STUDENT PROGRESSION PLAN

(1)

~ An Equal Opportunity School District ~

2015 - 2016

STUDENT PROGRESSION PLAN

(2)

Student Progression Plan 2015-2016 Page 2 of 110

A. FIRST ENTRY 6

B. ENTRY FROM ANOTHER MARION COUNTY SCHOOL 7

C. ENTRY TO MCPS FROM PUBLIC OR PRIVATE SCHOOLS WITHIN FLORIDA 8

D. ENTRY TO MCPS FROM A HOME EDUCATION PROGRAM 9

E. MAXIMUM AGE OF ENROLLMENT IN REGULAR HIGH SCHOOL 9

F. VERIFYING RESIDENCE 10

II. GENERALINFORMATION 12

A. STUDENTS WITH DISABILITIES 12

B. HOMELESS STUDENTS/FAMILIES IN TRANSITION (FIT) 13

C. ENGLISH LANGUAGE LEARNER (ELL) STUDENTS 13

D. HOSPITALIZED/HOMEBOUND STUDENTS 13

E. MARRIAGE/PREGNANCY 14

F. COMPACT ON EDUCATIONAL OPPORTUNITY FOR MILITARY FAMILIES 14

III. TRANSFERS/WITHDRAWALS 14

A. TRANSFERRING TO ANOTHER MARION COUNTY PUBLIC SCHOOL 14

B. IN-STATE TRANSFER FROM NON-PUBLIC SCHOOL TO KINDERGARTEN 15

C. IN-STATE TRANSFER FROM NON-PUBLIC SCHOOL TO 1ST_GRADE ₁₅

D. UNDERAGE OUT-OF-STATE TRANSFER TO KINDERGARTEN AND 1ST_{GRADE FROM}

PUBLIC AND NON-PUBLIC SCHOOL 15

E. GRADE PLACEMENT 15

F. MANDATORY ATTENDANCE REQUIREMENTS 18

G. ATTENDANCE REQUIREMENTS TO EARN HIGH SCHOOL CREDIT 19

ELEMENTARY EDUCATION (GRADES K-5) 20

I. ELEMENTARYSCHOOLINSTRUCTION 20

A. REGULAR PROGRAM – GENERAL PROGRAM REQUIREMENTS 20

B. SUPPLEMENTAL AND INTENSIVE INSTRUCTIONAL SUPPORT 28

C. ACCELERATION (ACCEL) 29

II. REPORTINGSTUDENTPROGRESS 29

A. REPORT PROCESS 29

B. REPORT CARDS 30

C. GRADING SCALES 30

D. ANNUAL REPORT TO PUBLIC 31

III. ELEMENTARYGRADEPLACEMENT(K-5) 31

A. PROMOTION 32

B. RETENTION 32

(3)

SECONDARY EDUCATION: MIDDLE SCHOOL (GRADES 6-8) 38

I. MIDDLESCHOOLINSTRUCTION 38

A. REGULAR PROGRAM - GENERAL PROGRAM REQUIREMENTS 38

II. REPORTING STUDENT PROGRESS 49

A. REPORT CARDS 49

B. GRADING GUIDELINES 50

C. MAKE-UP ASSIGNMENTS AND ASSESSMENTS FOR ABSENCES 51

D. MIDDLE SCHOOL GRADE PLACEMENT 52

E. PROMOTION 52

F. ASSIGNMENT 53

G. RETENTION 53

III. HIGHSCHOOLCREDIT 54

A. GRADE FORGIVENESS 54

B. GRADE WEIGHTING 54

SECONDARY EDUCATION: HIGH SCHOOL (GRADES 9-12) 55

I. COURSEOFSTUDY 55

A. REGULAR PROGRAM-GENERAL REQUIREMENTS 55

II. ASSESSMENT/PROFICIENCY 64

A. ASSESSMENT 64

B. PROFICIENCIES 67

C. REMEDIATION 68

III. EARNINGCOLLEGECREDITINHIGHSCHOOL 68

A. ADVANCED PLACEMENT (AP) 68

B. ADVANCED INTERNATIONAL CERTIFICATE OF EDUCATION (AICE) 68

C. INTERNATIONAL BACCALAUREATE (IB) 69

D. CAREER PATHWAYS 69

E. DUAL ENROLLMENT 69

F. COLLEGIATE HIGH SCHOOL 72

IV. CAREERANDTECHNICALEDUCATION(CTE)PROGRAMSINHIGHSCHOOLS 72

A. OFFERINGS 72 B. SEQUENCE 72 C. COURSE DESCRIPTIONS 72 D. PARENTAL NOTIFICATION 73 E. COURSE SUBSTITUTIONS 73 F. CAREER PATHWAYS 73

G. FLORIDA GOLD SEAL 75

H. CAREER AND TECHNICAL STUDENT ORGANIZATIONS (CTSO) 75

V. GRADINGPROCEDURES 75

(4)

B. GRADE FORGIVENESS 77

C. AWARDING CREDIT 78

D. CALCULATING GRADUATION GPA 78

E. VALEDICTORIAN AND SALUTATORIAN 79

VI. FLORIDABRIGHTFUTURESSCHOLARSHIPPROGRAM 80

VII.ACTIVITIES 80

VIII.EXCEPTIONS 81

VIRTUAL SCHOOL OPTIONS 82

I. FULL-TIMEVIRTUALSCHOOLSTUDENTS 82

II. BLENDED(CONCURRENTLYENROLLED)VIRTUALSCHOOLSTUDENTS 84

III. HOMEEDUCATIONANDMARIONVIRTUALSCHOOL 84

EXCEPTIONAL STUDENT EDUCATION - ESE (GRADES K-12) 86

I. ADMISSIONANDPLACEMENTOFSTUDENTS 86

A. CURRICULUM AND INSTRUCTION 86

B. REPORTING STUDENT PROGRESS 88

C. ASSESSMENTS FOR STUDENTS WITH DISABILITIES 88

D. GRADE PLACEMENT OF EXCEPTIONAL EDUCATION STUDENTS 90

E. GRADUATION OPTIONS FOR EXCEPTIONAL EDUCATION STUDENTS 93

F. EDUCATIONAL EQUITY 100

SECTION 504 101

I. DEFINITION 101

II. ELIGIBILITY 101

III. ASSESSMENTS 101

IV. TRANSFERSTUDENTS 101

HOSPITAL HOMEBOUND (H/H) 102

I. ELIGIBILITY 102

II. ENROLLMENT 102

III. ATTENDANCEREQUIREMENTS 102

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) 103

I. ESOLPROGRAMTRANSFEROFELLSTUDENTS 103

(5)

III. GRADINGPROCEDURES 103

A. STUDENTS WITH LESS THAN TWO YEARS: 103

B. STUDENTS WITH TWO YEARS OR MORE: 103

IV. ALTERNATIVEASSESSMENTANDACCOMMODATIONSOFTHESTATE,DISTRICTWIDE,OR

CLASSROOMTESTS,K-12FORELLSTUDENTS 104

A. INSTRUCTIONAL CONTENT 104 B. TESTING 104 C. ACADEMIC ASSISTANCE 104 V. PROMOTION/RETENTION 104 A. K-12 ELL STUDENTS: 104 B. K-8 ELL STUDENTS: 105 C. 9-12 ELL STUDENTS: 105

VI. TRANSFEROFCREDIT 105

ADULT GENERAL EDUCATION AND ADULT POSTSECONDARY EDUCATION 106

I. ADULTGENERALEDUCATION 106

A. ADULT BASIC EDUCATION (ABE) 106

B. GENERAL EDUCATIONAL DEVELOPMENT (GED) PREPARATION 106

C. GRADUATION OPTIONS FOR ADULTS WHO HAVE LEFT MCPS 106

D. ADULT ENGLISH LANGUAGE LEARNERS (ELL) 107

E. GENERAL EDUCATIONAL DEVELOPMENT (GED) 107

F. ADULT CAREER PATHWAYS 108

II. POSTSECONDARYCAREER/TECHNICALPROGRAMS 108

A. POSTSECONDARY CAREER AND TECHNICAL CERTIFICATE PROGRAMS (PSAV) 108

B. CONTINUING WORKFORCE EDUCATION (CWE) 109

C. CAREER AND TECHNICAL BASIC SKILLS REMEDIATION 109

D. CO-ENROLLED CAREER AND TECHNICAL PROGRAMS 109

(6)

Student Progression Plan 2015-2016 Page 6 of 110 Before admitting a student to Florida schools for the first time, the school must have received the following documents as required by § 1003.21, Fla. Stat. (2015). Enrollment Registration Form may be obtained from the zoned school or from the Marion County Public Schools’ (MCPS) website: MCPS Enrollment Registration Form

Students entering kindergarten must be five years of age on or before September 1st_.

1. Verification of Age - One of the following documents must be provided:  Transcript of child's birth (Birth Certificate)

 Certificate of baptism, accompanied by parent’s affidavit  Insurance policy

 Bona fide Bible record, accompanied by parent’s affidavit  Passport

 School record

 Affidavit of age sworn to by parent, accompanied by a medical practitioner's statement

2. Evidence of immunization against communicable diseases

a) This must be documented on HRS Form 680 which may be obtained at the Department of Health. [HRS Form 680 for MMR (mumps, measles, and rubella), DPT (diphtheria, pertussis, and tetanus) and OPU (polio)]. There is a state requirement that 7th_{graders must have a series of three Hepatitis B injections, a}

tetanus booster, and a second measles shot. Students must provide proof of these immunizations before they may enroll in the 7th_grade.

b) Evidence that a health examination has been completed within one year prior to enrollment shall be provided. If documentation cannot be provided, a physical examination must be scheduled within 30 days.

If a student has ever been enrolled in a Florida public or private school anytime throughout his/her school career, a new physical exam is not required for entry. 3. Academic History

a) Last report card b) Transcript

c) Withdrawal Form

d) Each 1st_{grader who attended a private kindergarten will also need a letter from}

(7)

Student Progression Plan 2015-2016 Page 7 of 110 4. Proof of Marion County residency - One of the following sets of documents must be

provided:

 Copy of mortgage or lease/rental contract AND a copy of a recent (two months or less) electric bill in parent’s name

 Copy of a recent (two months or less) electric bill in parent’s name AND affidavit from landlord verifying residency

 Affidavit from head of household AND mortgage or lease/rental contract in the name of head of household AND a copy of a recent (two months or less) electric bill in name of head of household

5. Legal Documentation

If you are not the legal guardian or residential custodial parent of a student OR there is a court decision regarding release of information related to custody/restraining orders, etc., state law REQUIRES that one of the following documents be provided for enrollment:

 Court custody documentation stating specifications  Department of Children and Families Placement Letter

 Educational Guardianship (notarized documents verifying that the parent/legal guardian of student is incarcerated)

Upon initial admission or entry from one attendance zone to another in MCPS, evidence of residence must be presented to the receiving school. All addresses are subject to verification. Whoever knowingly makes a false statement in writing with the intent to mislead a public servant in the performance of his official duty shall be guilty of a misdemeanor of the second degree. [§ 837.06, Fla. Stat. (2015)]

1. Verifying Residence:

a) All addresses and changes of address are subject to verification. All student residence addresses and all documents submitted for verification are subject to validation by district staff. When a change of address occurs after initial enrollment, verification of the new residence is required. Students who are suspected of residing outside of Marion County, Florida, or in an attendance zone other than the student attendance zone for the school they are attending, will be reported to the district for a residency determination investigation.

(8)

Student Progression Plan 2015-2016 Page 8 of 110 2. Legal Documentation required for non-custodial parent/guardian

 Educational Guardianship (notarized documents verifying that the parent/legal guardian of student is incarcerated)

Enrollment Registration Form may be obtained from the zoned school or from the MCPS website: MCPS Enrollment Registration Form

The district presumes and enrolls students based on information provided by the parent until which time official records from the previous school district are received.

Parent should provide: 1. Academic History

a) Last report card b) Transcript

c) Withdrawal Form

2. Proof of Marion County residency - One of the following sets of documents must be provided:

 Copy of mortgage or lease/rental contract AND a copy of a recent (two months or less) electric bill in parent’s name

 Copy of a recent (two months or less) electric bill in parent’s name AND affidavit from landlord verifying residency

 Affidavit from head of household AND mortgage or lease/rental contract in the name of head of household AND a copy of a recent (two months or less) electric bill in name of head of household

3. Legal Documentation for non-custodial parent/guardian

(9)

Student Progression Plan 2015-2016 Page 9 of 110 1. General Guidelines

a) Students who are participating in a home education program may be admitted to MCPS on a full-time or part-time basis. Participation is on a space available basis and students must meet the same registration requirements as full-time students. [§ 1002.20, Fla. Stat. (2015)]

b) The school principal will establish the time and place for arrival and departure of home education students. The district is not responsible for the transportation of students in a home education program to or from the school. Students who attend on a part-time basis are subject to all applicable rules and regulations pertaining to full-time students. Students who are participating in a home education program may participate in extracurricular activities.

2. Exceptional students

Exceptional students will be provided services as required by law. Students with disabilities who are parentally placed in a home education/private school in Marion County may receive Exceptional Student Education (ESE) services based on a Service Plan, not an Individual Education Plan (IEP), developed by the serving school.

3. Registration for Classes

Students must register for all classes offered to home education students prior to the start of the semester they will attend, and a part-time student may not be enrolled in more than two courses. Full-time students will be given priority in course registration. Home education students who are excluded from a class at their zoned school due to space limitations may be assigned to another school if space in that class is available. [§ 1002.41, Fla Stat. (2015)]

4. Participation in Special Programs

Home education students may participate in Early College/Dual Enrollment, Marion Virtual School (MVS), Florida Virtual School (FLVS), Career and Technical Early College-Dual Enrollment, early admission, and credit by examination. Credit earned by home education students through Early College/Dual Enrollment shall apply toward the completion of a home education program that meets the requirements of § 1002.41, Fla Stat. (2015).

5. Graduation

Home education students transferring to MCPS must be full-time enrolled at a MCPS high school during their last two years prior to graduation in order to receive a diploma from the district. These students will be eligible for class ranking, honors, and awards.

(10)

Student Progression Plan 2015-2016 Page 10 of 110 enrolled student who is involved in a continuous study program shall be exempt from this age restriction. A student is deemed in a continuous high school study program even though such a program was interrupted by military service or illness. At no time will a student's continuous study program be extended beyond the end of the semester in which the student reaches his/her 20th_{year. Additionally, students must}

complete their continuous program of study within five school years of their initial entry to 9th_{grade, unless the program was interrupted by military service or illness.}

2. A person who has attained the age of 18 years on or before opening day of the school year, or the person’s date of enrollment, may be newly enrolled or re-enrolled in a regular high school program only if the person receives approval of the school principal and has a reasonable prospect to complete graduation requirements during that school year.

3. Students seeking to enroll or transfer to MCPS may enroll at any time; however, those enrolling after 20 days from the first day of any school year and who have not attended school elsewhere in the State of Florida or another state of jurisdiction during the school year of enrollment, may be recommended for placement in an appropriate program by the school principal. This policy applies to students who have attained their 16th_{birthday at the time of, or prior to enrollment in MCPS during the}

semester or grading period of enrollment. This policy does not apply to exceptional education students, or students who will or may qualify for Exceptional Student Education (ESE) placement, excluding gifted placement.

4. A person who is officially designated as an ESE student and assigned to special education shall be considered to be "in a continuous study program" when that student's Individual Education Plan (IEP) requires continued service by this school system to the age of 22 years.

5. In any instance consistent with the previous provision that admission or continued enrollment is denied, school personnel shall make recommendations for appropriate alternatives that would provide students with a means to continue their education. 6. Any further exception to this policy shall be made by the superintendent on the

recommendation of the principal of the high school involved or by the director of ESE in the case of an exceptional child.

1. All addresses and changes of address are subject to verification. All student residence addresses and all documents submitted for verification are subject to validation by district staff. When a change of address occurs after initial enrollment, verification of the new residence is required. Students who are suspected of residing outside of Marion County, Florida, or in an attendance zone other than the student’s attendance zone for the school they are attending, will be reported to the district for a residency determination investigation.

(11)

Student Progression Plan 2015-2016 Page 11 of 110 is found to be attending an out-of-zone school as the result of giving false or misleading information at registration, shall immediately be transferred to the school serving the student’s residential attendance zone or withdrawn and advised to enroll in the appropriate school in their county of legal residence. Any disagreement regarding the investigative finding will be reviewed by the deputy superintendent. 3. Whoever knowingly makes a false statement in writing with the intent to mislead a

public servant in the performance of his official duty shall be guilty of a misdemeanor of the second degree. [§ 837.06, Fla. Stat. (2015)]

4. A minor child’s residence is that of the child’s parent or parents. A child residing in Marion County, Florida must be enrolled in and attend the public school that serves the child’s residential attendance zone, unless otherwise authorized by the Student Assignment and Records Department, Exceptional Student Education (ESE) school assignment, disciplinary assignment under the Student Code of Conduct, assignment by the school board “in lieu of expulsion”, a “no contact order” entered by a court of competent jurisdiction, or assignment by the superintendent under MCPS Board Policy 5.20.

5. Special enrollment requirements exist for students seeking admission to a high school magnet program.

a) Both parents residing in Marion County but in different school zones:

(1) If a child’s parents physically reside in separate residences located in different residential attendance zones (e.g. the child’s parents are divorced, or living separate and apart under court order) and the child rotates between the parents’ residences, the child shall be enrolled in and attend the school zoned for the residence of the parent in which the child physically resides (stays) for 51% or more of the time. If the actual physical rotation is 50/50 and the parents reside in separate residential attendance zones, the school of enrollment shall be selected by the parents. If there is no court order, the parents’ declaration of primary residence should be accepted.

(2) For Enrollment: The parent with whom the student is going to be residing

during the school year shall show proof of residency along with the other items required for registration.

b) A legal parent not living in Marion County (resides in another county, out-of-state, or out of the country) requesting that the student reside with a parent living in Marion County:

The parent residing in Marion County shall show proof of residency along with the other items required for registration.

(12)

Student Progression Plan 2015-2016 Page 12 of 110 This option is not permitted. The student must enroll in the zoned school based on the residence of the parent.

d) A parent residing in Marion County relinquishing formal legal custody of his/her child to someone (e.g., aunt, friend, grandparent, etc.) residing in a different school zone:

(1) Extenuating circumstances must be documented. The guardianship must be due to the fact that the parent is truly not capable of caring for the student. This type of transfer is not available if the student’s parent is not suffering from a documented physical, mental, or financial infirmity which, by ordinary and reasonable standards, precludes the parent from actually caring for the student.

(2) Once the extenuating circumstances have been validated with legal documentation, the student shall be allowed to enroll in a school zoned for the residence of the legal guardian/custodian.

e) A parent NOT residing in Marion County requesting that his/her child reside with someone other than a parent, (e.g., aunt, friend, grandparent, etc.), and there is no parent living in the district:

Extenuating circumstances must be documented. If the student’s parent is not suffering from a documented physical, mental, or financial infirmity which, by ordinary and reasonable standards, precludes the parent from actually caring for the student, this transfer should not be approved.

f) Students who have been expelled or recommended for expulsion in another school district:

The Marion County School Board will uphold the expulsion of a student from another school district.

The purpose of the instructional program is to provide appropriate instruction and selected services to enable students to perform academically at their grade level or higher while recognizing the wide range of student abilities, motivation, interests and development.

1. Exceptional students who are not in school should be referred directly to Child Find at the Florida Diagnostic and Learning Resources System (FDLRS). All children with disabilities residing in Florida, including children with disabilities attending private schools, regardless of the severity of their disabilities, and who are in need of special education and related services, are identified, located, and evaluated and a practical method is developed and implemented to determine which children with disabilities are currently receiving needed special education and related services.

(13)

Student Progression Plan 2015-2016 Page 13 of 110 including children with disabilities who have been suspended or placed in an alternative education program. Students with disabilities continue to be eligible for FAPE through age 21, even if they have earned a General Educational Development (GED) credential. To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from general educational environment occurs only when the nature or severity of the disability of a child is such that education in general classes with the use of supplementary aids and services cannot be achieved satisfactorily.

3. In order to comply with Section 504 and the American Disabilities Act (ADA), school personnel must identify students who are eligible for Section 504/ADA protections and services, and implement procedures to ensure that they receive a free appropriate public education.

Homeless students as defined in § 1003.01, Fla. Stat. (2015), including homeless unaccompanied youth, are permitted to enroll in MCPS, must have access to free and appropriate education (FAPE), must be admitted to school in the school district in which they or their families live, and must not be placed in a separate school or program within a school based on their homeless status. Homeless children and youth are provided services comparable to those offered to other students enrolled in MCPS to ensure they have an equal opportunity to meet student academic achievement standards. All homeless students are eligible for free breakfast and lunch. The district shall assist homeless children in meeting the requirements of § 1003.22, Fla. Stat. (2015), as well as local requirements for documentation.

The education of the English Language Learner (ELL) is tailored to the student’s needs through design, scheduling, instructional strategies, philosophy, and learning activities by the identification, assessment, and classification process. English language instruction for ELL students shall utilize English for Speakers of Other Languages (ESOL) instructional strategies in approach; provide courses leading to English language proficiency; ensure the student’s identification and assessment, classification and reclassification; ensure access to appropriate ESOL instruction and to categorical programs and services; ensure qualified instructional personnel and monitoring for program compliance, equal access, and program effectiveness. [§ 1003.56, Fla. Stat. (2015)]

(14)

Student Progression Plan 2015-2016 Page 14 of 110 Students who become or have become married and students who are pregnant shall not be prohibited from attending school. These students and students who are parents shall receive the same educational instruction or its equivalent as other students, but may voluntarily be assigned to a class or program suited to their special needs. Pregnant teens may participate in a teenage parent program. Pregnant students may attend alternative education programs or adult education programs, provided that the curriculum allows the student to continue to work toward a high school diploma. [§ 1003.54, Fla. Stat. (2015)]

MCPS participates in the Interstate Compact on Educational Opportunity for Military Children, the purpose of which is to remove barriers to educational success imposed on children of military families because of frequent moves and deployment of their parents. The district will implement the requirements listed in § 1000.36, Fla. Stat. (2015).

Dependent children of active duty military personnel who otherwise meet the eligibility criteria for special academic programs offered through public schools shall be given first preference for admission to such programs even if the program is being offered through a public school other than the school to which the student would generally be assigned. If such a program is offered through a public school other than the school to which the student would generally be assigned, the parent of the student must assume responsibility for transporting the student to that school. For purposes of this subsection, special academic programs include magnet schools, advanced studies programs, dual enrollment, Advanced Placement (AP), Advanced International Certificate of Education (AICE), and International Baccalaureate (IB). [FS 1003.05(3)

Within Marion County schools, parents will be expected to formally withdraw their child from a previous school before enrolling at another Marion County public school. The sending school will provide the parent with a copy of HRS Form 680/immunization record from the Student Information System along with the appropriate withdrawal form. If there are extenuating circumstances, the principal may deal with this process on an individual basis.

Parent shall provide: 1. The parent’s ID

(15)

Student Progression Plan 2015-2016 Page 15 of 110 Students transferring from a non-public Florida kindergarten to MCPS must be five years of age on or before September 1st_{, provide proof of immunization, and meet first entry to the State of}

Florida criteria.

1. A child must have successfully completed kindergarten in a non-public Florida school, must be six years of age on or before September 1st_{of the school year in which}

admission to the 1st_{grade is being sought, and meet first entry to the State of Florida}

criteria.

2. Students transferring to 1st_{grade from a non-public kindergarten program will need}

written verification of successful completion of kindergarten from the non-public school attended. Students not meeting the above requirements for 1st_{grade will be}

enrolled in kindergarten.

Entry into kindergarten and 1st_{grade by out-of-state transfer students who do not meet regular}

age requirements for admission to Florida public schools, shall be based on their previous state’s age requirements. Documentation of attendance in the grade level in which the student is enrolling may be requested.

When a student transfers to MCPS from a public or non-public school, it will be the responsibility of the principal of the previous school to determine grade level placement. The student will be academically screened to determine best placement within the school, as needed. From a home education program, it will be the responsibility of the principal/designee of the receiving school to assess the student’s achievement level.

1. Home Education:

The following will be considered by principals for placement of home education students:

a) Review of the required home education annual evaluation (acceptable options include student portfolio, nationally normed achievement test, state student assessment test, psychological evaluation, or other approved valid measurement tool).

(16)

Student Progression Plan 2015-2016 Page 16 of 110 be made by demonstrating mastery of district learning objectives. The principal shall have the final decision regarding student placement.

2. Middle Grades

Procedures relating to the acceptance of transfer work and courses for students entering Florida’s public schools composed of middle grades 6, 7, and 8 from out-of-state or out of the country are as follows:

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

b) Validation of courses shall be based on performance in classes at the receiving school. A student transferring to a school shall be placed at the appropriate sequential course level and should be passing each required course at the end of the first grading period.

3. High School Credit Earning Courses

The grade placement of students transferring from other states or private schools shall be determined by the principal of the receiving school after receipt of the official student records or transcripts. The principal has the responsibility for all phases of the school program including the awarding of credit, certification that graduation requirements have been met, and the approval of acceptable credits for transfer students. Credits toward graduation are earned as a result of a passing grade in a bona fide credit course that is listed with an official Department of Education (DOE) course code number.

a) All evidence of work or credits earned through traditional sources that are accredited by a recognized regional or state accrediting agency shall be accepted without further validation and shall be based on an official transcript authenticated by proper school authority.

b) Credits earned through alternative delivery systems (public and non-public special purpose schools, distance learning, and supplementary education programs) that are accredited by a recognized regional accrediting agency must be accepted upon review of the student’s official transcript. Principals/designee must evaluate and advise the parent and student of the acceptability of the credits for purposes of graduation.

c) Seniors who enroll in non-public school programs for the purpose of earning credit(s) for graduation should do so, such that, all final grades can be received and reviewed for acceptance by the deadlines as all other seniors’ final grades. Two weeks for review and acceptance should be provided.

(17)

Student Progression Plan 2015-2016 Page 17 of 110 alternative grade into a letter grade. [§ 1003.437, Fla. Stat. (2015)] Alternative grading systems will not be reflected in district and state grade point average (GPA) calculations. Acceptable grades will continue to be A, B, C, D, or F.

e) Credits and grades earned from unaccredited schools shall be accepted at face value if submitted on an official transcript. An official transcript is sent directly from the past administrator to the present administrator and should clearly identify the school, the student, the course number, date the course was taken, credit earned, and grade in each course. The transcript should be on official school letterhead and/or be embossed with the school seal.

(1) In order to receive credit for any course completed within the past year, a student shall pass a school-based competency exam if an examination is available for that subject. For those subjects where a test is not available, a curriculum outline, materials utilized, samples of work generated, and an indication of time devoted to study of the course shall be required.

(2) In order to receive credit for any course completed prior to the past year, the principal/designee shall use discretion in determining whether a final examination shall be required.

(3) Credit granted for courses shall receive pass/fail grades only.

(4) Credit for courses shall not carry the Honors designation. However, should a student earn an A or B on a school-based competency exam in an Honors course, the Honors designation will be provided. (The student would receive a “pass” grade). The Advanced Placement (AP) designation will only be provided if the student has taken the relevant AP examination and had earned a score of three or greater on that exam.

f) Beginning with the 2012-2013 school year, if a student transfers to a Florida public high school from out of the country, out-of-state, a private school, or a home education program, and the student’s transcript shows credit in Algebra 1, the student must take and pass the statewide, standardized Algebra 1 End-of-Course (EOC) exam or earn a comparative score on another assessment as provided for under § 1008.22, Fla. Stat. (2015), in order to earn a Florida standard high school diploma, unless the student passed a statewide Algebra 1 assessment given by the transferring entity, or the student passed the high school mathematics assessment used by the transferring entity to meet Elementary and Secondary Education Act (ESEA)/No Child Left Behind (NCLB) requirements.

g) If a student’s transcript shows a credit in high school reading or English Language Arts (ELA) II or III, the student must meet the testing requirements required for their cohort as established by state statute.

h) 11th_{– 12}th_{Grade Out-of-State/Country: Students who enter a Florida public}

school at the 11th_{or 12}th_{grade from out-of-state or from a foreign country shall}

(18)

Student Progression Plan 2015-2016 Page 18 of 110 instruction in English language acquisition. However, to receive a standard high school diploma, a transfer student must earn a 2.0 or greater grade point average (GPA) and meet related testing requirements or an alternate assessment as described in § 1008.22, Fla. Stat. (2015). [§ 1003.433, Fla. Stat. (2015)]

i) Foreign Exchange Students Admissions/Entry: For the purpose of the cultural experience, foreign exchange students may be enrolled in MCPS, but are NOT eligible for diploma options.

1. All children who have attained the age of six years or who will have attained the age of six years by February 1st_{of any school year or who are older than six years of age but}

who have not attained the age of 16 years, except as otherwise provided, are required to attend school regularly during the entire school term. [§ 1003.21, Fla. Stat. (2015)] 2. Students who attain the age of 16 years during the school year are not subject to

compulsory school attendance beyond the date upon which they attain that age if the student completes MCPS Form STS40 (Student Declaration of Intent to Terminate School Enrollment) and completes a Florida Department of Education (FLDOE) exit interview and survey. The declaration must acknowledge that terminating school enrollment is likely to reduce the student’s earning potential and must be signed by the student and the student’s parent. MCPS must notify the student’s parent of receipt of the student’s declaration of intent to terminate school enrollment. [§ 1003.21, Fla. Stat. (2015)]

3. Each parent is responsible for the child’s regular school attendance. Each student is expected to attend school every day and be punctual. Failure to attend school in a regular and timely fashion hinders the education process and may result in failing grades. [§ 1003.24, Fla. Stat. (2015)]

4. Schools are required to track excused and unexcused absences to prevent the development of a pattern on non-attendance. Refer to MCPS Code of Student Conduct for more information.

a) If a student has had at least five unexcused absences for which the reasons are unknown within a calendar month or 10 unexcused absences or absences for which the reasons are unknown within a 90 calendar day period, the student’s primary teacher shall report to the school principal/designee that the student may be exhibiting a pattern of non-attendance. [§ 1003.26, Fla. Stat. (2015)] b) A student who has 15 or more unexcused absences within a 90 calendar day

period is considered a habitual truant and interventions leading to court action may occur [§ 1003.27, Fla. Stat. (2015)]

(19)

Student Progression Plan 2015-2016 Page 19 of 110 1. If a student withdraws prior to completing/earning a high school diploma, he/she must complete MCPS Form STS40 (Student Declaration of Intent to Terminate School Enrollment) and a Florida Department of Education (FLDOE) exit interview and survey. 2. In meeting the requirements for high school credit attainment, one full credit means a

minimum of 135 hours of bona fide instruction in a designated course of study which contains intended outcomes as presented in the State of Florida course descriptions or the equivalent of 6 semester hours of college credit For schools using block scheduling, the hour requirement is adjusted to 120. [§ 1003.436, Fla. Stat. (2015)] 3. The requirements for one-half credit shall be one-half the requirements specified in §

1003.436, Fla. Stat. (2015).

4. Students are permitted to make up work for hours of school missed for excused or approved absences as defined in MCPS Code of Student Conduct. Completed make up work will be recorded as bona fide hours of instruction and will be a part of the required minimum 135 hours of instruction for a designated course.

5. Students may be awarded credit for less than 135 hours of instruction if they have demonstrated mastery of the course requirements and appropriate Next Generation Sunshine State Standards (NGSSS)/Florida Standards (FS). This demonstration includes performance-based instruction, and assessment or course modifications that combine courses.

(20)

Student Progression Plan 2015-2016 Page 20 of 110 1. Student Performance

a) Elementary curriculum includes the Florida Standards (FS) and the Next Generation Sunshine State Standards (NGSSS). Each district establishes district levels of performance for student progression in English Language Arts (ELA), mathematics, science, and social studies, for each grade level that include the state levels of performance on statewide assessments (Florida Standard Assessments [FSA] and Florida Comprehensive Assessment Test [FCAT] 2.0) as defined by the commissioner of education. [§ 1008.22, Fla. Stat. (2015)] Curriculum maps have been developed for core courses and are outlines used as a basis for developing instructional units and learning activities. Course offerings are based on the Florida Department of Education (FLDOE) Course Code Directory http://www.fldoe.org/articulation/CCD/. Teachers will use and follow the curriculum maps, outlined instructional units, and learning activities that have been created. [§ 1003.41, Fla. Stat (2015)]

b) For grades and subjects in which no current state assessments are administered, the district must establish and assess expected levels of performance for student progression using district-selected assessments such as students’ class work, observations, tests, district and other assessments, or other relevant information. c) It is the responsibility of the classroom teacher to screen, instruct, assess, and

monitor the progress of student proficiency on all Florida Standards (FS)/Next Generation Sunshine State Standards (NGSSS). Teacher lesson plans should reflect the teaching of FS/NGSSS for kindergarten through 5th_{grade, including}

English Language Learners (ELL) and Exceptional Student Education (ESE) accommodations, when applicable. Standards will be consistently taught and assessed throughout the year. Assessment of proficiency will be based on FS/NGSSS Decision Trees found in the MCPS K-12 Comprehensive Research-based Reading Plan, supplemental materials, student work samples, observation of the student’s performance, and student self-assessment. [§ 1008.22, Fla. Stat. (2015)]

(21)

Student Progression Plan 2015-2016 Page 21 of 110 reading instruction until the reading deficiency is remedied. [§ 1008.25, Fla. Stat. (2015)]

e) The Department of Education (DOE) shall implement the school readiness uniform screening developed by the Florida Partnership for School Readiness. DOE requires that all school districts administer the kindergarten uniform screening to each kindergarten student upon the student’s entry into kindergarten. [§ 1002.69, Fla. Stat. (2015)]

f) The comprehensive program for student progression uses assessment data, including universal screening and ongoing progress monitoring, to evaluate the effectiveness of instruction, identify students needing more intensive instructional support, and monitor each student’s response to implemented interventions. Students who do not meet grade level expectations receive increasingly intense intervention services. The areas of academic need and intervention strategies are defined through a problem-solving/Multi-Tier System of Supports (MTSS) process. Multiple tiers of increasingly intense instruction/intervention services are implemented to support student academic proficiency. Students are matched to strategic and intensive interventions based on data from multiple assessment sources. Student progression decisions consider the effectiveness of core instruction and the student’s response to evidence-based interventions. Interventions for academics and/or behavioral deficiencies will be provided through the MTSS process.

g) Parents may not refuse remedial/intervention services. The district has the authority and responsibility to design the student’s course of study. It is the school that is held accountable for the student’s progress.

2. Curriculum and Instruction

a) Each student in grades K-5 will receive regularly scheduled instruction based on the district-adopted curriculum program which includes state/district-approved materials and/or textbooks for the assigned grade level and Florida Standards (FS)/Next Generation Sunshine State Standards (NGSSS). Reading instruction will follow the MCPS K-12 Comprehensive Research-based Reading Plan. Courses include English Language Arts (ELA), mathematics, science, and social studies. b) In addition to initial instruction, immediate intensive intervention which includes

the Multi-Tier System of Supports (MTSS) model, is also provided to students who continue to demonstrate any deficiency. Intensive instruction is associated with the following characteristics:

(1) Diagnosis/prescription

(2) Specific skill remediation based on error analysis

(3) Repeated exposure

(4) Smaller portions of text or content

(5) Guided and independent practice

(6) Integration of skills into all content areas

(22)

Student Progression Plan 2015-2016 Page 22 of 110 (8) Criterion-based evaluation

(9) Differentiated instruction

c) The physical education (PE) program stresses physical fitness and encourages healthful, active lifestyles and encourages all students to participate. [§ 1003.01, Fla. Stat. (2015)] PE shall consist of physical activities of at least a moderate intensity level and for a duration sufficient to provide a significant health benefit to students subject to the differing capabilities of students. Elementary PE programs must be offered 150 minutes per week, so that on any day during which PE instruction is conducted there are at least 30 consecutive minutes per day. [§ 1003.455, Fla. Stat. (2015)] The requirement shall be waived for a K-8 student who meets one of the following criteria:

(1) The student is enrolled or required to enroll in a remedial course

(2) The student's parent indicates in writing to the school that the parent requests the student enroll in another course from among those courses offered as options by MCPS

(3) The student is participating in physical activities outside the school day which are equal to or in excess of the mandated requirement

Students whose parents waive the PE requirement will be enrolled in an enrichment or elective course offered by the school. Placement will be made at the discretion of the principal and on a space available basis.

Parents may complete a waiver for PE at the school site. This type of exception must be renewed annually. [§ 1003.455, Fla. Stat. (2015)]

3. School Schedules

Flexibility in designing school schedules is permissible; however, the schedule must include a minimum of 90 minutes of uninterrupted literacy instruction and an additional 30 minutes of intervention instruction for students who are deemed non-proficient in reading based on assessment tools outlined in the MCPS K-12

Comprehensive Research-based Reading Plan. A minimum of 60 minutes of

mathematics instruction will be included in the school day. The schedule will include a minimum of 150 minutes of physical education (PE) per week. The instructional schedule will be at least five hours. School schedules may reflect the integration of subjects, including science, social studies, writing, technology skills, career education, comprehensive health education, creative/critical thinking skills, character education, Spanish or other world languages, and other areas deemed necessary to provide an appropriate instructional curriculum for each school. [§ 1011.61, Fla. Stat. (2015)] 4. Grouping for Instruction

(23)

Student Progression Plan 2015-2016 Page 23 of 110 grouping of students shall provide opportunities for the regrouping of students during a portion of the school day (i.e., within the general education classroom, during specials, lunch, or other portion of the school week).

b) Ability groups are organized according to accelerated needs such as higher-level coursework or remedial needs of individual students. Ability group configurations are flexible and continually monitored for student progress and movement. Grouping (whole class, within the grade level, and/or across grade levels) arrangements may include, but are not limited to:

(1) Flexible grouping strategies to meet needs of individual student populations

(2) Intervention-based grouping determined by screening, diagnostic, progress monitoring, or other assessments

(3) Cooperative grouping

(4) Small groups of mixed ability, and like ability (5) Ability grouping for portions of school day (6) Multi-age classes

(7) Departmentalization

(8) Team teaching within or across grade levels or looping (teacher instructing class for multiple years)

(9) Other accelerated options as described in § 1002.3105, Fla. Stat. (2015) (10) Other grouping based on qualification for Exceptional Student Education

(ESE) or English Language Learners (ELL) (e.g. inclusion model/support facilitation)

5. Expectations:

It is expected that all children can learn given the time and resources, and can make satisfactory progress through the grades. Each year, most students will be able to achieve a level of academic proficiency and social and emotional development, which will enable them to benefit from instruction in the next grade. However, some students may require more than the usual amount of time in school to develop their educational potential.

6. Curriculum:

The district-adopted curriculum program includes content-specific instructional plans, state/district-approved materials and/or textbooks for the assigned grade level as defined by Florida Standards (FS)/Next Generation Sunshine State Standards (NGSSS) in English Language Arts (ELA), mathematics, science, and social studies. Overall student performance on state/district curriculum content is based on proficiency utilizing district-adopted textbooks and supplemental materials approved for the assigned grade level, as well as district and state assessments.

7. Assessment:

(24)

Student Progression Plan 2015-2016 Page 24 of 110 evaluate instructional effectiveness, enhance learning gains of all students, and to inform parents of the educational progress of their child(ren). [§ 1008.22, Fla. Stat. (2015)]

a) Statewide Assessments

(1) Each student must participate in statewide assessment tests required by § 1008.22, Fla. Stat. (2015). Each student who does not meet specific levels of performance in English Language Arts (ELA), mathematics, and science, for each grade level, or who does not meet specific levels of performance as determined by the commissioner of education on statewide assessments at selected grade levels, must be provided with additional diagnostic assessments to determine the nature of the student’s difficulty and areas of academic need. [§ 1008.25, Fla. Stat. (2015)]

(2) Beginning with the 2014-2015 school year, the Florida Standards Assessment (FSA) replaces the FCAT 2.0 in ELA/reading and mathematics. Student placement/proficiency for 2015-2016 is based on FSA results. (3) Schools are prohibited from suspending a regular program of curricula to

administer practice tests or engage in other test preparation activities for a statewide assessment.

(4) Students with disabilities may be alternately assessed if the Individual Education Plan (IEP) team determines that regular statewide assessments are not appropriate.

(5) When English Language Learner (ELL) students have been receiving their education in English for less than one year, they have the option of a reading exemption, although without the award of a standard high school diploma.

b) District Assessments

(1) Each school will administer district-approved assessments for grades K-5 in ELA and mathematics. The administration date(s) will appear annually on the District Assessment Calendar.

(2) Focus Assessments: Focus lesson assessments tied to the FCAT 2.0

assessed benchmarks will be administered by each school respective to each individual school’s instructional calendar for science.

(3) Reading Assessments: Each elementary school must regularly assess the

reading ability of each K-5 student.

(4) Other Assessments: Other assessment tools may be used to diagnose and

determine student needs.

c) Alternative Assessment and Accommodations of the State, Districtwide, or Classroom Tests

(1) Classroom/Teacher-made Tests: Alternative assessment tools are

(25)

Student Progression Plan 2015-2016 Page 25 of 110 other graphic organizers, student self-ratings, projects, or other performance based assessments.

(2) Section 504 students access the same assessments as general education students. Testing accommodations are authorized, when determined appropriate, by the 504 committee for any student eligible for Section 504. These accommodations must be allowable by the testing guidelines and documented on the Section 504 Plan.

(3) Examples of assessments include:

District-adopted Foundational Assessments grades K-2

Florida Standards Assessment (FSA), English Language Arts (ELA), and mathematics grades 3-5

FCAT 2.0 Science grade 5

Florida Alternate Assessments for Students with Significant Cognitive Disabilities

WIDA ACCESS (World-class Instructional Design and Assessment Assessing Comprehension and Communication in English State-to-State) for all English Language Learners (ELL)

Other (screeners, progress monitors, diagnostics) 8. Proficiency

Student proficiency is defined as the on-going demonstration and application of Florida Standards (FS)/Next Generation Sunshine State Standards (NGSSS). Students must demonstrate proficiency in English Language Arts (ELA), mathematics, science, and social studies at each grade level as determined by state/district levels of proficiency on state assessments plus local levels of proficiency on district assessments.

a) Each student’s proficiency levels and academic progress in meeting the desired level of performance will be frequently monitored. Proficiency is reported to parents through conferences, grade book reports, report cards, written communication, progress reports, Individual Education Plans (IEPs), reports from school-based curriculum initiatives, etc.

b) Student Progress:

The evaluation of each student’s progress must be based upon the student’s classroom work, observations, tests, district and state assessments, and other relevant information. Overall student performance on state/district curriculum content is based on proficiency of standards and district and state assessments. Promotion or retention is based on documentation of student proficiency.

c) Missing/Inconsistent Data:

(26)

Student Progression Plan 2015-2016 Page 26 of 110 teachers shall take into consideration a variety of evaluation data, such as: classroom work, observations, tests, district and state assessments, equivalent portions of national norm referenced tests, and other relevant information which shows mastery of essential skills. Using this data, the school may determine that the student is either proficient or non-proficient. (This will not apply to 3rd_grade

students.) If the preponderance of evaluation data indicates that the student is meeting the levels of performance for student progression, the school shall determine that the student is proficient.

Proficiency thresholds are below:

2015 - 2016 Grades K - 2 Proficiencies

Subject Proficiency Level Kindergarten 1st_Grade ₂nd_Grade

Entering Exit English Language Arts (ELA) Proficient AIMSweb 30%ile or above Letter Naming Scores 70% or higher on the Kindergarten ELA LEOCE and/or AIMSweb

30%ile or above

Letter Sounds

Scores 70% or higher on the 1st_{grade ELA LEOCE}

and/or AIMSweb 30%ile or above

Oral Reading

Scores 70% or higher on the 2nd _{grade ELA LEOCE}

and/or AIMSweb 30%ile or above Oral Reading Marginally Proficient (Preponderance of Evidence will determine intervention) AIMSweb 26% - 29%ile Letter Naming Scores 60% - 69% on the Kindergarten ELA LEOCE

and/or AIMSweb 26% - 29%ile

Letter Sounds

Scores 60% - 69% on the 1st_{grade ELA LEOCE}

and/or AIMSweb 26% - 29%ile

Oral Reading

Scores 60% - 69% on the 2nd_{grade ELA LEOCE}

and/or AIMSweb 26% - 29%ile Oral Reading Non-Proficient AIMSweb 25%ile or below Letter Naming Scores 59% or below on the Kindergarten ELA LEOCE and/or AIMSweb

25%ile or below

Letter Sounds

Scores 59% or below on the 1st_{grade ELA LEOCE}

and/or AIMSweb 25%ile or below

Oral Reading

Scores 59% or below on the 2nd_{grade ELA LEOCE}

and/or AIMSweb 25%ile or below

Oral Reading

Writing

Proficient N/A

70% (3.0) or above on 5-point rubric using school

administered/scored writing assessments

Non-Proficient N/A

69% (less than 3.0) or below on 5-point rubric

using school administered/scored

writing assessments

using school administered/scored

writing assessments

using school administered/scored writing assessments Mathematics Proficient WSS In Prog./Prof. MT A-E or Classroom Assessments Scores 70% or higher on the Kindergarten Mathematics LEOCE Scores 70% or higher on the 1st_grade Mathematics LEOCE Scores 70% or higher on the 2nd_grade Mathematics LEOCE Non-Proficient WSS Non-Prof. MT A-E or Classroom Assessments Scores 69% or below on the Kindergarten Mathematics LEOCE Scores 69% or below on the 1st _{grade Mathematics}

LEOCE Scores 69% or below on the 2nd _grade Mathematics LEOCE Science and Social Studies Proficient N/A

Final passing grade of “N” or above in on-grade level

course

course Non-Proficient N/A Final grade of “U” in

on-grade level course

Final grade of “U” in on-grade level course

(27)

Student Progression Plan 2015-2016 Page 27 of 110 2015 - 2016 Grades 3 - 5 Proficiencies

Subject Proficiency

Level 3rd Grade 4th Grade 5th Grade

English Language

Arts (ELA)

Proficient Level 3 or above on FSA ELA Level 3 or above on FSA ELA Level 3 or above on FSA ELA Marginally Proficient Requires Intervention

Level 2 on FSA ELA

45%ile or above on Reading portion of SAT 10

Level 2 on FSA ELA

Non-

Proficient Level 1 on FSA ELA Level 1 on FSA ELA Level 1 on FSA ELA

Writing

Proficient

6.0 or above on a 10-point scale using school administered/scored

writing assessments

Level 3 or above on FSA ELA. If no FSA ELA, 6.0 or above on

10-point scale using school administered/scored writing

assessment.

Level 3 or above on FSA ELA. If no FSA ELA, 6.0 or above on

assessment.

Non- Proficient

5.5 or below on a 10-point scale using school administered/scored

writing assessments

Level 2 or below on FSA ELA. If no FSA ELA, 5.5 or below on a

assessment.

Level 2 or below on FSA ELA. If no FSA ELA, 5.5 or below on a

assessment.

Mathematics

Proficient Level 3 or above on FSA Mathematics Level 3 or above on FSA Mathematics Level 3 or above on FSA Mathematics Non-

Proficient Level 1 or 2 on FSA Mathematics Level 1 or 2 on FSA Mathematics Level 1 or 2 on FSA Mathematics

Science and Social Studies

Proficient Final passing grade of “C” or above in on-grade level course

Final passing grade of “C” or above in on-grade level course

Level 3 or above on FCAT 2.0 Science. Final passing grade of “C” or above in

on-grade level course for Social Studies.

Non- Proficient

Final grade of “D/F” in on-grade level course

Level 1 or 2 on FCAT 2.0 Science. Final grade of “D/F” for Social Studies. K-12 Academic Services 2015-2016 SPP Grades 3-5 Proficiencies 7/23/2015

d) Below Grade Level Designation (Refer to MCPS K-12 Comprehensive Research-based Reading Plan)

(1) Students working below grade level (working on curriculum standards below their current grade level) must be diagnostically assessed and provided remediation through Multi-Tier System of Supports (MTSS) and considered for possible retention.

(2) Students marked below level for reading on the report card must:

(28)

Student Progression Plan 2015-2016 Page 28 of 110 Based on diagnoses, have individual areas of deficiency in phonemic awareness, phonics, fluency, comprehension and/or vocabulary identified, addressed, and monitored frequently.

Be considered for possible retention and have this marked in the comment section.

Be reassessed by locally determined assessments and teacher observation at the beginning of the grade following the intensive reading instruction.

Continue to be provided intensive reading instruction until the reading deficiency is remedied.

Students with report card grades of “D”, “F”, “N”, or “U” in ELA/reading, mathematics, science, or social studies, should be monitored closely and may be considered for diagnostic assessment. If needed, remediation will be provided through the MTSS process or Individual Education Plan (IEP). These students will be considered for possible retention.

(3) English Language Learners (ELL), two years or less in the program, will not be marked below grade level.

1. Students in kindergarten through 5th_{grade who do not meet the district and/or state}

levels of proficiency in English Language Arts (ELA)/reading, mathematics, science, or social studies, shall be provided remediation.

2. In compliance with the Department of Education (DOE), the district has identified the following supplemental and intensive instructional support for implementation:

a) Progress Monitoring

Each district school board shall establish a schoolwide system of progress monitoring for all students who are deficient in ELA, mathematics, science, and/or social studies. Strategies to help students achieve academic success will be discussed and documented. Based upon assessments, the areas of academic need for each student will be identified. Information regarding supplemental instructional services and supports through the Multi-Tier System of Supports (MTSS) process will be communicated to the parent in writing via email, phone conference, parent conference and/or other format. [§ 1008.25, Fla. Stat. (2015)] b) Supplemental Instructional Support Activities

Tutorial instruction/3rd _{Grade Reading Camp and/or other instructional support}

(29)

Student Progression Plan 2015-2016 Page 29 of 110 (1) “N” or “U” (grades K-2), “D” or “F” (grades 3-5) in ELA, mathematics, science, or social studies during the previous grading period or progress reporting time

(2) Reading below grade level as reflected through MTSS documentation

(3) Classroom teacher recommendation

(4) Level 1 or 2 on the applicable state assessment in reading or ELA

1. Acceleration of students is a practice that covers a wide range of educational strategies. An accelerated curriculum may be provided to those students who have demonstrated a need beyond the general education curriculum. [§ 1002.3105, Fla. Stat. (2015)] MCPS offers the following opportunities:

a) Flexible class groups

b) Subject matter acceleration c) Enrichment programs d) Grade clustering e) Virtual instruction

f) Whole-grade promotion and mid-year promotion

2. For grade level acceleration, the principal in consultation with all stakeholders, will review the following documentation before any accelerated placement is considered: social/emotional needs including readiness for higher level achievement, demonstration of a high level of mastery of the current and next grade curriculum, parent input, school history, ability and aptitude for advanced work, and referral for gifted services.

3. Students in 4th_{and 5}th_{grade who earned a Level 4 or 5 in English Language Arts}

(ELA)/reading or mathematics on the prior year’s state assessment are eligible to take accelerated courses using virtual school. Options may vary slightly by school and may include advancing to the next grade level for some coursework in a face-to-face setting or through virtual school. An elementary student who has received whole-grade promotion, under Academically Challenging Curriculum to Enhance Learning (ACCEL), to grade 6 or above will be instructed at the student’s zoned middle school. 4. Parents interested in ACCEL should request information at the zoned school site.

There are specific timelines that are adhered to as a part of the acceleration process. The final decision for grade placement is the responsibility of the principal.

(30)

Student Progression Plan 2015-2016 Page 30 of 110 report card becomes a part of the student’s permanent records. The report to the parent must include the student’s progress toward achieving state and district expectations for proficiency. A student in attendance for fewer than 20 days does not have to receive a grade on the report card for that grading period. A comment should be included on the report card stating that the student has not been in attendance for a sufficient time to be evaluated adequately. Parents are strongly encouraged to monitor student progress via Skyward Family Access. Initial registration for Skyward Family Access will occur at the school site. [§ 1008.25, Fla. Stat. (2015)]

1. All parents will be notified in writing quarterly of their child’s achievement during the school year. Schools will report to the parent of each student the progress of the student toward achieving state and district expectations for proficiency in English Language Arts (ELA), mathematics, science, and social studies.

2. The evaluation of each student’s progress must be based upon the student’s classroom work, observations, tests, district and state assessments, and other relevant information.

3. The report card will indicate performance or non-performance at grade level, acceptable or unacceptable behavior, attendance, and promotion or retention.

4. Parents have 24/7 access to student grades via Skyward Family Access and are encouraged to monitor progress frequently. Initial registration for Skyward Family Access will occur at the school site.

5. When it is apparent that the student may fail or is doing unsatisfactory work in any course or grade assignment, the parent must be notified during each grading period. The opportunity for a conference with the teacher or principal must be provided upon request by the parent of any student. Additionally, a conference must be provided for any parent whose child may be retained.

GRADES K-2

EVALUATION CODE LETTER GRADE PERCENTAGE

Exceeding Grade Level Expectations E 90 – 100%

Successfully Meeting Grade Level Expectations S 80 – 89%

Needs Improvement N 70 – 79%