Meeting to Provide Parents with Information about Course Curriculum and

Activities

2012-2013

Curriculum Areas◦ Transition from NGSSS to Common Core◦ Promotion/Graduation requirements at all levels

Standard Assessments that are taken at all grade levels

Instruction◦ Acceleration◦ Interventions

Activities

Meeting Format

Rigorous, research-based standards for mathematics, and English- language arts and literacy in history/social studies, science, and technical subjects for grades K-12

Designed to prepare the nation’s students with the knowledge and skills needed for success in college and/or career opportunities regardless of their zip code

Internationally benchmarked to ensure that students will be globally competitive

A clear and consistent educational framework A collaborative effort that builds on the best of

current state standards

What are Common Core StateStandards?

“A” Rated Districts: 2006 - 2012

Elementary

Third Grade Promotion Beginning with the 2002-2003 school year, if

the student’s reading deficiency is not remedied by the end of grade 3, as demonstrated by scoring at Level 2 or higher on the statewide assessment test in reading for grade 3, the student must be retained. FS.1008.25(5)(b )

The district may only exempt third grade students from mandatory retention for good cause. Good cause exemptions shall be limited to the following: FS.1008.25(6)

Elementary

1. Limited English proficient students who have had less than 2 years of instruction in an English for Speakers of Other Languages program.

2. Students with disabilities, whose individual education plan (IEP) indicates that participation in the FCAT 2.0 is not appropriate (because the student is working toward mastery of the NGSSS Access Points for students with significant cognitive disabilities) will be assessed through Florida Alternate Assessment (FAA).3. Students who demonstrate an acceptable level of performance on an alternative standardized reading assessment

Grade 3 Exemptions

4. Students who demonstrate, through a student portfolio, that the student is reading on grade level as evidenced by demonstration of mastery of the Florida NGSSS in reading.5. Students with disabilities who participate in the FCAT 2.0, with an Individual Education Plan (IEP) or a 504 Plan that reflects that the student has received intensive remediation in reading for more than 2 years but still demonstrates a deficiency in reading and who was previously retained in Kindergarten, grade 1, grade 2, or grade 3.

Grade 3 Exemptions

6. Students who have received intensive remediation in reading for 2 or more years but still demonstrate a deficiency in reading and who were previously retained in kindergarten, grade 1, grade 2, or grade 3 for a total of 2 years. Intensive reading instruction for students so promoted must include an altered instructional day based upon a progress monitoring plan that includes specialized diagnostic information and specific reading strategies for each student.

Grade 3 Exemptions

Tier I: (Core Instruction) For all students. The general education teacher provides multiple grouping formats to meet student needs using the core curriculum. 

Tier II: (Supplemental Instruction) For students identified with specific academic and behavioral difficulties and who have not responded to Tier I efforts. Time and frequency of small group instruction for students with similar areas of deficiency are increased. Students are progress monitored more frequently on the targeted skill to ensure adequate progress and learning.

Tier III: (Following Problem Solving Team Review) For students identified with specific academic and behavioral difficulties and who have not responded to Tier I or Tier II efforts. Sustained, intensive scientifically research-based interventions are provided. Progress monitoring is administered at a more frequent rate than for Tier II to ensure adequate progress and learning.

Problem Solving/Response to Intervention (RtI) Process

Acceleration is an educational intervention that moves students through an educational program at a faster than usual rate or with older than typical aged peers. Acceleration is not to be confused with enrichment. Enrichment refers to the presentation of curriculum content with more depth, breadth, complexity or abstractness than the general curriculum.

Any student may be recommended to the Problem Solving Team by a teacher, administrator, guidance counselor, school psychologist, or a parent or legal guardian for consideration for accelerated placement.

Elementary Acceleration

Middle

Three middle school or higher courses in English. These courses shall emphasize literature, composition, and technical text.

Three middle school or higher courses in mathematics. Each middle school must offer at least one high school level mathematics course for which students may earn high school credit.

Three middle school or higher courses in science.

Middle School Promotion Requirements

Three middle school or higher courses in social studies, one year (7th grade) of which must include the study of state and federal government and civics education. Beginning with students entering grade 6 in the 2012-2013 school year, they must take a Civics End-of-Course (EOC) exam and will count 30% of their grade. Students entering 6th grade in 2013-2014 and thereafter must take and pass the EOC exam in order to be promoted to high school.

One course in career and education planning to be completed in 6th, 7th, or 8th grade.

Courses Continued

For each year in which a student scores at Level l on FCAT Reading, the student must be enrolled in and complete an intensive reading course the following year. Placement of Level 2 readers in either an intensive reading course or a content area course in which reading strategies are delivered shall be determined by diagnosis of reading needs.

For each year in which a student scores at Level 1 or Level 2 on FCAT Mathematics, the student must receive remediation the following year, which may be integrated into the student’s required mathematics course.

Middle School Required Remediation

Advanced courses◦Advanced Mathematics Course for grades 6, 7, & 8 as well as High School Algebra I & Geometry Honors

◦Advanced Science Course for grades 6, 7, & 8

◦2013-2014 Advanced English (Language Arts) Course for grades 6, 7, & 8

Middle School Acceleration

Letter Grade Percent Quality Point Value

Description

Grade A 90 -100 % 4 Outstanding progress

Grade B 80-89% 3 Above-average progress

Grade C 70-79% 2 Average progress

Grade D 60-69% 1 Below average progress

Grade F 0-59% 0 Failed

Grade I Incomplete

Grading

Weighted courses such as AP, IB, Honors, Level 3, etc. will effect the calculation of overall grade point average.

High

◦ Cumulative GPA or 2.0 or higher on a 4.o scale◦ Passing Score on FCAT reading and Algebra I

EOC, Geometry EOC and Biology I EOC (all required)

◦ 24 credits to include: 4 credits in English 4 credits in Math to include:

Algebra 1 (or equivalent) (Must pass Alg 1 EOC for course credit)

Geometry (Must pass Geometry EOC for course credit)

Algebra 2

High School Graduation Requirements for Students entering Ninth Grade in 2013-2014

◦ 3 credits in Science to include: Biology 1 (Must pass Biology 1 EOC for

credit) Chemistry or Physics Equally Rigorous Science Course

◦ 4 credits in Social Studies to include: World Geography World History US History (EOC will count as 30% of

course grade) Economics (1/2 credit) American Government (1/2 credit)

High School Graduation Requirements for Students entering Ninth Grade in

2013-2014 and thereafter.

◦ 1 credit in Fine or Performing Arts, Speech and Debate, or Practical Arts (eligible courses specified in Course Code Directory)

◦ 1 credit in physical education to include: Personal Fitness (1/2 credit) Physical Activity Course (1/2 credit)

◦ .5 credit in Life Management Skills◦ 6.5 credit electives

NOTE: At least one course within the 24 credits required in this subsection must be completed through online learning.◦ Note: World Language is NOT a graduation

requirement HOWEVER it is a requirement for State University System Admission ( 2 years of SAME language)

Option 1 Requirements■ The student must earn the minimum number of course credits determined by the local school board.■ The student must show mastery of the Next Generation Sunshine State Standards/Common Core Standards for Special Diploma.

 

Option 2 Requirements■ The student must be successfully employed for at least one semester, at or above minimum wage.■ The student must achieve all annual goals and short-term objectives related to employment and community competencies in the graduation training plan.■ The student must show mastery of competencies in his or her employment and community competencies training plan.

  

High School Special Diploma Graduation Requirements for Students with Disabilities

For each year in which a student scores at Level 1 on FCAT Reading, the student must be enrolled in and complete an intensive reading course the following year. Placement of Level 2 readers in either an intensive reading course or a content area course in which reading strategies are delivered shall be determined by diagnosis of reading needs.

For each year in which a student scores at Level 1 or Level 2 on Mathematics End of Course (EOC) assessments, the student must receive remediation the following year.

High School Required Remediation

Advanced courses◦ Honors Courses◦ Advanced Placement (AP)*◦ International Baccalaureate Diploma

Program (IB) (Complete Program of Specialized courses)*

◦ Dual Enrollment*◦ Advanced courses within High School

Academies◦ Industry Certification*

* May receive college credit

High School Acceleration

Assessment

ELEMENTARYDATE ASSESSMENT

GRADE LEVEL

K 1 2 3 4 5

July 10 Alternative Assessment for Grade 3 Promotion (AAGTP)(Retained only)       X    

August 8 - October 4 Florida Kindergarten Readiness Screener (FLKRS)/Early Childhood Observation System (ECHOS)* X          

August 15 - October 4 Florida Assessment for Instruction in Reading (FAIR)** Assessment Period 1 X X X X X X

November 13- January 22 Florida Assessment for Instruction in Reading (FAIR)** Assessment Period 2 X X X X X X

December 4 - 5 Florida Comprehensive Assessment Test: FCAT Writing Prompt Field Test (selected schools)         X  

February 25 - April 5 Comprehensive English Language Learning Assessment (CELLA)(ELL only)**** X X X X X X

February 26 - 27 Florida Comprehensive Assessment Writing Test (FCAT 2.0 Writing)         X  

March 11 - April 15 Florida Alternate Assessment (FAA)***       X X X

March 14 - May 9 Florida Assessment for Instruction in Reading (FAIR)** Assessment Period 3 X X X X X X

April 15 - 26 Florida Comprehensive Assessment Test (FCAT/FCAT 2.0) - Reading, Math & Science*****       X X X

Flexible scheduling is provided for this assessment. Allotted time cannot be determined, may require multiple teacher observations, or test is untimed.** Time is estimated. Some tests may be dictated or partially dictated or test tasks vary depending on student ability. In grades 4 & 5, only

includes students in FCAT Reading Levels 1 and 2*** Only includes ESE students exempted from standardized testing at these grade levels.

**** Only includes eligible grades 3-12 ELL students for ESOL placement testing and/or selected grades K-12 students for Gifted eligibility testing.

***** Computer-based format only for 5th grade math, with paper-based accommodations.

MiddleDATE ASSESSMENT

GRADE LEVEL

6 7 8July 23 - 27 Florida End-of-Course (EOC) Assessment: Algebra I (Enrolled)****   X XAugust 15 - October 4 Florida Assessment for Instruction in Reading (FAIR) Assessment Period 1* X X XNovember 13 - January 22 Florida Assessment for Instruction in Reading (FAIR) Assessment Period 2* X X XNovember 28 - December 19 Florida End-of-Course (EOC) Assessment: Algebra I, Geometry (Enrolled)****   X X

February 6National Assessment of Educational Progress (NAEP) (IMS only-Reading/Math selected students)     X

February 25 - April 5 Comprehensive English Language Learning Assessment (CELLA)(ELL only)*** X X XFebruary 26 - 27 Florida Comprehensive Assessment Writing Test (FCAT 2.0 Writing)     XMarch 11 - April 15 Florida Alternate Assessment (FAA)** X X XMarch 14 - May 9 Florida Assessment for Instruction in Reading (FAIR) Assessment Period 3* X X XApril 15 - 26 Florida Comprehensive Assessment Test (FCAT/FCAT 2.0) - Reading, Math & Science**** X X XApril 29 - May 23 Florida End-of-Course (EOC) Assessment: Civics Field Test (Enrolled)****   X  May 6 - 23 Florida End-of-Course (EOC) Assessments: Algebra I, Geometry (Enrolled)****   X X

Time is estimated. Some tests may be dictated or partially dictated or test tasks vary depending on student ability. Only includes students in FCAT Reading Levels 1 and 2.

** Only includes ESE students exempted from standardized testing at these grade levels.

*** Only includes eligible grades 3-12 ELL students for ESOL placement testing and/or selected grades K-12 students for Gifted eligibility testing.

**** Computer-based format only, with paper-based accommodations (6th grade FCAT 2.0 Reading and all EOC assessments).

HighDATE ASSESSMENT GRADE LEVEL

9 10 11 12TBD Florida's Post-Secondary Education Readiness Test (PERT)     X X August 15 - October 4 Florida Assessment for Instruction in Reading (FAIR) Assessment Period 1* X X X X October 8 – 19 Florida Comprehensive Assessment Test (FCAT/FCAT 2.0 Retakes)****     X X October 17 College Board Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT)   X     November 13 - January 22 Florida Assessment for Instruction in Reading (FAIR) Assessment Period 2* X X X X November 28 -December 19 Florida End-of-Course (EOC) Assessment: Biology I, Algebra I, Geometry (Enrolled)**** X X X   December 4 – 5 Florida Comprehensive Assessment Test: FCAT Writing Prompt Field Test (selected schools)   X     February 11 National Assessment of Educational Progress (NAEP)(LHS only - Reading & Math)(selected students)       X February 25 - April 5 Comprehensive English Language Learning Assessment (CELLA)(ELL only)*** X X X X February 26 – 27 Florida Comprehensive Assessment Writing Test (FCAT 2.0 Writing)   X     March 11 - April 15 Florida Alternate Assessment (FAA)** X X     March 14 - May 9 Florida Assessment for Instruction in Reading (FAIR) Assessment Period 3* X X X X April 8 – 19 Florida Comprehensive Assessment Test (FCAT/FCAT 2.0 Retakes)****     X X April 15 – 19 Florida Comprehensive Assessment Test (FCAT 2.0) - Reading****   X     April 22 – 26 Florida Comprehensive Assessment Test (FCAT 2.0) - Reading**** X       April 22 - May 3 Florida End-of-Course (EOC) Assessment: U.S. History (Enrolled)**** X* X* X* X* April 29 - May 10 Florida End-of-Course (EOC) Assessment: Biology I (Enrolled)**** X X*     May 2 – 22 International Baccalaureate (IB)(Enrolled Students)     X X May 6 – 17 Florida End-of Course (EOC) Assessment: Algebra I (Enrolled)**** X X X*   May 6 – 17 Advanced Placement Examinations (AP)(Enrolled registered only)  X X  X X May 13 - 23 Florida End-of-Course (EOC) Assessment: Geometry (Enrolled)**** X X*    Summer TBD, 2013 Florida End-of-Course (EOC) Assessment: Algebra I, Geometry, Biology, US History X X X X

* Time is estimated. Some tests may be dictated or partially dictated or test tasks vary depending on student ability. Only includes students in FCAT Reading Levels 1 & 2.** Only includes ESE students exempted from standardized testing at these grade levels.*** Only includes eligible grades 3-12 ELL students for ESOL placement testing and/or selected grades K-12 students for Gifted eligibility testing.**** Computer-based format only, with paper-based accommodationsX* Only counts for 30% of their grade.

School Activities