SCHOOL BOARD MEETING AGENDA PACKET - … · handbook and assist us in making Hendry County the...

SCHOOL BOARD MEETINGAGENDA PACKET

FOR

June 23, 2015

THE SCHOOL BOARD OF HENDRY COUNTY,FLORIDA

Dwayne E. Brown, Chairman District 1Sally Berg, Vice Chairman District 2John Benkert District 3Stephanie Busin District 4Jon Basquin District 5

Paul K. Puletti, Superintendent

The mission of the Hendry County School District is to provide all students the opportunity to achieve at highacademic levels, equipping them to successfully pursue college or career goals.

Hendry County School BoardRegular Meeting

Tuesday, June 23, 20155:30 p.m.

Hendry Co. Courthouse, 2nd Fl., 25 E. Hickpochee, LaBelle, FL

AGENDA ITEMS

1. CALL TO ORDER

2. INVOCATION AND PLEDGE

3. RECOGNITION – LaBelle Area Retirees

4. CITIZEN COMMENT ON AGENDA ITEMS

5. ITEMS FOR ACTION

a. Plans –1) 2015-16 Code of Student Conduct2) 2015-16 Student Progression Plan3) Exceptional Student Education Policies & Procedures (SP&P) 2014-2015 through 2016-2017

b. Personnel – Recommendations

6. CONSENT AGENDA

a. Minutes – 6/9/15

b. Correspondence & Reports –

1) Donations2) Educational Trip Requests

c. Financial Affairs –1) Approval of Purchases2) Bills (6/23/15)3) Deletion of Property Record Items from Inventory4) Internal Account Purchase Requests5) First Bank Line of Credit Resolution6) Permission to pay the bills on 6/30/15

7. CAPITAL OUTLAY PROJECTS – Update

8. BOARD MEMBER BUSINESS

9. ADJOURNMENT

N O T I C E1. Any person who desires to appeal any decision made by the School Board with respect to any matter considered at the above-noticed meeting will need a record of the proceedings, and for

such purposes may need to ensure that a verbatim record of the proceedings is made, such record includes the testimony and evidence upon which an appeal may be based.

2. This is a formal notification to the public, that written information associated with the meeting is available in alternate formats upon request, i.e., large print, Braille, etc., and auxiliary aids areavailable upon request, i.e., assistive learning device systems, sign language interpreters, etc. All services are available upon a 72 hour advanced notice. Please contact county personnel at863/902-4244.

RECOGNITION – LaBelle Area Retirees

Paul Burton, LES Teacher – 26 years

Tina Hernandez, LES Teacher – 25 years

Linda Ruble, LMS Paraprofessional – 30 years

HENDRYCOUNTY

2014-152015-16CODE OF STUDENT

CONDUCTThe School Board of Hendry County, Florida prohibits any policy or procedure, which results in discrimination on thebasis of race, sex, national origin, marital status, disability, age, or religion. Individuals who wish to file a discriminationand/or harassment complaint, or individuals with disabilities requesting accommodations under the Americans WithDisabilities Act (ADA) may call the equity officer at (863) 674-4550.

To Parents, Students and Citizens of Hendry County:

This Code of Student Conduct approved by your Hendry County School Board ispresented as a means to clarify and outline expected student behavior.

My wish is that each of you will become familiar with the various aspects of thehandbook and assist us in making Hendry County the finest school system inFlorida.

Please be advised that there may be supplemental rules and variances toaccommodate the uniqueness of an individual school. Supplemental rules, eventhough they are over and above those specified in this Hendry County code, doagree totally with the concepts and policies that are in the Hendry County Code ofStudent Conduct.

Paul K. PulettiSuperintendent of Schools

CODE OF STUDENT CONDUCT

THE SCHOOL BOARD OF

HENDRY COUNTY

Patrick B. LangfordDwayne E. Brown, ChairmanJohn PerrySally Berg, Vice Chairman

Jon BasquinSally BergJohn Benkert

Dwayne E. BrownStephanie Busin

Paul K. Puletti, Superintendent

Dear Parent or Guardian:

The Hendry County Code of Student Conduct and Agreement for Acceptable Use was developed by acommittee of students, parents, teachers and administrators.

The code clearly identifies most of the student behavior problems prevalent in school, school activities,school transportation and policies for acceptable use of electronic resources and communication. It alsooutlines what the penalty is for misconduct and inappropriate behavior.

It is our intention that you read the code not from a negative point of view but rather with the attitude thatparents and students deserve to know the rules and then act accordingly.

Any student, parent or guardian alleging unfair and/or discriminatory treatment may file a written complaintwith the school and District. Complaint forms are available at every school, the Main District office, Sub-District office or may download the form from the District’s web-site. These complaints will be filed and willbe available for review for a minimum of five years.

Students are also expected to adhere to the policies and procedures outlined in the School Board of HendryCounty Information Technology Policies and Procedures Manual. A copy of this manual can bedownloaded from the Hendry County Schools website, Hendry-Schools.org, or obtained from the school.

After reading the code, please sign and return this form to the school within five days.

Name of Student_______________________________ Grade ____________

Parent/Guardian________________________________ Date _____________

Teacher ________________________________

Estimados padres o custodios:

El Codigo de las Reglas de Conducta y Acuerdos Aceptables para los estudiantes del condado de Hendryfue desarrollado por un grupo de padres, estudiantes, maestros y directores. Esta guia de reglas identificavarios problemas de comportamiento cometidos por los estudiantes durante la escuela, las actividadesescolares especiales y en los autobuses. Tambien sirve para informarles acerca de las consecuencias demala conducta y las polizas aceptables para el uso de recursos electronicos y medios de comuntcacion.

Esperamos que ustedes lean esta guia con una actitud positiva para que ustedes y sus hijos conozcan losreglamentos disciplinarios y procedan al respecto.

Despues de haber leido este codigo de conducta, por favor firmelo y devuelvalo al colegio de su hijo/hijadentro de cinco dias.

Para adquirir una copia del codigo de conducta en espanol comuniquense con la escuela de su hijo(a).

RELEASE OF DIRECTORY INFORMATIONThe School Board of Hendry County, Florida

The School Board of Hendry County, Florida may release the following “directory information” without yourpermission unless you notify the principal in writing by August 31, 2015. Upon request, military recruiterswill be provided with your child’s name, address, and telephone listing unless you advise your child’s schoolnot to release their information to any military recruiter.

Directory Information is defined as: student’s name; address; telephone number; current or most recentschool attended; date of birth; weight and height of members of athletic teams; honors and awardsreceived; participation in officially recognized activities and sports; and grade level.

In addition, your child’s photograph or a video of your child or displays of their work may be released to themedia to publish your child’s accomplishments, achievements or participation in school events. In addition,your child’s picture may be displayed in District-sponsored publications.

Under the provisions of the Family Educational Rights and Privacy Act, you have the right to withhold therelease of the directory information listed above. If you decide you do not want the school to release theinformation listed above, please indicate here your request to withhold the items listed above. You mayrequest that directory information not be released except for having your child’s name and photographyappear in the school yearbook.

I do not want my child’s directory information released, including but not limited to any militaryrecruiter.

I do not want my child’s directory information released to the public for media articles about studentsand schools, television stories about students and schools.

I do not want my child’s directory information released except for the following purposes:o school yearbook (Local)o school website (Local/District)o school newsletter and newspapers (Local/District)o school newscasts (Local)o newspaper articles about students and schools (Local/District)o television stories about students and schools (Local/District)

Parent Name: ________________________________ Parent Signature: ________________________

Student Name: _______________________________

School Name: _______________________________ Grade: _______ Date: ____________

If this form is not received by the school principal by August 31, 2015, it will be assumed that the aboveinformation may be released. Please note that, notwithstanding the completion and submission of thisdocument directory information may be released to local, state, and federal law enforcement agencies tothe extent disclosure is permissible by the Family Educational Rights and Privacy Act.

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TABLE OF CONTENTS

INTRODUCTION

CHAPTER 1

What Is The Code Of Student Conduct And Why Do We Need It? 1

What Does The Code Describe As A Good School Environment? 1

What Roles Do The Home, Student, And School Have In Establishing This Environment? 2

What Type of Informal Disciplinary Actions Are Recognized In The Code? 2

What Type of Formal Disciplinary Actions Are Recognized In The Code? 3

What Safeguards Protect The Rights Of Students and Parents? 4

Agreement for Acceptable Use 5

Discipline Procedures For Handicapped Students 7

CHAPTER 2

Appeal Process for School Board Decisions 10

What Types of Violations Disrupt The Educational Process? 10

Reporting of Crimes And/or Disruptive Behavior 16

Off-Camus Felony Offenses 17

Individuals with Disabilities in Education Act (IDEA); Students with a 504 Plan 18

Behavior On The Bus 18

School Bus TV Monitoring System 18

Dispensing of Medication 19

Summary of Related Board Rules 19

Glossary 20

CHAPTER 3

Child Abuse 22

Student Rights & Responsibilities 22

Curriculum 23

Consultation 23

Student Records 24

Attendance 26

Grades 26

Free Speech/Expression 27

Student Government 27

Search and Seizure 28

Sexual Harassment 28

Teen Dating Violence and Abuse 29

Grievance 30

Marriage, Pregnancy & Parenthood 30

School Dress 30

TABLE OF CONTENTS CONTINUED

Chapter 4

Records 32

What Are The Rights Of A Parent? 32

What Information is Released Without Parent Permission? 33-

Parents Right to Know 33

Health Related Services 34

Student Code of Conduct Committee Members 35

Drug and Alcohol Counseling 35

Comprehensive Health Education 36

Notification Requirements for Students’s Who Are Removed from School, School Transportation, or School-Sponsored Activity and Taken to a Facility for an Involuntary Examination Under the Baker Act 36

Keys to Your Character 37

Non-Discrimination Statement 38

INTRODUCTION

The Hendry County School Board has adopted the following:

Mission

The mission of the Hendry County School District, located in the agricultural heartland of South Florida, is toprovide quality educational opportunities for children, our most valuable resource, in a diverse, caring, and safeenvironment, where students maximize their academic growth and achievement.is to provide all students theopportunity to achieve at high academic levels, equipping them to successfully pursue college or career goals.

Vision

Hendry County School District will perform at a level that consistently places the District in the top of the state,leaving no student behind, and moving all students toward excellence.The vision of the Hendry County SchoolDistrict is to create a district where students want to learn, parents want to send their children, teachers want toteach, and employees want to work by a commitment to:

Academic Achievement – Student academic engagement at the highest level reflecting college and careerreadiness.

Instructional Effectiveness – Teachers and leadership creating a climate of rigor, relevance, and high expectationsbased on state and national standards.

Collaboration – Working with parents and community stakeholders to create a working partnership for academicexcellence and student success.

Culture – Cultural diversity respected by all and individual strengths are maximized in a safe and secureenvironment.

Belief Statements

* Children come first in decision making.* All children can learn.* High expectations for all lead to success.* A safe and caring learning environment is essential.* Everyone deserves respect and is important to the educational process.* Open and honest communication is essential.* Improvement must be continuous and change must reflect best practice.* Education should promote responsible citizenship and ethical behavior.* Our schools are a valued investment.

Guiding Principles

* The needs of our students come first.* Decisions must reflect our belief and mission statements.* All individuals must be treated with respect.* All communication must be direct and honest.* We expect professional standards to guide our actions, and we will always adhere to our code of ethics.* Decisions must reflect effective resource management, sound fiscal practices, and include a cost benefit

analysis.

In addition the district will provide a school environment that protects the students’ health, safety, and civil rights; that isdrug and threat free; and presents a friendly, caring atmosphere conducive to learning and growing.

The purpose of this document is to assist students, parents, teachers, and school administrators in the maintenance ofan environment which will enhance the achievement of this objective. To be fully effective, the Code of StudentConduct will be communicated annually with updated polices and standards by distributing to all students, parents, andstaff at the beginning of the school year; and by addresses addressing not only the role of the parents, the students,and the school but specified areas relative to the following:

1. the grounds for disciplinary action;

2. the procedures to be followed for acts requiring discipline, including corporal punishment;

3. the responsibilities and rights of students.

You are encouraged to read and develop a thorough understanding of the details presented in this publication.

-CHAPTER 1-

WHAT IS THE CODE OFSTUDENT CONDUCT AND WHY

DO WE NEED IT?

Students need an environment that is positive for learning and considers the safety, health, and well-being of allstudents, parents, and staff. To help provide and maintain that environment, the Code of Student Conduct:

-Describes that positive environment.

-Specifies conduct which is disruptive of such an environment.

-Standardizes those procedures which the school will use in responding to conduct problems.

-Assures equally the rights of students in disciplinary situations.

-Specifies the student’s rights and responsibilities.

As students progress through our public schools, it is reasonable to assume that an increase in age and maturitycarries with it a greater responsibility for one’s actions. Differences in age and maturity are recognized in determiningthe type of disciplinary action to be taken. However, the procedures outlined in the Code apply to all students ingrades K-12.

The Code is in force during regular school hours as well as at such times, places, and other activities whereappropriate school administrators have jurisdiction over students, including, but not limited to, school-sponsoredevents, field trips, and athletic functions.

With respect to student conduct while being transported on school buses, it should be understood that students aresubject to denial of the privilege of riding a school bus for violation of appropriate standards, even if they are nototherwise denied educational participation. Transportation privileges may be restored by the principal, following aconference with the parent and student when, there is a good reason to believe the conduct in question will not recur.

WHAT DOES THE CODEDESCRIBE AS A GOOD SCHOOL ENVIRONMENT?

Good order and discipline are best thought of as being positive, not negative; of helping a student to adjust, rather thanto punish; and of turning unacceptable conduct into acceptable conduct. Order and discipline may be described as theabsence of distractions, frictions, and disturbances which interfere with the effective functioning, including the safetyand health, of the student, the class, and the school. It is also the presence of a friendly yet businesslike atmospherein which students and school personnel work cooperatively toward mutually recognized and accepted goals.

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WHAT ROLES DO THE HOME, STUDENT, ANDSCHOOL HAVE IN ESTABLISHING THIS

ENVIRONMENT?

The Code recognizes the need for cooperative relationships between student, parent, and educator. This relationshipis exemplified as follows:

PARENTS/GUARDIANS WHO- keep in regular communication with the school concerning their child’s conduct and progress;- insure that their child is in daily attendance and report and explain an absence to the school;- provide their child with the resources needed to complete classwork;- assist their child in being well-groomed, neat, and clean;- bring to the attention of school authorities any problem or condition which affects their child or other children- of the school community;- discuss report cards and work assignments with their child.

STUDENTS WHO- attend all classes daily and are on time;- are prepared to come to class with appropriate working materials and are respectful to all individuals and

property;- refrain from profane or inflammatory statements or obscene gestures;- conduct themselves in a safe and responsible manner;- are well-groomed, clean, and neat;- abide by the rules and regulations set forth by the school and individual classroom teachers;- seek changes in an orderly and recognized manner.

SCHOOLS THAT- encourage the use of good guidance procedures;- maintain an atmosphere conducive to good behavior;- exhibit an attitude of respect for students;- plan a flexible curriculum to meet the needs of all students and promote effective training or discipline based

upon fair and impartial treatment of all students;- develop a good working relationship among staff and with students;- endeavor to involve the entire community in order to improve the quality of life therein.

WHAT TYPE OF INFORMAL DISCIPLINARYACTIONS ARE RECOGNIZED IN THE CODE?

A major consideration in the application of the code is that the most appropriate disciplinary action taken by schoolofficials is the least extreme measure that can resolve the discipline problem. Teachers and administrators strive touse a variety of informal disciplinary/guidance steps prior to formal disciplinary action. Some of these methods includethe following:

- Teacher-student conference.- Teacher-parent conference or contact.- Counselor-student conference.- Counselor-parent conference or contact.- Administrator-student conference.- Administrator-student-teacher conference.- Administrator-parent conference or contact.- Administrator-student-parent conference.- Student-program adjustment.

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WHAT TYPE OF FORMALDISCIPLINARY ACTIONS ARERECOGNIZED IN THE CODE?

The Code of Student Conduct recognizes five additional strategies which may be used as an alternative to suspendinga student or as a follow-up to suspension or temporary removal from class.

DETENTION HALL - A school may elect to provide a Detention Hall as an alternative to suspension for certainconduct. Each school specifies those types of conduct for which Detention Hall may be assigned for any one conductproblem. It should be emphasized that due to problems of transportation and supervision, Detention Halls may not beoffered in all schools. Detention Hall may include any program outside the normal student/school day and may includebut is not limited to after-school or Saturday-school.

BEHAVIORAL PROBATION - Any student involved in a violation of the Code of Student Conduct may be placed onBehavioral Probation in addition to, or in place of, suspension from school. The student on Behavioral Probation maybe denied participation in extracurricular activities and will be assigned to report frequently to a specified staff memberwho will assist in monitoring the student’s adjustment to the school situation during this probationary period.

WORK ASSIGNMENT - A school may elect to provide the student with an opportunity to perform supervised activitiesrelated to the upkeep and maintenance of school facilities instead of suspension. This alternative is not to exceed 10hours of work. The student and parents may request this alternative; however, the decision rests with the principal.

CORPORAL PUNISHMENT (PADDLING) - Subject to rules of the District School Board, the principal or his/herdesignated representative may administer corporal punishment in attempting to comply with his/her responsibility forcontrolling and disciplining students assigned to him/her.

In accordance with the provisions of s.1003.32, corporal punishment of a public school student may only beadministered by a teacher or school principal within guidelines of the school principal and according todistrict school board policy. Another adult must be present and must be informed in the student’s presenceof the reason for the punishment. Upon request, the teacher or school principal must provide the parent awritten explanation of the reason for the punishment and the name of the other adult who was present.

A district school board having a policy authorizing the use of corporal punishment as a form of disciplineshall review its policy on corporal punishment once every 3 years during a district school board meetingheld pursuant to s. 1001.372. The district school board shall take public testimony at the board meeting. Ifsuch board meeting is not held in accordance with this subparagraph, the portion of the district schoolboard’s policy authorizing corporal punishment expires.

Parents may request an exemption from corporal punishment be placed in the student file. An exemptionfrom corporal punishment may not be removed without written authorization from the parent.

Upon request, the parent has a right to a written explanation of the reason for corporal punishment and thename of the other teacher or administrator who witnessed the act.

ALTERNATIVE MEASURES - Subject to the rules of the District School Board, the principal or his/her designee mayrecommend educational alternatives as deemed appropriate for individual students on a case-by-case basis.Alternatives may be provided in lieu of denial of education participation.

DENIAL OF EDUCATION PARTICIPATION - In order to maintain effective learning conditions, the Code alsorecognizes that it may be necessary to deny a student educational participation for varying periods of time for reasonsof persistent disobedience and/or gross misconduct. If a student is denied educational participation, effort will beexerted to determine and resolve the causes of the problem so that the student might return to school and theclassroom. There are two possible types of denial of educational participation:

1. SHORT-TERM SUSPENSION FROM SCHOOL;

2. EXPULSION FROM SCHOOL.

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The following describes these actions:

SHORT TERM SUSPENSION - A school principal may suspend a student from school for up to 10 school days forpersistent disobedience and/or gross misconduct. Principals take this action when they have exhausted informaldisciplinary strategies or when they have at least considered those alternatives and rejected them as inappropriate in agiven situation.

EXPULSION - A school principal may request the superintendent to recommend the expulsion of a student. This isthe most serious disciplinary step available. It denies the student attendance in any and all programs of the HendryCounty Public Schools for a period not to exceed the limitations as prescribed by the Florida Statutes.

ACADEMY PLACEMENT – A recommendation for academy placement and an alternative educational plan may bemade by the school’s principal, student’s child study team or IEP (Individual Educational Plan) placement committeeand referred to the superintendent or his/her designee for approval. Academy placement may be considered for any ofthe following reasons: in-lieu of expulsion for an expellable offense, habitual truancy, or chronic disruptive behavior.Documentation of student behavior and interventions, due process procedures, and parent notice must precede anyrecommendation for placement. Additional details of the academy placement process may be found in the PupilProgression Plan.

WHAT SAFEGUARDS PROTECTTHE RIGHTS OF STUDENTS AND PARENTS?

When disciplinary actions reach the level of corporal punishment or suspension of a student, it should be noted thatthe following procedural steps are designed to protect the interest of the student.

A good faith effort will be made by the principal to employ parental assistance or other alternative measures prior tosuspension, except in the case of emergency or disruptive conditions which require immediate suspension.

The student shall have the right to be- advised why he/she is being suspended;- provided an opportunity to refute the charges;- provided an opportunity to submit to the administrator a list of names of other individuals who might have

witnessed the incident.

If suspended, written notification will be mailed by certified mail to the parents within 24 hours.

A student may be suspended immediately.

Prior to the administration of corporal punishment, the student shall have the right tobe advised why he/she is being paddled;- be provided with the opportunity to present his/her side of the story;- have corporal punishment administered under conditions not calculated to hold him/her up to ridicule or

shame;- have another adult witness at the time corporal punishment is administered.- have a written exemption from corporal punishment placed in his/her file

Parents must request an exemption from corporal punishment be placed in the student file. An exemption fromcorporal punishment may not be removed without written authorization from the parent.

Upon request, the parent has a right to a written explanation of the reason for corporal punishment and the name ofthe other teacher or administrator who witnessed the act.

Prior to expulsion, the student has the right tobe advised why he/she has been recommended for expulsion;- be provided an opportunity to refute the charges;- be provided an opportunity to submit to the administrator a list of names of other individuals who might have

witnessed the incident;- be provided due process.

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Should the principal make a recommendation for expulsion, the parent has a right to be present at the school boardhearing with all due process rights afforded.

It is the responsibility of the superintendent to notify parents as to the time and place of the hearing.

An Agreement for Acceptable Use; Policies for the Acceptable Use of Electronic Media Resources andCommunications

Electronic communication, including, but not limited to, telephone, computer, e-mail, Internet and Intranet, offer HendryCounty Schools an exciting opportunity to expand teaching and learning for students and educators. With thisopportunity comes the responsibility for appropriate and acceptable use. Each student, parent, teacher, andadministrator should read this document carefully prior to signing the contract for Acceptable Use. A signature on the“An Agreement for Acceptable Use” is an obligation to comply with the terms and conditions outlined in thisdocument, and it is a requirement in order to access or use these resources.

OVERVIEW

The telecommunications network accessible to all of Hendry County’s educators and students should promoteeducational excellence by facilitating resource and information sharing, research, technological innovation andcommunication.

With worldwide access to information also comes the availability of material that may not be considered to be ofeducational value in the context of the school setting. There may be some material or individual communicationswhich are not appropriate for school-aged children. The Hendry County School District views information gatheredfrom the Internet in the same manner as other reference materials identified by schools. Specifically, the districtsupports resources that will enhance the learning environment with guidance from faculty and staff.

At school, student access to and use of the network will be under teacher direction and monitored as any classroomactivity. The school district is not able to prevent the possibility of user access to material that is not consistent withthe educational mission, goals and policies of the school district when access is obtained outside of the school.

Internet access is coordinated through a complex association of government agencies and regional and statenetworks. The use of these resources is a privilege. Inappropriate use will result in the cancellation of that privilege. Itis the school district’s intent that the Internet, Intranet, and other electronic methods of communication be used in aresponsible, efficient, ethical and legal manner. This relies heavily on the proper conduct of the users who mustadhere to strict guidelines. School and district administrators will decide what is appropriate use based upon schooland district standards. Their decision is final. If a district user violates any of these provisions, his/her account will beterminated and future access will be denied. Serious violations may result in school disciplinary action or legal action.

Acceptable Use:

The personal use of these communication/research tools should be held to a minimum. The PRIMARY purpose ofthese resources is to promote educational excellence by facilitating resource and information sharing, research,technological innovation and communication within the Hendry County Schools’ Learning Community. Theseresources should NOT be used to solicit others for political, union, religious or commercial purposes.

The inappropriate use of these resources includes, but is not limited to, the creation or forwarding of chain-letters,-data related to personal outside business interests, announcements for yard sales or sale of other personal items,sexually explicit or suggestive materials, cartoons, jokes or any material that may be construed as harassment,personally offensive or that violates school/district standards, policies or procedures.

Further, these resources shall NOT be used for any illegal purposes including, but not limited to, threats or harassmentof students or staff. The use of telecommunications, or any other electronic media for the purposes of incitement orsolicitation of illegal or prohibited acts, increases the severity of the initial incident and may constitute an expellableoffense. Likewise, the use of these media for the purpose of harassment or bullying increases the severity of theoffense and the potential consequence. In addition, these resources shall not be used to violate a student’s or a staffmember’s rights to privacy. Special care should be given to the privacy rights of students. Publishing studentinformation, names and photos should be done with care and may be prohibited by written request of theparent/guardian.

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Communication outside Hendry County Schools’ Learning Community should be closely monitored. Certain forumsshould not be accessed. These may include, but not be limited to, chat-rooms, unsupervised bulletin boards, roleplaying games or private communication with unknown persons or organizations. Information that is accessed shouldbe appropriate for the age and developmental stage of the student. When this is difficult to assess refer to theprovisions of Board policy 414, Selection of School Media.

Any method used to evade the District’s filtering of inappropriate content or to gain access to private or privilegedinformation may constitute a Level 2, 208 – Unacceptable Access to a Restricted Area. Serious cases may result in aLevel 4, OMS – Other Major Incident, or a TRS – Trespass. Level 4 incidents constitute expellable offenses. Thismay include, but is not limited to, the use of proxy servers, hacking software, etc.

Internet Etiquette:

Helpful hints for your Internet success:* Be polite;* Do not use vulgar or obscene language;* Do not reveal your address or phone number of those or others; and* Please remember that any form of electronic communication is public not private communication, and these

resources are the sole property of the Hendry County School Board, and these communications may beavailable for inspection.

E-mail Etiquette:

Helpful hint for your e-mail success:

* Preparing text files for uploading before logging on;* Making “subject” headings as descriptive as possible;* Beginning messages with a salutation; restating the question or issue being addressed in a response;* SEND only to those individuals involved in the SUBJECT; avoid global mailings;* REPLY only to sender or those individuals involved;* Ending messages with your name and your e-mail address to assist getting feedback or clarifications;* Logging off before editing and printing downloaded files; and* Deleting e-mail files as soon as possible.

Warranties:

The Hendry County District Schools or FIRN- make no warranties of any kind, whether expressed or implied, for theservice they are providing. Hendry County District Schools or FIRN- will not be responsible for any damages yousuffer including loss of data. The district or FIRN- will not be responsible for the accuracy or quality of informationobtained through this Internet connection.

Security:

Security is a high priority. If you identify a security problem, you must notify a system administrator immediately. Donot show or identify the problem to others. Do not use another individual’s account. Attempts to “log on” as anotheruser will result in cancellation of your privileges. Any user identified as a security risk or having a history of problemswith other computer systems may be denied access.

Vandalism:

Vandalism will result in cancellation of your privileges. Vandalism is defined as a malicious attempt to harm or destroydata of another user, Internet, or other networks. This includes the creation of or the uploading of computer viruses onto the Internet or host site. Deliberate attempts to degrade or disrupt system performance will be viewed as criminalactivity under applicable state and federal law.

Updating Your User Information:

You may occasionally be required to update your registration, password and account information to continue Internetaccess. You must notify the district of any changes in your account information (address, school, etc.). Users shouldchange their passwords frequently.

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Use of Network Resources:

There is a limit to the resources available for users of the network. Each user should attempt to conserve resourcesand allow others to access the network. Users are expected to observe reasonable time limits on the network (one-hour online during a six-hour period except in special circumstances).

Account Sponsors:

Sponsors of classroom accounts are responsible for teaching proper techniques and standards for participation, forguiding student access to appropriate sections of the network, and for assuring students understand that if they misusethe network they will lose their access privilege. Conference moderators are responsible for monitoring the contentand tone of posted messages and for taking steps to delete offensive material and to communicate with authors.

Account Sponsors understand that while search tools and filters that screen incoming text and graphics attempt torestrict user access to material that is inconsistent with school and district standards, the PRIMARY safeguard againstinappropriate use is the classroom teacher or account sponsor.

Agreement for Acceptable Use:

In order to access the network or use the other electronic resources, students and staff are required to enter into an“Agreement for Acceptable Use”. Parents/guardians and students are required to enter into a “Network ResponsibilityContract”. These forms shall be approved by the Hendry County School Board. This agreement does NOT supercedeany School Board Policy, State law or State Board policy.

DISCIPLINE PROCEDURES FOREXCEPTIONAL EDUCATION STUDENTS AND 504 STUDENTS

Discipline for exceptional education and disabled (under Section 504) students shall be accomplished in accordancewith the Hendry County Code of Student Conduct. Parents of these students shall receive a copy of this manualannually, and the document will contain a reference to this section of the District Procedures for Providing SpecialEducation for Exceptional Students. The policy and Federal Law (IDEA) requires that records be reviewed prior tocarrying out formal consequences. The IEP Team or 504 Team will review the ESE Individual Education Plan or 504Accommodation Plan to determine appropriate action which may include suspension, alternative placement orexpulsion.

SUSPENSION

Suspension of identified exceptional education or disabled (under Section 504) students will be monitored by theExceptional Student Department. School principals will forward to the E.S.E. department a copy all SuspensionNotices of any exceptional education or disabled (under Section 504) student suspended. The student may besuspended for up to ten (10) days. Suspension for additional days may be identified as an appropriate form ofdiscipline in the goals and objectives section of the IEP or accommodation plan. If any suspension is the fifthoccurrence and/or results in the student being suspended more than ten (10) days cumulatively in a year, an ESE-IEPor 504 staffing committee shall convene to consider changes in the student’s educational program pursuant to Rules ofthe State Board of Education and Federal Law (IDEA). A Behavioral Intervention Plan (BIP) shall be developed orreviewed and modified.

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EXPULSION

For major infractions of school policy (those for which expulsion is a possibility), the following procedures will befollowed:

Any identified exceptional education or disabled (under Section 504) student who has committed an offense for whichexpulsion could be a consequence will have an I.E.P. (Individual Educational Plan) placement review by the E.S.E.(Exceptional Student Education) or 504 staffing committee. This committee will review the student’s currentplacement, previous staffing decisions and any additional documentation concerning a relationship between thebehavior exhibited and the handicapping condition, in order to recommend modification for the present educationalplacement or to determine an alternative placement to appropriately meet the student’s educational needs. If a parentshould disagree with the recommended placement, the parent may immediately request mediation or an impartial dueprocess hearing to determine an appropriate placement. The student shall be retained in his current educationalplacement pending the outcome of the administrative hearing provided by law. If it is determined that the student’sbehavior could result in a serious disruption of the educational process, or in physical harm to the student himself, orothers, the district may request the court or a hearing officer to order a change in placement to an appropriate interimalternative educational setting for not more than 45 days.

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-CHAPTER 2-

9

APPEAL PROCESS FOR SCHOOL BOARD DECISIONS

NOTICE

Any person who desires to appeal any decision made by the school board with respect to any matter considered atany above-noticed meeting will need a record of the proceedings and for such purposes may need to ensure that averbatim record of the proceedings is made, including the testimony and evidence upon which an appeal may be used.Any student, parent or guardian alleging unfair and/or discriminatory treatment may file a written complaint with theschool and District. Complaint forms are available at every school, the Main District office, Sub-District office or maydownload the form from the District’s web-site. These complaints will be filed and will be available for review for aminimum of five years.

WHAT TYPES OF VIOLATIONS DISRUPTTHE EDUCATIONAL PROCESS?

The Code of Student Conduct contains 40 distinct violations identified by principals, administrators, teachers, students, and thecommunity which are representative of those acts which frequently cause disruption of the orderly educational process.

It should be pointed out, however, that this list is not all inclusive and as such a student committing an act of misconduct not listedwill nevertheless be subject to the discretionary authority of the principal.

The unlawful possession or use of illicit drugs and the unlawful possession or use of alcohol is wrong and harmful at anytime or in any place.

“Cheating” is not specifically addressed in the Student Code of Conduct. Misrepresenting academic work as a student’s originalproduct is cheating, and this behavior is both unethical and disruptive to a healthy learning environment in school. A school maysanction a student for disruptive behavior based upon receiving or providing of unauthorized academic assistance or plagiarism. Inaddition to disciplinary action, schools may withhold academic grades or credit. The use of electronic devices to capture or transmittesting and assessment information is cheating, and it may constitute a Level 4, OMC – Other Major Incident offense.

Bullying is systematically and chronically inflicting physical hurt or psychological distress on one or more students or employees,and may involve but is not limited to teasing; social exclusion; threat; intimidation; stalking; including cyber stalking; physicalviolence; theft; sexual; religious, or racial harassment; public humiliation; and destruction of property.

Bullying, Harassment, Threats and Intimidation constitute a set of aggressive behaviors that seriously disrupt the positive andorderly learning environment in a school. The potential damage to the victim demands intervention by school authorities. Thesebehaviors are addressed in the Code of Conduct: Level One - Disrespect and/or Harassment of Others (102); Level Three -Serious and/or Chronic Harassment – Intimidation (306), and Sexual Harassment (SXH) and Bullying/Harassment (BHA); LevelFour - Threat/Intimidation (TRE). The use of telecommunications, or any other electronic media, broadens the scope of theharassment/bullying and increases the severity of the offense. School officials will consider the methods of dissemination andcommunication in judging the severity of both the offense and the resulting consequences. The origins of these communicationsmay occur outside of school, but they may still impact the school’s safe, positive, and orderly learning environment. The schoolretains jurisdiction over any activity, regardless of origin, when that activity negatively impacts students or the school’s learningenvironment.

Bullying incidents should be reported to the Principal’s Office at the school where the alleged victim is enrolled; the District SchoolBoard Offices in either LaBelle or Clewiston. A District Bullying/Harassment Complaint Form is available on the Hendry CountyDistrict website: www.hendry-schools.org.

A person commits the offense of video voyeurism and dissemination when that person captures and/or creates an image thenintentionally disseminates, distributes, or transfers the image to another person for the purpose of amusement, entertainment,sexual arousal, gratification, or profit, or for the purpose of degrading or abusing another person.

A major consideration in the application of the Code of Student Conduct is to identify the most appropriate disciplinary actionnecessary to bring about positive student behavior. To that end, the 40 violations have been divided into 5 subgroups and a varietyof administrative actions have been suggested or mandated, dependent upon the severity of the misconduct.

It is important to note that the principal and teacher, consistent with the powers delegated to him/her, have the authority to takeadditional or more severe administrative action if, in his/her opinion, the nature of the misconduct warrants it.

The following chart lists these violations and the recommended or mandated disciplinary action. All components are effective 24hours a day, 365 days a year.

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_________________________________________________________________VIOLATION RECOMMENDED____________________________________ DISCIPLINARY ACTION____________________

Group 1 (Violation or Accessory to the Violation)

GENERAL IN-SCHOOL DISRUPTION – 101: Conduct and/or behavior whichis disruptive to the orderly educational process.

DISRESPECT AND/OR HARASSMENT OF OTHERS – 102: Actions directedagainst others that are disruptive to the orderly educational process (i.e.teasing.)

CONTRABAND – 103: Items disruptive to the school process as defined bythe individual school’s student handbook and may include electroniccommunication devices.

DRIVING AND/OR PARKING VIOLATIONS – 106: The unsafe operation of amotor vehicle, or the operation of a motor vehicle in ways prohibited by DistrictPolicy or school rule. These may include but are not limited to speeding,reckless driving or parking without a permit.

TRUANCY/TARDY – 107: Students absent from assigned instruction and/orduties without permission. Examples may include: skipping, excessiveunexcused absences, excessive tardies, etc.

FIRST VIOLATION:Parent-guardian contacted by school-

and/or

Teacher-student conference-

and/or

In-class disciplinary action

REPEATED VIOLATION:Parent/guardian contacted by school-

and/or

Teacher-student conference

and/or

Loss of Privileges

and/or

Behavioral Contract

and/or

Suspension or other alternative (i.e., school chores, corporal punishment).

Unacceptable Dress/Clothing – 108*: While on school grounds during theregular school day students are prohibited from wearing clothing that exposesunderwear or body parts in an indecent or vulgar manner; or promotes drugs,alchohol, tobacco, gang identification, or sexual behavior. or This includes anyclothing that disrupts the orderly learning environment or educational process.

Cell Phone/Electronic Devices – 109: During school hours cell phones andother electronic devices are not to be activated or used in any manner withoutadministrator/teacher approval and must be stored out of sight.

* Florida Statute mandates specific disciplinary action SB 228 1006.07F.S.

FIRST VIOLATION:Student verbal warning and call/contact parent-guardian.

SECOND OFFENSE:Student ineligible to participant in any extracurricular activity for a period not toexceed 5 days and mandatory meeting between school principal andparent/guardian.

THIRD OR SUBSEQUENT OFFENSE:In-school suspension for a period not to exceed 3 days and student is ineligibleto participate in any extracurricular activity for a period not to exceed 30 daysand the school principal must call parent/guardian and send parent/guardian awritten letter regarding in-school suspension and ineligibility to participate inextracurricular activities.

FIRST VIOLATION:The device will be confiscated by the staff member, labeled, and given to anadministrator. The student receives a verbal warning and the administrator willnotify the parent/guardian by writing. The device is returned to the student atthe end of the day.

SECOND OFFENSE:The device will be confiscated by the staff member, labeled, and given to theadministrator. A mandatory conference in person or by phone conference isheld with the parent and the student will receive a verbal warning. The deviceis returned to the student at the end of the day.

THIRD OFFENSE:The device is confiscated by the staff member, labeled, and given to anadministrator. A mandatory conference will be held with the parent/guardian inperson and disciplinary action will be imposed (detention, work detail, in-schoolsuspension, etc.). The device is returned to the parent/guardian at theconference.

SUBSEQUENT OFFENSES:Device is confiscated, labeled, and given to an administrator. A conferencewill be held with the parent/guardian to discuss and impose disciplinary actionfor willful disobedience. Discipline could include: (detention, work detail, in-school suspension, out of school suspension). The device is returned to the

parent/guardian at the conference.

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______________________________________________________________________________________________VIOLATION RECOMMENDED

_____________________________ DISCIPLINARY ACTION___________________

Group II (Violation or Accessory to the Violation)

DEFIANCE OF SCHOOL PERSONNEL’SAUTHORITY – 201 (insubordination): A verbal ornonverbal refusal to comply with a reasonable requestof school personnel, or conduct and/or language that isdisrespectful and/or abusive.

DISRUPTION ON THE SCHOOL BUS OR AT ASCHOOL BUS STOP – 202: Any misconduct orunusual behavior on the bus or at a school bus stop.

GAMBLING – 203: Participating in games of chancefor money or other stakes.

SIMPLE ASSAULT – 204: A verbal or physical threator attempt to beat another but without touchinghim/her.

NON-COMPLIANCE WITH ASSIGNED DISCIPLINE –206: Refusal or non-compliance with assignedconsequences for a documented disciplinary violation.

UNAUTHORIZED ACCESS TO RESTRICTEDAREAS – 208: Access to areas that are restricted,unassigned or posted without permission.

UNACCEPTABLE PHYSICAL CONTACT – 210:Unsolicited physical contact directed against othersthat is disruptive and/or threatening.

FIRST VIOLATION:Parent/guardian contacted by school-

and/or

Teacher-student and parent conference-

and/or

Suspension or other alternatives (i.e., school corporalpunishment)

REPEATED VIOLATION:Notify parent/guardian-

and/or

Loss of Privileges

and/or

Behavioral Contract

and/or

Suspension not to exceed ten (10) days with possiblerecommendation for expulsion or other alternatives.*

*Florida Law provides that a student may be expelledfor the remainder of the current school year and oneadditional year.

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_____________________________________________________________________________________________________________VIOLATION RECOMMENDED

________________________________ DISCIPLINARY ACTION____________________

GROUP III (Violation or Accessory to the Violation)

MINOR BATTERY – 301: The physical attack or harm with force and/or violence by anindividual against another, without a weapon or serious injury.

EXTORTION – 302: The taking or the attempt of taking anything of value that is owned byanother under conditions of force or threat of force which places the victim in a state of fear.

MINOR VANDALISM – 303: The willful or malicious destruction of school property or theproperty of others less than $1000.00.

POSSESSION OF POCKET KNIFE – 304: The possession of a small pocket knife thatcould be considered potentially dangerous.

STEALING – 305: The act of taking and carrying away personal property of another withoutthe consent of the owner. (Less than $300.00 in property value).

SERIOUS AND/OR CHRONIC HARASSMENT – INTIMIDATION – 306: Unsolicitedactions directed against others that are disruptive and/or threatening. These actions mayinclude but are not limited to teasing, bullying, stalking, etc. and pose a serious and/orpersistent threat.

FIGHTING – 307: A physical conflict between two or more students which does not result inserious injury or require physical restraint of combatants.

VIOLATION OF COMMON DECENCY – 308: Included are offenses against commondecency, morals (indecent exposure, profanity, obscenities, vulgarities, etc.)

INCITING – 309: Actions, gestures, apparel, appearance or speech that provokes, urges orfacilitates the participation of others in prohibited acts.

INTOXICATION – 310: An individual exhibiting abnormal and/or disruptive behavior whileunder the influence of drugs, alcohol and/or other behavior altering substance.

CHRONIC TRUANCY/TARDY – 311: Truancy, excessive absence and/or tardies thatexceed 20% of the school year, and are disruptive to the student’s learning or school’sorderly educational process and learning environment.

INAPPROPRIATE USE OF THE DISTRICT’S INTRA/INTERNET AND/OR ELECTRONICMEDIA – 312: Any activity prohibited by the District’s “Acceptable Use Policy” or anyactivity that disrupts the school’s orderly educational process or diminishes a positive safelearning environment. More egregious actions under this section may result in coding theaction as “Other Major Incident – OMC” or “Individual or Group Disruption of the OrderlyEducational Process (Disorderly Conduct) – DOC.

ELECTRONIC CIGARETTES, VAPORIZERS – 313: Possession, use or sale of electroniccigarettes or products.

PROFANITY – 314: Profane speech/cursing.

OBSCENITITES/VULGARITIES – 315: Obscene or vulgar acts that violate commondecency.

MAJOR DEFIANCE – 316: Continued or escalated refusal to comply with areasonable request of school personnel.

SEXTING – LEVEL 1 - 317: The act of sending or forwarding sexually explicit,nude, or partially nude photographs/images through cellular telephones orother electronic media. Level 1 is a personal one-to-one student-to-studenttransmission which is not coerced and not intended for redistribution.

SEXUAL HARASSMENT – SXH: Unwelcome sexual advances, request for sexual favorsand other inappropriate oral, written or physical conduct of a sexual nature.

BULLYING – BUL: Unwanted and repeated written, verbal, or physical behavior, includingany threatening, insulting, or dehumanizing gesture by an adult or student that is severe orpervasive enough to create an intimidating, hostile or offensive educational environment,cause discomfort or humiliation, or unreasonably interfere with the individual’s schoolperformance or participation, regardless of origin. This includes cyberbullying.

SEX OFFENSES OTHER – SXO: Sexual contact without force and/or threat, or subjectingan individual to lewd behavior, including sexual gestures, or the exposure of private bodyparts.

TOBACCO – TBC: Possession, use, purchase or sale of tobacco or tobacco,productsincluding: cigarette, cigar, pipe, bidi, clove cigarette, and any other smokingproduct; as well as spit tobacco, also known as smokeless, dip, chew, and snuff, and anyother spit tobacco product in any form and electronic cigarettes, also known as e-cigarettes.Signs communicating this policy shall be posted and properly maintained where tobaccouse and smoking are regulated. Enforcement of this policy shall be equitable andconsistent, in accordance with the Tobacco-Free School Policy Enforcement Procedures,student behavior code, and employee personnel policies.

HAZING – HAZ: Any action or situation that endangers the mental or physical health orsafety of a student at a school any grades 6 through 12 for purposes including, but notlimited to, initiation or admission into or application with any organization operating underthe sanction of a school with any grades 6 through 12.

FIRST VIOLATION:Parent/guardian contacted

and/or

Teacher-student and parent conference

and/or

Suspension or other alternative (i.e., school chores, corporal punishment,denial of privilege).

and/or

Payment for damages.

REPEATED VIOLATION:Notify parent/guardian-

and/or

parent/guardian conference

and/or

Loss of Privileges

and/or

Behavioral Contract

and/or

Suspension not to exceed ten (10) days with possible recommendation forexpulsion or other alternatives.*

*Florida Law provides that a student may be expelled for the remainder of thecurrent school year and one additional year.

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________________________________________________________________VIOLATION RECOMMENDED

________________________________________ DISCIPLINARY ACTION___________________

GROUP IV (Violation or Accessory to the Violation)

ALCOHOL – ALC: The possession, use, purchase or sale of alcoholicbeverages.

BREAKING AND ENTERING/BURGLARY – BRK: The illegal entry by forceinto a school board facility or the unauthorized presence with the intent todamage or remove property or to harm another person.

INDIVIDUAL OR GROUP DISRUPTION OF THE ORDERLY EDUCATIONALPROCESS (DISORDERLY CONDUCT) – DOC: Disorderly conduct is anincident that significantly disrupts all or portions of the campus activities,school sponsored events and/or school bus transportation. This disruptivebehavior poses a serious threat to the learning environment, health, safety,and/or welfare of others. (Examples: boycotts, sit-ins, false reports of fireand/or bombs (explosive devices), etc.)

SERIOUS FIGHTING – FIT: Mutual combat or altercation where two or morepersons use force and/or violence. The incident must include serious injuryand/or require physical restraint to resolve before this classification isassigned.

OTHER MAJOR INCIDENTS – OMC: Any serious incident resulting in theneed for law enforcement not otherwise classified in the Student Code ofConduct. Example: Group Assault, etc.

LARCENY/THEFT – STL: The removal of property valued at or above$300.00 from another person, building, or vehicle without permission. Thismay include Motor Vehicle Theft – MVT.

THREAT/INTIMIDATION – TRE: A threat to cause physical harm or to instillfear to another person with or without the use of a weapon. The incident mustinclude the following: intent, fear and capability.

TRESPASS – TRS: The illegal entry onto a school campus or onto a schoolsponsored event off campus without authorization and/or invitation and with nolawful purpose after written or verbal notice.

MAJOR VANDALISM – VAN: The willful or malicious destruction of schoolproperty or the property of others more than $1000.00.

HARASSMENT – HAR: Any threatening, insulting, or dehumanizing gesture,use of data or computer software, or written, verbal, or physical conduct that 1)places a student or school employee in reasonable fear of harm to his or herperson or damage to his or her property, 2) has the effect of substantiallyinterfering with a student’s educational performance, opportunities, or benefits,or 3) has the effect of substantially disrupting the orderly operation of a schoolincluding any course of conduct directed at a specific person that causessubstantial emotional distress in such a person and serves no legitimatepurpose.

PHYSICAL ATTACK – PHA: Actual and intentional striking of another personagainst his/her will, or the intentional causing of bodily harm to an individual.

DRUGS – DRU: (excluding alcohol) Possession, use, or purchase of an illegaldrug, narcotic, controlled substance or a substance represented as an illegaldrug.

SEXTING LEVEL 2 - 318: Transmission or re-transmission of a sext to anexpanded group of recipients.

FIRST VIOLATION:Suspension with possible recommendation for expulsion.*

and/or

Behavioral Contract

ZERO TOLERANCE: All incidents within Group IV are - may beconsidered zero tolerance violations.

*Florida Law provides that any student may be expelled for theremainder of the current school year and one additional year.

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____________________________________________________________________________________________________________________

VIOLATION RECOMMENDED______________________________ DISCIPLINARY ACTION___________________

GROUP V (Violation or Accessory to the Violation)

ARSON – ARS: To damage or cause to be damaged,by fire or explosion of any dwelling, structure, orconveyance whether occupied or not, or its contentsowned by or under the control of the School Board.

AGGRAVATED BATTERY – BAT: The physicalattack or harm with force and/or violence by anindividual against another resulting in serious mental orphysical injury with or without the use of a weapon.

DRUGS – DRU: (excluding alcohol) Possession, use,or purchase of an illegal drug, narcotic, controlledsubstance or a substance represented as an illegaldrug.Moved to Group IV Violation

DRUGS – DRD: (excluding alcohol) The sales ordistribution of an illegal drug, narcotic, controlledsubstance or a substance represented as an illegaldrug.

ROBBERTY – ROB: The taking or attempt to take ofanything of value that is owned by another underconditions of force, threat of force, violence and/orplacing the victim in a state of fear.

SEXUAL BATTERY – SXB: The physical attack orharm with force and/or violence by an individualagainst another resulting in serious mental or physicalinjury with or without the use of a weapon.

WEAPON – WPO: The possession, use, purchase orsale of a firearm or an instrument which may causeharm. These firearms and/or instruments are definedas capable of causing serious harm and/or fear orharm.

SEXUAL ASSAULT – SXA: An incident that includesthe threat of rape, fondling, indecent liberties, childmolestation, or sodomy. The threat must include all ofthe following elements: 1) intent; 2) fear; and 3)capability.

Sexting Level 3 - 319: Broad distribution of a sextwithout consent and/or transmittal with the intent tovictimize another individual.

FIRST VIOLATION:1. Suspension with recommendation for expulsionmandatory.*

and/or

Behavioral Contract

and/or

Academy Placement

ZERO TOLERANCE: All incidents within Group V areconsidered zero tolerance violations.

Level V offenses may also include other seriousfelonies not otherwise classified in the Student Code ofConduct. Examples: Homicide – HOM, Kidnapping –KID, etc.

*Florida Law provides that a student may be expelledfor the remainder of the current school year and oneadditional year.

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ZERO TOLERANCE FOR SCHOOL VIOLENCEREPORTING OF CRIMES AND/OR

DISRUPTIVE BEHAVIOR

School authorities are required to report zero tolerance incidents to the Administration at the District School Board.

The principal MAY report other serious incidents occurring within the regular operation of school-including but notlimited to - felony or serious misdemeanors - specifically when the incidents cause- a significant injury, loss of propertyor monetary cost.

1. The district school board shall adopt a policy of zero tolerance that:

(a) Defines criteria for reporting to a law enforcement agency any act that occurs whenever or wherever students arewithin the jurisdiction of the district school board.

(b) Defines acts that pose a serious threat to school safety.

(c) Defines petty acts of misconduct.

(d) Minimizes the victimization of students, staff, or volunteers, including taking all steps necessary to protect thevictim of any violent crime from any further victimization.

(e) Establishes a procedure that provides each student with the opportunity for a review of the disciplinary actionimposed pursuant to s.1006.07.

2. Zero-tolerance policies must require students found to have committed one of the following offenses to beexpelled, with or without continuing educational services, from the student’s regular school for a period of not less than1 full year, and to be referred to the criminal justice or juvenile justice system.

(a) Bringing a firearm or weapon, as defined in chapter 790, to school, to any school function, or onto any school-sponsored transportation or possessing a firearm at school.

(b) Making a threat or false report, as defined by ss.790.162 and 790.163, respectively, involving school or schoolpersonnel’s property, school transportation, or a school-sponsored activity.-

The School Board enforces the Florida Department of Education Zero Tolerance Policy on school violence, crime, andthe use of weapons. As an approach to reducing school violence, the intent of the policy is to provide a safe schoolclimate that is drug-free and protects student health, safety, and civil rights.

This policy requires the school district to impose the most severe consequences provided for in the Code of StudentConduct in dealing with students who engage in violent criminal acts, such as:

bringing or possessing a firearm or weapon to school, any school sponsored activity, or on school-sponsoredtransportation;

making a threat or false report, respectively, involving school or school personnel’s property, schooltransportation, or school-sponsored activity;

homicide; assault, battery, and culpable negligence; relating to kidnapping, false imprisonment, luring or enticing a child, and custody offenses; sexual battery; lewdness and indecent exposure; child abuse; robbery robbery by sudden snatching; carjacking; and serious fight

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The State of Florida Juvenile Justice Reform Act of 1965 requires the School District to link juvenile violent incidents tothe action taken by the student’s school and the District. The District is required to collect data about violent incidentsinvolving students during each school year and transmit a report to the state. Certain infractions in the Code ofStudent Conduct may result in criminal penalties as well as administrative corrective strategies.

District school boards may assign the student to a disciplinary program for the purpose of continuing educationalservices during the period of expulsion. District school superintendents may consider the 1-year expulsionrequirement on a case-by-case basis and request the district school board to modify the requirement by assigning thestudent to a disciplinary program or second chance school if the request for modification is in writing and it isdetermined to be in the best interest of the student and the school system. If a student committing any of the offensesin this subsection is a student who has a disability, the district school board shall comply with applicable State Board ofEducation rules.

3. (a) Each district school board shall enter into agreements with the county sheriff’s office and local policedepartment specifying guidelines for ensuring that acts that pose a serious threat to school safety whether committedby a student or adult are reported to a law enforcement agency.

(b) The agreements must include the role of school resource officers, if applicable, in handling reported incidents,circumstances in which school officials may handle incidents without filing a report with a law enforcement agency, anda procedure for ensuring that school personnel properly report appropriate delinquent acts and crimes.

(c) Each district school board shall adopt a cooperative agreement with the Department of Juvenile Justice whichestablishes guidelines for ensuring that any no contact order entered by a court is reported and enforced and that all ofthe necessary steps are taken to protect the victim of the offense.

(d) Zero-tolerance policies do not require the reporting of petty acts of misconduct and misdemeanors to a lawenforcement agency, including, but not limited to, disorderly conduct, disrupting a school function, simple assault orbattery, affray, theft of less than $300, trespassing, and vandalism of less than $1,000.

(e) The school principal shall ensure that all school personnel are properly informed as to their responsibilitiesregarding crime reporting, that appropriate delinquent acts and crimes are properly reported, and that actions taken incases with special circumstances are properly taken and documented.

4. Notwithstanding any other provision of law, each district school board shall adopt rules providing that any studentfound to have committed any offense in s. 784.081(1), (2), or (3) shall be expelled or placed in an alternative schoolsetting or other program, as appropriate. Upon being charged with the offense, the student shall be removed from theclassroom immediately and placed in an alternative school setting pending disposition.

OFF-CAMPUS FELONY OFFENSES

To minimize off-campus acts that might have an adverse impact on the school environment, the District office will send notificationsto schools of students who have been taken into custody for and/or are formally charged with an off-campus felony or delinquent actthat would be a felony if committed by an adult. The principal may take administrative action against those students who areformally charged if, after an administrative hearing with notice provided to the parent/guardian of the student, it is shown that theincident has an adverse impact on the educational program, discipline, or welfare of the school.

Students and parents/guardians should be aware that felony offenses can have a serious impact on an individual’s future, includingthe following:

criminal penalties; loss of scholarship eligibility; loss of voting privileges; loss of employment opportunities; and/or loss of driving privileges

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INDIVIDUALS WITH DISABILITIES IN EDUCATION ACT (IDEA); STUDENTS WITH A 504 PLAN

Behavior modification interventions that are used to address actions committed by students who meet the guidelines established bythe Individuals with Disabilities in Education Act (IDEA) and/or Section 504 of the Rehabilitation Act of 1973 must adhere to federallaw, Florida Statutes, Florida Board of Education Rules, and Hendry County School Board Policies.

Suspensions and expulsions for more than ten (10) consecutive days and/or a pattern of suspensions and expulsions that exceedten (10) days in a school year may be considered “changes in placement” for students with disabilities who have a Section 504 Planor who are enrolled in exceptional education placement under IDEA. When the student is removed from his/her educationalplacement for more than ten (10) days, a manifestation determination must be conducted to consider whether other strategies,interventions, or assessments are appropriate and the student must be provided appropriate educational services in order toprovide a free appropriate education.

BEHAVIOR ON THE BUS

The most important element in safety on the school bus is the proper behavior of students. Because of this, it is necessary that the rules, asoutlined in the Code of Student Conduct, be enforced by the drivers and administration.

All of the violations listed in the Code of Student Conduct apply to all students while at school, at school activities, and on the bus.

The most common bus misconducts include the following:

Violation of safety proceduresDestruction of propertyFighting/pushing/shovingExcessive mischiefDefacing property (writing on seats, etc.)Smoking, possession of any tobacco productsEating or drinkingRude or discourteous behaviorObscene language

Students may have cell phones on the bus and may use them as long as the use does not cause a disruption on the bus. If a student causes adisruption on the bus as a result of cell phone usage a discipline referral slip should be filled out and turned into the student’s principal.

Students are not to be denied access to the bus for simply having a cell phone.

It is important for students and parents to know that any violation of these rules could lead to denial of riding a Hendry County School Bus.

SCHOOL BUS TV MONITORING SYSTEM

The Hendry County School District has implemented a video (TV) monitoring system in various school buses. The decision to mount TV cameraboxes in the district’s school buses was driven by a concern for the safety of drivers and students alike. The ability to video monitor studentbehavior will be a deterrent to the small number of students who experience behavior problems on school buses, thus allowing the bus driver toconcentrate on the most important task of safely transporting students. The ability to review student behavior by seeing and hearing what actuallyoccurred will prove to be a great asset to individuals tasked with solving transportation discipline problems.

SIMULATING A FIREARM OR WEAPON WHILE PLAYING OR WEARING CLOTHING OR ACCESSORIES THAT DEPICT A FIREARM,WEAPON OR OPINION REGARDING A RIGHT GUARANTEED BY THE SECOND AMENDMENT OF THE CONSTITUTION (HB 7029 F.S.)

Simulating a firearm or weapon while playing or wearing clothing or accessories that depict a firearm or weapon or express an opinion regarding aright guaranteed by the Second Amendment to the United States Constitution is not grounds for disciplinary action or referral to the criminal justiceor juvenile justice system under this section or s.1006.13. Simulating a firearm or weapon while playing includes, but is not limited to:

1. Brandishing a partially consumed pastry or other food item to stimulate a firearm or weapon.2. Possessing a toy firearm or weapon that is 2 inches or less in overall length.3. Possessing a toy firearm or weapon made of plastic snap-together building blocks.4. Using a finger or hand to stimulate a firearm or weapon.5. Vocalizing an imaginary firearm or weapon.6. Drawing a picture, or possessing an image, or a firearm or weapon.7. Using a pencil, pen, or other writing or drawing utensil to stimulate a firearm or weapon.

However, a student may be subject to disciplinary action if simulating a firearm or weapon while playing substantially disrupts student learning,causes bodily harm to another person, or places another person in reasonable fear of bodily harm. The severity of consequences imposed upon astudent, including referral to the criminal justice or juvenile justice system, must be proportionate to the severity of the infraction and consistent withdistrict school board policies for similar infractions. If a student is disciplined for such conduct, the school principal or his or her designee must callthe student’s parent. Disciplinary action resulting from a student’s clothing or accessories shall not be grounds for disciplinary action or referral tothe criminal justice system unless the wearing of the clothing or accessory causes a substantial disruption to student learning, in which case theinfraction may be addressed in a manner that is consistent with district school board policies for similar infractions.

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Formatted: Centered


DISPENSING OF MEDICATION

No student is permitted to take prescription or over-the-counter medicine at school except as administered by theschool nurse or other trained office personnel and only upon written authorization of physician and parent (forprescription medication) or parent (for over-the-counter medication). Over-the-counter medication may be given foronly two weeks without a physician’s recommendation.

No student is permitted to have medicine in his/her possession on the school campus. Teachers who are aware ofmedication being in possession of a student are responsible for having such medicine taken to the school nurse orschool administrator immediately. Disciplinary action could be taken if the student does not comply to this section ofthe Code of Student Conduct. Students may have epi-pens or inhalers in their possession as long as it is a doctorrecommendation and such a need is on file in the school/nurse’s office.

SUMMARY OF RELATED BOARD RULES

Rules adopted by the School Board as well as administrative regulations which pertain wholly or in part to student control anddiscipline are found in the OFFICIAL BOARD RULES. The Rules are available in all schools as well as in area and district offices.

300 Compulsory Attendance301 Regular Attendance302 Driver’s License Attendance Requirement303 Admissions304 Age, Health & Medical Requirements - Admissions305 Assignment of Students306 Reassignment of Students307 Out-of-County Students308 Dropout Re-enrollment309 Group Home Students310 Classification and Placement311 Class Sections312 Married Students313 Pregnant Students314 School Year Minimum315 School Day Minimum316 Student Discipline317 Expulsion of Handicapped Students318 Procedures/Suspension from Transportation Privileges319 Procedures/Expulsion from Transportation Privileges320 Alternative Measures321 Assault on School Employees322 Vandalism323 Leaving School Grounds (Unauthorized)324 School Dress325 Student Vehicles326 Discipline Records Maintained327 Student Records - Rights of Parent, Guardian, Pupil or Student328 Registers329 Child Abuse and Neglect330 Dispensing Medication in School331 Student Eligibility for Extracurricular Activities

332 Admission of Students in a Home Education Program333 Code of Student Conduct334 Student Discipline: Delegation335 Student Discipline: Designee336 Search of Lockers337 Attendance Reporting Policy338 Secondary School Security Programs339 Homeless Students340 Bullying and Harassment341 Teen Dating Violence and Abuse342 Hazing

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GLOSSARY

SUSPENSION: Suspension from school is the temporary removal of a student from his/her regular school program fora period not to exceed ten (10) school days. While on suspension, the student may continue the academic programunder the supervision of the principal. Suspension from bus privileges is a temporary withholding of the right orprivilege to be transported to and from school at public expense for a period not to exceed ten (10) school days.Suspension may be from a regular kindergarten through twelfth grade program of the Hendry County Public SchoolSystem.

EXPULSION: Expulsion from school is the removal of the right and obligation of a student to attend a public schoolunder conditions set by the board and for a period of time not to exceed the remainder of the term or school year andone additional year of attendance. Expulsion from bus privileges is a temporary withholding of the right or privilege tobe transported to and from school at public expense for a period not to exceed the remainder of the term or schoolyear and one additional school year. Expulsion may be from the regular kindergarten through twelfth grade program ofthe Hendry County Public School System or from other programs or classes offered by the Hendry County PublicSchool System.

CORPORAL PUNISHMENT: Corporal punishment is the reasonable use of physical force or physical contact by ateacher or principal as may be necessary to maintain discipline or enforce school rules. However, the term corporalpunishment shall not include the use of such reasonable force by a teacher or principal as may be necessary to protectthemselves or other students from disruptive students.

ALTERNATIVE MEASURES: Alternative measures are measures designated to meet the special needs of a studentthat cannot be met by regular school curriculum.

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-CHAPTER 3-

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CHILD ABUSE

CHILD ABUSE AND NEGLECT:

There shall be posted in each school and in all main offices in the Hendry County Schools a notice of the duties of allemployees of the system with respect to child abuse and neglect. This notice shall read:

CHILD ABUSE

(1) ALL EMPLOYEES HAVE AN AFFIRMATIVE DUTY TO REPORT ACTUAL OR SUSPECTED CASES OF CHILDABUSE OR NEGLECT.

(2) ALL EMPLOYEES ARE IMMUNE FROM LIABILITY IN REPORTING SUCH CASES IN GOOD FAITH.

(3) IT IS THE DUTY OF ALL EMPLOYEES TO COMPLY WITH CHILD PROTECTIVE INVESTIGATIONS.

STATE’S ABUSE REGISTRYTOLL FREE TELEPHONE NUMBER 1-800-962-2873

STUDENT RIGHTS &RESPONSIBILITIES

It is the intent of the Student Rights and Responsibilities expressed in this document that students have the greatestamount of freedom allowable under law, commensurate with the school’s responsibility for student health, safety, andwelfare. The rights and responsibilities presented reflect the need for controlled experimentation in meeting theaspirations of our students for greater opportunities to serve themselves and society. Nowhere is it stated in thisdocument, nor even implied, that the school should relinquish its authority and responsibility. Within every school, theprincipal inevitably has the responsibility and authority for maintaining the orderly educational process. This documentsuggests a reassessment of philosophy, emphasis, and techniques by administration, faculty, parents, and students.

These rights and responsibilities are not intended and should not be interpreted as the enactment of controllingregulations to govern the conduct of students or school authorities in specific circumstances. It is a statement insummary form of board policies, evidencing the school board’s recognition and support of the concept of students’rights and their correlative responsibilities. The application of these principles in practice and the procedures to befollowed to guide both students and responsible school officials in specific situations are beyond the scope and intentof this document.

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CURRICULUM

PHILOSOPHICAL BASIS:

The degree of curriculum development is a function of age, grade, maturity, and sophistication, on one hand, and thelevel and complexities of courses on the other. Students are the consumers, and their opinions as to impact orprobable impact of courses, course materials, and procedures can be extremely important and deserve carefulanalysis and full consideration.

RIGHTS: RESPONSIBILITIES:Students have the right to have Students have the responsibility to seek clarification ifaccess to simple and unambiguous necessary from informed persons in the school.curriculum descriptions that willfacilitate more informed choices.

Students have the right to participate Students have the responsibility to strive for growth in thisin adequate basic skill programs at area by participating to their utmost ability.all levels in elementary, middle, andhigh schools.

Students have the right to study Students have the responsibility to contribute toward theall subjects under competent development of a positive climate in the school that isinstructors in an atmosphere free conducive to wholesome learning and living.from bias and prejudice.

Secondary students have the right Students have the responsibility to involve themselves into have representation on the the committee process and to enrich textbook selection andcommittees that participate in curriculum the classes in which they are enrolled throughplanning - from the individual participation in school planning, implementation, andcouncils to the county level. evaluation.

CONSULTATION


Personal concerns can seriously threaten and inhibit the educational development of students. Schools have theresponsibility to make relevant and objective information available to students, to provide students a comprehensivecounseling program, and to attempt to refer students seeking help with severe personal problems to agenciesequipped with the facilities and resources necessary to offer additional direct assistance.

RIGHTS: RESPONSIBILITIES:Students have the right to appro- Students have the responsibility to schedulepriate counseling for personal and appointments in advance unless the problem oreducational problems. consultation within a reasonable concern is an

emergency.

Students have the right to be Students have the responsibility to accessaccurately informed as to the nature services available to supplement and enhanceof the guidance services available their own educational and personal development.in their school.

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STUDENT RECORDS


Student records are intended to provide information which can be used to develop the best possible educationalprogram for each student. A well developed record file contains information useful for counseling, individualinstructional program design, recommendations as to advanced study, job placement, and other information neededfor making appropriate educational decisions. Care must be exercised by the school staff to assure that studentrecords are treated confidentially and that the information contained therein is relevant, accurate, and appropriate.

RIGHTS: RESPONSIBILITIES:Parents, guardians, or eligible students Parents, guardians, or eligible students (18 years of age or(18 years of age or attending a post- attending a post-secondary institution) have the responsibilitysecondary institution) have the right to of challenge the information contained informing the schoolinspect, review, and in those records of any information that may be used in making appropriatedirectly relating to the student. educational decisions.

Students have the right to be protected Parents, guardians, or eligible students have theby legal provisions which prohibit the responsibility of releasing information to thoserelease of personally identifiable infor- individuals or agencies who are working actively and

mation to other legally authorized persons constructively for the benefit of the student.without the consent of the parent, guardian,

or eligible student.

Parents, guardians, or eligible students Parents, guardians, or eligible students have thehave the right of access to records or responsibility to meet their financial obligation astranscripts. This access may not be it relates to school fees.denied because of failure to pay feesor book fines.

FLORIDA STATUTE 228.093(4) requires that annual notice be given to every parent, guardian, pupil and student as totheir rights concerning student records. Please refer to the section on student records in this document for a statementof these rights.

Please refer to the following: Protection of Pupil Rights Amendment, PPRA and Family Educational Rights andPrivacy Act, FERPA Statements.

NOTIFICATION OF RIGHTS UNDER THE PROTECTION OF PUPIL RIGHTS AMENDMENT (PPRA)

PPRA affords parents and students who are 18 or emancipated minors (“eligible students”) certain rights, regardingour conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. Parentsand emancipated minors have the following rights:

Consent before students are required to submit to a survey that concerns one or more of the following protected areasif the survey is funded in whole or in part by a program of the U.S. Department of Education:

1. Political affiliations or beliefs of the student or student’s parent;2. Mental or psychological problems of the student or student’s family;3. Sex behavior or attitudes;4. Illegal, anti-social, self-incriminating, or demeaning behavior;5. Critical appraisals of others with whom respondents have close family relationships;6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;7. Religious practices, affiliations, or beliefs of the student or parents; or8. Income, other than as required by law to determine program eligibility.

Receive notice and an opportunity to opt a student out of the following:1. Any other protected information survey, regardless of funding;2. Any non-emergency, invasive physical exam or screening required as a condition of attendance, administered

by the school or its agent, and not necessary to protect the immediate health and safety of a student, (exceptfor hearing, vision, or scoliosis screenings) or any physical exam or screening permitted or required underState law; and

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3. Activities involving collection, disclosure, or use of personal information obtained from students for marketingor to sell or otherwise distribute the information to others.

Inspect, upon request and before administration or use of the following:1. Protected information surveys of students;2. Instruments used to collect personal information from students for any of the above marketing, sales, or other

distribution purposes; and3. Instructional material used as part of the educational curriculum.

Hendry County School Board has developed and adopted policies, in consultation with parents, regarding these rights,as well as arrangements to protect student privacy in the administration of protected surveys and the collection,disclosure, or use of personal information for marketing, sales, or other distribution purposes. Hendry County SchoolBoard will directly notify parents and eligible students of these policies at least annually and after any substantivechanges. Hendry County School Board will also directly notify parents and eligible students at least annually of thespecific or approximate dates of the following activities and provide an opportunity to opt a student out of participatingin:*Collection, disclosure, or use of personal information for marketing, sales or other distribution.*Administration of any protected information survey not funded in whole or in part by U.S. Department of Education.*Any non-emergency, invasive physical examination or screening as described above.

Parents/eligible students who believe their rights have been violated may file a complaint with:Family Policy Compliance OfficeU.S. Department of Education400 Maryland Avenue, SWWashington, DC 20202-4605

NOTIFICATION OF RIGHTS UNDER FERPA FOR ELEMENTARY AND SECONDARY SCHOOLS

The Family Educational Rights and Privacy Act (FERPA) affords parents and students over 18 years of age(“eligible students”) certain rights with respect to the students’ education records. These rights are:

(1) The right to inspect and review the student’s education records within 45 days of the day the School receives arequest for access.

Parents or eligible students should submit to the School principal (or appropriate school official) a written requestthat identifies the record(s) they wish to inspect. The School official will make arrangements for access and notify theparent or eligible student of the time and place where the records may be inspected.

(2) The right to request the amendment of the student’s education records that the parent or eligible studentbelieves are inaccurate.

Parents or eligible students may ask the School to amend a record that they believe is in accurate. They shouldwrite the School principal (or appropriate school official), clearly identify the part of the record they want changed, andspecify why it is inaccurate. If the School decides not to amend the record as requested by the parent or eligiblestudent, the School will notify the parent or eligible student of the decision and advise them to their right to a hearingregarding the request for amendment. Additional information regarding the hearing procedures will be provided to theparent or eligible student when notified of the right to a hearing.

(3) The right to consent to disclosures of personally identifiable information contained in the student’s educationrecords, except to the extent that FERPA authorizes disclosure without consent.

One exception, which permits disclosure without consent, is disclosure to school officials with legitimateeducational interests. A school official is a person employed by the School as an administrator, supervisor, instructor,or support staff member (including health or medical staff and law enforcement unit personnel); a person serving onthe School Board; a person or company with whom the School has contracted to perform a special task (such as anattorney, auditor, medical consultant, or therapist); or a parent or student serving on an official committee, such as adisciplinary or grievance committee, or assisting another school official in performing his or her tasks.

A school official has a legitimate educational interest if the official needs to review an education record in order tofulfill his or her professional responsibility.

Upon request, the School discloses education records without consent to officials of another school district inwhich a student seeks or intends to enroll.

(4) The right to file a complaint with the U.S. Department of Education concerning alleged failures by the SchoolDistrict to comply with the requirements of FERPA. The name and address of the Office that administers FERPA are:

Family Policy Compliance OfficeU.S. Department of Education400 Maryland Avenue, SWWashington, DC 20202-4605

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ATTENDANCE


School administrators have an obligation under state law to enforce compulsory school attendance laws. Students have anobligation to avail for themselves the opportunity for a free education, an education that should help the students develop the skillsand knowledge necessary to function in a modern democratic society.

RIGHTS: RESPONSIBILITIES:

Students have the right of access to individual Students have the responsibility to take advantage of theirschool policies that clearly define excused educational opportunity by attending all classes daily and onabsences, unexcused absences, and tardies. time unless circumstances beyond their control prevent them

from doing so.

Students have the right to appeal a decision Students have the responsibility to provide the school withpertaining to an absence (excused or unexcused) an adequate explanation with appropriate documentationand shall not be penalized in any way for excused indicating the reasons for an absence.absences. Participation in a school-sponsoredactivity shall be considered an excused absence.

Students have the right to make up classwork in Students have the responsibility to request the make upcase of any excused absence. assignments from their teachers upon their return to school.

GRADES

Grades, at best, are but an indicator of the student’s knowledge at any particular point in time. Grades are not necessarily anaccurate gauge as to whether learning has taken place. However, since much emphasis is placed on grades, a student’s academicgrade should reflect the teacher’s most objective assessment of the student’s academic achievement. Academic grades should notbe used as a threat to maintain order in a classroom.


Students have the right to receive a teacher’s grading Students have the responsibility to ask the teachers in advancecriteria, which is consistent with district guidelines, for an explanation of any grading criteria or practice which theat the beginning of each grading period. student may question, or on which they may need clarification.

Students have the right to receive an academic grade Students have the responsibility to maintain those standards ofthat reflects their achievement. academic performance commensurate with their ability to conduct

themselves in the classroom in ways that are conductive to thelearning process.

STATE MANDATED GRADING SCALE

Grade PointGrade Percent Value Definition

A 90-100 4 Outstanding progress

B 80-89 3 Above average progress

C 70-79 2 Average progress

D 60-69 1 Lowest acceptable progress

F 0-59 0 Failure

I Incomplete

R Replaced

P Passing

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FREE SPEECH/EXPRESSION


One of the basic purposes of education is to prepare students for responsible self-expression in a democratic society. Citizens inour democracy are permitted self-expression under the 1st and 14th Amendments of the U.S. Constitution. Full opportunity shouldbe provided for students to inquire, to question, and to exchange ideas. They should be encouraged to participate in discussions inwhich many points of view, including those which are controversial, are freely expressed.

RIGHTS: RESPONSIBILITIES:The Pledge of Allegiance is a statement of American ideals, Students have the responsibility to act in a manner thatand every student shall be protected in his right to affirm preserves the dignity of the occasion.his identity with these ideals; however, students who, becauseof religious convictions, do not wish to participate in the Saluteto the Flag shall not be compelled to do so.

Students have the right to refrain from any activity which Students have the responsibility to respect the religiousviolates the precepts of their religion. beliefs of others.

Students have the right to petition and survey student Students initiating a petition or survey have theopinion in accordance with the procedures established responsibility for the reasonableness of the request andby the principal. the accuracy of the content.

Students have the right to form and express their own Students have the responsibility to make efforts to becomeopinion on controversial issues without jeopardizing informed and knowledgeable about controversial issuestheir relationship with their teacher or school. and express their opinions in a manner that is suitable for

the forum in which the discussion is taking place.

STUDENT GOVERNMENT

To a large extent, the respect afforded a student government is a result of its active and constructive involvement in the dailyoperations of the school. In order to be effective, student government and its concomitant responsibilities suggest that itsrepresentatives be given an opportunity to participate in those decisions that affect the learning climate of the school.

Respected student governments in the high schools are forums for expression, discussion, and action regarding the importantissues of the day. Members of the school community share the responsibility for shaping student governments into positiveinstruments of student involvement.

RIGHTS: RESPONSIBILITIES:Students at the high schools have the right under the Student government officers and representatives have thedirection of a faculty advisor to form and operate a responsibility to be alert to needs of the school and thestudent government. concerns of the student body and to work toward the

satisfaction of these needs to the best of their ability.

Students have the right to seek and recommend members Students have the responsibility to secure the priorof the faculty to serve as sponsors for their school’s consent of any faculty member recommended.student government organization.

Students have the right to seek office in student government Students have the responsibility to conduct electionor any organization regardless of race, color, creed, campaigns in a positive, mature manner with all duenational origin or handicap. respect provided their opponents.

Student government officers and representatives have Students have the responsibility to conduct themselvesthe right to attend official student government meetings. in an appropriate manner, to demonstrate positive

leadership in school government, and to operate withinthe bounds of Board Rules and School Regulations.

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SEARCH AND SEIZURE


Students possess the right of privacy of person as well as freedom from unreasonable search and seizure of propertyguaranteed by the 4th Amendment of the U.S. Constitution. That individual right, however, is balanced by the school’s

responsibility to protect the health, safety, and welfare of all its students.

RIGHTS: RESPONSIBILITIES:Students have the right to privacy in their Students have the responsibility not to carry orpersonal possessions unless the principal conceal any such material that is prohibited by lawhas a reasonable cause to believe that the or would detract from the educational process.student is concealing materials which areprohibited by law or student codes.

Students have the right to be informed of the state Students have the responsibility to accept thestatutes which pertain to search of lockers. consequences for the contents stored within their

lockers.

Students have the right to be informed of district & Students and others parking on school propertystate policies which pertain to parking privileges imply consent to a search of their vehicle, with orand search of vehicles. without cause, by a school official. A search may

include passenger compartments, enginecompartments, trunk & all containers, locked orunlocked, in or on the vehicle.

SEXUAL HARASSMENT

The school district has the responsibility to provide a school environment that protects the student’s health, safety, andcivil rights; that is threat free; and presents a friendly, caring atmosphere conducive to learning and growing. As part ofthis total responsibility, the district supports a no tolerance approach to sexual harassment in the schools or anyactivity sponsored by a school. Sexual harassment consists of unwelcome sexual advances, requests for sexualfavors and other inappropriate oral, written, or physical conduct of a sexual nature when 1) submission to such conductis made, either explicitly or implicitly, a term or condition of an individual’s education; 2) submission to or rejection ofsuch conduct by an individual is used as the basis for an academic decision affecting that individual; or 3) suchconduct substantially interferes with a student’s academic performance, or creates an intimidating, hostile, threatening,or offensive school environment. Sexual harassment, as defined above, may include, but is not limited to, thefollowing: 1) verbal harassment or abuse; 2) pressure for sexual activity; 3) repeated remarks to a person with sexualor demeaning implications; 4) unwelcome or inappropriate touching; 5) suggesting or demanding sexual involvementaccompanied by implied or explicit threats. To clarify, sexual harassment occurs when a student or adult subjects anindividual to any unwelcomed conduct of a sexual nature. Students who engage in such conduct shall be subject toactions listed in this Code of Conduct.

RIGHTS: RESPONSIBILITIES:Students have the right to receive an education in a Students have the responsibility to participate in thethreat free atmosphere conducive to learning and educational setting in a way that supports the learninggrowth. and growth of all individuals.

Students have the right to access educational Students have the responsibility to ensure an atmosphereactivities in an atmosphere free from sexual harassment. free from sexual harassment for themselves and others.

Students will not support or condone unwanted orunwelcomed remarks or activites of a sexual nature.

Students have a right to a recourse that allows for Students have the responsibility to report activitiesreporting of alleged activity of a sexual which are or appear to be of a sexual harassment nature.harassment nature that is threat free, All students must accept the responsibility for providing anconfidential, and readily available to all students. atmosphere conducive to positive individual growth and

development.

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TEEN DATING VIOLENCE AND ABUSE

Teen dating violence is a pattern of emotional, verbal, sexual, or physical abuse used by one person in a current orpast dating relationship to exert power and control over another when one or both of the partners is a teenager. Abusemay include insults, coercion, social sabotage, sexual harassment, stalking, threats, and/or acts of physical or sexualabuse. The abusive partner uses this pattern of violent or coercive behavior to gain power and maintain control overthe dating partner. This may also include abuse, harassment, and stalking via electronic devices such as cell phonesand computers, and harassment through a third party, and may be physical, mental, or both.

The Hendry County School District is committed to providing an educational setting for all students that is safe, secure,and free from dating violence or abuse of any kind. Any form of teen dating violence or abuse as defined in SchoolBoard Policy is prohibited and will not be tolerated.

Consistent with the intent and requirments of Section 1006.148 Florida Statutes, the Hendry County School Districtupholds that dating violence or abuse by any students is prohibited:

On school property During school related or school sponsored programs, events, or activities, and During school sponsored transportation

Hendry County School Board Policy 341 will serve as a guide for school administrator/staff in investigating, reportingand taking disciplinary action regarding allegations of teen dating violence or abuse.

Rights

Students have the right to access educational activitiesin an atmosphere free from dating violence or abuse.

Students have a right to a recourse that allows forreporting of alleged dating violence or abuse.

Responsibilities

Students will not inflict emotional, verbal, sexual, orphysical abuse on another to exert power or controlover a person in a current or past dating relationship.

Students have a responsibility to report cases of teendating violence or abuse.

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GRIEVANCE


A grievance is defined as a claim by a student, with respect to that student’s rights, that there has been a violation,misinterpretation, or misapplication of Federal Statutes, State Statutes, or Board policy as defined in those statutes orpolicies. Copies of grievance procedures shall be available upon request and shall be on file in the office of thesuperintendent and the office of each principal and guidance counselor. They are also available on the Districtwebsite.


Students have the right to a standard procedure Students have the responsibility to discuss theirfor the resolution of grievances. grievances informally with the persons involved prior

to invoking formal grievance procedures.

Students have the right to participate in the Students have the responsibility to state theformulation of the grievance procedures with grievance clearly and concisely, to follow thethe school administration through procedures established procedures, and to accept the decisionestablished in school rules. that is the outgrowth of this process.

MARRIAGE, PREGNANCY &PARENTHOOD


Students who are married, parents, or pregnant do not lose their right to a free and appropriate education. It istherefore the responsibility of the public school to encourage their continued education through the implementation ofpositive policies and the development of appropriate educational programs.

RIGHTS: RESPONSIBILITIES:Students who are married, parents, or pregnant Students have the responsibility to seekhave the right to remain in the regular school professional medical advice regardingprogram or to attend one of the specialized continued school attendance.programs designed to meet their particular needs.

School Dress

It is the district’s expectation that while at school students will dress in an appropriate manner that demonstratesrespect for self and others and which is not disruptive to an orderly learning environment, school climate, oreducational process.

Rights:

Students have the right to attend school and participatein school related activities without being subject tostudent dress that is vulgar, indecent or that disruptsthe educational process.

Responsibilities

Students will demonstrate respect for themselves andothers in their school dress.

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-CHAPTER 4-

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RECORDS

PURPOSE

State Statute 232.23 mandates that each principal maintain a permanent record for each student enrolled in a public school. Suchrecord shall be maintained in the form and contain all data prescribed by regulations of the State Board of Education. Studentrecords are used for planning instructional programs, for guidance of students, for preparation of state and federal reports, and forresearch.

WHO HAS ACCESS TO STUDENT RECORDS?

Those persons having access to student records are the school board, the superintendent and his/her staff, the professional staff ofthe school, the parent or guardian of the student, a court of competent jurisdiction, and other persons as the parent or guardian mayauthorize in writing. These records are accessible under the direction of the school principal in each school center.

WHAT INFORMATION IS IN A STUDENT’S RECORDS?

Educational records are maintained in accordance with policies and administrative guidelines of the School Board of Hendry Countyand contain identifying data (student and parent name, address, birthdate, sex, race), academic record, standardized test results,attendance records, and health data. The educational record also may contain family background information, verified reports ofserious or recurrent behavior patterns, record of extracurricular participation and participation in special programs, diagnosticreports, and ancedotal records of professional staff. The principal may maintain a separate disciplinary file for students involved inmisconduct to include, but not limited to, description of misconduct, suspension notice(s), record of disciplinary action(s) taken, etc.These records are updated annually.

WHAT ARE THE RIGHTS OF A PARENT?

Parents or legal guardian(s) have the right to review records maintained on their child, right to a copy of the record,and a right to contest information contained in the record. Requests for appointments to review or to contest studentrecords should be made to the principal or his/her designee. Copies of a student record may be sent to a schooloutside of Hendry County Public School System upon receipt of a written official school request. Parents are herebynotified that such requests will be honored by the schools and that they have a right to inspect records sent to otherschools. Requests for records from all other sources requires written permission of the parent or guardian.

NOTE:

Whatever rights are vested in the parent or guardian shall pass to the student whenever the student has attainedeighteen (18) years of age or is attending an institution of post-secondary education. Parents shall have access totheir dependent children’s records regardless of age and shall have the right of signing for the release of dependentchildren’s records.

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WHAT INFORMATION IS RELEASED WITHOUT PARENT PERMISSION?

The Hendry County Public Schools reserve the right to release “directory information” without prior permission of the parent orguardian as detailed in the following categories.

1. School publications, yearbooks, programs for school events, handbills, roster, school news to media, and school/districtwebsites. Such information will be limited to the following:

student’s name, address, grade level, age, participation in officially recognizedactivities and sports, weight and height of members of athletic teams, dates ofattendance, graduation date, awards and honors received.

By law, directory information may be shown to responsible individuals or agencies without parent consent. However, if there issome or all portions of these records that you do not want furnished, please notify your principal within thirty (30) days.

2. Directory information will be released by the principal or his designee to the Division of Youth Services, the Division of FamilyServices, local police and sheriff’s departments and other agencies or persons having a bonafide need to know.

3. In the preparation of cases for prosecution under the Compulsory School Attendance Law, the Department of Student Servicesis authorized to release pertinent school data in interpretative form to the State Attorney’s Office, to the Division of Youth Services,and to the Circuit Court Juvenile Division.

PARENTS RIGHT TO KNOW

Parents have the right to request the following information:

Whether the teacher has met State qualifications and licensing criteria for the grade levels and subject areas in whichthe teacher provides instruction.

Whether the teacher is teaching under emergency or other provisional status through which State qualification orlicensing criteria have been waived.

The baccalaureate degree major of the teacher and any other graduate certification or degree held by the teacher, andthe field of discipline of the certification or degree.

Whether the child is provided services by paraprofessionals and, if so, their qualifications.

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HEALTH RELATED SERVICES

Hendry County District Schools provide basic school health services in each school that promote student health through prevention,intervention, and treatment. School health staff are professionally trained to advocate for children’s health and safety within theeducational setting. Some services offered in the school include health screenings, medication administration, and treatment ofacute and chronic health-related problems. The delivery of school health services is guided by a cooperative and comprehensiveplan developed by the Hendry County District Schools and the Hendry County Health Department.

QUICK REFERENCE GUIDE TO SERVICES FOR THE PRESCHOOL CHILD (AGES BIRTH - 5) IN HENDRY COUNTY

Information/ReferralUnited Way/Success by 6 675-8383

REFERRAL/REQUEST FOR SCREENINGChild Find (0-5 years old) 1-800-316-7057Early Intervention Program -(0-3 years old) 1-800-316-7057Glades/Hendry Central Directory 1-800-316-7057

EARLY EDUCATION SERVICESChild Care of Southwest Florida, Inc.Early Learning Coalition of SW Florida 1-888-290-4114239-935-6102Hendry County School Board 674-4550

Exceptional Student Education 674-4164 or 983-1507RCMA LaBelle Child Development Center I 674-4510RCMA LaBelle Child Development Center II 674-4515Harlem Academy Child Care Center 983-7335

SOCIAL/MEDICAL SERVICESFlorida Community Health Centers, Inc. 983-7813Easter Seals Florida – Gulfcoast Region 1-877-257-3257

(Physical, Speech, and Occupational Therapics)Family Health Centers of S.W. Florida, Inc. 1-888-501-7727Hendry/Glades Mental Health Clinic, Inc. 674-4050 or 983-1423Hendry County Welfare Department- 675-5356Hendry Regional Medical Center 675-4466 or 983-9121HRS DCF (Children & Families, Economic Services) 674-4157 or 902-3800HRS DCF County Public Health Units (Healthy Start,

Immunizations) 674-4041 or 983-1408Children’s Medical Services 1-800-226-3290HRS First Steps 674-4157 or 983-2144HRS WIC 674-4078 or 983-1494IMPACT 239-275-4244LaBelle Pediatrics 675-7574-Social Security Administration 1-800-772-1213EMERGENCY 911POISON CONTROL 1-800-282-3171

PARENT SERVICESHendry County Adult Education 612-0706 or 983-1511IDEAS (Ft. Myers) 674-4157 or 275-9541Parent Support Group 983-4417-Florida Tobacco Quitline 1-877-822-6669

TRANSPORTATIONGoodwheels (Medicaid Provider) 1-800-741-1570Taxi Lobo 675-5777

MIGRANT SERVICESHendry County Schools (3-5 years old) 674-4108 or 983-1508East Coast Migrant Head Start (Birth - 5) 675-4266 or 675-7797Family Health Center (Outreach Service) 675-2334

ABUSE/NEGLECTACT Shelter (When calling number ask for ACT) 1-800-500-1119Florida HOTLINE 1-800-962-2873REACT 674-1811

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Hendry County SchoolsStudent Code of Conduct Committee

20142015

C. Gordon Swaggerty, Deputy Superintendent Chairperson

Tony Busin, WES, PrincipalRobin Jones, COES, Assistant Principal Committee Member

Rosa Perez, CES, PrincipalKen Pickles, LMS, Principal Committee Member

Kristi Durance, CMS, Assistant PrincipalMaddie Lofton, LMS, Student Committee Member

Janice Lee, Director of AssessmentLori Perkins, LHS, Dean Committee Member

Roberto Sanchez, CHS, Assistant PrincipalRichard Talada, LES, Assistant Principal Committee Member

Victor Ramos, CHS, StudentLucinda Kelley, Director, ESE Committee Member

Larry Worth, Assistant Superintendent Committee Member

Drug and -, Alcohol, and Tobacco Counseling and Rehabilitation Resource List

Hendry Glades Mental Health Clinic, Inc.: 80 Euclid, LaBelle – 674-4050 - Insurance accepted - sliding fee basis

Hendry Glades Mental Health Clinic, Inc.: 601 W. Alverdez Avenue, Clewiston - 983-1423 - Insurance accepted -sliding fee basis

Ruth Cooper Center for Behavioral Health Care: 2789 Ortiz Avenue, Fort Myers – 239-275-3222 - Insurance accepted- sliding fee basis-

Southwest Florida Addiction Services: Fort Myers – 239-332-6937 - They have all services, inpatient and outpatient,youth services - Insurance accepted - sliding fee basis

Alcoholics Anonymous (AA): Fort Myers – 239-275-5111

ALCOHOLICS ANONYMOUS (AA): 7:00 PM 1st & 3rd

Mondays - St. Martin’s Episcopal Church, Clewiston

DUNKLIN CENTER: Addiction for Men, Okeechobee – 772-597-2841

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COMPREHENSIVE HEALTH EDUCATION

Florida Law (1003.46 F.S.) requires each school district to regularly schedule a Comprehensive Health EducationProgram in grades K-12 which shall include but not be limited to the following:

* personal health & hygiene* substance abuse prevention* an understanding of the body & its systems* AIDS & other communicable disease prevention* identification and prevention of child abuse in the lower grades* decision-making in the middle & higher grades* human growth & development* human sexuality & pregnancy prevention* early sexual involvement* activities which result in sexually transmitted diseases* early teenage pregnancy* abstinence from sexual activity is a certain way to avoid pregnancy* sexual transmission of AIDS and other communicable (sexually transmitted) diseases* suicide

Instruction of human sexuality will take into account the whole person. Present ethical and moral dimensions shall notbe an expression of any one sectarian or secular philosophy and shall respect the conscience and rights of studentsand parents.

All instructional materials, including teachers’ manuals, films, tapes, and other supplementary instructional materials,shall be available for inspection by parents or guardians of the children engaged in such classes.

Any student whose parents make written request to the school principal shall be exempt from reproductive health orAIDS instructional activities, as requested.

NOTIFICATION REQUIREMENTS FOR STUDENTS’ WHO ARE REMOVED FROM SCHOOL, SCHOOLTRANSPORTATION, OR SCHOOL-SPONSORED ACTIVITY AND TAKEN TO A FACILITY FOR AN INVOLUNTARY

EXAMINATION UNDER THE BAKER ACT

School Principals’ or his or her designee are required to provide immediate notification to a student’s parent orguardian if the student is removed from school, school transportation or school-sponsored activity for an involuntaryexamination under the Baker Act.

Notification may be delayed by up to 24 hours if there is suspected abuse, abandonment, or neglect and the delay hasbeen deemed to be in the students’ best interest.

Notification can be by phone or in person but must be done immediately. Effort to contact the parent or guardian mustcontinue until such notification is made. (SB 954) Documentation of this notification must be maintained on file.

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KEYS TO YOUR CHARACTER

The Hendry County School District is committed to helping all students in developing values necessary to participateas caring, responsible citizens in our nation’s democracy. The District has adopted The Keys to Your Character topromote values and good character. These keys, are listed and defined with examples below:

Character Key Definition ExampleFairness Equity, equality and consistency

applied in all like actions.Treating people impartially, norplaying favorites, being open minded,or maintaining an objective attitudetoward those whose actions or ideasare different from the others.Treating people the same, regardlessof their ethnicity, race, religion,gender, or physical condition.

Respect Courteous consideration and highregard for others.

Showing regard for the worth anddignity of someone or something,being courteous and polite, andjudging all people on their merits.

Honesty A sense of honor, truthfulness,integrity, and sincerity.

Dealing truthfully with people, beingsincere, not deceiving them orstealing from them, not cheating orlying.Doing one’s own work when taking atest or working on an individualassignment.

Gratitude Thankfulness expressed byacknowledged appreciation.

Demonstrating thankfulness for thehelp or actions of others.

Generosity Unselfishness demonstrated byconcerned sharing.

Willingness to share with others.

Responsibility Cooperation, presence of self-discipline and good citizenship.

Thinking before you act and beingaccountable for your actions, payingattention to others and responding totheir needs.

Caring Attention and concern for the welfareand needs of others through bothwords and actions.

Being sympathetic, helpful,compassionate, benevolent,agreeable and gentle toward people.

Knowledge Awareness of facts, truths andprinciples having critical and creativeprocesses.

Pay attention to truths not gossip orrumors.

Courtesy Polite behavior and excellence ofmanner in social conduct.

Treat others like you would like to betreated.

Patriotism Good citizenship displaying highregard for laws, government, and theheritage of our country.

Show appreciation for our country, itslaws and government.

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NON-DISCRIMINATION STATEMENT

The School Board of Hendry County, Florida prohibits any policy or procedure, which results in discrimination on thebasis of race, sex, national origin, marital status, disability, age, or religion. It also includes all protection required by34 CFR, 108.9 (Boy Scouts Act). Individuals who wish to file a discrimination and/or harassment complaint, orindividuals with disabilities requesting accommodations under the American with Disabilities Act (ADA) may call one ofthe people listed below.

The Hendry County School District has an Educational Equity Plan to ensure procedures are in place to monitorequality of treatment within district activities and to report discrimination or harassment. The district actively supports apolicy of non-discrimination in all matters related to the actions and interactions of personnel and students within thedistrict, and interaction with the general public. The system strives to provide an atmosphere that is conducive toequal opportunity and treatment of all regardless of race, sex, national origin, marital status, disability, age or religion.

Larry Worth, Assistant Superintendent for Continuous Improvement, Human Resources and Operations is theHendry County School Board Equity Officer. He is located in the Old Court House Building, 25 EastHickpochee Avenue, LaBelle, FL 33935. Phone (863) 674-4550; Fax (863) 674-4579. (This posting is inaccordance with the Florida Equity Act (Rule 6A-19.010(1)(g) FAC, the Federal Title IX Education Amendments of1972 Section 106.8(2) and the Age Discrimination in Employment Act of 1975 Section 110.25).

Lucinda Kelley, Director of ESE, is Hendry County School Board’s Section 504 & ADA (Rehabilitation) contact.She is located at 25 E. Hickpochee Avenue, LaBelle, FL 33935. Phone (863) 674-4166; Fax (863) 674-4106.Issues regarding 501, 503, and 504 Rehabilitation Acts of 1973 and Individuals with Disabilities Education Act(IDEA), of 1990 can be addressed through this office. (This posting is in accordance with Title 1 of the Americanswith Disabilities Act, section 35.107(2) of 1990 and Section 504-104.7(a) of the Rehabilitation Act of 1973).

Kevin McCarthy, Administrator of Facilities, Maintenance and Transportation, is Hendry County SchoolBoard’s ADA (Architectural Business) contact. He is located at 4040 Cowboy Way, LaBelle, FL 33935. Phone(863) 674-4184; Fax (863) 612-0774. Issues regarding Architectural Business to Americans with Disabilitiesand the Architectural Barriers Act of 1968 can be addressed through this office. (This posting is in accordancewith Title 1 of the Americans with Disability Act section 35.107(a) of 1990).

Garry Ensor, Administrator of Workforce Development and Adult Education, is Hendry County School Board’sVocational Discrimination Contact. He is located at 475 East Osceola Avenue, Clewiston, FL 33440. Phone(863) 983-1511; Fax (863) 983-1517. Issues regarding discrimination in vocational education programs basedon race, color, national origin, sex and disability can be addressed through this office. (This posting is inaccordance with Subpart A Legal Basis for the Vocational Guidelines, section IV issued in 1973).

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40

PREPARED BY:

HENDRY COUNTY SCHOOL BOARDPOST OFFICE BOX 1980

LABELLE, FLORIDA 33975

(863) 674-4642(863) 902-4244

HENDRY COUNTY SCHOOL BOARD

2015-16

Student Progression Plan

Requirements and Procedures

The School Board of Hendry County, Florida prohibits any policy or procedure, whichresults in discrimination of the basis of race, sex, national origin, marital status,disability, age, or religion. Individuals who wish to file a discrimination and/orharassment complaint, or individuals with disabilities requesting accommodations underthe Americans with Disabilities Act (ADA) may call the equity officer at (863) 674-4550.

i

Table of Contents

Introduction 1

Common Core Standards 2

School Improvement 4

Florida’s Multi-Tiered System of Supports (MTSS) 4

General Requirements for Student Progression 5Admission to School

Entrance RequirementsTransfer RequirementsCompulsory School AttendanceStudents with Disabilities (SWD) ProgramStudents with Active 504 Accommodation PlansStudents who Qualify for ESOLHome Education ProgramVirtual School ProgramHospital/Homebound ProgramInterstate Compact on Educational Opportunity for Military ChildrenCharacter Education Program

Student Performance and Promotion Through the Grades 14Florida Standards/Next Generation Sunshine State StandardsCurriculumPromotion/RetentionElementary School (K-5) Promotion/Retention

Student Performance LevelsTeacher Judgment for Promotion

Alternatives to Promotion/Remedial InstructionGrade RetentionAssessmentAssessment and Support Grades K-3

Early High School Graduation 19

Assessment of Student Performance 20Report Cards and Other Notices of Student Progress

Grades

ii

Table of Contents

Student Plans, Parent Information and Notification 23Student and Parent Information Regarding School-to-Work TransitionSchool Conferences for Parents in “Learnfare”Annual Report of Student ProgressFamily Partnership for Student AchievementPrivacy Rights of Students and ParentsMultiple Births Siblings/Classroom Placement

Supplemental Academic Instruction 26Special Programs for Special NeedsSpecial Programs for Acceleration and Intensive InstructionDrop-Out Prevention and Alternative Education

Elementary School Requirements for Student Progress 27Admission to Elementary School

Entrance Requirements for Kindergarten StudentsExceptional Student Education (ESE) Entry RequirementsTransfer Requirements for Elementary School StudentsGrade Placement in K-5 for Transfer StudentsFlorida Kindergarten Readiness ScreenerAcademically Challenging Curriculum to Enhance Learning (ACCEL)

Options

Elementary Student Performance and Progression Through the Grades 30Promotion for Elementary School StudentsK-3 READ Initiative/Preventative Strategies for Deficient ReadersPromotion Alternatives for Elementary School Students

Promotion/Retention for Third GradeGrade Promotion with Good Cause ExemptionMandatory Retention for Grade 3 StudentsParent Notification Requirements for Retained Grade 3 StudentsIntensive Instruction Services for Retained Grade 3 StudentsIntensive Acceleration Class (IAC) for Grade 3 StudentsSupplemental Academic Instruction (SAI) for Grade 3 StudentsGood Cause Exemptions for Retained Grade 3 StudentsGood Cause Exemptions from Retention (Grade 3 Only)Review of Academic Portfolio for Good Cause ExemptionDocumentation for Grade 3 Good Cause ExemptionDuring the School Year Promotion of Retained Grade 3 StudentsIdentified Reading DeficienciesHealth and Physical Education

iii

Table of Contents

Student Plans, Parent Information, and Notification of Elementary SchoolStudents 40

Performance Monitoring Plan (PMP)Parent Notification of Substantial Reading Deficiency in K-3 StudentsExceptional Student Education (ESE)Section 504 Accommodation Plans

Middle School Requirements for Student Progression 45Admission to Middle School

Entrance Requirements for Middle School Students

Middle School Student Performance and Progression Through the Grade 6-8 45Middle School (6-8) Requirements for Promotion and RetentionConsiderations for Special Program Students

Promotion for Middle School Students 53Alternatives to Promotion for Middle School StudentsRequired Physical EducationFlorida Virtual CoursesAdvanced Academic CoursesHigh School Courses

High School Requirements for Student Progression 56Graduation RequirementsGraduation Requirements for a Standard Diploma

Assessments for Standard DiplomaStandardized Assessment Waivers (ESE) for Standard DiplomaAssessment Waiver Eligibility Criteria for Standard DiplomaEOC Assessment Waiver for Students with DisabilitiesDistrict ResponsibilitiesEligibility CriteriaCourse Credit for Standard DiplomaOnline Learning for Standard DiplomaGrade Point Average (GPA) for Standard DiplomaFour-Year, 24-Credit Traditional Option RequirementsVirtual/Online Course Requirements for Four-Year 24-Credit OptionEnglish Requirement for Four-Year 24-Credit OptionMathematics Requirement for Four-Year 24-Credit OptionScience Requirements for Four-Year 24-Credit OptionSocial Studies Requirements for Four-Year 24-Credit OptionPhysical Education Requirements for Four-Year 24-Credit OptionFine and Performing Arts Requirements for Four-Year 24-Credit OptionWorld Language Requirements for Four-Year 24-Credit Option

iv

Table of Contents

Community Service for Four-Year 24-Credit Option StudentsGraduation Requirements for Transfer Students

Other Graduation Options 66Early Graduation for Four-Year 24-Credit Option Students18-Credit ACCEL Graduation OptionAdvanced International Certificate of Education (AICE) DiplomaInternational Baccalaureate (IB) ProgramGraduation Options for Students with Disabilities (SWD)

Special Diploma: Option 1Special Diploma: Option 2

Students with Disabilities Entering Grade 9 during the 2014-2015 School YearFlorida High School Performance-Based DiplomaCertificates of CompletionStandard Certificate of CompletionPerformance Based Diploma Program (PBD)Standard Diploma Requirements for a GED Exit Option

Florida Department of Education Scholarships 74Florida Bright Futures Scholarship Program

Grades and Other Notices of Student Progression 75High School Grade ForgivenessHigh School Weighted Grades

Middle and High School Student Plans, Parent Information, and Notification 76Readiness for Post Secondary Education and the WorkplaceCareer and Professional EducationStudent and Parent Notification of Graduation OptionsStudent and Parent Notification for Students with GPA Below 2.0Student and Parent Notification for Acceleration MechanismsAssistance to Transitioning Students from Military Families: Special Academic

ProgramsCommencement ExercisesAdult School13th Year ParticipationTeenage Parent Program (TAP)Youth Development Academies (CYDA, LYDA)

Middle and High Student Attendance 79Compulsory AttendanceInterscholastic Extracurricular Eligibility

Veteran’s Day and Memorial Day Activities 80Celebrate Freedom Week

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Table of Contents

Special Programs for Acceleration and Intensive Instruction 80Elementary Summer Reading ProgramSummer Enrichment Program

Drop-out Prevention and Alternative Education 81Continuous Progress Summer SchoolExtended Day/Year Instructional ProgramIntegrated Learning ProgramsMigrant Tutorial Program, Migrant Advocate/Counselor Program, and

Summer Migrant Institute

Academically Challenging Curriculum to Enhance Learning (ACCEL) Options 81

Academically Challenging Curriculum to Enhance Learning (ACCEL) 82General Elementary and Middle School ACCEL OptionsGeneral High School ACCEL OptionsCredit Acceleration Program (CAP)

Elementary and Middle School Eligibility Criteria for CAPHigh School Eligibility Criteria for CAP

Elementary School Acceleration RequirementsMiddle School Acceleration RequirementsWhole-Grade and Midyear Promotion Procedures

Elementary School RequirementsMiddle School RequirementsHigh School Requirements

Recommended Assessments for Subject Area AccelerationElementary and Middle School Assessments (Whole-Grade and

Midyear Promotion)Procedures for Requesting Acceleration

Elementary School (K-5) Procedures for Requesting AccelerationMiddle School (6-8) Procedures for Requesting AccelerationHigh School (9-12) Procedures for Requesting AccelerationHigh School Credits for Middle School (6-8) StudentsHigh School Mathematics Requirements for Middle School (6-8)

StudentsStudents Attending Summer/College Programs for EnrichmentCredit by ExaminationInternational Baccalaureate (IB) Diploma ProgramAdvanced International Certificate of Education (AICE)Advanced Placement (AP)Dual Enrollment Program

Enrollment in Schools without Dual Enrollment AgreementsDual Enrollment for Home Education Students

Early Admission to College

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Table of Contents

Early Admission to College for Home Education Students

Collegiate High School Program 96Opportunities for Student ParticipationEligible StudentsEnrollmentHigh School Credit Earned for CHSP CoursesStudent Advising Services/Progress MonitoringCalendarFundingTextbooksStudent Responsibilities

Special Programs for High School 101Career and Technical Education (CTE)Core Credit for Career and Technical Education (CTE)Career AcademiesCareer Education Program Completer Certificate

Retention/Promotion for Third Grade Students Flow Chart 104

Appendix A – Students Entering Grade 9 in the 2011-2012 School Year 105

Appendix B – Students Entering Grade 9 in the 2012-2013 School Year 107

Appendix C – Students Entering Grade 9 in the 2013-2014 School Year 109

Appendix D – Students Entering Grade 9 in the 2011-2012 School Year 111

1

Introduction

The Hendry County School District Student Progression Plan provides parents,students, school personnel, and the general public information regarding studentprogression requirements and procedures for Grades K-12.

It is the responsibility of the School Board of Hendry County per F.S. 1008.25 toimplement a comprehensive student progression plan that serves as a guide and basisfor graduation, retention, and promotion. The Hendry County School District StudentProgression Plan is based upon Florida Statutes, local goals and objectives, as well asthe Florida Standards and Next Generation Sunshine State Standards as approved bythe State Board of Education.

The purpose of this document is to describe the administrative procedures necessary toimplement student progression in the public schools of Hendry County and to meet therequirements outlined in Florida Statutes.

It is expected that the vast majority of Hendry County public school students will makesatisfactory progress through the grades and achieve a level of academic proficiencyand social and emotional development that will enable them to benefit from instructionat the next grade level. All students are expected to achieve the performance standardsadopted by the State of Florida as defined in Florida Standards for language arts,mathematics, science, social studies, health and physical education, the arts, andforeign language as implemented at each grade level. The district’s goal is that allstudents make adequate annual learning gains sufficient to acquire knowledge, skills,and competencies needed to master the Florida Standards.

Students are required to meet specific levels of performance in reading, writing,mathematics, and science for each grade level, including levels of performance onstatewide assessments as defined by the commissioner of education. Students whoscore below the defined levels must receive remediation or be retained with an intensiveprogram that is different from the previous year’s program and that takes into accountthe student’s learning style.

The district is committed to the idea that all students can learn when academic growth iscontinuous and is built on high expectations and quality instructional strategies to meetindividual student needs. This Student Progression Plan implements school boardpolicy and develops procedures to provide each student with the maximum opportunityto succeed in school.

2

Common Core State Standards

Florida has adopted the Florida Standards which were developed to ensure that allstudents are prepared for success in postsecondary education and the workforce,regardless of where they live. These standards will ensure that students are receiving ahigh quality education and will provide the opportunity to share experiences and bestpractices within and across states.

Standards have been written for English Language Arts/Literacy and Mathematics. Thegrade specific standards define end-of-year expectations and a cumulative progressiondesigned to enable students to meet college and career readiness expectations by theend of high school. As students advance through grades K-12, they are expected tomeet each year’s grade specific standards and retain or further develop skills masteredin previous grades.

Although the Florida Standards define what students should know and be able to do ateach grade level, they do not define how a teacher should teach the Standards.Teachers are expected to use a variety of appropriate materials and strategies to meetthe educational needs of the children who have been assigned to them. The Standardsfocus on what is most essential but do not describe all that should be or can be taught.

Although the Standards are divided for Literacy into Reading, Writing, Speaking andListening, and Language strands, the processes of communication are closelyconnected. Writing standard 9 requires that students be able to write about what theyread. Speaking and Listening standard 4 sets the expectation that students will sharefindings from their research. The Standards insist that instruction in reading, writing,speaking, listening, and language be a shared responsibility within the school.

Key features of the Literacy Standards include the following: Reading: Text complexity and the growth of comprehension. Equal emphasis is

placed on the complexity of what students read and the skill with which they readit. The expectation is that students read increasingly more complex text as theyprogress from grade to grade. Additionally students are expected to learn morefrom the text and analyze text more closely.

Writing: Text types, responding to reading research. The basic skills of writing(planning, drafting, revising, editing, and publishing) are important. However,students must learn to write for specific audiences and needs.

Speaking and Listening: Flexible communication and collaboration. Studentsare expected to develop skills in oral communication and interpersonalrelationships. By working together, listening to the ideas of others, andevaluating what they hear students will be better prepared for postsecondarywork and the workforce.

Language: Conventions, effective use and vocabulary. Students are expectedto abide by the essential rules of standard written and spoken English.Vocabulary development focuses on understanding words and phrases and their

3

relationships, and acquiring new vocabulary especially in specific areas ofinterest.

The Florida Standards for mathematics define what students should understand and beable to do in their study of mathematics. The Standards focus on fewer concepts butthose concepts are studied more thoroughly than in the past.

The Standards for Mathematical Practice describe varieties of expertise that educatorsshould develop in their students. The Standards for Mathematical Practice are asfollows:

Make sense of problems and persevere in solving them. Explain to yourself themeaning of a problem and determine how to begin to solve the problem.Analyze, experiment, explain to others, and check your answer using analternate method. Ask, “Does this make sense?”

Reason abstractly and quantitatively. Make sense of quantities and theirrelationships in problems.

Construct viable arguments and critique the reasoning of others. Understandand use definitions and stated assumptions in explaining answers. Listen to theexplanations and arguments of others as they defend their answers and processfor solving the problem.

Model with mathematics. Apply the mathematics that you know to solve realworld problems.

Use appropriate mathematical tools strategically. Consider the mathematicaltools available (ruler, calculator, pencil and paper, geometry software, etc.) anduse the most appropriate to solve the problem.

Attend to precision. Communicate precisely to others. Use clear definitions asyou give explanations to others.

Look for and make use of structure. Look closely to determine if there is apattern or structure.

Look for and express regularity in repeated reasoning. Notice and determine ifcalculations are repeated and look for methods and shortcuts. Continuallyevaluate the reasonableness of your results.

Student proficiency or mastery of the Florida Standards will be measured by FloridaState Assessments. The Florida State Assessments will replace FCAT as the statewideassessments in the Spring of 2015. Information regarding the Florida StateAssessments can be found at www.fsassessments.org.

The full Florida Standards are available at www.floridastandards.org.

4

School Improvement

The 1991 Florida Legislature mandated the School Improvement and Accountability Act.A requirement of the legislation is for each school to have a School Improvement Plan.The School Improvement Plan includes goals which address each school’s needs asdetermined by student achievement data, climate surveys, discipline reports,attendance reports, and other pertinent information regarding improvement.

Each school is required to have a School Advisory Council which includesrepresentation from teachers, parents, administrators, students, community andbusiness representatives. The School Advisory Council for each school and schoolpersonnel collaborate in the development of the School Improvement Plan which whencompleted is submitted to the District School Board for approval.

Florida’s Multi-Tiered System of Supports (MTSS)

Through implementing the problem-solving framework, Florida’s Multi-Tiered System ofSupports (MTSS) provides high-quality instruction and intervention matched to studentneeds. According to the Florida Department of Education, MTSS involves thesystematic use of assessment data to inform instructional decisions and efficientlyallocate resources to improve learning for all students.

The core characteristics that underpin the MTSS model are:

High-quality, research-based instruction provided to students in all settings;

Continuous monitoring of student performance;

Screening of all students for academic and behavioral problems;

Multiple levels of tiers of instruction that are progressively more intense andbased on the student’s response to instruction;

Implementation of a problem-solving method across all levels or tiers.

5

General Requirements for Student Progression

Admission to School

Entrance RequirementsHCSB-3041003.01(4) FS1003.22(1 & 4) FS

New students must meet all entrance requirements before they are eligible to attendschool.

All students who are enrolling in a Hendry County public school for the first time mustpresent the following information before they can enter school: Evidence of the child’s birth date verified in priority order:

o Birth Certificate;o Legally attested birth record;o Legally attested religious record;o Insurance policy on the child’s life and in effect for at least two years;o A passport or certificate of arrival showing age of child;o An official educational transcript stating the child’s age that is current and

indicates enrollment for at least four years; oro An affidavit of age sworn to by the parent and accompanied by a

certificate of age signed by a public health officer or by a public schoolphysician, if none of the proofs of age above are available or can beproduced.

A certificate of immunization against communicable diseases. Student transfersentering a Hendry County school for the first time may be granted a 30-daywaiver to produce an immunization certificate from the health department. (Referto current immunization requirements for entrance to different grade levels.)

Evidence of a physical examination within the last 12 months. Student transfersentering a Hendry County school for the first time may be granted a 30-daywaiver to produce an acceptable physical examination.

Evidence of custody if the child does not live with both natural parents. Proof of residence documentation such as homestead exemption, lease or rental

agreement or utility deposit/receipt.o Homeless children are automatically eligible for a 30-day waiver of these

requirements.

According to Florida Statute §1003.01(12) and State Board of Education Rule 6A-6.03411(1)(s), students who are without a fixed, regular, and adequate nighttimeresidence, are considered children and youths who are experiencing homelessness.Pursuant to the McKinney-Vento Homeless Education Assistance ImprovementActs of 2001 (Section 725) 42 U.S.C.A. § 11432(g)(3)(A)-(C), these children are to beenrolled immediately in the school that meets the best interest of the student.

6

Arrangements are to be made for immunizations, transportation, and all other schoolservices. Appropriate students, school, and grade level placement, as well ascompletion of required immunizations and physical examination, shall occur within 30school days of enrollment. Refer to School Board Policy 339 entitled HomelessStudents and Florida Statute § 1003.21(1)(f) for procedures relating to the enrollmentof these students.

New students who do not meet these entrance requirements will not be eligible toattend school until all entrance requirements are met with the exception of studentsidentified as homeless.

Transfer Requirements1006.07(1) FS948.03(9) FS

The principal of the receiving school shall determine the grade placement of a studenttransferring into any Hendry County school from another country, state, or Floridaschool district. The requirements of the Hendry County School Board cannot beretroactive for a transfer student provided the student has met all the requirements ofthe state or Florida school district from which the student is transferring. All evidence ofthe student’s work and placement shall be based upon an official transcript or recordauthenticated by the proper authority of the receiving school.

A student or parent must provide all information concerning the enrollee’s arrest record(regardless of disposition), school expulsions (regardless of the status of the finalorder), and current and/or past DJJ/adult probation, community control, or monitoringprograms at the initial time of enrollment. School authorities will provide adequate dueprocess protection for all parties prior to establishing an appropriate educationalplacement or the mandatory notification of the student’s teachers.

A transfer student from a non-accredited school or home education program may beplaced in a 45-day trial grade placement. The student’s work and trial placement shallbe reevaluated and both may be validated based upon standardized test scores and/orstudent performance during the trial placement.

All ESE students transferring from private schools or out-of-state programs will beevaluated and staffed according to Special Programs and Procedures for ExceptionalStudent Education. ESE students from within Florida will be placed according toSpecial Programs and Procedures for Exceptional Student Education.

Upon initial enrollment, all students will be surveyed regarding home language and, ifappropriate, will be assessed during the first four weeks of attendance for possibleplacement in an English Language Learners (ELL) program. Parents of ELL studentswill be invited to participate in the decision making for placement of a child in an ELLprogram. Students who are included in the ELL program will follow guidelines outlinedin the current ELL Plan for Hendry County Schools.

7

Compulsory School Attendance1003.24 FS1003.21(1)(a) FS1002.41 FS

School attendance is crucial to student learning. It is the responsibility of parents andlegal guardians to ensure that their children attend school in a regular and timelyfashion.

School attendance is mandatory for all children who have attained the age of 6 years orwho will become 6 years old by February 1 of any school year, or who are older than 6years but who have not attained the age of 16 years.

A child who attains the age of 16 and the child’s parent/guardian may file a formaldeclaration to terminate school enrollment with the district school board. Thisdeclaration must meet all the provisions of state statutes before the declaration can beaccepted. The school district must notify the student’s parent of receipt of the studentdeclaration of intent to terminate school enrollment. The student’s guidance counseloror other school personnel must conduct an exit interview with the student to determinethe reasons for the student’s decision to terminate school enrollment and actions thatcould be taken to keep the student in school. The student must be informed ofopportunities to continue his or her education in a different environment, including, butnot limited to, adult education and GED test preparation. This declaration does notexempt the student from the State’s requirements for minors between the ages of 14-18to retain driving privileges. Students terminating school enrollment prior to age 18 shallbe recommended for denial of driving privileges.

Regular attendance may be:1) Attendance in a public school supported by public funds;2) Attendance in a parochial or religious school;3) Attendance in a private school supported by tuition or endorsement;4) Attendance in a recognized Virtual School; or5) Attendance in a home education program as defined in Florida Statute 1002.41.

The Hendry District School Board of Hendry County recognizes excused absence asabsence resulting from:

1) Illness of the student;2) Death in the family;3) Emergency in the family;4) Religious holidays specific to the faith of the student;5) Subpoena by any law enforcement agency;6) Approved school activity; and/or7) Other justifiable reasons approved by the principal or designee upon prior

request of the parent.

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A student who has 15 unexcused or unexplained absences within 90 calendar days andhas demonstrated non-compliance after parent/guardian notice and the implementationof school initiated interventions will be identified as a habitual truant. The district’sTruancy Intervention Plan (TIP) provides descriptions of the intervention strategies usedby the Hendry County School Board.

Students with Disabilities (SWD) Program

Students with a disability shall be considered to be “in a continuous study program”when that student’s Individualized Education Program (IEP) requires continued servicesby the School District. If an ESE-eligible student graduates with a Special Diploma, aCertificate of Completion, or a Special Certificate of Completion, and has not reachedage 22, the student may, at his/her option, continue to receive a Free Appropriate PublicEducation (FAPE) through the school year of the student’s 22nd birthday, or until he/sheearns a Standard Diploma, whichever comes first. Graduation with Standard Diploma,regardless of age, constitutes cessation of FAPE and a change in placement, requiringwritten prior notice. Students with disabilities continue to be eligible for FAPE throughthe end of the school year in which the student turns age 22 if they have not earned aStandard Diploma, even if they have earned a General Education Development (GED)credential. [Title 34, Code of Federal Regulations (CFR) Section, 300.102(a)(3) andState Board of Education Rule 6A-6.03028]

Students with Active Section 504 Accommodation Plans

Students with a Section 504 Accommodation Plan must be “of school age” to continuereceiving elementary and secondary educational services under Section 504. [Title 34,Code of Federal Regulations Section 104.3(k)(4)(l)(2)]

Students Who Qualify for ESOL

Students who qualify for ESOL services may be enrolled in a regular high schoolprogram through the end of the semester in which he/she reaches 21 years of age,regardless of previously interrupted schooling.

Home Education Program1002.01 FS1002.41 FS1006.15 FS

Florida Statute 1002.01 defines home school as “the sequentially progressiveinstruction directed by his or her parent in order to satisfy attendance requirements”.Home Education is a parent-directed educational choice and the Hendry County SchoolDistrict does not provide a curriculum or instructional materials to home school students.

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Parents intending to establish a home education program must follow theresponsibilities for conducting such a program as outlined in F.S. 1002.41. HomeEducation students may participate in the Florida State Assessment Program (FCATand FSA) at a location and under testing conditions approved by the school district.

Home Education students may participate in dual enrollment, and career and technicaldual enrollment (F.S. 1007.27). These students may also participate in interscholasticextra curricular activities (F.S. 1006.15), and may enroll in some local district courseofferings upon district approval. In addition, Home Education students may takecourses from Florida Virtual School.

Virtual School Program1002.45(5) FS

Hendry County School District students have both full-time and part-time options forparticipating in a virtual education program. The District shall provide students withaccess to courses available through the Florida Virtual School and award credit forsuccessful completion of such courses. Access shall be available to students duringand after the normal school day and through summer school enrollment.

Full-time EnrollmentHendry Virtual School provides a full-time virtual program for eligible students in GradesK-12.

F.S. 1002.45(5) limits eligibility for the Hendry Virtual School to students residing withthe district who meet at least one of the following conditions:

1) The student has spent the prior school year in attendance at a public school inthis state and was enrolled and reported by a public school district for fundingduring the preceding October and February for purposes of the FEFP surveys;

2) The student is a dependent child of a member of the United States Armed Forceswho was transferred within the last 12 months to this state from another state orfrom a foreign country pursuant to the parent’s permanent change of stationorders; or

3) The student was enrolled during the prior school year in a school district virtualinstruction program under this section or a K-8 virtual school program underSection 1002.415, Florida Statutes.

Eligible students in Grades K-12 who wish to enroll in Hendry Virtual School may do soby completing an on-line enrollment application by accessing the website www.flvs.net.

Part-time Enrollment

Students in Grades 6-12 may also enroll part-time and take select courses throughFlorida Virtual School at www.flvs.net. Students should consult their guidancecounselor to determine eligibility and appropriateness of the coursework.

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Hospital/Homebound Program

It is strongly recommended that students who anticipate absences for 15 or moreconsecutive days due to illness enroll in the school district’s Hospital/HomeboundProgram. This will allow a student to continue to make academic progress and earncredit. A student who enrolls in the Hospital/Homebound Program is withdrawn fromthe regular school program.

Eligibility criteria to participate in the program are as follows:1) A licensed physician must certify:

a) That the student is expected to be absent from school due to a physical orpsychiatric condition for at least 15 consecutive school days (or theequivalent on a block schedule), or due to a chronic condition for at least15 school days (or the equivalent on a block schedule), which need notrun consecutively;

b) That the student is confined to home or hospital;c) That the student will be able to participate in and benefit from an

instructional program;2) The student is under medical care for illness or injury that is acute, catastrophic,

or chronic in nature;3) The student can receive an instructional program without endangering the health

and safety of the instructor or other students with whom the instructor may comein contact;

4) The student is in kindergarten through twelfth grade and is enrolled in a publicschool prior to the referral for homebound or hospitalized services, unless thestudent meets criteria for eligibility under Rules 6A-6.03011, 6A-6.03012, 6A-6.03013, 6A-6.03014, 6A-6.030151, 6A-6.030152, 6A-6.030153, 6A-6.03016,6A-6.03018, 6A-6.03022, 6A-6.03023, 6A-6.03027, F.A.C.

5) A parent, guardian, or primary caregiver signs parental agreement concerninghomebound or hospitalized policies and parental cooperation.

Interstate Compact on Educational Opportunity for Military Children1000.36 FS

Applicability

The purpose of the Interstate Compact on Educational Opportunity for Military Childrenis to remove barriers to educational success imposed on children of military familiesbecause of frequent moves and deployment of their parents and applies to localeducation agencies.

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This compact applies to children of:

1) Active-duty members of the uniformed services, including members of theNational Guard and Reserve on active-duty orders pursuant to U.S.C. ss 1209and 1211.

2) Members or veterans of the uniformed services, who are severely injured andmedically discharged or retired for a period of 1 year after medical discharge orretirement.

3) Members of the uniformed services who die on active duty or as a result ofinjuries sustained on active duty for a period of 1 year after death.

This compact does not apply to:

1) Inactive members of the National Guard and military reserves2) Members of the uniformed services now retired except as provided in the

preceding section3) Veterans of the uniformed services except as provided in the preceding section4) Other United States Department of Defense personnel and other federal agency

civilian and contract employees not defined as active-duty members of theuniformed services.

Educational Records and Enrollment

If a child’s official education records cannot be released to the parents for the purposeof transfer, the custodian of the records in the sending State shall prepare and furnish tothe parent a complete set of unofficial educational records containing uniforminformation as determined by the Interstate Commission. Upon receipt of the unofficialeducation records by a school in the receiving State, that school shall enroll andappropriately place the student based on the information provided in the unofficialrecords pending validation by the official records as quickly as possible.

Simultaneous with the enrollment and conditional placement of the student, the schoolin the receiving State shall request the student’s official education record from theschool in the sending State. Upon receipt of the request, the school in the sendingState shall process and furnish the official education records to the school in thereceiving State within 10 days or within such time as is reasonably determined underthe rules adopted by the Interstate Commission.

School districts must give 30 days from the date of enrollment or within such time as isreasonably determined under the rules adopted by the Interstate commission forstudents to obtain any immunization required by the receiving State. For a series ofimmunizations, initial vaccinations must be obtained within 30 days or within such timeas is reasonably determined under the rules promulgated by the Interstate Commission.

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Students shall be allowed to continue their enrollment at grade level in the receivingState commensurate with their grade level, including kindergarten from a localeducation agency in the sending State at the time of transition, regardless of age. Astudent who has satisfactorily completed the prerequisite grade level in the localeducation agency in the sending State is eligible for enrollment in the next highest gradelevel in the receiving State, regardless of age. A student transferring after the start ofthe school year in the receiving State shall enter the school in the receiving State ontheir validated level from an accredited school in the sending State.

If a student transfers before or during the school year, the receiving State school shallinitially honor placement of the student in educational courses based on the studentsenrollment in the sending State school or educational assessments conducted at theschool in the sending State if the courses are offered. Course placement includes, butis not limited to, Honors, International Baccalaureate, Advanced Placement, Vocational,Technical, and Career Pathways courses. Continuing the student’s academic programfrom the previous school and promoting placement in academically and careerchallenging courses should be paramount when considering placement. A school in thereceiving State is not precluded from performing subsequent and continued enrollmentof the student in the courses.

The receiving State school must initially honor placement of the student in educationalprograms based on current educational assessments conducted at the school in thesending State or participation or placement in like programs in the sending State. Suchprograms, include but are not limited to:

Gifted and talented programs English as a second language

When considering the eligibility of a child for enrolling in a school: A special power of attorney relative to the guardianship of a child of a military

family and executed under applicable law is sufficient for the purposes ofenrolling the child in school and for all other actions requiring parentalparticipation and consent.

A local education agency is prohibited from charging local tuition to atransitioning military child placed in the care of a non-custodial parent or otherperson standing in loco parentis who lives in a school’s jurisdiction different fromthat of the custodial parent.

A transitioning military child, placed in the care of a non-custodial parent or otherperson standing in loco parentis who lives in a school’s jurisdiction different fromthat of the custodial parent, may continue to attend the school in which he or sheenrolled while residing with the custodial parent.

State and local education agencies must facilitate the opportunity for transitioningmilitary children’s inclusion in extracurricular activities, regardless of applicationdeadline, to the extent they are otherwise qualified.

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In order to facilitate the on-time graduation of children of military families, states andlocal education agencies shall incorporate the following procedures:

1) Local education agency administration officials shall waive courses forgraduation if similar coursework has been satisfactorily completed in anotherlocal education agency or shall provide reasonable justification for denial. If awaiver is not granted to a student who would qualify to graduate from the sendingschool, the local education agency must provide an alternative means ofacquiring required graduation coursework so that graduation may occur on time.

2) States shall accept exit or end-of-course exams required for graduation from thesending state, national norm-referenced tests, or alternative testing, in lieu oftesting requirements for graduation in the receiving state.

3) If a military student transfers at the beginning of or during his or her senior yearand is not eligible to graduate from the receiving local education agency after allalternatives have been considered, the sending and receiving local educationagencies must ensure the receipt of a diploma from the sending local educationagency, if the student meets the graduation requirements from the sending localeducation agency. If one of the states in question is not a member of thiscompact, the member state shall use its best efforts to facilitate the on-timegraduation of the student.

Character Education Program1003.42 FS

F.S. 1003.42(2) requires school districts to implement a Character Education Program.The Hendry County School District utilizes “Keys to Character” and “UncommonFriends” to provide students examples of good character and core ethical values suchas respect, honesty, responsibility, fairness, generosity, courtesy, patriotism, courage,and gratitude.

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Student Performance and Promotion Through the Grades

Florida Standards/Next Generation Sunshine State Standards

Curriculum in the Hendry County School District is aligned to the Florida Standards/NextGeneration Sunshine State Standards and the Grade Level Expectations that coverlanguage arts, mathematics, science, social studies, health, physical education, and thearts. These subjects will be provided according to a regular schedule and it is expectedthat all students will demonstrate grade appropriate performance for each of thestandards in reading, writing, science, and mathematics.

Appropriate mastery of the Florida Standards may be demonstrated by adequateperformance on a state assessment, a nationally normed assessment, or a collection ofstudent work that indicates grade level performance. No one measure shall be used forthe purpose of promotion, program placement, or retention.

Curriculum

The Hendry County School District Curriculum Guidelines incorporates the performancestandards as defined by the Florida Department of Education (FLDOE) FloridaStandards (for English Language Arts and Mathematics), Next Generation SunshineState Standards (NGSSS). FLDOE course descriptions can be accessed throughCPALMS at http://www.cpalms.org/Public. [State Board of Education Rule 6A-1.09401]

Elementary School (K-5) Curriculum

The elementary school curriculum includes standards for the following content areas: Health Education Language Arts Mathematics Music Physical Education Reading Science Social Studies Visual Arts Writing

These standards delineate the academic achievement for which the State will holdschools accountable. District-adopted and/or District-developed instructional materialsare provided as tools to support instruction in elementary school classrooms.

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Middle School (6-8) Curriculum

The middle school curriculum includes standards for the following content areas: Arts Education Career Education English Language Arts Mathematics Physical Education Science Social Studies World Languages

High School (9-12) Curriculum

The curriculum includes standards for the following content areas: Arts Education Career Education English Language Arts Mathematics Physical Education Science Social Studies World Languages

High schools offer a wide range of courses in all disciplines. Courses are provided tomeet the needs of all students. The School District shall provide all courses required forhigh school graduation and appropriate instruction designed to ensure that studentsmeet the State Board of Education adopted standards in the following subject areas:reading and other language arts, mathematics, science, social studies, worldlanguages, health and physical education, and the arts. [Florida Statute §1003.42(1)]

High school courses may be yearlong or semester courses. 0.5 credit is awarded forpassing a semester in each course.

Promotion/Retention

Assessing and grading student academic performance is the responsibility of theclassroom teacher. Promotion and student progress decisions will be determined byconsidering demonstrated proficiency of the Florida Standards/Next GenerationSunshine State Standards, district and school assessment programs, homework,teacher observation, classroom assignments/participation, and other academicperformance information available.

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Decisions of promotion, retention, or educational placement will not be based upon onemeasure exclusively, or without appropriate parental notification. No student may beassigned to a grade level based solely on age or other factors that constitute saidpromotion or administrative placement as referenced in F.S. 1008.25(6)(a).

Elementary School (K-5) Promotion/Retention

Student Performance Levels (Reading, Writing, Mathematics, and Science)

Various indicators, including but not limited to, multiple measures using appropriategrade level assessments, as well as teacher judgment, will be used to determinestudent performance. Each elementary school shall regularly assess the reading abilityof each student in Grades K-3, as referenced in Florida Statute §1002.20(11), and inGrades 4 and 5.

Teacher Judgment for Promotion

The teacher must provide compelling, verifiable evidence when student performance onappropriate grade level assessments is not believed to be indicative of daily classroomperformance. Teacher judgment factors may include, but are not limited to thefollowing:

previous retentions; level of text at which student is independently successful; observations; checklists; student portfolios; classroom assessments; and/or current marks

Alternatives to Promotion/Remedial Instruction

Grade Retention1008.25 FS

The Hendry County School Board has established the following comprehensiveprogram for student progression:

o Evidence of a student’s performance will be reflected by grades assignedin accordance with the district adopted grading policy.

o Students scoring at Level 1 on the FSA in reading and math and below ascore of 3 on FSA writing in any grade where there is such a test mustreceive remediation.

o If a student is retained, the retention must be for placement within anintensive program that is different from the previous year’s program andthat takes into account the student’s learning style.

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o The plan must provide the appropriate alternative placement for a studentwho has been retained 2 or more years.

Assessment

o Each student must participate in statewide assessment tests.o Each elementary school must regularly assess the reading ability of each K-3

student.o Students who fail to meet performance expectations must be provided with

additional diagnostic assessments to determine the nature of the student’sdifficulty.

o Students must continue to be provided with remedial or supplemental instructionuntil expectations are met.

o If a student has a deficiency in reading, the remedial or supplemental instructionmust address: the student’s specific areas of deficiency in phonemic awareness, phonics,

fluency, comprehension, and vocabulary; the desired levels of performance in these areas.

o Schools must also provide frequent monitoring of the student’s progress inmeeting the desired levels of performance.

o Districts must assist schools and teachers in implementing research-basedreading activities that have been shown to be successful in teaching reading tolow-performing students.

o Remedial instruction provided during high school may not be in lieu of Englishand mathematics credits required for graduation.

Specific levels of performance, including levels of performance on statewideassessments in reading, writing, science, and mathematics at grades 1-10 are requiredfor promotion. Students in grades 3-10 scoring at Level 1 on FSA in reading, math, orFCAT science are required to receive remediation through a Progress Monitoring Plan(PMP) or be retained. Retention decisions must be based on more than one test score.

Allocation of remedial and supplemental instruction resources for students will occurbased on two priorities:

o Students who are deficient in reading by the end of grade 3, and;o Students who fail to meet performance levels required for promotion consistent

with this plan for student progression.

Students performing below expected levels are required to meet the followingrequirements:

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o Be remediated before the beginning of the next school year and promotion to thenext grade;

o Be promoted to the next grade and receive remediation during the followingschool year with intensive intervention strategies specified in the student’s PMP;

o Be retained and remediated in an intensive program that is different from theprevious year’s program and takes into consideration the student’s learning style,or;

o Be provided with an appropriate alternative placement after two or morecumulative years of retention. This alternative placement must include intensiveand targeted instruction with frequent monitoring of student learning gains.Parental notice and participation in alternate placement decisions is required.

No student may be assigned to a grade level based solely on age or other factors thatconstitute social promotion.

Assessment and Support Grades K-3

Parent Notification:

The parent of any K-3 student who exhibits a reading deficiency shall immediately benotified of the student’s deficiency with a description and explanation of the student’sdifficulty in reading and lack of achievement.

Parents will be consulted in the development of a plan and informed that the student willbe given intensive reading instruction until the deficiency is corrected.

State Requirements for Improvement Plan (all grades):

A student who is not meeting the school district or state requirements for satisfactoryperformance in English Language Arts and Mathematics must be covered by one of thefollowing plans:

1. A federally required plan such as an individual educational plan,2. A school wide system of progress monitoring for all students (students scoring

Level 4 or above on the English Language Arts and Mathematics assessmentsmay be exempted), or

3. An individualized progress monitoring plan.

Reading Deficiency and Parental Notification:a) Any students who exhibit a substantial deficiency in reading, based upon locally

determined or statewide assessments conducted in kindergarten or grade 1,grade 2, or grade 3, or through teacher observations, must be given intensivereading instruction immediately following the identification of the readingdeficiency. The student’s reading proficiency must be monitored and theintensive instruction must continue until the student demonstrates grade levelproficiency in a manner determined by the district, which may include achieving aLevel 3 on the statewide, standardized English Language Arts assessment.

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b) To be promoted to grade 4, a student must score a Level 2 or higher on thestatewide, standardized English Language Arts assessment required under s.1008.22 for grade 3. If a student’s reading deficiency is not remedied by the endof grade 3, as demonstrated by scoring Level 2 or higher on the statewide,standardized assessment required in s. 1008.22 for grade 3, the student must beretained.

c) The parent of any student who exhibits a substantial deficiency in reading, asdescribed in paragraph (a), must be notified in writing of the following:

1. That his or her child has been identified as having a substantial deficiencyin reading.

2. A description of the current services that are provided to the child.3. A description of the proposed supplemental instructional services and

supports that will be provided to the child that are designed to remediatethe identified area of reading deficiency.

4. That if the child’s reading deficiency is not remediated by the end of grade3, the child must be retained unless he or she is exempt from mandatoryretention for good cause.

5. Strategies for parents to use in helping their child succeed in readingproficiency.

6. That the statewide, standardized English Language Arts assessment isnot the sole determiner of promotion and that additional evaluations,portfolio reviews, and assessments are available to the child to assistparents and the school district in knowing when a child is reading at orabove grade level and ready for grade promotion.

7. The district’s specific criteria and policies for a portfolio as provided insubparagraph (6) (b) 4. and the evidence required for a student todemonstrate mastery of Florida’s academic standards for EnglishLanguage Arts. A parent of a student in grade 3 who is identified anytimeduring the year as being at risk of retention may request that the schoolimmediately begin collecting evidence for a portfolio.

8. The district’s specific criteria and policies for midyear promotion. Midyearpromotion means promotion of a retained student at any time during theyear of retention once the student has demonstrated ability to read atgrade level.

Early High School Graduation

HB7059 created a new section of statute, s.1003.4281, F.S., to provide the option ofearly graduation. The term “early graduation” is defined as graduation from high schoolin fewer than eight semesters or the equivalent. Students who complete a minimum of24 credits, achieve a cumulative grade point average of 2.0 on a 4.0 scale and earn apassing score on the statewide assessments required for high school have an option tograduate in fewer than eight semesters (four years). A student who graduates fromhigh school midyear may receive an initial Bright Futures Scholarship award during the

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spring term following the student’s graduation, as long as the student applies for thescholarship award no later than August 31 of the student’s graduation year.

A student who graduates early may continue to participate in school activities and socialevents with the student’s cohort, as if the student were still enrolled in high school. Astudent who graduates early must comply with district school board rules and policiesregarding access to the school facilities and grounds during normal operating hours. Astudent who graduates early will be included in class ranking, honors, and awarddeterminations for the student’s cohort.

Assessment of Student Performance

1008.25(4) FS

Each student must participate in the Statewide Assessment Testing Program thatmeasures achievement of Florida State Standards:

o Florida State Assessment administered at grades 3-10 in English/Language Artsand Mathematics;

o Florida Comprehensive Assessment Test, FCAT State administered at grades 5and 8 in science;

o Florida Kindergarten Readiness System (FLKRS);o Florida State End-of-Course Exams: Algebra I, Algebra II, Geometry, American

History, Civics, and Biology

In addition to the required state assessments, Hendry County has identified variousmethods of assessing students’ progress within the grades:

o Florida Assessment for Instruction in Reading (optional);o District identified assessments will provide consistent documentation of

performance regarding the Florida Standards;o Portfolios of student work may be used to assess student performance; ando Other locally developed assessments may be used to measure student

performance.

Schools shall provide the appropriate diagnostic assessments for any student who doesnot meet the established performance standards in reading, writing, science, or math.These diagnostic tests are most often used in the five-skill areas of reading and furtheridentify the specific areas of reading deficiency.

Each student who does not achieve a Level 3 or above on the statewide, standardizedEnglish Language Arts assessment, the statewide, standardized Mathematicsassessment, or the Algebra I EOC assessment must be evaluated to determine thenature of the student’s difficulty, the areas of academic need, and strategies forproviding academic supports to improve the student’s performance.

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A student who is not meeting the school requirements for satisfactory performance inEnglish Language Arts and mathematics must be covered by one of the following plans:

1. A federally required student plan such as an individual education plan;2. A schoolwide system of progress monitoring for all students, except a student

who scores Level 4 or above on the English Language Arts and mathematicsassessments may be exempted from participation by the principal; or

3. An individualized progress monitoring plan.

Report Cards and Other Notices of Student ProgressHCSB 401HCSB 4021003.33(1-2) FS1003.437 FS1008.25(1) FS1008.25(2) FS

Levels of student proficiency and grade appropriate performance are monitored,evaluated and approved by the State Board of Education. Student progress towardsachieving state and district expectations for proficiency in reading, writing, mathematics,and science must be reported annually to the parent or legal guardian of each student.The results of statewide assessments will be reported to the student’s parent or legalguardian.

Report cards are one of the primary means of providing information to parents andstudents regarding school progress. The classroom teacher has the responsibility for astudent’s assessment and for grading a student’s performance. Report cards mayinclude the following information:

o Daily observations of classroom academic performance and participation;o Attendance and readiness to learn;o Student behavior;o Student performance on teacher assigned practice;o Written papers;o Student projects (individual or group);o Teacher constructed subject specific tests;o Reading, writing, or mathematics performance; ando Other appropriate assessments designated by the teacher and approved by the

principal.

There shall be no exemption from student academic performance standards orrequirements based upon good attendance or behavior.

Teachers are encouraged to assign grades that reflect the mastery level of studentperformance standards reflected in the Florida State Standards. Students should haveample opportunity on a variety of assessments to demonstrate mastery of thestandards.

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Students enrolled 20 days or less may be given a progress report of progress in lieu ofa report card.

The district’s calendar identifies interim grade reporting dates that are used to give thestudent and his/her parent/guardian notice of progress.

Teachers are encouraged to give additional informal progress reports between gradingperiods for a student experiencing academic or behavioral difficulty. Progress reportsare mandatory for all students at the mid-point of the grading period. The end-of-year,term, or course completion grade indicates the student’s final performance evaluationfor a grade or course. Parents will be notified of the possibility of retention.

Schools are encouraged to regularly report and give students and parents/guardiansnotice of other indicators of student success, progress, and mastery of Florida StateStandards. In addition, schools will recognize and celebrate student academic success.

A biological parent, regardless of who is primary custodial parent, has equal right toaccess their child’s educational records. This applies to either parent unless a courtorder specifically revokes these rights, (F.S.61.13).

GradesHCSB 4011003.437 F.S.

Elementary grades based on numerical averages will use the same scale used in themiddle and high schools.

Parental notification and involvement are a necessary part of the grade reportingsystem. Progress of the student towards achieving state and district expectations forproficiency in reading, writing, science and mathematics will be reported to theparent/guardian annually.

GradeGrade Percent Point Definition

A 90 – 100 4 Outstanding ProgressB 80 – 89 3 Above Average ProgressC 70 – 79 2 Average ProgressD 60 – 69 1 Lowest Acceptable ProgressF 0 – 59 0 FailingI IncompleteR ReplacedP Passing

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The lowest score that teachers will record will be a 50% for homework, daily work, ortest grades.

End of Course exams and final exams are figured as 30% of the student’s grade for thatcourse.

K-8 level schools may use the following grades for enrichment programs:

Grade DefinitionS SatisfactoryN Needs ImprovementU Unsatisfactory

Elementary schools may utilize an adjustment period for first grade for the first gradingperiod. The following alternative grading scale may be used to report student progressin grades K-1:

Grade DefinitionE ExcellentS SuccessfulN Needs Improvement

In addition to academic performance at grade level expectation, attendance and studentbehavior shall be a regular part of student performance reporting. Teacher commentsconcerning a student’s academic performance, behavior, or other relevant issues areencouraged. The final report card shall indicate a pass or fail on a student’s grade levelacademic performance in all appropriate categories, promotion status, a summary ofattendance, student behavior, and grade promotion or retention status.

Student Plans, Parent Information and Notification

Student and Parent Information Regarding School-to-Work Transition1006.02 FS

All schools are responsible to inform students and parent through the school’shandbook and/or program of study about the required preparation for the workplace.This information should include access information for career counseling, and shouldalso include a description of the available curriculum that may provide career andtechnical education, career exploration, job preparation, and career selection. Theinformation provided by schools should emphasize the necessary educationalpreparation for a transition to the work force.

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School Conferences for Parents in “Learnfare”414.1251(2) FS

Schools will cooperate with and assist the Department of Children and Families inmonitoring the grades, attendance, and behavior of students within the score of theLearnfare program, and within the limits established in the interagency agreement.

Annual Report of Student Progress1008.25(8) FS

The district is required to annually report to parents their student’s proficiency inreading, writing, science, and math, including their performance on statewideassessments. This evaluation should be a comprehensive evaluation representing thetotality of the student’s work, and not one measure exclusively. In addition, the districtshall annually publish in the local newspaper of record, and report to the State Board ofEducation by September 1 of each year, the following information:

o The laws, policies, and procedures for promotion and retention;o The number and percentage of students by grade, in grades 3-10, who are

performing below proficiency on the FSA;o The number and percentage of students in grades 3-10 retained in grade;o The number of students promoted for good cause in each established category;

ando Any recent revisions to the district policies and procedures for promotion or

retention.

Family Partnership for Student Achievement1002.23(1-9) FS

The Family Partnership for Student Achievement Education Act provides schools theopportunity to create a meaningful partnership between school and home. The purposeis to make available to parents:

o Specific information about their student’s educational progress;o Comprehensive information about parental choices and increased opportunities

for appropriate involvement; ando A framework for enhancing relationships.

Privacy Rights of Students and Parents1002.22 FS

The Family Educational Rights and Privacy Acts, 20 U.S.C. 1232g (FERPA), andcorollary state law, Section 1002.22, Fla. Statute affords parents and students who haveattained 18 years of age (“eligible students”) certain rights with respect to the student’seducation records. These rights are:

o The right of privacy with respect to the student’s education records. Personallyidentifiable records or reports of a student, and any personal informationcontained in those reports, are confidential. The School District of Hendry

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County will not release the education records of a student without the writtenconsent of the eligible student or the student’s parent(s) or guardian(s), except tothe extent FERPA and state law authorized disclosure without consent.

o The right to inspect and review the student’s education record within 30 daysof the day the District receives a request for access. Parents or eligible studentsshould submit to the school principal (or appropriate school official) a writtenrequest that identifies the record(s) they wish to inspect. The principal will makearrangements for access and notify the parent or eligible student of the time andplace where the records may be inspected.

o The right to request the amendment of the student’s education records that theparent or eligible student believes is inaccurate or misleading. If the Districtdecides not to amend the record as requested by the parent or eligible student,the District will notify the parent or eligible student of the decision and advisethem of their right to a hearing regarding the request for amendment. Additionalinformation regarding the hearing procedures will be provided to the parent oreligible student when notified of the right to a hearing.

o The right to consent to disclosures of personally identifiable informationcontained in the student’s educational records, except to the extent that FERPAauthorized disclosure without consent.

o One exception which permits disclosure without consent is disclosure to theschool officials with legitimate educational interests. A school official is a personemployed by the District as an administrator, supervisor, instructor, or supportstaff member (including health person or medical staff and law enforcement unitpersonnel); a person serving on the School Board; a person or company withwhom the District has contracted to perform a special task (such as an attorney,auditor, medical consultant, or therapist); or a parent of student serving on anofficial committee, such as a disciplinary or grievance committee, or assistinganother school official in performing his or her tasks.

o A school official has a legitimate educational interest if the official needs toreview an education record in order to fulfill his or her professional responsibility.

o The Hendry County School District will forward educational and disciplinaryrecords to other schools that have requested records and in which the studentseeks to enroll.

o Upon request, the District discloses education records without consent to officialsof another school district in which a student seeks or intends to enroll. (NOTE:FERPA requires a school district to make a reasonable attempt to notify thestudent of the records request unless it states in its annual notification that itintends to forward records on request).

o The right to file a complaint with the U.S. Department of Education concerningalleged failures by the District to comply with the requirements of FERPA. Thename and address of the office that administer FERPA is: Family PolicyCompliance Office, U.S. Department of Education, 600 Independence Avenue,S.W., Washington, DC 20205-4605.

o Florida Statute, 1002.22(2)(C), provides that an educational institution may,without authorization from parents, guardians, or eligible students, release“Directory Information”. Directory information includes the following:

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o Student’s name, address, telephone listing if not an unlisted number, date andplace of birth, a major field of study, participation in officially recognized activitiesand sports, weight and height of members of athletic teams, dates of attendance,degrees and awards received, most recent educational institution attended bystudent ,photographs in the school year book and similar information. Section9528 of the NCLB Act requires local education agencies (LEA’s) to providemilitary recruiters with the name, address, and telephone listing of secondarystudents.

Multiple Birth Siblings/Classroom Placement1003.06 FS

The parent of multiple birth siblings who are assigned to the same grade level andschool may request that the school place the siblings in the same classroom or inseparate classrooms. The request must be made no later than 5 days before the firstday of each school year or 5 days after the first day of attendance of students during theschool year if the students are enrolled in the school after the school year commences.The school may recommend the appropriate classroom placement for the siblings andmay provide professional educational advice to assist the parent with the decisionregarding appropriate classroom placement. A school is not required to place multiplebirth siblings in the same classroom if factual evidence of performance shows proof thatthe siblings should be separated or if the request would require the school district to addan additional call to the grade level of the siblings. Further, at the end of the firstgrading period following the multiple birth siblings’ enrollment in the school, if theprincipal of the school, in consultation with the teacher of each classroom in which thesiblings are placed, determines that the requested classroom placement is disruptive tothe school, the principal may determine the appropriate classroom placement for thesiblings. A parent may appeal the principal’s decision in the manner provided by theschool district policy. During an appeal, the multiple birth siblings must remain theclassroom chosen by the parent. This process does not affect a right or obligationinvolving placement decisions pertaining to students with disabilities under state law orthe Individuals with Disabilities Education Act nor does it affect the right of a schooldistrict, principal, or teacher to remove a student from a classroom pursuant to schooldistrict discipline policies.

Supplemental Academic Instruction

The following programs and activities are examples of strategies available to provideassistance to students experiencing difficulty attaining the proficiency levels required bythe district and state. Supplemental Academic Instruction (SAI), Title I SupplementalEducational Services, and Exceptional Student Education provide some of the fundingfor the services and programs listed below.

Special Programs for Special Needso Exceptional Student Education (ESE)o ESE Summer School

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o Instruction Modificationo English Language Learners (ELL)

Special Programs for Acceleration and Intensive Instructiono Academic and Career/Technical Dual Enrollment Programo Advanced Placement Programo Articulated Acceleration Mechanismo Credit by Examination Programo Early Admission to Post-Secondary Programo Elementary Summer Reading Academieso Florida Virtual School (FLVS)o Off-Campus Post-Secondary Programo Special Elementary Transitional Classeso Summer Enrichment Programo Transfer of College Credito ACCEL

Drop-Out Prevention and Alternative Educationo Academic Assistance and Achievement (AAA)o Academic Tutorial Programo Continuous Progress Schedulingo Continuous Progress Summer Schoolo Extended Day/Year Programo Integrated Learning Programo Migrant Tutorial/Credit Recovery Program/Summer Migrant Institute/Portable

Assisted Student Sequence (PASS)/High School Equivalency Program (HEP)o Performance Based Diploma Program (PBD)o Prerequisite Academyo Student Support and Assistance (SSA)o Teenage Parent Program (TPP)o 13th Year Participationo Truancy Intervention Plan (TIP)o Youth Development Academies (CYDA, LYDA)

Elementary School Requirements for Student Progression

Admission to Elementary School

Entrance Requirements for Kindergarten Students

In addition to the entrance requirements listed under general requirements, a child musthave attained the age of five on or before September 1 of the year in which he seeksentrance to kindergarten in a Hendry County public school. A student who transfersfrom a private kindergarten to the Hendry County public school kindergarten programmust meet the age requirement. The Statewide Florida Kindergarten Readiness

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Screener (FLKRS), must be administered to each kindergarten student with the first 30school days of each school year (Florida Statute 1002.69(1)).

Exceptional Student Education (ESE) Entry Requirements

An ESE student, who is entering Kindergarten and has a current Individual EducationPlan/Education Plan (IEP/EP), as well as evaluation data necessary to determine thatthe student meets Florida’s eligibility criteria for special programs, will be placedimmediately in the appropriate educational program(s) without temporary assignment.The receiving school must review the current IEP/EP and may revise the document asnecessary, following appropriate procedures.

Transfer Requirements for Elementary School Students

The transferring student must provide the Hendry County elementary school with thefollowing information:

o Evidence of legal residency with the state of previous enrollment;o Evidence the student has met the age requirements of the previous state of

enrollment;o An official letter or transcript from a proper school authority that shows record of

attendance, academic information, and grade placement of the student;o Evidence of immunization against communicable diseases;o Evidence of date of birth; ando Evidence of a medical examination completed with the last twelve months in

accordance with F.S. 1003.22.

In addition to the requirements listed above, any student who transfers from an out-of-state nonpublic school may be admitted if the student meets the age requirement forpublic schools with the state from which the student is transferring.

Grade Placement in K-5 for Transfer StudentsHCSB 310

Elementary grade placement of all transfer students in grades K-5, including thoseenrolled in home education programs will be on a temporary basis until evidence ofstudent achievement is made available to the receiving school principal. The principalor his/her designee will make the final placement decision based on academic testingand/or daily classroom performance. The principal of each school may assign a studentto the grade level at which the student can best adjust academically, socially, oremotionally.

The basis for assignment shall be discussed in advance with the parent or guardian ofeach student placed at a level other than the grade level indicated by the student’sprevious placement.

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Florida Kindergarten Readiness Screener

The school district is required to administer the school readiness uniform screeningimplemented by the Department of Education to each kindergarten student in the districtschool system upon the student’s entry into kindergarten.

The results of this assessment and the identification of each student’s early childhoodeducation provider for the year prior to kindergarten enrollment shall become part ofeach student’s record in the state’s automated student database.

The Statewide Kindergarten screening must be administered to each kindergartenstudent in the school district within the first 30 days of each school year. The StatewideKindergarten screening assesses the readiness of each student for Kindergarten basedupon the performance standards adopted by the FLDOE under S.1002.67(1) F.S. forthe Voluntary Prekindergarten Program.

Academically Challenging Curriculum to Enhance Learning (ACCEL) Options

House Bill 7059

ACCEL options are educational options that provide academically challengingcurriculum or accelerated instruction to eligible students in kindergarten through grade12. Options available to students may vary by school and by level (elementary, middleschool, high school) and include whole-grade and mid-year promotion, subject-matteracceleration, virtual instruction in higher grade-level subjects. Additional options thatmay be available at a school are enriched science, technology, engineering, andmathematics (STEM) coursework; enrichment programs; flexible grouping; advanceacademic courses; combined classes; self-paced instruction; curriculum compacting;and advanced content instruction.

Specific options and eligibility requirements are defined in the Elementary, MiddleSchool, and High School sections of this plan. Specific students who take advantage ofthe whole-grade or midyear promotion will be required to have a performance contract.The performance contract will require compliance with minimum attendancerequirements, minimum student conduct requirements, academic requirements, andACCEL option requirements as established by the principal. Additionally, students whotake advantage of the whole-grade or midyear promotion will be assigned a specificfaculty member as a mentor/counselor.

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Elementary Student Performance and Progression Through theGrades

Promotion for Elementary School Students

Promotion through the elementary grades will be determined by considering level ofachievement, demonstration of performance relating to Florida Standards, NextGeneration Sunshine State Standards, parental involvement, teacher recommendation,grades, and other information available.

K-3 READ Initiative/Preventative Strategies for Deficient Readers1008.25(7) FS

The focus of K-3 READ Initiative is to prevent the retention of grade 3 students and tooffer intensive accelerated reading instruction to:

o grade 3 students who failed to meet standards for promotion to grade 4;o each K-3 students who is assessed as exhibiting a reading deficiency.

The Hendry County School District READ Initiative will:o be provided to all K-3 students at risk of retention as identified by the statewide

assessment system that measures phonemic awareness, phonics, fluency,vocabulary, and comprehension;

o be provided during regular school hours in addition to the regular readinginstruction;

o provide curriculum that has been reviewed by the Florida Center for ReadingResearch at Florida State University and meets, at a minimum, the followingspecifications:

◊ assists students with a reading deficiency in developing the ability to readat grade level;

◊ provides skill development in phonemic awareness, phonics, fluency,vocabulary and comprehension;

◊ provides scientifically based and reliable assessment;◊ provides initial and ongoing analysis of each student’s reading progress;◊ is implemented during regular school hours;

o provide a curriculum in core academic subjects to assist the student inmaintaining or meeting proficiency levels for the appropriate grade in allacademic subjects.

Promotion Alternatives for Elementary School Students

Promotion/Retention for 3rd Grade1008.25(5-7) FS

A student in grades kindergarten through third grade that exhibits substantial readingdeficiencies as demonstrated by statewide assessment, district/school assessment,and/or teacher observation will be eligible for the following assistance:

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o Coverage by one of the following plans:1. A federally required student plan such as an individual education plan

(IEP)2. A school-wide system of progress monitoring for all students except a

student who scores Level 4 or above in the specific subject area statewideassessment may be exempted from participation by the principal

3. An individual progress monitoring plano Parent notification of deficiencies, current services, proposed supplemental or

remedial strategies and reports of frequent monitoring and evaluation;o Intensive Instruction that will include the following elements:

◊ Diagnosis of specific reading deficiencies,◊ Prescription of specific remedial instructional strategies,◊ Repeated exposure to skills practice and development,◊ Smaller chucks of text or content,◊ Frequent monitoring, and◊ Criterion-based evaluation and reevaluation.

Third grade students with previously documented reading deficiencies who score atLevel 1 on the third grade Florida Assessment reading test must be retained in thirdgrade unless the teacher, principal, and superintendent can certify “good causeexemption” from the mandatory retention.

Transfer students must have their reading proficiency evaluated as soon after initialenrollment as is possible. Appropriate educational placement and possible remedialinstruction will depend on this evaluation.

Grade promotion with good cause exemption includes the following criteria:o Any English Language Learner (ELL) student who has received instruction in an

English Language Learners program for less than two years. The student’s ELLplan must include instructional strategies to correct the identified readingdeficiencies;

o Any student with a disability and whose Individual Educational Plan (IEP)indicates that participation in the statewide reading assessment would beinappropriate;

o Any student with a disability who participates in the statewide readingassessment, and who has an EIP or 504 plan that documents the student hasreceived intensive supplemental reading instruction for at least two years, andhas retained at least one prior to the completion of the third grade. The student’sIEP must include instructional strategies to correct the identified readingdeficiencies;

o Any student who has received intensive supplemental reading instruction for atleast two years, and who has been retained at least twice prior to the completionof the third grade. A student promoted under the provisions of this just causeexemption must continue to receive intensive remedial instruction, and mustinclude an altered instructional day or alternative educational;

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o Any student who has demonstrated mastery of the appropriate Florida Standardsbenchmarks for grade level expectations in reading through a student’s readingportfolio. The reading portfolio must include the following elements:

◊ Materials selected by the student’s primary reading teacher,◊ An accurate picture of the student’s ability and only include work that is

independently produced by the student in the classroom,◊ Evidence that all the assessed benchmarks have been mastered, and that

the submissions contain the following elements and requirements asoutlined by the Third Grade Reading Assessment Portfolio and PortfolioAddendum provided by the Just Read Florida Office.

o Any student that can demonstrate an acceptable level performance as measuredon an alternative standardized assessment approved by the State Board ofEducation provided the following requirements are met by the student:

◊ Using any Nationally Norm Referenced Standardized Test, a student mustrank in the 45th percentile to demonstrate an acceptable level ofperformance in reading,

◊ Currently, SBE Rule 6A-1.094221(1)(a) authorizes the use of the followingnorm referenced tests in the determination of good cause exemption forpromotion to the fourth grade: Stanford Achievement Test, Tenth Edition (SAT-10)

Grade Promotion with Good Cause Exemption1008.25(6) FS

The student’s teacher makes the initial request for good cause exemption and gradepromotion. The teacher’s recommendation must be based upon the student’s academicrecord. In addition, the teacher provides the following documentation to support therecommendation for grade promotion with good cause:

o Current Progress Monitoring Plan,o Current IEP or 504 Plan for students with disabilities,o Current ELL Plan for students with limited English proficiency,o Student portfolio, oro Any other assessment or teacher observations that would indicate grade level

performance.

The school principal will review the recommendation and the supporting documentationprovided by the student’s teacher. After a complete review, the school principal canaccept or reject the recommendation. If the principal accepts the recommendation, awritten recommendation for grade promotion with good cause exemption may beforwarded to the superintendent. The principal’s written recommendation to thesuperintendent should include copies of all documentation and there must be clearevidence of grade level performance by the student. The recommendation for gradepromotion with good cause exemption must be signed and include a statement ofassurance that the student’s performance has been reviewed and evaluated for grade

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appropriate proficiency by both the student’s teacher and the school principal. Thesuperintendent will accept or reject the principal’s recommendation in writing.

The district requires that all elementary schools evaluate the reading and mathproficiency of all students using the Progress Monitoring Plan Criteria Matrix. Thematrix documents six dimensions of student performance in each developmental area.Students are assigned one of four proficiency levels based upon performance withineach of the six dimensions. The four levels include the following proficiencies:

o Enriched – students exceeding grade level expectations;o Developmental – students meeting the majority of the grade level expectations;o At-risk students deficient in some of the grade level expectations. At-risk

students require parent notification and a Progress Monitoring Plan; ando Critically low – students who have substantial deficiencies and do not meet a

majority of the grade level expectations. Critically low students require parentnotification and a Progress Monitoring Plan.

Schools shall use the following process for determining promotion or retention of thirdgrade students:

o Third grade students shall receive a reevaluation on or before the end of the thirdgrading term utilizing the Progress Monitoring Plan Criteria Matrix. FloridaStandards Assessment reading third grade students previously identified asenriched may be promoted to the fourth grade after scoring at or above a Level 2on the Florida Standards Assessment reading.

o Third grade students previously identified as enriched may be promoted to thefourth grade after scoring at Level 1 on the Florida Standards Assessmentreading with a completed portfolio documenting good cause exemption.

o Third grade students previously identified as developmental may be promoted tothe fourth grade after scoring at or above a Level 2 on the Florida StandardsAssessment reading,

o Third grade students previously identified as developmental may be promoted tothe fourth grade after scoring at level one on the Florida Standards Assessmentwith a completed portfolio documenting good cause exemption.

o Third grade students previously identified as at-risk may be promoted to thefourth grade after scoring at or above a Level 2 on the Florida StandardsAssessment reading.

o Third grade students previously identified as at-risk may be promoted to thefourth grade after scoring at Level 1 on the Florida Standards Assessmentreading with a completed portfolio documenting good cause exemption. Inaddition, at-risk students shall receive parent notification and may receivesupplemental assistance through the summer reading academy. Schools mayrequire alternative assessment for at-risk students prior to promotion to the fourthgrade.

o Third grade students previously identified as critically low may be promoted tothe fourth grade after scoring at or above a Level 2 on the Florida StandardsAssessment reading.

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o Third grade students previously identified as critically low shall be retained inthird grade after scoring at Level 1 on the Florida Standards Assessment.Students eligible for retention must attend the summer reading academy andmust successfully complete a portfolio indicating proficiency at or above the at-risk criteria, or must score at or above the 51st percentile on an appropriatealternative assessment in order to be considered for good cause promotion. Inaddition, critically low students shall receive appropriate parent notification.

*Refer to Retention/Promotion for 3rd Grade Flow Chart and the PMP CriteriaMatrix

Student Portfolios based upon the Progress Monitoring Plan Criteria Matrix must includethe following items:

o They are teacher selected and independently produced in the classroom;o They provide an accurate picture of the student’s ability and proficiency;o They closely mirror the item specifications for Florida Standards Assessment

reading, including question types, passage content and length, and items thataccurately measure mastery of the Florida Standards benchmarks; and

o They contain no less than five examples of “C” level or on-grade level work.

Successful completion of the portfolio must be followed by a written teacher, principal,and superintendent recommendation for good cause exemption prior to granting a goodcause promotion to the fourth grade.

Mandatory Retention for Grade 3 Students

If a student’s reading deficiency is not remedied by the end of 3rd Grade, asdemonstrated by scoring Level 2 or higher on the statewide assessment required underFlorida Statute §1008.22 for 3rd grade, the student must be retained. [Florida Statute§1008.25(5)b]

Parent Notification Requirements for Retained Grade 3 Students

Written notification must be given to the parent(s) of any 3rd Grade student who isretained for reading stating that his/her child has not met the proficiency level requiredfor promotion, and the reasons why the child is not eligible for a Good CauseExemption. The notification must comply with the Student Report Cards provisions ofFlorida Statutes §1002.20(14) and 1003.33(2), as well as include a description ofproposed interventions and supports that will be provided to the student to remediatethe identified areas of reading proficiency. [Florida Statute §1008.25(7)(b)2]

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Intensive Instruction Services for Retained Grade 3 Students

Grade 3 students retained for reading must be provided with intensive instructionalservices and supports that include intensive interventions in the areas of readingdeficiency. The specific areas of reading must be identified through the use of a validand reliable diagnostic assessment. This intensive intervention must include effectiveinstructional strategies, a minimum of 90 minutes of daily uninterrupted readinginstruction, an additional 30 minutes of daily intensive immediate intervention, theopportunity to participate in the District’s Summer Reading Camp, and appropriateteaching methodologies necessary to assist those students in becoming successfulreaders, able to read at or above grade level, and be ready for promotion to the nextgrade. [Florida Statute §1008.25(7)(a)(b)1) and State Board of Education Rule 6A-6.054(1)]

Other strategies prescribed by the District may include but not be limited to thefollowing:

small group instruction; integration of science and social studies within the 90 minute block; reduced teacher-student ratios; more frequent progress monitoring; tutoring or mentoring; transition classes containing 3rd grade and 4th grade students; and/or extended school day, week, or year.

Grade 3 students retained for reading must have a highly effective teacher asdetermined by the teacher’s performance evaluation. [Florida Statute §1012.34]

Intensive Acceleration Class (IAC) for Grade 3 Students

When applicable, each school must establish an Intensive Acceleration Class (IAC) forretained Grade 3 students who subsequently score at Level 1 on the Florida StandardsAssessment (FSA). The focus shall be to increase a student’s reading level andEnglish Language Arts (ELA) skill level at least two grade levels in one school year.[Florida Statute §1008.25(7)(b)5]In accordance with Florida Statute §1008.25, IAC shall:

1. be provided to any student in Grade 3 who scores Level 1 on the FloridaStandards Assessment (FSA), as applicable, and who was retained in 3rd gradethe prior year because of scoring at Level 1;

2. have a reduced teacher-student ration;

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3. provide uninterrupted reading instruction for the majority of student contact timeeach day and incorporate opportunities to master the Grade 4 Next GenerationSunshine State Standards (NGSSS) or Florida Standards in other core subjectareas;

4. use a reading program that is scientifically research-based and has provenresults in accelerating student reading achievement within the same school year;and

5. provide intensive language and vocabulary instruction using a scientificallyresearch-based program, including use of a speech-language therapist.

Supplemental Academic Instruction (SAI) for Grade 3 Students

Grade 3 students who are retained will receive additional reading instruction in theSupplemental Academic Instruction (SAI) Program, which provides for:

a highly effective SAI teacher; 30-45 minutes of supplemental/additional instruction in reading (outside of the

90-minute reading block)

Instructional materials should include comprehensive research-based interventionstrategies, which best meet the needs of the students. Students should be usingmaterials that teach research-based reading strategies directly geared to their area(s) ofweakness as identified by diagnostic assessments.

Good Cause Exemptions for Retained Grade 3 Students

Good Cause is defined as conditions that exist such that retention would be moreadverse for the student than promotion. In accordance with Florida Statute§1008.25(6)(b)(c) and State Board of Education Rule 6A-1.094221, the School Boardmay exempt a student from retention for Good Cause.

Good Cause Exemptions from Retention (Grade 3 Only)

According to Florida Statute §1008.25(6)(b), Good Cause Exemptions are limited to thefollowing:

1. Limited English proficient students who have had less than two years ofinstruction in an English for Speakers of Other Languages (ESOL) program;

2. Students with disabilities whose Individual Education Plan (IEP) indicates thatparticipation in the statewide assessment program is not appropriate, consistentwith the requirement of State Board of Education Rule;

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

4. Students who demonstrate, through a student portfolio, that they are reading atleast Level 2 on the Florida Standards Assessment (FSA), as evidenced bydemonstrating mastery of applicable state standards in reading;

5. Students with disabilities who participate in the FSA and who have an IEP or aSection 504 Accommodation Plan that reflects that the student has receivedintensive remediation in reading and English Language Arts (ELA) for more thantwo years, but still demonstrates a deficiency and was previously retained inKindergarten, Grade 1, Grade 2, or Grade 3,

6. Students who have received intensive remediation in reading for two or moreyears but still demonstrate a deficiency in reading and who were previouslyretained in Kindergarten, Grade 1, Grade 2, or Grade 3, for a total of two years(A student may not be retained more than once in Grade 3); and

7. Students who have received intensive remediation in reading and ELA for morethan two years but still demonstrate a deficiency and who were previouslyretained in Kindergarten, Grade 1, Grade 2, or Grade 3 for a total of two years.

Review of Academic Portfolio for Good Cause Exemption

In accordance with State Board of Education Rule 6A-1.094221(3)(a-e), the studentportfolio must meet the following criteria:

1. be selected by the student’s teacher;

2. be an accurate picture of the student’s ability and only include student work thathas been independently produced in the classroom;

3. include evidence that the benchmarks assessed by the Grade 3 FSA ReadingAssessments have been met. Evidence is to include multiple choice items andpassages that are approximately 60 percent literary text and 40 percentinformation text, and that are between 100-700 words with an average of 500words. Such evidence could include chapter or unit tests from theDistrict’s/School’s adopted core reading curriculum or teacher assessments thatare aligned with the Language Arts Florida Standards (LAFS);

4. be an organized collection of evidence of the student’s mastery of the NGSSSBenchmarks for Language Arts that are assessed by the Grade 3 FSA-Reading;and

5. be signed by the teacher and the principal as an accurate assessment of therequired reading skills.

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The HCSB has opted to utilize the Third Grade Reading Assessment Portfolio andPortfolio Addendum provided by the Just Read, Florida Office in order to ensureconsistency throughout the District. This assessment portfolio meets all of the criteriaoutlined in State Board of Education Rule 6A01.094221(3)(a-e).

A parent of a student in Grade 3 who is identified anytime during the year as being atrisk of retention may request that the school immediately begin collecting evidence for aportfolio. [Florida Statute §1008.25(5)(c)7]

Documentation for Grade 3 Good Cause Exemption

The classroom teacher must provide the principal with documentation that indicates thestudent should be promoted based on one of the Good Cause Exemption criteria listedabove. This documentation should consist only of the existing Individual EducationalPlan (IEP), 504 Accommodation Plan and/or Progress Monitoring Plan (PMP), thereport card, or the student portfolio. Documentation for Exemptions 3 and 4 shall beconsistent with Florida Statute §1008.25(6)(c).

In the case of Good Cause Exemptions due to academic performance (Grade 3mandatory retention only), the teacher will complete the Third Grade ReadingAssessment Portfolio Recording Sheet for each student. [Florida Statute§1008.25(6)(c)(1)]

The school principal shall review and discuss recommendations with the teacher andmake the determination as to whether the student should be promoted or retained. Inaccordance with Florida Statute §1008.25(6)(c)2, information gathered for Third GradeGood Cause Promotion/Retention school lists will now be automatically generated.

During the School Year Promotion of Retained Grade 3 Students

In accordance with State Board of Education Rule 6A-1.094222, a student retained in3rd grade may be eligible for mid-year promotion if he/she demonstrates:

successful and independent reading at or above grade level; sufficient progress to master appropriate 4th grade reading skills; and meeting any additional requirements, such as satisfactory achievement in other

curriculum areas, per local school board policies.

Documentation for midyear promotion should include successful completion of portfolioelements that meet State/District criteria or satisfactory performance on a locallyselected standardized assessment. [Florida Statute §1008.25(7)(b)3]

A student portfolio used during the school year to document promotion to 4th grade musthave evidence of the student’s mastery of Grade 3 Next Generation Sunshine StateStandards (NGSSS), Language Arts Florida Standards (LAFS), and beginning mastery

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of the 4th grade standards/benchmarks. [State Board of Education Rule 6A-1.094222(3)(a-e)]

To promote a student during the school year using a locally selected standardizedassessment, there must be evidence that the student scored at or above grade level inreading comprehension. This must be demonstrated by standard scores or percentiles,consistent with the month of promotion to Grade 4. [State Board of Education Rule 6A-1,094222(4)]

The Progress Monitoring Plan (PMP) for any retained Grade 3 student who has beenpromoted midyear to Grade 4 must continue to be implemented for the entire schoolyear. [State Board of Education Rule 6A-1.094222(4)]

Identified Reading Deficiencies

Any student who exhibits substantial deficiency in reading skills, based on locallydetermined assessments conducted before the end of grade 1 or grade 2 or based onteacher recommendation, must be given intensive reading instruction immediatelyfollowing the identification of the deficiency. The student’s reading proficiency must bereassessed by locally determined assessment or based on teacher recommendation atthe beginning of the grade following the intensive reading instruction. The student mustcontinue to be given intensive reading instruction until the reading deficiency isremedied. If the student’s reading deficiency, as determined by the locally determinedassessment at grades 1 and 2 or by the statewide assessment at grade 3, is notremedied by the end of grade 3, and if the student scores below Level 2 on thestatewide assessment test in reading, the student must be retained unless boardapproved alternatives provide a good cause exemption for continued progression.

In addition to the options listed in the general requirements, schools may use one ormore of the following methods to accelerate and/or remediate identified deficiencies:

o Specific instruction to address reading weaknesses through technology;o Additional time to receive reading instruction to meet needs of the child;o Alternative reading strategies that are proven to assist in the instruction of

students who are experiencing difficulty learning to read; ando Many opportunities for students to use their reading skills in other subject areas

and for pleasure.

Health and Physical Education

Students will participate in physical activities of at least a moderate intensity level andfor duration sufficient to provide a significant health benefit to students, subject to theirdiffering capabilities. Florida House Bill 967 requires 150 minutes of Physical Educationper week in grades K-5. Accordingly, students in grades K-5 will receive at least 150minutes per week of physical education. On any day during which physical educationinstruction is conducted, there must be 30 consecutive minutes of instruction. The time

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will be dedicated to supervised physical activity, health instruction, and nutritioninstruction.

Students will demonstrate competency in Physical Education and Health relatedSunshine State Standards.

Students in grade K-5 are eligible to waive the physical education requirement if theymeet any of the following criteria:

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

◊ The parent requests that the student enroll in another course from amongthose offered as options by the school district; or

◊ The student is participating in physical activities outside the school daywhich are equal to or in excess of the mandated requirement.

Student Plans, Parent Information, and Notification for ElementarySchool Students

Performance Monitoring Plan (PMP)1008.25(4)(b-c) FS

The Progress Monitoring Plans used in grades K-5 must meet all the requirementsestablished in the general requirements. The Progress Monitoring Plan Criteria Matrixis used in the district’s elementary schools to identify a student’s proficiency in readingand mathematics, and to determine the appropriate use of the Progress MonitoringPlan. The matrix employs a variety of student performance measures that do not relyon one exclusive determinate measure.

Parent Notification of Substantial Reading Deficiency in K-3 Students1008.25(5-7) FS

Parents of any K-3 student exhibiting substantial deficiencies in reading (Critically Low,Progress Monitoring Plan Criteria Matrix) or any student retained in grade 3 must benotified in writing of the following:

o Identification of critically low status in reading and the specific measures relatedto that determination. In addition, provide assurance that no one measure wasthe exclusive determining measure used in the evaluation;

o A description of the intensive remedial and supplemental instruction proposedand strategies parents may employ to assist their children;

o Retention at the end of grade 3;o If there is no remediation of the deficiency, and no reason for just cause

exemption;o The district’s criteria for mid-year promotion; ando Provide parents the opportunity to review the Progress Monitoring Plan Criteria

Matrix and to participate in the development of their student’s ProgressMonitoring Plan.

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o Strategies parents may employ to help their child succeed in reading.

Exceptional Student Education (ESE)

Pursuant to State Board of Education Rule 6A-6.03028, Individual Education Plans(IEPs) for students with disabilities enrolled in an Exceptional Student Education (ESE)Program must specify the specially designed instruction and related services that arenecessary to meet each student’s unique needs.

All students must be given access to the general curriculum, as is appropriate, inrelation to their unique needs and abilities and as delineated on each student’s IEP. Forthe majority of these students, the General Education standards should be the basis oftheir curriculum. For some students, modified standards and/or benchmarks in one ormore content areas may be more appropriate. The Language Arts Florida Standards(LAFS) and Mathematics Florida Standards (MAFS) include access points for studentswith significant disabilities. The Next Generation Sunshine State Standards (NGSSS)include access points in the content area of science and social studies. These accesspoints are expectations for students with significant cognitive disabilities to access theGeneral Education curriculum. Access points reflect the core intent of the standardswith reduced levels of complexity. (Refer to State Board of Education Rule 6A-1.09414for course descriptions).

In all cases, the IEP Team, which must include the parent(s), makes special programplacements and educational decisions. The IEP must include a statement ofmeasurable annual goals, including benchmarks or short-term objectives related tomeeting the student’s needs that result from the student’s disability. As appropriate, theIEP should enable the parent(s) and student to be involved in determining how thestudent will be involved/progress in the General Education curriculum, and how thestudent will participate in appropriate activities. The IEP shall also address how each ofthe student’s other educational needs (that result from the student’s disability) will bemet. [State Board of Education Rule 6A-6.03028(3)(h)2]

The IEP Team must draft benchmarks and short-term objectives for students withdisabilities who take the alternative assessments aligned to alternative achievementstandards. The IEP Team has the discretion to also draft benchmarks and short-termobjectives for other students with disabilities. [State Board of Education Rule 6A-03028]

The IEP may specify whether accommodations/modifications are necessary in theareas of curriculum, instruction, and assessment provided that theaccommodations/modifications do not include modifications to the curriculumdescriptions/frameworks or student performance standards. The IEP must beimplemented as drafted by the IEP Team. The IEP must contain an explanation of theextent, if any, to which the student will not participate with non-disabled students in theGeneral Education class. [State Board of Education Rule 6A-6.03028(3)(h)2]. Incompliance with the least restrictive environment mandate, a student with a disabilitymay be removed from the General Education environment, only if the nature and/or

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severity of the disability are such that education in General Education classes, with theuse of supplementary aids and services cannot be achieved satisfactorily.

The HCSB shall establish procedures that provide the opportunity for one or both of thestudent’s parent(s) to participate in meetings and decisions concerning the student’sIEP. A written notice of the meeting must be provided to the parents and must indicatethe purpose, time, and location of the meeting, as well as whom, by title or position, willbe attending.

No later than the first IEP to be in effect when a student turns 14 or younger ifdetermined appropriate by the IEP Team, the notice must also indicate that a purposeof 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 shall begin theprocess of, and develop an IEP for, identifying the need for transition services beforethe student with a disability attains the age of 14 years in order for the postsecondarygoals and career goals to be identified and in place when the student attains the age of16 years. This process must include, but is not limited to: consideration of the student’sneed for instruction in the area of self-determination and self-advocacy to assist thestudent’s active and effective participation in an IEP meeting and preparation for thestudent to graduate from high school with a Standard High School Diploma pursuant toFlorida State Statute §1003.4282 with a Scholar Designation unless the parent choosesa Merit Designation.

Beginning not later than the first IEP to be in effect when the student attains the age of16 or younger, if determined appropriate by the parent and the IEP Team, the IEP mustinclude the following statements that must be updated annually:

1. a statement of intent to pursue a Standard High School Diploma and a Scholar orMerit designation, pursuant to Florida Statute §1003.4285 or Special Diploma asdetermined by the parent;

2. a statement of intent to receive a Standard High School Diploma before thestudent attains the age of 22 and a description of how the student will fully meetthe requirements in Florida State Statutes §1003.4285 and 1003.4282, asapplicable, including, but not limited to, a portfolio pursuant to Florida StateStatute §1003.4282(10)(b) which meets the criteria specified in State Board ofEducation Rule. The IEP must also specify the outcomes and additional benefitsexpected by the parent and the IEP Team at the time of the student’s graduation;and

3. a statement of appropriate measurable long-term postsecondary education andcareer goals based upon age-appropriate transition assessments related totraining, education, employment, and if appropriate, independent living skills, and

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the transition services, including course of study needed to assist the student inreaching those goals. [Florida Statute §1003.5716]

To the extent appropriate, and with the consent of the parents or a student who hasreached the age of majority, the District shall invite a representative of any participatingagency that may be responsible for providing or paying for transition services. Parentalconsent or the consent of the student who has reached the age of majority must also beobtained before personally identifiable information is released to officials of participatingagencies providing or paying for transition services. [State Board of Education Rule 6A-6.03028 (3)(c)8]

Public school students with disabilities must be provided the opportunity to meet thegraduation requirements for a Standard High School Diploma as set forth in FloridaStatute §1003.4282 in accordance with the provisions of Florida Statutes §§ 1003.57and 1008.22. Pursuant to Florida Statute §1003.438, certain public school studentswith disabilities may be awarded a Special Diploma upon high school graduation.[Florida Statute §1002.20(8)]

Programs for students with disabilities are defined by the diploma options identified ineach student’s Individualized Education Plan (IEP).

Section 504 Accommodation Plans

A student is eligible for accommodations, under Section 504 of the Rehabilitation Act of1973, if the student is determined to have a physical or mental impairment thatsubstantially limits one or more major life activity of such student. In addition, a studentwith either a record of impairment, or who is regarded as having impairment, isprotected from discrimination under both Section 504 and the Americans withDisabilities Act (ADA), as amended by the ADA Amendments Act of 2008, effectiveJanuary 1, 2009.

A student meets the requirement of being regarded as having impairment byestablishing that the student has been subjected to a prohibited act because of anactual or perceived physical or mental impairment, whether or not the impairment limitsor is perceived to limit a major life activity. This provision shall not apply to a student’simpairments that are transitory and minor. A transitory impairment has an actual orexpected duration of six months or less.

A Multi-Disciplinary Team must meet as necessary to determine if an otherwisequalified student’s mental and/or physical impairment substantially limits one or more ofthe student’s major life activities.

Major life activities include, but are not limited to, caring for oneself, performing manualtasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking,breathing, learning, reading, concentrating, thinking, communicating, and working.Major life activities also include the operation of a major bodily function, including but

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not limited to, functions of the immune system, normal cell growth, digestive, bowel,bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductivefunctions.

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

The determination of whether the impairment substantially limits a major life activityshall be made without regard to the ameliorative effects of mitigating measures such as:

Medication, medical supplies, equipment or appliances, low-vision devices(which do not include ordinary eyeglasses or contact lenses), prostheticsincluding limbs and devices, hearing aids and cochlear implants or otherimplantable hearing devices, mobility devices, or oxygen therapy equipment andsupplies;

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

However, the ameliorative effects of the mitigating measures of ordinary eyeglasses orcontact lenses shall be considered in determining whether the impairment substantiallylimits a major life activity.

To ensure compliance for all school decisions made under Section 504 and ADA, twocomponents are necessary. First, the parent(s) must always be notified of any meetingscheduled to determine eligibility or subsequent meetings to make changes to theSection 504 Accommodation Plan. Secondly, the student’s Multi-Disciplinary Teammust make service, accommodation, and placement decisions. A Section 504Accommodation Plan cannot be changed without proper parental notice and a Multi-Disciplinary Team Meeting. The individual student’s Section 504 Accommodation Plandocuments the accommodations and/or modifications that are required to ensure thatthe student has an equal opportunity to access the General Education curriculum.[Section 504 of the Rehabilitation Act of 1973, 34 C.F.R. Part 104]

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Middle School Requirements for Student Progression

Admission to Middle School

Entrance Requirements for Middle School StudentsHCSB 400

A middle school student, grades 6-8, must comply with all the general requirements foradmission to Hendry County Schools.

A student entering a secondary school must meet the immunization requirements forthat grade level.

Each student at the time of initial registration for school shall declare previous schoolexpulsions, arrests resulting in a charge, and juvenile justice actions the student hashad.

Middle School Student Performance and Progress Through the Grade 6-8

1003.4156 FS

Student progression in the Hendry County Public Schools is based upon an evaluationof each student’s achievement as per state and local requirements.

Middle School (6-8) Requirements for Promotion and Retention

In accordance with Florida Statute §1003.4156, promotion from a school composed ofmiddle Grades 6-8 requires that the student must successfully complete academiccourses as follows:

Middle School English Language Arts (ELA) Requirements

A student must successfully complete three middle school or higher courses inEnglish Language Arts (ELA).

Middle School Mathematics Requirements

1. Students must successfully complete three middle school or higher courses inmathematics. Each middle school must offer at least one high school levelmathematics course for which students may earn high school credit.

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2. Beginning with the 2011-2012 school year, in accordance with Florida Statutes§§1008.22(3)(b)(1) and 1003.4156(1)(b), successful completion of a high schoollevel Algebra 1 or Geometry course is not contingent upon the student’sperformance on the End-of-Course (EOC) Assessment, or upon transition toMathematics Florida Standards (MAFS) for the Algebra 1 or GeometryAssessments.

3. Middle school students enrolled in Algebra 1 must take the Algebra 1 EOCAssessment, which constitutes 30 percent of the student’s final course grade,and earn a passing grade in the course. A middle school student is not requiredto earn a proficient score on the Algebra 1 EOC Assessment in order to earnhigh school credit or be promoted to high school. However, students arerequired to earn a proficient score on the Algebra 1 EOC Assessment in order toearn a Standard High School Diploma. [Florida Statute §1003.4156]

4. Middle school students enrolled in high school Geometry must take theGeometry EOC Assessment, which constitutes 30 percent of the student’s finalcourse grade, and earn a passing grade in the course. Middle school studentsmust earn a proficient score on the Geometry EOC Assessment in order to earna Standard High School Diploma Scholar Designation. [Florida Statute§1003.4156]

5. Middle school students enrolled in Algebra 2 must take the Algebra 2 EOCAssessment, which constitutes 30 percent of the student’s final course grade.Middle school students must earn a proficient score on the Algebra 2 EOCAssessment in order to earn a Standard High School Diploma ScholarDesignation. [Florida Statute §1003.4282]

Social Studies Middle School Requirements

A student must successfully complete three middle school or higher courses insocial studies.

Middle School Social Studies Courses

Grade 6 – M/J World History Grade 7 – M/J Civics Grade 8 – M/J United States History

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Beginning with students entering 6th grade in the 2012-2013 school year, perFlorida Statute §1003.4156(1)(c), one of the courses must be at least a onesemester civics education course that a student completes and that includes:

o The roles and responsibilities of federal, state, and local governments;o The structures and functions of the legislative, executive, and judicial

branches of government;o The meaning and significance of historic documents, such as the Articles

of Confederation, the Declaration of Independence, and the Constitution ofthe United States; and

Beginning with the 2013-2014 school year, each student’s performance on thestatewide, EOC Assessment in civics education constitutes 30 percent of thestudent’s final course grade. (Refer to Florida Statute §1008.22)

Science Middle School Requirements

Per Florida Statute §1003.4156(1)(d), a student must successfully completethree middle school or higher courses in science. Successful completion of ahigh school level Biology 1 course is not contingent on the student’s performanceon the EOC Assessment.

Beginning with the 2011-2012 school year, all students enrolled in Biology 1 musttake the Biology 1 EOC Assessment. Beginning with students entering Grade 9in the 2013-2014 school year, performance on the Biology 1 EOC Assessmentconstitutes 30 percent of the student’s final course grade [Florida Statute§1008.22(3)(b)(2)]. Further, to earn high school credit, beginning with the 2012-2013 school year, per Florida Statute §1003.4156(1)(d), a middle school studenttaking Biology 1 must take the Biology 1 EOC Assessment, which constitutes 30percent of the final course grade, and earn a passing grade in the course.Middle school students must earn a proficient score on the Biology 1 EOCAssessment in order to earn a Standard High School Diploma ScholarDesignation. [Florida Statute §1003.4285(1)(a)(3)]

NOTE: A middle school student who transfers into the State’s public school systemfrom out of country, out-of-state, a private school, or a home education program afterthe beginning of the second term of 8th grade is not required to meet the civicseducation requirement for promotion from the middle grades if the student’s transcriptdocuments passage of three courses in social studies or two year-long courses insocial studies that include coverage of civics education. [Florida Statute§1003.4156(1)(c)]

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Suggested Enrollment for Grade 6

Students are required to enroll in each of the following courses DurationIntensive Reading* (based on Florida State Assessment, Florida AssessmentsInstruction in Reading (FAIR) data and teacher input)Certain students may be serviced through specific content area classes. Referto the K-12 Comprehensive Reading Plan for specific details.Note: Assignment of ESE students with a disability and ELLs who participatein statewide assessments will be determined by the appropriate Multi-Disciplinary Team.

As long asneeded

Language Arts 1 yearScience 1 yearMathematics** 1 yearWorld History 1 yearPhysical Education*** 1 semesterElectives (various courses/subject areas) As offered by

each school*Florida Statute §1008.25 mandates that intensive academic assistance be provided for anystudent who demonstrates substantially deficient skills in reading, writing, mathematics, and/orscience.**Mathematics remediation, if required, may be provided within the Mathematics class.***The physical education requirement shall be waived for a student who meets the criteriaoutlined in Florida Statute §1003.455.



As long asneeded

Language Arts 1 yearScience 1 yearMathematics** 1 yearCivics 1 yearPhysical Education*** 1 semesterElectives (various courses/subject areas) As offered by


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As long asneeded

Language Arts 1 yearScience 1 yearMathematics-M/J Pre-Algebra; Algebra 1, Geometry** 1 yearUnited States History 1 yearPhysical Education*** 1 semesterElectives (various courses/subject areas) As offered by


Promotion to Grade 9

In order to be promoted to Grade 9, students must meet the following requirements:

Subject Number of Courses PassedEnglish Language Arts 3

Mathematics 3

Science 3

Social Studies 3

Career and Education Planning 1

Considerations for Special Program Students

The following sections address the considerations of Exceptional Student Education(ESE) students, students with a Section 504 Accommodation Plan, and EnglishLanguage Learner (ELL) students that do not meet the mandatory retention criteria.

Note: Promotion to high school is contingent on meeting the requirements above.

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English Language Learners (ELLs)

In accordance with State Board of Education Rules 6A-6.0902, 6A-6.0903, 6A-6.0904,and 6A-1.09432(6) a student identified as an ELL must meet the District levels ofperformance, as indicated on the Student Progression charts. The HCSB Plan forServices to English Language Learners (ELLs) is located at: http://www.hendry-schools.org.

Promotion for an ELL shall be based on the student’s academic performance,regardless of the level of English Language proficiency. ELLs must demonstrateliteracy skills on grade level in either English or their native language. ELLs may not beretained if they are substantially below grade level in reading in English, but candemonstrate grade level literacy skills in their native language. Retention of an ELLrequires the review and recommendation of the ELL Committee and may not be basedsolely on lack of English proficiency, demonstration of grade level content knowledge inEnglish, or on a score on any single assessment instrument. An ELL Committee mustmeet to determine whether an ELL should be retained. Adequate progress, defined inthe ELL Plan, should be used by the ELL Committee as cause for promotion. An ELLmay be retained if the ELL Committee has determined that the student has notprogressed satisfactorily according to his/her ELL Plan.

An ELL is required to meet student performance standards for the appropriate gradelevel. However, ELLs who have been in an approved English for Speakers of OtherLanguages (ESOL) Program for less than two complete school years should not beaccountable to demonstrate the standards in English. The Consent Decree and Title IIIrequirement is to measure the student’s ability toward attainment of the standards,regardless of whether that ability is demonstrated in English or the student’s homelanguage.

Exceptional Student Education (ESE)

The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requiresthat the IEP for each child with a disability include a statement of measurable annualgoals, including academic and functional goals. The IEP must meet the child’s needsthat result from the disability to enable the child to be involved in and make progress inthe General Education curriculum.

A student who is enrolled in Exceptional Student Education (ESE) must meet theSchool District’s performance standards, unless the IEP specifies that the student isunable to meet the grade level performance standards, because:

the student’s demonstrated cognitive ability and/or behavior prevent the studentfrom completing required class work and achieving the Next GenerationSunshine State Standards (NGSSS), Language Arts Florida Standards (LAFS),

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or Mathematics Florida Standards (MAFS), even with appropriate and allowableclass work modifications; or

the student is unable to apply or use academic skills at a minimal competencylevel in the home or community.

When an ESE student with a disability is determined to be performing below grade levelin reading, writing, mathematics, and/or science, the IEP Team shall be convened toreview the IEP. The student’s IEP must address all of the student’s educational needs,including the student’s below grade level performance. The IEP Team may recommenda Progress Monitoring Plan (PMP) to address the student’s educational need in reading,writing, mathematics, and/or science.

Students with disabilities who are enrolled in an ESE program(s) may be considered tohave met promotion requirements when he/she has achieved the goals that arespecified on the student’s IEP. The primary responsibility for determining eachstudent’s level of performance is that of the special program teacher and the GeneralEducation teacher. The principal may (upon recommendation of the instructional staffand the IEP Team) determine that the promotion requirements have been satisfied.

Other factors that may be considered for student promotion include:

previous retention history; current goals and objectives on the student’s IEP; social/emotional behavior; attendance; placement and a possible change in the current placement; grades; and/or current accommodations/modifications/services.

In accordance with Florida Statute §1008.25(1), it is the responsibility of the SchoolBoard and School District administration to provide all students with effectiveinstructional and remedial programs that monitor progress, promote continuousachievement, and make provisions for individual differences. With respect to ESEstudents, the School Board and School District administration have additionalresponsibilities, as set forth below.

The IDEA requires the School District to provide a Free Appropriate Public Education(FAPE) to any individual child with a disability who needs special education and relatedservices, even though the child has not failed or been retained in a course or grade, andis advancing from grade to grade [34 C.F.R. §300.101(c)(1)].

State law requires that ESE students who are included in the General Educationcurriculum must meet School District and/or State levels of performance for studentprogression; unless the student’s IEP Team determined that the student should follow amodified curriculum aligned with ESE course requirements and benchmarks.

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State law prohibits social promotion for any public school student, including ESEstudents. Social promotion occurs when a student is promoted based on factors otherthan the student achieving School District and State levels of performance for studentprogression. In accordance with Florida Statute §1008.25(6)(a), no student may beassigned to a grade level based solely on age or other factors that constitute socialpromotion.

Improvement Plans All Students

A student not meeting the school district or state requirements for satisfactoryperformance in English Language Arts and Mathematics must be covered by one of thefollowing plans:

1) A federally required plan such as an individual education plan.2) A school-wide system of progress monitoring for all students.3) An individualized progress monitoring plan.

Active Section 504 Accommodation Plans

As outlined in Section 504 of the Rehabilitation Act of 1973, 34 C.F.R. Part 104, astudent’s Section 504 Accommodation Plan documents each of the accommodationsrequired to ensure the student receives a Free Appropriate Public Education (FAPE)and has an equal opportunity to access the General Education curriculum in the leastrestrictive environment. If a Section 504 Team decides to make any alteration to thedelivery of instruction or student assignments for a student with an active Section 504Accommodation Plan, such alteration must be documented in the student’s Section 504Accommodation Plan. A parent of a student with an active Section 504 AccommodationPlan must be notified of any proposed changes to the Plan. In addition, a parent mustbe given the opportunity to provide input on decisions made by the 504 Team.

A student with an active Section 504 Accommodation Plan must meet the SchoolDistrict’s levels of performance. Parent(s) must be notified if a student with a Plan isbeing considered for retention. The Team must determine if the reason(s) for retentionis/are caused by the disability of record on the active Section 504 Accommodation Plan.If the Team determines that the below grade level performance is caused by thedisability, the student’s placement must be re-evaluated.

The re-evaluation must include a review of the student’s records, the student’sintellectual and academic abilities, and other pertinent information provided by thestudent’s teachers. Comprehensive documentation regarding student placement mustbe provided each time re-evaluation occurs.

If the Team determines that the below grade level performance is not caused by thedisability, the student is treated in the same manner as any General Education student.

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Promotion for Middle School Students

1003.415(2-5) FS

Reading is the foundation in developing a rigorous and challenging middle schoolcurriculum. A middle school student that has met a preponderance of the requirementslisted below may be promoted to the next grade. Middle school promotion through thegrades is based upon the following elements:

Success in building on the learned skills and content from elementary school inthe core disciplines of Reading, Language Arts, Mathematics, Science, andSocial Studies;

Mastering the appropriate State Standards in the core disciplines, Demonstrating proficiency as defined by FLDOE for:

o Reading and Mathematics;o Science for Grade 8;o Writingo Performing at C or above on the majority of class work; ando Performing at the 51st percentile or above on any nationally normed

assessment. A middle school student promoted to the 9th grade should be prepared to begin a

challenging program of study at the high school, and equally prepared tosuccessfully complete all graduation requirements in no more than 4 years ofhigh school.

Alternatives to Promotion for Middle School Students1003.415(2-6) FS

A middle school student who has not met the majority of requirements for regularpromotion may be promoted with a Performance Monitoring Plan (PMP), IndividualEducational Plan (IEP), or an English Language Learners Plan (ELLP). Each of theseplans must contain the following elements:

o Identifies the areas of deficiency in reading, mathematics, writing, and sciencebased upon the most recent assessment results;

o Places a priority on the acquisition of grade appropriate skills in reading;o Provides diagnosis and prescriptive interventions for all 5-skill areas of reading;o Provides intensive remedial instruction that will accelerate learning and the

mastery of Sunshine State Standards necessary for a successful transition tohigh school, which may include any of the programs listed under SupplementalInstruction;

o Frequent monitoring with no less than quarterly evaluations of student learninggains in the identified areas of deficiency; and

o Promote parental involvement through notification and collaboration in thedevelopment, monitoring, and implementation of the plan.

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Required Physical Education1003.455 FS

The equivalent of one class period per day of physical education for one semester ofeach year is required for students enrolled in grades 6 through 8. Students enrolled insuch instruction shall be reported through the periodic student membership surveys,and records of such enrollment shall be audited to pursuant to s.1010.305. Suchinstruction may be provided by any instructional personnel as defined in s.1012.01(2),regardless of certification, who are designated by the school principal.

The requirement shall be waived for a student who meets one of the following criteria:o The student is enrolled or required to enroll in a remedial course.o The student’s parent indicates in writing to the school that:

◊ The parent requests that the student enroll in another course from amongthose courses offered as options by the school district; or

◊ The student is participating in physical activities outside the school daywhich are equal to or in excess of the mandated requirement.

Each school shall notify the student’s parent of the options available before schedulingthe student to participate in physical education.

Florida Virtual Courses

Middle School students may have the opportunity to take additional coursework throughFlorida Virtual School. Virtual coursework is extremely rigorous. Prior to enrollment inFlorida Virtual School, students must have permission of the school guidance counselorand principal.

Parents are responsible for monitoring student progress for virtual school coursework.Student learning style and impact on meeting course completion should be carefullyconsidered before enrolling student.

Advanced Academic Courses

Middle School students may be eligible to enroll in advanced courses in the coreacademic content areas of language arts, mathematics, science, and social studies.These courses are planned to include more rigorous content in an effort to make theclasses more challenging. In order to qualify to enroll in advanced coursework thefollowing minimum requirements are necessary:

1. Teacher recommendation;2. Review of student grade history for the specific content/subject area; and3. Review of student State Assessment results.

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High School Courses1003.428 FS1008.22 FS1007.02 FS

A middle school student may take courses designated in the Florida Course CodeDirectory as Grades 9-12. These courses/credits may be used to satisfy high schoolgraduation requirements and Florida Academic Scholars award requirements. Theymay take place at the assigned middle school or through Florida Virtual School ifapproved by the student’s guidance counselor and principal.

Successful completion of a high school level Algebra 1 or Geometry course is notcontingent upon the student’s performance on the end-of-course assessment requiredunder 1008.22(3)(c) 2.a(i) FS. However, beginning with the 2011-2012 school year, toearn high school credit for an Algebra 1 course, a middle school student must pass theAlgebra 1 end of course assessment and beginning with the 2012-2013 school year, toearn high school credit for a geometry course, a middle school student must pass thegeometry end-of-course assessment.

A student with a disability, as defined in 1007.02(2) FS, for whom the IEP committeedetermines that an end-of-course assessment cannot accurately measure the student’sabilities, and taking into consideration all allowable accommodations, shall have theend-of-course assessment results waived for the purpose of determining the student’scourse grade and credit as required.

Students taking high school credit courses on the middle school campus are required tomeet all expectations for earning high school credit including taking mid-term and finalexaminations to meet course requirements.

Scheduling conflicts, course offerings, and course prerequisite requirements may limitparticipation in these courses.

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High School Requirements for Student Progression

Graduation Requirements

Students are required to satisfy the graduation requirements in effect at the time thestudent first enters Grade 9, regardless of the date the student graduates, unless therequirements change for the entire class, or unless requirements are changed for allstudents by Florida Statute. Refer to Appendix A, B, C, and D for FLDOE AdvisementFlyer.

Schools shall provide parent(s) with information concerning all graduation options,including the respective curriculum requirements for those options, so that the studentsand their parent(s) may select the program that best fits their needs.

Graduation Requirements for a Standard Diploma

Assessments for Standard Diploma

In order to receive a Standard Diploma, students must achieve proficient scores on therequired statewide assessments or meet the concordant subject area test score on aState Board of Education approved alternate assessment. They must also satisfystudent performance standards for each course in Grades 9-12 for which credit towardgraduation is awarded. As for students with a disability, see below as to the criteria forwaivers from this graduation requirement. [Florida Statutes §§1008.22(3), 1003.438,State Board of Education Rules 6A-1.0995, & 6A-1.09961]

Beginning with the 2011-2012 school year, the administration of the Grade 10 FCAT 2.0Mathematics has been discontinued, except as required for students who have notattained minimum performance expectations for graduation. Beginning with thestudents entering Grade 9, for the first time in the 2011-2012 school year and thereafter,students must achieve a proficient score on the Algebra 1 End-of-Course (EOC)Assessment or subsequently thereafter meet the comparative score of 97 on thePostsecondary Education Readiness Test (P.E.R.T.).

A student may satisfy the FCAT 2.0 Reading requirement by achieving an equivalent orconcordant score on an alternate assessment, the ACT, or SAT.

The concordant/comparative scores for ACT, SAT, and P.E.R.T. updates are located at:http://fcat.fldoe.org/pdf/fcatpass.pdf.

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Students who have met all of the requirements for the Standard High School Diploma,except for earning a proficient score on the FCAT 2.0 Reading/FSA ELA/Algebra 1 EOCAssessment or an alternate assessment by the end of 12th grade, must be given theopportunity to participate in an accelerated High School Equivalency DiplomaPreparation Program. This should include FCAT 2.0 Reading/FSA ELA/Algebra 1 EOCAssessment remediation. Students must also be allowed to take a college placementtest and be admitted to remedial or credit courses at a state community college orparticipate in an adult general education program. [Florida Statute §1003.433(2)]

Standardized Assessment Waivers (ESE) for Standard Diploma

As for students with a disability, see below as to the criteria for waivers from thisgraduation requirement. (For additional information refer to Florida Statutes§§1008.22(3)(c), 1003.438 and State Board of Education Rule 6A-1.0995 and 1.09961.

The waiver from the general assessment graduation requirement process is designedfor consideration of students with disabilities who may be eligible for a waiver on one orboth sections of the FCAT 2.0, the Algebra 1 EOC Assessment, or the FSA in EnglishLanguage Arts or Mathematics.

In accordance with the Individuals with Disabilities Education Act (IDEA), students withdisabilities may receive services through the public school system through age 21 (i.e.,until their 22nd birthday or, at the option of the School District, the end of the semester orschool year in which the student turns age 22) or until they graduate with a StandardDiploma, whichever occurs first.

In order for the general assessment graduation requirement to be waived, the IEP Teammust meet to determine whether or not the general assessment can accurately measurethe student’s abilities, taking into consideration allowable accommodations.

Assessment Waiver Eligibility Criteria for Standard Diploma

To be considered for a waiver from the general assessment graduation requirement fora Standard High School Diploma, the student must:

1. be identified as having a disability as defined in Florida Statute §1007.02(2);

2. have an Individual Educational Plan (IEP);

3. have been provided with instruction to prepare students to demonstrateproficiency in the core content knowledge and skills necessary for grade-to-gradeprogression and high school graduation;

4. have taken the Grade 10 general assessment with appropriate, allowableaccommodations at least twice, once in Grade 10 and once in Grade 11; and

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5. be progression toward meeting the State’s credit, course, and cumulative gradepoint average (GPA) requirements and any other district requirements forgraduation with a Standard Diploma.

A student who transfers from another state must pass the Grade 10 generalassessment or an alternate assessment that is concordant with the generalassessment; earn a 2.0 GPA; and meet all requirements of the school, district, or statefrom which he/she is transferring or meet Florida’s course requirements to earn aStandard Diploma. A transfer student may be considered for the assessment waiver.[Florida Statute §1003.433(1)]

Additionally, to ensure that each student has had every opportunity to earn a proficientscore on the statewide assessments required for graduation, participation in FSAReading during March of the senior year is recommended.

EOC Assessment Waiver for Students with Disabilities

A student with a disability, as defined in Florida Statute §1007.02(2), for whom the IEPCommittee determines that an end-of-course assessment cannot accurately measurethe student’s abilities, taking into consideration all allowable accommodations, shallhave the EOC Assessment results waived for the purpose of determining the student’scourse grade and credit.

District Responsibilities

The IEP Team will convene to make a determination whether the EOC Assessmentaccurately measures the student’s abilities, taking into consideration all allowableaccommodations. The IEP Team is encouraged to maintain documentation regardingthe team’s analysis of the student’s course performance data used to make the decisionto grant or deny a waiver of the EOC Assessment results.

Eligibility Criteria

To be considered for an EOC Assessment waiver, the student must meet all thefollowing criteria:

be identified as a student with a disability, as defined in Florida Statute§1007.02(2);

have an active IEP; have taken the EOC Assessment with appropriate allowable accommodations at

least once; and have demonstrated, as determined by the IEP Team, achievement of the course

standards.

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Course Credit for Standard Diploma

In accordance with Florida Statute §1003.436(2), credits are awarded in 0.5 creditincrements per semester upon successful completion of course requirements.

Online Learning for Standard Diploma

Beginning with the 2011-2012 incoming Grade 9 students, the Digital Learning Now Actrequires that all high school students graduating with a 24-Credit Standard Diploma(except those enrolled in the ACCEL Option, Special Diploma, InternationalBaccalaureate (IB) Program, or the Advanced International Certificate of Education(AICE) Program) successfully complete at least one online course. The course has tobe within the 24 credits required for high school graduation and must be passed.Courses may be either 0.5 credit or 1.0 credit in value. Online credit recovery or originalcredit courses may be used to satisfy this requirement. [Florida Statute§1002.45282(4)] (Students may take these courses online, outside of, or as a part ofthe school day.)

In accordance with Florida Statute §1003.4282(4), online high school credit coursessuccessfully completed in Grades 6-8 may be used to fulfill this requirement. Studenteligibility for participation in a Virtual Education Program is determined by FloridaStatute §1002.455 and participation requirements are set forth in Florida Statute§1002.45(6).

This requirement does not apply to a student who has an IEP, which indicates that anonline course would be inappropriate, or a student who is enrolled in a Florida highschool and has less than one academic year remaining in high school. [Florida Statute§1002.4282(4)]

Grade Point Average (GPA) for Standard Diploma

In middle and high school, GPA is defined as the numerical average represented by thepoint value of the letter grades earned, divided by the number of semester grades. Thescale is based on 4.0 (A), 3.0 (B), 2.0 (C), 1.0 (D) and 0 for any other grade. [FloridaStatute §1003.437]

Students must earn a minimum GPA of 2.0 on a 4.0 scale for all credits attempted,except for those replaced according to the Forgiveness Rule. [Florida Statute§1003.437]

Four-Year, 24-Credit Traditional Option Requirements

The 24 credits may be earned through applied, integrated, and combined coursesapproved by the Department of Education.

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Virtual/Online Course Requirements for Four-Year 24-Credit Option

Beginning with students entering Grade 9 in the 2011-2012 school year, at least onecourse within the 24 credits required in this subsection must be completed throughonline learning. An online high school credit course taken during Grades 6-8 fulfills thisrequirement. [Florida Statute §1003.4282(4)]

English Requirement for Four-Year 24-Credit Option

Students must earn four English credits (English I, II, III, and IV).

Mathematics Requirements for Four-Year 24-Credit Option

1. Students must earn four high school mathematics credits, which must includeAlgebra 1 and Geometry. [Florida Statute §1003.4282(3)(b)]

2. Three of the four required mathematics credits must be earned in Grades 9-12.However, students who score a minimum of 550 on the mathematics portion ofthe SAT, or a minimum score of 24 on the mathematics portion of the ACT, maybe exempt from the requirement that the three credits be earned in Grades 9-12and may use all high school mathematics credits earned at middle school towardthe four-credit graduation requirement. (Students should be reminded thatmeeting only the minimum mathematics credit requirement might adverselyimpact college admission.)

3. The grades earned in high school course, taken in middle school, will be includedon the high school transcript.

4. Students enrolled in Algebra 1 in 2011-2012 and thereafter, must earn aproficient score on the Algebra 1 EOC Assessment, in order to fulfill thegraduation requirement. [Florida Statute §1008.22(3)(b)1]

5. Beginning with the 2011-2012 school year, all students enrolled in geometrymust take the Geometry EOC Assessment. [Florida Statute §1008.22(3)(b)1]

6. Students who enroll in Algebra 1 in the 2013-2104 school year and thereafter,must pass the Algebra 1 course and take the Algebra 1 EOC Assessment, whichwill count as 30 percent of the student’s final course grade. Algebra 1 credit isnot reliant upon entering a proficient score on the Algebra 1 EOC Assessment.

7. A student must earn a proficient score on the Algebra 1 EOC Assessment toearn a Standard Diploma. A comparative score of 97 on the PostsecondaryEducation Readiness Test (P.E.R.T.) will satisfy this requirement.

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8. Students who enroll in Geometry in the 2013-2014 school year and thereafter,must pass the geometry course and take the Geometry EOC Assessment, whichwill count as 30 percent of the student’s final course grade.

9. Beginning with the 2013-2014 school year, a student taking Algebra 2 must takethe statewide Algebra 2 EOC Assessment, and that score will count as 30percent of the student’s final course grade.

10. Industry certification courses that lead to college credit may substitute for up totwo mathematics credits, not including Algebra 1 or Geometry.

Algebra 1 End-of-Course (EOC) Assessment Requirement

All students enrolled in and completing any of the following courses must take theAlgebra 1 EOC Assessment:

Course Course CodeAlgebra 1 1200310Algebra 1 Honors 1200320Pre-AICE Mathematics 1 1209810IB MYP Algebra 1 Honors 1200390

All students who entered Grade 9 in the school year 2011-2012 or thereafter, who havepreviously scored non-proficient on the Algebra 1 EOC Assessment, unless they earneda comparative score of 97 on the P.E.R.T. must take the Algebra 1 EOC Assessment.

Geometry End-of-Course (EOC) Assessment Requirement

All students enrolled in and completing any of the following courses must take theGeometry EOC Assessment:

Course Course CodeGeometry 1206310Geometry Honors 1206320Pre-AICE Mathematics 2 1209820IB MYP Geometry 1206810

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Algebra 2 End-of-Course (EOC) Assessment Requirement

All students enrolled in and completing any of the following courses must take theAlgebra 2 EOC Assessment:

Course Course CodeAlgebra 2 1200330Algebra 2 Honors 1200340Pre-AICE Mathematics 3 1209825IB MYP Algebra 2 1200395

Science Requirements for Four-Year 24-Credit Option

1. All three required science credits must be earned in Grades 9-12.

2. Students who enter Grade 9 in the 2012-2013 school year or earlier, must earnthree science credits, as follows:

* 1.0 credit in Biology 1;* 1.0 credit in physical science (Earth/Space, Chemistry, Astronomy or

Physical Science); and* 1.0 credit in science.

3. Two courses must include a laboratory component. [Florida Statute§1003.4282(3)(c)]

4. Beginning with the 2011-2012 school year, all students enrolled in Biology 1 musttake the Biology 1 EOC Assessment. [Florida Statute §1008.22(3)(b)2]

5. Students who enter Grade 9 and enroll in Biology 1 in the 2013-2014 school yearor thereafter, must take the Biology 1 EOC Assessment, which will count as 30percent of the final course grade. [Florida Statute §1003.4282(3)(c)]

6. Students who enter Grade 9 in the 2013-2014 school year or thereafter, mustearn three science credits, as follows:

* 1.0 credit Biology 1;* 1.0 credit in a physical science (must be an equally rigorous course:

Earth/Space, Chemistry, Physics, Astronomy, or Physical Sciencecourses); and

* 1.0 credit in science (must be an equally rigorous course).

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7. Students entering Grade 9 in the 2013-2014 school year and thereafter, mustearn a credit in Biology 1 and pass two equally rigorous courses as arequirement for graduation. An industry certification for which there is astatewide college credit articulation agreement approved by the State Board ofEducation or an identified computer science course with a related industrycertification may substitute for up to one science credit, not including Biology 1.[Florida Statute §1003.4282(3)(c)]

Biology 1 End-of-Course (EOC) Assessment Requirement

All students enrolled in and completing the following courses are to be tested during the2014-2015 school year:

Course Course CodeBiology 1 2000310Biology 1 Honors 2000320Pre-AICE Biology 2000322Biology 1 Pre IB 2000800IB MYP Biology Honors 2000850Biology Technology* 2000430Integrated Science 3* 2002440Integrated Science 3 Honors* 2002450* Not offered in the HCSB schools

Students in a Credit Acceleration Program (CAP) who wish to take the Biology 1 EOCAssessment to earn Biology 1 course credit are to be tested during the 2014-2015school year.

Social Studies Requirements for Four-Year 24-Credit Option

Students must earn three social studies course credits for graduation. [Florida Statutes§1003.4282(3)(d)], as follows:

Grade 10 World History – 1.0 credit Grade 11 United States (US) History – 1.0 credit course codes 2100310/2100320

(US History EOC Assessment results count 30 percent of the final course grade) Grade 12 US Government – 0.5 credit Grade 12 Economics with Financial Literacy – 0.5 credit

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Social Studies End-of-Course (EOC) Assessment Requirement

All students enrolled in and completing the following courses are to be tested during the2014-2015 school year:

Course Course CodeUnited States History 2100310United States History Honors 2100320Visions and Countervisions: Europe, U.S.and the World from 1848

2100390

Visions and Countervisions: Europe, U.S.and the World from 1848 Honors

2100480

Physical Education Requirements for Four-Year 24-Credit Option

In accordance with Florida Statute §1003.4282(3)(f), the school may not requirethat the one credit physical education requirement be taken during the 9th gradeyear.

For students who entered Grade 9 in the 2007-2008 school year and thereafter,this requirement may be met by completing one of two options:

o Option 1: 0.5 credit Personal Fitness/0.5 credit Physical EducationActivity Elective; or

o Option 2: 1.0 credit Health Opportunities through Physical Education(HOPE).

Fine and Performing Arts Requirements for Four-Year 24-Credit Option

Students entering Grade 9 in the 2007-2008 school year and thereafter musttake one credit in fine or performing arts, speech and debate, or a practical artscourse that incorporates artistic content and techniques of creativity,interpretation, and imagination. [Florida Statutes §1003.4282(3)(e)]

Eligible practical arts courses shall be identified through the Florida Departmentof Education Course Code Directory. [Florida Statute §1003.4282(3)(e)]

World Language Requirements for Four-Year 24-Credit Option

The successful completion of two sequential World Language courses is not agraduation requirement. However, this is a requirement for entry into the StateUniversity System (SUS) and the Florida Bright Futures Scholarship Program. Studentsnot completing this requirement while in high school must make up the credits at apostsecondary institution prior to graduation from a university. World Language to thesecond level is also required for Florida College System Associate in Arts graduates.

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A student must demonstrate World Language proficiency at a level equal to two years ofhigh school World Language (in the same language) or American Sign Languagecoursework. This requirement can be met in one of the following ways:

1. complete two high school credits in the same language;

2. complete one high school World Language credit at second Level (i.e., Spanish2, French 2, etc.);

3. pass an AP, AICE (AS or A Level), or IB (Diploma Program Standard Level orHigher Level) World Language course;

4. complete a second post-secondary course (i.e., Elementary II), as long as thecourse is 4.0 semester credits; or

5. pass a third post-secondary course (i.e., Intermediate 1), regardless of credit.

Community Service for Four-Year 24-Credit Option Students

All students must earn 20 hours of community service, using the honor system.

Graduation Requirements for Transfer Students

Per Florida Statute §1003.433, students who enter a Florida public school in the 11th or12th grade from out-of-state or from a foreign country shall not be required to spendadditional time in a Florida public school in order to meet the high school courserequirements, if the student has met all requirements of the school district, state, orcountry from which he/she is transferring. However, to receive a Standard High SchoolDiploma, a transfer student must earn a 2.0 GPA and proficient score on all requiredgraduation assessments according to Florida Statute §1008.22(3) or an alternateassessment as described in Florida Statute §1008.22 (3).

1. A student entering high school from another district, state, or country is requiredto satisfy the graduation requirements of his/her enrolled cohort.

2. The student must take a full schedule of courses to comply as closely as possiblewith the graduation requirements of the cohort, but shall not be required to spendadditional time in school in order to meet these requirements. Unless prescribedby his/her Progress Monitoring Plan (PMP), no junior or senior will be required totake two required courses in the same discipline concurrently.

3. Per Florida Statute §1003.4282(4), a student who is enrolled in a Florida highschool and has less than one academic year remaining may waive the on-linecourse requirement.

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4. A transfer student may not waive credits required for graduation if he/she willreceive a Certificate of Completion.

Other Graduation Options

Early Graduation for Four-Year 24-Credit Option Students

Per Florida Statute §1003.4281, a high school student may be provided the option ofearly graduation. Students who complete the requirements for graduation before theircohort class may elect to:

1. graduate at the time that all requirements have been completed; or

2. with principal’s permission, continue enrollment as a full-time student in theHendry County School District until the end of the regular school year in whichtheir cohort class graduates. All grades earned by the student will become a partof the student’s permanent record and calculated in the student’s GPA.

The principal may deny continued enrollment for a student who has met graduationrequirements. Students who graduate early may participate in the end-of-yeargraduation ceremonies.

18-Credit ACCEL Graduation Option

Per Florida Statute §1002.3105(5), the 18-Credit ACCEL graduation option is nowavailable for students. All graduation requirements for a Standard Diploma must bemet, per Florida Statute §1003.4282(3)(a-e), except for the following credits:

Physical Education Credit Virtual requirement Three elective credits

Advanced International Certificate of Education (AICE) Diploma

The Advanced International Certificate of Education (AICE) Diploma Program is aninternational university curriculum and examination system. AICE courses areequivalent to those offered at a U.S. university, freshmen level or beyond. AICE isadministered and assessed by the University of Cambridge international Examinations(CIE) of the University of Cambridge. [Florida Statute §1007.27(8)]

Students must complete the AICE Diploma curriculum requirements, including therequired exam components, within 25 months from the first exam to the last exam. Thestudent must pass the AICE exams in order to receive an AICE Diploma. If the studentdoes not pass the AICE exams, the student will receive a Standard High SchoolDiploma.

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International Baccalaureate (IB) Program

The IB Diploma Program is a rigorous pre-university course of studies, leading tointernationally standardized examinations. The Program is designed as acomprehensive two-year curriculum that allows its graduates to fulfill requirements ofvarious national education systems. Students enrolled in the IB Diploma Program meetstate requirements for graduation by completing the IB curriculum. Diploma candidatesare required to select one subject from each of six subject groups listed in the IBProgram Standards and Practice document. At least three, and not more than foursubjects are taken at higher level (HL), the others at standard level (SL). HL coursesrepresent 240 teaching hours; SL courses represent 150 teaching hours. By arrangingwork in this fashion, students are able to explore some subjects in depth and somemore broadly, over the two-year period.

IB Diploma candidates must also demonstrate their mastery of the coursework bypassing a battery of comprehensive written, and in some cases oral examinations in thesubject areas. To fulfill requirements for the IB Diploma curriculum, students mustcomplete required coursework and internal and external assessment requirements forthe IB Diploma, including satisfactory completion of the three core elements: ExtendedEssay reflecting independent research; Theory of Knowledge (TOK) interdisciplinarycourse; and at least 150 Creativity, Action, Service (CAS) hours of extracurricularactivities. [Florida Statute §1007.27(7) & http://www.ibo.org/diploma]

Students must complete a minimum of 13 credits in courses identified by IBO.org[http://www.ibo.org/diploma] or equivalent courses as identified in the Bright FuturesComprehensive Course Table. Students must complete any prerequisite coursesidentified by the school’s IB Program of Study.

IB examinations may be used to grant postsecondary credit at community colleges anduniversities. Students shall be exempt from payment of any fees for administration ofthe examinations regardless of whether or not the student achieves a passing score onthe examination. [Florida Statute §1007.27(7)]

IB exams are graded from 1.0 point to 7.0 points maximum. Students must score aminimum total of 24 points to acquire an IB Diploma. Students will take six IB examsduring the junior and senior years. [Florida Statute §1007.27(7)]

Students must complete the IB Diploma curriculum requirements, including passing therequired exam components, in order to earn an IB Diploma. If a student completes thecurriculum, but does not pass the exam requirements, the student will receive aStandard High School Diploma.

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The Bright Futures Scholarship Program requirements that are met by IB DiplomaProgram students include:

four English (three with substantial writing); four mathematics (Algebra 1 level and above); three natural science (two with substantial lab); three social science; and two World Language (sequential, in the same language).

A student may use up to two additional credits from courses in the academic areaslisted above and/or AP, IB, or AICE fine arts courses to raise his/her GPA.

Graduation Options for Students with Disabilities (SWD)

The Florida Course Descriptions document, Exceptional Student Education (ESE),contains a listing and description of course options available along with suggestedcourse performance objectives and credit requirements.

In accordance with State Board of Education Rule 6A-1.09961, students entering highschool must demonstrate mastery of the Language Arts Florida Standards (LAFS),Mathematics Florida Standards (MAFS), and Next Generation Sunshine StateStandards (NGSSS) in Science. Each includes access points for students withsignificant disabilities. These access points are expectations for students withsignificant cognitive disabilities to access the General Education curriculum. Accesspoints reflect the core intent of the standards with reduced levels of complexity.

As all ESE courses are repeatable or multi-credit, the particular course requirementsand course performance objectives that a student must master to earn each credit mustbe specified on an individual basis for each student.

Targeted course requirements, objectives, and a record of individual student masterymust be documented by a school or teacher-developed record of course achievement.

Nothing contained in this document shall be construed to limit or restrict the right of anESE-eligible student solely to a Special Diploma. [Florida Statute §1003.438]

The IEP will include a statement of intent to pursue a Standard High School Diplomaand a Scholar or Merit designation, pursuant to Florida State Statute §1003.4285, asdetermined by the parent.

Only students beginning Grade 9 before 2013 are eligible for a Special Diploma. Theparent(s) shall be notified through the IEP process, of the diploma options available.[State Board of Education Rule 6A-1.09961(2)(b)]

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Students who have not received a Standard Diploma may continue to receive a FreeAppropriate Public Education (FAPE) through the end of the school year in which thestudent turns 22 years old.

Special Diploma: Option 1

Special Diploma: Option 1 is for students properly identified as having an intellectualdisability; an autism spectrum disorder; a language impairment; an orthopedicimpairment; another health impairment; a traumatic brain injury; an emotional orbehavioral disability; a specific learning disability, are deaf or hard of hearing, or dualsensory impaired.

Special Diploma: Option 1 Requirements(For students who enter Grade 9 prior to the 2011-2012 school year)

Course/Content Credit(s)Reading* 2.0English 2.0Mathematics** 3.0Social Studies 2.0Career Preparation 1.0Life Management and Transition 1.0Science*** 2.0Physical Education 1.0Electives 10*Intensive Reading (Course Code 1000410) may substitute for Reading 9-12 (7910400) credits.**Intensive Mathematics (Course Code 1200900) may substitute for any Access Mathematics course (79Course Code).***Health and Safety 9-12 (Course Code 7920050) can satisfy one credit of the science courserequirement.

Course credits from a Standard Diploma course may be substituted for a SpecialDiploma course in the same subject area. Additional vocational courses may besubstituted for one science and/or one social studies credit as indicated on the student’sIEP.

The Career Preparation course or similar General Education vocational course must besuccessfully completed prior to taking the Career Placement course. Additionalvocational courses may be substituted for one science and/or one social studies creditas indicated on the student’s IEP.

For students identified as having significant cognitive or orthopedic disabilities orIntellectual Disabilities (InD), an IEP Team can recommend one credit of Leisure andRecreation Skills (Course Code 7962030) as a substitute for a full-year of PhysicalEducation.

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For students entering Grade 9 during the 2012-2013 and 2013-2014 school years:

Course/Content Credit(s)English* 4.0Mathematics** 4.0Social Studies*** 3.0Career Preparation 1.0Physical Education 1.0Electives 8.0*Intensive Reading (Course Code 1000410) may substitute for Reading 9-12 (7910400) credits.**Intensive Mathematics (Course Code 1200900) may substitute for any Access Mathematics course (79Course Code).***Health and Safety 9-12 (Course Code 7920050) can satisfy one credit of the science courserequirement.

Access courses are intended only for students with the most significant cognitivedisabilities who are eligible under IDEA and meet the Florida Alternate Assessmentcriteria set forth in State Board of Education Rule 6A-1.0943. A minimum 2.0cumulative GPA must be earned for all credits applied toward graduation.

Special Diploma: Option 2

In accordance with State Board of Education Rule 6A-1.09961, students must:

1. be properly classified, in accordance with State Board of Education Rules, ashaving Intellectual Disabilities (InD), hearing impairments, specific-learningdisabilities, emotional/behavioral disorders, physical impairment, languageimpairment, autistic or dual sensory impairment;

2. be at least 16 years of age; and

3. be successfully employed in the community and paid at or above minimum wagein compliance with the requirements of the Fair Labor Standards Act.

Students placed on Option 2 during or prior to the 2009-2010 school year, must besuccessfully employed in the community for a minimum of one semester, at a minimumof 30 hours per week, as noted on the Individual Graduation Plan.

Students placed on Option 2 during the 2010-2011 school year and thereafter, must besuccessfully employed in the community, for a minimum of 630 hours, as noted on theIndividual Graduation Plan. In order to graduate under Option 2, students must:

1. achieve all employment and community competencies as specified on thestudent’s Transition IEP; and

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2. demonstrate 100 percent mastery of exit competencies as indicated on thestudent’s Graduation Plan Form. The Graduation Plan shall be developed andsigned by the student, parent(s), teacher, and employer prior to placement andshall identify the expected employment and community competencies, the criteriafor determining and certifying mastery, the work schedule and minimum hours tobe worked per week and a description of supervision by School District staff.

Students must have completed a minimum of one semester in a high school levelprogram; and prior to employment, have successfully completed at least one semesterof a high school job preparatory course (i.e., ESE Career Preparation, ESE JobPreparatory Education, ESE Career Experiences, etc.) and have demonstrated masteryof pre-employment competencies.

Students with disabilities placed in Option 2 prior to and including the 2009-2010 schoolyear, shall have the grade level reflect 12th Grade, upon nine weeks of successfulemployment. Students placed in Option 2 during the 2010-2011 school year andthereafter, shall have the grade level reflect 12th Grade, upon 315 hours of successfulemployment.

Students with Disabilities Entering Grade 9 during the 2014-2015 School Year

All students with disabilities should be supported through the provision of allowableaccommodations and specially designed instruction to work toward a Standard Diploma,as defined in section Florida Statute §1003.4285. In accordance with Florida Statute§1003.4282(11), beginning in the 2014-2015 school year, students with disabilitiesentering 9th Grade may also earn a Standard High School Diploma through alternativecourses of study. Nothing contained in this rule shall be construed to limit or restrict theright of a student with a disability solely to the options described in this rule. Acertificate of completion will be awarded to students who receive credit for all of thecourses listed, but who do not achieve the required GPA or who do not achieveproficiency on required assessments for which they have not been granted a waiver.

Diploma Designations

Students may earn one or more “designations” on their Standard Diploma. Studentsare not required to obtain a “designation.” There is no deadline for choosing a“designation.” There are two “designations;” the scholar diploma designation and themerit diploma designation:

1. Scholar Diploma Designation – In addition to meeting the Standard Diplomarequirements, the following criteria must be met.

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Students must earn:

o 1.0 credit in Algebra 2 (must earn a proficient score on the EOCAssessment beginning with students entering Grade 9 in school year2014-2015)

o 1.0 credit in statistics (or an equally rigorous mathematics course);o 1.0 credit in Chemistry or Physics;o 1.0 credit in a course equally rigorous to chemistry or physics; ando 2.0 credits in the same world language.

Students must earn a proficient score on the ELA Grade 11 statewideassessment (beginning with students entering Grade 9 in school year 2014-2015).

Students must earn a proficient score on the Geometry, Biology 1, and USHistory EOC Assessments.

Students must earn at least one credit in AP, IB, AICE, or a Dual Enrollmentcourse.

2. Merit Designation – In addition to meeting the Standard Diploma requirements,students must attain one or more industry certifications from the list established,per Florida Statute §1003.492.

Florida High School Performance-Based Diploma

A Florida High School Performance-Based Diploma is awarded to students whocompletes the Performance-Based Exit Option Model. Students who are enrolled incredit earning courses and earn proficient scores on the FCAT 2.0 and the Algebra 1EOC Assessment (or alternative assessment) as well as the GED tests may beawarded this diploma. A Performance-Based Diploma may not provide the samepostsecondary options as a Standard Diploma.

Certificates of Completion

In accordance with State Board of Education Rule 6A-1.0995(4), a Certificate ofCompletion shall be awarded in a form prescribed by the State Board of Education.

Standard Certificate of Completion

Standard Certificate of Completion is awarded to students who meet all criteriaestablished by the School Board and State law, except for earning a proficient score onthe required state assessments and/or the required minimum 2.0 cumulative GPA.[Florida Statute §1003.4282(7)(c)]

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Any student who is otherwise entitled to a Certificate of Completion may elect to remainin the high school either as a full-time student or a part-time student for up to oneadditional year and receive special instruction designed to remedy his/her identifieddeficiencies, in accordance with Florida Statute §1003.4282(7)(c).

A student who has received a Certificate of Completion who subsequently meets therequirements for a Standard High School Diploma shall be awarded a Standard HighSchool Diploma dated the school year in which the requirements are completed.

Students who receive a Standard Certificate of Completion will have the followingoptions:

1. take the Florida Comprehensive Assessment Test (FCAT) 2.0/End-of-Course(EOC) Assessments;

2. take ACT or SAT and earn the scores concordant with FCAT 2.0/EOCAssessments;

3. return to school for a 13th year to remediate the FCAT 2.0/EOC Assessmentand/or GPA;

4. stay in school and enroll in a Performance-Based Exit Option Model;

5. enroll in an Adult GED Program or credit program; or

6. take the Postsecondary Education Readiness Test (P.E.R.T.) and attend PalmBeach State College while continuing to take the FCAT 2.0/EOC Assessment, ifthe only graduation deficiency is FCAT 2.0/EOC Assessments.

Performance Based Diploma Program (PBD)

The Sunshine State Standards and the Florida Course Descriptions base course creditsand grades earned within PBD upon student performance and mastery of coursestandards as defined. Credit is not given based on time spent on standards acquisition.The student must meet the requirements for a standard diploma, and she/he must havea dropout prevention plan.

Standard Diploma Requirements for a GED Exit Option1003.43(5) FS

A high school student may not receive special assistance toward earning a GeneralEducation Development (GED) test unless the student has met all other graduationrequirements with the exception of the 2.0 GPA. In addition, a student enrolled in anapproved GED Exit Option program may receive special assistance in passing the GEDtest and mastering the necessary skills to pass the FCAT.

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A student must pass FCAT requirements and the GED in order to receive a StandardDiploma under the GED Exit Option. Requirements to participate in the GED ExitOption are updated yearly. This option is available only to students who are past thecompulsory attendance age.

Florida Department of Education Scholarships

Florida Bright Futures Scholarship Program

Per Florida Statute §1009.53, the Florida Bright Futures Scholarship Program is createdto establish a lottery-funded scholarship program to reward any Florida high schoolgraduate who merits recognition of high academic achievement, and who enrolls in adegree program, certificate program, or applied technology program at an eligibleFlorida public or private postsecondary education institution within three years ofgraduation from high school. For information regarding Bright Futures Scholarshiprecipients attending nonpublic institutions, refer to Florida Statute §1009.538.

Additional information can also be obtained from the Florida Bright Futures ScholarshipProgram website located at: http://www.floridastudentfinancialaid.org/SSFAD/bf.

The Florida Bright Scholarship Program consists of three awards:

Florida Academic Scholars Award; Florida Medallion Scholars Award; and Florida Gold Seal Vocational Scholars Award

Each award has its own academic eligibility requirements, award amounts, and fundinglength. A student may receive funding for only one of the above awards. The highestaward earned by the student will be selected. The eligibility requirements are subject tochange with each legislative session.

Home Education students may apply for the Bright Futures Scholarship Program ifregistered with the School District’s Home Education Office during Grades 11 and 12with qualifying SAT or ACT scores. The Home Education Office verifies registration andcommunity service hours in accordance with Florida Department of Education (FLDOE)guidelines and applicable statutes. [Florida Statute §1002.41]

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Grades and Other Notices of Student Progression

High School Grade Forgiveness1003.437 FS

Students in grades 9-12 may retake a course in which he/she receives a final grade of“D” or “F” for the purpose of improving the final grade. If a higher grade is earned, thelower grade will be forgiven and the higher grade will be used to compute the student’sofficial grade point average. Both the first time a course is taken and subsequentcourse attempts will be a part of the student’s record of courses completed (officialtranscript). Only the course counted for the official GPA will reflect credit earned.

A student in the middle grades who takes a high school course for high school creditand earns a grade of C, D, and R in that course must be allowed the opportunity toreplace that grade with a C or higher in a grade earned subsequently in the same orcomparable course. The higher grade will be used to compute the student’s officialgrade point average.

High School Weighted Grades1003.437 FS1007.271 FS

High schools may use a weighted grading system to establish class rank and to providean incentive for a course with rigorous expectations for student achievement. A highschool student may earn an additional quality point for a passing grade in any AdvancedPlacement or dual enrollment course. In addition, specific courses designated as LevelIII in the state’s Course Code Directory and identified as honors courses in the highschool program of study may also earn an additional quality point for a passing grade.These quality points increase the point value for credits earned, and when divided bythe credits attempted may result in a higher GPA for a student enrolled in these morechallenging courses.

College level dual enrollment courses must be weighted the same as honors andadvanced placement courses. A student must have a 3.0 unweighted GPA in order toenroll in a college credit class and a 2.0 unweighted GPA in order to enroll in a careercertification program. There must be no discrimination against dual enrollment coursesin the assigning of weighted grades or the calculation of cumulative grade pointaverages.

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Middle and High School Student Plans, Parent Information, andNotification

Readiness for Post Secondary Education and the Workplace1007.02 FS1006.024(4) FS

Middle and high schools are required to assist students and parents to establish anyappropriate pathway to post secondary education and/or the workplace. This pathwayshould include clear expectations for student performance, appropriate courseselection, and goal setting. It is the intent of the district as well as the state thatstudents with disabilities be actively involved in this process. These expectations forstudents with disabilities are articulated within the state’s ENNOBLES Act.

The FSA assesses the workforce skills contained in the state’s Education Goal 3standards. Further, these Goal 3 Standards are directly related to the U.S. Departmentof Labor’s SCAN report on skills necessary in the workplace. High schools are requiredto use FSA results to assess a student’s preparation for the workforce, and to provideboth the student parent the results of this assessment.

Career and Professional Education1003.491 FS1003.492 FS1003.493 FS1011.62 FS

Middle and high school students will be provided rigorous and relevant career-themecourses that articulate to postsecondary-level coursework and lead to industrycertification, support local and regional economic development, respond to Florida’sworkforce needs, and provides residents with high-wage and high-demand careers.

Beginning with the 2007-2008 school year, the district school board will develop, incollaboration with workforce boards and postsecondary institutions, a five-year strategicplan to address and meet local and regional workforce demands. This plan must becompleted by June 30, 2008, and it must include provisions to have in place at least oneoperational and professional academy at the beginning of the 2008-09 school year.

Student and Parent Notification of Graduation Options1003.429(4) FS

Beginning with the 2006-07 school year each student in grades 6-9 and their parentswill be provided a summary of the three graduation options, curriculum, and timeframefor each option. Selection of the graduation option is exclusively the choice of thestudent and parent, and an accelerated option must be made by the end of thestudent’s ninth grade year. If the student and parent do not select a graduation option,the standard four-year option will be considered the selection of the student.

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Student and Parent Notification for Students with GPA Below 2.0

At the end of each semester, the parent or guardian of each student in grades 9, 10, 11and 12 who has a cumulative grade point average of less than 0.5 above the cumulativegrade point average required for graduation shall be notified that the student is at risk ofnot meeting the requirements for graduation. The notice shall contain an explanation ofthe policies the district has in place to assist the student in meeting the grade pointaverage requirement.

Student and Parent Notification for Acceleration Mechanisms1003.021(1) FS

The high school’s Program of Studies, on or before the beginning of each school year,will notify students and parents of the opportunities and advantages of AdvancedPlacement and dual enrollment. These programs provide a student the opportunity toacquire college credit while attending high school and working toward high schoolgraduation.

Parents of students in or entering high school will be notified of the opportunity andbenefits of Advanced Placement, International Baccalaureate, Advanced InternationalCertificate of Education, dual enrollment, and Florida Virtual School courses.

Assistance to Transitioning Students from Military Families: Special AcademicPrograms1003.05 FS

Dependent children of active military personnel who otherwise meet the eligibility criteriafor special academic programs offered through public schools shall be given firstpreference for admission to such programs even if the program is being offered througha public school other than the school to which the student would generally be assigned.If such a program is offered through a public school other than the school to which thestudent would generally be assigned, the parent or guardian of the student mustassume responsibility for transporting the student to that school. Special academiesinclude magnet schools, advanced studies programs, Advanced Placement, dualenrollment, Advanced International Certificate of Education, and InternationalBaccalaureate.

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Commencement Exercises

Commencement exercises will include only those students who have successfullycompleted all of the requirements for a Standard Diploma, Special Education DiplomaOption1 and Option 2, Certificate of Completion, or a School Board Approved HonoraryDiploma. No student who has completed the requirements for graduation shall bedenied a Diploma or Certificate of Completion as a disciplinary action. A student maybe denied participation in the ceremony of graduation when personal conduct asdefined by the District’s Student Code of Conduct warrants exclusion.

School districts are not authorized to award a regular high school diploma to homeeducation students and home education students are not eligible to participate in districtcommencement exercises.

Graduates of Hendry County Virtual School receive a Hendry County Virtual SchoolDiploma and are recognized at a District School Board meeting. Because they receivea Hendry County Virtual School Diploma and not a diploma from either of the two districthigh schools, they are eligible to participate in the commencement exercises at the highschools.

Adult SchoolHCSB 410HCSB 411HCSB 4121004.93 FS1006.43(6) FS

A student may enroll in adult school if she/he is beyond the state’s compulsoryeducation age (16 years of age) and has appropriately withdrawn from her/his K-12school of record. A student not meeting the age requirement may petition thesuperintendent for a waiver to attend adult school.

A student enrolled in adult school may continue to pursue a high school diploma underany of the available graduation options. A student may receive support and assistancein the following areas:

Remedial skill development and mastery of the Florida State Standardsnecessary to pass the FSA for reading and mathematics required for graduation,

Credit accrual in order to meet the credit and course requirements for graduation.The following course credit requirements for graduation may be different than theregular high school graduation requirements:

o The 1 credit in physical education is not required and may be replacedwith an elective credit;

o The science credits required for graduation are not required to have a labcomponent; and

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o Any course in art, music, dance, or drama listed in the state’s CourseCode Directory will satisfy the credit requirement in performing arts; and

Improved grade point average within the district’s grade forgiveness policy.

A student may choose to pursue a General Educational Development (GED) diploma inlieu of a standard high school diploma through the adult school.

13th Year Participation

A student who has earned the credits required for graduation, but who has not masteredthe State Student Performance Standards as shown on the FSA, and receives or iseligible for a Certificate of Completion, may elect to remain in the secondary schooleither as a full-time student or a part-time student for up to one additional year andreceive remedial instruction.

Teenage Parent Program (TAP)

TAP provides an appropriate instructional program that will not only provide a morewholesome and healthful existence for teen parents and children, but also serve as aguide for future family planning. Through follow-up Student Support and Assistance,TAP students are assisted in transitioning to the parent/student role.

Youth Development Academies (CYDA, LYDA)

The academies offer a student a second chance for success within a positive and firm,yet nurturing environment. There will be NO idle time: active learning and meaningfulwork will be a part of every minute, every hour and every day at the academy. Astudent will develop skills, values, and attitudes that will allow either the successfulreturn to a regular school setting to earn a high school diploma. The student may alsoopt to earn a GED diploma. The mission of the academies is that every student beprepared to successfully compete in the job market and to become a responsiblemember of their community.

Middle and High Student Attendance

Compulsory AttendanceHCSB 3011003.21(1) FS

A secondary student with unacceptable patterns of attendance may fail to be promoted.Secondary courses have discrete Florida State Standards, which must be substantiallymastered before a passing grade and/or credit can be earned.

A truant or habitual truant student shall demonstrate mastery as determined by theclassroom teacher before a passing grade or credit is earned. In addition, a studentmay lose driving privileges or be unable to obtain a valid Florida Driver’s License. Both

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a student and parent/guardian may be liable for legal action for chronic non-attendance.If a student is 16 years of age and desires to drop out of school, a formal declaration ofintent to terminate school enrollment must be signed by both the student and parent andfiled with the district school board. The school is required to inform both the student andparent of the negative consequences of such a decision, including the long termfinancial impact.

Interscholastic Extracurricular Eligibility1006.15 FS

Extracurricular is any school-authorized or education-related activity occurring during oroutside the regular instructional activity. In order to participate in interscholasticextracurricular student activities, a student must maintain a cumulative GPA of 2.0 orabove on a 4.0 scale in his/her coursework.

Veteran’s Day and Memorial Day Activities

Celebrate Freedom Week

To educate students about the sacrifices made for freedom in the founding of thiscountry and the values on which this country was founded the last full week of classesin September shall be recognized as Celebrate Freedom Week. Students willparticipate in activities which highlight the intent, meaning and importance of theDeclaration of Independence.

Special Programs for Acceleration and Intensive Instruction

Elementary Summer Reading Program

The Summer Reading Academy provides extended and intensive work for Grade 3students who score Level 1 or 2 on FSA Reading or who are at risk or critically low inreading as identified by district assessments. Priority is given to those students whohave been retained or who are in danger of being retained in Grade 3.

Summer Enrichment Program

Summer enrichment programs if available may be used to extend the students’ schoolyear to enable certain remedial activities in math and reading to take place.

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Drop-out Prevention and Alternative Education

Continuous Progress Summer School

The district may provide continuous progress summer school for K-5 students, if fundingpermits. The program is designed to provide continuous instruction in reading, writing,and mathematics, with priority to those students who are identified as not performing atdistrict or state proficiency levels.

Extended Day/Year Instructional Program

Provision of accelerated learning activities for students with identified instructionalneeds.

Integrated Learning Programs

These programs provide diagnosis and prescriptive instruction through the use oftechnology to meet individual student needs. These programs also monitor andevaluate student-learning gains over time.

Migrant Tutorial Program, Migrant Advocate/Counselor Program, and SummerMigrant Institute

These programs meet the special needs of a highly mobile population with atraditionally high dropout rate.

Academically Challenging Curriculum to Enhance Learning (ACCEL)Options

ACCEL options are educational options that provide academically challengingcurriculum or accelerated instruction to eligible students in kindergarten through grade12. ACCEL options at the middle school level include the following: enrichmentactivities in core academic subjects designed to promote inquiry and a deeper level ofknowledge of content, computer-based instruction programs that assess the level ofindividual students and place them at the appropriate instruction level, advancedcourses in Language Arts, Mathematics and Science at seventh and eighth grades,offering Algebra 1 and Algebra 1A (for high school credit) to eligible students in eighthgrade, flexible grouping of students to accommodate differentiated instruction which ischallenging and appropriate for students, and virtual education opportunities.

Eligibility requirements for whole-grade promotion at the middle school level are asfollows:

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The student must be eligible for the gifted program, although is not required toattend the program.

If the student has taken the FSA, the student must have scored at achievementlevel 5 on both FSA Reading and Mathematics for the most recently completedgrade.

The student must have earned a grade of A for each of the grading periods foreach of the core courses in the most recently completed grade.

The student must score at 95% proficiency on second semester exams for thecore courses for the grade which the student will skip.

Academically Challenging Curriculum to Enhance Learning (ACCEL)

THE HCSB provides unique learning opportunities and options for students on variouslevels of learning. The ACCEL options provide academically challenging curriculum oraccelerated instruction to eligible public school students in Kindergarten through 12th

Grade. Eligibility requirements and procedures have been established by the HCSB.

General Elementary and Middle School ACCEL Options

According to Florida Statute §1002.3105, ACCEL options include, but are not limited to,the following:

whole-grade and midyear promotion; subject-matter acceleration; virtual instruction; and Credit Acceleration Program (CAP)

Additional acceleration options include, but are not limited to, STEM coursework,enrichment programs, flexible grouping, advanced academic courses, combinedclasses, self-paced instruction, curriculum compacting, advanced-content instruction, ortelescoping curriculum. Parents and students should contact the school for accelerationoptions and eligibility criteria. Schools shall notify parents and students of the District’sprocess by which a parent may request student participation in whole-grade promotion,midyear promotion, or subject-matter acceleration that would result in the studentattending a different school.

Schools shall advise students and parents to contact the principal at the student’sschool for information related to the school’s process by which a parent may requeststudent participation in whole-grade promotion, midyear promotion, and subject-matteracceleration when the promotion or acceleration occurs within the principal’s school;virtual instruction in higher grade level subjects; and any other ACCEL options offeredby the principal. Schools shall also advise parents to contact the principal at thestudent’s school for information related to eligibility requirements for ACCEL options.

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General High School ACCEL Options

According to Florida Statute §1002.3105, ACCEL options include, but are not limited to,the following:

Credit Acceleration Program (CAP); Advanced Placement (AP) Program; International Baccalaureate (IB) Program; Advanced International Certificate of Education (AICE); Dual Enrollment and Early Admission Career Academy Courses; and Virtual Courses

Credit Acceleration Program (CAP)

The CAP Program allows a student to earn high school credit in Algebra 1,Geometry, United States History, or Biology, if the student earns a proficientscore on the statewide assessments administered under Florida Statute§1008.22.

Course credit shall be awarded to a student who is not enrolled in the course, orwho has not completed the course, if the student attains a proficient score on thecorresponding statewide assessment.

Elementary and Middle School Eligibility Criteria for CAP

EOC Prerequisite required for CAPAlgebra 1 FCAT 2.0 Mathematics Level 5 or comparable standardized assessment

(prior two years); and Algebra 1 Diagnostic EOC Assessments score ofLevel 5

Algebra 2 Algebra 1 EOC Assessment score of Level 5; andGeometry EOC Assessment score of Level 5; andAlgebra 2 Diagnostic EOC Assessment Score of Level 5

Geometry Algebra 1 EOC Assessment score of Level 5; andGeometry Diagnostic EOC Assessment score of Level 5

Biology 1 Reading and Mathematics Level 5 or comparable standardizedassessment (prior two years); andBiology 1 Diagnostic EOC Assessment score of Level 5

U.S. History Reading FCAT 2.0 of Level 5 or comparable standardized assessment(prior two years); and U.S. History Diagnostic EOC Assessment score ofLevel 5

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High School Eligibility Criteria for CAP

The School District shall permit a student who is not enrolled in the course, to take theassessment during the regular administration of the assessment

Elementary School Acceleration Requirements

Subject-Area Acceleration (Including Virtual Instruction in Higher Grade LevelSubjects)

For subject-area acceleration to occur, all of the following indicators must be met:

1. Student must have a recommendation supported by the School Based Team,school counselor, teacher(s) of record for the subject-area requested, andapproval of school principal.

2. Student must be in attendance in the school where the ACCEL request is beingmade for a minimum of 30 consecutive school days. If acceleration will result inthe student attending a different school, a designee from that school should beincluded in developing the ACCEL Plan.

3. Student must demonstrate regular attendance and punctuality during theprevious nine academic months.

4. Student must demonstrate an overall high academic performance (i.e., reportcard ratings of “Exemplary” or all “A”s in subject-area requests for acceleration).

5. Student must demonstrate mastery of K-3 Florida Standards in reading,mathematics, and writing as related to the subject-area being requested foracceleration. Student mastery levels must reflect scores in the 9th stanine orequivalent. In 4th and 5th grade, a student must demonstrate the following asrelated to the subject-area being requested: a Level 5 on the Reading andMathematics FSA; in Science, a proficiency score of 225-260; and in Writing aLevel of 5.

Middle School Acceleration Requirements

Subject Area Acceleration (Including Virtual Instruction in Higher Grade LevelSubjects)

For subject area acceleration to occur, all of the following indicators must be met:

1. Recommendation supported by the School Based Team, school counselor,teacher(s) of record for the subject area requested, and approval of schoolprincipal.

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4. Student must demonstrate all “3”s and “4”s in conduct on report card from theprevious nine academic months.

5. Student must demonstrate an overall high academic performance by report cardratings of all “A”s in subject area(s) requests for acceleration.

6. Student must demonstrate an overall high academic performance (i.e., thehighest level for each applicable test) on all standardized tests midyear and end-of-year as applicable, including, but not limited to FSA Reading andMathematics, End-of-Course (EOC) Assessments and/or the Florida StateStandards Assessments. Mastery levels reflect scores in the 9th stanine orequivalent.

Whole-Grade and Midyear Promotion Procedures

Elementary School Requirements

For whole-grade promotion and/or midyear promotion to occur, all of the followingindicators must be met:

1. Acceleration for specific core courses should be considered.

2. Gifted Program eligibility should be considered.

3. Recommendation supported by School Based Team, school counselor, two ofthe student’s current or former core curriculum teachers, and approval from theschool principal.



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6. Student must meet all expectations on Characteristics of Proficient Learners, asidentified on the report card.

7. Student must demonstrate an overall high academic performance by report cardratings of “Exemplary” or all “A”s in core areas.

8. Student must demonstrate proficiency on the Grade 3 FSA. In order for astudent in 2nd grade to be promoted 4th grade, the student must first have amidyear promotion to 3rd grade to enable the student to take the Grade 3 FCAT2.0. Upon successful completion of the second part of 3rd grade, includingearning a proficient score on the Grade 3 FSA, the student will be eligible forpromotion to 4th grade.

9. Student must demonstrate mastery of K-3 Florida Standards in mathematics,reading, and writing. Mastery levels must reflect scores in the 9th stanine orequivalent. In Grades 4-5, student must demonstrate a Level of 5 on the FSAReading and Mathematics.

Middle School Requirements

For whole-grade promotion and/or midyear promotion to occur, all of the followingindicators must be met:

1. Acceleration for specific core courses should be considered.

2. Gifted program eligibility should be considered.

3. Recommendation supported by School Based Team, school counselor, two ofthe student’s current or former core curriculum teachers and approval from theschool principal. Area Superintendent recommendation is required if there is achange in school.

4. Student must be in attendance in the school of requested ACCEL for a minimumof 30 consecutive school days. If acceleration will result in the student attendinga different school, a designee from that school should be included in developingthe ACCEL Plan.


6. Student must demonstrate all “3”s and “4”s in conduct on report card from theprevious nine academic months.

7. Student must demonstrate an overall high academic performance by report cardratings of all “A”s in all classes (core and elective).

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8. Students requesting promotion to Grade 9 must demonstrate an overall highacademic performance by earning at least four academic high school credits withgrades of “A” or “B”. High school World Language courses may be included.Grade of “A” is required for middle school courses.

9. Student must demonstrate an overall high academic performance (i.e., thehighest level for each applicable test) on all standardized tests midyear and end-of-year as applicable, including, but not limited to EOC Assessments and/orFlorida Standards Assessments (FSA). Mastery levels must reflect scores in the9th stanine or equivalent.

10. Student must meet all expectations of Characteristics of Proficient Learners.

High School Requirements

Whole-year and midyear promotion will be determined by the number of credits neededfor the grade level.

Recommended Assessments for Subject Area Acceleration

Elementary and Middle School Assessments (Whole-Grade & Midyear Promotion)

All available data must be considered. Mastery levels for eligibility reflect scores in the9th stanine, highest level, or equivalent. The following data/assessments must beconsidered, if available:

Current available FSA scores, or comparable statewide standardizedassessments

Most recent HCSB diagnostic scores Psycho-educational assessment Midyear and end-of-year assessments, as appropriate for ACCEL request Work samples of products

Procedures for Requesting Acceleration

Elementary School (K-5) Procedures for Requesting Acceleration

Parents and students should contact the school for information related to studenteligibility requirements for whole-grade promotion, midyear promotion, and subject-matter acceleration.

1. Parent submits written request for ACCEL option to the principal. The principalmay also initiate student participation in ACCEL. If the principal initiates thestudent’s participation in an ACCEL option, the parent(s) must be notified.

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2. School principal prescreens initial student eligibility in accordance withacceleration guidelines outlined above and refers to the School Based Team(SBT).

3. The principal and the SBT determine the student’s eligibility in accordance withacceleration guidelines outlined above.

4. The principal and the SBT, in conjunction with parent and student, developacceleration plan and timeline.

5. Once the Plan is implemented, the student’s progress will be monitoredthroughout the first 60 consecutive school days of acceleration. If at any time,during the progress monitoring period, there are student, teacher, parent, orprincipal concerns, the Plan will be reviewed by the SBT and appropriateplacement will be made. Any change of placement should be made prior to theend of the monitoring period. After successful completion of the monitoringperiod, the student should remain on the accelerated track.

Middle School (6-8) Procedures for Requesting Acceleration

1. Parent submits written request for ACCEL option to the principal. Requests forthe next school year should be submitted prior to the end of the third quarter.Requests for midyear promotion should be submitted prior to the end of the firstquarter of the current school year. The principal may also initiate studentparticipation in ACCEL. If the principal initiates the student’s participation in anACCEL option, the parent(s) must be notified.

2. School principal prescreens initial student eligibility in accordance withacceleration guidelines outlined above and refers to SBT.

3. The principal and SBT determine student eligibility in accordance withAcceleration guidelines outlined above.

4. The principal and SBT, in conjunction with parent(s) and student, completeAcceleration Plan and timeline.

5. Once the Plan is implemented, the student’s progress will be monitoredthroughout the first semester of acceleration. If at any time during the progressmonitoring semester, there are student, teacher, parent, or principal concerns,the Plan will be reviewed by the SBT and appropriate placement will be made.Any change of placement must be made prior to the end of the first semester ofacceleration, before the student takes final exams. After successful completionof one semester, the student should remain on the accelerated track.

High School (9-12) Procedures for Requesting Acceleration

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To explore acceleration options, the student and parent(s) should contact the school toinitiate the process of determining the student’s eligibility for each option and develop aplan for acceleration, as appropriate. Upon notification of student and parent(s) requestfor acceleration, the school will:

1. review student achievement and academic performance data to establisheligibility for one or more ACCEL options;

2. notify student of eligibility and program requirements;

3. assist the student in meeting timeline and ACCEL option requirements; and

4. develop a schedule to meet student’s needs and chosen program.

High School Credits for Middle School (6-8) Students

Some high school courses will be offered in middle school. Students in Grades 6-8 whoare enrolled in a high school credit course, who meet the same attendancerequirements met by high school students (see Florida Statute §1003.436) and whosuccessfully complete the course, may earn high school credit.

Middle school students who take high school courses for credit should be counseledthat grades earned in those courses will be used in the future to calculate high schoolGrade Point Average (GPA) and cumulative class ranking, and they will remain a part ofthe student’s academic record.

Students who take a high school credit course will be considered dually enrolled in bothmiddle and high school and the credit earned will satisfy the middle school courserequirement for the appropriate grade level and will allow the student to acquire highschool credit as well. High school rules apply for grading and attendance.

High School Mathematics Requirements for Middle School (6-8) Students

Middle school students who have successfully completed a high school mathematicscourse will earn high school credit and that credit will count as one of the fourmathematics credits that must be earned in Grades 9-12. Middle school studentsenrolled in Algebra 1 must take the Algebra 1 EOC Assessment and pass the course toearn high school Algebra 1 credit. A middle school student is not required to earn aproficient score on the Algebra 1 EOC Assessment in order to earn high school credit orbe promoted to high school. Beginning with the 2013-2014 school and thereafter, amiddle school student’s performance on the Algebra 1 EOC Assessment constitutes 30percent of the student’s final course grade. If a middle school student takes Algebra 1,

NOTE: Three of the four mathematics credits and all three of the science creditsrequired for graduation must be earned in Grades 9-12.

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the student is required to earn a proficient score on the Algebra 1 EOC Assessment inorder to earn a Standard Diploma from high school. [Florida Statute §1003.4156]

Middle school students enrolled in high school Geometry must take the Geometry EOCAssessment, which constitutes 30 percent of the student’s final course grade, and earna passing grade in the course. Middle school students must earn a proficient score onthe Geometry EOC Assessment in order to earn a Standard High School DiplomaScholar Designation. [Florida Statute §1003.4156]

Middle school students selecting Algebra 2 must take the Algebra 2 EOC Assessment,which constitutes 30 percent of the student’s final course grade, and earn a passinggrade in the course. Middle school students must earn a proficient score on the Algebra2 EOC Assessment in order to earn a Standard High School Diploma ScholarDesignation. [Florida Statute §1003.4282]

Beginning with the 2012-2013 school year, the requirements for out-of-country, out-of-state, private school, or Home Education Program students who transfer into a Floridapublic school with a transcript that indicates Algebra 1 course credit, must earn aproficient score on the Algebra 1 EOC Assessment in order to earn a Standard Diplomaunless the student met one of the following requirements:

earned a comparative score of 97 or higher on the Postsecondary EducationReadiness Test (P.E.R.T.); or

earned a proficient score on an approved statewide assessment in Algebra 1administered by the transferring entity; or

earned a proficient score on an approved statewide mathematics assessment thetransferring entity used to satisfy the requirements of the Elementary andSecondary Education Act (20 U.S.C. s. 6301). [Florida Statute §1003.4282]

If a transfer student’s transcript shows a final course grade and credit in Algebra 1,Geometry, or Algebra 2, the transferring final grade and credit must be honored withoutthe student taking the requisite EOC Assessment and without the results constituting 30percent of the student’s final course grade. However, a student must earn a proficientscore on the Algebra 1 EOC Assessment in order to earn a Standard Diploma. Toqualify for a Scholar Diploma designation, the student must earn a proficient score onthe EOC Assessment in Geometry (2014-2015 Grade 9 cohort and forward), andAlgebra 2 (2014-2015 Grade 9 cohort and forward). [Florida Statutes §§1003.4282 and1003.4285(1)(a)]

Students Attending Summer/College Programs for Enrichment

Students who elect to participate in college/university summer programs will not receivehigh school credit.

Credit By Examination

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Credit by examination shall be the program through which postsecondary credit isearned by secondary students based on the receipt of a specified minimum score onnationally standardized general or subject area examinations. [Florida Statute§1007.27(6)]

International Baccalaureate (IB) Diploma Program

The IB Diploma Program is an international two-year pre-university curriculum leadingto internationally standardized written and oral examinations. Eligible secondarystudents are enrolled in a Program of Study that includes courses identified by the IBOrganization or equivalent courses identified in the Bright Futures ComprehensiveCourse table. One credit in Theory of Knowledge course is required.

The State Board of Education and The Board of Governors shall specify in thestatewide articulation agreement cutoff scores and IB examinations that will be used togrant postsecondary credit at community colleges and universities. Students will beawarded a maximum of 30 semester credit hours. Students shall be exempt frompayment of any fees for administration of the examination, regardless of whether or notthe student achieves a passing score on the examination. [Florida Statute §1007.27(7)]

State Board of Education Rule 6A-1.09441 requires that students must earn credittoward high school graduation through membership in courses listed in the State Boardof Education Course Code Directory. IB Middle Years Program (IBMYP) or otheraccelerated courses that are listed in the Course Code Directory may be offered toprepare prospective students in Grades 9 and 10 to enroll in IB Diploma Programcourses in Grades 11 and 12.

Advanced International Certificate of Education (AICE)

The Advanced International Certificate of Education (AICE) Program shall be thecurricula in which eligible secondary students are enrolled in programs of study offeredthrough the AICE Program. Students will be awarded a maximum of 30 semester credithours. Students shall be exempt from payment of any fees for administration of theexamination regardless of whether or not the student achieves a passing score on theexamination. [Florida Statute §1007.27(8)]

Advanced Placement (AP)

Advanced Placement (AP) is the enrollment of an eligible secondary student in a courseoffered by the Advanced Placement Program administered by the College Board.Postsecondary credit may be awarded to students who score a minimum of three on afive-point scale on the corresponding postsecondary institution AP Exam. Studentsshall be exempt from any fees for administration of the examination, regardless ofwhether or not the student achieves a passing score on the examination. [FloridaStatute §1007.27(5)]

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Dual Enrollment Program

The Dual Enrollment Program is the enrollment of an eligible secondary student orHome Education student in a postsecondary course creditable toward high schoolcompletion and a career and technical certificate or an Associate or BaccalaureateDegree. [Florida Statute §1007.271]

In accordance with Florida Statute §1007.23(5)], a Dual Enrollment ArticulationCommittee made up of the HCSB, Palm Beach State College, Florda SouthWesternState College, and Florida Gulf Coast University personnel, as applicable, establishesrules, regulations, and policies of Dual Enrollment.

The Dual Enrollment Program provides an opportunity for students to simultaneouslyearn high school and college credit. Course credit earned in college-level courses shallbe counted as college-level credit and may also be used to meet high school academicunit credit. Dual Enrollment credit can be earned at Palm Beach State College, FloridaSouthWestern State College, Florida Gulf Coast University, or any other publicinstitution of higher learning that has an established Dual Enrollment ArticulationAgreement with the HSCB, pursuant to Florida Statute §1007.271. Course creditearned in these courses with a grade of “C” or better, shall transfer as college-levelcredit to a state college/university in Florida. College credit is transferable to othercolleges according to the individual college guidelines and requirements. Wheresufficient numbers of qualified students have been identified, a college course may beoffered at the local high school.

Some college courses equate to a 0.5 high school credit, while others equal one credit.All Dual Enrollment grades shall receive the same weight as an Advanced Placement(AP) course. The Dual Enrollment Articulation Agreement lists Dual Enrollment coursesand credits meeting specific subject area credit toward graduation. College coursesequivalent to less than three credit hours do not qualify for high school credit. CertainDual Enrollment courses may be used to satisfy specific required courses forgraduation. (See the Florida Department of Education’s Dual Enrollment EquivalencyList at: http://www.fldoe.org/policy/articulation/dual-enrollment-agreements.stml.

Students must meet the following requirements and conditions, as stated in the DualEnrollment Articulation Agreements, in order to be eligible for participation in the DualEnrollment Program:

1. Students must be enrolled in Grades 10-12 (beginning the summer after Grade9). Students may enroll (or participate) for up to three years.

2. Students must have a minimum 3.0 GPA for all courses except career/technicalcourses, for which a minimum 2.0 GPA is required. [Florida Statute§1007.271(3)]

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3. Students must earn college ready scores on either the SAT, ACT, PostsecondaryEducation Readiness Test (P.E.R.T.) or Florida College Entry-Level PlacementTest (FCELPT), as specified in the Dual Enrollment Articulation Agreement.Students must earn college ready scores on all sections of the above namedtests, as specified in the Dual Enrollment Articulation Agreement, to enroll in anycourse except career/technical courses at Palm Beach State College.

4. Students enrolling in a career/technical course must earn passing scores on theTest of Adult Basic Education (TABE) required by the individual vocationalprogram.

5. Students must limit enrollment to no more than eight total college credit hours persemester, regardless of the number of institutions they attend (per DualEnrollment Articulation Agreement).

6. Students must contact the school counseling office to begin the Dual Enrollmentapplication process.

7. Students must receive approval of the high school principal/designee.

8. Students must adhere to the Dual Enrollment Agreement Guidelines set up bythe school. Participation in Dual Enrollment is subject to the school’s schedule.

9. Students must satisfy any course prerequisites.

10. The college/university must have space available in the requested course.

11. Students must maintain a minimum 3.0 cumulative GPA [Florida Statute§1007.271(3)] per semester and earn a grade of “C” or better in any college-levelcourse, in order to continue in the Dual Enrollment Program. A student will nolonger be eligible for the Dual Enrollment Program is he/she earns a grade of “D”,“F”, or “W”. These grades will be reflected on the high school and collegetranscripts.

12. Students may not enroll in a Dual Enrollment course that cannot be completedprior to graduation.

Students may not enroll in vocational-preparatory instruction, college-preparatoryinstruction, and other forms of precollegiate instruction, pr physical education coursesthat focus on the physical execution of a skill, rather than the intellectual attributes of theactivity. [Florida Statute §1007.271(7)]

Career and Technical Dual Enrollment courses shall be available for students seeking adegree or certificate from a complete job preparatory program, but shall not sustain

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student enrollment in isolated career and technical courses. [Florida Statute§1007.271(4)]

Career Dual Enrollment shall be provided as a curricular option for secondary studentsto pursue in order to earn a series of elective credits toward the high school diploma. Itis the intent of the legislature that Career Dual Enrollment provides a comprehensiveacademic and Career Dual Enrollment Program within the career center or communitycollege. [Florida Statute §1007.271(4)(21)]

Per Florida Statute §1007.271(2)(10)(11)(16), there are not tuition, registration,laboratory fees, or textbook costs to students participating in either the AdvancedPlacement (AP) Program or the Dual Enrollment Program. Students are responsible fortextbooks that must be returned to the vendor. Fees will be charged to students wholose or damage textbooks. Students will be responsible for parking permits,identification card fees, late fees, library fees, special course fees, etc. or other course-related materials.

A student may attempt a single course, a maximum of three times, during their collegecareer in a Florida postsecondary educational facility. These three attempts includewithdrawals. A student who requires less than six credits, in order to graduate, may optto complete all needed credits through the School District’s Dual Enrollment Program, ifeligible. This student does not need to enroll in a full schedule, of at least six courses,through the high school. However, if a student enrolls in a high school course on thehigh school campus, the student will be required to enroll in six courses or eight coursesin schools on a four-by-four block schedule. Students may not dually enroll if they willgraduate prior to the end of the postsecondary course. The students may apply to thepostsecondary institution and pay the required registration, tuition, and fees, if thestudent meets the postsecondary institution’s admissions requirements. [Florida Statute§1007.271(2) & Florida Counseling for Future Education Handbook]

Enrollment in Schools without Dual Enrollment Agreements

With principal’s permission, students may dual enroll in colleges or universities otherthan those that have Dual Enrollment Agreements with the HCSB. Students mustadhere to the Dual Enrollment Agreement Guidelines set up by the school. Participationin Dual Enrollment is subject to the school’s schedule. Students must meet the DualEnrollment eligibility criteria set forth by the District.

The parent(s) and/or student will be responsible for payment of fees and instructionalmaterials. Excluding the required fees, all other rights and privileges will be affordedthese students as those under Dual Enrollment Agreements (Dual EnrollmentArticulation Agreement between the School District, Palm Beach State College, FloridaSouthWestern State College, and Florida Gulf Coast University). All courses that arenot on the Dual Enrollment Course Equivalency List will be awarded a 0.5 electivecredit. (Refer to Dual Enrollment Equivalency List at:http://www.fldoe.org/policy/articulation/dual-enrollment-agreements.stml)

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Dual Enrollment for Home Education Students

Registered Home Education students may participate in the Dual Enrollment Programfollowing the criteria set forth in the Dual Enrollment Articulation Agreement, includingwritten verification of active status provided by the Home Education Office for each termenrolled. Home Education students incur no tuition costs, but are responsible fortextbook costs, unless waived by the post-secondary institution. [Florida Statute§1007.271(1)(13)(17)]

Early Admission to College

The University Boards of Trustees, Florida College System Institution Boards ofTrustees, and District School Boards are encouraged to establish intrainstitutional andinterinstitutional programs to maximize articulation. All secondary students and theirparent(s) shall be informed of Dual Enrollment as an educational option and mechanismfor acceleration. [Florida Statutes §§1007.22(1)(2), 1007.27, & 1007.271(10)]

In accordance with Florida Statutes §§1007.271(10) and 1002.20(6)(a), early admissionis a public school choice option and an acceleration mechanism. Students who applyfor early admission to college must notify the high school principal prior to submitting anapplication for acceptance to a college, university, or career center. In the event that aqualified student is accepted for admission to an accredited college or university prior tothe completion of high school graduation requirements, the high school principal mayapprove the fulfillment of graduation requirements through the acceptance of college-level credit. Early admission students are eligible to participate in graduationceremonies and social events that would be afforded them, had they remained at thehigh school for their last year. Such students are not eligible for recognition asvaledictorian or salutatorian during graduation ceremonies.

Early admission may be a form of Dual Enrollment; thus tuition and book fees arewaived, as specified under a Dual Enrollment Articulation Agreement between theHCSB, Palm Beach State College, Florida SouthWestern State College, Florida GulfCoast University, or other public institution of higher learning pursuant to State law.[Florida Statute §1007.27]

To qualify for early admission, a student must meet the following criteria:

1. have a GPA of 3.2;

2. be accepted by an accredited college, university, or career center as a full-timestudent [Florida Statute §1007.271(7)[;

3. successfully complete a minimum of six semesters of high school work for astudent who selected the 24-Credit Graduation Option;

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4. successfully complete a minimum of four semesters of high school work for astudent who selected the 18-Credit Graduation Option;

5. enroll in the postsecondary institution as a full-time student (at least 12 credithours) and maintain full-time status, per the Dual Enrollment ArticulationAgreement between the School District, Palm Beach State College, FloridaSouthWestern State College, Florida Gulf Coast University;

6. enroll in college courses equivalent to remaining graduation requirements, perthe Dual Enrollment Articulation Agreement between the HCSB, Palm BeachState College, Florida SouthWestern State College, Florida Gulf Coast University[Florida Statute §1007.27(5)]; and

7. maintain a minimum “C” average both cumulatively and per semester.

A student may be eligible to continue as an Early Admission student if he/she withdrawsfrom a course provided that a full-time status of 12 credit hours is maintained. However,a grade of “W” will be added to the high school and college transcripts. (Refer to FLDODual Enrollment FAQs for additional details.)

Students may select colleges or universities other than those that have Dual EnrollmentAgreements with the HCSB. However, the parent(s) and/or student will be responsiblefor payment of fees. All other statutory rights and privileges will be afforded thesestudents as those under Dual Enrollment Agreements. [Florida Statute §1007.27(5)]

Students must meet Early Admission eligibility criteria set forth by the District. [DualEnrollment FAQs]

Early Admission to College for Home Education Students

Home Education students may participate in early admission to college following criteriaset forth in the Dual Enrollment Articulation Agreement, including written verification ofactive status provided by the Home Education Office for each term enrolled. HomeEducation students incur no tuition costs, but are responsible for textbook costs.[Florida Statute §1007.271(13)(a)(2)]

Collegiate High School Program

Purpose and Goal – The CHSP is an articulated acceleration mechanism between FSWand the School District, which shall serve to shorten the time necessary for students tocomplete the requirements associated with the conference of an AA degree; broadenthe scope of curriculum options available to students; and increase the depth of studyavailable for a particular subject by offering college credit courses to eligible high schoolstudents, while these students are simultaneously completing their high schoolrequirements.

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The goal of a CHSP is to provide education to high school students who seek theenvironment of a high-performing high school while also undertaking advanced andcollege-level studies. The curriculum will enable students to complete a high schooldiploma and simultaneously work towards completion of an AA degree.

Courses and Industry Certification – Each CHSP will offer the option for high schoolstudents in 12th grade participating in the CHSP for at least one full school year to earnCAPE Industry Certification. The Florida Department of Economic Opportunity (DEO)defines industry certification as: A voluntary process, through which individuals areassessed by an independent, third-party certifying entity using predetermined standardsfor knowledge, skills and competencies, resulting in the award of a time-limitedcredential that is nationally recognized and applicable to an occupation that is includedin the workforce system’s targeted occupation list or determined to be an occupationthat is critical, emerging or addresses a local need. Further, each CHSP will provide anopportunity for the successful completion of a minimum of thirty (30) credits through thedual enrollment towards completion of an AA degree.

CHSP college credit courses shall be those courses offered by FSW and alsodesignated by the State-wide Articulation Coordinating Committee Dual EnrollmentCourse Equivalency list. On-line availability of courses shall be governed by the FSWcourse schedule. The course list of CHSP courses offered each year shall be providedby FSW to the collegiate high school program coordinator by April 24 for implementationduring the next school year.

Opportunities for Student Participation

The School District and FSW will work collaboratively to notify students and theirparents of CHSP acceleration mechanisms. The School District shall inform eligiblesecondary students and their parents of dual enrollment as an educational option andmechanism for acceleration, including the eligibility criteria, the option for taking CHSPcourses beyond the regular school year, the potential for courses to articulate as anelective or a general education course in a postsecondary degree or certificate program,and the process by which students and parents exercise their option to participate in theCHSP. This information shall be included annually in the high school studenthandbook. FSW will work with the high school to provide course lists for theircurriculum guides and will coordinate inquiries to FSW from parents and students withhigh school guidance staff.

Eligible Students

CHSP college credit courses shall be those courses that are offered by FSW and arealso recommended to the SBE by the State Articulation Coordinating Committeemeeting high school graduation requirements, identified on the Dual Enrollment CourseEquivalency List. Students who wish to enroll in other FSW courses for CHSP creditwill obtain the high school course equivalency from the high school guidance

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department. These courses may include all courses offered by FSW with the exceptionof physical education, college preparatory courses and courses less than three credithours unless they are co-requisites for other courses.

Eligible high school students are enrolled full-time at Florida SouthWestern StateCollege in college-level courses during the senior year of high school. To be eligible,students must meet the required placement test scores and academic benchmarks priorto the end of the junior year of high school. To be eligible for acceptance into theCHSP, a rising senior in high school must:

1. Have a 3.0 unweighted cumulative high school grade point average.2. Meet one of the following test requirements:3. 114 Math, 106 Reading and 103 Writing on the PERT, or4. 440 Math/440 Critical Reading on the SAT, or5. 19 Reading, 17 English, 19 Math on the ACT.6. Students with prior college credit from an institution or body other than Florida

SouthWestern State College must submit official transcripts and/or score reportsto the Office of the Registrar. This includes college credit earned at othercolleges or through credit by examination (AP, IB, AICE, and/or CLEP).

7. Exceptions to the required GPA may be granted if both the College Provost andthe Deputy Superintendent for Teaching and Learning mutually agree to thespecific exception.

Graduating seniors are not eligible for dual enrollment status, including fee exemptions,during the term immediately following their graduation date, even if the registrationperiod or college classes begin prior to the students’ actual graduation dates.

Enrollment

In order to receive FSW credit in CHSP courses, high school students will be required tocomplete an FSW Application for Admission and submit the required supportingdocumentation and appropriate test scores to the FSW Dual Enrollment Office inaccordance with the FSW Dual Enrollment Student Handbook and The District policiesand procedures. All paperwork must be submitted in accordance with FSW registrationdeadlines. Specific information for participating in the CHSP can be found at thewebsite: www.fsw.edu/dualenrollment.

High School Credit Earned for CHSP Courses

Students enrolled in CHSP and meeting the minimum requirements for satisfactorycompletion of CHSP courses shall earn both high school credit from the School Districtand college credit from FSW. Students who complete a three (3), four (4) or five (5)credit CHSP course with a passing grade will earn at least one-half (.5) credit in thedesignated subject towards the high school diploma and/or credit assigned by the DualEnrollment Course Equivalency List.

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Student Advising Services/Progress Monitoring

FSW shall provide advising services regarding its educational programs to CHSPstudents participating in the Program with the goal of developing an individual studentprogression plan. Both FSW and the School District will ensure that students and theirparents understand that CHSP courses are college courses and the amount of worknecessary to succeed. FSW student monitoring services shall include the following:

1. Initial Advisement Session with FSW advisor in Spring of 11th grade year.2. New student orientation in August prior to beginning first term.3. Prior to registration for each term:

a. Student and high school designee review high school graduationprogress.

b. Student and FSW Advisor review AA degree audit.c. Student and FSW Advisor review course selection and register for

classes.d. Student submits schedule to high school designee.

4. Student is required to meet with FSW advisor at least once per term.5. A student must enroll in a minimum of 12 college credit hours per semester;

however, a student may not be required to enroll in more than 15 college credithours per semester of the equivalent.

6. Students who drop or withdraw from an FSW course and fall below 12 credithours, must return to the assigned high school for class assignment by thePrincipal or designee and will lose his/her CHSP enrollment status.

7. In order to remain eligible for college credit coursework, students must maintainthe 3.0 unweighted high school grade point average required for initial eligibilityand a 3.0 college GPA.

8. All grades, including “W” for withdrawal, become a part of the student’spermanent college transcript and may affect subsequent postsecondaryadmission.

9. Students who fall below the required GPA will be placed on academic probationat Florida SouthWestern State College for one semester. A review of thestudent’s GPA in the next term will determine program continuation. Studentswhose GPAs are not satisfactory after probation will not be allowed to continue inthe CHSP. Both the student and high school designee will be notified in writingof the probationary status or dismissal from program.

10.Students will be required to follow an individualized course progression plan,developed in coordination between the high school and college designees.Modification of the progression plan can be done by written agreement betweenthe Superintendent of Schools and the President of Florida SouthWestern StateCollege, or their designees.

11.Students cannot repeat courses while enrolled in the CHSP program. A studentwho does not successfully complete a course may forfeit their seat in theprogram.

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Calendar

The Florida SouthWestern State College Calendar for registration, drop, withdrawal,and other important deadline dates shall be applicable to all courses offered through theCHSP.

The Hendry County Public School bell schedule, activities schedule, and schoolcalendar do not coincide with those of Florida SouthWestern State College. It is thestudent’s responsibility to ensure that he/she can adhere to the college calendar.

Students are eligible to participate in high school functions and extracurricular activities.However, CHSP students will be required to adhere to the college calendar for allcollege closings, dates, and deadlines. Students will not be given any excused absencebecause of their status as a high school student.

Funding

The CHSP is to be funded pursuant to Section 1007.271, Florida Statutes, and 1011.62,Florida Statutes.

1. Students enrolled in Hendry County Public Schools shall be exempt frompayment of all registration, matriculation, textbooks, and laboratory fees.

2. For The District students enrolled in courses on the College campus, the SchoolDistrict pays the standard tuition rate per credit hour from the Florida EducationFinance Program (FEFP). For 2015-16, the standard tuition at a Florida CollegeSystem institution is $71.98 per credit hour. The School District will be invoicedeach term one week after the last day of drop and add. Payment will be due 45days from date of invoice.

Textbooks

FSW shall select textbooks used in CHSP courses.1. Books and other instructional materials, with the exception of lab supplies, shall

be provided by the School District to high school students enrolled under theprovisions of this Agreement at no cost to the student. Students who withdraw,with permission from a high school principal or designee, from a course(s) priorto completion shall be required to return textbooks and other instructionalmaterials to the School District designee, and reimburse the School District forany/all lost or damaged textbooks/instructional materials.

2. The College will communicate to the School District at the earliest possible date,all relevant information about the texts which have been selected for specificcourses involved in the Dual Enrollment program. Based upon this information,the School District will purchase and distribute the appropriate texts from theCollege bookstore (or other provider if the textbook costs are less) to the DualEnrollment students.

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3. The Superintendent, or designee, shall be responsible for the preparation ofDepartment of Education form MIS 636, which is to be submitted to the Collegeby the student at the time of purchase.

4. The textbooks and other materials will be collected from the students at theconclusion of the course (or at the time of termination of the student prior to thecompletion of the course) by The District or high school designee. The books willremain housed in the School District book repository for future disposition at thediscretion of the School District.

Student Responsibilities

Each student participating in the CHSP must enter into a student performance contractwhich must be signed by the student, the parent, and a representative of the schooldistrict and FSW. By registering, students pledge to accept and obey the rules andregulations of the College. Students are responsible for the observance of all policiesand procedures as published in the College Catalog, the Student Handbook, Board ofTrustees Policies, and other College documents. Students who fail to observe Collegeregulations or to maintain acceptable standards of personal conduct are subject todisciplinary action. Students and parents desiring to have their child take classes on aFSW campus shall be responsible for the cost and arrangements of transportation tothe campus.

Special Programs for High School

Career and Technical Education (CTE)

Students are eligible for consideration and participation in Career & Technical EducationPrograms. Recent legislation and rule revisions have substantially changed many ofthese programs and have mandated placement and productivity standards asconditions for continued funding. [Florida Statutes §§1003.491 and 1003.492; andState Board of Education Rule 6A-6.0573]

It is essential that parents, students, teachers, school counselors, and administrators beaware that individual CTE courses do not stand alone, but are part of a plannedprogram of study leading to college and career readiness and industry certifications,where applicable. Not all CTE programs or academies are offered at all high schools.Students should take advantage of available career planning activities within theirschools when selecting CTE programs of study.

Core Credit for Career and Technical Education (CTE)

A student who completes selected Career and Technical Education (CTE) IndustryCertification courses, which lead to college credit, may elect to substitute the course forup to two mathematics courses and up to one science credit. However, CTE IndustryCertification courses may not be substituted for Algebra 1, Geometry, or Biology credits.

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Course code waiver numbers have been added to the Course Code Directory (CCD) forstudent transcript purposes:

Industry Certification Mathematics Waiver numbers are 1200998 and 1200999;and

Industry Certification Science Waiver number is 2000999. (Refer to Section 5 ofthe CCD).

For a listing of applicable industry certifications, please visit the resource section locatedat: http://www.fldoe.org/articulation/CCD/1415.asp and access the StatewideArticulation Agreements-Industry Certification.

Career Academies

Students completing CTE programs or academies may receive a Standard High SchoolDiploma or a Special Diploma, contingent on all other graduation requirements beingmet. In addition, students have the opportunity to earn one or more of the following:

Scholar Diploma Designation Merit Diploma Designation Career Education Program Completion Certificate; Articulated credits through Career Pathways (local and statewide); Dual enrollment credits; State Licensure, if applicable; and Florida Bright Futures Vocational Gold Seal Scholarship.

Additional information is available at http://www.hendry-schools.org.

Career Education Program Completer Certificate

A Career Education Program Completer Certificate is awarded to students whosuccessfully complete all courses in a CTE Program or Academy, as set forth by theFlorida Department of Education (FLDOE) and outlined in the District Career andTechnical Education Resource Manual which is available on the District’s CTE website:http://www.hendry-schools.org.

NOTE: Students interested in an applicable mathematics and/or science substitutionthrough an Industry Certification, which lead to college credit, should consult with aschool counselor regarding college admissions criteria utilizing course substitutions.Course substitutions may not count towards State University System admissionrequirements.

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Beginning in middle school, a student can begin a CTE Program of Study that includesproficiency in mathematics, communications, science, and a sequence of courses in aCTE Program or Academy, such as business, marketing, drafting, computertechnologies, culinary, public service, early childhood education, and health scienceoccupations, etc. This will provide preparation for careers that will have continuedgrowth in the 21st Century. In addition, Articulation Agreements with postsecondaryinstitutions are developed to provide students with the opportunity to receive collegecredit for certain secondary CTE courses upon matriculation. [Florida Statute §1007.22]

Scholarships are available to eligible students who successfully complete a CTEProgram of Study through the Florida Bright Futures Scholarship Program.

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Retention/Promotion for 3rd Grade Students

Third GradeStudents

EnrichedDevelopmental At-Risk

CriticallyLow

Reevaluate theMATRIX at the

end of theThird Nine

WeeksPromotion

Reevaluate theMATRIX at the

end of theThird Nine

WeeksPromotion

Reevaluate theMATRIX and

Parent Notificationat the end of the

Third Nine WeeksPromotion

Reevaluate theMATRIX at the endof the Third Nine

Weeks and ParentNotification of

Probable Retention

FCATLevels

2-5

Promotion

FCATLevels

2-5

Promotion

FCATLevels

2-5

Promotion

FCATLevels

2-5

Promotion

FCATLevel 1

PromotionWith

Portfolio

FCATLevel 1

PromotionWith

Portfolio

FCATLevel 1

PromotionWith

Portfolio and/orSummerReadingAcademy

FCATLevel 1

Retention

Summer Reading AcademyPromotion with

Remediation and a Pass on anAlternate Assessment

PASSOn AlternativeAssessmentPromotion

FAILOn AlternativeAssessment

Retention

PortfolioAt-Risk or

AbovePromotion

Available forAt-Risk

StudentsONLY

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Appendix A

Students Entering Grade Nine in the 2011-2012 School YearWhat Students and Parents Need to Know

What are the diploma options?

Students must successfully complete one of thefollowing diploma options:

24-credit standard diploma 18-credit Academically Challenging

Curriculum to Enhance Learning(ACCEL) option

Advanced International Certificate ofEducation (AICE) curriculum

International Baccalaureate (IB)Diploma curriculum

What are the state assessmentrequirements*?

Students must pass the following statewideassessments:

Grade 10 reading (or ACT/SATconcordant score)

Algebra 1 end-of-course (EOC) ifAlgebra 1 is taken after 2010-2011 or acomparative score on thePostsecondary Education ReadinessTest (P.E.R.T.)

Students must participate in the following EOCassessments:

Algebra 1 (if enrolled after 2010-2011) Biology 1 (if enrolled after 2010-2011) Geometry (if enrolled after 2010-2011) U.S. History (if enrolled after 2011-2012)

What is the credit acceleration program(CAP)?

This program allows a student to earn highschool credit if the student passes a statewidecourse assessment without enrollment in thecourse. The courses include the followingsubjects:

Algebra 1 Geometry U.S. History Biology 1 Algebra 2

What are the requirements for the 24-credit standard diploma option?

4 Credits English Language Arts (ELA)4 Credits Mathematics

One of which must be Algebra 1 and one ofwhich must be Geometry

Industry certifications that lead to collegecredit may substitute for up to twomathematics credits (except for Algebra 1and Geometry)

3 Credits Science

One of which must be Biology 1, two ofwhich must have a laboratory component.

An industry certification that leads to collegecredit substitutes for up to one science credit(except from Biology 1)

An identified rigorous Computer Sciencecourse with a related industry certificationsubstitutes for up to one science credit(except for Biology 1)

3 Credits Social Studies1 Credit in World History1 credit in U.S. History.5 credit in U.S. Government.5 credit in Economics

1 Credit Fine and Performing Arts, Speech andDebate, or Practical Arts

Eligible courses are specified in the Florida CourseCode Directory athttp://www.fldoe.org/articulation/CCD/default.asp

1 Credit Physical EducationTo include the integration of health

8 Elective Credits1 Online Course

Students must earn a 2.0 grade point average of a 4.0scale.

What is the distinction between the 18-credit ACCEL option and the 24-creditoption?

3 elective credits instead of 8 Physical Education is not required Online course is not required

All other graduation requirements for a 24-creditstandard diploma must be met (per section1003.4282(10)(d)1-5, Florida Statutes [F.S.]).

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What are the requirements for standarddiploma designations?

Scholar Diploma Designation

In addition to meeting the 24-credit standard highschool diploma requirements, a student must

Earn 1 credit in Algebra 2; Earn 1 credit in Statistics or an equally

rigorous mathematics course; Pass the Biology 1 EOC; Earn 1 credit in Chemistry or Physics; Earn 1 credit in a course equally rigorous to

Chemistry or Physics; Pass the U.S. History EOC; Earn 2 credits in the same World Language;

and Earn at least 1 credit in AP, IB, AICE, or a

dual enrollment course.

A student is exempt from the Biology 1 or U.S. Historyassessment if the student is enrolled in an AP, IB andAICE Biology 1 or U.S. History course and thestudent.

Takes the respective AP, IB and AICEassessment; and

Earns the minimum score to earn collegecredit.

Merit Diploma Designation

Meet the standard high school diplomarequirements

Attain one or more industry certificationsfrom the list established (per s. 1003.492,F.S.)

Can a student who selects the 24-creditprogram graduate early?

Yes, a student who completes all the 24-creditprogram requirements for a standard diplomamay graduate with fewer than eight semesters.

Where is information on Bright FuturesScholarships located?

The Florida Bright Futures Scholarship Programrewards students for their academicachievements during high school by providingfunding to attend a postsecondary institution inFlorida. For more information, go tohttp://www.floridastudentfinancialaid.org/SSFAD/bf/.

What are the public postsecondary options?

SUS (State University System)

Admission into Florida’s public universities iscompetitive. Prospective students should complete arigorous curriculum in high school and apply to morethan one university to increase their chance foracceptance. To qualify to enter one of Florida’s publicuniversities, a first-time-in-college student must meetthe following minimum requirements:

High school graduation with a standarddiploma

Admission test scores 16 credits of college preparatory academic

courses 4 English (3 with substantial writing) 4 Mathematics (Algebra 1 level and above) 3 Natural Science (2 with substantial lab) 3 Social Science 2 World Language (sequential, in the same

language) 2 approved electives

http://www.flbog.edu/forstudents/planning

The Florida College System

Includes 28 state colleges. These institutions offercareer-related certificates and two-year associatedegrees that prepare students to transfer to abachelor’s degree program or to enter jobs requiringspecific skills. Many also offer baccalaureate degreesin high-demand fields. Florida College Systeminstitutions have an open door policy. This meansthat students who have earned a standard highschool diploma, have earned a high schoolequivalency diploma or have demonstrated successin postsecondary coursework will be admitted to anassociate degree program.

http://www.fldoe.org/fcs

Career and Technical Centers

Florida also offers students 46 accredited career andtechnical centers throughout the state, which providethe education and certification necessary to work in aparticular career or technical field. Programs areflexible for students and provide industry-specificeducation and training for a wide variety ofoccupations.

http://www.fldoe.org/workforce/pdf/DistrictTechnicalCenterDirectors.pdf

Where is information on financial aidlocated?

The Office of Student Financial Assistance StatePrograms administers a variety of postsecondaryeducational state-funded grants and scholarships.

http://www.floridastudentfinancialaid.org

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Appendix B








What are the state assessmentrequirements*?

Students must pass the following statewideassessment:

Grade 10 reading (or ACT/SATconcordant score)

Algebra 1 end-of-course (EOC) ifAlgebra 1 is taken after 2010-2011 or acomparative score on thePostsecondary Education ReadinessTest (P.E.R.T.)

Students must participate in the following EOCassessments:

Algebra 1 (if enrolled after 2010-2011) Biology 1 (if enrolled after 2010-2011) Geometry (if enrolled after 2010-2011) U.S. History (if enrolled after 2011-2012)

and performance on the EOCconstitutes 30 percent of the final coursegrade




What are the requirements for the 24-creditstandard diploma?

4 Credits Language Arts (ELA)4 Credits Mathematics

One of which must be Algebra 1 andone of which must be Geometry

Industry certifications that lead tocollege credit may substitute for up totwo mathematics credits (except forAlgebra 1 and Geometry)

3 Credits Science

One of which must be Biology 1, two ofwhich must have a laboratorycomponent

An industry certification that leads tocollege credit substitutes for up to onescience credit (except from Biology 1)

An identified rigorous Computer Sciencecourse with a related industrycertification substitutes for up to onescience credit (except for Biology 1)

3 Credits Social Studies1 credit in World History1 credit in U.S. History.5 credit in U.S. Government.5 credit in Economics

1 Credit Fine and Performing Arts, Speechand Debate, or Practical Arts

Eligible courses are specified in the FloridaCourse Code Directory athttp://www.fldoe.org/articulation/CCD/default.asp

1 Credit Physical EducationTo include the integration of health


Students must earn a 2.0 grade point averageon a 4.0 scale

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What are the requirements for standard diplomadesignations?


In addition to meeting the 24-credit standard high schooldiploma requirements, a student must

Earn 1 credit in Algebra 2; Earn 1 credit in Statistics or an equally rigorous

mathematics course; Pass the Biology 1 EOC; Earn 1 credit in Chemistry or Physics; Earn 1 credit in a course equally rigorous to

Chemistry or Physics; Pass the U.S. History EOC; Earn 2 credits in the same World Language; and Earn at least 1 credit in AP, IB, AICE or a dual

enrollment course.

A student is exempt from the Biology 1 or U.S. Historyassessment if the student is enrolled in an AP, IB or AICEBiology 1 or U.S. History course and the student

Takes the respective AP, IB or AICE assessment;and

Earns the minimum score to earn college credit.Merit Diploma Designation


Attain one or more industry certifications from thelist established (per s. 1003.492, F.S.)

Can a student who selects the 24-credit programgraduate early?

Yes, a student who completes all the 24-creditprogram requirements for a standard diploma maygraduate in fewer than eight semesters.

What is the distinction between the 18-creditACCEL option and the 24-credit option?




The Florida Bright Futures Scholarship Programrewards students for their academic achievementsduring high school by providing funding to attend apostsecondary institution in Florida. For moreinformation, go to

http://www.floridastudentfinancialaid.org/SSFAD/bf/


SUS (State University System)

Admission into Florida’s public universities is competitive.Prospective students should complete a rigorous curriculumin high school and apply to more than one university toincrease their chance for acceptance. To qualify to enterone of Florida’s public universities, a first-time-in-collegestudent must meet the following minimum requirements:

High school graduation with a standard diploma Admission test scores 16 credits in college preparatory academic



http://www.flbod.edu/forstudents/planningThe Florida College System

Includes 28 state colleges. These institutions offer career-related certificates and two-year associate degrees thatprepare students to transfer to a bachelor’s degree programor to enter jobs requiring specific skills. Many also offerbaccalaureate degrees in high-demand fields. FloridaCollege System institutions have an open door policy. Thismeans that students who have earned a standard highschool diploma, have earned a high school equivalencydiploma or have demonstrated success in postsecondarycoursework will be admitted to an associate degree program.

http://www.fldoe.org/fcsCareer and Technical Centers

Florida also offers students 46 accredited career andtechnical centers throughout the state, which provide theeducation and certification necessary to work in a particularcareer or technical field. Programs are flexible for studentsand provide industry-specific education and training for awide variety of occupations.


Where is information on financial aid located?

The Office of Student Financial Assistance StatePrograms administers a variety ofpostsecondary educational state-funded grantsand scholarships.


* Policy adopted in rule by the district school boardmay require for any cohort of students thatperformance of a statewide, standardized EOCassessment constitutes 30 percent of a student’s finalcourse grade.

109

Appendix C








What are the state assessmentrequirements?


Grade 10 ELA (or ACT/SAT concordantscore)

Algebra 1 end-of-course (EOC) or acomparative score on thePostsecondary Education ReadinessTest (P.E.R.T.)

Students must participate in the EOCassessments and the results constitute 30percent of the final course grade. Theseassessments are in the following subjects:

Algebra 1 Biology 1 Geometry U.S. History Algebra 2 (if enrolled)




What are the requirements for the 24-creditstandard diploma option?

4 Credits English Language Arts (ELA)

ELA I, II, III, IV ELA honors, Advanced Placement (AP),

Advanced International Certificate ofEducation (AICE), InternationalBaccalaureate (IB) and dual enrollmentcourses may satisfy this requirement

4 Credits Mathematics

One of which must be Algebra 1 andone of which must be Geometry

Industry certifications that lead tocollege credit may substitute for up totwo mathematics credits (except forAlgebra 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 from Biology 1)

An identified rigorous Computer Sciencecourse with a related industrycertification substitutes for up to onescience credit (except for Biology 1)

3 Credits Social Studies1 credit in World History1 credit in U.S. History.5 credit in U.S. Government.5 credit in Economics with Financial Literacy

1 Credit Fine and Performing Arts, Speechand Debate, or Practical Arts*

1 Credit in Physical Education*To include the integration of health*Eligible courses and eligible coursesubstitutions are specified in the Florida CourseCode Directory athttp://www.fldoe.org/articulation/CCD/default.asp


Students must earn a 2.0 grade point averageon a 4.0 scale.

110




Earn 1 credit in Algebra 2; Earn 1 credit in Statistics or an equally rigorous



enrollment course.



Earns the minimum score to earn college credit.

Merit Diploma Designation









The Florida Bright Futures Scholarship Programrewards students for their academic achievementsduring high school by providing funding to attend apostsecondary institution in Florida. For moreinformation, go to

http://www.floridastudentfinancialaid.org/SSFAD/bf/


State University System

Admission into Florida’s public universities iscompetitive. Prospective students should complete arigorous curriculum in high school and apply to morethan one university to increase their chance foracceptance. To qualify to enter one of Florida’s publicuniversities, a first-time-in-college student must meetthe following minimum requirements:

High school graduation with a standarddiploma

Admission test scores 16 credits of college preparatory academic





Includes 28 state colleges. These institutions offercareer-related certificates and two-year associatedegrees that prepare students to transfer to abachelor’s degree program or to enter jobs requiringspecific skills. Many also offer baccalaureate degreesin high-demand fields. Florida College Systeminstitutions have an open door policy. This meansthat students who have earned a standard highschool diploma, have earned a high schoolequivalency diploma or have demonstrated successin postsecondary coursework will be admitted to anassociate degree program.



Florida also offers students 46 accredited career andtechnical centers throughout the state, which providethe education and certification necessary to work in aparticular career or technical field. Programs areflexible for students and provide industry-specificeducation and training for a wide variety ofoccupations.





111

Appendix D








What are the state assessmentrequirements?


Grade 10 ELA (or ACT/SAT concordantscore)

Algebra 1 end-of-course (EOC) or acomparative score on thePostsecondary Education ReadinessTest (P.E.R.T.)

Students must participate in the EOCassessments and the results constitute 30percent of the final course grade. Theseassessments are in the following subjects:

Algebra 1 Biology 1 Geometry U.S. History Algebra 2 (if enrolled)




What are the requirements for the 24-creditstandard diploma option?

4 Credits English Language Arts (ELA)

ELA I, II, III, IV ELA honors, Advanced Placement (AP),

Advanced International Certificate ofEducation (AICE), InternationalBaccalaureate (IB) and dual enrollmentcourses may satisfy this requirement

4 Credits Mathematics

One of which must be Algebra 1 and one ofwhich must be Geometry

Industry certifications that lead to collegecredit may substitute for up to twomathematics credits (except for Algebra 1and Geometry)

3 Credits Science

One of which must be Biology 1, two ofwhich must be equally rigorous sciencecourses.

Two of the three required credits must havea laboratory component.

An industry certification that leads to collegecredit substitutes for up to one science credit(except from Biology 1)

An identified rigorous Computer Sciencecourse with a related industry certificationsubstitutes for up to one science credit(except for Biology 1)

3 Credits Social Studies1 credit in World History1 credit in U.S. History.5 credit in U.S. Government.5 credit in Economics with Financial Literacy

1 Credit Fine and Performing Arts, Speech andDebate, or Practical Arts*

1 Credit Physical Education*To include the integration of health*Eligible courses and eligible course substitutions arespecified in the Florida Course Code Directory athttp://www.fldoe.org/articulation/CCD/default.asp


Students must earn a 2.0 grade point average on a4.0 scale.

112




Pass the ELA Grade 11 statewide assessment; Earn 1 credit in Algebra 2 (must pass EOC); Pass the Geometry EOC; Earn 1 credit in Statistics or an equally rigorous



enrollment course.



Earns the minimum score to earn college credit.Merit Diploma Designation









The Florida Bright Futures Scholarship Programrewards students for their academic achievementduring high school by providing funding to attend apostsecondary institution in Florida. For moreinformation, go to

http://www.floridastudentfinancialaid.org/SSFAD/bf


State University System

Admission into Florida’s public universities is competitive.Prospective students should complete a rigorous curriculumin high school and apply to more than one university toincrease their chance for acceptance. To qualify to enterone of Florida’s public universities, a first-time-in-collegestudent must meet the following minimum requirements:

High school graduation with a standard diploma Admission test scores 16 credits of college preparatory academic





Includes 28 state colleges. These institutions offer career-related certificates and two-year associate degrees thatprepare students to transfer to a bachelor’s degree programor to enter jobs requiring specific skills. Many also offerbaccalaureate degrees in high-demand fields. FloridaCollege System institutions have an open door policy. Thismeans that students who have earned a standard highschool diploma, have earned a high school equivalencydiploma or have demonstrated success in postsecondarycoursework will be admitted to an associate degree program.



Florida also offers students 46 accredited career andtechnical centers throughout the state, which provide theeducation and certification necessary to work in a particularcareer or technical field. Programs are flexible for studentsand provide industry-specific education and training for awide variety of occupations.





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


G& 4P DUUHUUOHPV QI DNN QI VKH IQNNQYLPJ DTHDU2

" =QVQT DURHFVU QI VKH URHHFK EHKDXLQTU

" AVWGHPV!U DVVLVWGH THJDTGLPJ VKH URHHFK EHKDXLQTU

" AQFLDN LORDFV QI VKH URHHFK EHKDXLQTU

" 7GWFDVLQPDN LORDFV QI VKH URHHFK EHKDXLQTU

H& 4 URHHFK UDORNH QI D OLPLOWO QI +((^-(( YQTGU FQNNHFVHG DPG DPDN[\HG VQ GHVHTOLPH ITHSWHPF[$GWTDVLQP$ DPG V[RH QI G[UINWHPV URHHFK EHKDXLQTU& ;I VKH URHHFK%NDPJWDJH RDVKQNQJLUV LU WPDENH VQ QEVDLPD URHHFK UDORNH QI D OLPLOWO QI +((^-(( YQTGU$ D UODNNHT UDORNH OD[ EH FQNNHFVHG DPG DPDN[\HG& BKHHXDNWDVLQP THRQTV OWUV GQFWOHPV VKH TDVLQPDNH IQT FQNNHFVLQP DPG DPDN[ULU QI D UODNNHT UDORNH$ VKH THUWNVUQEVDLPHG$ DPG VKH EDULU IQT THFQOOHPGDVLQPU&

+& 8QT D XQLFH GLUQTGHT$ VKH HXDNWDVLQP OWUV LPFNWGH DNN QI VKH IQNNQYLPJ2

D& ;PIQTODVLQP JDVKHTHG ITQO VKH UVWGHPV!U RDTHPV"U# QT JWDTGLDP"U# DPG VHDFKHT"U#$ DPG$ YKHP DRRTQRTLDVH$VKH UVWGHPV$ THJDTGLPJ VKH FQPFHTPU DPG GHUFTLRVLQP QI XQLFH FKDTDFVHTLUVLFU& BKLU OD[ EH FQORNHVHGVKTQWJK D XDTLHV[ QI OHVKQGU$ LPFNWGLPJ LPVHTXLHYU$ FKHFMNLUVU$ QT SWHUVLQPPDLTHU&

E& 6QFWOHPVHG DPG GDVHG QEUHTXDVLQP"U# QI VKH UVWGHPV!U XQLFH FKDTDFVHTLUVLFU FQPGWFVHG E[ D URHHFK%NDPJWDJH RDVKQNQJLUV LP QPH QT OQTH UHVVLPJ"U#$ YKLFK OWUV LPFNWGH VKH V[RLFDN NHDTPLPJ HPXLTQPOHPV& 8QTRTHMLPGHTJDTVHP FKLNGTHP$ VKH QEUHTXDVLQP"U# OD[ QFFWT LP DP HPXLTQPOHPV QT ULVWDVLQP DRRTQRTLDVH IQT DFKLNG QI VKDV FKTQPQNQJLFDN DJH& >EUHTXDVLQP"U# FQPGWFVHG RTLQT VQ QEVDLPLPJ FQPUHPV IQT HXDNWDVLQP OD[EH WUHG VQ OHHV VKLU FTLVHTLQP&


G& 4 THRQTV QI D OHGLFDN HZDOLPDVLQP QI NDT[PJHDN UVTWFVWTH DPG IWPFVLQP FQPGWFVHG E[ D RK[ULFLDP NLFHPUHGLP 8NQTLGD LP DFFQTGDPFH YLVK AHFVLQP ,-0 QT ,-1$ 8&A&$ WPNHUU D THRQTV QI OHGLFDN HZDOLPDVLQP ITQO DRK[ULFLDP NLFHPUHG LP DPQVKHT UVDVH LU RHTOLVVHG LP DFFQTGDPFH YLVK RDTDJTDRK .4%.&(++)"+#"F#$ 8&4&5&BKH RK[ULFLDP!U THRQTV OWUV RTQXLGH D GHUFTLRVLQP QI VKH UVDVH QI VKH XQFDN OHFKDPLUO DPG DP[ OHGLFDNLORNLFDVLQPU IQT VKHTDRHWVLF LPVHTXHPVLQP&

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E& 4 URHHFK%NDPJWDJH RDVKQNQJLUV UKDNN EH LPXQNXHG LP VKH GHXHNQROHPV QI VKH LPGLXLGWDN HGWFDVLQPDN RNDP IQTUVWGHPVU HNLJLENH IQT URHHFK UHTXLFHU$ YKHVKHT DU URHFLDN HGWFDVLQP QT DU D THNDVHG UHTXLFH IQT DPQVKHTYLUH HNLJLENH UVWGHPV YLVK D GLUDELNLV[&

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" BKH TDVLQPDNH IQT WULPJ VKLU OQGHN

" BKH ODPPHT LP YKLFK VKH DUUQFLDVH YLNN EH THSWLTHG VQ GHOQPUVTDVH FQORHVHPF[

" BKH RTQFHUU IQT OQPLVQTLPJ VKH SWDNLV[ QI UHTXLFHU

" BKH RTQFHUU IQT OHDUWTLPJ UVWGHPV RTQJTHUU

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(& ?KQPQNQJ[& ?KQPQNQJ[ LU GHILPHG DU VKH UQWPG U[UVHOU QI D NDPJWDJH DPG VKH NLPJWLUVLF FQPXHPVLQPU QI DNDPJWDJH VKDV JWLGH VKH UQWPG UHNHFVLQP DPG UQWPG FQOELPDVLQPU WUHG VQ FQPXH[ OHDPLPJ&

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+& AHODPVLFU& AHODPVLFU LU GHILPHG DU VKH U[UVHO VKDV JQXHTPU VKH OHDPLPJU QI YQTGU DPG UHPVHPFHU&

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BKH NDPJWDJH LORDLTOHPV OD[ ODPLIHUV LP ULJPLILFDPV GLIILFWNVLHU DIIHFVLPJ NLUVHPLPJ FQORTHKHPULQP$ QTDN HZRTHUULQP$UQFLDN LPVHTDFVLQP$ THDGLPJ$ YTLVLPJ$ QT URHNNLPJ& 3 NDPJWDJH LORDLTOHPV LU PQV RTLODTLN[ VKH THUWNV QI IDFVQTU THNDVHG VQFKTQPQNQJLFDN DJH$ JHPGHT$ FWNVWTH$ HVKPLFLV[$ QT NLOLVHG 7PJNLUK RTQILFLHPF[&

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3 RTHMLPGHTJDTVHP FKLNG LU HNLJLENH DU D UVWGHPV YLVK D NDPJWDJH LORDLTOHPV LP PHHG QI URHFLDNN[ GHULJPHGLPUVTWFVLQP DPG THNDVHG UHTXLFHU LI DNN QI VKH IQNNQYLPJ FTLVHTLD DTH OHV1

D& BKHTH LU HXLGHPFH$ EDUHG QP HXDNWDVLQP THUWNVU$ QI ULJPLILFDPV GHILFLVU LP NDPJWDJH& BKH LORDLTOHPV OD[ODPLIHUV LP ULJPLILFDPV GLIILFWNVLHU DIIHFVLPJ QPH QT OQTH QI VKH IQNNQYLPJ DTHDU1

L& ;LUVHPLPJ FQORTHKHPULQP

LL& >TDN HZRTHUULQP

LLL& AQFLDN LPVHTDFVLQP

LX& 7OHTJHPV NLVHTDF[ UMLNNU "H&J&$ XQFDEWNDT[ GHXHNQROHPV$ RKQPQNQJLFDN DYDTHPHUU$ PDTTDVLXHFQPFHRVU#

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H& BKH NDPJWDJH LORDLTOHPV OWUV KDXH DP DGXHTUH HIIHFV QP VKH FKLNG!U DELNLV[ VQ RHTIQTO QT IWPFVLQP LP VKHV[RLFDN NHDTPLPJ HPXLTQPOHPV$ VKHTHE[ GHOQPUVTDVLPJ VKH PHHG IQT HZFHRVLQPDN UVWGHPV HGWFDVLQP&

I& BKH NDPJWDJH LORDLTOHPV LU PQV RTLODTLN[ VKH THUWNV QI IDFVQTU THNDVHG VQ FKTQPQNQJLFDN DJH$ JHPGHT$FWNVWTH$ HVKPLFLV[$ QT NLOLVHG 7PJNLUK RTQILFLHPF[&

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3 UVWGHPV OHHVU VKH HNLJLELNLV[ FTLVHTLD DU D UVWGHPV YLVK D NDPJWDJH LORDLTOHPV LP PHHG QI URHFLDNN[ GHULJPHGLPUVTWFVLQP DPG THNDVHG UHTXLFHU LI DNN QI VKH IQNNQYLPJ FTLVHTLD DTH OHV1

D& 6WH VQ GHILFLVU LP VKH UVWGHPV!U NDPJWDJH UMLNNU$ VKH UVWGHPV GQHU PQV RHTIQTO QT IWPFVLQP DGHSWDVHN[ IQTVKH UVWGHPV!U FKTQPQNQJLFDN DJH QT VQ OHHV JTDGH%NHXHN UVDPGDTGU DU DGQRVHG LP @WNH -3%(&'0+'($ 8&3&5&$LP QPH QT OQTH QI VKH IQNNQYLPJ DTHDU$ YKHP RTQXLGHG YLVK NHDTPLPJ HZRHTLHPFHU DPG LPUVTWFVLQPDRRTQRTLDVH IQT VKH UVWGHPV!U FKTQPQNQJLFDN DJH QT JTDGH1

L& >TDN HZRTHUULQP

LL& ;LUVHPLPJ FQORTHKHPULQP

LLL& AQFLDN LPVHTDFVLQP

LX& CTLVVHP HZRTHUULQP

X& ?KQPQNQJLFDN RTQFHUULPJ

XL& @HDGLPJ FQORTHKHPULQP

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F& 7XLGHPFH QI D NDPJWDJH LORDLTOHPV LU GQFWOHPVHG EDUHG QP D FQORTHKHPULXH NDPJWDJH HXDNWDVLQP$LPFNWGLPJ DNN HXDNWDVLQP RTQFHGWTHU DU URHFLILHG IQT UVWGHPVU LP MLPGHTJDTVHP VKTQWJK JTDGH VYHNXH "()#$LPFNWGHG WPGHT VKH (?>5E4D;>8 /DE56>D *F2<E2D;?>C 2>5 .66F2<E2D;?>C UHFVLQP QI VKLU GQFWOHPV&BKHTH OWUV EH GQFWOHPVDVLQP QI DNN QI VKH IQNNQYLPJ1

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6/23/15 BOARD MEETING – PERSONNEL

Termination – Non-InstructionalMelanie Byers – CMS Clerk/Typist, eff. 6/24/15

Retirement – InstructionalPaula Burton – LES Teacher, eff. 6/5/15

Resignation – InstructionalAndrea Compo – LES Guidance Counselor, eff. 6/19/15 (Relocating)Calvin Sergo – CHS Teacher, eff. 6/5/15 (Relocating)Brandi Coleman – CHS Teacher, eff. 6/20/15 (Personal)Michael Timmons – CHS Teacher, eff. 6/12/15 (Personal)Shaunna Murrhee – COES Teacher, eff. 6/5/16 (Relocating)Rhonda Kosh – LHS Guidance Counselor, eff. 6/19/15 (Personal)

Resignation – SupportJacque Drapal – Finance, Payroll Analyst, eff. 6/18/15 pm (Personal)

Resignation – Non-InstructionalSheila Sheltra – Food Service Account Clerk, eff. 6/30/15

Leave of Absence – Non-InstructionalNashenna Bivens – CMS F/S Worker, eff. 5/11/15 through 6/3/15 (Personal for

medical reasons)

Transfer – AdministrationTammy Bass – from LES Teacher to LHS Dean, eff. 7/20/15 (rep. Harris)Ryan Harris – LHS, from Dean to Teacher, (11 Mo.) eff. 7/20/15 (rep. Greenleaf)

Transfer – InstructionalJanet Hamilton – Teacher, from CHS to EES, eff. 8/3/15Jeffrey Markland – Teacher, from CMS to LMS, eff. 8/3/15Taylor Lucas – Teacher, from EES to CMS, eff. 8/3/15 (rep. Panton)Aurea Perera – from WES Teacher to CMS Reading Resource, eff. 8/3/15 (rep. Irey)Alison Sanchez – Teacher, from CMS to CHS, eff. 8/3/15 (rep. Hojnoski)Sandra Perry – Reading Resource Teacher, from EES to CMS, eff. 8/3/15 (New alloc.

board app. on 6/9/15)Chelsey Brown – Guidance Counselor, from EES to CMS, eff. 7/20/15 (New alloc, board app.

on 6/9/15)

Transfer – Non-InstructionalRosa Pleitez – LHS, from Custodian to Self-Care Ass’t, eff. 8/10/15 (New alloc. board app.

on 4/14/15)Elenda Garcia – School Nurse, from LES to ESE Districtwide, eff. 8/3/15 (New alloc. board

app. on 6/9/15)Martha Cervantes – from WES Para to County ESE Parent Assistant, 11 Mo,

eff. 7/20/15 (New alloc. board app. on 5/12/15)

6/23/15 BOARD MEETING – PERSONNEL – Page 2

Change-in-Designation – InstructionalLaura Lofton – LES, from Teacher to Reading Coach, eff. 8/3/15 (rep. Bass)Allison Shelton – CES, from Resource Teacher to 3rd Grade, eff. 8/3/15 (rep. Villa)Kimberly Ibebunjo – CES, from Tchr-on-Assignment to 3rd Grade Teacher, eff. 8/3/15

(rep. Reis)Kristine Cottrell – COES, from Reading Resource to 1st Grade Teacher, eff. 8/3/15

(rep. Charneski)

Change-in-Designation – Non-InstructionalDebbie Miller – LES Para, from ESE PK to ESE, eff. 8/10/15 (rep. Maddox)Kim Maddox – LES Para, from ESE to ESE PK, eff. 8/10/15 (rep. Miller)

Reappointment for 2015/2016Eileen Pearson – CES Teacher (PSC)Jean Liedtke – CES Teacher (AC)Alison Sanchez – CHS Teacher (AC)Jeffrey Markland – LMS Teacher, from probationary contract to annual contract

Appointment – InstructionalIris Borghese – LHS Assistant Principal, 12 Mo., eff. 7/1/15 (rep. Kelley)

Appointment – InstructionalConnie Walker – COES Teacher, eff. 8/3/15 (rep. Murrhee)Magdaline Solomonides – COES Teacher, eff. 8/3/15 (rep. Ruiz)Heather Adams – COES Teacher, eff. 8/3/15 (rep. Alaniz)Lauri Regan – CES Teacher, eff. 8/3/15 (rep. Poling)Claudia Lozano – CES Teacher, eff. 8/3/15 (rep. Richardson)Kylie Pencarinha – WES Teacher, eff. 8/3/15 (rep. Alford)Martin Crawford – CHS Teacher, eff. 8/3/15 (rep. Sergo)Olivia Billings – LMS Teacher, eff. 8/3/15 (rep. Foutch)Chelsey Ramos – LMS Teacher, eff. 8/3/15 (rep. Stevenson)Tia McClinton – WES Teacher, eff. 8/3/15 (rep. Hatcher)Holley Sweet – WES Teacher, eff. 8/3/15 (rep. Perera)Matthew Cherry – LHS Teacher, eff. 8/3/15 (New alloc. board app. on 6/9/15)

Appointment – SupportDiana Blakey – Finance, Payroll Analyst, eff. 6/24/15 (rep. Drapal)

Appointment – Non-InstructionalAnna Jasso – CES Para, ESE, eff. 8/10/15 (rep. Hart)Cindy Rodriguez – CES Para, ESE, eff. 8/3/15 (New alloc. board app. on 10/8/14)Lisa Bell – COES Para, VPK, eff. 8/10/15 (New alloc. board app. on 2/24/15)Sandra Austin – UES Para, ESE, eff. 8/10/15 (New alloc. board app. on 3/10/15)Yolanda Ford – CMS Para, iReady, eff. 8/10/15 (New alloc. board app. on 6/9/15)Susana Ledezma – WES Custodian, eff. 7/20/15 (rep. Jackson)


Appointment – Summer School Transportation Bus Drivers and AttendantsClewiston:Autherine Small Mary Fleming Regina WrightPhillis Henry Patricia Brown Katina WillinghamKathy Grimsley Denice Gary Jessica LangsCecilia Guzman Timothy Thomas Tonya WhiteheadPhillis Henry Jessica Langs Gwendolyn JohnsonLaBelle:Debra Bright Denise Brookins Anita LouxPenny McNeill Denise Wright Cruz HerreraJacqueline Crespo Maria Cruz Nora KnesplerSusan Kelly Debby Livingston Deborah SteelmanJewel Blocker Deanna Cherry Lydia FazCurtis Kitchens Robbie Smith

Appointment – Part-timePhillis Henry – Mower, eff. 6/8/15 – 8/7/15

Additional Days/HoursSummer Work Days:Michelle Zimmerly, 5 days Megan Greenleaf, 5 days Haili Marotti, 5 daysRyan Harris, 5 days Lori Perkins, 5 days Iris Borghese, 10 daysDiane Raulerson, 3 days Tammy Bass, 5 days

Jessica Vasquez – add’l support for a student with IEP attending ESY, 6/15 – 6/26/15Martin Espinoza – to be paid for completion of the ELL Book Study Action Research ProjectSarah Sanchez – 10 add’l days, 6/8 – 6/19/15 for transitionSherrie Llossas – 10 add’l days during summerCynthis De Las Salas – 10 add’l days during summerDiane Raulerson – 37.5 hours for week of 6/15 – 6/19/15 for data input for schedulingWayne Pack – 40 hours per week from 6/22 – 7/17/15, LMS floor maintenancePatricia D. Pack – 40 hours per week from 6/22 – 7/17/15, LMS floor maintenanceRobbie Smith – 12 hours on PR #25 to cover the Ft. Myers route for 2 daysLillie Mendoza – 2 hours for translating @ VPK Parent Meeting @ LES on 6/2/15Donna Sparks – hours extended from 6/3 – 7/3/15 and 7/27 – 8/7/15 due to shop renovations

and land lab

Supplements – Food Service - 2014/2015Raquel Armendariz Darlene Barber Denise BrookinsMaria Gonzalez Robin Hoffman Joycelyn HolliganTammy Landrum Sharon McCormick Kathleen McLeanFrancis Navarro Patricia Overbaugh Carmen PaniaguaMartha Rivers LaDonna Roberts Maria VargasAgnes Vela Kathy Williams


Migrant Summer OutreachPatricia HayesMelissa Luna

CPI Training on 6/4/15Leah FurmanKolisa FranklinLisa FunderburkDoris Johnson

Professional Development for CIM WorkshopLMS:Ericka Burke Lea BurnsideKara Dillman Joel ReinkingMeaghan Johnson Carole SchroederKaren Johnson Ashley CorbittCMS:Adriana Alston Gary BreakfieldAnsley Cockram Danielle JeanAurea Perera Sandra PerryAlexis Price Dena WeekleyCOES:Jacqueline Futch Elvira Garcia-RodriguezLinda Maddox Kelly RhinehartHeather Ruiz Donald SmithKristen WalkerUES:Wendy Anderson Pamela CooperEmily Figured Ana PazCrystal Rodriguez Sasha TackLori WhitedLES:Tammy Bass Pamela J. CooperRebecca Doud Sarah FavaraCathy Kirby Rachel KirklandMelissa Moore Stephanie WilliamsCHS:Cynthia De Las Salas Joshua GrovesMike Kemp Fred M. ParanthaVicki Parantha Tiffany RojasPhillip Summers Mary Thomas


Professional Development for Digital LearningClewiston Sub-Office:Gregory Zimmerly Susan SmithSandra Van Wagner Aimee SweetPamela Cooper Veronica RoquettEva Marie SprouseWestside:Melinda Krause Dace GarzaJoanna Wojton Amy HathawayHope Alston Aimee Sweet

Professional Development for School Improvement Planning @ EESJacqueline Booth Ronald DierksSherry Irey Brooke BarnesAmanda Howard Ivette PorthSarah Sanchez Marrisa HolmanDanielle Dasher

Professional Development for “Eight Step Problem Solving”CES:Monica Crawford Kimberly IbebunjoBarbara Morrell Allison SheltonWES:Lisa Cannariato Lynn CutshawBarbara Fricke Dace GarzaAmy Hathaway Renee JacksonAimee Sweet

6/23/15 BOARD MEETING

CORRESPONDENCE & REPORTS

1) Donations

a) $100.00 from B.P.O.E. 1863 Elks Lodge to Clewiston High School for the Senior Class.

b) The following donations were received by Clewiston High School for the CriminalJustice Department:

1. $250.00 – Hendry County Fair & Livestock Show, Inc.2. $100.00 – R. Nigel & Joan Miller Jr.

c) $400.00 from Southern Coastal LLC to Clewiston High School to be used for CheerCamp.

d) $5,000.00 from H.E. Hill Foundation Inc. to Clewiston High School to be used for theAVID Program.

2) Educational Trip Request

a) CHS - Approx. 7 FFA Students + 3 chaperones to travel by county vehicle to Orlando,FL 6/29-7/3/15 to attend the FFA State Convention.

FINANCIAL AFFAIRS

1) Approval of Purchases (See Attached)

2) Bills (6/23/15) (See Attached)

3) Deletion of Property Record Items from Inventory (See Attached)

4) Internal Account Purchase Request

a) LHS – Taylor Publishing Co., Dallas, TX in the amount of $8,101.92 for the seconddeposit for the 2014-15 Yearbook.

5) First Bank Line of Credit Resolution (See Attached)

6) Permission to pay the bills on 6/30/15

BOARD MEETING06/23/20152014/2015

Purchase Orders

FINANCIAL AFFAIRS –

1. 1514140, Heartland Data Systems, Inc., Naples, Fl in the amount of $25,000.00 forAnnual Technical Support (2015-2016 school year). (General)

2. 1514147, Telecommunication Conexxions of Florida, Lehigh Acres, Fl in the amountof $186,100.35 for furnish and install new phone systems. (LCIF)

3. 1514190, Special Communications, LLC, Gainesville, Fl in the amount of $13,454.50for prof & tech services for school year 2014-2015. (Federal)

4. 1514293, Crumb’s Well Drilling, Clewiston, Fl in the amount of $9,910.00 for sprinklersystem installation at front of CMS. (LCIF)

5. 1514295, Rhodes Aluminum, Labelle, Fl in the amount of $10,400.00 for coveredwalkway for UES parent pickup. (LCIF)

6. 1514296, Rhodes Aluminum, Labelle, Fl in the amount of $23,600.00 for coveredwalkway for WES. (LCIF)

7. 1514305, Central Restaurant Products, Indianapolis, In in the amount of $6,190.15 for2 door freezer at LHS. (Foodservice)

8. 1514306, Central Restaurant Products, Indianapolis, In in the amount of $6,422.31 forChrome shelving, chrome post, casters at LHS & CHS. (Foodservice)

9. 1514312, EDMENTUM, Minneapolis, Mn in the amount of $14,650.00 for edoptionsacademy over enrollment licenses. (General)

10. 1514333, CDW-Government, Inc., Vernon Hills, Il in the amount of $16,681.92 forChromebooks, supplies. (Federal)



13. 1514343, CenturyLink, La in the amount of $17,119.79 for smartnet renewal. (General)

HEARTLAND DATA SYSTEMS, INC. 15141406718 LONE OAK BLVDNAPLES, FL 34109-6834

06/05/15100-9350-5-000-8200-3100-000-00000-00000-00

1 Annual Technical Support (2015-2016 25,000.0000 25,000.00School Year)Invoice # 1516001

9350-Information Technology $****25,000.00

Telecommunication Conexxions of Flo 15141475485 Lee Street Unit #3lehigh acres, FL 33971

06/05/15375-0001-5-000-7400-6820-000-00000-15386-00

1 CENTRAL ELEMENTARY 25,823.7300 25,823.731 COUNTRY OAKS ELEMENTARY 27,102.7200 27,102.721 EAST/WEST ELEMENTARY 44,207.9900 44,207.991 LABELLE ELEMENTARY SCHOOL 23,348.2700 23,348.271 LABELLE HIGH SCHOOL 39,730.7700 39,730.771 UPTHEGROVE ELEMENTARY 24,086.8700 24,086.871 BACK UP UNITS 1,800.0000 1,800.00FURNISH AND INSTALL NEW PHONE SYSTEM.PRICING PIGGY BACK OFF OF LEE COUNTYCONTRACT #R127066JM PROPOSAL DATED6/4/15

PO-SHIPPING-TRANSPORTATION $***186,100.35

Special Communications, LLC 1514190Attn: PMB 161P.O. Box 357490Gainesville, FL 32635-7490

06/09/15420-9130-5-000-6300-3100-000-2635A-5CB01-00

1 PROF. & TECH SERVICES FOR SCHOOL YEAR 13,454.5000 13,454.502014-2015

9130-EXCEPTIONAL STUDENT EDUCA $****13,454.50

CRUMB'S WELL DRILLING 15142933200 HENDRY ISLES BLVD.CLEWISTON, FL 33440

06/15/15375-0001-5-000-7400-6820-000-00000-15386-00

1 Sprinkler system installation at front 9,910.0000 9,910.00of CMS

PO-SHIPPING-MAINTENANCE:LABELLE $*****9,910.00

RHODES ALUMINUM 1514295P. O. Box 2398LABELLE, FL 33975

06/15/15375-0001-5-000-7400-6820-000-00000-15386-00

1 Covered walkway for UES parent pickup 10,400.0000 10,400.00PO-SHIPPING-MAINTENANCE:LABELLE $****10,400.00

RHODES ALUMINUM 1514296P. O. Box 2398LABELLE, FL 33975

06/15/15375-0001-5-000-7400-6820-000-00000-15386-00

1 Covered walkway for WES 23,600.0000 23,600.00PO-SHIPPING-MAINTENANCE:LABELLE $****23,600.00

Central Restaurant Products 15143057750 GeorgetownIndianapolis, IN 46268-4135

06/16/15410-0181-5-000-7600-6410-000-00000-00000-00

1 2 DOOR FREEZER, PRMIUM S/S ALUM 6,190.1500 6,190.15INTERIOR, S/S EXTERHINGE LOCATION LEFT, RIGHTTRUE # STA2F-2SITEM # 675-665-LT-RTFREE SHIPPING

0181-LABELLE HIGH SCHOOL $*****6,190.15

Central Restaurant Products 15143067750 GeorgetownIndianapolis, IN 46268-4135

06/16/15Multiple

64 CHROME SHELVING, 24"WX60"L FOR DRY 28.9200 1,850.88STORAGE, ITEM # 835-117-CHR

28 CHROME SHELVING, 24"WX72"L FOR DRY 34.7300 972.44STORAGE, ITEM # 835-118-CHR

12 CHROME SHELVING, 24:WX48"L FOR DRY 23.5400 282.48STORAGE, IEM # 835-116-CHR

104 CHROME POST, 86 3/4"H FOR DRY STORAGE, 7.9100 822.64ITEM # 835-127-CHR-NO CASTERS

26 SET OF 4 CASTERS, 2 SWIVEL, 2 W/BRAKES, 45.5300 1,183.78ECONOMY SHELFING, ITEM # 835-040

1 SHIPPING 1,310.0900 1,310.09410-0181-5-000-7600-6410-000-00000-00000-00

410-0201-5-000-7600-6410-000-00000-00000-00PO-SHIPPING-WAREHOUSE $*****6,422.31

EDMENTUM 1514312Attn: GAIL BOWERSN.W. 7504, P.O. BOX 1450MINNEAPOLIS, MN 55485-7504

06/16/15100-9105-5-000-7200-6920-000-00000-00000-00 06/16/2015

1 EdOptions Academy Over Enrollment 14,650.0000 14,650.00Licenses

PO-SHIPPING:INSTRUCTION $****14,650.00

CDW-GOVERNMENT, INC. 1514333Attn: Todd Short230 N. MILWAUKEE AVENUEVERNON HILLS, IL 60061

06/17/15Multiple Vendor Notes::

DELIVER TO THE WAREHOUSE - AS PER QUOTE:FWLS820 AND GFRT720 - FOR LES

48 3331102 - ASUS CHROMEBOOK C300MA 13.3 32 289.0000 13,872.00GB 4 GB

48 2856676 - ACAD GOOGLE CHROME MANAGEMENT 30.0000 1,440.00- LIC/SUPPORT

48 3254461 - CHROME WHITE GLOVE CONFIG SVC. 14.0000 672.0048 2086051 - LOGITECH BLACK MOUSE 6.7500 324.0048 744081 - KENSINGTON HEADPHONES 7.7900 373.9248 338520 - ASSET TAG W/INSTALL 0.0000 0.00

420-0151-5-101-5100-5100-000-2125A-5CB01-00420-0151-5-101-5100-6440-000-2125A-5CB01-00420-9141-5-101-5100-6440-000-2125A-5CB01-00420-9141-5-101-5100-6920-000-2125A-5CB01-00420-9141-5-000-5100-3100-000-2125A-5CB01-00

PO-SHIPPING-WAREHOUSE $****16,681.92



DELIVER TO THE WAREHOUSE - AS PER QUOTE:FWLS820 AND GFRT720 - FOR EES


48 2856676 - ACAD GOOGLE CHROME MANAGEMENT 30.0000 1,440.00- LIC/SUPPORT



PO-SHIPPING-WAREHOUSE $****16,681.92



DELIVER TO THE WAREHOUSE - AS PER QUOTE:FWLS820 AND GFRT720 - FOR UES


24 2856676 - ACAD GOOGLE CHROME MANAGEMENT 30.0000 720.00- LIC/SUPPORT



PO-SHIPPING-WAREHOUSE $*****8,340.96

CenturyLink 1514343LISA BURKETTACCT.EXECUTIVE/ED. SPEC.e/mail:AFTER ORD., LA 71211-4786

06/17/151 Smartnet Renewal 17,119.7900 17,119.797/1/15 - 6/30/15100-9350-5-000-8200-3100-000-00000-00000-00

9350-Information Technology $****17,119.79

BOARD MEETING06/23/20152015/2016

Purchase Orders

1. 1610003, Max Davis Associates, West Palm Beach, Fl in the amount of $10,171.00 forCopiers at LMS. (LCIF)

2. 1610004, Max Davis Associates, West Palm Beach, Fl in the amount of $5,738.00 forCopier at LHS. (LCIF)

3. 1610005, Max Davis Associates, West Palm Beach, Fl in the amount of $5,738.00 forCopier at LES. (LCIF)

4. 1610008, Max Davis Associates, West Palm Beach, Fl in the amount of $6,998.00 forCopier at COE. (LCIF)

5. 1610009, Max Davis Associates, West Palm Beach, Fl in the amount of $5,738.00 forCopier at CMS. (LCIF)

6. 1610011, Max Davis Associates, West Palm Beach, Fl in the amount of $5,738.00 forCopier at CES. (LCIF)

7. 1610014, Melissa Kelley’s LLC, Clewiston, Fl in the amount of $9,000.00 forCustodial services at Sub Office. (General)

8. 1610039, Max Davis Associates, West Palm Beach, Fl in the amount of $11,431.00 forCopiers at UES. (LCIF)

9. 1610048, Office Depot, Inc., Delray Beach, Fl in the amount of $5,100.00 for open p.o.for supplies. (General)

10. 1610049, SpringBoard, New York, Ny in the amount of $10,959.30 for springboard atCHS. (General)

11. 1610128, Jay Ammon-Architect, Inc., Longwood, Fl in the amount of $16,000.00 forInspection of work orders performed. (LCIF)

MAX DAVIS ASSOCIATES 1610003Attn: Randy Crowe1101 Northpoint ParkwaySUITE BWEST PALM BEACH, FL 33407

06/05/15376-0001-5-000-7400-6410-000-00000-00000-00

1 Copier 5,738.0000 5,738.001 Copier 4,433.0000 4,433.00

0020-LABELLE MIDDLE SCHOOL $****10,171.00


06/05/15376-0001-5-000-7400-6410-000-00000-00000-00

1 Copier 5,738.0000 5,738.000181-LABELLE HIGH SCHOOL $*****5,738.00


06/05/15376-0001-5-000-7400-6410-000-00000-00000-00

1 Copier 5,738.0000 5,738.000151-LABELLE ELEM SCH $*****5,738.00


06/05/15376-0001-5-000-7400-6410-000-00000-00000-00

1 Copier 6,998.0000 6,998.000191-COUNTRY OAKS ELEMENTARY S $*****6,998.00


06/05/15376-0001-5-000-7400-6410-000-00000-00000-00

1 Copier 5,738.0000 5,738.000061-CLEW MIDDLE SCH $*****5,738.00


06/05/15376-0001-5-000-7400-6410-000-00000-00000-00

1 Copier 5,738.0000 5,738.000171-CENTRAL ELEM $*****5,738.00

Melissa Kelley's LLC 16100142050 Panama AvenueClewiston, FL 33440

06/05/15100-9205-5-000-7200-3900-000-00000-00000-00

1 Custodial Services for Clewiston 9,000.0000 9,000.00Sub-OfficeFY 2015-16

PO-SHIPPING-SUB OFFICE $*****9,000.00


06/05/15376-0001-5-000-7400-6410-000-00000-00000-00

1 Copier 6,998.0000 6,998.001 Copier 4,433.0000 4,433.00

0192-UPTHEGROVE ELEM. SCHOOL $****11,431.00

OFFICE DEPOT, INC 16100482200 OLD GERMANTOWN RDFILE#91587/ACCT29089697DELRAY BEACH, FL 33445

06/12/15100-9002-5-000-6400-5100-000-00000-16072-00

1 Open PO for supplies for New Teacher 5,100.0000 5,100.00Induction Program

PO-SHIPPING:INSTRUCTION $*****5,100.00

SpringBoard 161004945 Columbus AvenueNew York, NY 10023

06/12/15100-0201-5-103-5100-5250-000-00000-16011-00

1 SpringBoard order as per attached 9,963.0000 9,963.001 Shipping 996.3000 996.30Note: Textbooks exempt from quoteprocess

CLEWISTON HIGH SCHOOL $****10,959.30

JAY AMMON- ARCHITECT INC. 16101283246 LAKEVIEW OAKS DRIVELONGWOOD, FL 32779

06/17/15375-0001-5-000-7400-6820-000-00000-15386-00

1 INSPECTION OF WORK ORDERS PERFORMED 16,000.0000 16,000.007/1/14 - 6/30/15

PO-SHIPPING-TRANSPORTATION $****16,000.00

June 23, 2015

FUND BEG. ENDINGCHECK CHECKNUMBER NUMBER AMOUNT

I GENERAL OPERATING 146493 - 146659 $1,534,805.36

II & III DEBT SERV. & CAPT. OUT 006306 - 006312 $ 93,483.02

IV SPECIAL REV. – OTHER 045706 - 045760 $ 423,470.62

TOTAL: $2,051,759.00

Capital Projects 6/17/15

SCHOOLS

The modular installations are on track, concrete was poured on 6/17/15.

Acousti and MCM Paint have been working 7 days per week to complete the summerprojects in time. We are making good progress through the first two weeks of summer.

Fire alarm inspections by Fyr Fyter and EPS, Fire Safety Inspections by the County FireMarshalls and Health Inspections by the Health Department are all under way. TheHealth and Fire Inpsections always generates additional work.

The gym floor refinishing is on schedule, the Air Handler replacements at LHS is almostcomplete and the walls have been removed for the Handicap bathrooms at LHS.

We will be pouring sidewalk at UES next week ahead of the covered walkway that willtie in the two modulars that were installed last year.

BOARD MEMBER BUSINESS

1. 2015-16 Florida Diagnostic & Learning Resources System (FDLRS Heartland) Grant Application –For Informational Purposes Only (See Attached)

2. REMINDER – Financial Disclosure Forms are due by July 1, 2015.

SCHOOL BOARD MEETING AGENDA PACKET - … · handbook and assist us in making Hendry County the...

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