadditional assessment is necessary, the DRA is available in most schools.


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Appendix E: ACCEL Parent Request Form – Middle School Students

Academically Challenging Curriculum to Enhance Learning (ACCEL)Parent Request Form – Middle School Students

Please submit this form to the school principal prior to the corresponding deadline noted above.


ACCEL options are educational options that provide academically challenging curriculum oraccelerated instruction to eligible students (section 1002.3105(1)(a), Florida Statutes). Thestudent’s commitment, desire for the program and developmental level must be considered aswell as meeting the eligibility requirements. Parent permission is necessary for ACCEL options.This form is to be completed by the parent/guardian.


Student Name: ___________________________________ DOB: __________________

Student ID: ______________ School Name: ___________________________________

Teacher: ________________________________________ Grade: ________


Address: ____________________________________________________________________


Select the ACCEL Option You Are Requesting: Mid-Year Promotion (Deadline: December 1)

Grade 6 to Grade 7 Grade 7 to Grade 8 Grade 8 to Grade 9 (must take grade 9 courses virtually until next school year)

Whole-Grade Promotion (Deadline: April 1) Advance to Grade 7 Advance to Grade 8

Subject-Matter Acceleration (Deadline: October 1)Course(s)/Subject(s): ____________________________________________________

Virtual Instruction in Higher Grade-Level Subject(s)Course(s)/Subject(s): ____________________________________________________

Credit Acceleration Program (CAP) for high school courses with a statewide, standardizedend-of-course assessment. A student must score a Level 3 or higher in order to earn highschool credit. Assessment(s): ________________________________________________

Advanced Placement (AP) examination(s): ______________________________________

Supporting Documentation Required: Letter from parent

On a separate sheet of paper, give specific examples that you have observed of how yourchild functions at a significantly higher level in the subject area requested for acceleration. Inyour response, describe each of the following: academic performance; ability to apply,analyze and evaluate ideas at an advanced level; ability to work independently; ability tothink creatively; and motivation to work on advanced material.

Letter from student Transcript/assessment scores or academic history

Student Signature: ______________________________________ Date: __________



Principal Signature: _______________________________________ Date: __________



116

Appendix F: ACCEL Performance Contract – Middle School Students

Academically Challenging Curriculum to Enhance Learning (ACCEL)Performance Contract – Middle School Students

No student may be assigned to a grade level based solely on age or other factors that constitute socialpromotion (section 1008.25(6), Florida Statutes).


Student Name: ___________________________________ DOB: _________________


Teacher: ________________________________________ Grade: ________


Address: ____________________________________________________________________


ACCEL Option Approved by Principal:Promotion in grades 6-8 will be based on district promotion criteria. Mid-year and full-yearpromotion opportunities will be considered when appropriate. Mid-Year Promotion (Deadline: December 1) Grade 6 to Grade 7 Grade 7 to Grade 8 Grade 8 to Grade 9 (must take grade 9 courses virtually until next school year)

Whole-grade Promotion (Deadline: April 1) Advance to Grade 7 Advance to Grade 8

Subject-Matter Acceleration (Deadline: October 1)Course(s)/Subject(s): ____________________________________________________

Virtual Instruction in Higher Grade-Level Subject(s)Course(s)/Subject(s): ____________________________________________________

Credit Acceleration Program (CAP) for high school courses with a statewide, standardizedend-of-course assessment. A student must score a Level 3 or higher in order to earn highschool credit. Assessment(s): ________________________________________________

Advanced Placement (AP) examination(s): ______________________________________

AgreementStudent participation in the selected ACCEL option is contingent upon the student meetingeligibility and procedural requirements, as outlined in the School Board of Hendry CountyStudent Progression Plan. Students are required to participate in all state, federal and localassessments if mid-year or whole-grade promotion occurs. The student will adhere to schooland district policies regarding attendance, behavior and extracurricular activities. If a studentfails to comply with the stipulated requirements at any time after the ACCEL option is in effect,the principal may terminate the student’s participation and will determine the appropriateplacement in lieu of the ACCEL option.

Additional Requirements Established by the Principal (optional):(e.g., objectives, timeline, progress monitoring dates, participation in extracurricular activities, educationaloutings, field trips, interscholastic competitions and other activities related to the ACCEL option selected)________________________________________________________________________________________________________________________________________________________________________

I am in agreement with accelerating my learning and with the conditions stated above:

Student Signature: _____________________________________ Date: __________

I grant permission for my student to accelerate his/her learning and agree to theconditions stated above:


Principal’s Name (print): __________________________________



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Appendix G: High School Course Advisement Form


High School Course Advisement Form

Student Name: ___________________________________ DOB: _________________

Student ID: ______________School Name: ________________________________________

Teacher: ________________________________________ Grade: ________


Address: ____________________________________________________________________


High School Course(s) Requested for Approval:

____________________________________________________________________________

____________________________________________________________________________

A middle school student’s enrollment in a high school course is contingent upon the studentmeeting eligibility and procedural requirements, as outlined in the School Board of HendryCounty Student Progression Plan. High school courses taken in middle school:





I grant permission for my student to enroll in a high school course:






120

Appendix H: ACCEL Parent Request Form – High School Students

Academically Challenging Curriculum to Enhance Learning (ACCEL)Parent Request Form – High School Students

Please submit this form to the high school counselor.


ACCEL options are educational options that provide academically challenging curriculum oraccelerated instruction to eligible students (section 1002.3105(1)(a), Florida Statutes). Thestudent’s commitment, desire for the program and achievement level must be considered aswell as meeting the applicable requirements. Parent permission is necessary for ACCELoptions.


Student Name: ___________________________________ DOB: _________________


Teacher: ________________________________________ Grade: ________


Address: ____________________________________________________________________


Select the ACCEL Option You Are Requesting: Honors Program

___ Honors Courses Program of Study 9-12___ Advanced Placement Program of Study 9-12

Early Graduation (24-Credit Program) 18-Credit, ACCEL Option Credit Acceleration Program (CAP) for high school courses with a statewide, standardized


Advanced Placement (AP) examination(s): ______________________________________ College Level Examination Program (CLEP) examination(s): ________________________ Dual Enrollment Course(s) _____________________________________________________________ Collegiate Academy Early Admission

Career and Professional Education (CAPE) Academy _____________________________ Industry Certification Examination(s) ________________________________________

Supporting Documentation Required: Letter from student (describe reasons for requesting the option(s) checked above) Transcript/assessment scores or academic history

Student Signature: ______________________________________ Date: __________






122

Appendix I: ACCEL Performance Contract – High School Students

Academically Challenging Curriculum to Enhance Learning (ACCEL)Performance Contract – High School Students

No student may be assigned to a grade level based solely on age or other factors that constitute socialpromotion (section 1008.25(6), Florida Statutes).


Student Name: ___________________________________ DOB: _________________

Student ID: ______________ School Name: _____________________________________

Teacher: ________________________________________ Grade: ________


Address: ____________________________________________________________________


ACCEL Option Approved by Principal:Promotion in grades 9-12 will be based on district promotion criteria.

Honors Program___ Honors Courses Program of Study___ Advanced Placement Program of Study

Early Graduation (24-Credit Program) 18-Credit, ACCEL Option Credit Acceleration Program (CAP) for high school courses with a statewide, standardized end-

of-course assessment. A student must score a Level 3 or higher in order to earn high schoolcredit. Assessment(s): _________________________________________________

Advanced Placement (AP) examination(s): ______________________________________ College Level Examination Program (CLEP) examination(s): ________________________ Dual Enrollment Course(s) _____________________________________________________________ Collegiate Academy Early Admission

Career and Professional Education (CAPE) Academy _____________________________ Industry Certification Examination(s) ________________________________________

AgreementStudent participation in the selected ACCEL option is contingent upon the student meeting eligibilityand procedural requirements, as outlined in the School Board of Hendry County StudentProgression Plan. Students are required to participate in all state, federal and local assessmentsThe student will adhere to school and district policies regarding attendance, behavior andextracurricular activities. If a student fails to comply with the stipulated requirements at any time afterthe ACCEL option is in effect, the principal may terminate the student’s participation and willdetermine the appropriate placement in lieu of the ACCEL option.

Additional Requirements Established by the Principal (optional):(e.g., objectives, timeline, progress monitoring dates, participation in extracurricular activities,educational outings, field trips, interscholastic competitions and other activities related to the ACCELoption selected)

I am in agreement with accelerating my learning and with the conditions stated above:


I grant permission for my student to accelerate his/her learning and agree to the conditionsstated above:


Principal’s Name (print): ___________________________________

Principal Signature: _______________________________________ Date: __________


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Appendix J: High School Credit by Examination Request Form


High School Credit by Examination Request Form

Student Name: _______________________________ DOB: __________ Grade: ____

Student ID: ______________ School Name: _______________________________________

Examination to be taken for course credit (check all that apply):

Algebra I End-of-Course Assessment Biology End-of-Course Assessment Geometry End-of-Course Assessment U.S. History End-of-Course Assessment Advanced Placement (AP) Examination ____________________________________ College Level Examination Program (CLEP) Examination ______________________

A high school student’s enrollment in a high school course is contingent upon thestudent meeting Academically Challenging Curriculum to Enhance Learning (ACCEL)eligibility and procedural requirements, as outlined in the School Board of HendryCounty Student Progression Plan. High school courses taken in middle school:





I grant permission for my student to take the examination(s) checked above and am inagreement with the conditions listed above:





THE HENDRY COUNTY SCHOOL DISTRICT

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