OKALOOSA COUNTY SCHOOL DISTRICT
Pupil
Progression
Plan
2016-2017
School Board Approved
Monday, July 11, 2016
SCHOOL DISTRICT OF OKALOOSA COUNTY
Pupil Progression Plan
2016-2017
School Board Members
Dewey Destin
Cathy Thigpen
Melissa Thrush
Rodney L. Walker
Dr. Lamar White
Mary Beth Jackson
Superintendent of School
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Pupil Progression Plan
Table of Contents
Vision, Mission, Belief Statements
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Introduction
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Elementary
7
Middle
88
High
141
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VISION STATEMENT:
• We inspire a lifelong passion for learning.
MISSION STATEMENT:
• We prepare all students to achieve excellence by providing the
highest quality education while empowering each individual to
positively impact their families, communities, and the world.
CORE VALUES:
• Accountability: We working in the conjunction with students’
families, accept responsibility to ensure student learning, to
pursue excellence, and to hold high standards for all.
• Citizenship: We prepare all students to exercise the duties,
rights, and privileges of being a citizen in a local community and
global society.
• Excellence: We pursue the highest academic, extracurricular, and
personal/professional standards through continuous reflection and
improvement.
• Integrity: We embrace a culture in which individuals adhere to
exemplary standards and act honorably.
• Personal Growth: We promote the acquisition of knowledge,
skills, and experience to develop individuals with the aspiration,
perseverance, and resilience to be lifelong learners.
• Respect: We show regard and consideration for all through a
culture of dignity, diversity, and empathy.
• Leadership: We provide guidance and direction to accomplish
tasks while being a moral compass to others.
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SCHOOL DISTRICT OF OKALOOSA COUNTY
Pupil Progression Plan
Introduction
To ensure that Okaloosa County School District is meeting the needs of students and in response
to legislation, the Okaloosa County School Board has established a comprehensive program for
student progression which includes the following:
• standards for evaluating each student’s performance, including how well he/she masters
the performance standards approved by the State Board of Education,
• specific levels of performance in reading, writing, science, mathematics, social studies
for each grade level, including the levels of performance on statewide assessments*,
• appropriate alternative placement for a student who has been retained two or more years,
and
• procedures for informing each student and his or her parents/guardians of the student’s
academic progress.
The Okaloosa County School District Pupil Progression Plan is a contract delineating what a
student must know and be able to do to be promoted and what the district will do to help the
student meet the requirements for promotion. The plan and the procedures for its
implementation reflect clearly that promotion is based on student mastery of grade level/course
standards.
The plan establishes a partnership that includes procedures in order to increase parent knowledge
and support of the student’s placement.
School attendance procedures as described in the district’s Attendance Policy are considered as
part of the Pupil Progression Plan.
The district program for student progression is based upon local goals and objectives that are
compatible with the state’s plan for education. Okaloosa County Schools does not grant social
promotions or retentions and no official committee, or school has the authority to promote or
retain a student on any basis other than academic progress. Therefore, no student may be
assigned to a grade based on age or other factors that constitute social promotion. Pertinent
factors considered by the teacher before recommendation that a student progress from one grade
to another have been prescribed by the district School Board in this plan.
*A student scoring below grade level must be provided with additional diagnostic assessments to
determine the nature of the student’s difficulty and areas of academic need. The enrolling school
must implement a Progress Monitoring Plan/System (PMP/PMS), developed in consultation with
the student’s parents or legal guardian, which should assist the student in meeting state and
district expectations for proficiency.
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The Pupil Progression Plan is governed by state statutes and district policy. All procedures listed
in the Pupil Progression Plan are subject to change due to School Board or legislative action.
The Pupil Progression Plan is updated yearly and posted on the district website.
Students will be placed in programs and levels best suited to meet their academic needs with
consideration given to their social, emotional and physical development. Educators in Okaloosa
County Schools have high academic expectations for all students and draw on the diverse
cultural backgrounds of students to ensure that all students learn. Race and ethnicity will never
be an excuse for differing expectations of performance nor a reason for discrimination or
preferential treatment.
It is the responsibility of the School Board and district administration to provide students with
effective instructional and support programs that accomplish the following:
• monitor student progress,
• promote continuous achievement,
• make provisions for individual differences,
• promote students’ assuming responsibility for their own learning and attendance,
• provide effective, engaging instruction and support, and
• document instruction in, and student mastery of, the standards.
Every pupil in the School District of Okaloosa County deserves the opportunity to grow
academically, culturally, emotionally, physically, and socially. The Pupil Progression Plan of
this district shall set forth guidelines that, properly applied, will contribute to a growth that is
continuous and healthy.
Our educational environment must assure that individual growth and development will nurture
our democratic way of life.
The responsibility for progressive achievement through the various levels of students’
educational experience is, first and foremost, the province of the student. Parents, the school
system, and the community share responsibility as well. Decisions affecting the welfare of the
individual child will be cooperatively derived from home, school, and where appropriate
community agencies.
The purpose of the instructional program in the School District of Okaloosa County is to provide
appropriate instruction and selected services to enable each student to develop individual talents
at the student’s ability level and to meet the community’s standards for academic and
career/technical proficiency.
Maximum effort will be made to keep the parent and child informed about expectations,
progress, and problems. This shall include report cards, reports of progress, parent conferences,
telephone calls and notes (including e-mail) from teacher(s), state assessment results,
standardized test results, and district test results.
It is expected that a vast majority of the students will make satisfactory progress in the normal
time limits. Decisions regarding retention and promotion will be on the basis of academic
progress and scholastic readiness for the next grade.
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Elementary
Pupil
Progression
Plan
2016-2017
7
Elementary Pupil Progression Plan
Table of Contents
I. Section I – Admissions, Placement, Transfers and Withdrawals, Attendance and Truancy
Admissions
Placement
Transfers and Withdrawals
Attendance
Truancy
II. Section II – Special Programs
Drop Out Prevention
Single-Gender Classes
Virtual School Options, Requirements
Home Education and Uniform Transfer of Credit
Hospital Homebound
III. Section III – Curriculum and Instruction
Reading Instruction
Third Grade
Instructional Minutes
IV. Section IV – Promotion, Acceleration and Retention
Progression Charts
Promotion
Acceleration
Retention
V. Section V – Assessment
Assessments
VI. Section VI – Instructional Support and Progress Monitoring
Programs for Remediation
Progress Monitoring Plan (PMP)
Plan of Care (POC)
VII. Section VII – Grading and Notification Procedures
Reporting Student Progress Report Cards
Elementary Grading System
Parent/Student/Teacher Notifications and Public Reporting
VIII. Section VIII – Exceptional Student Education
Admission and Placement
Curriculum and Instruction
Statewide Assessment
Promotion, Assignment, and Retention of Exceptional Students
Extended School Year (ESY)
IX. Section IX – English for Speakers of Other Languages (ESOL)
Definition, Placement and Plan for ELL Students
Assessment, Retention and Promotion
APPENDIX
Committee
Entrance Charts – Age
Immunization Requirements
DEA Assessment Information
Sample PMP Letters – By Grade
Mid-Year Possibility of Retention Letters
Retention Letters
Good Cause Checklist
Home School Truancy Procedures
Home School Notification to Parent
Alternate Education Programs for Expelled Students
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SCHOOL DISTRICT OF OKALOOSA COUNTY
Section I
Admissions, Placement, Transfers and Withdrawals,
Attendance and Truancy
A. Admissions:
For detailed information concerning enrollment, please visit
http://www.okaloosaschools.com/parents/new-to-district?q=parents/how-to-enroll
Proof of Age Any student entering the School District of Okaloosa County for the first
time must present one of the following:
•
•
•
•
•
•
•
•
A birth certificate, or an official birth registration card; or
Certificate of baptism showing the date of birth, accompanied by an affidavit sworn by
the parent; or
Insurance policy showing the date of birth, which has been in force for at least for at
least two years on the child’s life, or
Bona fide contemporary religious record of the child’s birth accompanied by an affidavit
sworn by the parent; or
Passport or certificate of arrival in the United States showing the age of the child; or
A transcript or record of age shown in the child’s school record of at least 4 years prior
to application, stating date of birth; or
If none of these evidences can be produced, an affidavit of age sworn to by the parent,
accompanied by a certificate of age signed by a public health officer or by a public
school physician, or, if neither of these shall be available in the county, by a licensed
practicing physician designated by the School Board, which certificate states that the
health officer or physician has examined the child and believes that the age as stated in
the affidavit is substantially correct.
In addition to the listed requirements, a parent or legal guardian must also provide proof
of residency for students enrolled in Summer (Voluntary Pre-Kindergarten) VPK or
Year-long VPK programs
 A homeless child, as defined in 1003.01 F.S., shall be given temporary exemption
from this section for 30 school days.
Copies of official documents such as birth certificates and Social Security cards should not be
kept at the school or in a student’s cumulative folder.
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Immunization Requirements 1003.22 (10)(b) F.S.
All students entering OCSD
schools for the first time must present one of the following:
•
Florida Certification of Immunization, (DH680), documenting the following:
Public/Non-Public Schools Pre- K-12
(Children entering, attending, or transferring to Florida schools for School Year 2016-2017)
The timeline for these immunizations is provided in the appendix
Immunization
Pre-K Doses
K-12 Dose(s)
Diptheria, Tetanus, and
Pertussis (DTaP)
Age-appropriate doses as
indicated
5 doses or 4 if last doses given after age
4
Age-appropriate doses as
indicated
3, 4, or 5 doses of polio vaccine. If the
4th dose of the vaccine is administered
prior to the 4th birthday, a 5th dose of
polio vaccine is required for
Kindergarten
1 dose
2 doses
2-3 doses depending on when
child started the vaccine
series
2-3 doses depending on when the child
started the vaccine series
Varicella
1 dose
2 doses ALL K – Grade 7 children, 1
dose Grade 8-12 OR documented history
of Varicella disease by a healthcare
provider
Tetanus Booster (Td or Tdap)
Age-appropriate doses as
indicated
Polio
Measles, Mumps, and
Rubella
Hepatitis B
Grade 7-12 Tdap
Grade 12 Td
OR
•
•
•
•
Certificate of exemption for religious reasons (DH 681); or,
Certificate of exemption for medical reasons [A Temporary Medical Exemption
(Part B) is invalid without an expiration date.] (DH680, Part C); or,
Certificate of Permanent Medical exemption (DH 680, Part C) must be completed by
a physician licensed under Chapter 458 medical practice or Chapter 459 Osteopathic
medicine.
A written exemption issued by an authorized school official (MIS 4124), not to
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exceed thirty (30) school days, to permit a child who transfers into the district to
attend classes until his/her records are transferred. This does not pertain to PreK
and Kindergarten students, who must meet all immunization requirements
before being enrolled in a school. If at the end of the thirty-day exemption period
the parent or the student fails to present a proper immunization certificate, the
principal will temporarily exclude the student from school and will instruct the parent
to present proper immunization certification before the student will be allowed to reenter schools. (See Appendix for additional information of Florida School
Immunization Requirements for 2016-2017).
Medical Physical Exams, 1003.22 F.S. Florida statutes require that each school
aged child upon initial entrance into a Florida public school must present certification of a
school entry medical examination performed within the twelve (12) months prior to
enrollment in school. Without such certification, a medical appointment slip from a licensed
physician signifying that the child will have the physical exam within thirty (30) school days
must be presented to the school. If no evidence of a medical physical exam is present, the
principal will exclude the student until documentation is presented.
A child shall be exempt from the requirements upon written request of the parent or
guardian of such student stating objections on religious grounds. A form certifying the same
may be obtain in the school office and must be entered into the child’s record.
B. Placement:
Requirements for Information Prior to Placement, 1006.07 F.S. Each student, at
the time of initial registration for school placement, must note previous school expulsions,
arrests resulting in a charge, arrests pending, and previous juvenile justice actions. Schools
have the authority to honor the final order of expulsion or dismissal of a student by any in‐state
or out‐of‐state public district school board, private school, for an act which would have been
grounds for expulsion according to the OCSD Code of Student Conduct, as outlined in S.
1006.07 (1) (b) F.S.
Students under suspension and/or expulsion from schools inside or outside the district will be
denied admission unless approved by the Superintendent or his/her designee.
Alternate education programs for expelled students are defined in the appendix, MIS 1501.
The processes for both ESE and general education students transitioning back to the Okaloosa
County School District, are also provided in the appendix, MIS 5382 and MIS 5383.
[Okaloosa County School Board Policy 4-32]
Alternate Education Programs for Expelled Students
Alternate education programs for expelled students are defined in the appendix, MIS 1501.
The processes for both ESE and general education students transitioning back to the
Okaloosa County School District are also provided in the appendix, MIS 5382 and MIS
5383. [Okaloosa County School Board Policy 4-32]
Any student who has been confined to a DJJ facility for 12 or more school days should be
referred to the Office of Student Intervention Services prior to returning to school.
Prekindergarten Placement
•
Pre-K with Disabilities (Pre-KD): Refer to the Exceptional Student Education Policies
and Procedures (SP&P) located on the Florida Department of Education website at
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•
•
•
http://beess.fcim.org/sppDistrictDocSearch.aspx .
Summer VPK: A child must have attained the age of 4 on or before September 1 of the
previous year and will attain the age of 5 on or before September 1 of the current school
year. In addition, students must not have attended a VPK program during the current
school year.
School Year VPK: In accordance with HB 7029 (2016), a child must have attained the
age of 4 on or before September 1 of the school year to be eligible for the Voluntary PreK Program during either that school year or the following school year. The child remains
eligible until the beginning of the school year for which the child is eligible for admission
into kindergarten in a public school or until the child is admitted to kindergarten, or
unless s/he will have attained the age of 6 year by February 1 of any school year.
For more information about Pre-K, contact Early Learning Coalition of Okaloosa &
Walton Counties at (850) 833-3627.
Kindergarten Initial Placement Prior to placement in kindergarten, children are
required to be five years of age on or before September 1 of the school year.
A kindergarten student who transfers from an out-of-state school and who does not meet the
age requirements for admission to Florida public schools must satisfy the following:
• Meet age requirements for public schools from the state from which the student is
transferring and
• Have academic credit that is acceptable under the rules of the School Board
In addition, the parent must provide all of the following:
• Official documentation that the parents or legal guardian were legal residents of the state
in which the child was previously enrolled in school;
• Official letter/transcript from proper school authority which shows record of attendance,
academic information, and grade placement of the student;
• Evidence of immunization;
• Evidence of date of birth, and
• Evidence of medical examination completed within the last twelve months.
If a student enters public school at age 6 without evidence of kindergarten completion with
an official transcript, s/he will be placed in kindergarten.
First Grade Initial Placement Prior to placement in first grade, a student is required to
meet the following criteria:
• Be six years of age on or before September 1 of the school year and
• Have satisfactorily completed a public school kindergarten, or a private kindergarten
from which the district school board accepts transfer of credit, or a home-school
kindergarten program.
• See ESOL section for initial placement information for ELL students
A first grade student who transfers from an out-of-state school and does not meet age
requirements for Florida public schools must satisfy the following:
• Meet age requirements for public schools within the state from which the student is
transferring and
• Have academic credit for completing kindergarten that is acceptable under the rules of
the School Board.
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In addition, the parent must provide all of the following:
• Official documentation that the parents or legal guardian were legal residents of the state
in which the child was previously enrolled in school;
• Official letter/transcript from proper school authority which shows record of attendance,
academic information, and grade placement of the student;
• Evidence of immunization;
• Evidence of date of birth, and
• Evidence of medical examination completed within the last twelve months.
Grades 2-5 Initial Placement Students who meet the criteria for admission or transfer
may be evaluated, using assessment criteria list in the PPP to determine appropriate grade
placement. The decision for grade placement will be made by the principal, with input from
the MTSS Committee. For this purpose, assessment for elementary students must be
administered in an expedient manner (i.e., 3-5 days).
In addition, the parent must provide all of the following:
• Official documentation that the parents or legal guardian were legal residents of the state
in which the child was previously enrolled in school;
• Official letter/transcript from proper school authority which shows record of attendance,
academic information, and grade placement of the student;
• Evidence of immunization;
• Evidence of date of birth, and
• Evidence of medical examination completed within the last twelve months.
Classroom Transfers, 1003.301, F.S. 1012,42, F.S.
House Bill 7029 established both Additional Educational Choice Options and Teacher
Teaching Out-of-Field, which district school boards to establish a process for a parent to
request that his or her child be transferred to another classroom teacher. The following are the
guidelines for a parent to request their child be transferred to another classroom teacher:
• The transfer cannot violate maximum class-size provisions.
• Transferring student(s) will be placed in the classroom with the lowest number of
students while striving to maintain a balance of gender, ethnicity, academic levels of
students and time intensive needs of the students; parents may not choose a specific
teacher.
• The school is required to notify parents if their transfer request(s) are denied, along with
the reason(s) of the denial within two weeks of the request.
Placement for Students with Disabilities Students with disabilities shall be placed in
appropriate courses as dictated by their Individual Education Plan (IEP). Please see the section
on Exceptional Student Education in this document for details.
Alternate Placement for Students Retained Two or More Years F.S.,
1008.25(7)(b)10 Students who have been retained twice in the same grade, due to a lack
of proficiency in ELA or math, will require intensive acceleration in a transitional
instructional setting.
This setting should include:
• Reduced student-teacher ratio through actual reduction in numbers of students or the
inclusion and support of resource staff
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Uninterrupted ELA/math instruction for a majority of the student’s school day
A research-based ELA/math program
Administer the DEA/FAIR three times a year for students who are retained due to
reading. Reporting of progress for grade 3 twice-retained students must be made through
the DOE reporting system (i.e., PMRN)
Weekly progress monitoring
Placement of Students on Community Control, 948.03 F.S., 1003.53 F.S. A
juvenile on felony probation or community control who is a public school student must
attend a public adult education program or a dropout prevention program, which includes a
second chance school or an alternative to expulsion.
If a juvenile on felony probation or community control attends a regular educational school
program, the identity of the juvenile on felony probation or community control, the nature of
the felony offense committed by the juvenile, and the conditions of the felony probation or
community control must be made known to each of the student’s teachers.
Placement of Out-of-State, Out-of-County, or Home Education (School)
Transfer Students A 1003.433(1) F.S 1003.4282 (8) F.S.
Students transferring with official transcripts will be placed in the grade level placement of the
sending school.
Without official transcripts, students transferring from a private school, a non-district
operated school or home education program may be evaluated using assessment criteria listed
in the PPP, to determine grade placement. The decision for placement will be made by the
principal with input from the MTSS committee, providing the prohibition against social
promotion is not violated.
See ESOL section for additional information.
Placement of Gifted Transfer Students Transferring students who have been found
eligible for Gifted services within the state of Florida are not required to be reevaluated for
eligibility under Florida guidelines. Schools receiving students transferring from out-of-state
shall initially honor placement of the student in educational programs based on current
assessments conducted by the sending state or participation/placement in like programs in the
sending state. The receiving school may perform subsequent evaluations with parent consent
to ensure appropriate placement. If the student does not present with indication of eligibility
aligned with state rule, the district may consider the student nominated and follow steps to
initiate consideration for eligibility in Florida.
Placement of Homeless Students and Notification of In Loco Parentis,
1003.01 F.S., 1003.22 F.S.
A homeless student is defined as a child or youth who:
• shares the housing of other persons due to loss of housing, economic hardship, or a similar
reason,
• lives in motels, travel trailer parks, or camping grounds due to the lack of alternative
adequate accommodations, or emergency or transitional shelters,
• is abandoned in hospitals or awaiting foster care placement, or
• lives in cars, parks, public spaces, abandoned buildings, bus or train stations, or similar
settings.
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The Okaloosa County School District adheres to the McKinney‐Vento Homeless Education
Assistance Improvements Act of 2001. Homeless students shall be permitted to enroll in the
Okaloosa County Public Schools. They shall not be placed in a separate school or program
within a school based on their homeless status, and shall be provided services comparable to
those offered to other students enrolled in the school.
It is the responsibility of the enrolling school to contact immediately the school last
attended by the homeless student to obtain relevant records. If the student needs to obtain
immunization records, the enrolling school shall refer the student immediately to the
school nurse for assistance.
A homeless student shall be permitted to enroll immediately, even if the student is unable
to produce records normally required for enrollment. This includes, but is not limited to,
records such as previous academic records, medical and immunization records, and
proof of residency or proof of age. A homeless child shall be granted a temporary
exemption from entrance requirements for 30 school days.
A “certified homeless youth” is a minor who is homeless, including an unaccompanied
youth, who has been certified as homeless or unaccompanied by:
• a school district homeless liaison,
• the director of an emergency shelter program funded by the US Department of
Housing and Urban Development, or
• the director of a runaway or homeless youth basic center or transitional living program
funded by the U.S. Department of Health and Human Services. (382.022 F.S.)
A certified homeless youth has additional rights to certified copies of the birth certificate
(382.0255 F.S.), and to have the disabilities of non‐age removed if the student is 16 years of
age or older (743.015 F.S.).
Notification of In Loco Parentis Special Power of Attorney and Certification (MIS
5243) is used for admission purposes in cases for which a student is not residing with his/her
parents or legal guardian. This form designates that the adult person with whom the student
resides stands in loco parentis. In special circumstances, the principal may accept a notarized
statement signed by the parents/legal guardians until MIS 5243 can be obtained.
Information regarding Students in Transition Services is available at:
http://www.okaloosa.schools.com/district/titleI
C. Transfers and Withdrawals
Grades for Transfer Students ‐ see 6A‐1.09941
Grades transferred from another state may not be adjusted in any way and must be entered
into the AS400 system as listed on the transcript or report card. If only a numerical grade is
provided and no scale is given, OCSD scale is applied to the student record. The only
exception to not adjusting grades transferred from another state would be if the grade is not
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compatible with the OCSD grading system. For example: a student transcript lists a grade
as B+, with a grade delineation indicating B+= 92%. In that case, and if the school provides
a grading scale using percentile ranges, the grade entered may reflect the OCSD equivalent
grade based on the percentile designation.
Copies of a student’s grades (i.e., Gradebook, Interim Progress Reports) should be sent
with any student who transfers within the district.
Students transferring into the School District of Okaloosa County from a private school, a
non-district operated school or a home schooling program may be evaluated for placement
by the school’s MTSS committee using assessments listed in the Pupil Progression Plan.
This same process will be used if a student transfers from another school and the report card
or official transcript is not received from the sending school. The final decision for
promotion, retention, and placement will be made by the principal (with input from the
MTSS committee), on an individual basis, providing the prohibition against social
promotion is not violated.
Students Withdrawing to Okaloosa Online or Homeschool, 1002.41 F.S.
When the parent(s)/legal guardian(s) of a student inform their school of their intent to
withdraw their child from a brick and mortar school to enroll in Okaloosa Online or a
Homeschool Program, the following procedures should be followed:
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Parent/legal guardian should be provided with MIS 5381, Homeschool Notification to
Parent form. MIS 5381 can be found in the Appendix.
The school should notify the Office of Student Services (via email, [email protected]) and the Director of Okaloosa Online or the Homeschool
Coordinator.
Student Intervention Services will track the student to ensure enrollment in one of the
programs.
Students who have demonstrated a pattern of excessive absenteeism will be provided a
copy of MIS 5380, Home School Truancy Procedures. The parent/legal guardian and the
student must sign the Homeschool Truancy Procedures Form, MIS 5380 can be found in
the Appendix.
No student who has been deemed as a habitual truant by the court will be allowed to
enroll in Okaloosa Online or Homeschool without permission of the court.
Early Withdrawal when Promotion is Probable
Procedures based upon a parent’s request or need to withdraw a student before the final ten
(10) days of the school year are as follows:
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•
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The parents/legal guardian must make their request in writing to the school principal to
explain the reason for early withdrawal and the last day the student will attend.
All staff members working with the student will be notified to ensure the return of all
materials, textbooks, etc.
The student’s grades and assessment results will be analyzed and if the state assessment
results show the student has made satisfactory progress academically as of the
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withdrawal date, the teacher(s) and principal shall write a letter stating that as of that
date, all standards for promotion to the next grade level have been met and should the
student have continued enrollment through the final day of school he/she would be
promoted.
 If state assessment results have not been received, the letter should state the impact
those results could have on promotion with the commitment to forward all
forthcoming assessment data at the receiving school’s request. The letter will be
signed by the teacher(s) and the principal. It will then be the responsibility of the
receiving school to make a decision regarding promotion/retention based upon the
progression criteria of that district.
Early Withdrawal When Retention is Probable In no case shall early
withdrawal be used as a contrivance to socially promote or retain a student by moving
him/her from one school to another within the OCSD or to another school setting. If a
parent or legal guardian requests to withdraw a student before the final ten days of the
school year, the same procedures should be followed as those listed in “Early Withdrawal
When Promotion is Probable”:
Procedures based upon a parent’s request or need to withdraw a student before the final ten
(10) days of the school year are as follows:
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•
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The parents/legal guardian must make their request in writing to the school principal to
explain the reason for early withdrawal and the last day the student will attend.
All staff members working with the student will be notified to ensure the return of all
materials, textbooks, etc.
The student’s grades and assessment results will be analyzed and if the state assessment
results show the student has made satisfactory progress academically as of the withdrawal
date, the teacher(s) and principal shall write a letter stating that as of that date, all
standards for promotion to the next grade level have been met and should the student
have continued enrollment through the final day of school he/she would be promoted.
 If state assessment results have not been received, the letter should state the impact
those results could have on promotion with the commitment to forward all
forthcoming assessment data at the receiving school’s request. The letter will be
signed by the teacher(s) and the principal. It will then be the responsibility of the
receiving school to make a decision regarding promotion/retention based upon the
progression criteria of that district.
Promotion of Late-in-the-Year Transfer Students The promotion of students
transferring into Okaloosa County during the last grading period shall be determined
primarily by the grades and records received from the sending school.
D. Attendance:
Patterns of nonattendance and truancy are identified as early warning signs of academic
failure. The continuum of truancy to delinquency typically includes other behaviors that
result in suspension, expulsion and drop out. Students with chronic absenteeism are found to
have the lowest academic achievement, which puts them at greater risk for dropping out of
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school.
Reporting an Absence
Students will have five (5) school days, including the day they return, to bring in written
verification for an excused absence. The absence will be considered unexcused if the
school does not receive written verification for the excused absence within that
timeframe.
Students who place on file with OCSD legal and/or medical documentation of a
permanent and total disability as defined by the US Social Security Act are excused from
school and eligible to make up any and all work for absences from medical care or
medical conditions related to their permanent and total disabilities.
Elementary Attendance
Excused absences are absences resulting from the following:
•
•
•
•
•
Death in the family or any other bona fide family emergency;
Illness or injury requiring medical or dental attention (physician’s statement
required);
Illness, injury, or circumstances not requiring medical attention will require a parent
note explaining the absences, up to 9 absences per semester;
Appointments for medical or dental care (physician’s statement required);
Religious holidays: Pupils are permitted to be absent in observance of established
religious holidays, but they must be counted absent on all school records. Absences
of a religious nature, preceded by prior parent notice, will not require written
notification on the student’s return to school. Review School Board Policy for
additional information.
Attendance for Children/Dependents of Active Duty Military, s. 100.36,
Article V(E), F.S.
S.1000.36, Article V(E), F.S., states that “a student whose parent or legal guardian is an
active duty member of the uniformed services, as defined by the Compact, and has been
called to duty for, or is on leave from, or immediately returned from deployment to a
combat zone or combat support posting, shall be granted additional excused absences at the
discretion of the school superintendent.” The additional excused absences are to allow the
student to visit with the student’s parent or legal guardian for the reasons specified.
Notwithstanding the above, the local school superintendent or head of school may provide a
maximum number of additional excused absences.
Unexcused absences are absences resulting from:
•
•
•
•
•
An absences not designated as excused/unverified absence
Truancy
Suspension
Expulsion
Participation in private lessons, activities, or classes sponsored by outside agencies
18
Students with an unexcused absence will receive a grade of zero (0) for any
classwork/test assignment by the teacher on the day of the absence.
When a student accumulates a total of nine (9) excused or unexcused absences in any
class period per semester, the student must have an excuse from a doctor or an official
agency (i.e., Department of Juvenile Justice, Department of Children and Families, etc.)
for each subsequent absence.
Attendance Notification Procedure
•
•
•
•
•
•
After the third (3rd) unexcused absence or absences for which the reasons are
unknown, parents/legal guardian of the student will be notified. The contact will
include a review of the current attendance/truancy policies.
After the fifth (5th) but before the eighth (8th) absence, (excused or unexcused) per
semester in any class period, the parents/legal guardian will be notified of the
absences.
After the ninth (9th) absence (excused or unexcused) per semester, a letter will be
sent to the parents/legal guardian notifying them of the necessity for a doctor’s
excuse or an excuse from an official agency in order for the make-up work to be
provided. In addition, this letter will notify parents of the consequences of any
additional absences.
Prior to the fifteenth (15th) absence, the principal may review any absence caused by
some insurmountable or extraordinary situation or event that places an undue
hardship on the student and notify the teachers that this student may make up all
work.
After the fifteenth (15th) absence per semester in any class period, no make-up work
will be allowed for that class. An attendance committee meeting will be scheduled with
the parent and student where a behavior expectation agreement may be initiated.
After the fifteenth (15th) absence per semester in any class period, the student’s
parent/legal guardian can appeal to the school’s attendance committee for
permission to make up missed work. Pending approval of the appeal and the
submission of a doctor’s excuse, absences after the fifteenth (15th) may be entered as
an excused absence in the AS400 system.
Make Up Work
Students will be provided five (5) school days to complete assignments following an
excused absence; the five (5) day period begins the day the student returns to school.
However, the teacher and/or principal may grant additional time for make-up work to be
It is the student’s responsibility to request make-up work for excused absences (up to
15).
Students absent for multiple days are expected to seek and work on make-up
assignments, as medical appropriate and practical.
Principals will ensure that teachers provide make-up assignments upon parental or
student request. Make-up work will be provided no later than 24 hours following a
19
parental or student request.
Tardiness Parents/legal guardians will be notified when a student accumulates five (5)
unexcused early checkouts and/or late arrivals within a semester. When the number of
early checkouts and/or late arrivals reaches seven (7) within a semester, the parents will
be requested in writing to have a conference with the principal or his/her designee.
E. Truancy Procedures, 984.03 F.S., 984.151 F.S., 1002.41 F.S., 1003.26 F:
The Superintendent may file a truancy petition for the following
situations:
•
•
•
Five (5) unexcused absences, or absences for which the reasons are unknown, within a
calendar month, or;
o
After the fifth (5th) unexcused absence in a calendar month, the student’s primary
teacher shall report to the school principal or his/her designee that the student may
be exhibiting a pattern of nonattendance. If appropriate, the principal shall refer the
case to the MTSS committee. If the MTSS committee finds that a pattern of
nonattendance is developing, whether the absences are excused or not, a meeting
with the parent/legal guardian must be scheduled to identify potential remedies. The
school should send out a School Truancy Letter to either inform the parent/legal
guardian of the situation or to schedule an MTSS committee meeting with the
parent/guardian.
Ten (10) unexcused absences, or absences for which the reasons are unknown, within
a ninety (90) calendar day period, or;
o
After the ninth (9th) unexcused absence, the student’s primary teacher shall
report to the school principal or his/her designee that the student may be
exhibiting a pattern of nonattendance. If appropriate, the principal shall refer the
case to the MTSS committee. If the MTSS committee finds that a pattern of
nonattendance is developing, whether the absences are excused or not, a meeting
with the parent/legal guardian must be scheduled to identify potential remedies.
A letter should either be mailed to the student’s home or delivered by an
attendance officer, informing the parent/legal guardian of the MTSS committee
meeting and their need to attend.
More than fifteen (15) unexcused absences in ninety (90) calendar day period
o
After the fifteenth (15th) unexcused absence in a 90 day calendar period, if the
MTSS committee determines that remedial recommendations are not working,
either a truancy petition may be filed by the Superintendent, or the student may
be referred to an appropriate agency. Driver’s License Suspension Form (MIS
6265) should be sent to Student Intervention Services.
Learnfare Program and Truancy, 414.1251 F.S.
Florida statute requires the Department of Children and Families (DCF) to reduce the
temporary cash assistance for an eligible parent’s dependent child or for an eligible
teenage participant who is not exempt from school attendance requirements, if the
eligible child or teen participant has been identified as a habitual truant or as a dropout. A
habitual truant is a student who has accumulated fifteen (15) unexcused absences within
ninety (90) calendar days with or without the knowledge or consent of the student’s
20
parent/legal guardian. For more information on the Learnfare Program, visit
http://laws.flrules.org/node/2266
If the parent/legal guardian agrees to the remedial interventions, but the meeting does not
resolve the problem, the MTSS committee shall implement other remedial interventions
or recommend to the Superintendent or his/her designee to refer the family to an
appropriate agency to be presented to the case staffing committee.
21
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section II
Special Programs
A. Drop Out Prevention, 1003.53 F.S.:
Dropout prevention and academic intervention programs (grades 1-12) may differ from
traditional educational programs and schools in scheduling, administrative structure,
philosophy, curriculum, or setting and shall employ alternative teaching methodologies,
curricula, learning activities, and diagnostic and assessment procedures in order to meet the
needs, interests, abilities, and talents of eligible students.
A student shall be identified as being eligible to receive services funded through the dropout
prevention and academic intervention program based upon one of the following criteria:
• The student is academically unsuccessful as evidenced by low test scores, retention,
failing grades, or not meeting the state or district proficiency levels in reading,
mathematics, or writing.
• The student has a pattern of excessive absenteeism or has been identified as a habitual
truant.
• The student has a history of disruptive behavior in school or has committed an offense
that warrants out-of-school suspension or expulsion from school according to the district
school board’s code of student conduct and should be referred to LEAP. For the purposes
of this program, “disruptive behavior” is behavior that:
o Interferes with the student’s own learning or the educational process of others and
requires attention and assistance beyond that which the traditional program can
provide or results in frequent conflicts of a disruptive nature while the student is
under the jurisdiction of the school either in or out of the classroom; or
o Severely threatens the general welfare of students or others with whom the student
comes into contact.
Summer Intensive Studies
Summer Intensive Studies (SIS) is required for retained grade 3 students who score a Level 1
on ELA FSA in order to have the opportunity to achieve a Good Cause exemption by passing
an alternate standardized assessment (i.e., SAT-10). SIS may also be offered for students, K5, who did not meet grade level requirements to be promoted to the next grade.
Students attending the district SIS program are required to attend the entire session. In order
to be promoted to the next grade, students must achieve a national percentile ranking of 45 or
above on the SAT-10 in reading and/or math, administered at the conclusion of SIS.
22
B. Single- Gender Classes:
Schools wishing to implement single-gender classrooms must consider a number of criteria
in order not to violate the nondiscrimination requirements of Title IX. Under the new
exceptions to the general prohibition of single-gender classes, a school would be permitted to
offer single-gender classes if:
• The purpose of the class is achievement of an important educational objective (such as
providing educational opportunities)
• The single-gender nature of the class is substantially related to achievement of that
objective
“The school must treat male and female students in evenhanded manner in implementing its
objective and it must always provide as substantially equal, coeducational classes or
extracurricular activities, in the same subjects or activities.” CFR 106.34 (b)(1)(ii)(iii)
To determine whether substantial equality is achieved, consideration must be provided to:
• The policies and criteria of admission
• The educational benefits provided, including the quality, range, and content of the
curriculum and other services
• The quality and availability of books, instructional materials, and technology
• The qualifications of the faculty and staff
• The quality, accessibility, and availability of facilities and resources
• Intangible features (e.g., reputation of faculty)
Prior to implementation, a school plan for single gender classes should be approved by the
school’s SAC and submitted to the Curriculum and Instruction Office for review.
Participation must be completely voluntary; parents should sign an enrollment form
indicating their approval of the placement. Schools must conduct a periodic evaluation of
single-gender classes to ensure that the classes and activities are based on genuine
justification and do not rely on overly broad generalizations about the different talents or
capacities of either gender; the evaluation should be conducted at least every 2 years.
C. Virtual School Options, Requirements, 1003.4282:
House Bill 7063 (2012) revised statutes related to virtual instruction programs to provide
student and parental rights relative to the eligibility of Florida Virtual School full-time
students to participate in interscholastic extracurricular activities at certain public schools.
Information on these changes is presented in the Florida Public Virtual Schools Questions
and Answers, available at the FDOE Virtual Instruction webpage
http://www.fldoe.org/Schools/virtual-schools
Okaloosa Online is a virtual school which offers a variety of online "for credit" courses
which are taught by specially trained teachers from within our school system. Each course is
recognized by the Florida Department of Education, as part of the Florida Virtual School
program.
For more information about Okaloosa Online please contact the Program Director at
[email protected]
23
Placement in Okaloosa Online or Florida Virtual School (FLVS)
As stipulated by the Florida K‐20 Education Code (s.1002.20), parents have the right to
choose educational options such as Okaloosa Online or Florida Virtual School (FLVS) for
their children. A student’s full‐time school may not deny access to courses offered by
Okaloosa Online or FLVS assuming that the desired online course(s) is an appropriate course
placement based on the student’s academic history, grade level, and age.
Okaloosa Online is the provider of first choice for virtual instruction; however in situations
in which Okaloosa Online cannot fulfill the need, students may qualify to access the services
of Florida Virtual School. Okaloosa Online offers many of the same courses to Okaloosa
public school students with less than a full six period schedule and to home educated,
alternative placement, and private school students. Upon successful completion of a
statewide, standardized assessment if applicable, students will be awarded credit.
Okaloosa County students taking FLVS courses in which a statewide, standardized EOC
exists will be awarded credit only after taking the statewide, standardized EOC for that
course in order to comply with the statutory requirement that the EOC constitutes 30% of the
final course grade. Access shall be available to students during or after the normal school
day, and through summer school enrollment. These courses can be taken above the regular
six period school day. A list of available Florida Virtual School courses can be found at
http:www.flvs.net.
The Full Time Virtual Instruction Program (VIP), based on S. 1002.45 F.S., and conforming
to HB 1676, establishes that all Florida districts must offer a full-time Virtual Education
option for all public school students. Any public school student who would like to apply for
the full-time virtual program must withdraw from the “Physical School” and register with
one of the approved vendors offered through Okaloosa Online. The student must have been
in a Florida public school for both the October and February FTE surveys during the
previous school term. To register on Okaloosa Online, please visit
http://www.okaloosaschools.com/content/okaloosa-online
The School Board shall provide students with access to enroll in courses available through
the Okaloosa Online/FLVS and shall award credit for successful completion of such courses.
Access is available to students during or after the normal school day and through summer
enrollment. Students wishing to take courses from Okaloosa Online/FLVS must work closely
with their guidance counselor to ensure that placement is appropriate. Consistent with school
board rules and in accordance with state statute 1012.28 (5) F.S.
D. Home Education and Uniform Transfer of Credit, 1002.41:
Students entering Okaloosa County School District and requesting credit for a home
education program must follow the Validation of Transfer Credit process specified by 6A1.09941, F.A.C. For specific details on the Validation of Transfer Credit, see Transfers and
Withdrawals, Home Education (School) Uniform Transfer of Credit.
For more information, visit the FLDOE office of independent and Parental Choice Website at
http://www.fldoe.org/schools/school-choice/.
24
To register for home education, contact the office of Home Education in the Okaloosa
County School District by phone by calling Student Services at (850) 833-3314 or
at http://www.okaloosaschools.com/parents/home-schooling.
Home Education Student Participation in Public Schools 1006.15 F.S.,
1002.41 F.S.
Students in home education programs may participate in public school interscholastic
extracurricular activities. However, public schools are under no obligation to provide
home education students access to classes, programs, services, or other educational
opportunities. For dual enrollment information for home education students, see
http://fldoe.org/core/fileparse.php/5606/urlt/School_Choice_Options.pdf.
E. Hospital Homebound
According to Rule 6A-6.03020, Florida Administrative Code (F.A.C.), the possibility of
hospital or homebound services should be explored when it is anticipated that a student will
be absent from school for at least fifteen (15) school days, or the equivalent, while under a
physician’s care because of severe, prolonged or chronic illness. A parent, teacher, social
worker, guidance counselor, physician and others may initiate the process as soon as it is
anticipated that the student will be absent for the duration specified in the rule. There is no
established waiting period that must be met when considering initiating the process. For more
information, please the section on Exceptional Student Education in this document, or call
Exceptional Student Education at (850) 833-3164.
25
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section III
Curriculum and Instruction
A.
Reading Instruction:
Daily, Uninterrupted Elementary Reading Block Instruction
Each elementary school shall provide all students a minimum of 90 minutes of daily,
uninterrupted, scientifically research-based reading instruction using the district adopted
Comprehensive Core Reading Program (CCRP) as well as any other relevant instructional
materials. The daily uninterrupted ELA block shall follow the District’s K-12
Comprehensive Reading Plan which includes a combination of large and small group
instruction, guided and independent reading, and specific instruction based on student needs.
Students at risk of retention/performing below grade level will be provided daily, intensive,
accelerated reading instruction in addition to the 90 minute uninterrupted reading block.
Use of Accelerated Reader (AR)
The purpose of Accelerated Reader is to motivate students to read more books at an
appropriate level of difficulty by using a point system tied to individual goals. The purpose is
not to provide reading instruction, but to increase personal reading time and reading skills. At
no time should Accelerated Reader be used for a grade in Gradebook.
B.
Third Grade:
A grade 3 student scoring at Level 1 on the reading portion of the FSA must be retained
unless exempted from retention for good cause.
Florida does not participate in assessment “opt out.” Any grade 3 student who does not take
the FSA will be provided with a Letter of Retention.
Students retained in third grade will be provided instruction from a highly effective teacher
as determined by the teacher’s performance evaluation system. In addition, the following
actions are required for third grade retained students:
•
•
•
The 90 minute ELA block must include the integration of science and social studies
content
Within the 120 minute ELA block, retained third grade students, not proficient in reading
will receive instruction which may include phonemic awareness, phonics, fluency,
vocabulary, and comprehension
Research-based strategies such as reduced student-teacher ratio, more frequent
monitoring, extended school day/week/year and tutoring/mentoring, transitional classes
containing both grade 3 and 4 students will be provided to retained students
26
•
Parents/legal guardians of retained students will be provided materials, resources, and
training which can be used to help their child at home
Senate Bill 850, Section 22 (2014) amends 1008.25 F.S. to specify that:
•
•
•
The school must inform parents of third grade students of the portfolio option for
promotion as soon as a reading deficiency is identified. A parent of a third grade student
at risk of retention may request the school to immediately begin collecting evidence for a
portfolio.
Students promoted to fourth grade with good cause should be provided intensive reading
instruction and intervention that includes specialized diagnostic information and
strategies to meet the needs of each student
A student may not be retained in grade three more than once.
Mandatory Retention for Level 1 FSA Reading in Grade 3 and Good
Cause Exemptions 1008.25(5)(b), (6)(b) F.S., SB Rule 6A-1.094221
A grade 3 student scoring at Level 1 on the reading portion of the FSA must be retained
unless exempted from retention for good cause. Students qualifying for one of the following
seven good cause exemptions may be promoted. The Good Cause Exemptions are:
1. ESOL: English Language Learners whose Date Entered First United States School
(DEUSS) is less than two years.
2. ESE Placement/Special Standards: A student with disabilities whose Individual
Education Plan (IEP) indicates that participation in FSA is inappropriate.
3. Additional Standardized Assessment: A student who is retained in elementary school and
demonstrates an acceptable level of performance on an alternate standardized assessment
approved by the State Board of Education may be considered for promotion.
Alternate Assessment- Guidelines for Use
The student must attend the school’s SIS program (if provided). The standardized assessment
to be used is the SAT-10 Reading Comprehension Subtest. For promotion, a student must
score at or above the 45th percentile on the SAT-10. The alternate assessment will
administered at the conclusion of SIS. However, if a SIS program is not provided, students
will be afforded the opportunity, upon request, to be administered the alternate assessment on
a common date determined by the district.
4. Portfolio: A student who demonstrates through a student portfolio, that s/he is performing
at least at Level 2 on FSA reading, as applicable under F.S. 1008.22. The responsible
teacher ascertains from working with the student that the results of the required
assessment do not accurately reflect the student’s proficiency in meeting the Florida
Standards at that grade level or that the student missed taking the required final
assessment (i.e., FSA) and the teacher believes the student’s work is proficient and the
student should be promoted.
Portfolio Documentation- Guidelines for Use
To be accepted for meeting the portfolio option for demonstrating mastery of the required
reading skills, the student portfolio must meet the following requirements:
27
o Be selected by the student’s teacher,
o Be an accurate picture of the student’s ability and only include student work that
has been independently produced in the classroom,
o Include evidence that the standards assessed by the Grade 3 FSA ELA have been
met. Evidence is to include multiple choice items and passages that are
approximately 60% literary text and 40% informational text, and that are between
100-700 words with an average of 500 words. Such evidence could include
chapter/unit tests from district/state adopted core reading curriculum or teacherprepared assessments aligned with the Florida Standards.
o Be an organized collection of evidence of the student’s mastery of the ELA
Florida Standards that are assessed by the grade 3 ELA FSA. For each standard,
there must be at least three (3) examples of mastery as demonstrated by a grade of
70% or above on each example.
o Be signed by the teacher and the principal as an accurate assessment of the
required reading skills.
 In addition to the portfolio documentation, the student must take a normed
reference educational assessment educational screener (not to include DEA)
as the alternative assessment and perform at or above 36th percentile and
have evidence of passing grades.
5. Students with Disabilities/Regular Standards: Students with disabilities who are
participating in the general education curriculum, who take the ELA FSA as applicable
under 1008.22 F.S., and who have an IEP or Section 504 Plan that reflects that the
student has received intensive remediation in ELA and/or math for more than two years
but sill demonstrate a deficiency, and was previously retained. For elementary students,
at least one previous retention must have occurred in grades K-5.
6. Prior Grade 3 Retained: Students who have received intensive reading intervention for 2
or more years, but still demonstrate a deficiency in reading and who were previously
retained in Kindergarten, grade 1, grade 2, or grade 3 for a total of 2 years. A student may
not be retained more than once in grade 3.
7. Previous Retention (Non-ESE): Students who were previously retained, received
intensive remediation in ELA as applicable under 1008.22 F.S. and/or math for two or
more years, but still demonstrate a deficiency qualify for this consideration. For
elementary students, at least one and up to two previous retentions must have occurred in
grades K-5. If only one retention has occurred prior to grade 4, a second retention is
permissible, but not mandatory in grades 4-5.
*Note: Prior to selecting Good Cause #3 (Additional Standardized Assessment), the
Portfolio Option (Good Cause #4) should be considered for promotion to grade 4.
Assessment and Possible Retention of Grade 3 Students Enrolling after
FSA
Students who enroll in grade 3 after the administration of the FSA shall be assessed prior to
the end of the year to determine promotion/retention. The SAT-10 or SAT-9 may be used as
an alternate assessment to make decisions regarding promotion. The grade 3 score to
determine promotion is specified by the state. SIS attendance is expected for students who do
not meet the criterion score.
28
Because the final grade would be based on a limited number of instructional weeks, one other
district-approved assessment must be administered to support the final decision regarding
promotion/retention. Such assessments may include instruments used for screening,
diagnostic and monitoring purposes, either defined in the PPP progression charts, and/or
recommended by the MTSS Committee. Retention decisions must be based on more than a
single test score.
Promotion to Grade 4 with Good Cause, 1008.25(6)(b) F.S.
A student who is promoted to grade 4 with a Good Cause exemption shall be provided
intensive reading instruction and intervention that includes specialized diagnostic
information and specific reading strategies to meet the needs of each student that is
promoted. The school district shall assist schools and teachers with the implementation of
reading strategies for students promoted with a good cause exemption which research has
shown to be successful in improving reading among students that have reading difficulties.
Mid-Year Promotion of Retained Grade 3 Students to Grade 4 During the
First Semester
Mid-year promotion may be considered for retained students who have made remarkable
progress. The request for this action should be initiated by the school MTSS Committee and
may not occur until the student has been enrolled for a minimum of nine weeks. A portfolio
must be developed to document student proficiency at the level of achievement of the
subsequent year. The portfolio may contain, but is not limited to, the following:
•
•
•
•
PMP
Results of assessment listed in PPP
Work samples for tested benchmarks
Learning style designation
A score of 51% or higher on the current grade level SAT-10 must be attained by the student
to initiate this process. The student must also demonstrate grade level performance, at that
point in time for the subsequent grade, on at least two other assessment measures. The
decision for promotion will be made by the principal, with input from the Superintendent’s
Designee. This process must be completed by the conclusion of the first semester; mid-year
promotion will not be considered after that time.
C.
Instructional Minutes:
Listed below are the minimum instructional minutes for each elementary subject area:
•
•
•
•
•
ELA (Reading and writing): 120 minutes daily block, with a daily uninterrupted 90
minutes reading block
Math: 300 minutes per week (60 minutes daily)
Science: 150 minutes per week
Social Studies: 90 minutes per week
PE: 150 minutes per week
29
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section IV
Promotion, Acceleration, and Retention 1008.25 F.S.
Okaloosa County School District Progression Charts
*Refer to the Appendix for DEA testing windows
A PMP should be created for any student of concern at any point in the school year,
regardless of prior FSA/DEA Assessment scores.
Okaloosa District’s Kindergarten Remediation and Progression Plan
Screening
Criteria for All
Students
Prior to
Conclusion of
Quarter 1
Initial
Notification of
Deficiency
End of First
Semester
ELA (Basis for Retention)
Step 1:
• Develop a PMP for retained students
• Administer the FLKRS-WSS to all students within 30 school days
Step 2:
• Administer the DEA Reading and DEA Math to all students
• Use results to guide instruction for specific students
Step 3:
• Document conference on the 1st Quarter Kindergarten Report Card
Conference Form indicating a reading deficiency, WSS score of
47-81 points, and/or Level 1 on DEA (F.S. 1008.25). Initiate a
PMP for students with a U on 1st Quarter Kindergarten Report
Card. The parent will receive written notification of deficiency
• For ESE students, coordinate with ESE teacher (i.e., IEP review)
Step 4:
• Administer the DEA Reading and DEA Math to all students
• With a DEA Reading Level 1 score, or a Level 2 score and a
reading grade of N or U, develop or continue PMP. Send written
notification to parent to initiate a PMP for newly-identified
students using Step 1 criteria
(F.S. 1008.25)
• Use DEA Math results to guide instruction for specific students
• If retention is a possibility, provide written notification to parents
specifying reading deficiency
• In consultation with parent, write and implement a Progress
Monitoring Plan (PMP) for identified students
30
Step 5:
• Administer DEA Reading and DEA Math to all students. Use
April/May
results to guide instruction for specific students.
• Develop, continue or modify a PMP (Reading), as needed.
Step 6:
Criteria for
• Both of the following criteria must be in place for a student to be
Retention
retained. If both criteria are met, move to Steps 8 and 9:
Including All
o Final Grade of U in “ELA” for the year
ESE Students
o Level 1 in DEA Reading
SESAT will be administered to retained students who attend Summer Intensive Studies; a
national percentile ranking of 45 in Reading Comprehension must be achieved to consider
Administrative Promotion.
Administrative Step 7:
Promotion
• When determining appropriateness of retention, the MTSS
Exemptions
committee considers all Administrative Promotion criteria as
Regarding
defined in the PPP document
Retention
Step 8:
• MTSS committee/IEP/ESOL team evaluates each student based on
criteria for retention and Administrative Promotion and determines
best placement from the following:
o Retain and remediate in a different program that takes into
MTSS
account the student’s learning style
Committee
o If a student meets Administrative Promotion criteria, the
Decision
instructional program for the subsequent year should
Regarding
include research-based strategies determined through the
Retention
administration of diagnostic and formative assessment
o Written notification of Administrative Promotion must be
provided to parent in person at a parent/teacher conference,
by mail with a return acknowledgement receipt or by
certified mail
Note: A second year of retention requires the school and district to “consider an appropriate
alternative placement” which takes into account the student’s learning style.
 The results of assessment will be reported to MIS and then to DOE to begin country
and state student achievement aggregation.
Each school is responsible for keeping records of numbers of retained students, by grade
level, and number of students promoted through Administrative Promotion.
Monitoring and remediation should be provided for math and science as needed.
31
Okaloosa District’s First Grade Remediation and Progression Plan
A PMP should be created for any student of concern at any point in the school year,
regardless of prior FSA/DEA Assessment scores.
ELA (Basis for Retention)
Step 1:
• Develop a PMP for students who were Administratively Promoted or
who were retained
Screening
Criteria For All
• Administer DEA Reading and DEA Math to all students
Students
• With a DEA Reading Level 1 score, or a Level 2 score and a ELA
grade of D/F at the conclusion of the first quarter, move to Step 2
• Use DEA Math results to guide instruction for specific students
Step 2:
• Provide written notification specifying the reading deficiency to
parent
Development
of Remediation
• In consultation with parent, write and implement a Progress
Plan (PMP)
Monitoring Plan (PMP) for identified students that includes reading
(IEP)
readiness instruction
• For ESE students, coordinate with the ESE teacher regarding student
progress (i.e., IEP review)
Step 3:
• Administer DEA Reading and DEA Math to all students
• Develop (using Step 1 criteria), continue, or modify an existing
Reading PMP, as needed. Send written notification to parent to
End of First
initiate a PMP for newly-identified students using Step 1 criteria
Semester
(F.S. 1008.25)
• Use DEA Math results to guide instruction for specific students
• If retention is a possibility, provide written notification to parents
specifying reading deficiency
Step 4:
• Administer DEA Reading and DEA Math to all students
April to May
• Develop (using Step 1 criteria), continue, or modify a Reading PMP,
as needed
• Use DEA Math results to guide instruction for specific students
Step 5:
Criteria for
• Both of the following criteria must be in place for a student to be
Retention
retained. If both criteria are met, move to Steps 6 and 7:
Including All
o Grade of F in “ELA” for the year
ESE Students
o Level 1 in DEA Reading
SAT 10 will be re-administered to retained students who attend Summer Intensive Studies; a
national percentile ranking of 45 in Reading Comprehension must be achieved to consider
Administrative Promotion.
Administrative Step 6:
Promotion
• When determining appropriateness of retention, the MTSS
Exemptions
Committee considers all Administrative Promotion criteria as defined
Regarding
in the PPP document
Retention
32
Step 7:
• MTSS Committee/IEP/ESOL team evaluates each student based on
criteria for retention and Administrative Promotion and determines
best placement from the following:
o Retain and remediate in a different program that takes into
MTSS
account the student’s learning style
Committee
o If a student meets Administrative Promotion criteria, the
Decision
instructional program for the subsequent year should include
Regarding
research-based strategies determined through the
Retention
administration of diagnostic and formative assessment
o Written notification of Administrative Promotion from
retention must be provided to parents in person at a
parent/teacher conference, by mail with a return
acknowledgement receipt, or by certified math
Note: A second year of retention requires the school and district to “consider an appropriate
alternative placement” which takes into account the student’s learning style.
 Each school is responsible for keeping records of numbers of retained students, by
grade level, and numbers of students promoted through Administrative Promotion.
Monitoring and remediation should be provided for math and science as needed.
33
Okaloosa District’s Second Grade Remediation and Progression Plan
A PMP should be created for any student of concern at any point in the school year,
regardless of prior FSA/DEA Assessment scores.
ELA
Mathematics
(Basis for Retention)
(Basis for Retention)
2nd Grade
Step 1:
Step 1:
Screening
• Develop a PMP for retained
• Develop a PMP for retained
Criteria For All
or Administrative Promoted
or Administrative Promoted
Students
students
students
• Administer DEA Reading to
• Administer DEA Math to all
all students
students
• With a Level 1 score, or a
• With a Level 1 score, or a
Level 2 score and a grade of
Level 2 score and a grade of
D/F at the conclusion of the
D/F at the conclusion of the
first quarter, move to Step 2
first quarter, move to Step 2
Development of Step 2:
Step 2:
Remediation
• Provide written notification
• Provide written notification
Plan (PMP)
specifying the reading
specifying the math
(IEP)
deficiency to parent
deficiency to parent
• In consultation with parent,
• In consultation with parent,
write and implement
write and implement
Progress Monitoring Plan
Progress Monitoring Plan
(PMP) for intensive
(PMP) for intensive
remediation
remediation
• For ESE students,
• For ESE students,
coordinate with the ESE
coordinate with the ESE
teacher regarding student
teacher regarding student
progress toward Florida
progress toward Florida
Standards (i.e., IEP review)
Standards (i.e., IEP review)
End of First
Step 3:
Step 3:
Semester
• Administer DEA Reading to
• Administer DEA Math to all
all students
students
• Develop (using Step 1
• Develop (using Step 1
criteria), continue, or modify
criteria), continue, or modify
a PMP, as needed. Send
a PMP, as needed. Send
written notification to parent
written notification to parent
to initiate a PMP for newlyto initiate a PMP for newlyidentified students (F.S.
identified students (F.S.
1008.25)
1008.25)
• If retention is a possibility,
• If retention is a possibility,
provide written notification
provide written notification
specific to reading
specific to math deficiency
deficiency to parent(s)
to parent(s)
Step 4:
Step 4:
• Administer DEA Reading to
• Administer DEA Math to all
all students
students
April to May
• Develop (using Step 1
• Develop (using Step 1
criteria), continue, or modify
criteria), continue, or modify
a PMP, as needed
a PMP, as needed
34
Step 5:
Step 5:
• Both of the following criteria
• Both of the following criteria
Criteria for
must be in place for a student to
must be in place for a student to
Retention
be retained. If both criteria are
be retained. If both criteria are
Including All
met, move to Steps 6 and 7:
met, move to Steps 6 and 7:
ESE Students
o Grade of F in “ELA” for the
o Grade of F in “Math” for the
year
year
o Level 1 in DEA Reading
o Level 1 in DEA Math
SAT 10 will be re-administered to retained students who attend Summer Intensive Studies; a
national percentile ranking of 45 in Reading Comprehension and/or Math Problem Solving
and must be achieved to consider Administrative promotion.
Administrative Step 6:
Promotion
• When determining appropriateness of retention, the MTSS Committee
Exemption
considers Administrative Promotion criteria as defined in the PPP
Regarding
document
Retention
Step 7:
• MTSS Committee/IEP/ESOL team evaluates each student based on
criteria for retention and Administrative Promotion and determines
best placement from the following:
MTSS
o Retain and remediate in a different program that takes into
Committee
account the student’s learning style
Decision
o If a student meets Administrative Promotion criteria, the
Regarding
instructional program for the subsequent year should include
Retention
research-based strategies determined through the
administration of diagnostic and formative assessment
o Written notification of Administrative Promotion must be
provided to parents in person at a parent/teacher conference or
by certified mail
Note: A second year of retention requires the school and district to “consider an appropriate
alternative placement” which takes into account the student’s learning style.
 Each school is responsible for keeping records of numbers of retained students, by
grade level, and numbers of students promoted through Administrative Promotion.
Monitoring and remediation should be provided for students who are below proficiency in
any other subjects not addressed above at the conclusion of the first semester and/or receive
an F at the conclusion of any quarter.
35
Okaloosa District’s Third Grade Remediation and Progression Plan
A PMP should be created for any student of concern at any point in the school year,
regardless of prior FSA/DEA Assessment scores.
ELA
Mathematics
(Basis for Retention)
(Basis for Retention)
Step 1:
Step 1:
• Develop a PMP for retained or
• Develop a PMP for retained or
Administrative
Promoted
students
Administrative Promoted students
3rd Grade
• Administer DEA Reading to all
• Administer DEA Math to all
Screening
students
students
Criteria For
•
With
a
DEA
Level
1
score,
or
a
•
With a DEA Level 1 score, or a
All Students
Level 2 score and a grade of D/F
Level 2 score and a grade of D/F at
at the conclusion of the first
the conclusion of the first quarter,
quarter, move to Step 2
move to Step 2
Step 2:
Step 2:
• Provide written notification
• Provide written notification
specifying the reading deficiency
specifying the math deficiency to
to parent
parent
Develop of
• In consultation with parent, write • In consultation with parent, write
Remediation
and implement Progress
and implement Progress
Plan (PMP)
Monitoring Plan (PMP) for
Monitoring Plan (PMP) for
(IEP)
intensive remediation
intensive remediation
• For ESE students, coordinate with • For ESE students, coordinate with
the ESE teacher regarding student
the ESE teacher regarding student
progress (i.e., IEP review)
progress (i.e., IEP review)
Step 3:
Step 3:
• Administer DEA Reading to all
• Administer DEA Math to all
students
students
• Develop (using Step 1 criteria),
• Develop (using Step 1 criteria),
continue, or modify a PMP, as
continue, or modify a PMP, as
needed. Send written notification
needed. Send written notification
End of First
to parent to initiate a PMP for
to parent to initiate a PMP for
Semester
newly-identified students. (F.S.
newly-identified students. (F.S.
1008.25)
1008.25)
• If retention is a possibility,
• If retention is a possibility,
provide written notification
provide written notification
specific to reading deficiency to
specific to math deficiency to
parent(s)
parent(s)
Step 4:
Step 4:
• Administer DEA Reading to all
• Administer DEA Math to all new
new students
students
• Administer DEA Reading to
• Administer DEA Math to
April-May
students identified in Step 1, as/if
students identified in Step 1, as/if
needed
needed
• Develop (using Step 1 criteria),
• Develop (using Step 1 criteria),
continue, or modify an existing
continue, or modify an existing
PMP, as needed
PMP, as needed
36
Step 5:
• The following criteria must be in
place for a student to be retained.
If the criteria is met, move to
Steps 6 and 7:
o Level 1 on FSA ELA (F.S.
1008.25(5)(b))
Step 5:
• The following criteria must be in
Criteria For
place for a student to be retained.
Retention
If the criteria is met, move to Steps
Including All
6 and 7:
ESE Students
o Level 1 on FSA Mathematics
o Grade of F in Mathematics for
the year
SAT 10 will be administered at the conclusion of Summer Intensive Studies; a national
percentile ranking of 45 must be achieved to consider a Good Cause exemption (reading) or
Administrative Promotion (math).
Good Cause or Step 6:
Administrative • When determining appropriateness of retention, the MTSS Committee
Promotion
considers all Good Cause or Administrative Promotion criteria as defined
Exemptions
in the PPP document
Step 7:
• MTSS Committee/IEP/ESOL team evaluates each student based on
criteria for retention and Good Cause exemptions or Administrative
Promotion and determines best placement from the following:
MTSS
o Retain and remediate in a different program that takes into account the
Committee
student’s learning style
Decision
o If a student meets Administrative Promotion criteria, the instructional
Regarding
program for the subsequent year should include research-based
Retention
strategies determined through the administration of diagnostic and
formative assessment
o Written notification of Administrative Promotion must be provided to
parents in person at a parent/teacher conference or by certified mail
Note:
*A second year of retention requires the school and district to “consider an appropriate
alternative placement” which takes into account the student’s learning style.
 Each school is responsible for keeping records of numbers of retained students, by
grade level, and numbers of students promoted through Administrative Promotion.
Monitoring and remediation should be provided for students who are below proficiency in
any other subjects not addressed above at the conclusion of the first semester and/or receive
an F at the conclusion of any quarter.
37
Okaloosa District’s Fourth Grade Remediation and Progression Plan
A PMP should be created for any student of concern at any point in the school year,
regardless of prior FSA/DEA Assessment scores.
ELA
Mathematics
(Basis for Retention)
(Basis for Retention)
Step 1:
Step 1:
• Develop PMP for Gr. 4 retained
• Develop PMP for Gr. 4 retained
students or those Good Caused
students or those Administrative
Promoted
• Administer DEA Reading to:
rd
o Students with a 3 grade FSA
• Administer DEA Math to:
o Students with a 3rd grade FSA
Reading score at Level 1 or 2,
Math score at Level 1 or 2, and
and at a Level 3 for DA
th
4 Grade
schools
at Level 3 for DA schools
Screening
o Students without a 3rd grade
o Students without a 3rd grade
FSA Reading score
FSA Math score
Criteria For
All Students
o New students
o New students
• Students with a Level 1 or Level 2 • Students with a Level 1 or Level 2
FSA score, move to Step 2
FSA score, move to Step 2
• With a DEA Level 1 score, or a
• With a DEA Level 1 score, or a
Level 2 score and a grade of D/F at
Level 2 score and a grade D/F at
the conclusion of the first quarter,
the conclusion of the first quarter,
move to Step 2
move to Step 2
Development
of
Remediation
Plan
(PMP) (IEP)
End of First
Semester
Step 2:
• Provide written notification
specifying the reading deficiency
to parent
• In consultation with parent, write,
and implement Progress
Monitoring Plan (PMP) for
intensive remediation
• For ESE students, coordinate with
the ESE teacher regarding student
progress (i.e., IEP review)
Step 3:
• Administer DEA Reading to
students identified in Step 1
• Develop (using Step 1 criteria),
continue, or modify a PMP, as
needed. Send written notification
to parent to initiate PMP for
newly-identified students using
Step 1 criteria
• If retention is a possibility,
provide written notification
specific to reading deficiency to
parent(s)
38
Step 2:
• Provide written notification
specifying the math deficiency to
parent
• In consultation with parent, write,
and implement Progress
Monitoring Plan (PMP) for
intensive remediation
• For ESE students, coordinate with
the ESE teacher regarding student
progress (i.e., IEP review)
Step 3:
• Administer DEA Math to students
identified in Step 1
• Develop (using Step 1 criteria),
continue, or modify a PMP, as
needed. Send written notification
to parent to initiate PMP for
newly-identified students using
Step 1 criteria
• If retention is a possibility, provide
written notification specific to
math deficiency to parent(s)
Step 4:
Step 4:
• Administer DEA Reading to
• Administer DEA Math to students
students identified in Step 1, as/if
identified in Step 1, as/if needed
April-May
needed
• Develop (using Step 1 criteria),
continue, or modify an existing
• Develop (using Step 1 criteria),
continue, or modify an existing
PMP, as needed
PMP, as needed
Step 5:
Step 5:
• Both of the following criteria
• Both of the following criteria must
Criteria For
must be in place for a student to
be in place for a student to be
Retention
be retained. If both criteria are
retained. If both criteria are met,
Including All
met, move to Steps 6 and 7:
move to Steps 6 and 7:
ESE Students
o Level 1 on FSA ELA
o Level 1 on FSA Mathematics
o Grade F in ELA for the year
o Grade F in Math for the year
SAT 10 will be administered at the conclusion of Summer Intensive Studies; a national
percentile ranking of 45 must be achieved to consider an Administrative Promotion.
Administrative Step 6:
Promotion
• When determining appropriateness of retention, the MTSS Committee
Exemptions
considers all Administrative Promotion criteria as defined in the PPP
Regarding
document.
Retention
Step 7:
• MTSS Committee/IEP/ESOL team evaluates each student based on
criteria for retention and Administrative Promotion and determines best
placement from the following:
MTSS
o Retain and remediate in a different program that takes into account
Committee
the student’s learning style
Decision
o If a student meets Administrative Promotion criteria, the instructional
Regarding
program for the subsequent year should include research-based
Retention
strategies determined through the administration of diagnostic and
formative assessment
o Written notification of Administrative Promotion must be provided to
parents in person at a parent/teacher conference, by mail with a return
acknowledgement receipt or by certified mail
Note: A second year of retention requires the school and district to “consider an appropriate
alternative placement” which takes into account the student’s learning style.
 Each school is responsible for keeping records of numbers of retained students, by
grade level, and numbers of students promoted through Good Cause/Administrative
Promotion.
Monitoring and remediation should be provided for students who are below proficiency in
any other subjects not addressed above at the conclusion of the first semester and/or receive
an F at the conclusion of any quarter.
•
 Further DEA Assessment:
Science Gr. 4: Pre-test and Mid-test, with Post-test as/if needed
39
Okaloosa District’s Fifth Grade Remediation and Progression Plan
A PMP should be created for any student of concern at any point in the school year,
regardless of prior FSA/DEA Assessment scores.
ELA
Mathematics
(Basis for Retention)
(Basis for Retention)
Step 1:
Step 1:
• Develop PMP for Gr. 5 retained
• Develop PMP for Gr. 5 retained
students or those Administrative
students or those Administrative
Promoted
Promoted
• Administer DEA Reading to:
• Administer DEA Math to:
o Students with a 4th grade
o Students with a 4th grade FSA
FSA Reading score at a
Math score at a Level 1 or 2,
5th Grade
Level 1 or 2, and at Level
and at Level 3 for DA schools
Screen
3 for DA schools
o Students without a 4th grade
FSA Math score
Criteria For
o Students without a 4th
All Students
grade FSA Reading score
o New students
o New students
• Students with a Level 1 or Level 2
FSA score, move to Step 2
• Students with a Level 1 or Level
2 FSA score, move to Step 2
• With a DEA Level 1 score, or a
Level 2 score and a grade of D/F
• With a DEA Level 1 score, or a
Level 2 score and a grade of D/F
at the conclusion of the first
at the conclusion of the first
quarter, move to Step 2
quarter, move to Step 2
Step 2:
Step 2:
• Provide written notification
• Provide written notification
specifying the reading deficiency
specifying the math deficiency to
to parent
parent
Development
of
• In consultation with parent, write,
• In consultation with parent, write,
Remediation
and implement Progress
and implement Progress
Plan
Monitoring Plan (PMP) for
Monitoring Plan (PMP) for
(PMP) (IEP)
intensive remediation
intensive remediation
• For ESE students, coordinate with • For ESE students, coordinate with
the ESE teacher regarding student
the ESE teacher regarding student
progress (i.e., IEP review)
progress (i.e., IEP review)
Step 3:
Step 3:
• Administer DEA Reading to
• Administer DEA Math to students
students identified in Step 1
identified in Step 1
• Develop (using Step 1 criteria),
• Develop (using Step 1 criteria),
End of First
continue, or modify a PMP for
continue, or modify a PMP for
Semester
newly-identified students
newly-identified students
• If retention is a possibility,
• If retention is a possibility,
provide written notification
provide written notification
specific to reading deficiency to
specific to math deficiency to
parent(s)
parent(s)
40
Step 4:
Step 4:
• Administer DEA Reading to
• Administer DEA Math to students
students identified in Step 1, as/if
identified in Step 1, as/if needed
April-May
needed
• Develop (using Step 1 criteria),
continue, or modify an existing
• Develop (using Step 1 criteria),
continue, or modify an existing
PMP, as needed
PMP, as needed
Step 5:
Step 5:
• Both of the following criteria must • Both of the following criteria must
Criteria For
be in place for a student to be
be in place for a student to be
Retention
retained. If both criteria are met,
retained. If both criteria are met,
Including All
move to Steps 6 and 7:
move to Steps 6 and 7:
ESE Students
o Level 1 on FSA ELA
o Level 1 on FSA Mathematics
o Grade of F in ELA for the year
o Grade of F in Mathematics for
the year
SAT 10 will be administered at the conclusion of Summer Intensive Studies; a national
percentile ranking of 45 must be achieved to consider an Administrative Promotion.
Administrative Step 6:
Promotion
• When determining appropriateness of retention, the MTSS
Exemptions
Committee considers all Administrative Promotion criteria as defined
Regarding
in the PPP document
Retention
Step 7:
• MTSS Committee/IEP/ESOL team evaluates each student based on
criteria for retention and Administrative Promotion and determines
best placement from the following:
MTSS
• Retain and remediate in a different program that takes into account the
Committee
student’s learning style
Decision
• If a student meets Administrative Promotion criteria, the instructional
Regarding
program for the subsequent year should include research-based
Retention
strategies determined through the administration of diagnostic and
formative assessment
• Written notification of Administrative Promotion must be provided to
parents in person at a parent/teacher conference, by mail with a return
acknowledgement receipt, or by certified mail
Note: A second year of retention requires the school and district to “consider an appropriate
alternative placement” which takes into account the student’s learning style.
 Each school is responsible for keeping records of numbers of retained students, by
grade level, and numbers of students promoted through Administrative Promotion.
Monitoring and remediation should be provided for students who are below proficiency in
any other subjects not addressed above at the conclusion of the first semester and/or receive
an F at the conclusion of any quarter.
 Further DEA Assessment:
• Science Gr. 5: Pre-test and Mid-test, with Post-test as/if needed
41
A.
Promotion:
Student Progression from One Grade to Another Student progression from one
grade to another is based on proficiency in ELA (reading and writing) and math with the
exception of grade 3 when students cannot progress to grade 4 if they score at Level 1 on the
grade 3 FSA in reading and do not qualify for one of the seven good cause exemptions.
No Social Promotion or Retention/Administrative Placement 1008.25(6)(a) F.S. Florida
statute prohibits the assignment of a student to a grade level based solely on age or other
factors that constitute social promotion/retention or administrative assignment.
Promotion of Incoming Transfer Students Students transferring into OCSD from a
private school, a non-district operated school, or home school program may be evaluated for
placement by the school’s MTSS Committee using assessment listed in the PPP. This same
process will be used if a student transfers from another school and the report card/official
transcript is not received from the sending school. The final decision for promotion/retention
will be made by the principal (with input from the MTSS Committee), on an individual basis,
providing the prohibition against social promotion is not violated.
Mid-Year Promotion for Retained K-4 Students
Mid-year promotion may be considered for retained students who have made remarkable
progress. The request for this action should be initiated by the school MTSS Committee and
my not occur until the student has been enrolled for a minimum of nine weeks. A portfolio
must be developed to document student proficiency at the level of achievement of the
subsequent year. The portfolio may contain, but is not limited to, the following:
•
•
•
•
PMP
Results of assessment listed in PPP
Work samples for tested benchmarks
Learning style designation
A score of 51% or higher on the current grade level SAT-10 must be attained by the student
to initiate this process. The student must also demonstrate grade level performance, at that
point in time for the subsequent grade, on at least two other assessment measures. The
decision for promotion will be made by the principal, with input from the Superintendent’s
Designee. This process must be completed by the conclusion of the first semester; mid-year
promotion will not be considered after that time.
Promotion of Students in Grades K-2 Students in grades K, 1, and 2 must make
satisfactory Florida Standards benchmark progress in ELA and math (grade 2) to be
promoted. Students’ reading progress toward grade level reading achievement is determined
by appropriate assessments. For specific promotion criteria, refer to the specific grade level’s
Remediation and Progression Plan.
Promotion of Students in Grades 3-5 A student in grades 3, 4, or 5 who scores a
Level 1 or Level 2 on the FSA reading and/or Level 1 or Level 2 on the FSA math is
considered to be below grade level. Each such student may be referred to the school’s MTSS
Committee for a comprehensive review of the student’s academic achievement. To be
promoted from grade to grade in grades 3-5, a student must demonstrate mastery of grade
42
level expectations in ELA and math. For specific promotion criteria, refer to the specific
grade level’s Remediation and Progression Plan.
Promotion of Students Who Transfer After FSA
A student in grades 3-8 who transfers into OCSD after the FSA is administered; the SAT-10
or SAT-9 may be used as an alternate assessment to make decisions regarding promotion. To
be considered for promotion, a score of 36% or above is required for grades 4-5, while the
grade 3 score is specified by the state.
Because the final grade would be based on a limited number of instructional weeks, one other
district-approved assessment must be administered to support the final decision for
promotion. Such assessments may include instruments for screening, diagnostic and
monitoring purposes, either defined in the Progression Charts, and/or recommended by the
MTSS Committee.
B. Acceleration 1003.4295 F.S.:
Accelerated Promotion
Accelerated promotion may be considered when a student is achieving two years or more
above grade level, based on standardized test scores and classroom performance, in ELA,
science, and math. The principal will review input from the classroom teacher, the MTSS
Committee, parents, and staffing specialist before making a decision regarding accelerated
promotion.
Accelerated promotion is not considered for kindergarten students, as these students must be
6 years old to be enrolled in first grade.
The following criteria will be used for the decision making process:
•
•
•
•
•
•
•
•
•
•
Cumulative record folder reflects a record of above-average academic progress
A minimum number of absences and/or transfers
Reports from previous years indicating above average academic progress
Written reports from special services personnel, including psychological evaluation,
which supports a decision for accelerated promotion
Samples of student’s daily work in ELA, science, and math which indicate superior
performance
Using core curriculum results, a student demonstrates mastery of ELA, science, and math
two years beyond his/her current grade level
Standardized test scores and authentic assessments indicating both academic aptitude and
achievement two or more years above grade level
Demonstrate both academic aptitude and achievement on assessments that are two or
more years above their current grade level
The student’s own desires will be considered and noted
During the first semester, the student will be monitored for academic success. If the
acceleration is determined not be appropriate, the student will be returned to their former
placement.
43
Single Class Acceleration If a student consistently performs above grade level
expectation, the principal and teacher(s) are expected to provide differentiated instruction
reflecting the student’s ability level.
C. Retention 1008.25(2)(c) F.S.:
Retention, except for grade 3 where there is a mandatory retention for reading, is based on
unsatisfactory, below grade level student performance in ELA and/or math, as well as a
failure to meet other requirements as set forth by the district or state.
Retention decisions must be based on more than a single test score. The FSA is not the sole
determiner of retention. An exception is the mandatory retention in grade 3 for students
scoring at Level 1 on the FSA Reading Assessment. Additional evaluations, portfolio
reviews, and assessments are available to assist parents/guardians and schools in determining
when a student is mastering appropriate Florida Standards.
By the end of the first semester, teachers must recommend possible retention of the student to
the principal. Written notification should be provided in person, at a parent/teacher
conference, by mail with a return acknowledgement receipt, or by certified mail. If the
determination is made that retention is a possibility after that time, a letter must be provided
to the parents/legal guardians, in the same manner previous stated, as soon as the possibility
of retention is identified. It is also recommended that parents be made aware, via a
conference or phone call, that the letter is being mailed.
The principal, with input for the MTSS Committee, will make the recommendation for
retention/promotion in May for grades K-2, and as soon as FSA data is received for grades 38. The final decision regarding retention is based on comparing student performance on a
variety of assessments to district expectations to determine proficiency. The performance
expectations are defined in the Progression Charts.
Parents/legal guardians must be formally notified of retention and eligibility/non-eligibility
for a Good Cause or Administrative Promotion. Mandatory written notification for grade 3
students should be provided in person, at a parent/teacher conference, by mail with a return
acknowledgement receipt, or by certified mail. A sample retention letter is provided in the
appendix.
The principal, based on a recommendation of the MTSS Committee, may appeal a retention
decision due to unique or extenuating circumstances. The appeal must be made in writing,
signed by the principal and parents/legal guardians, and presented to the Superintendent’s
designee with supporting documentation.
If a retained student demonstrates extraordinary medical or psychological complications that
subsequently and negatively affect what would be that student’s ordinary ability to be
promoted, then the principal and parents/legal guardians may jointly present professional
medical documentation in support of promotion to the Superintendent’s designee. Intensive
remediation must be provided during the following year.
If a student is retained, an instructional program must be provided that is different from the
previous year’s program and supports the student in achieving the Florida Standards. A
student’s learning style should be taken into consideration. The principal is responsible for
monitoring the progress of retained students and facilitating adjustments in their
44
individualized programs during the school year. A school must consider an appropriate
alternative placement for a student who has been retained two or more years.
Good Cause and Administrative Promotion Exemptions
Students qualifying for one of the following seven good cause exemptions may be promoted.
The Good Cause Exemptions are:
1. ESOL: English Language Learners whose Date Entered First United States School
(DEUSS) is less than two years.
2. ESE Placement/Special Standards: A student with disabilities whose Individual
Education Plan (IEP) indicates that participation in FSA is inappropriate.
3. Additional Standardized Assessment: A student who is retained in elementary school and
demonstrates an acceptable level of performance on an alternate standardized assessment
approved by the State Board of Education may be considered for promotion.
 Alternate Assessment- Guidelines for Use
The student must attend the school’s SIS program (if provided). The standardized
assessment to be used is the SAT-10 Reading Comprehension Subtest. For
promotion, a student must score at or above the 45th percentile on the SAT-10. The
alternate assessment will alternate assessment at the conclusion of SIS. However, if a
SIS program is not provided, students will be afforded the opportunity, upon request,
to be administered the alternate assessment on a common date determined by the
district.
4. Portfolio: A student who demonstrates through a student portfolio, that s/he is performing
at least at Level 2 on FSA reading, as applicable under F.S. 1008.22. The responsible
teacher ascertains from working with the student that the results of the required
assessment do not accurately reflect the student’s proficiency in meeting the Florida
Standards at that grade level or that the student missed taking the required final
assessment (i.e., FSA) and the teacher believes the student’s work is proficient and the
student should be promoted.
Portfolio Documentation- Guidelines for Use
To be accepted for meeting the portfolio option for demonstrating mastery of the required
reading skills, the student portfolio must meet the following requirements:
o Be selected by the student’s teacher,
o Be an accurate picture of the student’s ability and only include student work that
has been independently produced in the classroom,
o Include evidence that the standards assessed by the grade 3 FSA ELA have been
met. Evidence is to include multiple choice items and passages that are
approximately 60% literary text and 40% informational text, and that are between
100-700 words with an average of 500 words. Such evidence could include
chapter/unit tests from district/state adopted core reading curriculum or teacherprepared assessments aligned with the Florida Standards.
o Be an organized collection of evidence of the student’s mastery of the ELA
Florida Standards that are assessed by the grade 3 ELA FSA. For each standard,
45
there must be at least three (3) examples of mastery as demonstrated by a grade of
70% or above on each example.
o By signed by the teacher and the principal as an accurate assessment of the
required reading skills.
 In addition to the portfolio documentation, the student must take a normed
reference educational assessment educational screener (not to include DEA)
as the alternative assessment and perform at or above 36th percentile and
have evidence of passing grades.
5. Students with Disabilities/Regular Standards: Students with disabilities who are
participating in the general education curriculum, who take the ELA FSA as applicable
under 1008.22 F.S., and who have an IEP or Section 504 Plan that reflects that the
student has received intensive remediation in ELA and/or math for more than two years
but sill demonstrate a deficiency, and was previously retained. For elementary students,
at least one previous retention must have occurred in grades K-5.
6. Prior Grade 3 Retained: Students who have received intensive reading intervention for 2
or more years, but still demonstrate a deficiency in reading and who were previously
retained in Kindergarten, grade 1, grade 2, or grade 3 for a total of 2 years. A student may
not be retained more than once in grade 3.
7. Previous Retention (Non-ESE): Students who were previously retained, received
intensive remediation in ELA as applicable under 1008.22 F.S. and/or math for two or
more years, but still demonstrate a deficiency qualify for this consideration. For
elementary students, at least one and up to two previous retentions must have occurred in
grades K-5. If only one retention has occurred prior to grade 4, a second retention is
permissible, but not mandatory in grades 4-5.
46
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section V
Assessment 1008.22 F.S.
District Assessments for Elementary Students
Kindergarten through fifth grade students will take the Discovery Education Assessment
(DEA) for progress monitoring purposes as well as assisting teachers in determining which
students need to be placed on a PMP. Refer to the Appendix for specific DEA testing
windows. The DEA, which is aligned to state standards, was designed to:
•
•
•
•
•
Evaluate progress towards end-of-year benchmarks
Diagnose learning needs
Set instructional goals
Monitor instructional progress
Provide parent information
The DEA is administered two or three times a year, depending on grade/course, in a pre-midpost setting. Progress monitoring occurs at frequent intervals and will be used to differentiate
instruction. The DEA assessment will also assist teachers in supporting students at all tiers in
the MTSS process.
State Assessments Elementary Students Participation in the statewide testing
program, which consists of the Florida Standards Assessment (FSA) and alternate
assessments, is mandatory for all K-12 students attending public school. The state assessment
of reading shall begin in grade 3, reading and writing in grades 4-10, and math in grades 3-8.
The assessment of science shall be administered in grades 5 and 8.
FSA and Promotion and Retention The FSA is not the sole determiner of promotion
or retention. Additional evaluations, portfolio reviews, and assessments are available to assist
the parent/legal guardian, schools, and district in determining when a student is achieving at
or above grade level and is ready for promotion.
Florida does not participate in assessment “opt out.” Any student who does not take the FSA
will be provided with a Letter of Retention.
Assessment Opportunities for Home Education Students Opportunities to take
state assessment tests (FSA reading, writing, math and SSA science) are available to home
education students. Students will take state assessments at a district designated testing
site. Arrangements can be made District Home School Coordinator.
47
Assessment of Virtual Students Students enrolled in an OCSD/FLVS course which
requires a state End‐of‐Course assessment (EOC) are required to take the EOC in a district
designated testing site.
Pre-K D, School-Year VPK, and Title I Pre-K Assessment
Schools that have a district-approved Pre-K program, program specific assessment reports
are used to communicate student progress two (2) times per year, at the end of the first and
second semester:
Pre-K D: Teaching Strategies Gold
VPK: Bright Beginnings, Brigance
The Battelle (BDI-II) is administered upon entry into and exit from the Pre-K D program.
Florida Kindergarten Readiness Survey- Work Sampling Survey (FLKRSWSS) 1002.69(1) F.S. Each kindergarten student in OCSD shall participate in FLKRSWSS within the first 30 days of the school year. It consists of an observational survey and
measures of alphabetic and phonological awareness skills.
Assessment of New Students Students transferring into OCSD once the school year has
begun, especially in grade 3, shall be assessed in reading and math to determine reading and
math proficiency and to ensure proper course and remedial instruction placement.
48
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section VI
Instructional Support and Progress Monitoring
Each student who does not meet specific levels of performance in reading, writing, science
and/or mathematics shall be provided with scientifically research‐based interventions as
indicated by additional diagnostic assessments used to determine the nature of the student's
difficulty and areas of academic need. Instructional support shall continue until
performance expectations are met as documented by demonstrating mastery or passing the
state assessment(s).
Programs of Remediation, 1008.25(4)(b), F.S.
Programs of remediation shall be the responsibility of the district school board through their
schools. This remediation shall be documented in a single plan (PMP/PMS, IEP), provide
enrichment through improvement of any basic skills in which students are deficient and assist
students in achieving grade level/course expectations in order to move from one grade level to
another.
Parents or legal guardians are formally notified of an academic deficiency as soon as the
deficiency is identified. Parents/legal guardians will be notified in writing (i.e., parent letter)
prior to initiating a PMP/PMS in ELA and/or math. At this time, a request for a conference
with the parent will also be initiated. If not signed and returned, a copy of the letter should be
signed at the parent/legal guardian teacher conference to indicate receipt. If no response is
received (attempts to contact parent/legal guardian should continue) the development of the
PMP/PMS should not be delayed.
Letters sent to the parent/legal guardian shall notify them of the following:
• Their child has been identified as having a substantial academic deficiency in reading and/or
math.
• Notification that research-based strategies are being and will continue to be provided for
their child.
• Notification that research-based strategies and materials will be suggested for parents/legal
guardians to use at home with their child.
• A list of the assessments used to determine promotion or retention (FSA not being the sole
determiner).
• If the child’s deficiency is not corrected by the end of the current grade, and promotion
criteria are not met, the child must be retained unless s/he is exempt from mandatory
retention for Good Cause or through Administrative Promotion.
• Remediation will continue until the deficiency is corrected.
49
Parents or legal guardians should be notified at the end of the first semester, if the student
exhibits substantial difficulty in learning and is in danger of failing. Written notification
should be provided in person at a parent/teacher conference, by mail with return
acknowledgement, receipt, or by certified mail. In the case of a student who transfers to a
district school at a later date, a “possible retention” letter may be sent any time a deficiency is
identified. 1008.25(5)(c)1-6, F.S
Progress Monitoring Plan (PMP)
A PMP defines a program of remediation which shall be developed for the following students:
• Kindergarten- Grade 5: Refer to Progression Charts.
o A PMP should be developed for any retained kindergarten students new to OCSD.
Additionally, retained kindergarten students should continue a PMP for monitoring
purposes.
• ELL: An ELL student can have a PMP and an ELL plan if the student is having academic
difficulties that are not related to English language proficiency, but rather are due academic
difficulties in their Heritage language and/or lack of academic progress when compared to
other ELLs with similar DEUSS dates.
A PMP should be created for any student of concern at any point in the school year,
regardless of prior FSA Assessment scores.
The PMP must be developed as soon as a deficiency is identified; the prescribed program of
remediation must be in addition to the core instructional component and include researchbased strategies. Final outcomes, supported by a system of formative and frequent
assessments, will be established to monitor student progress and identify when grade level
proficiency is met. Revisions shall be made to the PMP based on analysis of assessment
results. Remediation will continue until grade level proficiency is consistently demonstrated.
1008.25(4)(b).
The PMP process is initiated by evaluating academic performance on specified screening
instruments and/or grades the initial designation of deficiency is then supported through
additional diagnostic assessments to determine the exact nature of the student’s difficulty and
areas of academic need. In consultation with the student’s parents or legal guardians, using the
PMP, a detailed Progress Monitoring Plan will be designed to communicate and document the
individual assistance to be provided.
The PMP must clearly identify:
• The specific academic skill(s) which require remediation,
• The research-based strategies to be used for remediation,
• How, when, how often, by whom, and for how long intensive remedial instruction is to be
provided, and
• The monitoring and reevaluation activities to be employed.
o The expectation is that formative assessments will occur, at a minimum, two times a
year in a pre-mid setting.
o Assessment results are used for revision of the PMP and the instructional program.
o Tier II and III students in MTSS will require more frequent monitoring to determine
the effectiveness of the type and frequency of selected strategies. Link to MTSS
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Manual: http://www.okaloosaschools.com/files/schooldistrict/_docs/MTSS%20Manual%202014-2015.pdf
The PMP is expected to be a collaborative venture with regard to development of the
components, implementation of strategies, and progress monitoring. All teachers who interact
with a PMP student will be an active member of the PMP team for that student. Each school
will establish a system to ensure the required collaboration and to monitor student progress.
To assist teachers in determining which students should be placed on a PMP and when/how to
adjust instruction based on student progress, the DEA will be administered to k-12 students.
Plan of Care (POC)
The allocation of POC funds will be determined on an annual basis, with consideration given
to specific needs of students and practices proven most effective in accelerating student
learning.
Parent Refusal for Support through Progress Monitoring and a MultiTiered System of Supports
The school district has the authority and responsibility to advise a student's course of study.
Schools are held responsible for developing a MTSS in consultation with the parent, but
parental approval is not required, nor can parents veto a MTSS. The school is held
accountable for the student's success and may implement a MTSS without a parent's
approval. Students whose progress monitoring is an IEP, however, must have parent
approval of the plan.
If the parent refuses to participate in the support strategies detailed in the MTSS because he
or she believes the strategies are unnecessary or inappropriate, the parent may appeal to the
principal. The principal shall provide a hearing officer, and the hearing officer shall make a
recommendation for final action to the principal. Consistent with school board rules and in
accordance with state statute [1012.28 (5) F.S.], the Superintendent has designated the
principal of the school as the final authority in the placement of students in programs or
classes. For more specific requirements, refer to the District’s Comprehensive Reading Plan
on OCSD website https://app1.fldoe.org/Reading_Plans/Narrative/NarrativeList.aspx
51
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section VII
Grading and Notification Procedures
A. Reporting Student Progress Report Cards, 1003.33 F.S.:
Report cards provide the student and the student’s parents with an objective evaluation of
scholastic achievement with indicators of progress. Report cards shall clearly depict and
evaluate the following:
• the student’s academic performance in each class or course in grades K through
12 based on examinations as well as other appropriate academic performance
items,
• the student's performance at his or her grade level,
• the student’s conduct and behavior, and
• the student’s attendance, including absences and tardies.
Academic Grading and Gradebook
Academic grades shall be based solely on scholastic proficiency in meeting the Florida
Standards (ELA and math) and Next Generation Sunshine State Standards (science and
social studies), as applied to the course or grade in which the student is enrolled. Classroom
assignments, teacher observations, examinations, and achievement on district assessments
are used to determine grade. In no case shall a disciplinary penalty be exacted in terms of a
diminished academic grade. Grades should be clear, undiluted indicators of what students
know and are able to do at the conclusion of the learning sequence. The evaluation of
behavior/conduct shall be recorded and reported accurately and separately from all academic
grades. 1003.33(2) F.S.
Students who are found cheating on an academic assignment may receive an academic
consequence on the assignment at the discretion of the teacher.
Without exception, all teachers will use Gradebook system as the avenue for maintaining
communicating student grades. In general, the expectation is that a minimum of one grade
per subject per week will be entered in the electronic Gradebook system, with the
understanding that occasionally a two-week period will occur between grades. A longer
period than two weeks should be approved by the principal, with notification provided to
parents as to the specific reason/situation.
52
Kindergarten Grading Scale
Grade, Percent
Grade Definition
Excellent Progress
E= 90-100
Good Progress
G= 80-89
Satisfactory Progress
S= 70-79
Needs to Improve; In Danger of Failing
N= 60-69
Unsatisfactory Progress; Failure
U= 0-59
Grading Scale for Grades 1-5
Grade, Percent
Grade Definition
Outstanding Progress
A= 90-100
Above Average Progress
B= 80-89
Average Progress
C= 70-79
Lowest Acceptable
D= 60-69
Progress/ In Danger of
Failing
Failing
F= 0-59
Grading Scale for Conduct: Grades 1-12
Students will receive a conduct number, based on the following:
1= Satisfactory
2= Needs Improvement
3= Unsatisfactory
The conduct number used by elementary teachers will be placed by the subject areas of ELA
and serve for all other subject areas, except for those subjects taught by a different teacher
(i.e. math, music, PE)
Grade Level Performance (used to determine the GLP code)
Florida law requires that the report card be used to notify parent(s)/legal guardian(s) when a
student is working at a skill level below that of his/her assigned grade placement. As such, one
of the following codes will be used in every class/course, each nine-week grading period, to
identify at/above or below grade level performance for Grade 1-12 students. One of the GLP
codes will be used each quarter to reflect performance in Reading only for Kindergarten
students. 1008.22 F.S., 1008.34 F.S., 1001.11 F.S.
Assigning preventative strategies, re-teaching, limiting number of practice problems,
alternative assessment strategies for course content and/or reduced written
requirements are not in themselves indications of “operating below grade level.” They
are good instructional strategies for matching curriculum to the child’s academic needs.
Students will be assigned one of the following GLP codes based on their performance:
• S= performance is at or above grade level
• U= performance is below grade level or performance is below course expectations in the
case of weighted courses
53
A student is considered to be operating below grade level in a class or course when either one
of the following have occurred:
• The student receives a D or F in any course
• The concepts on which the student is assessed are not taught at the current grade level and
are taken from instructional materials, adopted CCRP, or benchmarks from a lower grade
level
• The conditions under which the student is assessed and/or leading to the assessment, vary
to a large degree from other students (i.e., extensive accommodations, support,
modifications).
• If a student’s performance on an assessment included in the Progression Charts is
consistently below minimum standards, report card grades should commensurate.
Comment Codes, Grades K-8
•
•
•
Serves to qualify or support a specific grade
Serves as one of many avenues which can be used to request a conference
A maximum of five (5) codes may be used each reporting period for each subject area
Kindergarten Checklist
Kindergarten teachers will use a quarterly skills checklist (MIS 6338 A-D) to determine
grades for ELA and math. A copy of the checklist will be sent home with the report card each
quarter. A mid-quarter progress report (MIS 4293) will be provided to parents for
communication regarding a student’s progress for that time period. For further information,
refer to the Kindergarten Progress Report Guidelines. The Quarter 4 ELA grade will serve
as the final ELA grade.
Parent Notification and Grading
On an annual basis, the district will report to the parent/legal guardian of each student their
progress toward achieving state and district expectations in ELA, math, and science. This
reporting system will include two (2) documents: the end-of-year report card (identifying
whether the student will be promoted or retained) and the grade level statewide assessment
parent report (i.e., FSA).
Progress Reporting
Grades K-12 students will receive a computerized report card every nine week grading
period. Other teacher/parent or legal guardian communication such as conferences, letters,
telephone conversations, and e-mail are recommended. Mid-quarter progress reports
remain a school decision, with the exception of Grade K.
Students with a Progress Monitoring Plan (PMP) or on a Progress Monitoring System
(PMS) will be assessed a minimum of two times per year (see appropriate grade-level
charts); results of the assessment will be formally communicated to parents following each
assessment event. At a minimum, a PMP must be reviewed at the conclusion of the first
semester to document student progress and determine whether adjustments to the
instructional program are appropriate.
54
In ESE, grades will be given in all subject areas and general behavior. Student progress is
reported each nine weeks, in accordance with the report card schedule. Further
communication of progress will be provided through the ESE Annual Goal Progress
Report. Progress on annual goals must be reported as often as progress is reported for nondisabled peers. Conferencing and personal communication between classroom teacher(s)
and parent(s)/legal guardian(s) are necessary at regular intervals during the year.
Review and Monitoring of Progress Reports
Administration will review progress report guidelines with teachers early in the first nineweek period. In addition, administration will monitor report cards each grading period to
ensure guidelines are followed and grades are based on a student’s proficiency in meeting all
State Board of Education’s adopted standards.
B.
Elementary Grading System:
Grade 1-5 Grading System
The grading system for grades 1-5 is based on three categories of tasks, each with a different
total weighting of the final grade. In general, the expectation is that a minimum of one grade
per subject per week will be entered in the electronic Gradebook, with the understanding
that occasionally a two-week period will occur between grades. The description of the
system is as follows:
•
•
•
Category 1 (Yellow; Short Term= 15% of the grade): Daily and/or weekly grades. A
minimum of three (3) Short Term grades are required each quarter.
Category 2 (Green; Ongoing Assessment= 55% of the grade): Assessment over small
increments of time (assessed after roughly 2-3 weeks of instruction) to determine
concept acquisition. A minimum of two (2) Ongoing Assessments are required each
quarter.
Category 3 (Red; Long Term Assessment= 30% of the grade): Assessment to determine
mastery of skills covering a longer period of time (assessed after 4 ½ -9 weeks of
instruction) covering multiple benchmarks and/or a higher level of
complexity/performance. A minimum of two (2) Long Term Assessments are required
each quarter.
Below Grade Level Performance
Students who are having academic difficulties, which result in below grade level
performance, the grade for that subject may be no higher than a D or N depending on the
grade level.
Transfer Students
Report cards are not required for any transfer student enrolled less than 15 days. If provided,
grades from the previous school will be entered in the AS400 and Gradebook system.
55
Suspended Curriculum
Students who have extensive academic needs not met by current remediation strategies,
curriculum other than ELA, math, science, and/or 150 minute PE requirement per week may
be suspended to provide immersion in the deficit area. The parents/legal guardian of any
student for whom this strategy is used must be consulted and given every reasonable
opportunity to have input on the PMP or IEP. The specific suspension of curriculum will be
documented on the PMP or IEP and coded on the comment section of the report card.
C.
Parent/Student/Teacher Notifications and Public Reporting
1003.429 (3) F.S.:
Parent Notification of Student’s Annual Progress 1008.25 (1) (8) (a) F.S.
Each year, schools shall provide parents with a report of the progress of the student
toward achieving state and district expectations for proficiency in reading, writing,
science, and mathematics, including the student’s results on each statewide assessment
test. This report traditionally accompanies the last report card of each year but may be
sent at an earlier date as determined by the school. In addition, progress reporting
information shall be provided to parents.
Parent Notification of Student Retention
Parents shall be notified in writing when it is apparent that the student may need to be
retained. Documentation shall be kept, and an acknowledgment of such notification shall
be obtained. Ongoing communication with the parents shall be maintained.
Parent Notification of Remediation
Parent notification shall be documented when a student is being remediated in ELA
and/or math and is being considered for retention. Parents shall be informed of
student progress via progress reports and conferences as deemed necessary by the
school.
Teacher Notification of Students on Community Control
If a juvenile on community control attends a regular educational school program, then the
identity of the juvenile and the nature of the felony offense shall be made known to each
of the student's teachers and appropriate district staff.
56
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section VIII
Exceptional Student Education 1003.43 (11)(a) F.S.
The Okaloosa County School District actively seeks to locate exceptional students and
maintains information on those students screened and identified as "exceptional." The
term "exceptional student" includes, but is not limited to, the following:
• students who have intellectual disabilities
• students with speech and language impairments
• students who are deaf or hard of hearing
• students who are blind or visually impaired
• students who have orthopedic impairments
• students who have traumatic brain injuries
• students who have other health impairments
• students who have emotional or behavioral disabilities
• students who have specific learning disabilities
• students who are gifted
• students who have autism spectrum disorders
• students who are developmentally delayed
A.
Admission and Placement:
Eligibility for Exceptional Student Education (ESE) Services
All students having difficulty meeting promotional requirements shall be monitored
carefully by the Multi‐Tiered System of Supports (MTSS) Intervention Team or its
equivalent. Eligibility for an Exceptional Student Education program may be considered
upon completion of appropriate interventions and activities. State law requires that
students with learning problems in reading and/or math or behavior that interferes with
learning must have been on an intervention plan for a reasonable amount of time prior
to beginning the referral process for Exceptional Student Education. Evaluation must be
completed within 60 days from the date the parent signs consent and that the student
is in attendance. Eligibility for Exceptional Student Education is determined by the
staffing committee in accordance with current eligibility criteria as defined in the
Exceptional Student Education Policies and Procedures (SP&P) located on the Florida
Department of Education website at http://beess.fcim.org/sppDistrictDocSearch.aspx .
57
Gifted Students enrolled in Exceptional Student Education (ESE)
Florida’s Plan for K-12 Gifted Education is intended to set a path for districts to ensure high
expectations and achievement for gifted learners. The strengths of the student determine the
programming options to guide rigorous and differentiated instruction.
An Educational Plan (EP) will be developed for any student qualifying for gifted services.
The state recommended duration for EPs are as follows: K-2, 3-5, 6-8, and 9-12. EPs must be
reviewed at transition years: 2nd to 3rd grade, 5th to 6th grade, and 8th to 9th grade. EPs should
also be reviewed any time the level of gifted services changes.
Students with Disabilities enrolled in Exceptional Student Education
All ESE students have access to the general education curriculum as determined by their
Individual Education Plan (IEP). The IEP team must have high expectations for all
students. The Florida Standards (ELA and math) and Next Generation Sunshine State
Standards (science and social studies) are considered the curriculum for the majority of
students with disabilities. An IEP team must consider the extent to which the student’s
disability adversely impacts the student’s potential for learning or rate of learning. The IEP
team must then decide if the student should participate in general education with
accommodations that lead to mastery of the Florida Standards and Next Generation
Sunshine State Standards, or participate in a modified curriculum that leads to the mastery
of Florida Standards Access Points.
B.
Curriculum and Instruction:
Accommodations for Exceptional Student Education (ESE) Students
Accommodations are changes in how students are instructed and/or assessed (i.e.,
instructional materials, learning environment, presentation, and time demands).
Accommodations included in the IEP, with the appropriate annual goals, must be
documented for:
•
•
Appropriate courses and settings
Classroom and statewide assessments (i.e., FSA)
Reporting Student Progress Notification of IEP Goals
All parents will be notified of their child’s achievement during the school year with at
least the same frequency as that of a non‐disabled peer enrolled in the same school.
Progress toward IEP goals will be reported to the parent at the frequency designated on
the IEP.
58
Report Cards and Grading
a. A student's placement in an Exceptional Student Education (ESE) program may not
be designated on the report card due to FERPA (Family Education Rights and
Privacy Act).
b. ESE students must receive a report regarding progress toward IEP goals and objectives
along with the report card. The final report card for the year shall contain a
statement indicating end‐of‐the‐year status or performance, or non‐performance, at
grade level; acceptable or unacceptable behavior and attendance and promotion or
non‐promotion.
c. Students may not be discriminated against in grading because of their disability.
d. A grade of F can be assigned when sufficient and appropriate IEP
accommodations/modifications have been implemented and the student demonstrates a
lack of progress. A student’s lack of progress should be addressed through the IEP
review process before a semester grade of F for the 1st or 3rd nine week grading period.
This review should develop appropriate interventions to remedy the failing grade.
e. When a student also receives supplementary instruction from a special area teacher, the
teachers will work collaboratively to give the student a single grade.
f. An ESE student shall not be penalized with a lower grade for using accommodations.
C. Statewide Assessment
Assessment of Students with Disabilities enrolled in Exceptional Student
Education
All students, including Exceptional Student Education (ESE) students, must participate in
the state’s assessment and accountability system. ESE students who are following the
general education program and pursuing a standard diploma shall participate in the same
state and district assessments as their general education peers, including the Florida
Standards Assessment (FSA) and End of Course (EOC) exams. If ESE students receive
testing accommodations, the accommodations must be listed in the student’s Individual
Education Plan (IEP) and utilized regularly during classroom instruction and assessment.
Allowed accommodations are listed in the procedures manual for each specific
assessment.
The Florida Standards Alternate Assessment (FSAA) is designed for students whose
participation in the general statewide assessment is not appropriate, even with
accommodations. The Florida Standards Alternate Assessment measures student academic
performance on the Access Points in language, mathematics and science. Access Points are
academic expectations written specifically for students with significant cognitive
disabilities and reflect the essence or core intent of the standards that apply to all students in
the same grade. IEP Teams are responsible for determining whether students with
disabilities will be assessed with the FSA or with the FAA based on criteria outlined in
Rule 6A‐1.0943(4), Florida Administrative Code (F.A.C.) The IEP team should consider
the student’s present level of educational performance in reference to the Florida
Standards. The IEP team should also be knowledgeable of FSA guidelines and the use
of appropriate testing accommodations. In order to be eligible to participate in the FSAA, all
three (3) criteria must be met.
59
Parent Notification of Classroom Instructional Accommodations Not
Allowed on Statewide Assessments
If a student is provided with instructional accommodations in the classroom that are not
allowable as accommodations in the statewide assessment program, as described in the test
manuals, the school must:
• inform the parent in writing (MIS 6317), and
• provide the parent with information regarding the impact on the student's ability to meet
expected proficiency levels in ELA and math.
This notification is documented on the student’s Individual Educational Plan.
D. Promotion, Assignment, and Retention of Exceptional Students for
Standard Diploma Promotion and Retention of Exceptional Student
Education (ESE) Students:
Students who are receiving ESE Services and are following the general education program,
take the state assessment (FSA) and fall under the same guidelines for promotion as non‐
disabled students.
Promotion and retention decisions for ESE students who are following the Access Points for
Students with Significant Cognitive Disabilities will be made by the IEP team based on
progress achieved toward the student’s individual goal and objectives.
E. Extended School Year (ESY):
Extended School Year is specially designed instruction and related services beyond the
normal school year of the district. ESY is provided to a student with a disability who the
IEP team determines needs these services in order to receive a free, appropriate public
education (FAPE). ESY is available at no cost to the parent. Specific requirements and
procedures must be followed. Refer to the Exceptional Student Education Policies and
Procedures (SP&P) located on the Florida Department of Education website at
http://beess.fcim.org/sppDistrictDocSearch.aspx .
60
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section IX
English for Speakers of Other Languages (ESOL)
A. Definition, Placement, and Plan for ELL Students, 6A-6.0902, 6A
6.0904:
Florida operates under a federal consent decree issued in the case of LULAC vs. Florida
State Board of Education, Case No. 90‐1913. All children have the right to enroll in K‐12
public education, regardless of immigrant or English proficiency status. The school district
may not inquire into a student’s immigration status, may not keep records or lists pertaining
to immigration status, and may not for any reason be reported to INC prior to or subsequent
to admission (except in the case of foreign exchange students).
By definition, an English Language Learner (ELL) has sufficient difficulty speaking,
reading, writing, or listening to the English language. An ELL Plan must be developed for
any student who has a primary language, or is influenced by a language, other than English,
and scores below the English proficient level on a Department of Education approved
assessment in listening, speaking, reading, and/or writing.
The following process will be followed:
•
•
•
Enroll any student and do not ask about their immigration status
Although students in grades 6-12 may be placed by age or transcripts, the Uniform
Transfer of Credit procedures are applicable.
Any ELL student without a transcript who has earned a 2.0 GPA at the end of the first
nine week grading period shall be issued credits for the preceding courses, as
appropriate.
• If the student does not earn a 2.0 GPA at the end of the first complete nine week
grading period, then the school may validate the ELL student’s credit using the
Alternative Validation Procedure which includes:
o Demonstrated proficiencies on nationally-normed standardized subject area
assessments
o Demonstrated proficiencies on the Florida Standards Assessments
Upon initial enrollment in the district, screening for ESOL program eligibility will be
conducted based on at least one “yes” answer on the Home Language Survey (MIS 4025).
In order to effectively place ELL students, their academic abilities must be determined
exclusive of their lack of English proficiency. Comprehensive interviews, teacher made
tests, tests of academic abilities administered in the student’s home language or other forms
61
of informal assessment may be used to determine the appropriate grade level and class
placements.
Please note that if the ELL student meets the definition of homeless, including but not
limited to the following circumstances: natural disaster or no legal guardian, the student
must be enrolled immediately. Understanding that each situation is unique, please contact
the Student Services Program Director at (850) 833-3108 in order to make the best decision
for the student.
The ELL Committee, which may be composed of the principal or designee, teacher(s)
familiar with the ELL, the school counselor, and any other instructional personnel
responsible for the instruction of the ELL, shall make recommendations concerning the
appropriate placement, promotion and retention of English Language Learner students.
Parents/guardians of students being reviewed are required to be invited to participate in
the ELL Committ ee meeting.
Active ELL students must have a current ELL Plan, which is updated at the beginning of
each year or when classes, courses, or services change. This plan will address objectives
and goals for each area of limited English proficiency and set forth specific instructional
strategies and measureable outcomes for each student.
Appropriate placement considerations for ELL students based on Rule 6A-6.0902:
• Age appropriateness
• Parent input
• Review of records/assessments
• Comprehensive parent/guardian/student interview
• Academic records available, with consideration that other grade levels and grading
systems may differ from the ones in the United States
• Telephone calls and records request to previous school
Criteria to be utilized in making appropriate placement decisions include the following:
• academic performance and progress of a student based on formal and/or alternative
assessments in English and/or the student’s native language, PERT
• age of the student,
• progress, attendance and retention reports, and
• number of years the student has been enrolled in the ESOL Program.
The Okaloosa County School District ELL Plan may be accessed under English for Speakers
of Other Languages (ESOL) at http://www.okaloosaschools.com/district/esol-forms
B. Assessment, Retention and Promotion:
Assessment
All ELLs are expected to participate in district and state assessments and accountability
system. However, if an ELL student has been receiving services in a program operated in
accordance with an approved ELL Plan for less than one year, based on Date Entered
United States School (DEUSS) AND a majority of the student’s ELL Committee
62
determines that it is appropriate, a student may be given exemption status during the
current FSA administration in ELA reading and writing ONLY. In each case in which an
exemption is considered:
• The ELL Plan must document why the assessment is not appropriate
• The ELL Committee must consult with the parent and obtain the parent’s written
consent for any exemption
• The ELL Committee must include the exemption, rationale, and the English
proficiency assessment ACCESS for ELLs 2.0 as the alternate assessment into the
student’s ELL Plan
• ELL students exempt from FSA ELA reading and writing must be reported to the
District ESOL office.
Retention
Retention of an ELL is based on unsatisfactory performance in reading, writing and
mathematics as determined by the MTSS Committee, in conjunction with the ELL
Committee. Students cannot be retained based solely on lack of English language
proficiency. There must be documentation of academic interventions throughout the school
year if an ELL student is to be considered for retention. English language development
support is not an intervention; rather it is considered comprehensible instruction as required
by F.S. 233.058.
63
APPENDIX
64
SCHOOL DISTRICT OF OKALOOSA COUNTY
Elementary
Pupil Progression Plan Committee Recognition
The OCSD School Board would like to thank the following staff members for
serving on a committee to review academic policies related to student progression
and to make recommendations for the 2016-2017 school year:
Shannon Boone
Suzanne Boyd
Lorna Carnley
Jacqueline Craig
Amy Dale (District)
Kim Day-Scanlon
Sherrie Fults (District)
Zoila Ganuza (District)
Katie Gunderson
Cynthia Laramore
Sheila Lightbourne (District)
Heather McClaren
Kim McSparren
Eva Ratley
Denise Reichal (District)
Duscha Ross (District)
65
State
Compulsory
School Age
Alabama (AL)
Alaska (AK)
7
7
Kindergarten
Entrance Age
(Child must be
5 on or before
this date)
September 1
September 1
Arizona (AZ)
6
September 1
Arkansas (AR)
5
September 15
Student
Attendance in
Kindergarten
Transfer
Transfer
DecisionParent, Child,
Teacher and
Principal
Permissive
Permissive
Transfer
Mandatory
Not Specified
Kindergarten
Exemption
Allowed?
NA
NA
NA
Readiness and
Parent Request
Permissive
Mandatory
Not Specified
Parent Request
Mandatory
Not Specified
Parent Request
Not Specified
Mandatory
Not Specified
Not Specified
Permissive
Permissive
Permissive
Permissive
Transfer
Transfer
Not Specified
Transfer
NA
NA
NA
NA
Permissive
Not Specified
NA
Permissive
Not Specified
NA
September 15
August 31
October 1
September 30
October 15
Not Specified
Transfer
Not Specified
Not specified
DecisionSchool District
DecisionParent and
Superintendent
Not Specified
Transfer
Not Specified
Gifted
Transfer
Permissive
Permissive
Permissive
Mandatory
Permissive
Readiness
Transfer
Not Specified
Readiness
Not Specified
NA
NA
NA
Readiness
NA
5
November 30
Not Specified
Mandatory
Not Specified
NA
6
LEA Option
Not Specified
Permissive
Not Specified
NA
6
December 2
Colorado (CO)
7
LEA Option
Connecticut
(CT)
5
January 1
Delaware (DE)
5
August 31
5
December 31
6
6
6
7
September 1
September 1
August 1
September1
Illinois (IL)
7
September 1
Indiana (IN)
7
July 1
Iowa (IA)
Kansas (KS)
Kentucky (KY)
Louisiana (LA)
Maine (ME)
Maryland
(MD)
Massachusetts
(MA)
6
7
6
7
7
DecisionSchool District
and Parent
Not Specified
DecisionLocal School
Board
DecisionLocal School
Authorities
Permissive
Skipping
Kindergarten
Allowed
(Enter 1st
grade at age 5)
Transfer
Not Specified
DecisionParent, Child,
Teacher and
Principal
DecisionSchool District
and Parent
Not specified
California
(CA)
District of
Columbia (DC)
Florida (FL)
Georgia (GA)
Hawaii (HI)
Idaho (ID)
Early Entrance
to
Kindergarten
Allowed?
Permissive
Michigan (MI)
6
December 1
Not Specified
Permissive
Minnesota
(MN)
7
September 1
Not Specified
Permissive
Mississippi
(MS)
6
September 1
Not Specified
Permissive
66
If district does
not offer
kindergarten
PolicyLocal School
Board
Not Specified
NA
NA
NA
NA
NA
Kindergarten
Entrance Age
(Child must be
5 on or before
this date)
August 1;
LEA Option
between
August 1 and
October 1 for
Metropolitan
Districts
Early Entrance
to
Kindergarten
Allowed?
Student
Attendance in
Kindergarten
Skipping
Kindergarten
Allowed
(Enter 1st
grade at age 5)
Kindergarten
Exemption
Allowed?
Not Specified
Permissive
Not Specified
NA
Permissive
Not Specified
NA
Permissive
Not Specified
NA
State
Compulsory
School Age
Missouri (MO)
7
Montana (MT)
7
September 10
Nebraska (NE)
6
October 15
Nevada (NV)
7
September 30
Not Permitted
Mandatory
Not Permitted
Parent Request
and Readiness
New
Hampshire
(NH)
6
LEA Option
Not Specified
Permissive
Not Specified
NA
New Jersey
(NJ)
6
LEA Option
DecisionLocal School
Board
Permissive
Not Specified
NA
5
September 1
Not Specified
Mandatory
Not Specified
Parent Request
6
LEA Option
Not Specified
Permissive
Not Specified
NA
7
September 1
Permissive
Transfer or
Gifted
NA
Ohio (OH)
6
September 30
Mandatory
Not Specified
Parent Request
Oklahoma
(OK)
5
September 1
Not Specified
Mandatory
Not Specified
Parent Request
Permissive
New Mexico
(NM)
New York
(NY)
North Dakota
(ND)
DecisionBoard of
Trustees
Transfer or
Readiness
Transfer or
Readiness
PolicySchool District
PolicyLocal School
Board
Oregon (OR)
7
September 1
PolicyLocal School
Board
Pennsylvania
(PA)
8
LEA Option
Not Specified
Permissive
PolicyState Board of
Education
NA
5
August 31
Not Specified
Mandatory
Not Specified
Not Specified
6
September 1
Not Specified
Mandatory
Not Permitted
Not Specified
5
September 1
Transfer or
DecisionSchool District
Mandatory
DecisionSchool District
Parent Request
Puerto Rico
(PR)
Rhode Island
(RI)
South Carolina
(SC)
67
NA
Compulsory
School Age
Kindergarten
Entrance Age
(Child must be
5 on or before
this date)
Early Entrance
to
Kindergarten
Allowed?
Student
Attendance in
Kindergarten
Skipping
Kindergarten
Allowed
(Enter 1st
grade at age 5)
Kindergarten
Exemption
Allowed?
6
September 1
Transfer
Permissive
Transfer
NA
6
September 30
Not Specified
Mandatory
Not Permitted
Not Permitted
Texas (TX)
6
September 1
Permissive
Transfer
NA
Utah (UT)
6
Permissive
Not Specified
NA
Vermont (VT)
6
September 2
January 1
Or
LEA Option
between
August 31 and
January 1
Not Specified
Permissive
Not Specified
NA
Virgin Islands
(VI)
5
December 31
Not Specified
Mandatory
Not Specified
Not Specified
Virginia (VA)
5
September 30
Readiness
Mandatory
Not Specified
Parent
Request
State
South Dakota
(SD)
Tennessee
(TN)
Readiness and
PolicySchool District
Not Specified
68
TERRITORIES AND COUNTRIES
Country/
Territory
Bahamas
Kindergarten
Age
3-5
Date Used to Determine
Kindergarten Age
No public kindergarten.
Bermuda
4
4 on or before December 31
of the entry year.
None
Canada
5
5 on or before September 1
of entry year.
Varies depending on
province. Local boards may
establish a junior
kindergarten. Some cities or
schools have the age cut-off
point during the year in
which the child becomes 5.
Kindergarten is not
mandatory.
China
3-5
England
4 yrs 6 mons. - 6
yrs.
Guam
4-5 years
Children begin preschool
study at the age of 3. There
are three levels of
kindergarten.
Entry age variances are
primarily due to space
constraints. A child may
enter after the fifth birthday
if room is available. If not,
the child will enter the
following January.
December 31
Jamaica
4
4 on or before September 1
of entry year.
Ontario,
Canada
5
Birthday
Puerto Rico
5
5 before August 31. Five
between September 1 and
December 31 on a space
available basis.
69
Kindergarten Local Policy
None
Contact Persons and
Addresses
Bahamian Ministry
Education & Culture Abaco
School Board
P.O. Box 449
Marsh Harbor
Abaco, Bahamas
Preschool Coordinator
P.O. Box 1185
Hamilton HM-EX
Bermuda
Ontario Ministry of Ed
Toronto, Ontario, Canada
(416) 965-2228
National Council
(416) 965-2551
British Primary School
mandatory.
British Embassy
(202) 898-4407
The Board shall establish
identification and
enrollment policies for
children who are
academically gifted may be
enrolled even though s/he
has not reached the age
required, but not lower than
age three by December 31
of the year the child is
enrolled.
Infant School/Basic (Pre/KKdg.), a child must be 4 to 5
years of age.
N/A
School Program Consultant
Early Childhood Ed.
Curriculum & Instruc.
Division
P.O. Box SE
Agana, Guam 96910
Early entry permitted if
space is available and
responses to early entry
screening questions are
satisfactory.
Jamaican Embassy
Washington, D.C.
(202) 452-0660
Roy Community Ed. and
Outreach Branch
24th Floor Mowet Block
900 Bay Street
Toronto, Ontario
Federal Affairs Office
For Puerto Rico
Washington, D.C.
(202) 778-0710
Country/
Territory
St. Kitts &
Nevis
Kindergarten
Age
4 yrs.
9 months
Date Used to Determine
Kindergarten Age
December 31 of the entry
year.
Samoa
(American)
5
5 on or before December 31
of entry year.
Virgin Islands
4 yrs.
6 months
Opening day of school.
70
Kindergarten Local Policy
Compulsory education for
all children of school age.
Attendance in schools in the
area.
None. The kindergarten
program is being piloted for
the first time.
Students must be four years
and six months on or before
the opening day of school.
Contact Persons and
Addresses
Ministry of Ed.
Cayon Street
Basseterre, St. Kitts
(809) 465-2521 X 1111.
Coord. Of Admin. Services
Depart. Of Ed.
44-46 Kongens Gade
Charlotte Amalie
St. Thomas, Virgin
Islands 00807
Florida School Immunization Requirements
2016/2017
Grade
*DTap
Series
*Polio
Series
MMR
2 doses
*Hepatitis
B Series
Varicella
2 doses
K
1
2
3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4
5
6
7
8
9
10
11
12
•
Varicella
1 dose
Tdap
Booster
X
X
X
X
X
X
X
X
X
X
X
Td or
Tdap
*Number of doses will vary based on child’s age when receiving DTap, and Polio
vaccine. Documentation of at least one dose of polio vaccine given on or after the
4th birthday
*requirement is 4 doses, with the following exceptions:
o If 4th dose administered prior to 4th birthday, a 5th dose is required
o If 3rd dose is administered after 4th birthday, a 4th dose is not required
• *Hepatitis B vaccine doses are determinant on the child’s age and the formulation
received.
• Varicella vaccine is not required if there is a history of Varicella disease
(Chicken Pox) documented by a healthcare provider.
• Each subsequent school year the next highest grade will be included for the
following immunizations:
Varicella – 2 doses
Varicella – 1 dose
Tdap booster
•
Children entering or attending pubic pre-school are required to have an ageappropriate number of DTaP, Polio, MMR, Hepatitis-B, Varicella, and Hib
immunizations. Public pre- school students aged 3 and 4 years do not typically have
all immunizations required for Kindergarten entry, thus their Certificates of
Immunization are most often signed in Part B- Temporary Medical Exemption. The
expiration dates of these Certificates of Immunization are typically set at
Kindergarten entry or the child’s fifth birthday.
71
•
•
Certificates of Immunization for students of any age/grade who are lacking
immunizations required for their grade level should be signed in Section BTemporary Medical Exemption with an appropriate expiration date to recall the
student for the missing immunizations.
Effective with the 2009/2010 school year, students entering, repeating or transferring to
7th through 12th grade need to provide documentation for the Tdap vaccine (tetanusdiphtheria- pertussis vaccine).
Hepatitis B
• All students entering or attending public or non-public school will be required to
have the hepatitis B vaccine series.
• Children who have no documentation of the hepatitis B vaccine series should be
admitted after the first dose, issued a temporary medical exemption, and scheduled
for the next appropriate dose.
• An alternate two-dose hepatitis B vaccine series for adolescents 11 through 15 years of
age has been approved. Children in this age group who receive the two-dose series
should be considered in compliance with Florida’s hepatitis B immunization
requirement for school entry and attendance.
Varicella
• Beginning with the 2008/2009 school year, children entering kindergarten will be
required to receive two doses of varicella vaccine. The light gray highlighted area
below indicates the year the two-dose requirement becomes effective. Each
subsequent year thereafter, the next highest grade will be included in the requirement.
The black highlighted area indicates grades that fall under the one-dose varicella
requirement. The one-dose varicella requirement started in the 2001/2002 school year
• For the 2016-2017 school year, students in Kindergarten, and 1st through 8th grade will
require two doses of the varicella vaccine; whereas students in 9th through 12th grade
will require an updated DH 680 form to include Tdap, must be obtained for submission
to the school
72
2016-2017 DEA Assessment Information (ELA/Math)
Assessment
Window
Grade
Test
PPP Step/Notes
Aug 22-Sept 30
K
A
Step 2 (all students)
Jan 30-Mar 10
K
C
Step 4 (all students)
Apr 10-May 19
K
D
Step 5 (all students)
Aug 22- Sept 30
1
A
Step 1 (all students)
Jan 30-Mar 10
1
C
Step 3 (all students)
Apr 10-May 19
1
D
Step 4 (all students)
Aug 22-Sept 30
2
A
Step 1 (all students)
Jan 30-Mar 10
2
C
Step 3 (all students)
Apr 10-May 19
2
D
Step 4 (all students)
Aug 22-Sept 30
3
A
Step 1 (all students)
Oct 31-Dec 16
3
B
Step 4 (all students)
Jan 30-Mar 10
3
C
*School choice for monitoring of Level 1 & 2
students and new students
Apr 10-May 19
3
D
Step 5 (identified students)
Aug 22-Oct 30
4
A
Step 1 (identified students)
Oct 31-Dec 16
4
B
Step 3 (identified students)
Jan 30-Mar 10
4
C
*School choice for monitoring of Level 1 & 2
students and new students
73
Sample Parent Letter for Students with Academic Deficiencies
Notification of PMP Requirement
Elementary: Gr. K-1
Dear Parent:
Florida’s goal is that every student demonstrate proficiency at or above grade level in all subject
areas required for promotion to the next grade. If a student is not performing at grade level and
the teacher is concerned that an academic problem exists, the school will provide additional
assessment to determine the specific nature of the deficiency.
Once the deficiency is identified, the school and the parent will work together to develop a
Progress Monitoring Plan (PMP) or an Individual Education Plan (IEP). This plan will establish
an achievement objective, identify effective strategies to correct the deficiency and provide a
timeline for monitoring progress. The academic plan or system will remain in effect until the
student consistently demonstrates grade level proficiency.
If a student does not achieve a designated score on the district and/or state assessment specific to
his/her grade level, the student is considered to have a substantial problem that may prevent
promotion to the next grade.
The purpose of this letter is to notify you that your child is below grade level in reading.
Research-based strategies, matched to your child’s specific academic deficiency, are currently
being implemented in the classroom. Additional instructional services will be considered
throughout the year to produce a thorough and personalized plan of remediation for your child.
Promotion to the next grade is based on performance in the classroom (grades) and results of
district-selected assessment (e.g., SESAT, SAT 10, DEA). Student achievement in each of those
areas will assist the parents and school in determining if a child is ready for promotion. If your
child does not meet grade level performance expectations, s/he may be retained unless one of the
Administrative Promotion exemptions is met.
Please schedule a parent-teacher conference to discuss your child’s progress and to develop or
monitor his/her academic plan. At that time, the teacher will share the specific strategies
selected to assist your child in achieving grade level proficiency. School staff are also available
to provide resources and suggest strategies that you may use at home to help your child.
Sincerely,
List of assessments:
DEA:
Discovery Education Assessment
SAT 10: Stanford Achievement Test
SESAT: Stanford Early School Achievement Test
Letters generated by MIS
74
Sample Parent Letter for Students with Academic Deficiencies
Notification of PMP Requirement
Elementary: Gr. 2-5
Dear Parent:
Florida’s goal is that every student demonstrates proficiency at or above grade level in all subject
areas required for promotion to the next grade. If a student is not performing at grade level and
the teacher is concerned that an academic problem exists, the school will provide additional
assessment to determine the specific nature of the deficiency.
Once the deficiency is identified, the school and the parent will work together to develop a
Progress Monitoring Plan (PMP) or an Individual Education Plan (IEP). This plan will establish
an achievement objective, identify effective strategies to correct the deficiency and provide a
timeline for monitoring progress. The academic plan or system will remain in effect until the
student consistently demonstrates grade level proficiency.
If a student does not achieve a designated score on the district and/or state assessment specific to
his/her grade level, the student is considered to have a substantial problem that may prevent
promotion to the next grade.
The purpose of this letter is to notify you that your child is below grade level in reading and/or
math. Research- based strategies, matched to your child’s specific academic deficiency, are
currently being implemented in the classroom. Additional instructional services will be
considered throughout the year to produce a thorough and personalized plan of remediation for
your child.
Promotion to the next grade is based on performance in the classroom (grades), performance on
grade level specific assessment, and results of state assessment (i.e., SAT 10, DEA, FSA).
Student achievement in each of those areas will assist the parents and school in determining if a
child is ready for promotion. If your child does not meet grade level performance expectations,
s/he may be retained unless one of the Good Cause or Administrative Promotion exemptions is
met.
Please schedule a parent-teacher conference to discuss your child’s progress and to develop or
monitor his/her academic plan. At that time, the teacher will share the specific strategies
selected to assist your child in achieving grade level proficiency. School staff are also available
to provide resources and suggest strategies that you may use at home to help your child.
Sincerely,
List of assessments:
DEA:
Discovery Education Assessment
FSA:
Florida Standards Assessment
SAT 10: Stanford Achievement Test
Letters generated by MIS
75
(Mid-Year) Possibility of Retention
Elementary: Gr. K
To the Parent or Guardian of:
Dear Parent/Guardian:
Promotion to the next grade is based on performance in the classroom (grades) and results of
district-selected assessment (e.g., SESAT, DEA).
Your child may currently be on a Progress Monitoring Plan (PMP), which means an academic
concern was previously identified. If that is the case, research-based strategies were identified to
correct the deficiency. That academic plan will remain in effect until consistent grade level
proficiency is demonstrated.
The purpose of this letter is to notify you that your child, as of this date, has not met grade level
performance expectations in reading.
While the current level of performance does not necessarily mean that promotion will not be
achieved, it does mean that time and attention must be directed toward the immediate
improvement of your child’s academic performance. Without substantial improvements by the
conclusion of this school year, retention is a possibility. Please schedule a parent-teacher
conference to discuss your child’s progress. During the conference, we will consider and select
strategies and services, which can be implemented to accelerate your child’s academic progress.
School staff members are also available to provide resources and suggest strategies that you may
use at home to help your child.
Sincerely,
List of assessments with data:
Grade:
ELA: __________
DEA:
ELA: __________
FLKRS-WSS score: _________
76
(Mid-Year) Possibility of Retention
Elementary: Gr. 1
To the Parent or Guardian of:
Dear Parent/Guardian:
Promotion to the next grade is based on performance in the classroom (grades) and results of
district-selected assessment (e.g., DEA, SAT 10).
Your child may currently be on a Progress Monitoring Plan (PMP), which means an academic
concern was previously identified. If that is the case, research-based strategies were identified to
correct the deficiency. That academic plan will remain in effect until consistent grade level
proficiency is demonstrated.
The purpose of this letter is to notify you that your child, as of this date, has not met grade level
performance expectations in reading.
While the current level of performance does not necessarily mean that promotion will not be
achieved, it does mean that time and attention must be directed toward the immediate
improvement of your child’s academic performance. Without substantial improvements by the
conclusion of this school year, retention is a possibility. Please schedule a parent-teacher
conference to discuss your child’s progress. During the conference, we will consider and select
strategies and services, which can be implemented to accelerate your child’s academic progress.
School staff members are also available to provide resources and suggest strategies that you may
use at home to help your child.
Sincerely,
List of assessments with data:
Grade:
ELA: __________
DEA:
ELA: __________
77
(Mid-Year) Possibility of Retention
Elementary: Gr. 2
To the Parent or Guardian of:
Dear Parent/Guardian:
Promotion to the next grade is based on performance in the classroom (grades), performance on
grade level specific assessment and/or results of state and/or district assessment (e.g., SAT 10,
DEA).
Your child may currently be on a Progress Monitoring Plan (PMP), which means an academic
concern was previously identified. If that is the case, research-based strategies were identified to
correct the deficiency. That academic plan will remain in effect until consistent grade level
proficiency is demonstrated.
The purpose of this letter is to notify you that your child, as of this date, has not met grade level
performance expectations in reading and/or math.
While the current level of performance does not necessarily mean that promotion will not be
achieved, it does mean that time and attention must be directed toward the immediate
improvement of your child’s academic performance. Without substantial improvements by the
conclusion of this school year, retention is a possibility. Please schedule a parent-teacher
conference to discuss your child’s progress. During the conference, we will consider and select
strategies and services, which can be implemented to accelerate your child’s academic progress.
School staff members are also available to provide resources and suggest strategies that you may
use at home to help your child.
Sincerely,
List of assessments with data:
Grade:
ELA: __________
Math: __________
DEA:
ELA: __________
Math: __________
78
(Mid-Year) Possibility of Retention
Elementary: Gr. 3-5
To the Parent or Guardian of:
Dear Parent/Guardian:
Promotion to the next grade is based on performance in the classroom (grades), performance on
grade level specific assessment and/or results of state and/or district assessment (e.g., FSA, SAT10, DEA).
Your child may currently be on a Progress Monitoring Plan (PMP), which means an academic
concern was previously identified. If that is the case, research-based strategies were identified to
correct the deficiency. That academic plan will remain in effect until consistent grade level
proficiency is demonstrated.
The purpose of this letter is to notify you that your child, as of this date, has not met grade level
performance expectations in reading and/or math.
While the current level of performance does not necessarily mean that promotion will not be
achieved, it does mean that time and attention must be directed toward the immediate
improvement of your child’s academic performance. Without substantial improvements by the
conclusion of this school year, retention is a possibility. Please schedule a parent-teacher
conference to discuss your child’s progress. During the conference, we will consider and select
strategies and services, which can be implemented to accelerate your child’s academic progress.
School staff members are also available to provide resources and suggest strategies that you may
use at home to help your child.
Sincerely,
List of assessments with data:
Grade:
Reading: __________
Math: __________
DEA:
Reading: __________
Math: __________
79
Gr. K - Retention
To the Parent or Guardian of:
Dear Parent/Guardian:
Florida’s goal is that every student demonstrate proficiency at or above grade level in all subject
areas required for promotion to the next grade. If identified previously, your child has received
substantial support through the implementation of a prescriptive academic plan, or a progress
monitoring system, to correct his/her academic deficiency. All formal plans (e.g., Progress
Monitoring Plan, Individual Education Plan) identify achievement objectives, research-based
strategies and the assessment schedule and instrument.
The purpose of this letter is to notify you that your child has not met the proficiency level
required for promotion to the next grade level, and has not met the requirements for one of the
Administrative Promotion exemptions. The decision to promote or retain a child is based on
performance in the classroom (grades) and the district-selected assessment, Discovery Education
Assessment (DEA). The purpose of retention is to give a student additional time to meet the
more rigorous demands of the next grade level.
A summer intensive studies program will be offered in which academic assistance will be
provided in reading. At the conclusion of the summer session, an alternative assessment will be
administered. It is possible, with intensive remediation, that your child may achieve the
identified level of performance to be administratively promoted to the next grade level. If the
specified results are not achieved, the retention decision will remain in place.
During or prior to the first month of school, school staff will schedule a conference with you to
revise an existing academic plan or, if applicable, initiate one. This plan will remain in effect
until your child is consistently able to demonstrate grade level proficiency. School staff are also
able to provide suggestions and resources that you may use at home to help your child. In rare
cases, if recommended by next year’s classroom teacher, mid-year promotion may be considered
for students in Gr. K-4 who make remarkable progress.
Sincerely,
Assessment
Score
ELA Grade
DEA
80
Elementary (Gr. 1-5) Retention
To the Parent or Guardian of:
Dear Parent/Guardian:
Florida’s goal is that every student demonstrate proficiency at or above grade level in all subject
areas required for promotion to the next grade. If identified previously, your child has received
substantial support through the implementation of a prescriptive academic plan, or a progress
monitoring system, to correct his/her academic deficiency. All formal plans (e.g., Progress
Monitoring Plan, Individual Education Plan) identify achievement objectives, research-based
strategies and the assessment schedule and instrument.
The purpose of this letter is to notify you that your child has not met the proficiency level
required for promotion to the next grade level, and has not met the requirements for one of the
Good Cause or Administrative Promotion exemptions, as provided by Florida law. The decision
to promote or retain a child is based on performance in the classroom (grades), performance on
district specific assessment (i.e., DEA), and the results of state assessment (i.e., FSA). The
purpose of retention is to give a student additional time to meet the more rigorous demands of
the next grade level.
A summer intensive studies program will be offered in which academic assistance will be
provided in reading and/or math. At the conclusion of the summer session, an alternative
assessment (i.e., SAT 10) will be administered. It is possible, with intensive remediation, that
your child may achieve the identified level of performance to be administratively promoted to
the next grade level. If the specified results are not achieved, the retention decision will remain
in place.
During or prior to the first month of school, school staff will schedule a conference with you to
revise an existing academic plan or, if applicable, initiate one. This plan will remain in effect
until your child is consistently able to demonstrate grade level proficiency. School staff are also
able to provide suggestions and resources that you may use at home to help your child. In rare
cases, if recommended by next year’s classroom teacher, mid-year promotion may be considered
for students in Gr. K-4 who make remarkable progress.
Sincerely,
Assessment
Score
Grade
DEA
FSA
81
MIS 4311
REV. 7-16
_____ GOOD CAUSE CHECKLIST*
_____ ADMINISTRATIVE PROMOTION
CHECKLIST**
Office of Curriculum and Instruction
SCHOOL DISTRICT OF OKALOOSA COUNTY
Student Name: __________________________________Current Grade: ___________SY:__________
School Name:
__________________________________________________________________________
Criteria for Retention: (e.g., Scored Level 1 on FSA Reading)
_____________________________________________________________________________________

1. ESOL
English Language Learners whose initial entry date into a United States school (DEUSS) is less than two years.
Submit ELL Plan and screen S702 for documentation.
a.
b.

Student has an initial entry date into a school in the United States that is less than two years; or
Student moves to the United States after the FSA administration and qualifies for ESOL program.
2. ESE Placement
Students with disabilities whose Individual Education Plans (IEP) indicate that participation in FSA is
inappropriate. Submit IEP signature page (MIS 1099) and screen S702 for documentation.
a. Student has IEP that specifies a modified curriculum with the student working toward mastery of Access
Points.
b. Student has IEP that specifies exemption from state or district-wide assessment and indicates an alternate
form of assessment.

3. Alternative Assessment
Retained elementary students who demonstrate an acceptable level of performance on an alternate standardized
assessment approved by the State Board of Education. Retained middle school students, due to a multiple
assessment series including FSA, who demonstrate an acceptable level of performance on an alternate
standardized assessment approved by the State Board of Education. Submit screens S517 and S319 (SIS
participation) for documentation.
a. The student must attend the school’s Summer Intensive Studies program; if provided
b. The student must score at or above 45% on the SAT 10 in reading and/or math; the SAT 10 will be
administered at the conclusion of Summer Intensive Studies.

4. Portfolio
The responsible teacher(s) ascertains from classroom performance that results of the required assessments (state
and/or district) do not accurately reflect the student’s proficiency in meeting the Florida Standards. The teacher
must be able to provide student work samples which demonstrate grade level proficiency to support promotion.
Submit portfolio and screen S517 for documentation.
All of the criteria listed below must be met:
a. Administer a normed reference educational assessment educational screener (not to include DEA) with
student performance at or above the 36th percentile; and
b. Evidence of passing grades; and
c. Portfolio contents:

selected by the student’s teacher

an accurate picture of the student’s ability with only inclusion of work independently produced in the
classroom

an organized collection of evidence of the student’s mastery of the Florida Standards benchmarks that
are assessed; for each benchmark there must be at least three (3) examples, each demonstrating at
82
least 70% accuracy and signed by the teacher and principal as an accurate assessment of the required
reading/math skills.

5. Students with Disabilities
Students with disabilities who are participating in the general education curriculum, who participate in the FSA
and who have an IEP or Section 504 plan that reflects that the student has received intensive remediation in
reading and/or math for more than two years but still demonstrates a deficiency, and was previously retained. For
elementary students, a previous retention must have occurred in grades K-5. For middle school students, a
previous retention must have occurred in grades 6-8. Submit screens S319 and S702 for documentation.
a.
b.

Section 504 plan must be included as documentation; or
Complete IEP (with goals and objectives in reading and/or math) must be included as documentation.
6. Prior Grade 3 Retained
Students who have received intensive reading intervention for 2 or more years but still demonstrate a deficiency
in reading and who were previously retained in Kindergarten, Grade 1, Grade 2, or Grade 3 for a total of 2 years.
A student may not be retained more than once in Grade 3.

7. Non-ESE with Two Previous Retentions
Students have received intensive remediation in reading and/or math for two or more years but still demonstrate a
deficiency, and were previously retained in Kindergarten, grade 1, grade 2, or grade 3 for a total of 2 years.
Submit screens S319 (highlight retentions) and S702 for documentation.
a.
b.
c.
Documentation must include a well-written PMP; and
PMP must include the student’s area of deficiency, the desired levels of performance, the instructional
and support services, and the frequent monitoring of student progress; and
Documentation for two or more years of intensive remediation must be included.
*
Performance of students on Grade 3 FSA is the sole consideration for a Good Cause Exemption; Good
Cause may only be used to exempt students from mandatory retention.
** Administrative Promotion, using the same criteria for Good Cause exemptions, will be applied to all
other retentions at all other grade levels and Gr. 3 math.
Final Disposition:
Promoted _____
Retained _____
Based on:
___ Good Cause Exemption #_____________
___ Administrative Promotion # _____________
___ Does not meet Good Cause/Administrative Promotion Exemption criteria
Teacher Name (Please Print)
Teacher Signature
Date
Parent Signature
Date
Principal Signature _________________________________________________
Date ____________
83
OKALOOSA COUNTY SCHOOL DISTRICT
STUDENT INTERVENTION SERVICES
MIS 5380
5/9/2016
Home School Truancy Procedures
To The Parent of: _____________________
Date: _______________
Your child, ______________________ has exhibited a pattern of nonattendance while
enrolled at _________________________. Pursuant to chapter 1002 Florida Statutes you have
the right to enroll your child in a home based education program, however because a pattern of
nonattendance has been exhibited, section 1003.26 (1)(f)(1), Florida Statutes will be strictly
enforced. This law provides that, “The home education review committee shall review the
portfolio of the student, as defined by s. 1002.41, every 30 days during the district’s regular
school terms until the committee is satisfied that the home education program is in
compliance with s 1002.41(1)(b). The first portfolio review must occur within the first 30
calendar days of the establishment of the program.”
Further, the law provides that, “If the parent fails to provide a portfolio to the committee, the
committee shall notify the district school superintendent. The district school superintendent
shall then terminate the home education program and require the parent to enroll the child in
an attendance option that meets the definition of “regular school attendance” under s.
1003.01(13)(a), (b), (c) or (e), within 3 days. Upon termination of a home education program
pursuant to this subparagraph, the parent shall not be eligible to reenroll the child in a home
education program for 180 calendar days. Failure of a parent to enroll the child in an
attendance option as required by this subparagraph after termination of the home education
program pursuant to this subparagraph shall constitute noncompliance with the compulsory
attendance requirements of s. 1003.21 and may result in criminal prosecution under s.
1003.27(2),” or “the district school superintendent or his or her designee may file a truancy
petition pursuant to the procedures in s. 984.151.”
Regular school attendance means “the actual attendance of a student during the school day as
defined by law and rules of the State Board of Education. Regular attendance within the
intent of s. 1003.21 may be achieved by attendance in:
(a) A public school supported by public funds;
(b) A parochial, religious, or denominational school;
(c) A private school supported in whole or in part by tuition charges or by endowments or
gifts;
(d) A home education program that meets the requirements of chapter 1002; or
(e) A private tutoring program that meets the requirements of chapter 1002.”
84
OKALOOSA COUNTY SCHOOL DISTRICT
STUDENT INTERVENTION SERVICES
MIS 5380
5/9/2016
Home School Truancy Procedures
A copy of section 1002.41, Florida Statutes is being provided to you with this notice for your
information and review.
Your first review of ______________________ portfolio will be conducted by the Home
Education Review Committee on ____________________.
____________________________
Name of Liaison/Designee
Okaloosa County School District
Date___________________
I, _______________________________have read the above statement and understand
that failure to comply with the presentation of the portfolio will result in my child’s withdrawal
from the home education program and possible prosecution if my child is not enrolled in
regular school attendance.
____________________________
Printed Name/Parent or Guardian
Date_________________
____________________________
Signature of Parent or Guardian
85
OKALOOSA COUNTY SCHOOL DISTRICT
STUDENT INTERVENTION SERVICES
MIS 5381
5/9/2016
Home School Notification to Parent
Dear Parent,
You have elected to withdraw your child from regular attendance and enroll him/her in a homebased education program. The school district will assist you in making this transition as smooth
as possible.
The Home School Liaison for Okaloosa County is Toni Kitchens (850) 833-3111, and the
District Administrator for Okaloosa Online is Christy Corbin (850) 689-2043. Ms. Kitchens and
Ms. Corbin are available to answer any questions concerning their programs or you can go to
http://www.okaloosaschools.com/schools?q=parents/home-schooling to obtain information for
Home Schooling or http://www.okaloosaschools.com.content/okaloosa-online to obtain
information for Okaloosa Online.
It is recommended that you not withdraw your child from school until enrollment is complete
with Okaloosa Online or Home Schooling. Each day out of school will be considered an absence
under Rule 6A-1.04, Florida Administrative Law. Five unexcused absences within a calendar
month will result in Student Services/Truancy being notified and a truancy petition may be filed
with the court in accordance with Florida State Statute 1003.26.
We hold all stakeholders (parents and educators) accountable for your child’s education and
strive to provide him/her with the best possible opportunities and tools for success. If you have
any question concerning attendance and how it applies to either program, please contact the
Student Services Department at (850) 689-7260 and speak with Mr. Paul Ciurelo or Mr. Lloyd
Taylor.
Sincerely,
Principal’s Signature
I hereby acknowledge receipt of this letter
_____________________________
Parent Signature
_____________
Date
1 copy to parent
1 copy to student file
86
MIS 1501
REV. 3/2014
OKALOOSA COUNTY SCHOOL DISTRICT
STUDENT INTERVENTION SERVICES
ALTERNATE EDUCATION PROGRAMS FOR EXPELLED STUDENTS
(TO BE COMPLETED BY PRINCIPAL)
School Board Policy 4-32(D)(1)
“Expulsion is the removal of the right of a student to attend public school, with or without
continuing educational services. Upon the recommendation of the school Principal and
Superintendent, the School Board may approve the assignment of a student to a disciplinary
program or a second chance school during the expulsion period. The alternate educational
program assignment shall be made by the Superintendent or his/her designee.”
Student Name:__________________________________________ Student Number: __________________________________
School: _________________________________________________________________________________________________________
Reason for Expulsion Recommendation:
__________________________________________________________________________________________________________________
Check the appropriate recommendation:
( )School Principal IS recommending the placement of the above named student to a disciplinary
program or second chance school during the expulsion period.
(If recommending Alternative Placement, check recommended placement.)
( )1. Okaloosa Academy
( )2. AMIkids
( )3. Home School Instruction
( )4. Okaloosa Online
( )5. Florida Virtual School
( )School Principal IS NOT recommending the placement of the above named student to a
disciplinary program or second chance school during the expulsion period.
Date Student is Eligible to Return to Regular School Setting: ________________________________________
___________________________________ ____/___/____
________________________________________ ____/___/____
____________________________________ ____/___/_____
_______________________________________ ____/___/_____
Principal’s Signature
Date
Superintendent’s Signature
Date
Student Services Representative Signature
School Board Chairperson’s Signature
87
Date
Date
Middle School
Pupil
Progression
Plan
2016-2017
88
Middle School Pupil Progression Plan
Table of Contents
I. Section I – Admissions, Placement, Transfers and Withdrawals, Attendance, Truancy
II.
III.
IV.
V.
VI.
VII.
VIII.
Admissions
Placement
Transfers and Withdrawals
Attendance
Truancy
Section II – Special Programs
Drop Out Prevention
Early Warning System
Home Education and Uniform Transfer of Credit
Single Gender Classes
Virtual School Options
Hospital Homebound
Section III – Curriculum and Instruction
Middle School Progression
Section IV – Promotion, Acceleration and Retention
Acceleration
Promotion
Retention
Progress Monitoring
Section V – Assessment
Assessments
Section VI – Grading and Notification Procedures
Reporting Student Progress Report Cards
Parent/Student/Teacher Notifications and Public Reporting
Section VII – Exceptional Student Education
Admission and Placement
Curriculum and Instruction
Statewide Assessment
Promotion, Assignment, and Retention of Exceptional Students
Extended School Year (ESY)
Section VIII – English for Speakers of Other Languages (ESOL)
Definition, Placement and Plan for ELL Students
Assessment, Retention and Promotion
APPENDIX
Committee
Sample PMP Letter
Mid-Year Possibility of Retention Letter
Middle School Retention Letter
Immunization Requirements
Home School Truancy Procedures
Home School Notification to Parent
Alternate Education Programs for Expelled Students
DEA Assessment Information
89
90
90
92
94
97
99
101
101
101
101
102
103
103
104
104
106
106
108
108
111
115
115
118
118
121
122
122
123
124
125
125
126
126
128
129
130
131
132
133
134
136
138
139
140
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section I
Admissions, Placement, Transfers and Withdrawals,
Attendance and Truancy
A. Admission:
For detailed information concerning enrollment, please visit
http://www.okaloosaschools.com/parents/new-to-district?q=parents/how-to-enroll
Any student entering the School District of Okaloosa County for the first time must present
one of the following:
•
•
•
•
•
•
•
•
A birth certificate, or an official birth registration card; or
Certificate of baptism showing the date of birth, accompanied by an affidavit sworn
by the parent; or
Insurance policy showing the date of birth, which has been in force for at least for at
least two years on the child’s life, or
Bona fide contemporary religious record of the child’s birth accompanied by an
affidavit sworn by the parent; or
Passport or certificate of arrival in the United States showing the age of the child; or
A transcript or record of age shown in the child’s school record of at least 4 years
prior to application, stating date of birth; or
If none of these evidences can be produced, an affidavit of age sworn to by the parent,
accompanied by a certificate of age signed by a public health officer or by a public
school physician, or, if neither of these shall be available in the county, by a licensed
practicing physician designated by the School Board, which certificate states that the
health officer or physician has examined the child and believes that the age as stated
in the affidavit is substantially correct.
In addition to the listed requirements, a parent or legal guardian must also provide
proof of residency for students enrolled in Summer (Voluntary Pre-Kindergarten)
VPK or Year-long VPK programs
 A homeless child, as defined in 1003.01 F.S., shall be given temporary exemption
from this section for 30 school days.
Copies of official documents such as birth certificates and Social Security cards should not be
kept at the school or in a student’s cumulative folder.
90
Immunization Requirements 1003.22 (10)(b) F.S.
All students entering OCSD schools for the first time must present one of the following:
•
Florida Certification of Immunization, (DH680), documenting the following:
Public/Non-Public Schools Pre- K-12
(Children entering, attending, or transferring to Florida schools for School Year 2016-2017)
The timeline for these immunizations is provided in the appendix
Immunization
Pre-K Doses
K-12 Dose(s)
Diptheria, Tetanus, and
Pertussis (DTaP)
Age-appropriate doses as
indicated
Polio
Age-appropriate doses as
indicated
5 doses or 4 if last doses given after age
4
3, 4, or 5 doses of polio vaccine. If the
4th dose of the vaccine is administered
prior to the 4th birthday, a 5th dose of
polio vaccine is required for
Kindergarten
2 doses
Measles, Mumps, and
Rubella
Hepatitis B
1 dose
2-3 doses depending on when
child started the vaccine
series
Varicella
1 dose
Tetanus Booster (Td or Tdap)
Age-appropriate doses as
indicated
2-3 doses depending on when the child
started the vaccine series
2 doses ALL K – Grade 7 children, 1
dose Grade 8-12 OR documented history
of Varicella disease by a healthcare
provider
Grade 7-12 Tdap
Grade 12 Td
OR
•
•
•
•
Certificate of exemption for religious reasons (DH 681); or,
Certificate of exemption for medical reasons [A Temporary Medical Exemption
(Part B) is invalid without an expiration date.] (DH680, Part C); or,
Certificate of Permanent Medical exemption (DH 680, Part C) must be completed by
a physician licensed under Chapter 458 medical practice or Chapter 459 Osteopathic
medicine.
A written exemption issued by an authorized school official (MIS 4124), not to
exceed thirty (30) school days, to permit a child who transfers into the district to
attend classes until his/her records are transferred. This does not pertain to PreK
and Kindergarten students, who must meet all immunization requirements
before being enrolled in a school. If at the end of the thirty-day exemption period
the parent or the student fails to present a proper immunization certificate, the
principal will temporarily exclude the student from school and will instruct the parent
to present proper immunization certification before the student will be allowed to reenter schools. (For more information concerning Florida’s immunization
requirements, please visit http://www.floridahealth.gov/programs-andservices/immunization/children-and-adolescents/school-immunizationrequirements/).
91
Medical Physical Exams, 1003.22 F.S.
Florida statutes require that each school aged child upon initial entrance into a Florida
public school must present certification of a school entry medical examination performed
within the twelve (12) months prior to enrollment in school. Without such certification, a
medical appointment slip from a licensed physician signifying that the child will have the
physical exam within thirty (30) school days must be presented to the school. If no evidence
of a medical physical exam is present, the principal will exclude the student until
documentation is presented.
A child shall be exempt from the requirements upon written request of the parent or
guardian of such student stating objections on religious grounds. A form certifying the same
may be obtain in the school office and must be entered into the child’s record.
B.
Enrollment and Grade Level Placement
Requirements for Information Prior to Placement, 1006.07 F.S.
Each student, at the time of initial registration for school placement, must note previous
school expulsions, arrests resulting in a charge, arrests pending, and previous juvenile justice
actions. Schools have the authority to honor the final order of expulsion or dismissal of a
student by any in‐state or out‐of‐state public district school board, private school, for an act
which would have been grounds for expulsion according to the OCSD Code of Student
Conduct, as outlined in S. 1006.07 (1) (b) F.S.
Students under suspension and/or expulsion from schools inside or outside the district will be
denied admission unless approved by the Superintendent or his/her designee.
Alternate education programs for expelled students are defined in the appendix, MIS 1501.
The processes for both ESE and general education students transitioning back to the
Okaloosa County School District are also provided in the appendix, MIS 5382 and MIS
5383. [Okaloosa County School Board Policy 4-32]
Age Requirements for Enrollment, Middle School
There are no minimum age requirements for admission; however, students accepted into the
first year (6th grade) of a school in Okaloosa County must provide evidence of promotion
from the previous grade. Any student who is turning 16 years of age during their 6th, 7th, 0r
8th grade year should be referred to the Fast Track Program, see Drop-Out Prevention in
Special Programs Section.
Classroom Transfers, 1003.301, F.S. 1012,42, F.S.
House Bill 7029 established both Additional Educational Choice Options and Teacher
Teaching Out-of-Field, which district school boards to establish a process for a parent to
request that his or her child be transferred to another classroom teacher. The following are
the guidelines for a parent to request their child be transferred to another classroom teacher:
• The transfer cannot violate maximum class-size provisions.
• Transferring student(s) will be placed in the classroom with the lowest number of
students while striving to maintain a balance of gender, ethnicity, academic levels of
students and time intensive needs of the students; parents may not choose a specific
teacher.
92
•
The school is required to notify parents if their transfer request(s) are denied, along with
the reason(s) of the denial within two weeks of the request.
Placement for Students with Disabilities
Students with disabilities shall be placed in appropriate courses as dictated by their Individual
Education Plan (IEP). Please see the section on Exceptional Student Education in this
document for details.
Placement of Students on Community Control, 948.03 F.S., 1003.53 F.S.
A juvenile on felony probation or community control who is a public school student must
attend a public adult education program or a dropout prevention program, which includes a
second chance school or an alternative to expulsion.
If a juvenile on felony probation or community control attends a regular educational school
program, the identity of the juvenile on felony probation or community control, the nature of
the felony offense committed by the juvenile, and the conditions of the felony probation or
community control must be made known to each of the student’s teachers.
Placement of Out-of-State, Out-of-County, or Home Education (School)
Transfer Students 1003.433(1) F.S 1003.4282 (8) F.S.
Students transferring with official transcripts will be placed in the grade level placement of
the sending school.
Without official transcripts, students transferring from a private school or a non-district
operated school may be evaluated using assessment criteria listed in the PPP, to determine
grade placement. The principal will make the decision for placement with input from the
MTSS committee, providing the prohibition against social promotion is not violated. See
ESOL section for additional information.
Placement of Gifted Transfer Students
Transferring students who have been found eligible for Gifted services within the state
of Florida are not required to be reevaluated for eligibility under Florida guidelines.
Schools receiving students transferring from out-of-state shall initially honor placement
of the student in educational programs based on current assessments conducted by the
sending state or participation/placement in like programs in the sending state. The
receiving school may perform subsequent evaluations with parent consent to ensure
appropriate placement. If the student does not present with indication of eligibility
aligned with state rule, the district may consider the student nominated and follow steps
to initiate consideration for eligibility in Florida.
Placement of Homeless Students and Notification of In Loco Parentis,
1003.01 F.S., 1003.22 F.S.
A homeless student is defined as a child or youth who:
• shares the housing of other persons due to loss of housing, economic hardship, or a
similar reason,
• lives in motels, travel trailer parks, or camping grounds due to the lack of alternative
adequate accommodations, or emergency transitional shelters,
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•
•
is abandoned in hospitals or awaiting foster care placement, or
lives in cars, parks, public spaces, abandoned buildings, bus or train stations, or similar
settings.
The Okaloosa County School District adheres to the McKinney‐Vento Homeless Education
Assistance Improvements Act of 2001. Homeless students shall be permitted to enroll in the
Okaloosa County Public Schools. They shall not be placed in a separate school or program
within a school based on their homeless status, and shall be provided services comparable to
those offered to other students enrolled in the school.
It is the responsibility of the enrolling school to contact immediately the school last
attended by the homeless student to obtain relevant records. If the student needs to obtain
immunization records, the enrolling school shall refer the student immediately to the
school nurse for assistance.
A homeless student shall be permitted to enroll immediately, even if the student is unable
to produce records normally required for enrollment. This includes, but is not limited to,
records such as previous academic records, medical and immunization records, and
proof of residency or proof of age. A homeless child shall be granted a temporary
exemption from entrance requirements for 30 school days.
Notification of In Loco Parentis
Special Power of Attorney and Certification (MIS 5243) is used for admission purposes in
cases for which a student is not residing with his/her parents or legal guardian. This form
designates that the adult person with whom the student resides stands in loco parentis. In
special circumstances, the principal may accept a notarized statement signed by the
parents/legal guardians until MIS 5243 can be obtained.
Information regarding Students in Transition Services is available at:
http://www.okaloosa.schools.com/district/titleI
C.
Transfers and Withdrawals
Grades for Transfer Students with High School Credits‐ see 6A‐1.09941
Grades transferred from another state may not be adjusted in any way and must be entered
into the AS400 system as listed on the transcript or report card. If only a numerical grade is
provided and no scale is given, OCSD scale is applied to the student record. The only
exception to not adjusting grades transferred from another state would be if the grade is not
compatible with the OCSD grading system. For example: a student transcript lists a grade as
B+, with a grade delineation indicating B+= 92%. In that case, and if the school provides a
grading scale using percentile ranges, the grade entered may reflect the OCSD equivalent
grade based on the percentile designation.
Copies of a student’s grades (i.e., Gradebook, Interim Progress Reports) should be sent with
any student who transfers within the district.
Students transferring into the School District of Okaloosa County from a private school, a
non-district operated school or a home schooling program may be evaluated for placement
by the school’s MTSS committee using assessments listed in the Pupil Progression Plan.
This same process will be used if a student transfers from another school and the report
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card or official transcript is not received from the sending school. The final decision for
promotion, retention, and placement will be made by the principal (with input from the
MTSS committee), on an individual basis, providing the prohibition against social
promotion is not violated.
Home Education (School) Uniform Transfer of Credit,
Florida School Board Rule 6A-1.09941 establishes uniform procedures relating to the acceptance of
transfer work and credit for students entering Florida’s public schools.
The procedure for secondary students shall be as follows:
• Credits and grades earned and offered for acceptance shall be based on official
transcripts and shall be accepted at face value. If the student does not possess an official
transcript or is a home education student, credits shall be validated through the
student’s performance during the first grading period. Assessment requirements must
be validated.
o If validation of credits must be based on performance in classes at the receiving
school, the transfer student should be placed in the appropriate sequential course
level and attain a minimum grade point average (GPA) of 2.0 at the end of the
first grading period.
o If the transfer student does not meet the 2.0 GPA requirement for the validation
of credits at the end of the first grading period, then any of the following
alternative validation procedures shall be used for validation purposes as
determined by the teacher, principal, and parent:
 Portfolio evaluation by the Superintendent or designee;
 Written recommendation by a Florida certified teacher selected by the
parent and approved by the principal;
 Satisfactory performance in courses taken at other public or private
accredited schools;
 Satisfactory performance on nationally-normed standardized subject
area assessments;
 Satisfactory performance on a statewide, standardized assessment; or
 Written review of the criteria utilized for a given subject provided by the
former school.
 Students should be recommended to the Fast Track Program if they are
not passing two (2) or more of their core subjects at the conclusion of
the nine weeks.
Students must be allowed at least ninety (90) days from date of transfer to prepare for
assessments outlined above.
Students Withdrawing to Okaloosa Online or Homeschool, 1002.41 F.S.
When the parent(s)/legal guardian(s) of a student inform their school of their intent to
withdraw their child from a brick and mortar school to enroll in Okaloosa Online or a
Homeschool Program, the following procedures should be followed:
• Parent/legal guardian should be provided with MIS 5381, Homeschool Notification to
Parent form. MIS 5381 can be found in the Appendix.
• The school should notify the Office of Student Services (via [email protected]) and the Director of Okaloosa Online or the Homeschool
Coordinator.
• Student Intervention Services will track the student to ensure enrollment in one of the
programs.
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•

Students who have demonstrated a pattern of excessive absenteeism will be provided a
copy of MIS 5380, Home School Truancy Procedures. The parent/legal guardian and
the student must sign the Homeschool Truancy Procedures Form, MIS 5380 can be
found in the Appendix.
No student who has been deemed as a habitual truant by the court will be allowed
to enroll in Okaloosa Online or Homeschool without permission of the court.
Early Withdrawal when Promotion is Probable Before the Final Ten (10)
Days
Procedures based upon a parent’s request or need to withdraw a student before the final ten
(10) days of the school year are as follows:
• The parents/legal guardian must make their request in writing to the school principal to
explain the reason for early withdrawal and the last day the student will attend.
• All staff members working with the student will be notified to ensure the return of all
materials, textbooks, etc.
• The student’s grades will be analyzed and if the results show the student has made
satisfactory progress academically as of the withdrawal date, the teacher(s) and
principal shall write a letter stating that as of that date, all standards for promotion to
the next grade level have been met and should the student have continued enrollment
through the final day of school he/she would be promoted. The teacher(s) and the
principal will sign the letter. It will then be the responsibility of the receiving school to
make a decision regarding promotion/retention based upon the progression criteria of
that district.
 In no case shall early withdrawal be used as a method to socially promote a student
by moving him/her from one school to another within Okaloosa County School
District or to another school setting.
Early Withdrawal When Promotion is Probable Within the Last Ten
Days
The semester exam(s) will be administered for students withdrawing from school early.
Early Withdrawal When Retention is Probable
In no case shall early withdrawal be used as a contrivance to socially promote or retain a
student by moving him/her from one school to another within the OCSD or to another
school setting. If a parent or legal guardian requests to withdraw a student before the final
ten days of the school year, the same procedures should be followed as those listed in
“Early Withdrawal When Promotion is Probable”:
Procedures based upon a parent’s request or need to withdraw a student before the final ten
(10) days of the school year are as follows:
• The parents/legal guardian must make their request in writing to the school principal to
explain the reason for early withdrawal and the last day the student will attend.
• All staff members working with the student will be notified to ensure the return of all
materials, textbooks, etc.
• The student’s grades will be analyzed and if the grades show the student has not made
satisfactory progress academically as of the withdrawal date, the teacher(s) and principal
shall write a letter stating that as of that date, all standards for promotion to the next
96
grade level have not been met and should the student have continued enrollment through
the final day of school he/she would not be promoted. The teacher(s) and the principal
will sign the letter. It will then be the responsibility of the receiving school to make a
decision regarding promotion/retention based upon the progression criteria of that
district.
Promotion of Late-in-the-Year Transfer Students
The promotion of students transferring into Okaloosa County during the last grading period
shall be determined primarily by the grades and records received from the sending school.
D. Attendance:
Patterns of nonattendance and truancy are identified as early warning signs of academic
failure. The continuum of truancy to delinquency typically includes other behaviors that
result in suspension, expulsion and drop out. Students with chronic absenteeism are found to
have the lowest academic achievement, which puts them at greater risk for dropping out of
school.
When a student accumulates a total of nine (9) excused or unexcused absences in any class
period per semester, the student must have an excuse from a doctor or an official agency (i.e.,
Department of Juvenile Justice, Department of Children and Families) for each subsequent
absence.
Reporting an Absence
Students will have five (5) school days, including the day they return, to bring in written
verification for an excused absence. The absence will be considered unexcused if the
school does not receive written verification for the excused absence within that timeframe.
Students who place on file with OCSD legal and/or medical documentation of a
permanent and total disability as defined by the US Social Security Act are excused from
school and eligible to make up any and all work for absences from medical care or
medical conditions related to their permanent and total disabilities.
Middle School Attendance
Excused absences are absences resulting from the following:
• Death in the family or any other bona fide family emergency;
• Illness or injury requiring medical or dental attention (physician’s statement
required);
• Illness, injury, or circumstances not requiring medical attention will require a
parent note explaining the absences, up to 9 absences per semester;
• Appointments for medical or dental care (physician’s statement required);
• Religious holidays: Pupils are permitted to be absent in observance of established
religious holidays, but they must be counted absent on all school records.
Absences of a religious nature, preceded by prior parent notice, will not require
written notification on the student’s return to school. Review School Board Policy
for additional information.
Unexcused absences are absences resulting from:
• An absences not designated as excused/unverified absence
• Truancy
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•
•
•
Suspension
Expulsion
Participation in private lessons, activities, or classes sponsored by outside agencies
Students with an unexcused absence will receive a grade of zero (0) for any classwork/test
assignment by the teacher on the day of the absence.
When a student accumulates a total of nine (9) excused or unexcused absences in any
class period per semester, the student must have an excuse from a doctor or an official
agency (i.e., Department of Juvenile Justice, Department of Children and Families, etc.)
for each subsequent absence.
Attendance for Children/Dependents of Active Duty Military, s. 100.36,
Article V(E), F.S.
S.1000.36, Article V(E), F.S., states that “a student whose parent or legal guardian is an
active duty member of the uniformed services, as defined by the Compact, and has been
called to duty for, or is on leave from, or immediately returned from deployment to a combat
zone or combat support posting, shall be granted additional excused absences at the
discretion of the school superintendent.” The additional excused absences are to allow the
student to visit with the student’s parent or legal guardian for the reasons specified.
Notwithstanding the above, the local school superintendent or head of school may provide a
maximum number of additional excused absences.
Attendance Notification Procedure
•
•
•
•
•
•
After the third (3rd) unexcused absence or absences for which the reasons are
unknown, parents/legal guardian of the student will be notified. The contact will
include a review of the current attendance/truancy policies.
After the fifth (5th) but before the eighth (8th) absence, (excused or unexcused) per
semester in any class period, the parents/legal guardian will be notified of the
absences.
After the ninth (9th) absence (excused or unexcused) per semester, a letter will be
sent to the parents/legal guardian notifying them of the necessity for a doctor’s
excuse or an excuse from an official agency in order for the make-up work to be
provided. In addition, this letter will notify parents of the consequences of any
additional absences.
Prior to the fifteenth (15th) absence, the principal may review any absence caused by
some insurmountable or extraordinary situation or event that places an undue
hardship on the student and notify the teachers that this student may make up all
work.
After the fifteenth (15th) absence per semester in any class period, no make-up work
will be allowed for that class. An attendance committee meeting will be scheduled with
the parent and student where a behavior expectation agreement may be initiated.
After the fifteenth (15th) absence per semester in any class period, the student’s
parent/legal guardian can appeal to the school’s attendance committee for
permission to make up missed work. Pending approval of the appeal and the
submission of a doctor’s excuse, absences after the fifteenth (15th) may be entered as
an excused absence in the AS400 system.
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Make Up Work
Students will be provided five (5) school days to complete assignments following an
excused absence; the five (5) day period begins the day the student returns to school.
However, the teacher and/or principal may grant additional time for make-up work to be
completed if the situation warrants.
It is the student’s responsibility to request make-up work for excused absences (up to 15).
Students absent for multiple days are expected to seek and work on make-up assignments,
as medically appropriate and practical.
Principals will ensure that teachers provide make-up assignments upon parental or student
request. Make-up work will be provided no later than 24 hours following a parental or
student request.
Tardiness
Each school will monitor tardiness and early check out policy.
E. Truancy Procedures, 984.03 F.S., 984.151 F.S., 1002.41 F.S., 1003.26
F.S.
The Superintendent may file a truancy petition for the following
situations:
•
Five (5) unexcused absences, or absences for which the reasons are unknown, within a
calendar month, or;
o
After the fifth (5th) unexcused absence in a calendar month, the student’s primary
teacher shall report to the school principal or his/her designee that the student may
be exhibiting a pattern of nonattendance. If appropriate, the principal shall refer the
case to the MTSS committee. If the MTSS committee finds that a pattern of
nonattendance is developing, whether the absences are excused or not, a meeting
with the parent/legal guardian must be scheduled to identify potential remedies. The
school should send out a School Truancy Letter to either inform the parent/legal
guardian of the situation or to schedule an MTSS committee meeting with the
parent/guardian.
•
Ten (10) unexcused absences, or absences for which the reasons are unknown, within
a ninety (90) calendar day period, or;
o
After the ninth (9th) unexcused absence, the student’s primary teacher shall
report to the school principal or his/her designee that the student may be
exhibiting a pattern of nonattendance. If appropriate, the principal shall refer the
case to the MTSS committee. If the MTSS committee finds that a pattern of
nonattendance is developing, whether the absences are excused or not, a meeting
with the parent/legal guardian must be scheduled to identify potential remedies.
A letter should either be mailed to the student’s home or delivered by an
attendance officer, informing the parent/legal guardian of the MTSS committee
99
meeting and their need to attend.
•
More than fifteen (15) unexcused absences in ninety (90) calendar day period
o
After the fifteenth (15th) unexcused absence in a 90 day calendar period, if the
MTSS committee determines that remedial recommendations are not working,
either a truancy petition may be filed by the Superintendent, or the student may
be referred to an appropriate agency. Driver’s License Suspension Form (MIS
6265) should be sent to Student Intervention Services.
Learnfare Program and Truancy, 414.1251 F.S.
Florida statute requires the Department of Children and Families (DCF) to reduce the
temporary cash assistance for an eligible parent’s dependent child or for an eligible
teenage participant who is not exempt from school attendance requirements, if the eligible
child or teen participant has been identified as a habitual truant or as a dropout. A habitual
truant is a student who has accumulated fifteen (15) unexcused absences within ninety
(90) calendar days with or without the knowledge or consent of the student’s parent/legal
guardian. For more information on the Learnfare Program, visit
http://laws.flrules.org/node/2266
If the parent/legal guardian agrees to the remedial interventions, but the meeting does not
resolve the problem, the MTSS committee shall implement other remedial interventions
or recommend to the Superintendent or his/her designee to refer the family to an
appropriate agency to be presented to the case staffing committee.
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SCHOOL DISTRICT OF OKALOOSA COUNTY
Section II
Special Programs
A. Drop Out Prevention, 1003.53 F.S.
Dropout prevention and academic intervention programs (grades 1-12) may differ from
traditional educational programs and schools in scheduling, administrative structure,
philosophy, curriculum, or setting and shall employ alternative teaching methodologies,
curricula, learning activities, and diagnostic and assessment procedures in order to meet the
needs, interests, abilities, and talents of eligible students.
All 6th and 7th grade students failing core courses will remain at their zoned schools and
enrolled in credit recovery coursework via Edgenuity or face-to-face instruction.
8th grade students may be referred to a Fast Track program if they meet any of the criteria
listed below:
• All incoming students who are already 16 or will turn the age of 16 at any point
during their 6th, 7th, or 8th grade school year
• All 8th grade students that at the end of the school year lack coursework to be
promoted to the 9th grade
B. Early Warning System, S.B. 850
A school that includes any of grades 6, 7, or 8 shall implement an early warning system to
identify students in those grades who need additional support to improve academic
performance and stay engaged in school. The early warning system must include the
following early warning indicators:
• Attendance below 90%, regardless of whether absence is excused or a result of outof-school suspension.
• One or more suspensions, whether in school or out-of-school.
• Course failure in English language arts or mathematics.
• A level 1 score on the statewide, standardized assessments in English language arts or
mathematics.
*When a student exhibits two or more of the early warning indicators, the school’s child study
team under 1003.02 F.S., or a school-based team formed for the purpose of implementing
requirements of this paragraph shall convene to determine appropriate intervention strategies for
the student.
C. Home Education and Uniform Transfer of Credit, 1002.41
Students entering Okaloosa County School District and requesting credit for a home education
program must follow the Validation of Transfer Credit process specified by 6A-1.09941,
F.A.C. For specific details on the Validation of Transfer Credit, see Transfers and
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Withdrawals on page 11, Home Education (School) Uniform Transfer of Credit.
For more information, visit the FLDOE office of independent and Parental Choice Website at
http://www.fldoe.org/schools/school-choice/
To register for home education, contact the office of Home Education in the Okaloosa
County School District by phone by calling Student Services at (850) 833-3314 or at
http://www.okaloosaschools.com/parents/home-schooling.
Home Education Student Participation in Public Schools 1006.15
F.S., 1002.41 F.S.
Students in home education programs may participate in public school interscholastic
extracurricular activities. However, public schools are under no obligation to provide
home education students access to classes, programs, services, or other educational
opportunities. For dual enrollment information for home education students, see
http://fldoe.org/core/fileparse.php/5606/urlt/School_Choice_Options.pdf.
D. Single- Gender Classes:
Schools wishing to implement single-gender classrooms must consider a number of criteria
in order not to violate the nondiscrimination requirements of Title IX. Under the new
exceptions to the general prohibition of single-gender classes, a school would be permitted to
offer single-gender classes if:
• The purpose of the class is achievement of an important educational objective (such
as providing educational opportunities)
• The single-gender nature of the class is substantially related to achievement of that
objective
“The school must treat male and female students in evenhanded manner in implementing its
objective and it must always provide as substantially equal, coeducational classes or
extracurricular activities, in the same subjects or activities.” CFR 106.34 (b)(1)(ii)(iii)
To determine whether substantial equality is achieved, consideration must be provided to:
• The policies and criteria of admission
• The educational benefits provided, including the quality, range, and content of the
curriculum and other services
• The quality and availability of books, instructional materials, and technology
• The qualifications of the faculty and staff
• The quality, accessibility, and availability of facilities and resources
• Intangible features (e.g., reputation of faculty)
Prior to implementation, a school plan for single gender classes should be approved by the
school’s SAC and submitted to the Curriculum and Instruction Office for review.
Participation must be completely voluntary; parents should sign an enrollment form
indicating their approval of the placement. Schools must conduct a periodic evaluation of
single-gender classes to ensure that the classes and activities are based on genuine
justification and do not rely on overly broad generalizations about the different talents or
capacities of either gender; the evaluation should be conducted at least every 2 years.
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E. Virtual School Options, Requirements, 1003.4282:
Parent and Student Rights/Requirements
House Bill 7063 (2012) revised statutes related to virtual instruction programs to provide
student and parental rights relative to the eligibility of Florida Virtual School full-time
students to participate in interscholastic extracurricular activities at certain public
schools. Information on these changes is presented in the Florida Public Virtual Schools
Questions and Answers, available at the FDOE Virtual Instruction webpage
http://www.fldoe.org/Schools/virtual-schools
Florida statute requires students earning a standard high school diploma to take at least one
course within the 24 required credits to be through online learning. A school district may not
require students to take the online course outside the school day or in addition to a student’s
courses for a given semester. Okaloosa Online is the preferred provider for students choosing
an online option.
Okaloosa Online
An online high school course taken through Okaloosa Online or Florida Virtual Schools in
grade 6, 7, or 8 fulfills the online course requirement for high school graduation.
The following options also satisfy the online course requirement for a 24 credit standard high
school diploma:
• Completion in a course in which a student earns a nationally recognized industry
certification in information technology that is identified on the CAPE Industry
Certification Funding List pursuant to s. 1008.44 or passage of the information
technology certification examination without enrollment in or completion of the
corresponding course(s), as applicable.
• Passage of an online content assessment, without enrollment in or completion of the
corresponding course(s), as applicable, by which the student demonstrates skills and
competency in locating information and applying technology for instructional
purposes.
This online course requirement does not apply to a student who has an individual education
plan (IEP) under 1003.57 F.S., which indicates that an online course would be inappropriate
or to an out-of-state transfer student who is enrolled in a Florida high school and academic
year or less remaining in high school. 1003.4284 F.S.
For more information about Okaloosa Online please contact the Program Director of Online
Education at (850)-689-2043.
F. Hospital Homebound
According to Rule 6A-6.03020, Florida Administrative Code (F.A.C.), the possibility of
hospital or homebound services should be explored when it is anticipated that a student will
be absent from school for at least fifteen (15) school days, or the equivalent, while under a
physician’s care because of severe, prolonged or chronic illness. A parent, teacher, social
worker, guidance counselor, physician and others may initiate the process as soon as it is
anticipated that the student will be absent for the duration specified in the rule. There is no
established waiting period that must be met when considering initiating the process. For more
information, please the section on Exceptional Student Education in this document, or call
Exceptional Student Education at (850) 833-3164.
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SCHOOL DISTRICT OF OKALOOSA COUNTY
Section III
Curriculum and Instruction
A. Middle School Progression, 1003.4156 F.S.:
6th Grade
Mathematics
Language Arts/Communication
(Reading & Writing)
Science
Social Studies
P.E. or Elective
P.E. or Elective
7th Grade
Mathematics
Language Arts/Communication
(Reading & Writing)
Science
Social Studies
P.E. or Elective
P.E. or Elective
8th Grade
Mathematics
Language Arts/Communication
(Reading & Writing)
Science
Social Studies
P.E. or Elective
P.E. or Elective
A middle school student must pass the following twelve (12) core courses in order to be
promoted to the ninth grade:
1. Three courses in mathematics;
a. Each school must offer at least one high school level math course for which
students will receive high school credit if successfully completed.
2. Three courses in English Language Arts;
3. Three courses in science, which shall include instruction in life, earth, and physical
science;
4. Three courses in social studies, which shall include the study of world history, civics,
and United States history with career planning;
a. Students must take the state mandated Civics EOC, which constitutes 30% of
the final course grade.
 A middle grades student who transfers into the state’s public school system from out
of country, out of state, a private school, or a home school education program after the
beginning of the second semester of grade 8 is not required to meet the civics
education requirement for promotion from the middle grades if the student’s transcript
documents passage of three courses in social studies or two year-long courses in
social studies that include coverage of civics education. 1008.22 F.S.
5. One semester of physical education in Grade 6, 7, and 8; a student must receive a
passing grade in the P.E. class to fulfill this requirement. OCSD recommends a full
year of P.E. for 6th grade students.
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P.E. Waiver
The physical education requirement may be waived based on the following criteria:
• The student is enrolled or required to enroll in a remedial course.
A student enrolled in Intensive Math and/or Intensive Reading may not be denied
membership or participation on any athletic team due to inability to schedule into the
associated sport’s physical education class.
•
The parent completes P.E. waiver (MIS 4252) for one of the following reasons:
o The parent requests that the student enroll in another course from among
those courses offered as options by the school district; or
o The student is participating in physical activities outside the school day,
which are equal to or in excess of the mandated requirement.
o Waiver requests must be submitted on an annual basis. Documentation of
the P.E. waiver status will be maintained in the AS400 system.
6. Electives may be selected from, but not limited to, the following: technology, speech,
drama, art, music, foreign languages, research/study skills, physical education, and
health.
Intensive Math (1204000) and Intensive Reading (1000010) are electives and cannot be
used to replace the regular language arts and math courses used for progression.
Students work on specific skills identified through screening and individual diagnoses
as specified on their Progress Monitoring Plan (PMP). In order to remediate or to
provide additional support in reading, writing and/or math, the traditional middle school
core curriculum may not be suspended. Therefore, a student may require four years to
complete the middle school curriculum.
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SCHOOL DISTRICT OF OKALOOSA COUNTY
Section IV
Acceleration, Promotion, and Retention, 1008.25 F.S.
A. Acceleration:
High School Credit
Each school will consider, on an individual basis, an accelerated progression plan for a
student who is significantly advanced.
Middle schools may offer Algebra I Honors, Geometry Honors, Agriscience Foundations 1,
Physical Science Honors, Earth/Space Honors, Digital Information Technology, Foundations
of Web Design, and/or Spanish and French I in the brick and mortar middle school for high
school credit.
•
•
4.5 Credit Courses:
o Algebra I Honors
o Geometry Honors
o Earth/Space Science Honors
o Physical Science Honors
o Foundations of Web Design (meets the online requirement for graduation)
4.0 Credit Courses:
o Foreign Language (Spanish and French I),
o Digital Information Technology (meets the online requirement for graduation)
o Agriscience Foundations 1
Students will receive academic counseling regarding the consequences of their academic
choices. Middle school students and their parent or legal guardian must be carefully advised
regarding how these courses will affect the graduation option they select (refer to high school
PPP for diploma options). Once enrolled, students will be held to all of the high school
course requirements to receive high school credit.
All high school courses taken in middle school will count toward meeting graduation
requirements, will be part of the student’s overall GPA and are eligible to be included in
calculating honors graduation designation.
Students who elect not to receive high school credit must withdraw from the course within
the period identified by the district (on or before the mid-point (4 ½ weeks) of the first
quarter for semester long courses, and by the end of the first nine (9) weeks for a year-long
course, or will be given an F (withdrawal F).
If the student has a failing course grade (to include the 30% EOC requirement), but passes
106
the EOC, credit is issued but the student’s grade remains an F, which is calculated into the
high school GPA.
High school courses taken during middle school will be included in the student’s cumulative
weighted GPA
Forgiveness Clause, 1003.43(5)(e)
Middle school students taking courses for high school credit may retake the same, or
comparable course, in high school for any grade earned less than a B (i.e., C-F). A student
who is retaking a course that has a statewide EOC may retake the EOC assessment to
improve the course grade.
 If the student elects not to retake the EOC, the previously earned grade will count for
the 30% requirement.
Acceleration in Okaloosa Online or Florida Virtual School (FLVS)
As stipulated by the Florida K-20 Education Code (s.1002.20), parents have the right to
choose educational options such as Okaloosa Online or Florida Virtual School (FLVS) for
their children.
A student’s full-time school may not deny access to course(s) in an appropriate course
placement based on the student’s academic history, grade-level, and age
Okaloosa Online is the provider of first choice for virtual instruction; however in situations
in which Okaloosa Online cannot fulfill the need, students may qualify to access the services
of Florida Virtual School. Okaloosa Online offers many of the same courses to Okaloosa
public school students with less than a full six period schedule and to home educated,
alternative placement, and private school students. Upon successful completion of a
statewide, standardized assessment if applicable, students will be awarded credit.
Okaloosa County students taking FLVS courses in which a statewide, standardized EOC
exists will be awarded credit only after taking the statewide, standardized EOC for that
course in order to comply with the statutory requirement that the EOC constitutes 30% of the
final course grade. Access shall be available to students during or after the normal school
day, and through summer school enrollment. These courses can be taken above the regular
six period school day. A list of available Florida Virtual School courses can be found at http:
http://www.k12local.com/okaloosa.
An online course for high school credit taken through Okaloosa Online or Florida Virtual
Schools (FLVS) in grade 6, 7, or 8 fulfills the online course requirement. The following
options also satisfy the online course requirement.
The Full Time Virtual Instruction Program (VIP), based on S. 1002.45 F.S., and conforming
to HB 1676, establishes that all Florida districts must offer a full-time Virtual Education
option for all public school students. Any public school student who would like to apply for
the full-time virtual program must withdraw from the “Physical School” and register with
one of the approved vendors offered through Okaloosa Online.
The School Board shall provide students with access to enroll in courses available through
the Okaloosa Online/FLVS and shall award credit for successful completion of such courses.
Access is available to students during or after the normal school day and through summer
enrollment. Students wishing to take courses from Okaloosa Online/FLVS must work closely
107
with their guidance counselor to ensure that placement is appropriate and consistent with
school board rules and in accordance with state statute 1012.28 (5) F.S.
Credit Acceleration Program for High School Credit, 1003.4295(3), F.S.
The Credit Acceleration Program (CAP) was created for the purpose of allowing a student to
earn high school credit in courses required for high school graduation through passage of an
EOC assessment administered under 1008.22 F.S., an Advanced Placement Examination, or
a College Level Examination Program (CLEP).
Notwithstanding 1003.436 F.S., a school district shall award course credit to a student who is
not enrolled in the course, or who has not completed the course, if the student attains a
passing score on the corresponding EOC, AP exam, or CLEP exam.
The school district shall permit a public school or home education student who is not
enrolled in the course, or who has not completed the course, to take the assessment or
examination during the regular administration of the assessment or examination.
If a student elects to take the EOC without being enrolled in the course, and does not earn a
passing score, the student will be required to enroll in and complete the course before being
allowed to retake the exam.
B. Promotion:
Specific criteria used to determine promotion or retention of a middle school student is
outlined in the progression charts. Once a student’s promotion from one grade to another
within OCSD has been documented, his/her grade placement may not be reversed except
by the Superintendent and then only if cause is found that a violation of social promotion
has occurred.
Promotion of Incoming Transfer Students
If a student transfers from another school and the report card or official transcript is not sent
from the sending school, the final decision for promotion or retention will be made by the
principal (with input from the MTSS committee), on an individual basis, providing the
prohibition against social promotion is not violated.
For students in grades 6-8 who transfer into OCSD late in the year, promotion should be
based on grades from sending school combined with what is earned in the OCSD school. For
students in grades 6-8 who transfer into an Okaloosa County School after the FSA is
administered, the SAT 10 or SAT 9 may be used as an alternate assessment to make
decisions regarding promotion (a score of 36% or above is required). Because the final grade
would be based on a limited number of instructional weeks, one other district-approved
assessment must be administered to support the final decision for this set of students. Such
assessment may include instruments used for screening, diagnostic and monitoring purposes,
either defined in the PPP progression charts, and/or recommended by a MTSS committee for
program screening purposes.
C. Retention, 1002.20(11), 1008.25, F.S.:
Multiple course failures may necessitate a fourth year in middle school. In this case, the
counselor must conference with the parents or legal guardian to discuss scheduling and
program options to best meet the needs of the student. Students who are retained will not
have to retake any course in which a passing grade was earned.
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If a student fails one or more courses, the school counselor will provide assistance to the
student and his/her parents or legal guardians in selecting the following year’s courses. Failed
courses must be scheduled first.
Eighth (8th) Grade Students who did not successfully complete Middle School
Promotion Requirements
Pupils in grade eight who do not successfully complete course work required to enter high
school must receive individual counseling regarding their academic options before the
close of the school year. This academic counseling must include information regarding
summer remediation programs either at the middle school or virtually.
Eighth (8th) Grade Retained Students may be referred to the Fast Track program.
Additionally, any student who turns the age of 16 before or during the school year should be
referred to the Fast Track program. (see Drop Out Prevention)
Summer Intensive Studies (SIS) for Retained Students
A retained student may attend Summer Intensive Studies, if provided, for the purpose of
course recovery. The Edgenuity program is used for credit recovery during SIS; students
must complete each semester, in full, in which a passing grade was not earned during the
school year. If a student passed 1 semester of the course, only the failed semester must be
recovered. The 2 semester grades will then be averaged for the final grade. Students may
not skip any portion of the lesson/activities unless they meet the pre-determined score on a
lesson pre-test. The final Edgenuity grade, determined by an average of lesson quizzes,
topic tests and the cumulative test, may be no less than 60%.
For state assessed courses, the score of the state EOC must be calculated as part of the final
grade, if required by the cohort designation.
Results of performance may enable a student to be promoted at the end of SIS. If a student
passed one semester of the course, only the failed semester must be recovered. The two
semester grades will then be averaged for a final grade. The program approved by the district
will be set at a mastery of 60%.
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RETENTION PROCEDURES FOR MIDDLE SCHOOL
SIXTH GRADE TO SEVENTH GRADE
Language Arts, Math, Science, Social Studies
Retention Criteria For All
Students from 6th to7th
Grade
•
Students who failed 2 or more of the 4 core subjects
RETENTION PROCEDURES FOR MIDDLE SCHOOL
SEVENTH GRADE TO EIGHTH GRADE
Language Arts, Math, Science, Social Studies
Retention Criteria For All
Students From 7th to 8th
Grade
•
Students who failed three (3) or more of the eight (8) core courses by
the end of 7th grade
RETENTION PROCEDURES FOR MIDDLE SCHOOL
EIGHTH GRADE TO NINTH GRADE
Language Arts, Math, Science, Social Studies
Retention Criteria For All
Students From 8th to 9th
Grade
•
Gr. 8 students will be retained and may be referred to a Fast Track
Program if they lack coursework to be promoted to the 9th grade
Parents or legal guardians are formally notified of an academic deficiency as soon as the deficiency
is identified. Parents/legal guardians will be notified in writing (i.e., parent letter) prior to initiating a
PMP/PMS in ELA and/or math. At this time, a request for a conference with the parent will also be
initiated. If not signed and returned, a copy of the letter should be signed at the parent/legal guardian
teacher conference to indicate receipt. If no response is received (attempts to contact parent/legal
guardian should continue) the development of the PMP/PMS should not be delayed.
Letters sent to the parent/legal guardian shall notify them of the following:
• Their child has been identified as having a substantial academic deficiency in reading
and/or math.
• Notification that research-based strategies are being and will continue to be provided for
their child.
• Notification that research-based strategies and materials will be suggested for
parents/legal guardians to use at home with their child.
• A list of the assessments used to determine remediation services.
• Remediation will continue until the deficiency is corrected.
Parents or legal guardians should be notified at the end of the first semester, if the student exhibits
substantial difficulty in learning and is in danger of failing. Written notification should be
provided in person at a parent/teacher conference, by mail with return acknowledgement, receipt,
or by certified mail. In the case of a student who transfers to a district school at a later date, a
“possible retention” letter may be sent any time a deficiency is identified. 1008.25(5)(c)1-6, F.S
110
D. Progress Monitoring of Students:
Progress Monitoring Plan (PMP)
A PMP defines a program of remediation, which shall be developed for the following
students:
• Grade 6-12 students, See Progression Charts on pages 31 and 32
• ELL: An ELL student can have a PMP and an ELL plan if the student is having
academic difficulties that are not related to English language proficiency, but rather are
due to academic difficulties in Heritage language and/or lack of academic progress when
compared to other ELLs with similar DEUSS dates.
The PMP must be developed as soon as a deficiency is identified; the prescribed program of
remediation must be in addition to the core instructional component and include researchbased strategies. Final outcomes, supported by a system of formative and frequent
assessments, will be established to monitor student progress and identify when grade level
proficiency is met. Revisions shall be made to the PMP based on analysis of assessment
results. Remediation will continue until grade level proficiency is consistently demonstrated.
1008.25(4)(b).
The PMP process is initiated by evaluating academic performance on specified screening
instruments and/or grades the initial designation of deficiency is then supported through
additional diagnostic assessments to determine the exact nature of the student’s difficulty
and areas of academic need. In consultation with the student’s parents or legal guardians,
using the PMP, a detailed Progress Monitoring Plan will be designed to communicate and
document the individual assistance to be provided.
The PMP must clearly identify:
• The specific academic skill(s) which require remediation,
• The research-based strategies to be used for remediation,
• How, when, how often, by whom, and for how long intensive remedial instruction is to
be provided, and
• The monitoring and reevaluation activities to be employed.
o The expectation is that formative assessments will occur, at a minimum, two
times a year in a pre-mid setting.
o Assessment results are used for revision of the PMP and the instructional
program.
o Tier II and III students in MTSS will require more frequent monitoring to
determine the effectiveness of the type and frequency of selected strategies.
(http://www.okaloosaschools.com/files/schooldistrict/_docs/MTSS%20Manual%
202014-2015.pdf)
The PMP is expected to be a collaborative venture with regard to development of the
components, implementation of strategies, and progress monitoring. All teachers who
interact with a PMP student will be an active member of the PMP team for that student.
Each school will establish a system to ensure the required collaboration and to monitor
student progress.
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Progress Monitoring System (PMS)
A formal PMS will be established for secondary students as defined in the remediation
charts.
Parents of students who meet criteria will be informed of the specific academic deficiency,
the use of research-based strategies to correct the deficiency, the formative assessment
schedule and results of the assessments.
Communication and conferencing with parents/legal guardians is an essential component of
this process. Remediation will continue until grade level proficiency is consistently
demonstrated.
Discovery Education Assessment (DEA) as Progress Monitoring
To assist teachers in determining which students should be placed on a PMP and when/how
to adjust instruction based on student progress, the DEA will be administered to k-12
students. The DEA, aligned to state standards, was designed to:
• Evaluate progress toward end of year benchmarks
• Diagnose learning needs
• Set instructional goals
• Monitor instructional progress
• Provide parent information
The DEA is administered two or three times a year, depending on grade/course, in a pre-midpost setting. Progress monitoring occurs at frequent intervals and will be used to differentiate
instruction. The DEA Assessment will also assist teachers in supporting students at all tiers in
the MTSS process.
Progress Monitoring of Level 1 and Level 2 Students
DEA Reading will be administered to all Level 1 and Level 2 students.
• IR classes may use DEA as both the first and second semester exams.
DEA Math will be administered to all Level 1 and Level 2 students.
• IM classes may use DEA as both the first and second semester exams.
Secondary Reading and Math Remediation
In order to remediate or to provide additional support in reading, writing, and/or math, the
traditional middle school curriculum may not be suspended. Therefore, a student may require
four years to complete the middle school curriculum.
Intensive Reading Placement Guidelines for Grades 6-8:
•
•
•
Students who score at Level 1 on FSA are required to be enrolled in an Intensive
Reading Class.
Students who score a lower Level 2 on FSA ELA are highly recommended for Intensive
Reading placement.
Students who score at upper Level 2 on FSA ELA are recommended for placement in a
Content Area Reading Class with a Reading endorsed/certified teacher, or a teacher
trained in CAR-PD or NGCAR-PD. (Highly Qualified Elementary Certified Teachers
may also teach NGCAR-PD Classes in Sixth Grade).
112
Additional Data: this data may be used for placement and conferencing with parents.
 DEA data
 Student grades in ELA courses
 Previous FCAT Reading scores
Intensive Math Placement Guidelines for Grades 6-8:
•
Students who score a Level 1 on FSA are strongly recommended for placement in an
Intensive Math/Remedial Math Class.
• Students who score a lower Level 2 on FSA are highly recommended for placement in
an Intensive Math/Remedial Class.
• Students who score an upper Level 2 on Test C of the DEA are recommended for
placement into an Intensive Math/Remedial Class.
Additional Data: this data may be used for placement and conferencing with parents.
 Student grades in math courses
 DEA data
Plan of Care (POC)
The allocation of POC funds will be determined on an annual basis, with consideration given
to specific needs of students and practices proven most effective in accelerating student
learning.
Parent Refusal for Support through Progress Monitoring and a MultiTiered System of Supports
The school district has the authority and responsibility to advise a student's course of study.
Schools are held responsible for developing a MTSS in consultation with the parent, but
parental approval is not required, nor can parents veto a MTSS. The school is held
accountable for the student's success and may implement a MTSS without a parent's
approval. Students whose progress monitoring is an IEP, however, must have parent approval
of the plan.
If the parent refuses to participate in the support strategies detailed in the MTSS because he
or she believes the strategies are unnecessary or inappropriate, the parent may appeal to the
principal. The principal shall provide a hearing officer, and the hearing officer shall make a
recommendation for final action to the principal. Consistent with school board rules and in
accordance with state statute [1012.28 (5) F.S.], the Superintendent has designated the
principal of the school as the final authority in the placement of students in programs or
classes. For more specific requirements, refer to the District’s Comprehensive Reading Plan
on OCSD website https://app1.fldoe.org/Reading_Plans/Narrative/NarrativeList.aspx
Remediation Procedures for Middle School, 1008.25(4)(b), F.S.
The following chart outlines the process and guidelines for screening students, as well as the
development of a Progress Monitoring Plan or Progress Monitoring System. Discovery
Education Assessment (DEA) is used as the interim assessment for screening. Further DEA
Assessments include Algebra I, Geometry, and Science. See the Appendix for DEA Testing
windows.
A PMP/PMS should be created for any student of concern at any point in the school year,
regardless of prior FSA Assessment scores.
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SIXTH THROUGH EIGHTH GRADE
Screening
Criteria For
All Students
and
Development
of Progress
Monitoring
Plan
Reading
Math
Step 1a:
• Administer DEA Reading to:
o FSA ELA Level 1 and Level 2
o New students of concern
o Other students of concern
• With a Level 1 (FSA), move to Step 1b
(below)
• With a Level 2 (FSA), move to step 2
Step 1b:
• In consultation with the parents or legal
guardian, develop and implement the PMP
for:
o Students with a Level 1 on FSA ELA,
based on the previous year’s data
• Monitor student’s academic progress
through the use of DEA at least 2 times a
year
• Parents will be informed of assessment
results following each formative assessment
event
Step 1a:
• Administer DEA Math to:
o FSA Math Level 1 and Level 2
o New students of concern
o Other students of concern
• With a Level 1 (FSA), move to Step 1b
(below)
• With a Level 2 (FSA), move to step 2
Step 1b:
• In consultation with the parents or legal
guardian, develop and implement the PMP
for:
o Students with a Level 1 on FSA Math,
based on the previous year’s data
• Monitor student’s academic progress through
the use of DEA at least 2 times a year
• Parents will be informed of assessment results
following each formative assessment event
An IEP or PMP will be written according to the criteria in place for the development and review of the specific document
Progress
Monitoring
System
Early
December to
Early January
(End of First
Semester)
April to May
Step 2: With a Level 2 (FSA)
• Implement a Progress Monitoring System
for:
o Students with a Level 2 on FSA ELA
• Parents will be notified of the academic
deficiency, use of research-based strategies
to correct the deficiency, and the assessment
instrument and schedule used for progress
monitoring
• Monitor student progress through the use of
DEA assessment at least 2 times a year
• Parents will be informed of assessment
results following each formative assessment
event
Step 3:
• Administer DEA Reading to students
identified in Step 1
• Develop (using Step 1 criteria), continue, or
modify an existing PMP or PMS, depending
on the score
• If retention is a possibility, provide written
notification to parents or legal guardian. A
conference should be requested
Step 4:
• Administer DEA Reading to all Level 1
and 2 students
• Administration to other students identified
in Step 1 is optional, unless needed to
determine remedial placement
• Move to Retention Chart
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Step 2: With a Level 2 (FSA)
• Implement a Progress Monitoring System for:
o
Students with a Level 2 on FSA Math
• Parents will be notified of the academic
deficiency, use of research-based strategies to
correct the deficiency, and the assessment
instrument and schedule used for progress
monitoring
• Monitor student progress through the use of
DEA assessment at least 2 times a year
• Parents will be informed of assessment results
following each formative assessment event
Step 3:
• Administer DEA Math to students identified in
Step 1
• Develop (using Step 1 criteria), continue, or
modify an existing PMP or PMS, depending on
the score
• If retention is a possibility, provide written
notification to parents or legal guardian. A
conference should be requested
Step 4:
• Administer DEA Math to all Level 1 and 2
students
• Administration to other students identified in
Step 1 is optional, unless needed to
determine remedial placement
• Move to Retention Chart
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section V
Assessment 1008.22 F.S.
Assessment Opportunities for Home Education Students
Opportunities to take state assessment tests (FSA reading, writing, math and FCAT science) are
available to home education students. Students will take state assessments at a district
designated testing site. Arrangements can be made District Home School Coordinator.
Assessment of Virtual Students
Students enrolled in an OCSD/FLVS course that requires a state EOC are required to take the
EOC in a district designated testing site. Arrangements can be made through the District Virtual
School Program Director.
Assessment of New/Transfer Students State Rule 6A‐1.09941 (F.A.C)
Secondary students transferring into the district once the school year has begun shall be assessed
within the first two weeks of attendance in reading and math to determine reading proficiency and
to ensure proper course and remedial instruction placement.
State and District Assessments, 1008.22 F.S.
Participation in the statewide testing program, which consists of the FSA, State EOC
assessments and alternate assessments, is mandatory for all K-12 students attending public
schools. The assessment of reading shall be administered annually in grades 3-10, writing in
grades 4-10, math in grades 3-8, and science in grades 5 and 8. State EOC assessments for a
subject shall be administered in addition to the comprehensive assessments required under
1008.22 (3)1 F.S.
Algebra I for High School Credit
Middle school students enrolled in Algebra I must take the Algebra I EOC assessment, which
constitutes 30% of the student’s final course grade, AND pass the course to earn high school
Algebra I credit.
A middle school student is not required to earn a passing score on the Algebra I EOC assessment
in order to earn high school credit to be promoted to high school.
115
Because passing the Algebra I EOC is a graduation requirement, it is important to understand the
possible scenarios for an Algebra I student:
Course
Passes
EOC:
Passes
Passes
Fails
Fails
Passes
(Grade
Forgiveness)
Fails
Fails
The EOC is always 30% of the final grade.
• No retakes of the course will be permitted unless grade forgiveness applies
•
•
•
The final course grade is included in the GPA
Credit in the course is awarded
The student must retake and pass the EOC to fulfill graduation requirements
•
•
•
The final course grade is included in the GPA
Credit in the course is awarded
If the student is participating in grade forgiveness, the EOC grade must be
used as 30% of the final grade.
•
•
The final course grade is included in the GPA
The student must retake and pass the EOC to fulfill graduation requirements
Geometry for High School Credit
Middle school students enrolled in high school Geometry must take the EOC assessment, which
constitutes 30 percent of the student’s final course grade and earn a passing grade in the course in
order to qualify for a standard high school diploma scholar designation. The final course grade is
included in the high school GPA.
Civics
A student’s result on the Civics EOC assessment constitutes 30 percent of the student’s final
course grade. The middle school student, however, must pass the civics course in order to be
promoted to grade nine (9).
A middle grades student who transfers into the state’s public school system from out-of-country,
out-of-state, a private school or a home education program after the beginning of the second term
of eighth grade is not required to meet the Civics education requirement for promotion if the
student’s transcripts show passage of three courses in social studies or two year-long courses in
social studies that include coverage of Civics education. If this is not the case, the student must be
immediately enrolled in Civics, participate in the Civics EOC and the results must constitute 30%
of the course grade.
District Semester Exams
First Semester Exam: teacher developed first semester exams will be administered at the
conclusion of the first semester for all students, with that exam counting 1/7th of the student’s first
semester grade.
Second Semester Exam: Students taking a course that requires the student to take an EOC, FSA,
AP, IB, AICE, or an Industry Certification assessment will not be required to take a second
semester teacher created exam.
• ALL remaining courses will administer a teacher created second semester exam that
constitutes 1/7th of the student’s second semester grade.
 Teachers of like courses should collaborate on the creation of the semester exam.
116
Grade Forgiveness of High School Credit by Middle School Students
High school level courses taken below grade 9 may be used to satisfy high school graduation
requirements and Bright Futures award requirements. Middle school students who have taken
high school courses may receive grade forgiveness if they have earned a grade of C, D or F or the
numerical equivalent of C, D or F. In such case, the district forgiveness policy must allow the
replacement of the grade with a grade of C or higher, or the numerical equivalent of a grade of C
or higher, earned subsequently in the same or comparable course. For a grade of A or B in the
course, the grade cannot be forgiven and will appear on the student’s high school transcript and
will be used in the calculation of high school grade point average and for Bright Futures.
117
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section VI
Grading and Notification Procedures
A. Reporting Student Progress Report Cards, 1003.33 F.S.:
Report cards provide the student and the student’s parents with an objective evaluation of
scholastic achievement with indicators of progress. Report cards shall clearly depict and
evaluate the following:
• the student’s academic performance in each class or course in grades K
through 12 based on examinations as well as other appropriate academic
performance items,
• the student's performance at his or her grade level,
• the student’s conduct and behavior, and
• the student’s attendance, including absences and tardies.
Academic Grading and Gradebook, 1003.33(2) F.S.
Academic grades shall be based solely on scholastic proficiency in meeting the Florida
Standards (ELA and math) and Next Generation Sunshine State Standards (science and
social studies), as applied to the course or grade in which the student is enrolled. Classroom
assignments, teacher observations, examinations, and achievement on district assessments
are used to determine grade. In no case shall a disciplinary penalty be exacted in terms of a
diminished academic grade. Grades should be clear, undiluted indicators of what students
know and are able to do at the conclusion of the learning sequence. The evaluation of
behavior/conduct shall be recorded and reported accurately and separately from all academic
grades.
Without exception, all teachers will use Gradebook system as the avenue for maintaining
communication of student grades. In general, the expectation is that a minimum of one grade
per subject per week will be entered in the electronic Gradebook system, with the
understanding that occasionally a two-week period will occur between grades. The principal
should approve a longer period than two weeks, with notification provided to parents as to
the specific reason/situation.
Parent Notification and Grading
On an annual basis, the district will report to the parent/legal guardian of each student their
progress toward achieving state and district expectations in ELA, math, and science. This
reporting system will include two (2) documents: the end-of-year report card (identifying
whether the student will be promoted or retained) and the grade level statewide assessment
parent report (i.e., FSA).
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Grading Scale and Point Value
Grades
A= 100-90
B= 89-80
C= 79-70
D=69-60
F= 59 and below
Descriptor
Outstanding Progress
Above Average Progress
Average Progress
Lowest Acceptable Progress
Failure
Grading Scale for Conduct: Grades 1-12
Students will receive a conduct number, based on the following:
1= Satisfactory
2= Needs Improvement
3= Unsatisfactory
The conduct number used by elementary teachers will be placed by the subject areas of ELA
and serve for all other subject areas, except for those subjects taught by a different teacher
(i.e. math, music, PE).
Grade Level Performance (used to determine the GLP code)
Florida law requires that the report card be used to notify parent(s)/legal guardian(s) when a
student is working at a skill level below that of his/her assigned grade placement. As such, one
of the following codes will be used in every class/course, each nine-week grading period, to
identify at/above or below grade level performance for Grade 1-12 students. One of the GLP
codes will be used each quarter to reflect performance in Reading only for Kindergarten
students. 1008.22 F.S., 1008.34 F.S., 1001.11 F.S.
Assigning preventative strategies, re-teaching, limiting number of practice problems,
alternative assessment strategies for course content and/or reduced written requirements are not
in themselves indications of “operating below grade level.” They are good instructional
strategies for matching curriculum to the child’s academic needs.
Students will be assigned one of the following GLP codes based on their performance:
• S= performance is at or above grade level
• U= performance is below grade level or performance is below course expectations in the
case of weighted courses
A student is considered to be operating below grade level in a class or course when either one
of the following have occurred:
• The student receives a D or F in any course
• The concepts on which the student is assessed are not taught at the current grade level and
are taken from instructional materials, adopted CCRP, or benchmarks from a lower grade
level
119
•
•
The conditions under which the student is assessed and/or leading to the assessment, vary
to a large degree from other students (i.e., extensive accommodations, support,
modifications).
If a student’s performance on an assessment included in the Progression Charts is
consistently below minimum standards, report card grades should commensurate.
Comment Codes, Grades K-8
•
•
•
Serves to qualify or support a specific grade
Serves as one of many avenues which can be used to request a conference
A maximum of five (5) codes may be used each reporting period for each subject area
Progress Reporting
Grades K-12 students will receive a computerized report card every nine-week grading
period. Other teacher/parent or legal guardian communication such as conferences, letters,
telephone conversations, and e-mail are recommended. Mid-quarter progress reports remain a
school decision, with the exception of Grade K.
Students with a Progress Monitoring Plan (PMP) or on a Progress Monitoring System (PMS)
will be assessed a minimum of two times per year (see appropriate grade-level charts); results
of the assessment will be formally communicated to parents following each assessment
event. At a minimum, a PMP must be reviewed at the conclusion of the first semester to
document student progress and determine whether adjustments to the instructional program
are appropriate.
In ESE, grades will be given in all subject areas and general behavior. Student progress is
reported each nine weeks, in accordance with the report card schedule. Further
communication of progress will be provided through the ESE Annual Goal Progress Report.
Progress on annual goals must be reported as often as progress is reported for non-disabled
peers. Conferencing and personal communication between classroom teacher(s) and
parent(s)/legal guardian(s) are necessary at regular intervals during the year.
Review and Monitoring of Progress Reports
Administration will review progress report guidelines with teachers early in the first nineweek period. In addition, administration will monitor report cards each grading period to
ensure guidelines are followed and grades are based on a student’s proficiency in meeting all
State Board of Education’s adopted standards.
Grade Forgiveness of High School Credit by Middle School Students
High school level courses taken below grade 9 may be used to satisfy high school graduation
requirements and Bright Futures award requirements. Middle school students who have taken
high school courses may receive grade forgiveness if they have earned a grade of C, D or F or
the numerical equivalent of C, D or F. In such case, the district forgiveness policy must allow
the replacement of the grade with a grade of C or higher, or the numerical equivalent of a grade
of C or higher, earned subsequently in the same or comparable course. For a grade of A or B in
the course, the grade cannot be forgiven and will appear on the student’s high school
transcript and will be used in the calculation of high school grade point average and for Bright
Futures.
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Guidelines for Extracurricular Activities and Athletics
All middle school students who participate in extracurricular activities must maintain a
minimum 2.0 GPA on a 4.0 scale, or its equivalent and pass five (5) subjects for the grading
period immediately preceding participation; or, student eligibility for the first grading period of
each new school year shall be based on passing five (5) subjects and maintaining the required
GPA for the previous school year.
Elementary students initially entering middle school will have their eligibility determined by
their first grading period. Their respective national charters may determine eligibility for honor
clubs.
B. Parent/Student/Teacher Notifications and Public Reporting
1003.429(3) F.S.:
Parent Notification of Student’s Annual Progress 1008.25 (1) (8) (a) F.S.
Each year, schools shall provide parents with a report of the progress of the student toward
achieving state and district expectations for proficiency in reading, writing, science, and
mathematics, including the student’s results on each statewide assessment test. This report
traditionally accompanies the last report card of each year but may be sent at an earlier date as
determined by the school. In addition, progress reporting information shall be provided to
parents.
Parent Notification of Student Retention
Parents shall be notified in writing when it is apparent that the student may need to be retained.
Documentation shall be kept, and an acknowledgment of such notification shall be obtained.
Ongoing communication with the parents shall be maintained.
Parent Notification of Remediation
Parent notification shall be documented when a student is being remediated in reading,
writing, science and/or math and is being considered for retention. School personnel shall
use available resources to achieve parent understanding and cooperation regarding a student’s
remediation, progress monitoring plan, and possible retention. Parents shall be informed of
student progress via quarterly report cards and conferences as deemed necessary by the school.
Teacher Notification of Students on Community Control
If a juvenile on community control attends a regular educational school program, then the
identity of the juvenile and the nature of the felony offense shall be made known to each of the
student's teachers and appropriate district staff.
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SCHOOL DISTRICT OF OKALOOSA COUNTY
Section VII
Exceptional Student Education 1003.43 (11)(a) F.S.
The Okaloosa County School District actively seeks to locate exceptional students and
maintains information on those students screened and identified as "exceptional." The term
"exceptional student" includes, but is not limited to, the following:
• students who have intellectual disabilities
• students with speech and language impairments
• students who are deaf or hard of hearing
• students who are blind or visually impaired
• students who have orthopedic impairments
• students who have traumatic brain injuries
• students who have other health impairments
• students who have emotional or behavioral disabilities
• students who have specific learning disabilities
• students who are gifted
• students who have autism spectrum disorders
• students who are developmentally delayed
A. Admission and Placement:
Eligibility for Exceptional Student Education (ESE) Services
All students having difficulty meeting promotional requirements shall be monitored
carefully by the Multi‐Tiered System of Supports (MTSS) Intervention Team or its
equivalent. Eligibility for an Exceptional Student Education program may be considered
upon completion of appropriate interventions and activities. State law requires that
students with learning problems in reading and/or math or behavior that interferes with
learning must have been on an intervention plan for a reasonable amount of time prior to
beginning the referral process for Exceptional Student Education. Evaluation must be
completed within 60 days from the date the parent signs consent and that the student is
in attendance. Eligibility for Exceptional Student Education is determined by the staffing
committee in accordance with current eligibility criteria as defined in the Exceptional
Student Education Policies and Procedures (SP&P) located on the Florida Department of
Education website at http://beess.fcim.org/sppDistrictDocSearch.aspx .
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Gifted Students enrolled in Exceptional Student Education (ESE)
Florida’s Plan for K-12 Gifted Education is intended to set a path for districts to ensure high
expectations and achievement for gifted learners. The strengths of the student determine the
programming options to guide rigorous and differentiated instruction.
An Educational Plan (EP) will be developed for any student qualifying for gifted services. The
state recommended duration for EPs are as follows: K-2, 3-5, 6-8, and 9-12. EPs must be
reviewed at transition years: 2nd to 3rd grade, 5th to 6th grade, and 8th to 9th grade. EPs should
also be reviewed any time the level of gifted services changes.
Students with Disabilities enrolled in Exceptional Student Education
All ESE students have access to the general education curriculum as determined by their
Individual Education Plan (IEP). The IEP team must have high expectations for all students.
The Florida Standards (ELA and math) and Next Generation Sunshine State Standards (science
and social studies) are considered the curriculum for the majority of students with disabilities.
An IEP team must consider the extent to which the student’s disability adversely impacts the
student’s potential for learning or rate of learning. The IEP team must then decide if the student
should participate in general education with accommodations that lead to mastery of the
Florida Standards and Next Generation Sunshine State Standards, or participate in a modified
curriculum that leads to the mastery of Florida Standards Access Points.
B. Curriculum and Instruction:
Accommodations for Exceptional Student Education (ESE) Students
Accommodations are changes in how students are instructed and/or assessed (i.e.,
instructional materials, learning environment, presentation, and time demands).
Accommodations included in the IEP, with the appropriate annual goals, must be documented
for:
•
•
Appropriate courses and settings
Classroom and statewide assessments (i.e., FSA)
Reporting Student Progress Notification of IEP Goals
All parents will be notified of their child’s achievement during the school year with at least
the same frequency as that of a non‐disabled peer enrolled in the same school. Progress
toward IEP goals will be reported to the parent at the frequency designated on the IEP.
Report Cards and Grading
a. A student's placement in an Exceptional Student Education (ESE) program may
not be designated on the report card due to FERPA (Family Education Rights
and Privacy Act).
b. ESE students must receive a report regarding progress toward IEP goals and
objectives along with the report card. The final report card for the year shall
contain a statement indicating end‐of‐the‐year status or performance, or non‐
performance, at grade level; acceptable or unacceptable behavior and attendance
and promotion or non‐promotion.
c. Students may not be discriminated against in grading because of their
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disability.
d. A grade of F can be assigned when sufficient and appropriate IEP
accommodations/modifications have been implemented and the student
demonstrates a lack of progress. A student’s lack of progress should be addressed
through the IEP review process before a semester grade of F for the 1st or 3rd nine
week grading period. This review should develop appropriate interventions to
remedy the failing grade.
e. When a student also receives supplementary instruction from a special area teacher,
the teachers will work collaboratively to give the student a single grade.
f. An ESE student shall not be penalized with a lower grade for using accommodations.
C. Statewide Assessment:
Assessment of Students with Disabilities enrolled in Exceptional Student
Education
All students, including Exceptional Student Education (ESE) students, must participate in the
state’s assessment and accountability system. ESE students who are following the general
education program and pursuing a standard diploma shall participate in the same state and
district assessments as their general education peers, including the Florida Standards
Assessment (FSA) and End of Course (EOC) exams. If ESE students receive testing
accommodations, the accommodations must be listed in the student’s Individual Education
Plan (IEP) and utilized regularly during classroom instruction and assessment. Allowed
accommodations are listed in the procedures manual for each specific assessment.
The Florida Standards Alternate Assessment (FSAA) is designed for students whose
participation in the general statewide assessment is not appropriate, even with
accommodations. The Florida Standards Alternate Assessment measures student academic
performance on the Access Points in language, mathematics and science. Access Points are
academic expectations written specifically for students with significant cognitive
disabilities and reflect the essence or core intent of the standards that apply to all students in
the same grade. IEP Teams are responsible for determining whether students with disabilities
will be assessed with the FSA or with the FAA based on criteria outlined in Rule 6A‐
1.0943(4), Florida Administrative Code (F.A.C.) The IEP team should consider the
student’s present level of educational performance in reference to the Florida Standards.
The IEP team should also be knowledgeable of FSA guidelines and the use of
appropriate testing accommodations. In order to be eligible to participate in the FSAA, all
three (3) criteria must be met.
Parent Notification of Classroom Instructional Accommodations Not Allowed
on Statewide Assessments
If a student is provided with instructional accommodations in the classroom that are not
allowable as accommodations in the statewide assessment program, as described in the test
manuals, the school must:
124
•
•
inform the parent in writing (MIS 6317), and
provide the parent with information regarding the impact on the student's ability to meet
expected proficiency levels in ELA and math.
This notification is documented on the student’s Individual Educational Plan.
D. Promotion, Assignment, and Retention of Exceptional Students for
Standard Diploma Promotion and Retention of Exceptional Student
Education (ESE) Students:
Students who are receiving ESE Services and are following the general education program,
take the state assessment (FSA) and fall under the same guidelines for promotion as non‐
disabled students.
The IEP team, based on progress achieved toward the student’s individual goal and
objectives, will make promotion and retention decisions for ESE students who are following
the Access Points for Students with Significant Cognitive Disabilities.
E. Extended School Year (ESY):
Extended School Year is specially designed instruction and related services beyond the
normal school year of the district. ESY is provided to a student with a disability who the IEP
team determines needs these services in order to receive a free, appropriate public education
(FAPE). ESY is available at no cost to the parent. Specific requirements and procedures must
be followed. Refer to the Exceptional Student Education Policies and Procedures (SP&P)
located on the Florida Department of Education website at
http://beess.fcim.org/sppDistrictDocSearch.aspx .
125
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section VIII
English for Speakers of Other Languages (ESOL)
A. Definition, Placement, and Plan for ELL Students, 6A-6.0902, 6A
6.0904:
Florida operates under a federal consent decree issued in the case of LULAC vs. Florida State
Board of Education, Case No. 90‐1913. All children have the right to enroll in K‐12 public
education, regardless of immigrant or English proficiency status. The school district may not
inquire into a student’s immigration status, may not keep records or lists pertaining to
immigration status, and may not for any reason be reported to INC prior to or subsequent to
admission (except in the case of foreign exchange students).
By definition, an English Language Learner (ELL) has sufficient difficulty speaking, reading,
writing, or listening to the English language. An ELL Plan must be developed for any student
who has a primary language, or is influenced by a language, other than English, and scores
below the English proficient level on a Department of Education approved assessment in
listening, speaking, reading, and/or writing.
The following process will be followed:
•
•
•
Enroll any student and do not ask about their immigration status
Although students in grades 6-12 may be placed by age or transcripts, the Uniform
Transfer of Credit procedures are applicable.
Any ELL student without a transcript who has earned a 2.0 GPA at the end of the first
nine-week grading period shall be issued credits for the preceding courses, as appropriate.
If the student does not earn a 2.0 GPA at the end of the first complete nine week grading
period, then the school may validate the ELL student’s credit using the Alternative
Validation Procedure which includes:
o Demonstrated proficiencies on nationally-normed standardized subject area
assessments
o Demonstrated proficiencies on the Florida Standards Assessments
Upon initial enrollment in the district, screening for ESOL program eligibility will be
conducted based on at least one “yes” answer on the Home Language Survey (MIS 4025). In
order to effectively place ELL students, their academic abilities must be determined exclusive
126
of their lack of English proficiency. Comprehensive interviews, teacher made tests, tests of
academic abilities administered in the student’s home language or other forms of informal
assessment may be used to determine the appropriate grade level and class placements.
Please note that if the ELL student meets the definition of homeless, including but not limited
to the following circumstances: natural disaster or no legal guardian, the student must be
enrolled immediately. Understanding that each situation is unique, please contact the Student
Services Program Director at (850) 833-3108 in order to make the best decision for the
student.
The ELL Committee, which may be composed of the principal or designee, teacher(s)
familiar with the ELL, the school counselor, and any other instructional personnel
responsible for the instruction of the ELL, shall make recommendations concerning the
appropriate placement, promotion and retention of English Language Learner students.
Parents/guardians of students being reviewed are required to be invited to participate in the
ELL Committee meeting.
Active ELL students must have a current ELL Plan, which is updated at the beginning of
each year or when classes, courses, or services change. This plan will address objectives and
goals for each area of limited English proficiency and set forth specific instructional
strategies and measureable outcomes for each student.
Appropriate placement considerations for ELL students based on Rule 6A-6.0902:
• Age appropriateness
• Parent input
• Review of records/assessments
• Comprehensive parent/guardian/student interview
• Academic records available, with consideration that other grade levels and grading
systems may differ from the ones in the United States
• Telephone calls and records request to previous school
Criteria to be utilized in making appropriate placement decisions include the following:
• academic performance and progress of a student based on formal and/or alternative
assessments in English and/or the student’s native language, PERT
• age of the student,
• progress, attendance and retention reports, and
• number of years the student has been enrolled in the ESOL Program.
The Okaloosa County School District ELL Plan may be accessed under English for Speakers
of Other Languages (ESOL) at http://www.okaloosaschools.com/district/esol-forms
127
B.
Assessment, Retention and Promotion:
Assessment
All ELLs are expected to participate in district and state assessments and accountability
system. However, if an ELL student has been receiving services in a program operated in
accordance with an approved ELL Plan for less than one year, based on Date Entered
United States School (DEUSS) AND a majority of the student’s ELL Committee
determines that it is appropriate, a student may be given exemption status during the
current FSA administration in ELA reading and writing ONLY. In each case in which an
exemption is considered:
• The ELL Plan must document why the assessment is not appropriate
• The ELL Committee must consult with the parent and obtain the parent’s written
consent for any exemption
• The ELL Committee must include the exemption, rationale, and the English
proficiency assessment ACCESS for ELLs 2.0 as the alternate assessment into the
student’s ELL Plan
• ELL students exempt from FSA ELA reading and writing must be reported to the
District ESOL office.
Retention
Retention of an ELL is based on unsatisfactory performance in reading, writing and mathematics as
determined by the MTSS Committee, in conjunction with the ELL Committee. Students cannot be
retained based solely on lack of English language proficiency. There must be documentation of
academic interventions throughout the school year if an ELL student is to be considered for retention.
English language development support is not an intervention; rather it is considered comprehensible
instruction as required by F.S. 233.058.
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APPENDIX
129
SCHOOL DISTRICT OF OKALOOSA COUNTY
Middle School
Pupil Progression Plan Committee Recognition
The OCSD School Board would like to thank the following staff members for
serving on a committee to review academic policies related to student progression
and to make recommendations for the 2016-2017 school year:
Shannon Anderson
Donna Born
Melissa Bowell
Polly Brunson
Christy Corbin
Zoila Ganuza
Cynthia Hudson
John Keck
Sheila Lightbourne
Laura Long
Charlie Marello
Wendy Meserve
Peggy Nehring
Teresa Schroeder
Laurren Seegars
Melody Sommer
Stephanie Thetford
Stephanie Wheat
130
Sample Parent Letter for Students with Academic Deficiencies Notification of
PMP/PMS Requirement
Middle School
Dear Parent:
Florida’s goal is that every student demonstrates proficiency at or above grade level in all subject areas
required for promotion to the next grade. If a student is not performing at grade level and the teacher is
concerned that an academic problem exists, the school will provide additional assessments to determine
the specific nature of the deficiency.
If your child received a Level 1 on FSA Reading and/or Math, a Progress Monitoring Plan (PMP) will be
developed. This plan will establish an achievement objective, identify effective strategies to correct the
deficiency and provide a timeline for monitoring progress. The academic plan will remain in effect until
the student demonstrates proficiency on FSA Reading and/or Math.
If your child received a Level 2 on FSA Reading and/or Math, a Progress Monitoring System will be
initiated. A PMS requires that parents be notified of their child’s academic deficiency, that assessment be
administered 3 times a year, and that parents be informed of the assessment results.
If your child is on an Individual Education Plan (IEP), the objectives and strategies will be addressed
within that system.
The purpose of this letter is to notify you that:
•
Your child will have a Progress Monitoring Plan developed in the subject area/s of
reading and/or math. Please schedule a parent-teacher conference to discuss your
child’s academic needs and to develop his/her academic plan.
•
A Progress Monitoring System has been initiated for your child in the subject areas of
reading and/or math. You will be informed of your child’s assessment results in a premid-post time frame.
School staff is available to provide resources and suggest strategies that you may use at home to help
your child. A collaborative effort to correct the deficiency will assist your child in making significant
academic progress.
Sincerely,
Letters generated by MIS
List of assessments:
DEA: Discovery Education
Assessment FSA: Florida Standards
Assessment
131
(Mid-Year) Possibility of Retention
Middle School
Dear Parent/Guardian:
Promotion to the next grade is based on passing scores in grade level courses. The purpose of this
letter is to bring to your attention a concern regarding current grades and/or assessment results.
Grade level performance in the following core subjects has not been achieved:
__ Language Arts
__ __ Math
__ Science
__ Social Studies
Results of assessment administered during the school year can serve to predict performance on FSA.
The following score, earned by your child, is of concern:
____
___
DEA reading Level 1
DEA math Level 1
While the academic concern identified above does not mean that promotion will not be achieved, it
is a cautionary concern reminder that the school and the parents need to work closely together to
ensure that performance expectations are met throughout the remainder of the year. We recommend
that a parent/teacher conference be scheduled to discuss your child’s progress. School staff is also
available to provide resources and suggest strategies that you may use at home to help your child.
Sincerely,
132
Middle School Retention
Dear Parent/Guardian,
Promotion to the next grade is based on passing scores in grade level courses. The purpose of
this letter is to inform you that your child has not met the criteria to be enrolled in the next grade
level for the upcoming school year and has not met the requirements for one of the
Administrative Promotion exemptions.
Criteria for Retention by Grade Level:
6th Grade: Students who failed two (2) or more of the four (4) core subjects
The following core subjects were failed:
Language Arts, Grade 6
Math, Grade 6
Science, Grade 6
Social Studies, Grade 6
_______
_______
_______
_______
7th Grade: Students who failed three (3) or more of the eight (8) core courses by the end of
the 7th grade
The following core subjects were failed:
Language Arts, Grade 6 ________
Math, Grade 6
________
Science, Grade 6
________
Social Studies, Grade 6 ________
Language Arts, Grade 7
Math, Grade 7
Science, Grade 7
Social Studies, Grade 7
_________
_________
_________
_________
8th Grade: Students will be retained if all twelve (12) middle school core courses have not
been passed
8th grade students may be referred to a Fast Track program if they lack coursework for promotion
to the 9th grade.
The Fast Track South program will be housed at CHOICE High School.
The Fast Track North program will be housed at ECCI- Richbourg Campus, Baker School, or
Laurel Hill School.
The following core subjects were failed:
Language Arts, Grade 6______ Language Arts, Grade 7_____ Language Arts, Grade 8_______
Math, Grade 6
______ Math, Grade 7
______ Math, Grade 8
_______
Science, Grade 6
______ Science, Grade 7 ______ Science, Grade 8
_______
Social Studies, Grade 6______ Social Studies, Grade 7 ______Social Studies, Grade 8 _______
Sincerely,
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Florida School Immunization Requirements
2016/2017
Grade
*DTap
Series
*Polio
Series
MMR
2 doses
*Hepatitis
B Series
Varicella
2 doses
K
1
2
3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4
5
6
7
8
9
10
11
12
•
Varicella
1 dose
Tdap
Booster
X
X
X
X
X
X
X
X
X
X
X
*Number of doses will vary based on child’s age when receiving DTap, and Polio
vaccine. Documentation of at least one dose of polio vaccine given on or after the
4th birthday
*requirement is 4 doses, with the following exceptions:
o If 4th dose administered prior to 4th birthday, a 5th dose is required
o If 3rd dose is administered after 4th birthday, a 4th dose is not required
• *Hepatitis B vaccine doses are determinant on the child’s age and the formulation
received.
• Varicella vaccine is not required if there is a history of Varicella disease
(Chicken Pox) documented by a healthcare provider.
• Each subsequent school year the next highest grade will be included for the
following immunizations:
Varicella – 2 doses
Varicella – 1 dose
Tdap booster
134
Td or
Tdap
• Children entering or attending pubic pre-school are required to have an age-appropriate
number of DTaP, Polio, MMR, Hepatitis-B, Varicella, and Hib immunizations. Public preschool students aged 3 and 4 years do not typically have all immunizations required for
Kindergarten entry, thus their Certificates of Immunization are most often signed in Part BTemporary Medical Exemption. The expiration dates of these Certificates of Immunization
are typically set at Kindergarten entry or the child’s fifth birthday.
• Certificates of Immunization for students of any age/grade who are lacking immunizations
required for their grade level should be signed in Section B- Temporary Medical Exemption
with an appropriate expiration date to recall the student for the missing immunizations.
• Effective with the 2009/2010 school year, students entering, repeating or transferring to 7th
through 12th grade need to provide documentation for the Tdap vaccine (tetanus-diphtheriapertussis vaccine).
Hepatitis B
• All students entering or attending public or non-public school will be required to have the
hepatitis B vaccine series.
• Children who have no documentation of the hepatitis B vaccine series should be admitted
after the first dose, issued a temporary medical exemption, and scheduled for the next
appropriate dose.
• An alternate two-dose hepatitis B vaccine series for adolescents 11 through 15 years of age
has been approved. Children in this age group who receive the two-dose series should be
considered in compliance with Florida’s hepatitis B immunization requirement for school
entry and attendance.
Varicella
• Beginning with the 2008/2009 school year, children entering kindergarten will be required to
receive two doses of varicella vaccine. The light gray highlighted area below indicates the
year the two-dose requirement becomes effective. Each subsequent year thereafter, the next
highest grade will be included in the requirement. The black highlighted area indicates
grades that fall under the one-dose varicella requirement. The one-dose varicella
requirement started in the 2001/2002 school year
• For the 2016-2017 school year, students in Kindergarten, and 1st through 8th grade will require
two doses of the varicella vaccine; whereas students in 9th through 12th grade will require an
updated DH 680 form to include Tdap, must be obtained for submission to the school
135
OKALOOSA COUNTY SCHOOL DISTRICT
STUDENT INTERVENTION SERVICES
MIS 5380
5/9/2016
Home School Truancy Procedures
To The Parent of: _____________________
Date: _______________
Your child, ______________________ has exhibited a pattern of nonattendance while
enrolled at _________________________. Pursuant to chapter 1002 Florida Statutes you have the
right to enroll your child in a home based education program, however because a pattern of
nonattendance has been exhibited, section 1003.26 (1)(f)(1), Florida Statutes will be strictly enforced.
This law provides that, “The home education review committee shall review the portfolio of the
student, as defined by s. 1002.41, every 30 days during the district’s regular school terms until the
committee is satisfied that the home education program is in compliance with s 1002.41(1)(b). The
first portfolio review must occur within the first 30 calendar days of the establishment of the
program.”
Further, the law provides that, “If the parent fails to provide a portfolio to the committee, the
committee shall notify the district school superintendent. The district school superintendent shall
then terminate the home education program and require the parent to enroll the child in an
attendance option that meets the definition of “regular school attendance” under s. 1003.01(13)(a),
(b), (c) or (e), within 3 days. Upon termination of a home education program pursuant to this
subparagraph, the parent shall not be eligible to reenroll the child in a home education program for
180 calendar days. Failure of a parent to enroll the child in an attendance option as required by this
subparagraph after termination of the home education program pursuant to this subparagraph
shall constitute noncompliance with the compulsory attendance requirements of s. 1003.21 and
may result in criminal prosecution under s. 1003.27(2),” or “the district school superintendent or his
or her designee may file a truancy petition pursuant to the procedures in s. 984.151.”
Regular school attendance means “the actual attendance of a student during the school day as
defined by law and rules of the State Board of Education. Regular attendance within the intent of
s. 1003.21 may be achieved by attendance in:
(a) A public school supported by public funds;
(b) A parochial, religious, or denominational school;
(c) A private school supported in whole or in part by tuition charges or by endowments or gifts;
(d) A home education program that meets the requirements of chapter 1002; or
(e) A private tutoring program that meets the requirements of chapter 1002.”
136
OKALOOSA COUNTY SCHOOL DISTRICT
STUDENT INTERVENTION SERVICES
MIS 5380
5/9/2016
Home School Truancy Procedures
A copy of section 1002.41, Florida Statutes is being provided to you with this notice for your
information and review.
Your first review of ______________________ portfolio will be conducted by the Home Education
Review Committee on ____________________.
____________________________
Name of Liaison/Designee
Okaloosa County School District
Date___________________
I, _______________________________have read the above statement and understand that
failure to comply with the presentation of the portfolio will result in my child’s withdrawal from the
home education program and possible prosecution if my child is not enrolled in regular school
attendance.
____________________________
Printed Name/Parent or Guardian
Date_________________
____________________________
Signature of Parent or Guardian
137
OKALOOSA COUNTY SCHOOL DISTRICT
STUDENT INTERVENTION SERVICES
Home School Notification to Parent
Dear Parent,
You have elected to withdraw your child from regular attendance and enroll him/her in a home-based
education program. The school district will assist you in making this transition as smotth as possible.
The Home School Liaison for Okaloosa County is Toni Kitchens (850) 833-3111, and the District
Administrator for Okaloosa Online is Christy Corbin (850) 689-2043. Ms. Kitchens and Ms. Corbin
are available to answer any questions concerning their programs or you can go to
http://www.okaloosaschools.com/schools?q=parents/home-schooling to obtain information for Home
Schooling or http://www.okaloosaschools.com.content/okaloosa-online to obtain information for
Okaloosa Online.
It is recommended that you not withdraw your child from school until enrollment is complete with
Okaloosa Online or Home Schooling. Each day out of school will be considered an absence under Rule
6A-1.04, Florida Administrative Law. Five unexcused absences within a calendar month will result in
Student Services/Truancy being notified and a truancy petition may be filed with the court in
accordance with Florida State Statute 1003.26.
We hold all stakeholders (parents and educators) accountable for your child’s education and strive to
provide him/her with the best possible opportunities and tools for success. If you have any question
concerning attendance and how it applies to either program, please contact the Student Services
Department at (850) 689-7260 and speak with Mr. Paul Ciurelo or Mr. Lloyd Taylor.
Sincerely,
Principal’s Signature
I hereby acknowledge receipt of this letter
_____________________________
Parent Signature
_____________
Date
1 copy to parent
1 copy to student file
138
MIS 1501
REV. 3/2014
OKALOOSA COUNTY SCHOOL DISTRICT
STUDENT INTERVENTION SERVICES
ALTERNATE EDUCATION PROGRAMS FOR EXPELLED STUDENTS
(TO BE COMPLETED BY PRINCIPAL)
School Board Policy 4-32(D)(1)
“Expulsion is the removal of the right of a student to attend public school, with or without continuing
educational services. Upon the recommendation of the school Principal and Superintendent, the School
Board may approve the assignment of a student to a disciplinary program or a second chance school
during the expulsion period. The alternate educational program assignment shall be made by the
Superintendent or his/her designee.”
Student Name:_______________________________________________________ Student Number: ___________________________
School: ________________________________________________________________________________________________________________
Reason for Expulsion Recommendation:
_________________________________________________________________________________________________________________________
Check the appropriate recommendation:
( )School Principal IS recommending the placement of the above named student to a disciplinary
program or second chance school during the expulsion period.
(If recommending Alternative Placement, check recommended placement.)
( )1. Okaloosa Academy
( )2. AMIkids
( )3. Home School Instruction
( )4. Okaloosa Online
( )5. Florida Virtual School
( )School Principal IS NOT recommending the placement of the above named student to a
disciplinary program or second chance school during the expulsion period.
Date Student is Eligible to Return to Regular School Setting: ________________________________________
_______________________________________ ____/___/____
Principal’s Signature
Date
Superintendent’s Signature
Date
_______________________________________ ____/___/_____
________________________________________ ____/___/____
Student Services Representative Signature
Date
________________________________________ ____/___/_____
School Board Chairperson’s Signature
139
Date
2016-2017 DEA Assessment Information
Middle School ELA/MATH
Assessment
Grade
Test
PPP Step/Notes
Aug 22-Sept 30
6
A
Step 1 (identified students)
Oct 31-Dec 16
6
B
Step 3 (identified students)
Jan 30-Mar 10
6
C
Apr 10-May 19
6
D
Step 4 (identified students)
Aug 22-Sept 30
7
A
Step 1 (identified students)
Oct 31-Dec 16
7
B
Step 3 (identified students)
Jan 30-Mar 10
7
C
*School choice for monitoring of Level 1 & 2
Window
*School choice for monitoring of Level 1 & 2
students and new students
students and new students
Apr 10-May 19
7
D
Step 4 (identified students)
Aug 22-Oct 30
8
A
Step 1 (identified students)
Oct 31-Dec 16
8
B
Step 3 (identified students)
Jan 30-Mar 10
8
C
*School choice for monitoring of Level 1 & 2
students and new students
Apr 10-May 19
8
D
Step 4 (identified students)
140
High School
Pupil
Progression
Plan
2016-2017
141
High School Pupil Progression Plan
Table of Contents
I. Section I – Admissions, Placement, Transfers and Withdrawals, Attendance and Truancy 143
II.
III.
IV.
V.
VI.
VII.
VIII.
Admissions
Placement
Transfers and Withdrawals
Attendance
Truancy
Section II – Special Programs
Credit Acceleration for High School Credit
Drop Out Prevention
Home Education and Uniform Transfer of Credit
Hospital Homebound
Foreign Exchange Program
Single Gender Classes
Virtual School Options, Requirements, and Recommendations
Section III – Curriculum and Instruction
High School Credit
Section IV – Promotion, Acceleration and Retention
Acceleration Programs
Graduation: Diplomas, Requirements, Options and Guidelines
Diploma Options
Honors
Section V – Assessment and Instructional Support
Assessments
Instructional Support
Remediation Programs
Section VI – Grading and Notification Procedures
Reporting Student Progress Report Cards
Parent/Student/Teacher Notifications and Public Reporting
Section VII – Exceptional Student Education
Admission and Placement
Curriculum and Instruction
Statewide Assessment
Promotion, Assignment, and Retention of Exceptional Students
Extended School Year (ESY)
Section VIII – English for Speakers of Other Languages (ESOL)
Definition, Placement and Plan for ELL Students
Assessment, Retention and Promotion
APPENDIX
Committee
Sample PMP Letter
High School Report: Progress Towards Graduation
Weighted Grade Point Average (GPA) - Courses
Immunization Requirements
Home School Truancy Procedures
Home School Notification to Parent
DJJ Transition Procedures for ESE Students
Request for G.E.D. Age Waiver
Alternate Education Programs for Expelled Students
142
143
145
150
152
154
156
156
156
158
159
159
160
160
163
163
165
165
168
169
180
182
182
185
186
192
192
195
197
197
198
199
200
206
207
207
209
210
211
212
213
214
222
224
226
227
229
230
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section I
Admissions, Placement, Transfers and Withdrawals,
Attendance and Truancy
A. Admission
For detailed information concerning enrollment, please visit
http://www.okaloosaschools.com/parents/new-to-district?q=parents/how-to-enroll
Any student entering the School District of Okaloosa County for the first time must present one of
the following:
• A birth certificate, or an official birth registration card; or
• Certificate of baptism showing the date of birth, accompanied by an affidavit sworn by the
parent; or
• Insurance policy showing the date of birth, which has been in force for at least for at least
two years on the child’s life, or
• Bona fide contemporary religious record of the child’s birth accompanied by an affidavit
sworn by the parent; or
• Passport or certificate of arrival in the United States showing the age of the child; or
• A transcript or record of age shown in the child’s school record of at least 4 years prior to
application, stating date of birth; or
• If none of these evidences can be produced, an affidavit of age sworn to by the parent,
accompanied by a certificate of age signed by a public health officer or by a public school
physician, or, if neither of these shall be available in the county, by a licensed practicing
physician designated by the School Board, which certificate states that the health officer or
physician has examined the child and believes that the age as stated in the affidavit is
substantially correct.
• In addition to the listed requirements, a parent or legal guardian must also provide proof of
residency for students enrolled in Summer (Voluntary Pre-Kindergarten) VPK or Year-long
VPK programs
There are no age requirements for admission; however, students accepted into the first year (9th
grade) of any high school in Okaloosa County must provide evidence of promotion from the
previous grade.
 A homeless child, as defined in 1003.01 F.S., shall be given temporary exemption from this
section for 30 school days.
Copies of official documents such as birth certificates and Social Security cards should not be kept
at the school or in a student’s cumulative folder.
143
Immunization Requirements 1003.22 (10)(b) F.S.
All students entering OCSD schools for the first time must present one of the following:
•
Florida Certification of Immunization, (DH680), documenting the following:
Public/Non-Public Schools Pre- K-12
(Children entering, attending, or transferring to Florida schools for School Year 2016-2017)
The timeline for these immunizations is provided in the appendix
Immunization
Pre-K Doses
K-12 Dose(s)
Diptheria, Tetanus, and
Pertussis (DTaP)
Age-appropriate doses as
indicated
Polio
Age-appropriate doses as
indicated
5 doses or 4 if last doses given after age
4
3, 4, or 5 doses of polio vaccine. If the
4th dose of the vaccine is administered
prior to the 4th birthday, a 5th dose of
polio vaccine is required for
Kindergarten
2 doses
Measles, Mumps, and
Rubella
Hepatitis B
1 dose
2-3 doses depending on when
child started the vaccine
series
Varicella
1 dose
Tetanus Booster (Td or Tdap)
Age-appropriate doses as
indicated
2-3 doses depending on when the child
started the vaccine series
2 doses ALL K – Grade 7 children, 1
dose Grade 8-12 OR documented history
of Varicella disease by a healthcare
provider
Grade 7-12 Tdap
Grade 12 Td
OR
•
•
•
•
Certificate of exemption for religious reasons (DH 681); or,
Certificate of exemption for medical reasons [A Temporary Medical Exemption (Part B)
is invalid without an expiration date.] (DH680, Part C); or,
Certificate of Permanent Medical exemption (DH 680, Part C) must be completed by a
physician licensed under Chapter 458 medical practice or Chapter 459 Osteopathic
medicine.
A written exemption issued by an authorized school official (MIS 4124), not to exceed
thirty (30) school days, to permit a child who transfers into the district to attend classes
until his/her records are transferred. This does not pertain to PreK and Kindergarten
students, who must meet all immunization requirements before being enrolled in a
school. If at the end of the thirty-day exemption period the parent or the student fails to
present a proper immunization certificate, the principal will temporarily exclude the student
from school and will instruct the parent to present proper immunization certification before
the student will be allowed to re-enter schools. (For more information concerning Florida’s
immunization requirements, please visit http://www.floridahealth.gov/programs-andservices/immunization/children-and-adolescents/school-immunization-requirements/).
144
Medical Physical Exams, 1003.22 F.S.
Florida statutes require that each school aged child upon initial entrance into a Florida public
school must present certification of a school entry medical examination performed within the
twelve (12) months prior to enrollment in school. Without such certification, a medical
appointment slip from a licensed physician signifying that the child will have the physical exam
within thirty (30) school days must be presented to the school. If no evidence of a medical
physical exam is present, the principal will exclude the student until documentation is presented.
A child shall be exempt from the requirements upon written request of the parent or guardian of
such student stating objections on religious grounds. A form certifying the same may be obtain in
the school office and must be entered into the child’s record.
B. Enrollment and Grade Level Placement
Students who have earned a high school diploma from another country are not eligible to enroll in
OCSD schools.
Requirements for Information Prior to Placement, 1006.07 F.S.
Each student, at the time of initial registration for school placement, must note previous school
expulsions, arrests resulting in a charge, arrests pending, and previous juvenile justice actions.
Schools have the authority to honor the final order of expulsion or dismissal of a student by any in‐
state or out‐of‐state public district school board, private school, for an act which would have been
grounds for expulsion according to the OCSD Code of Student Conduct, as outlined in S. 1006.07
(1) (b) F.S.
Students under suspension and/or expulsion from schools inside or outside the district will be
denied admission unless approved by the Superintendent or his/her designee.
Alternate education programs for expelled students are defined in the appendix, MIS 1501. The
processes for both ESE and general education students transitioning back to the Okaloosa County
School District are also provided in the appendix, MIS 5382 and MIS 5383. [Okaloosa County
School Board Policy 4-32]
Grade Placement and Promotion within High School
For classification purposes, a student entering his/her first year of high school will be classified as a
freshman. Students shall be considered freshmen, sophomores, juniors, and seniors based on the
credits listed below:
• A student shall be classified as a sophomore with a minimum of 6 credits.
• A student shall be classified as a junior with a minimum of 12 credits.
• A student shall be classified as a senior with a minimum of 17 credits.
For purposes of meeting statewide testing requirements, students will advance no more than one
grade level classification per year in order to maintain cohort testing status. Maintaining cohort
status for testing purposes will in no way limit a student who has met all graduation requirements
from graduating in less than 8 semesters. For example, students in their 2nd year of high school
will take the statewide assessment required of the cohort group even if they have to be classified as
a junior.
• Exception: students who have fallen behind their cohort group may be promoted at mid-year
and again at the end of the year if the appropriate number of credits has been earned.
145
Classroom Transfers, 1003.301, F.S. 1012,42, F.S.
House Bill 7029 established both Additional Educational Choice Options and Teacher Teaching
Out-of-Field, which district school boards to establish a process for a parent to request that his or
her child be transferred to another classroom teacher. The following are the guidelines for a parent
to request their child be transferred to another classroom teacher:
• The transfer cannot violate maximum class-size provisions.
• Transferring student(s) will be placed in the classroom with the lowest number of students
while striving to maintain a balance of gender, ethnicity, academic levels of students and time
intensive needs of the students; parents may not choose a specific teacher.
• The school is required to notify parents if their transfer request(s) are denied, along with the
reason(s) of the denial within two weeks of the request.
Placement for Students with Disabilities
Students with disabilities shall be placed in appropriate courses as dictated by their Individual
Education Plan (IEP). Please see the section on Exceptional Student Education in this document
for details.
Placement of Students on Community Control, 948.03 F.S., 1003.53 F.S.
A juvenile on felony probation or community control who is a public school student must attend a
public adult education program or a dropout prevention program, which includes a second chance
school or an alternative to expulsion.
If a juvenile on felony probation or community control attends a regular educational school
program, the identity of the juvenile on felony probation or community control, the nature of the
felony offense committed by the juvenile, and the conditions of the felony probation or
community control must be made known to each of the student’s teachers.
Termination of School Placement at Age 16
A student who is between the age of 16 and 18 years of age is not subject to compulsory school
attendance if the student files a formal declaration of intent to terminate school enrollment with
the district School Board. 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.
The following steps must also be taken:
• The school shall notify the student’s parent of receipt of the student’s declaration of intent to
terminate school enrollment.
• The student's guidance counselor or other school personnel shall conduct an exit interview
with the student to determine the reasons for the student's decision to terminate school
enrollment and actions that could be taken to keep the student in school.
• The student shall be informed of opportunities to continue his/her education in a different
environment, including, but not limited to, adult education and the State of Florida High School
Equivalency Assessment (GED) test preparation.
• The student shall complete a survey in a format prescribed by DOE to provide data on student
reasons for terminating enrollment and actions taken by schools to keep students enrolled.
The following steps must be taken in order for a student to obtain a State of Florida High School
Equivalency Assessment (GED):
• The student and his/her parent must go to their last brick and mortar school of enrollment to
146
•
•
•
•
•
complete the Exit Interview. MIS Form 6009 must also be completed to withdraw from
school. The Exit Interview can be found in the Appendix and at
http://www.fldoe.org/core/fileparse.php/5576/urlt/0076246-fldropoutsurvey.pdf
The student and his/her parent must take the MIS 6009 Form to CHOICE/Okaloosa
Technical Center (OTC) (South End) or Sherry Anglin (North End) in order to receive the
Permission Letter from OCSD to take the State of Florida High School Equivalency
Assessment (GED) classes and/or the State of Florida High School Equivalency
Assessment (GED) at Northwest Florida State College (NWSFC).
OCSD will email the Florida State of Florida High School Equivalency Assessment GED®
Testing Program Underage Waiver Form to FLDOE and NWFSC.
It is the responsibility of the student and his/her parent to register at NWFSC and pay all the
testing fees.
The State of Florida High School Equivalency Assessment (GED) is administered online at
NWFSC. Students should register at https://ged.com/
Okaloosa County School District, except for the board/state approved DJJ facilities, does
NOT participate in the GED Performance-Based Exit Option.
Placement of Students Aged 18 or Older
A person who is involved in a continuous program of study and progressing to a standard high
school diploma may be enrolled in a regular high school program through the end of the semester
in which the person reaches twenty (20) years of age as long as there are no attendance or
discipline issues. A person is deemed in a continuous program of study even though such
program was interrupted by illness or other extenuating circumstances as deemed by the principal
or designee. A person who has not been enrolled in a continuous program of study and has
attained the age of nineteen (19) years of age on or before the opening of the school year shall not
be enrolled in any regular high school program. An eighteen (18) year-old person who has had a
break in enrollment, who will reach nineteen (19) years of age during the school year may enroll
in a regular high school program.
A student with a disability shall be considered to be “in a continuous study program” when that
student’s Individualized Education Program (IEP) requires continued services by the School
District. If an ESE-eligible student graduates with a special diploma, a certificate of completion
or a special certificate of completion and has not reached the age of twenty-two (22), the student
may continue to receive a free and appropriate public education (FAPE) through the school year
of the student’s twenty-second (22nd) birthday, or until the student earns a standard diploma
whichever comes first. Graduation with a standard diploma, regardless of age, constitutes
cessation of FAPE and a change in placement, requiring written prior notice.
In order to protect the safety and welfare of younger students, the principal or designee may
refuse enrollment in the regular high school program of those persons who have had a history of
disruptive behavior in the school setting, who have attained the age of sixteen (16) years and
have filed a formal declaration of intent to terminate enrollment with the District School Board,
in accordance with statute and are seeking to reenroll in school. Such persons shall be afforded
the opportunity to pursue a high school diploma through Okaloosa Technical College/CHOICE
High School or Okaloosa Online.
147
Placement of Out-of-State, Out-of-Country, or Home Education (School)
Transfer Students, 1003.433(1) F.S., 1003.4282(8) F.S.
Florida School Board Rule 6A-1.09941 establishes uniform procedures relating to the acceptance
of transfer work and credit for students entering Florida’s public schools. The procedure for
secondary students shall be as follows:
• Credits and grades earned and offered for acceptance shall be based on official transcripts and
shall be accepted at face value. If the student does not possess an official transcript or is a
home education student, credits shall be validated through the student’s performance during
the first grading period. Assessment requirements must be validated.
o If validation of credits must be based on performance in classes at the receiving school,
the transfer student should be placed in the appropriate sequential course level and attain
a minimum grade point average (GPA) of 2.0 at the end of the first grading period.
o If the transfer student does not meet the 2.0 GPA requirement for the validation of credits
at the end of the first grading period, then any of the following alternative validation
procedures shall be used for validation purposes as determined by the teacher, principal,
and parent:
i. Portfolio evaluation by the Superintendent or designee;
ii. Written recommendation by a Florida certified teacher selected by the parent and
approved by the principal;
iii. Satisfactory performance in courses taken through Dual Enrollment or at other
public or private accredited schools;
iv. Satisfactory performance on nationally-normed standardized subject area
assessments;
v. Satisfactory performance on a statewide, standardized assessment; or
vi. Written review of the criteria utilized for a given subject provided by the former
school.
*Out of State, Out of Country, Home Education, and Transfer students should be recommended to the
Fast Track Program if they are not passing two (2) or more of their core subjects at the conclusion of
the nine weeks.
Students must be allowed at least ninety (90) days from date of transfer to prepare for
assessments outlined above. S. 1003.25, F.S., 1003.4282 F.S.
Transfer students who enter a Florida public high school from out of state or from a foreign
country shall not be required to spend additional time in a Florida public school in order to meet
the high school course requirements if the student has met all the requirements of the school
district, state or country from which he or she is transferring. However, to receive a standard high
school diploma, a transfer student must earn a 2.0 grade point average and pass the grade 10 FSA
in English Language Arts or an alternative assessment and pass the Algebra I EOC
assessment. For graduation requirements for transfer students, see: Graduation Requirements.
If a transfer student’s transcript shows a final course grade and credit in Algebra I, Geometry,
Algebra 2, Biology I, or U.S. History, the transferring course final grade and credit shall be
honored without the student taking the requisite statewide, standardized EOC assessment and
without the assessment results constituting 30 percent of the student’s final course grade. For a
listing of the statewide assessment mathematics exams and Algebra I statewide assessments,
please see http://www.fldoe.org/core/fileparse.php/7764/urlt/0084239-hs-assessments-state.pdf
148
Placement of Gifted Transfer Students
Transferring students who have been found eligible for Gifted services within the state of
Florida are not required to be reevaluated for eligibility under Florida guidelines. Schools
receiving students transferring from out-of-state shall initially honor placement of the student
in educational programs based on current assessments conducted by the sending state or
participation/placement in like programs in the sending state. The receiving school may
perform subsequent evaluations with parent consent to ensure appropriate placement. If the
student does not present with indication of eligibility aligned with state rule, the district may
consider the student nominated and follow steps to initiate consideration for eligibility in
Florida.
Placement of Homeless Students and Notification of In Loco Parentis, 1003.01
F.S., 1003.22 F.S.
A homeless student is defined as a child or youth who:
•
shares the housing of other persons due to loss of housing, economic hardship, or a similar
reason,
•
lives in motels, travel trailer parks, or camping grounds due to the lack of alternative adequate
accommodations, or emergency transitional shelters,
•
is abandoned in hospitals or awaiting foster care placement, or
•
lives in cars, parks, public spaces, abandoned buildings, bus or train stations, or similar
settings.
The Okaloosa County School District adheres to the McKinney‐Vento Homeless Education
Assistance Improvements Act of 2001. Homeless students shall be permitted to enroll in the
Okaloosa County Public Schools. They shall not be placed in a separate school or program within
a school based on their homeless status, and shall be provided services comparable to those
offered to other students enrolled in the school.
It is the responsibility of the enrolling school to contact immediately the school last attended
by the homeless student to obtain relevant records. If the student needs to obtain immunization
records, the enrolling school shall refer the student immediately to the school nurse for
assistance.
A homeless student shall be permitted to enroll immediately, even if the student is unable to
produce records normally required for enrollment. This includes, but is not limited to, records
such as previous academic records, medical and immunization records, and proof of
residency or proof of age. A homeless child shall be granted a temporary exemption from
entrance requirements for 30 school days.
Notification of In Loco Parentis
Special Power of Attorney and Certification (MIS 5243) is used for admission purposes in cases for
which a student is not residing with his/her parents or legal guardian. This form designates that the
adult person with whom the student resides stands in loco parentis. In special circumstances, the
principal may accept a notarized statement signed by the parents/legal guardians until MIS 5243
can be obtained.
Information regarding Students in Transition Services is available at:
http://www.okaloosa.schools.com/district/titleI
149
C. Transfers and Withdrawals
Grades and Course Weightings for Transfer Students- see Uniform Transfer of
Credit 6A‐1.09941
Students transferring credits into Okaloosa County School District will be subject to current course
credit weighting approved by the Okaloosa County School Board and in alignment with Florida
DOE course code directory.
Grades transferred from another state may not be adjusted in any way and must be entered into the
AS400 system as listed on the transcript or report card. If only a numerical grade is provided and no
scale is given, OCSD scale is applied to the student record. The only exception to not adjusting
grades transferred from another state would be if the grade is not compatible with the OCSD
grading system.
For example: a student transcript lists a grade as B+, with a grade delineation indicating B+= 92%.
In that case, and if the school provides a grading scale using percentile ranges, the grade entered
may reflect the OCSD equivalent grade based on the percentile designation.
Copies of a student’s grades (i.e., Gradebook, Interim Progress Reports) should be sent with any
student who transfers within the district.
Students transferring into the School District of Okaloosa County from a private school, a nondistrict operated school or a home schooling program may be evaluated for placement by the
school’s MTSS committee using assessments listed in the Pupil Progression Plan. This same
process will be used if a student transfers from another school and the report card or official
transcript is not received from the sending school. The final decision for promotion, retention,
and placement will be made by the principal (with input from the MTSS committee), on an
individual basis, providing the prohibition against social promotion is not violated.
Secondary students must be assessed within the first two weeks of attendance with
adjustment of placement based on results.
Students Withdrawing to Okaloosa Online or Homeschool, 1002.41 F.S.
When the parent(s)/legal guardian(s) of a student inform their school of their intent to withdraw their
child from a brick and mortar school to enroll in Okaloosa Online or a Homeschool Program, the
following procedures should be followed:
•
Parent/legal guardian should be provided with MIS 5381, Homeschool Notification to
Parent form. MIS 5381 can be found in the Appendix.
•
The school should notify the Office of Student Services (via [email protected]) and the Director of Okaloosa Online or the Homeschool
Coordinator.
•
Student Intervention Services will track the student to ensure enrollment in one of the
programs.
•
Students who have demonstrated a pattern of excessive absenteeism will be provided a copy
of MIS 5380, Home School Truancy Procedures. The parent/legal guardian and the student
must sign the Homeschool Truancy Procedures Form, MIS 5380 can be found in the
Appendix.
 No student who has been deemed as a habitual truant by the court will be allowed to
150
enroll in Okaloosa Online or Homeschool without permission of the court.
Early Withdrawal when Promotion is Probable Before the Final Ten Days
Procedures based upon a parent’s request or need to withdraw a student before the final ten days
of the school year are as follows:
•
The parents/legal guardian must make their request in writing to the school principal to
explain the reason for early withdrawal and the last day the student will attend.
•
All staff members working with the student will be notified to ensure the return of all
materials, textbooks, etc.
•
The student’s grades and assessment results will be analyzed and if the results show the
student has made satisfactory progress academically as of the withdrawal date, the
teacher(s) and principal shall write a letter stating that as of that date, all standards for
promotion to the next grade level have been met and should the student have continued
enrollment through the final day of school he/she would be promoted. The teacher(s) and
the principal will sign the letter. It will then be the responsibility of the receiving school to
make a decision regarding promotion/retention based upon the progression criteria of that
district.
If state assessment results have not been received, the letter should state the impact those results
could have on promotion with the commitment to forward all forthcoming assessment data at
the receiving school’s request. The principal and teacher(s) will sign the letter. It will then be the
responsibility of the receiving school to make a decision regarding promotion/retention based
upon the progression of that district.
•
The semester exam(s) will be administered.
Early Withdrawal When Promotion is Probable Within the Last Ten Days
The semester exam(s) will be administered for students withdrawing from school early.
Early Withdrawal When Retention is Probable
In no case shall early withdrawal be used as a contrivance to socially promote or retain a student
by moving him/her from one school to another within the OCSD or to another school setting. If
a parent or legal guardian requests to withdraw a student before the final ten days of the school
year, the same procedures should be followed as those listed in “Early Withdrawal When
Promotion is Probable”:
Procedures based upon a parent’s request or need to withdraw a student before the final ten (10)
days of the school year are as follows:
• The parent/legal guardian must make their request in writing to the school principal to explain
the reason for early withdrawal and the last day the student will attend.
• All staff members working with the student will be notified to ensure the return of all
materials, textbooks, etc.
• The student’s grades and assessment results will be analyzed and if the grades show the
student has not made satisfactory progress academically as of the withdrawal date, the
teacher(s) and principal shall write a letter stating that as of that date, all standards for
promotion to the next grade level have not been met and should the student have continued
enrollment through the final day of school he/she would not be promoted. The teacher(s) and
the principal will sign the letter. It will then be the responsibility of the receiving school to
make a decision regarding promotion/retention based upon the progression criteria of that
district.
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If state assessment results have not been received, the letter should state the impact those results
could have on promotion with the commitment to forward all forthcoming assessment data at the
receiving school’s request. The principal and teacher(s) will sign the letter. It will then be the
responsibility of the receiving school to make a decision regarding promotion/retention based
upon progression criteria of that district.
•
The semester exam(s) will be administered.
•
OCSD performance criteria will determine appropriate grade placement for students who were
withdrawn for placement in another school system (including homeschool) following a district
designation of retention if the student is re-enrolled as a promoted student in OCSD (see
progression charts for appropriate assessments).
D. Attendance
Patterns of nonattendance and truancy are identified as early warning signs of academic failure.
The continuum of truancy to delinquency typically includes other behaviors that result in
suspension, expulsion and drop out. Students with chronic absenteeism are found to have the
lowest academic achievement, which puts them at greater risk for dropping out of school.
When a student accumulates a total of nine (9) excused or unexcused absences in any class period
per semester, the student must have an excuse from a doctor or an official agency (i.e., Department
of Juvenile Justice, Department of Children and Families) for each subsequent absence.
Reporting an Absence
Students will have five (5) school days, including the day they return, to bring in written
verification for an excused absence. The absence will be considered unexcused if the school
does not receive written verification for the excused absence within that timeframe.
Students who place on file with OCSD legal and/or medical documentation of a permanent and
total disability as defined by the US Social Security Act are excused from school and eligible to
make up any and all work for absences from medical care or medical conditions related to their
permanent and total disabilities.
High School Attendance
Excused absences are absences resulting from the following:
• Death in the family or any other bona fide family emergency;
• Illness or injury requiring medical or dental attention (physician’s statement required);
• Illness, injury, or circumstances not requiring medical attention will require a parent
note explaining the absences, up to 9 absences per semester;
• Appointments for medical or dental care (physician’s statement required);
• Religious holidays: Pupils are permitted to be absent in observance of established
religious holidays, but they must be counted absent on all school records. Absences of a
religious nature, preceded by prior parent notice, will not require written notification on
the student’s return to school. Review School Board Policy for additional information.
Unexcused absences are absences resulting from:
• An absences not designated as excused/unverified absence
• Truancy
• Suspension
• Expulsion
• Participation in private lessons, activities, or classes sponsored by outside agencies
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Students with an unexcused absence will receive a grade of zero (0) for any classwork/test
assignment by the teacher on the day of the absence.
When a student accumulates a total of nine (9) excused or unexcused absences in any class
period per semester, the student must have an excuse from a doctor or an official agency (i.e.,
Department of Juvenile Justice, Department of Children and Families, etc.) for each subsequent
absence.
Attendance for Children/Dependents of Active Duty Military, s. 100.36, Article
V(E), F.S.
S.1000.36, Article V(E), F.S., states that “a student whose parent or legal guardian is an active duty
member of the uniformed services, as defined by the Compact, and has been called to duty for, or
is on leave from, or immediately returned from deployment to a combat zone or combat support
posting, shall be granted additional excused absences at the discretion of the school
superintendent.” The additional excused absences are to allow the student to visit with the student’s
parent or legal guardian for the reasons specified. Notwithstanding the above, the local school
superintendent or head of school may provide a maximum number of additional excused absences.
Teenage Parent Program (TAPP) and Attendance Requirements, 1003.54,F.S.
Pregnant students, parenting students, their children and program completers are eligible to
participate in a teenage parent program. Pregnant students, parenting students and program
completers (to include the father of the child) registered in teenage parent programs (TAPP) are
exempt from minimum attendance requirements for absences related to pregnancy or parenting;
however, they are required to make up work missed due to their absences. That is, other than
absences due to pregnancy or parenting, TAPP students are subject to district policy regarding
regular attendance.
Teenage parents who do not participate in the TAPP are not exempt from district minimum
attendance requirements.
Attendance Notification Procedure
•
•
•
•
•
•
After the third (3rd) unexcused absence or absences in any class for which the reasons are
unknown, parents/legal guardian of the student will be notified. The contact will include a
review of the current attendance/truancy policies.
After the fifth (5th) but before the eighth (8th) absence, (excused or unexcused) per semester
in any class period, the parents/legal guardian will be notified of the absences via an
automated callout.
After the ninth (9th) absence (excused or unexcused) per semester, a letter will be sent to the
parents/legal guardian notifying them of the necessity for a doctor’s excuse or an excuse
from an official agency in order for the make-up work to be provided. In addition, this letter
will notify parents of the consequences of any additional absences.
Prior to the fifteenth (15th) absence, the principal may review any absence caused by some
insurmountable or extraordinary situation or event that places an undue hardship on the
student and notify the teachers that this student may make up all work.
After the fifteenth (15th) absence per semester in any class period, no make-up work will be
allowed for that class. An attendance committee meeting will be scheduled with the parent and
student where a behavior expectation agreement may be initiated.
After the fifteenth (15th) absence per semester in any class period, the student’s parent/legal
guardian can appeal to the school’s attendance committee for permission to make up missed
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work. Pending approval of the appeal and the submission of a doctor’s excuse, absences
after the fifteenth (15th) may be entered as an excused absence in the AS400 system.
Make Up Work
Students will be provided five (5) school days to complete assignments following an excused
absence; the five (5) day period begins the day the student returns to school. However, the
teacher and/or principal may grant additional time for make-up work to be completed if the
situation warrants.
It is the student’s responsibility to request make-up work for excused absences (up to 15).
Students absent for multiple days are expected to seek and work on make-up assignments, as
medical appropriate and practical.
Principals will ensure that teachers provide make-up assignments upon parental or student
request. Make-up work will be provided no later than 24 hours following a parental or student
request.
Tardiness
Each school will monitor tardiness and early check out policy.
E. Truancy Procedures, 984.03 F.S., 984.151 F.S., 1002.41 F.S., 1003.26 F.S.
The Superintendent may file a truancy petition for the following situations:
• Five (5) unexcused absences, or absences for which the reasons are unknown, within a
calendar month, or;
o
After the fifth (5th) unexcused absence in a calendar month, the student’s primary teacher
shall report to the school principal or his/her designee that the student may be exhibiting a
pattern of nonattendance. If appropriate, the principal shall refer the case to the MTSS
committee. If the MTSS committee finds that a pattern of nonattendance is developing,
whether the absences are excused or not, a meeting with the parent/legal guardian must be
scheduled to identify potential remedies. The school should send out a School Truancy
Letter to either inform the parent/legal guardian of the situation or to schedule an MTSS
committee meeting with the parent/guardian.
•
Ten (10) unexcused absences, or absences for which the reasons are unknown, within a
ninety (90) calendar day period, or;
o
After the ninth (9th) unexcused absence, the student’s primary teacher shall report to
the school principal or his/her designee that the student may be exhibiting a pattern of
nonattendance. If appropriate, the principal shall refer the case to the MTSS
committee. If the MTSS committee finds that a pattern of nonattendance is developing,
whether the absences are excused or not, a meeting with the parent/legal guardian must
be scheduled to identify potential remedies. A letter should either be mailed to the
student’s home or delivered by an attendance officer, informing the parent/legal
guardian of the MTSS committee meeting and their need to attend.
•
More than fifteen (15) unexcused absences in ninety (90) calendar day period
o
After the fifteenth (15th) unexcused absence in a 90-day calendar period, if the MTSS
committee determines that remedial recommendations are not working, either a
truancy petition may be filed by the Superintendent, or the student may be referred to
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an appropriate agency. Driver’s License Suspension Form (MIS 6265) should be sent
to Student Intervention Services.
Learnfare Program and Truancy, 414.1251 F.S.
Florida statute requires the Department of Children and Families (DCF) to reduce the temporary
cash assistance for an eligible parent’s dependent child or for an eligible teenage participant
who is not exempt from school attendance requirements, if the eligible child or teen participant
has been identified as a habitual truant or as a dropout. A habitual truant is a student who has
accumulated fifteen (15) unexcused absences within ninety (90) calendar days with or without
the knowledge or consent of the student’s parent/legal guardian. For more information on the
Learnfare Program, visit http://laws.flrules.org/node/2266
If the parent/legal guardian agrees to the remedial interventions, but the meeting does not
resolve the problem, the MTSS committee shall implement other remedial interventions or
recommend to the Superintendent or his/her designee to refer the family to an appropriate
agency to be presented to the case staffing committee.
Driver’s License Law and Truancy, 322.091 F.S., 1003.27 (2)(b) F.S.
Florida statute mandates attendance requirements for obtaining a driver’s license or learner’s
license. In order to be eligible for driving privileges a minor must satisfy one of the following
criteria:
• Be enrolled in a public school, nonpublic school, or home education program and satisfy
relevant attendance requirements;
• Have received a high school diploma, a high school equivalency diploma, a special diploma,
or a certificate of high school completion;
• Be enrolled in a study course in preparation for the Test of General Education Development
and satisfy attendance requirements;
• Be enrolled in a study course in preparation for the Test of General Education Development
and satisfy attendance requirements;
• Have been issued a certificate of exemption according to section 1003.21 F.S.; or
• Have received a hardship waiver.
Each public school principal or designee is required to notify the School Board of each minor
who accumulates fifteen (15) unexcused absences within ninety (90) calendar days. The
Superintendent must report the legal name, sex, date of birth, and social security number of each
minor who fails to meet attendance requirements to the Department of Highway Safety and
Motor Vehicles.
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SCHOOL DISTRICT OF OKALOOSA COUNTY
Section II
Special Programs
A. Credit Acceleration Program for High School Credit, 1003.4295(3), F.S.
The Credit Acceleration Program (CAP) was created for the purpose of allowing a student to earn
high school credit in courses required for high school graduation through passage of an EOC
assessment administered under 1008.22 F.S., an Advanced Placement Examination, or a College
Level Examination Program (CLEP).
Notwithstanding 1003.436 F.S., a school district shall award course credit to a student who is not
enrolled in the course, or who has not completed the course, if the student attains a passing score
on the corresponding EOC, AP exam, or CLEP exam.
The school district shall permit a public school or home education student who is not enrolled in
the course, or who has not completed the course, to take the assessment or examination during the
regular administration of the assessment or examination.
If a student elects to take the EOC without being enrolled in the course, and does not earn a passing
score, the student will be required to enroll in and complete the course before being allowed to
retake the exam.
B. Drop Out Prevention, 1003.53 F.S.
Dropout prevention and academic intervention programs may differ from traditional educational
programs and schools in scheduling, administrative structure, philosophy, curriculum, or setting
and shall employ alternative teaching methodologies, curricula, learning activities, and diagnostic
and assessment procedures in order to meet the needs, interests, abilities, and talents of eligible
students.
A student shall be identified as being eligible to receive services funded through the dropout
prevention and academic intervention program based upon one of the following criteria:
• The student is academically unsuccessful as evidenced by low test scores, retention, failing
grades, low grade point average, falling behind in earning credits, or not meeting the state
or district proficiency levels in reading, mathematics, or writing.
• The student has a pattern of excessive absenteeism or has been identified as a habitual
truant.
• The student has a history of disruptive behavior in school or has committed an offense that
warrants out-of-school suspension, or expulsion from school according to the district school
board’s code of student conduct should be referred to Okaloosa Academy. For the purposes
of this program, “disruptive behavior” is behavior that:
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•
o Interferes with the student’s own learning or the educational process of others and
requires attention and assistance beyond that which the traditional program can
provide or results in frequent conflicts of a disruptive nature while the student is
under the jurisdiction of the school either in or out of the classroom; or
o Severely threatens the general welfare of students or others with whom the student
comes into contact.
The student is identified by a school’s early warning system pursuant to s. 1001.42(18)(b).
High School Drop Out Prevention, Fast Track
High School students may be referred to a Fast Track program if they meet any one of the criteria
below:
• Grade 9 students earning less than 4 required credits needed for their graduation plan
•
Grade 10 students earning less than 8 cumulative required credits needed for their
graduation plan
•
Grade 11 students earning less than 12 cumulative required credits needed for their
graduation plan
•
Grade 12 students short any number of credits required for their graduation plan.
The Fast Track South Program will be housed at CHOICE high school.
The Fast Track North Program will be housed at the following schools:
• ECCI- Richbourg Campus
• Baker School
• Laurel Hill School
College-bound student athletes will need to meet more rigorous academic rules to receive a
scholarship at NCAA Division I colleges or universities. For more information on the NCAA’s
rules on which courses are approved, visit
http://web1.ncaa.org/hsportal/exec/links?linksSubmit=ShowActiveLinks
Summer Intensive Studies and Credit Recovery
Summer Intensive Studies is primarily for credit recovery for failed courses for promotion and
graduation purposes. The only way in which a student may receive less, or more, instruction than
the state-mandated hours required to receive course credit is through eligibility and subsequent
placement in a dropout prevention program. Students that do not meet eligibility for a dropout
prevention program may not receive credit through performance-based instruction. For students not
eligible for dropout prevention placement, credit recovery must be provided face-to-face by a
certified teacher in that subject, for the state-mandated requirement of 67.5 hours per .5 credit or
through and accredited online program (i.e., Okaloosa Online).
The Edgenuity program is used for credit recovery during SIS; students must complete each
semester, in full, in which a passing grade was not earned during the school year. Students may not
skip any portion of the lesson/activities unless they meet the pre-determined score on a lesson pretest. The final Edgenuity grade, determined by an average of lesson quizzes, topic tests and the
cumulative test, may be no less than 60%. For state assessed courses, the score of the state EOC
must be calculated as part of the final grade, if required by the cohort designation.
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One credit (1) in cooperative vocational education may be earned for supervised on-the-job
training only by students who have previously been, or are currently enrolled, in a vocational
program.
New credit courses offered during the summer months are dependent upon School Board approval
and student needs.
Teenage Parent Program (TAPP) Model Process
The following process should be followed for pregnant students:
• Student’s disclosure of pregnancy (to school staff),
• Student meets with assigned School Counselor who completes TAPP Referral (must be sent
to Student Services office via fax),
• TAPP Coordinator sets up meeting with student, parent, and school counselor to discuss
TAPP’s services and requirements.
• If student chooses to enroll in TAPP, the following steps should be taken:
o TAPP required documents are completed and parental consent is obtained
o The student’s academic plan is developed collaboratively and curriculum should
include the following
 Edgenuity should be considered for core instruction,
 Okaloosa Online/FLVS parenting course work
• If student declines enrollment in TAPP, TAPP Coordinator obtains appropriate
documentation.
• TAPP Coordinator continues to meet with student monthly (or more often as warranted)
during pregnancy and initial postpartum phase (to include the full semester after the infant is
born) to assess psychosocial needs, follow up on arrangement of childcare, address attendance
needs, follow progress of online parenting courses and any other TAPP related
services/issues. The School Counselor is responsible for all other academic advising and
concerns related to the pregnant student.
Parenting Students
The TAPP Coordinator will meet with each parenting student and their parent/legal guardian at the
beginning of each school year to re-enroll the student in TAPP and follow up on TAPP services
that may be needed. The TAPP Coordinator will meet with teenage parents on an as needed basis
for the remained of the school year.
C. Home Education and Uniform Transfer of Credit, 1002.41
Students entering Okaloosa County School District and requesting credit for a home education
program must follow the Validation of Transfer Credit process specified by 6A-1.09941, F.A.C. For
more information, visit the FLDOE office of independent and Parental Choice Website at
http://www.fldoe.org/schools/school-choice/
To register for home education, contact the office of Home Education in the Okaloosa County
School District by phone by calling the Home Education office at (850) 833-3111 or at
http://www.okaloosaschools.com/parents/home-schooling.
Home Education Student Participation in Public Schools 1006.15 F.S., 1002.41 F.S.
Students in home education programs may participate in public school interscholastic
extracurricular activities. However, public schools are under no obligation to provide home
education students access to classes, programs, services, or other educational opportunities. For
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dual enrollment information for home education students, see
http://fldoe.org/core/fileparse.php/5606/urlt/School_Choice_Options.pdf.
D. Hospital Homebound
According to Rule 6A-6.03020, Florida Administrative Code (F.A.C.), the possibility of
hospital or homebound services should be explored when it is anticipated that a student will be absent
from school for at least fifteen (15) school days, or the equivalent, while under a physician’s care because of
severe, prolonged or chronic illness. A parent, teacher, social worker, guidance counselor, physician and
others may initiate the process as soon as it is anticipated that the student will be absent for the duration
specified in the rule. There is no established waiting period that must be met when considering initiating the
process. For more information, please see the section on Exceptional Student Education in this
document; contact the ESE Department at (850) 833-3164.
E. Foreign Exchange Program
Foreign Exchange Student Guidelines
The following guidelines have been established for placement of foreign exchange students:
• Only organizations with tax-exempt status as conferred by the IRS pursuant to section
501(c)(3) and organizations that are listed as officially with the Council on Standards for
International Education Travel (CSIT) may sponsor an international exchange student
program in OCSD.
• The exchange student shall gain legal entry into the United States with a J-1 Exchange Visa,
which includes clearances by Homeland Security or the appropriate government agency, and
shall present documented proof with a birth certificate or passport, showing that he/she will
be at least fifteen years of age, but not have attained the age of eighteen and a half prior to
attendance at a school in the OCSD.
• No diploma will be issued from an Okaloosa County high school to a foreign exchange
student/visitor unless the foreign exchange student/visitor presents both a translated transcript
in the State of Florida transcript format certified by the student’s home school and meets all
Okaloosa County requirements for graduation. The translated transcript must be presented at
the initial enrollment of the student. No foreign exchange student/visitor shall participate in
the graduation ceremony with receiving a diploma.
• Foreign exchange students may be eligible to participate in sports and activities provided
they meet Florida High School Athletic Association (FHSAA) or a sponsoring organization’s
rules and regulations.
• Foreign exchange students are subject to all school and district rules and regulations per OCSD
Student Code of Conduct.
• Host parents must accept all responsibilities for foreign exchange students.
• High schools may limit the number of foreign exchange students they admit based on class size
and/or total student enrollment.
• Representatives from foreign exchange programs must request permission for admission by
submitting a completed packet to the principal for approval prior to June 30th of the following
year.
• Foreign students who have received a high school diploma, or its equivalent, in their home country
are not eligible to be foreign exchange students.
• The Superintendent or his/her designee shall approve the admission of each foreign exchange
student/visitor.
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Okaloosa County Students Leaving the Country for Foreign Exchange
Rising juniors may participate in a foreign exchange program. Students may not participate in an
exchange program in their senior year as it may jeopardize the completion of graduation
requirements. There is no credit guarantee for courses taken in a foreign country. Course
Descriptions in English can be reviewed for advanced approval, but there is a high probability
that no credit will be granted. Therefore, students should consult with their counselor and
carefully weigh their options for meeting graduation requirements. For additional information,
contact the student’s school counselor.
F. Single- Gender Classes
Schools wishing to implement single-gender classrooms must consider a number of criteria in
order not to violate the nondiscrimination requirements of Title IX. Under the new exceptions to
the general prohibition of single-gender classes, a school would be permitted to offer single-gender
classes if:
• The purpose of the class is achievement of an important educational objective (such as
providing educational opportunities)
• The single-gender nature of the class is substantially related to achievement of that objective
“The school must treat male and female students in evenhanded manner in implementing its
objective and it must always provide as substantially equal, coeducational classes or extracurricular
activities, in the same subjects or activities.” CFR 106.34 (b)(1)(ii)(iii)
To determine whether substantial equality is achieved, consideration must be provided to:
• The policies and criteria of admission
• The educational benefits provided, including the quality, range, and content of the curriculum
and other services
• The quality and availability of books, instructional materials, and technology
• The qualifications of the faculty and staff
• The quality, accessibility, and availability of facilities and resources
• Intangible features (e.g., reputation of faculty)
Prior to implementation, a school plan for single gender classes should be approved by the school’s
SAC and submitted to the Curriculum and Instruction Office for review. Participation must be
completely voluntary; parents should sign an enrollment form indicating their approval of the
placement. Schools must conduct a periodic evaluation of single-gender classes to ensure that the
classes and activities are based on genuine justification and do not rely on overly broad
generalizations about the different talents or capacities of either gender; the evaluation should be
conducted at least every 2 years.
G. Virtual School Options, Requirements, and Recommendations 1003.4282, F.S.
House Bill 7063 (2012) revised statutes related to virtual instruction programs to provide student
and parental rights relative to the eligibility of Florida Virtual School full-time students to
participate in interscholastic extracurricular activities at certain public schools. Information on
these changes is presented in the Florida Public Virtual Schools Questions and Answers, available
at the FDOE Virtual Instruction webpage http://www.fldoe.org/Schools/virtual-schools .
Florida statute requires students earning a standard high school diploma to take at least one course
within the 24 required credits to be through online learning. A school district may not require
students to take the online course outside the school day or in addition to a student’s courses for a
given semester.
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Okaloosa Online is a virtual school which offers a variety of online "for credit" courses which are
taught by specially trained teachers from within our school system. Each course is recognized by
the Florida Department of Education, as part of the Florida Virtual School program.
Homeschooled students, students who are homebound or temporarily homebound and students who
desire to take courses, which are not offered at their high school, can all benefit from taking
courses at Okaloosa Online. Other common reasons for taking courses online include scheduling
conflicts, a desire to follow an individual pace or a need for remediation in one or more courses.
An online high school credit course taken through Okaloosa Online or Florida Virtual Schools
(FLVS) in grade 6, 7, or 8 fulfills the online course requirement for a 24-credit standard high
school diploma. The following options also satisfy the online course requirement for a 24 credit
standard high school diploma:
• Completion in a course in which a student earns a nationally recognized industry certification
in information technology that is identified on the CAPE Industry Certification Funding List
pursuant to s. 1008.44 or passage of the information technology certification examination
without enrollment in or completion of the corresponding course(s), as applicable.
• Passage of an online content assessment, without enrollment in or completion of the
corresponding course(s), as applicable, by which the student demonstrates skills and
competency in locating information and applying technology for instructional purposes.
This online course requirement does not apply to a student who has an individual education plan
(IEP) under 1003.57 F.S., which indicates that an online course would be inappropriate or to an
out-of-state transfer student who is enrolled in a Florida high school and academic year or less
remaining in high school. 1003.4284 F.S.
The following schedule is recommended for a student wishing to attend public school part-time
while simultaneously taking virtual courses. The following recommendation provides the minimum
expectation for attendance at the public high school.
•
9th grade: A minimum of five (5) classes at the brick and mortar school and two (2) virtual
classes with Okaloosa Online.
• 10th grade: A minimum of four (4) classes at the brick and mortar school and three (3)
virtual classes with Okaloosa Online.
• 11th grade: A minimum of three (3) classes at the brick and mortar school and four (4)
virtual classes with Okaloosa Online.
• 12th grade: A minimum of one (1) class at the brick and mortar school and up to six (6)
virtual classes with Okaloosa Online.
All students must be “no classed” for the periods not taken at their zoned school.
NCAA division I and II prospective student athletes should consult NCAA initial eligibility
requirements regarding virtual courses. Additional information is available at:
http://www.okaloosaschools.com/district/athletics
For more information about Okaloosa Online please contact the Program Director at 689-2043 or
[email protected]
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Placement/Acceleration in Okaloosa Online or Florida Virtual School (FLVS)
As stipulated by the Florida K-20 Education Code (s.1002.20), parents have the right to choose
educational options such as Okaloosa Online or Florida Virtual School (FLVS) for their children.
A student’s full-time school may not deny access to courses offered by Okaloosa Online or FLVS
assuming that the desired online course(s) is an appropriate course placement based on the
student’s academic history, grade level, and age.
Okaloosa Online is the provider of first choice for virtual instruction; however in situations in
which Okaloosa Online cannot fulfill the need, students may qualify to access the services of
Florida Virtual School. Okaloosa Online offers many of the same courses to Okaloosa public
school students with less than a full six period schedule and to home educated, alternative
placement, and private school students. Upon successful completion of a statewide, standardized
assessment if applicable, students will be awarded credit.
Okaloosa County students taking FLVS courses in which a statewide, standardized EOC exists will
be awarded credit only after taking the statewide, standardized EOC for that course in order to
comply with the statutory requirement that the EOC constitutes 30% of the final course grade.
Access shall be available to students during or after the normal school day, and through summer
school enrollment. These courses can be taken above the regular six period school day. A list of
available Florida Virtual School courses can be found at
http://www.okaloosaschools.com/content/okaloosa-online
The Full Time Virtual Instruction Program (VIP), based on S. 1002.45 F.S., and conforming to HB
1676, establishes that all Florida districts must offer a full-time Virtual Education option for all
public school students. Any public school student who would like to apply for the full-time virtual
program must withdraw from the “Physical School” and register with one of the approved vendors
offered through Okaloosa Online. The student must have been in a Florida public school for both
the October and February FTE surveys during the previous school term. To register on Okaloosa
Online, please visit http://www.okaloosaschools.com/content/okaloosa-online
The School Board shall provide students with access to enroll in courses available through the
Okaloosa Online/FLVS and shall award credit for successful completion of such courses. Access is
available to students during or after the normal school day and through summer enrollment.
Students wishing to take courses from Okaloosa Online/FLVS must work closely with their
guidance counselor to ensure that placement is appropriate. 1012.28 (5) F.S.
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SCHOOL DISTRICT OF OKALOOSA COUNTY
Section III
Curriculum and Instruction
A. High School Credit, 1003.436 F.S.
Definition of High School Credit
One high school credit is defined in statute as a minimum of 135 hours of bona fide instruction in a
designated course of study, which contains student performance standards. The district School
Board must verify achievement of course requirements and has, therefore, established School
Board Policy 3-6(A) and (B) to address use of non-traditional programs.
Explanation of Credits Earned
In awarding credit for high school graduation, the district maintains a one-half (1/2) credit earned
system which shall include courses provided on a full-year basis. A student will earn one-half
credit for each semester of the course he/she successfully completes. The two semester grades
will not be averaged for a full year grade. In yearlong courses assessed by a statewide,
standardized EOC, credit will be awarded at the end of a full-year after taking into account
statutory requirements of the EOC assessment. If a student withdraws at the end of the semester,
they will be awarded .5 credit and the EOC is 30% of the whole year.
No student may be granted credit toward high school graduation for enrollment in the following
program or courses:
• More than a total of nine (9) elective credits in remedial programs.
• More than three (3) credits in practical arts family and consumer sciences courses, unless the
student is pursuing career and technical certifications.
• Any Level 1 courses, unless the student’s assessment indicates a more rigorous course would
be inappropriate.
Students are advised that two (2) credits in the same foreign language are required for admission to
the Florida University System and for Florida’s Bright Futures Scholarship program, except the
Gold Seal Scholarship.
Students must earn a non-weighted GPA of a 2.0 to qualify for graduation. In computing the grade
point average for graduation purposes, a student may select the highest eight (8) elective credit
grades earned of the total elective credits taken. These students will have an opportunity to use
their best twenty-four (24) credits for their final grade point average to meet graduation
requirements. High school guidance counselors will assist students in selecting the best 24 credits
to meet graduation requirements.
163
No Class
Students are encouraged to take no less than six (6) periods a day, which may include dual
enrollment or DCT. For safety and security measures, students eligible for a “no class” should
schedule the non-attendance at the very beginning (1st period) of the very end of the school day
(7th period). Principals may consider approval for a different schedule based on special
circumstances.
Forgiveness Clause
Forgiveness policies for required courses shall be limited to replacing a grade of D or F with a
grade of C or higher earned in the same or comparable course.
Forgiveness policies for elective courses shall be limited to replacing a grade of a D or an F with a
grade of C or higher earning subsequently in another course.
A student may elect to retake a course under the following conditions of the Forgiveness Clause:
• A student who received a failing grade may take the course for forgiveness in Summer school,
if available.
• A student in grades 9-12 who made a D or F in a course and needs a higher grade to obtain the
overall minimum 2.0 GPA for graduation may attend summer school, if available.
• A student may retake a course for forgiveness during the regular school year to improve a
grade of D or F. If a student uses the district-approved software program for credit recovery
purposes, a mastery level of 60% must be earned. 1003.45(5)(e)(1) F.S.
• Students who receive credit in middle school for a high school course may take the same or
comparable course again in high school for grade forgiveness for any grade earned that is less
than a B. (i.e., C-F)
High School Credit in Middle School
A student may take Algebra I Honors, Geometry Honors, Agriscience Foundations 1, Physical
Science Honors, Earth/Space Science Honors, Intro to IT, Web Design and Spanish I, French I in
a brick and mortar school for high school credit. Students must meet all high school requirements.
164
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section IV
Acceleration, Promotion, and Retention, 1008.25 F.S.
A. Acceleration Programs, 1007.27 F.S.
Articulated acceleration shall be available and can serve to shorten the time necessary for a student
to complete the requirements associated with high school diploma and a postsecondary degree,
broaden the scope of curricular options available to students, or increase the depth of study available
for a particular subject. This shall include, but not be limited to, dual enrollment, early admission,
Advanced International Certificate of Education Program (AICE), Advanced Placement (AP), credit
by examination, and the International Baccalaureate (IB) Program. Credit earned online shall
provide additional opportunities for early graduation and acceleration.
International Baccalaureate Program
The International Baccalaureate (IB) Diploma Program is a rigorous pre-university course of study,
leading to internationally standardized exams. The program is designed as a comprehensive twoyear curriculum that allows its graduates to fulfill requirements of many different nations;
education systems, and is based on State Board of Education rules for cut-off scores and IB exams
that will be used to grant the post-secondary credit. As with the AP and Dual Enrollment programs,
students completing the IB courses and exams are eligible for post-secondary education credit.
Credits are awarded based on the total number of points received on six (6) exams or credit may be
given for each individual exam. Credit for IB is determined by individual university systems.
Students can earn up to thirty post-secondary semester credits by participating in this program at
the high school level. Approximately sixty-two (62) Florida high schools currently participate in
the IB program, with no cost associated with participation.
Advanced Placement Program, 1007.27(6) F.S.
The AP program, administered by College Board, provides secondary students to enroll in AP
courses, which awards postsecondary credit to students who score a minimum of 3 (on a 5-point
scale) on the corresponding AP exam. Students shall be exempt from the payment of any fees for
administration of the examination regardless of whether or not the student achieves a passing score
on the examination.
Awarding of Advanced Placement Credit
Students who score a minimum of 3 on a 5-point scale may receive college credit. Students who
score a 4 or a 5 on certain examinations also benefit from course equivalency credit. A course
equivalency chart may be found at http://www.floridashines.org.
Advanced International Certificate of Education Program (AICE)
AICE offers rigorous pre-university courses, leading to internationally standardized examinations,
administered by the University of Cambridge Local Examinations Syndicate. The State Board of
165
Education shall establish rules, which specify the cutoff scores and AICE exams, which shall be
used to grant postsecondary credit at community colleges and universities. Any such rules, which
have the effect of raising the required cutoff score or changing the AICE exams which will be used
to grant postsecondary credit, shall apply to students taking AICE exams after such rules are
adopted by the State Board of Education. Students shall be awarded a maximum of 30 semester
credit hours. The community college or university that accepts the student for admission shall
determine the specific course for which a student receives credit. Students shall be exempt from the
payment of any fees for administration of examinations regardless of whether the student achieves a
passing score on the exam.
College Credit by Examination, 1007.27(7) F.S.
College credit by examination is the program through which postsecondary credit is earned based on
the receipt of a specified minimum score on nationally standardized general or subject area
examinations (AP, IB, AICE). The Florida State Board of Education states minimum scores
required for an award of credit in Florida institutions in the statewide articulation agreement. There
is no guarantee that a college will accept credits earned through this program.
Concurrent Enrollment (CHOICE Institutes)
Students who are enrolled in a CHOICE Institute (Aerospace, Information Technology,
Construction Technology, Creative Arts, Biomedical, Early Childhood, and Engineering) may be
“Concurrently Enrolled” where college credit can be earned at the end of the course, if the student
passes an exam and achieves industry certification.
Concurrent Enrollment (non-Florida Post-secondary institution)
High school students who have earned credit from a post-secondary institution in which no interinstitutional articulation agreement with OCSD exists may request that the credit be recognized by
the school district as a transfer credit to be used towards high school graduation.
In order to do so, the credit must meet the following criteria:
• The credit must be earned at a public or private accredited post-secondary institution outside
the Florida Public State University system and be ineligible for Dual Enrollment.
• Credits earned and offered for acceptance shall be based on official transcripts and shall be
accepted at face value subject to validation.
• The credit earned will be considered an elective credit toward high school graduation.
Requests for other subject area consideration may be submitted to curriculum specialists and
subject to validation, if deemed necessary. Remedial coursework, physical education skills,
and recreational course will not be considered for high school credit.
• Credit issued will be unweighted unless the coursework can be verified to be comparable to
other weighted coursework offered by the school district or to courses accepted by the
Florida Department of Education.
• The School District of Okaloosa County is not responsible for tuition, fees, or instructional
materials costs for students seeking college credit outside of dual enrollment coursework.
Dual Enrollment, 1007.271 F.S.
The dual enrollment program is defined as the enrollment of an eligible secondary student or home
education in a post-secondary course credible toward high school completion and a career certificate
or an associate or baccalaureate degree. Instructional time may vary from 900 hours; however, the
district may only report the student for a maximum of 1.0 Full-Time Equivalency (FTE). Any
student so enrolled is exempt from the payment of registration, tuition, and laboratory fees. Applied
166
academics for adult education instruction, college-preparatory instruction, and other forms of precollegiate instruction, as well as physical education courses that focus on the physical execution of a
skill rather than the intellectual attributes of the activity, are ineligible for the inclusion in the dual
enrollment program. Guidance counselors play an important role in communicating accurate
information to students and parents, fostering a positive understanding of the merits of dual
enrollment and developing collaborative relationships with college advisors and peers.
Dual Enrollment Eligibility
Students must meet the following eligibility criteria:
•
•
•
•
•
•
•
•
•
•
Be enrolled as a student in a Florida public or nonpublic secondary school (grades 6-12), or
in a home education program;
Have a 3.0 unweighted high school grade point average to enroll in college credit courses, or
a 2.0 high school unweighted grade point average to enroll in career dual enrollment
courses;
For college credit courses, achieve a minimum score on a common placement test pursuant
to Rule 6A-14.064, Florida Administrative Code (F.A.C.);
Juniors and seniors are eligible to participate in college-credit courses during school hours,
after school hours, and during the summer term;
Sophomore students are eligible to participate in college-credit courses after school hours,
during the summer term, or during the regular school day on an exception basis.
Rising sophomore students are eligible to participate in college-credit courses during the
summer session that begins after the last day of their freshman school year;
Students shall have a cumulative, un-weighted grade-point average (GPA) of 3.0 or above
on high school course work.
Students who are enrolled full time in dual enrollment are still considered OCSD students
and will receive a public school diploma pending all graduation requirements are met;
Students are limited to two (2) withdrawals from dual enrollment courses during high
school.
While state law and rule provides dual enrollment eligibility for students in grades 6 through
12 that meet high school cumulative grade point average and testing requirements,
performance data on thousands of dual enrollment students indicate that college readiness is
rare for students below high school age.
A complete list of the state-approved college course list for dual enrollment courses can be found at
http://www.fldoe.org/articulation/pdf/DEList.pdf.
The Dual Enrollment options are addressed in the Dual Enrollment Articulation Agreement between
OCSD and Northwest Florida State College and can be found at
http://www.okaloosaschools.com/files/school-district/_docs/Okaloosa%20County%20201516%20Articulation%20Agreement%20Final%20%282%29.pdf.
Students may also participate in career dual enrollment for courses that will lead to an industry
certification. Many industry certifications will articulate to college credit toward a degree. A listing
of articulated industry certification can be found at:
http://www.fldoe.org/workforce/dwdframe/artic_indcert2aas.asp.
Early Admission
Early admission is a form of dual enrollment permitting high school students to enroll in college or
career courses on a full-time basis. As with all dual enrollment programs, students earn both high
167
school and college/career credits for courses completed. Participation in the career early admission
program shall be limited to students who have completed a minimum of four (4) semesters of fulltime secondary enrollment, including studies undertaken in the ninth grade. Students may not be
required to enroll in more than 15 college credit hours per semester or the equivalent.
B. Graduation: Diplomas, Requirements, Options and Guidelines, 1003.4282 F.S.
Graduation Programs for Students in General Education Programs, 1003.4282
F.S.
Beginning in 2011-2012, HB 1255 requires that each school provide students in grades 6 through 12
and their parents with information concerning the three-year and four-year high school graduation
options. The selection of one of the graduation program options that follow may be completed by
the student and parent/guardian at any time and is exclusively up to the student and parent/guardian.
Students may choose from one of four State options to earn a diploma:
1. a four‐year 24‐credit standard program,
o Scholar Designation
o Merit Designation
o Biliteracy Designation
2. an International Baccalaureate (IB) curriculum,
3. an Advanced International Certificate of Education curriculum, or
4. a three‐year 18‐credit ACCEL program (Academically Challenging Curriculum to Enhance
Learning).
All of the graduation paths include opportunities to take rigorous academic courses to prepare
students for their future academic and career choices. All students, regardless of the graduation
program, must still earn a 2.0 grade point average on a 4.0 scale and achieve passing scores (or
concordant scores) on the Grade 10 FSA in reading and the Algebra I End of Course assessment
in order to graduate with a standard diploma.
The Florida Department of Education’s Graduation Requirements for Florida’s Statewide
Assessments provides more specific information for Florida’s students. For more specific
graduation information, please visit the Florida DOE Graduation Requirements page at
http://www.fldoe.org/core/fileparse.php/7764/urlt/GradRequireFSA.pdf 1003.43F.S, 1003.4282
F.S.
All students meeting graduation requirements or earning a Special Diploma or Certificate of
Completion may participate in formal graduation exercises. Participation in formal graduation
exercises shall not be a requirement for the awarding of any of the Diplomas or Certificates of
Completion.
Additionally, a student needing one (1) credit or less to meet graduation requirements may
participate in all graduation activities, subsequently complete the necessary coursework, and be
awarded a diploma upon the successful completion of the coursework. Seniors who have not
passed state mandated assessments (e.g., Grade 10 FSA ELA, Alg. I EOC, etc.) may participate in
all graduation activities.
An outstanding debt for a lost or damaged textbook or other instructional materials may prevent a
student from participating in graduation activities and ceremonies. A diploma cannot be withheld
from a student, regardless of outstanding debt for a lost or damaged textbook or other
168
instructional materials.
In order to receive a diploma from a specific Okaloosa County public high school, the student
must earn one credit over two semesters at the school during the school year of graduation.
Students graduating at the end of the first semester must earn ½ credit at their school over the
first semester.
Home Schooled Students and Graduation Requirements
Home schooled students wishing to graduate and earn a diploma from a public high school must
withdraw their registration as a home schooled student as they cannot be both a home schooled
student and graduate from a public school. They must enroll, at the latest, at the beginning of
their senior year. Additionally, home-schooled students must meet all graduation requirements to
include GPA, 10th grade FSA ELA, and all state EOC requirements as well as obtain all
necessary credits required for graduation.
Foreign Students and Graduation Requirements
Foreign students who attend the Okaloosa County School System may receive a high school
diploma if they meet all criteria in the Okaloosa County Board Approved High School Admission
and Progression Guidelines for International Travel and Exchange Program Guidelines.
The student must also present both a translated transcript in the State of Florida Transcript
format, which must also be certified by the student’s home school. However, if a foreign
exchange student is not eligible for a high school diploma, he/she may not participate in the
graduation ceremony.
C. Diploma Options:
Twenty-Four Credit Program, 1003.4282 F.S., 1003.4285 F.S.
This program takes the traditional four years to complete high school and requires students to take
at least 24 credits in core content areas. Foreign language credit is not required for this
program, although it is recommended for Florida college preparation and is required for admission
to Florida’s state universities. The standard diploma prepares, and may qualify the student for a
variety of post high school opportunities, including a military career, entry-level or apprentice
jobs, or admission to a four-year college or university.
Students who complete a minimum of 24 credits, achieve a cumulative grade point average (GPA)
of a 2.0 on a 4.0 scale, and earn a passing score on the statewide assessments required for high
school graduation have an option to graduate in fewer than eight semesters (four years) as
specified in s. 1003.4281 F.S.
Three additional diploma designations are available: Scholar, Merit, and Biliteracy. Specific
requirements are detailed in the graduations requirements by cohort year, and at:
http://www.fldoe.org/academics/graduation-requirements
Eighteen Credit ACCEL Program, 1003.4282 F.S., 1002.3105 F.S.
The requirements of this program are identical to the 24‐credit standard diploma program option
except:
•
1 credit in PE is not required
•
3 electives are required instead of 8
•
Online course is not required
169
•
18 total credits (student may earn additional credits)
This diploma program may be completed in three years, but students may take longer to complete it.
All other graduation requirements for a 24-credit standard diploma must be met. See graduation
requirements in the appendix or visit http://www.okaloossschools.com/content/graduationrequirements
Additional 18-credit ACCEL Graduation Program Guidelines
Schools shall not establish requirements for the 18 credit high school graduation program in excess
of the requirements in statute 1003.4282 F.S.
A student choosing the 18-credit graduation program must attend high school as a full-time student
for three school years, which may include virtual school. Students who choose the 18-credit
graduation program may still qualify for acceleration programs (e.g., AP, AICE, IB, dual
enrollment) and for a Florida Bright Futures Scholarship if they meet the eligibility and/or
admissions requirements for those programs and scholarships. Students who plan to apply to an out
of state or private in state college or university and who are interested in the 18-credit graduation
program should contact those institutions as early as possible for specific admissions requirements.
Selection of an accelerated high school graduation program may be completed by a student at any
time of an accelerated high school graduation program may be completed by a student at any time
and is entirely up to the student and parent or guardian. Students who fail to select the 18-credit
graduation program shall be considered to have selected the 24-credit program. 1003.429 F.S.
Prior to selecting the 18-credit graduation program, designated school personnel shall meet with
each student and the student’s parent or guardian to provide an explanation of the relative
requirements, advantages, and disadvantages of this graduation option
170
Students Entering Grade Nine in the 2016-2017 School Year
Academic Advi sement Flyer– What St udent s and Parents Need to Know
What are the diploma options?
What are the requirements for the 24 -
Students must successfully complete one of the
following diploma options:
• 24-credit standard diploma
• 18-credit Academically Challenging Curriculum
to Enhance Learning (ACCEL) option
• Advanced International Certificate of Education (AICE)
curriculum
• International Baccalaureate (IB) Diploma
curriculum
credit standard diploma option?
4 Credits English Language Arts (ELA)
ELA I, II, III, IV
ELA honors, AP, AICE, IB and dual enrollment
courses may satisfy this
4 Credits Mathematics
• One of which must be Algebra I and one of which
must be Geometry
• Industry certifications that lead to college credit
may substitute for up to 2 mathematics credits
(except for Algebra I and Geometry).
3 Credits Science
• One of which must be Bio I, two of which must be
equally rigorous science courses.
• Two of the three of the required credits must have
a lab component.
• An industry certification that leads to college credit
substitutes for up to one science credit (except for
Bio. I).
• An identified rigorous computer science course
with a related industry certification substitutes for
up to one science credit (except for Bio. I)
3 Credits Social Studies
• 1 credit in World History
• 1 credit in U.S. History
• .5 credit in U.S. Government, .5 credit in Econ.
With Financial Literacy
1 Credit Fine and Performing Arts, Speech and
Debate, or Practical Arts
1 Credit Physical Education
To include the integration of health
Special Note: Eligible courses and eligible course
substitutions are specified at the Florida Course Code
Directory at http://www.fldoe.org/policy/articulation/ccd
8 Elective Credits
1 Online Course
Students must earn a 2.0 grade point average on a 4.0
scale.
•
•
What are the state assessment requirements?
Students must pass the following statewide assessments:
• Grade 10 ELA (or ACT/SAT concordant score)
• Algebra I end-of-course (EOC) and the results
constitute thirty percent of the final course grade*
(or a comparative score on the Postsecondary
Education Readiness Test (P.E.R.T.)
Students must participate in the EOC assessments, and the
results constitute 30 percent of the final course grade*.
These assessments are in the following subjects:
Algebra I
Biology I
Geometry
Algebra II
U.S. History
What are the graduation requirements for students
with disabilities?
Two options are available only to students with disabilities.
Both require the 24 credits listed in the table and both allow
students to substitute a career and technical (CTE) course
with related content for one credit in ELA IV, mathematics,
science and social studies (excluding Algebra I, Geometry,
Biology I and U.S. History).
• Students with significant cognitive disabilities may
earn credits via access courses and be assessed via
an alternate assessment.
• Students who choose the academic and employment
option must earn at least .5 credit via paid
employment.
171
What are the public postsecondary options?
What are the requirements for standard diploma
designations?
State University System
Admission into Florida’s public universities is competitive.
Prospective students should complete a rigorous curriculum in
high school and apply to more than one university to increase
their chance for acceptance. To qualify to enter one of Florida’s
public universities, a first- time-in-college student must meet
the following minimum requirements:









High school graduation with a standard diploma
Admission test scores
16 Credits of approved college preparatory
academic courses
4 English (3 with substantial writing)
4 Mathematics (Algebra I level and above)
3 Natural Science (2 with substantial lab)
3 Social Science
2 World Language (sequential, in the same
language)
2 Approved electives
http://www.flbog.edu/forstudents/planning
The Florida College System
The 28 state colleges offer career-related certificates and twoyear associate degrees that prepare students to transfer to a
bachelor’s degree program or to enter jobs requiring specific
skills. Many also offer baccalaureate degrees in high-demand
fields. Florida College System institutions have an open door
policy. This means that students who have earned a standard
high school diploma, have earned a high school equivalency
diploma or have demonstrated success in postsecondary
coursework will be admitted to an associate degree program.
Can a student who selects the 24-credit program graduate
early?
Yes, a student who completes all the 24-credit program
requirements for a standard diploma may graduate in fewer than
eight semesters.
http://www.fldoe.org/schools/higher-ed/fl-college-system/index.stml
What is the distinction between the 18 -credit ACCEL
option and the 24 -credit option?
Career and Technical Centers

3 elective credits instead of 8

Physical Education is not required

Online course is not required
All other graduation requirements for a 24-credit
standard diploma must be met (per s. 1003.4282(3)(a)(e), F.S.).
Florida also offers students 48 accredited career and technical centers
throughout the state, which provide the education and certification
necessary to work in a particular career or technical field. Programs
are flexible for students and provide industry-specific education and
training for a wide variety of occupations.
Career and Technical Directors
Where is information on Bright Futures Scholarships
located?
The Florida Bright Futures Scholarship Program rewards students
for their academic achievements during high school by providing
funding to attend a postsecondary institution in Florida. For more
information, visit http://www.floridastudentfinancialaid.org/SSFAD/bf/.
Where is information on financial aid located?
The Office of Student Financial Assistance State Programs administers a variety of
postsecondary educational state-funded grants and scholarships. To learn more, visit
http://www.floridastudentfinancialaid.org/.
172
Students Entering Grade Nine in the 2015-2016 School Year
Academic Advi sement Flyer– What St udent s and Parents Need to Know
What are the diploma options?
Students must successfully complete one of the following
diploma options:
• 24-credit standard diploma
• 18-credit Academically Challenging Curriculum to
Enhance Learning (ACCEL) option
• Advanced International Certificate of Education (AICE)
curriculum
•
What are the requirements for the 24 -credit standard
diploma option?
4 Credits English Language Arts (ELA)
ELA I, II, III, IV
4 Credits Mathematics
One of which must be Algebra I and one of which
must be Geometry.
International Baccalaureate (IB) Diploma curriculum
What are the state assessment requirements?
Students must pass the following statewide assessments:

Grade 10 ELA (or ACT/SAT concordant score)

Algebra I end-of-course (EOC) and the results constitute
thirty percent of the final course grade* or a comparative
score on the Postsecondary Education Readiness Test
(P.E.R.T.)
3 Credits Science
Students must participate in the EOC assessments, and the
results constitute 30 percent of the final course grade*. These
assessments are in the following subjects:
• Biology I
* U.S. History
• Geometry
* Algebra II (if enrolled)
*Special Note: Thirty percent not applicable if not enrolled in the
course but passed the EOC.
3 Credits Social Studies
What is the credit acceleration program (CAP)?
This program allows a student to earn high school credit if the
student passes an advanced placement (AP) exam, a College
Level Examination Program (CLEP) or a statewide course
assessment without enrollment in the course. The courses include
the following subjects:
• Algebra I
• Geometry
• Algebra II
• U.S. History
• Biology I
1 Credit Fine and Performing Arts, Speech and
Debate, or Practical Arts †
1 Credit Physical Education †
What are the graduation requirements for students with
disabilities?
8 Elective Credits
1 Online Course
Two options are available only to students with disabilities. Both require the 24
credits listed in the table and both allow students to substitute a career and
technical (CTE) course with related content for one credit in ELA IV, mathematics,
science and social studies (excluding Algebra I, Geometry, Biology I and U.S.
History).

Students with significant cognitive disabilities may earn
credits via access courses and be assessed via an alternate assessment.
• Students who choose the academic and employment option
must earn at least .5 credit via paid employment
173
What are the requirements for standard diploma
designations?
What are the public postsecondary options?
State University System
Admission into Florida’s public universities is competitive. Prospective
students should complete a rigorous curriculum in high school and
apply to more than one university to increase their chance for
acceptance. To qualify to enter one of Florida’s public universities, a
first- time-in-college student must meet the following minimum
requirements:









High school graduation with a standard diploma
Admission test scores
16 Credits of approved college preparatory
academic courses
4 English (3 with substantial writing)
4 Mathematics (Algebra I level and above)
3 Natural Science (2 with substantial lab)
3 Social Science
2 World Language (sequential, in the same
language)
2 Approved electives
http://www.flbog.edu/forstudents/planning
The Florida College System
The 28 state colleges offer career-related certificates and two-year
associate degrees that prepare students to transfer to a bachelor’s
degree program or to enter jobs requiring specific skills. Many also
offer baccalaureate degrees in high-demand fields. Florida College
System institutions have an open door policy. This means that
students who have earned a standard high school diploma, have
earned a high school equivalency diploma or have demonstrated
success in postsecondary coursework will be admitted to an
associate degree program.
Can a student who selects the 24 -credit program graduate
early?
http://www.fldoe.org/schools/higher-ed/fl-college-system/index.stml
Yes, a student who completes all the 24-credit program requirements
for a standard diploma may graduate in fewer than eight semesters.
What is the distinction between the 18 -credit ACCEL option
and the 24 -credit option?



Career and Technical Centers
Florida also offers students 48 accredited career and technical
centers throughout the state, which provide the education and
certification necessary to work in a particular career or technical field.
Programs are flexible for students and provide industry-specific
education and training for a wide variety of occupations.
3 elective credits instead of 8
Physical Education is not required
Online course is not required
Career and Technical Directors
All other graduation requirements for a 24-credit standard diploma must be
met (per s. 1003.4282(3)(a)-(e), F.S.).
Where is information on Bright Futures Scholarships
located?
The Florida Bright Futures Scholarship Program rewards students for
their academic achievements during high school by providing
funding to attend a postsecondary institution in Florida. For more
information, visit http://www.floridastudentfinancialaid.org/SSFAD/bf/.
Where is information on financial aid located?
The Office of Student Financial Assistance State Programs
administers a variety of postsecondary educational state-funded
grants and scholarships. To learn more, visit
http://www.floridastudentfinancialaid.org/.
174
Students Entering Grade Nine in the 2014-2015 School Year
Academic Advi sement Flyer– What St udent s and Parents Need to Know
What are the diploma options?
Students must successfully complete one of the following
diploma options:
• 24-credit standard diploma
• 18-credit Academically Challenging Curriculum to
Enhance Learning (ACCEL) option
• Advanced International Certificate of Education
(AICE) curriculum
• International Baccalaureate (IB) Diploma curriculum
What are the state assessment requirements?
Students must pass the following statewide
assessments:
• Grade 10 ELA (or ACT/SAT concordant score)
• Algebra I end-of-course (EOC) and the results
constitute thirty percent of the final course grade* or
a comparative score on the Postsecondary Education
Readiness Test (P.E.R.T.)
Students must participate in the EOC assessments, and the
results constitute 30 percent of the final course grade*.
These assessments are in the following subjects:
• Biology I
• Geometry
*Special Note: Thirty percent not applicable if not enrolled in the
course but passed the EOC.
4 Credits English Language Arts (ELA)
ELA I, II, III, IV
4 Credits Mathematics
One of which must be Algebra I and one of which must be
Geometry.
(except for Algebra I and Geometry).
3 Credits Science
What is the credit acceleration program (CAP)?
This program allows a student to earn high school credit if
the student passes an advanced placement (AP)
examination, a College Level Examination Program (CLEP)
or a statewide course assessment without enrollment in the
course. The courses include the following subjects:
• Algebra I
• Algebra II
• Geometry
• U.S. History
• Biology I
•
•
•
•
3 Credits Social Studies
1 Credit Fine and Performing Arts, Speech and Debate, or
Practical Arts †
1 Credit Physical Education †
What are the graduation requirements for
students with disabilities?
Two options are available only to students with disabilities.
Both require the 24 credits listed in the table and both allow
students to substitute a career and technical (CTE) course with
related content for one credit in ELA IV, mathematics, science
and social studies (excluding Algebra I, Geometry, Biology I
and U.S. History).
• Students with significant cognitive disabilities may earn
credits via access courses and be assessed via an
8 Elective Credits
1 Online Course
alternate assessment
• Students who choose the academic and employment
option must earn at least .5 credit via paid employment
175
What are the requirements for standard diploma
designations?
What are the public postsecondary options?
State University System
Admission into Florida’s public universities is competitive.
Prospective students should complete a rigorous curriculum in
high school and apply to more than one university to increase
their chance for acceptance. To qualify to enter one of Florida’s
public universities, a first- time-in-college student must meet
the following minimum requirements:
•
High school graduation with a standard diploma
Admission test scores
•
16 credits of approved college preparatory academic
•
courses
4 English (3 with substantial writing)
•
4 Mathematics (Algebra I level and above)
•
3 Natural Science (2 with substantial lab)
•
•
3 Social Science
2 World Language (sequential, in the same
•
language)
2 approved electives
•
http://www.flbog.edu/forstudents/planning
The Florida College System
The 28 state colleges offer career-related certificates and twoyear associate degrees that prepare students to transfer to a
bachelor’s degree program or to enter jobs requiring specific
skills. Many also offer baccalaureate degrees in high-demand
fields. Florida College System institutions have an open door
policy. This means that students who have earned a standard
high school diploma, have earned a high school equivalency
diploma or have demonstrated success in postsecondary
coursework will be admitted to an associate degree program.
Can a student who selects the 24 -credit program
graduate early?
Yes, a student who completes all the 24-credit program
requirements for a standard diploma may graduate in fewer
than eight semesters.
http://www.fldoe.org/schools/higher-ed/fl-collegesystem/index.stml
Career and Technical Centers
What is the distinction between the 18 -credit
ACCEL option and the 24 - credit option?
•
•
•
Florida also offers students 48 accredited career and technical
centers throughout the state, which provide the education and
certification necessary to work in a particular career or technical
field. Programs are flexible for students and provide industryspecific education and training for a wide variety of
occupations.
3 elective credits instead of 8
Physical Education is not required
Online course is not required
All other graduation requirements for a 24-credit standard
diploma must be met (per s. 1003.4282(3)(a)-(e), F.S.).
Where is information on Bright Futures Scholarships
located?
The Florida Bright Futures Scholarship Program
rewards students for their academic achievements
during high school by providing funding to attend a
postsecondary institution in Florida. For more
information, visit
Career and Technical Directors
Where is information on financial aid located?
The Office of Student Financial Assistance State Programs administers a
variety of postsecondary educational state-funded grants and
scholarships. To learn more, visit
http://www.floridastudentfinancialaid.org/.
http://www.floridastudentfinancialaid.org/SSFAD/bf/.
176
What are the diploma options?
Students must successfully complete one of the following
diploma options:
• 24-credit standard diploma
• 18-credit Academically Challenging Curriculum to
Enhance Learning (ACCEL) option
• Advanced International Certificate of Education (AICE)
curriculum
• International Baccalaureate (IB) Diploma curriculum
What are the requirements for the 24 -credit standard
diploma option?



What are the state assessment requirements?
Students must pass the following statewide assessments:


Grade 10 ELA (or ACT/SAT concordant score)
Algebra I end-of-course (EOC) and the results constitute thirty
percent of the final course grade* or a comparative score on the
Postsecondary Education Readiness Test (P.E.R.T.)
Students must participate in the EOC assessments, and the
results constitute 30 percent of the final course grade*. These
assessments are in the following subjects:
• Geometry
• Biology
• U.S. History
• Algebra II (if enrolled)





*Special Note: Thirty percent not applicable if not enrolled in the
course but passed the EOC.
What is the credit acceleration program (CAP)?
This program allows a student to earn high school credit if the
student passes an advanced placement (AP) examination, a
College Level Examination Program (CLEP) or a statewide
course assessment without enrollment in the course. The courses
include the following subjects:
• Algebra I
• Geometry
• Algebra II
• U.S. History
• Biology I
What are the graduation requirements for students with
disabilities?
Two options are available only to students with disabilities. Both
require the 24 credits listed in the table and both allow students
to substitute a career and technical (CTE) course with related
content for one credit in ELA IV, mathematics, science and social
studies (excluding Algebra I, Geometry, Biology I and U.S.
History).

Students with significant cognitive disabilities may earn
credits via access courses and be assessed via an
alternate assessment

Students who choose the academic and employment
option must earn at least .5 credit via paid employment

Certain students may earn a special diploma.
177
4 Credits English Language Arts (ELA)
ELA I, II, III, IV
ELA honors, AP, AICE, IB and dual enrollment
courses may satisfy this requirement.
4 Credits Mathematics
One of which must be Algebra I and one of which must
be Geometry.
Industry certifications that lead to college credit may
substitute for up to two mathematics credits
(except for Algebra I and Geometry).
3 Credits Science
One of which must be Biology I, two of which must be
equally rigorous science courses.
Two of the three required credits must have a
laboratory component.
An industry certification that leads to college credit
substitutes for up to one science credit (except for Biology
I).
An identified rigorous computer science course with a
related industry certification substitutes for up to one science
credit (except for Biology I).
3 Credits Social Studies
•
•
•
•
1 credit in World History
1 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 and
†
Debate, or Practical Arts
†
1 Credit Physical Education
To include the integration of health
†
Special Note: Eligible courses and eligible course substitutions
are specified in the Florida Course Code Directory at
http://www.fldoe.org/policy/articulation/ccd.
8 Elective Credits
1 Online Course
Students must earn a 2.0 grade point average on a 4.0 scale.
What are the requirements for standard
diploma designations?
What are the public postsecondary options?
State University System
Admission into Florida’s public universities is competitive. Prospective
students should complete a rigorous curriculum in high school and
apply to more than one university to increase their chance for
acceptance. To qualify to enter one of Florida’s public universities, a
first- time-in-college student must meet the following minimum
requirements:









High school graduation with a standard diploma
Admission test scores
16 credits of approved college preparatory academic courses
4 English (3 with substantial writing)
4 Mathematics (Algebra I level and above)
3 Natural Science (2 with substantial lab)
3 Social Science
2 World Language (sequential, in the same
language)
2 approved electives
http://www.flbog.edu/forstudents/planning
The Florida College System
The 28 state colleges offer career-related certificates and twoyear associate degrees that prepare students to transfer to a
bachelor’s degree program or to enter jobs requiring specific
skills. Many also offer baccalaureate degrees in high-demand
fields. Florida College System institutions have an open door
policy. This means that students who have earned a standard
high school diploma, have earned a high school equivalency
diploma or have demonstrated success in postsecondary
coursework will be admitted to an associate degree program.
Can a student who selects the 24 -credit program
graduate early ?
http://www.fldoe.org/schools/higher-ed/fl-college-system/index.stml
Yes, a student who completes all the 24-credit program
requirements for a standard diploma may graduate in fewer
than eight semesters
What is the distinction between the 18 -credit ACCEL
option and the 24 -credit option?
• -3 elective credits instead of 8
• -Physical education is not required
• -Online course is not required
Career and Technical Centers
Florida also offers students 48 accredited career and technical
centers throughout the state, which provide the education and
certification necessary to work in a particular career or technical
field. Programs are flexible for students and provide industryspecific education and training for a wide variety of occupations.
All other graduation requirements for a 24-credit standard
diploma must be met (per s. 1003.4282(3)(a)-(e), F.S.)
Career and Technical Directors
The Florida Bright Futures Scholarship Program rewards
students for their academic achievements during high school
by providing funding to attend a postsecondary institution in
Florida. For more information, visit
Where is information on financial aid located?
The Office of Student Financial Assistance State Programs
administers a variety of postsecondary educational statefunded
grants and scholarships. To learn more, visit
http://www.floridastudentfinancialaid.org/.
http://www.floridastudentfinancialaid.org/SSFAD/bf/.
Where is information on fi nancial aid located?
The Office of Student Financial Assistance State Programs
administers a variety of postsecondary educational state-funded
grants and scholarships. To learn more, visit
http://www.floridastudentfinancialaid.org/.
178
General Educational Development (GED) Diploma
Any student who is in between the age of 16 to 18 years old and who has not earned a standard
diploma may earn a State of Florida Diploma by passing the Tests of General Educational
Development (GED). The GED consists of separate tests in English, social studies, science,
literature and mathematics. Students must also write a 200‐word essay.
Certificate of Completion, 1003.43 F.S
A student who has not successfully met the minimal 2.0 GPA and/or passed required state
assessments shall be awarded a Certificate of Completion based on the following:
• The student must be seventeen years of age.
• The student must have earned the 24 of required credits to graduate.
• Students with disabilities who have not received a waiver for required assessments.
Any student who is entitled to a certificate of completion may elect to remain in school as a fulltime or part-time student for up to 1 additional year and receive special instruction designed to
remedy his or her identified deficiencies. Schools should take the necessary steps to obtain
notification of a student’s return for an additional year before the conclusion of the school year.
1003.428(4)(d) F.S.
Graduation Requirements for Transfer Students, 1003.433(1) F.S., 1003.4282(8)
F.S.
Grade 11 and grade 12 students who enter a district high school from out of state or from a foreign
country shall not be required to spend additional time in a district high school in order to meet the
high school course requirements of the school district, if the student has met all the requirements of
the district, state, or country from which they transferred. Such students who are not proficient in
English shall receive immediate and intensive instruction in English language acquisition. Transfer
students, however, must earn a 2.0 cumulative GPA and pass the grade 10 FSA ELA/alternative
assessments in reading or achieve scores on the SAT or ACT concordant with FSA levels to receive
a standard diploma. They must also meet the requirement to pass the Algebra I EOC assessment. If
the transcript shows an Algebra I credit, then the student must pass the assessment unless:
•
•
the student earned a comparative score, or
passed on out of state Algebra I standardized assessment.
Graduation and Military Dependent Transfer Students 1000.36 F.S.
The Interstate Compact on Educational Opportunity for Military Children specifies what the local
education agency (LEA) must do to facilitate the on time graduation of children of military families
in Article VII:
A. LEA officials shall waive specific courses required for graduation if similar coursework has
been satisfactorily completed in another local education agency or shall provide reasonable
justification for denial. If a waiver is not granted to a student who would qualify to graduate
from the sending school, the local education agency must provide an alternative means of
acquiring required graduation coursework so that graduation may occur on time.
B. States shall accept exit or EOC exams required for graduation from the sending state, national
norm-referenced tests, or alternative testing, in lieu of testing requirements for graduation
179
from the sending state. If these alternatives cannot be accommodated by the receiving state
for a student transferring in his/her senior year, the provisions of Article VII, Section C apply.
C. If a military student transfers at the beginning of our during his or her senior year and is not
eligible to graduate from the receiving LEA after all the alternatives have been considered,
the sending and receiving LEAs must ensure the receipt of a diploma from the sending LEA,
if the student meets the graduation requirements from the sending LEA. If one of the states in
question is not a member of this compact, the member state shall use its best effort to
facilitate the on-time graduation of the student in Sections A and B of this Article.
D. Honors:
Selection of Honor Graduates
Students must be on track for graduation. The weighted GPA, listed below, delineates the selection
of Honors Graduates, which includes high school courses taken during middle school, dual
enrollment, and virtual/online courses. In order to be considered an Honors Graduate, students
must be enrolled in the same year-long course at the same level and receive a grade for the 8th
semester or have completed their four (4) required courses by the end of the 7th semester.
Summa Cum Laude:
Magna Cum Laude:
Cum Laude:
4.25 and above
4.0-4.2499
3.75-3.99
 Students graduating in the 2016-2017 School Year will be able to use either the 2015-2016
Honors Graduate calculations or the 2016-2017 Honors Graduate calculations; the
calculation that best benefits the student will be applied.
Anne T. Mitchell County Honors Program
Three special awards are presented to graduating seniors:
• The Peggy Gorday Bruner Award is presented to the county's most outstanding academic
scholar. Each high school principal may nominate that school’s number one senior academic
scholar. The Okaloosa County School Board will select one senior student countywide from
the school nominations by using SAT and/or ACT scores, GPA, awards, leadership roles,
community service, and a principal’s nomination by using their cumulative weighted.
• The Gerald B. Gill Award is an award given at each high school in OCSD to the student who
has shown the most improvement during high school, in terms of leadership, character and
academics.
• The Maryann Foreman Award shall be presented at each high school to the senior who has
faced the challenges of having a learning disability or other exceptionality and is committed
to pursuing a post-secondary education and setting career goals. The school award winner
must have a 2.5 or higher grade point average.
Honors students will be recognized at the Anne T. Mitchell Honors Program based on the following
criteria:
• Grade 12 Graduates: All students who are deemed Honor Graduates will be invited to attend
the Anne T. Mitchell Senior Academic Honors Assembly.
180
School Based Recognitions
Each school will use the following criteria in recognizing Honors Students:
• Grade 11: All students who have a cumulative 3.75 WGPA or higher at the end of their 5th
semester will be recognized at the honors assembly at their school.
•
Grade 10: All students who have a cumulative 3.75 WGPA or higher at the end of their 3rd
semester will be recognized at the honors assembly at their school.
•
Grade 9: All students who have a cumulative 3.75 WGPA or higher at the end of their 1st
semester will be recognized at the honors assembly at their school.
181
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section V
Assessment and Instructional Support,1008.22 F.S.
Assessment Considerations for Dependent Children of Military Personnel
1000.36 F.S.
A dependent child of a member of the United States Armed Forces who enters a district school in
grade 12 from out of state or out of country and provides satisfactory proof of attaining a score on
an approved alternate assessment that is concordant to a passing score on the grade 10 FSA,
shall satisfy the assessment requirement for a standard high school diploma. (The list of High
School Mathematics Statewide Assessments by State, can be accessed at
http://www.fldoe.org/core/fileparse.php/7764/urlt/0084239-hs-assessments-state.pdf )
PSAT Assessment for all 10th Graders
Each high school, including alternative sites and centers of the Department of Juvenile Justice,
shall provide for the administration of the Preliminary SAT/National Merit Scholarship
Qualifying Test (PSAT/NMSQT), to all enrolled grade 10 students.
Assessment Opportunities for Home Education Students
Opportunities to take state assessment tests (FSA reading, writing, math and FCAT science) are
available to home education students. Students will take state assessments at a district
designated testing site. Arrangements can be made through the District Home School
Coordinator.
Assessment of Virtual Students
Students enrolled in an OCSD/FLVS course, which requires an EOC are required to take the EOC
in a district designated testing site. Arrangements can be made through the district Okaloosa
Online Program Director.
No Assessment Exemptions Based on Attendance 1003.33 (2) F.S.
Schools shall not exempt students from academic performance requirements, such as final
exams, based on practices or policies designed to encourage student attendance. A student’s
attendance record may not be used in whole or in part to provide an exemption from any academic
performance requirement.
182
Assessment of New/Transfer Students, State Rule 6A‐1.09941 (F.A.C.)
Students transferring into the district once the school year has begun shall be assessed within two
weeks in reading and math to determine reading proficiency and to ensure proper course
placement and remedial instruction placement.
If a student transfers into a Florida high school from out of country, out of state, a private school,
or a home school, and the student’s transcript shows credit received in algebra I or an equivalent
course, the student must pass the statewide, standardized Algebra I EOC assessment in order to
earn a standard high school diploma unless the student earned a comparative score, passed a
statewide assessment in algebra I administered by the transferring entity, or passed the statewide
mathematics assessment the transferring entity uses to satisfy the requirements of the
Elementary and Secondary Education Act.
If a student’s transcript shows a credit in high school reading or English Language Arts II or III, in
order to earn a standard high school diploma, the student must take and pass the grade 10 ELA
FSA assessment or earn a concordant score.
If a transfer student’s transcript shows a final course grade and course credit in Algebra I,
Geometry, Algebra II, Biology I or U.S. History, the transferring course final grade and credit
shall be honored without the student taking the requisite statewide, standardized EOC assessment
and without the assessment results constituting 30 percent of the student’s final course grade.
Transfer students must pass Florida’s EOC assessments for the scholar designation. See cohort
requirement charts at http://www.fldoe.org/academics/graduation-requirements
If a student in an EOC course withdraws from the district and is going out of state, the student is
awarded the .5 credit.
Algebra I EOC Information
Because passing the Algebra I EOC is a graduation requirement, it is important to understand
the possible scenarios for an algebra I student:
Course
Passes
Passes
Fails
(Grade Forgiveness)
EOC: The EOC is always 30% of the final grade.
Passes • No retakes will be permitted unless grade forgiveness applies
Fails
• The final course grade is included in the GPA
• Credit in the course is awarded
• The student must retake and pass the EOC to fulfill graduation
requirements
• Student is eligible to attend the Summer Algebra Program
Passes
•
•
•
The final course grade is included in the GPA
Credit in the course is awarded
If the student chooses to participate in grade forgiveness, the EOC
grade must be used as 30% of the final grade.
183
Fails
Fails
•
•
•
•
The final course grade is included in the GPA
The student must retake and pass the EOC to fulfill graduation
requirements
Student is eligible to attend the Summer Algebra Program
Algebra I EOC Retake Policy
If the student failed the EOC, retake is permitted:
a. For grade forgiveness\
b. To qualify for the scholar diploma designation
If a student is repeating the class, brick and mortar, recovery lab or Okaloosa Online, the
student may re‐take the EOC. The higher of the two scores will be used for grade
calculation.
State and District Assessments 1008.22 F.S
In all high school courses that do not have a state FSA/EOC assessment, high school students
will take a teacher/district made mid-term and final exam.
District Semester Exams
•
First Semester Exam: teacher developed first semester exams will be administered at the
conclusion of the first semester for all students, with that exam counting 1/7th of the student’s
first semester grade.
•
Second Semester Exam: Students taking the required state EOC, FSA, AP/IB/AICE assessment
will not be required to take a second semester teacher created exam.
o All remaining courses will administer a teacher created second semester exam that
constitutes 1/7th of the student’s second semester grade.
Teachers of like courses should collaborate on the creation of the semester exam.
State Assessments
Participation in the statewide testing program, which consists of the FSA, State End-ofCourse (EOC) assessments and alternate assessments, is mandatory for all K-12 students
attending public schools. The reading assessment shall be administered annually in grades 310, writing in grades 4-10, math in grades 3-8, and science in grades 5 and 8.
State EOC assessments for a subject shall be administered in addition to the comprehensive
assessments for a subject shall be administered under 1008.22 (3)1 F.S. All State EOC
assessments are weighted 30% of the final grade.
Beginning with the 2013-2014 9th grade cohort, students who are enrolled in Algebra I or an
equivalent must earn a passing score on the EOC to qualify for a standard diploma.
1003.4282, 1003.4285 F.S.
The final course grade for all students enrolled in either standard or honors Algebra I,
Geometry, Algebra II, Biology and U.S. History, must be calculated using the State EOC
assessment as 30% of the final grade. This does not apply to students enrolled in Advanced
184
Placement (AP) U.S. History or Dual Enrollment (DE) American history or AP/DE biology
courses.
For the Scholar Diploma Designation, a student is exempt from the biology I or U.S. history
assessment if the student is enrolled in an AP, IB, or AICE Biology I 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. (HB 7031‐2014)
Concordant Scores for FSA 1003.428 (4)(b) (4)(c), 1003.429 (6)(a), 1003.43 (5)(a),
To graduate from high school, students must earn passing scores on FCAT/FSA or passing
scores on standardized tests that are concordant with passing scores on FCAT/FSA, as defined
by statute. Yearly, the Florida Legislature considers the authorization of the use of alternative
assessment(s) for meeting high school graduation requirements.
For students entering grade 9 in 2010-2011 school year and thereafter, the passing score for all
assessments required for high school graduation scholar designation or for the diploma
requirement is the minimum scale score in Achievement Level 3. Students entering grade 9 in
2010-2011 school year and thereafter must pass the Grade 10 FCAT/FSA in reading/ELA for
graduation purposes. Students entering grade 9 in 2011-2012 and thereafter must pass the
Algebra I EOC assessment to qualify for a standard diploma. This applies to middle school
students seeking high school course credit for Algebra I.
Concordant and Comparative Scores by Year Students Entered Grade 9
Reading
Algebra I
2010-11
2011-12
Assessment
To Present
To Present
FCAT 2.0
245
N/A
SAT
430
N/A
New SAT EBR-Writing
24
N/A
ACT
19
N/A
Algebra I EOC Assessment
N/A
399
PERT
N/A
97
Students seeking a standard high school diploma are not required to make three attempts at
passing the FCAT/FSA prior to using an approved concordant score. Students who enter high
school in grades 11 or 12 can automatically apply passing concordant scores to meet the
graduation requirement. Students must take the Algebra I EOC at least once before a
comparative score on the PERT will be accepted. Additional guidance regarding FSA concurrent
scores is posted at: http://www.fldoe.org/core/fileparse.php/5663/urlt/GradRequireFSA.pdf
Instructional Support
Each student who does not meet specific levels of performance in reading, writing, science and/or
mathematics shall be provided with scientifically research-based interventions as indicated by
additional diagnostic assessments used to determine the nature of the student’s difficulty and
areas of academic need. Instructional support shall continue performance expectations are met as
documented by demonstrating mastery, passing the state assessment(s) or graduating from high
school.
185
Programs of Remediation, 1008.25(4)(b), F.S.
Programs of remediation shall be the responsibility of the district school board through their
schools. This remediation shall be documented in a single plan (PMP/PMS, IEP), provide
enrichment through improvement of any basic skills in which students are deficient and assist
students in achieving grade level/course expectations in order to move from one grade level to
another.
Parents or legal guardians are formally notified of an academic deficiency as soon as the deficiency
is identified. Parents/legal guardians will be notified in writing (i.e., parent letter) prior to initiating a
PMP/PMS in ELA and/or math. At this time, a request for a conference with the parent will also be
initiated. If not signed and returned, a copy of the letter should be signed at the parent/legal guardian
teacher conference to indicate receipt. If no response is received (attempts to contact parent/legal
guardian should continue) the development of the PMP/PMS should not be delayed.
Letters sent to the parent/legal guardian shall notify them of the following:
• Their child has been identified as having a substantial academic deficiency in reading and/or
math.
• Notification that research-based strategies are being and will continue to be provided for their
child.
• Notification that research-based strategies and materials will be suggested for parents/legal
guardians to use at home with their child.
• A list of the assessments used to determine promotion or retention (FSA not being the sole
determiner).
• If the child’s deficiency is not corrected by the end of the current grade, and promotion criteria
are not met, the child must be retained unless he/she is exempt from mandatory retention for
Good Cause or through Administrative Promotion.
• Remediation will continue until the deficiency is corrected.
Parents or legal guardians should be notified at the end of the first semester, if the student exhibits
substantial difficulty in learning and is in danger of failing. Written notification should be provided
in person at a parent/teacher conference, by mail with return acknowledgement, receipt, or by
certified mail. In the case of a student who transfers to a district school at a later date, a “possible
retention” letter may be sent any time a deficiency is identified. 1008.25(5)(c)1-6, F.S
Remediation Procedure for High School Students, 1008.25(4)(b) F.S.
The following chart outlines the process and guidelines for screening students, as well as the
development of a Progress Monitoring Plan or Progress Monitoring System. Discovery Education
Assessment (DEA) is used as the interim assessment for screening. Further DEA Assessments
include Algebra I, Geometry, and Science. See the Appendix for DEA Testing windows.
A PMP/PMS should be created for any student of concern at any point in the school year,
regardless of prior FSA Assessment scores.
186
REMEDIATION PROCEDURES FOR HIGH SCHOOL NINTH THROUGH TWELFTH GRADE
Reading
Math
Step 1:
Step 1:
• Administer DEA Reading to:
• Administer DEA Math to:
o FSA ELA Level 1, Level 2
o Entering 9th grade student
o New students of concern
with a Level 1 or Level 2
Screening
o With a Level 1 (FSA or
FSA score
Criteria for
DEA), move to Step 2a
o Alg I EOC Level 1, Level 2
all Students
o New students of concern
o With a Level 2 (FSA or
DEA), move to Step 2b
o With a Level 1 (Alg I EOC
or DEA), move to Step 2a
o With a Level 2 (Alg I EOC
or DEA), move to Step 2b
An IEP or PMP will be written according to the criteria in place for the development and review of the specific
document.
Step 2a:
Step 2a:
• In consultation with the parents or
• In consultation with the parents or
legal guardian, develop and
legal guardian, develop and
implement the PMP for:
implement the PMP for:
o Students with a Level 1 on
o Students with a Level 1 on
FSA ELA, based on the
Alg I EOC or an incoming
previous
year’s
data
9th grade student who earned
Development
o Students with a Level 1 on
a Level 1 on FSA math,
of Progress
DEA Reading
based on the previous year’s
Monitoring
data
• Monitor student progress through the
Plan (PMP)
• Students with a Level 1 on DEA
use of interim assessment at least 2
times a year (Steps 4 and 5).
Math
OR
• Parents will be informed of
• Monitor student progress through the
assessment results following each
use of interim assessment at least 2
formative assessment event.
times a year (Steps 4 and 5)
• Parents will be informed of
assessment results following each
formative assessment event
Step 2b:
Step 2b:
• Implement a Progress Monitoring
• Implement a Progress Monitoring
System for:
System for:
o Students with a Level 2 on
o Students with a Level 2 on
FSA ELA, based on the
Alg I EOC or an incoming
previous year’s data
9th grade student who earned
o Students with a Level 2 on
a Level 2 on FSA math,
DEA Reading
based on the previous year’s
data
Progress
• Parents will be notified of the
o Students with a Level 2 on
Monitoring
academic deficiency, use of researchDEA Math
System (PMS)
based strategies to correct the
• Parents will be notified of the
deficiency, and the assessment
instruments and schedule used for
academic deficiency, use of
progress monitoring
research-based strategies to correct
the deficiency, and the assessment
• Monitor student progress through the
instruments and schedule used for
use of interim assessment at least 2
progress monitoring
times a year (Steps 4 and 5)
• Monitor student progress through the
Parents will be informed of assessment
results following each formative assessment
use of interim assessment at least 2
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event
9th-12th Grade
Early
December to
Early
January, End
of the 1st
Semester
April to May
Reading
Step 3:
• Administer DEA Reading to students
identified in Step 1
• Develop (using Step 1 criteria),
continue or modify an existing PMP
or PMS, depending on the score
• If failure is a possibility, provide
written notification to parents or
legal guardian. A conference should
be requested.
• Move to Step 4
Step 4: (Optional)
• Administer DEA Reading to all
students enrolled in an IR class
• Administration to other students
identified in Step 1 is optional
times a year (Steps 3 and 4)
Parents will be informed of assessment
results following each formative
assessment event
Math
Step 3:
• Administer DEA Math to students
identified in Step 1
• Develop (using Step 1 criteria),
continue or modify an existing PMP
or PMS, depending on the score
• If failure is a possibility, provide
written notification to parents or
legal guardian
• Move to Step 4
Step 4: (Optional)
• Administration of DEA Math to all
students enrolled in an IM class
• Administration to other students
identified in Step 1 is optional
Progress Monitoring Plan (PMP)
A PMP defines a program of remediation which shall be developed for the following students:
• Grade 6-12 students
• ELL: An ELL student can have a PMP and an ELL plan if the student is having academic
difficulties that are not related to English language proficiency, but rather are due to academic
difficulties in Heritage language and/or lack of academic progress when compared to other
ELLs with similar DEUSS dates.
The PMP must be developed as soon as a deficiency is identified; the prescribed program of
remediation must be in addition to the core instructional component and include research-based
strategies. Final outcomes, supported by a system of formative and frequent assessments, will be
established to monitor student progress and identify when grade level proficiency is met. Revisions
shall be made to the PMP based on analysis of assessment results. Remediation will continue until
grade level proficiency is consistently demonstrated. 1008.25(4)(b).
The PMP process is initiated by evaluating academic performance on specified screening
instruments and/or grades the initial designation of deficiency is then supported through additional
diagnostic assessments to determine the exact nature of the student’s difficulty and areas of
academic need. In consultation with the student’s parents or legal guardians, using the PMP, a
detailed Progress Monitoring Plan will be designed to communicate and document the individual
assistance to be provided.
The PMP must clearly identify:
• The specific academic skill(s) which require remediation,
• The research-based strategies to be used for remediation,
• How, when, how often, by whom, and for how long intensive remedial instruction is to be
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provided, and
• The monitoring and reevaluation activities to be employed.
o The expectation is that formative assessments will occur, at a minimum, two times a
year in a pre-mid setting.
o Assessment results are used for revision of the PMP and the instructional program.
o Tier II and III students in MTSS will require more frequent monitoring to determine
the effectiveness of the type and frequency of selected strategies.
The PMP is expected to be a collaborative venture with regard to development of the components,
implementation of strategies, and progress monitoring. All teachers who interact with a PMP student
will be an active member of the PMP team for that student. Each school will establish a system to
ensure the required collaboration and to monitor student progress.
Discovery Education Assessment (DEA)
To assist teachers in determining which students should be placed on a PMP and when/how to
adjust instruction based on student progress, the DEA will be administered to k-12 students. The
DEA, aligned to state standards, was designed to:
• Evaluate progress toward end of year benchmarks
• Diagnose learning needs
• Set instructional goals
• Monitor instructional progress
• Provide parent information
The DEA is administered two or three times a year, depending on grade/course, in a pre-mid-post
setting. Progress monitoring occurs at frequent intervals and will be used to differentiate instruction.
The DEA Assessment will also assist teachers in supporting students at all tiers in the MTSS
process.
Progress Monitoring of Level 1 and Level 2 Students
•
DEA Reading will be administered to all Level 1 and Level 2 students.
o IR classes may use DEA as both the first and second semester exams.
•
DEA Math will be administered to all Level 1 and Level 2 students.
o IM classes may use DEA as both the first and second semester exams.
Progress Monitoring System (PMS)
A formal PMS will be established for secondary students as defined in the progression charts.
Parents of students who meet criteria will be informed of the specific academic deficiency, the use
of research-based strategies to correct the deficiency, the formative assessment schedule and results
of the assessments.
Communication and conferencing with parents/legal guardians is an essential component of this
process. Remediation will continue until grade level proficiency is consistently demonstrated.
Progress of the PMP and PMS will be reported to FLDOE three (3) times per year.
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Secondary Reading and Math Remediation
Intensive Reading Placement Guidelines for Grades 9-12:
• Students who score at Level 1 on FSA are required to be placed in an Intensive Reading Class.
• Students who score a lower Level 2 on FSA ELA are highly recommended for Intensive
Reading placement.
• Students who score at upper Level 2 on FSA ELA are recommended for placement in a Content
Area Reading Class with a Reading endorsed/certified teachers, or a teacher trained in CAR-PD
or NGCAR-PD.
o Additional Data: this data may be used for placement and conferencing with parents.
 DEA data
 Student grades in ELA courses
 Previous FCAT Reading scores
Intensive Math Placement Guidelines for Grades 9-12:
• Students who score at Level 1 on FSA are strongly recommended for placement in an Intensive
Math/Remedial Math Class.
• Students who score a lower Level 2 on FSA are highly recommended for placement in an
Intensive Math/Remedial Class.
• Students who score at upper Level 2 on FSA are recommended for placement into an Intensive
Math/Remedial Class.
o Additional Data: this data may be used for placement and conferencing with parents.
 Student grades in math courses
 DEA data
Plan of Care (POC)
The allocation of POC funds will be determined on an annual basis, with consideration given to
specific needs of students and practices proven most effective in accelerating student learning.
Parent Refusal for Support through Progress Monitoring and a Multi-Tiered
System of Supports
The school district has the authority and responsibility to advise a student's course of study.
Schools are held responsible for developing a MTSS in consultation with the parent, but
parental approval is not required, nor can parents veto a MTSS. The school is held accountable
for the student's success and may implement a MTSS without a parent's approval. Students whose
progress monitoring is an IEP, however, must have parent approval of the plan.
If the parent refuses to participate in the support strategies detailed in the MTSS because he or
she believes the strategies are unnecessary or inappropriate, the parent may appeal to the
principal. The principal shall provide a hearing officer, and the hearing officer shall make a
recommendation for final action to the principal. Consistent with school board rules and in
accordance with state statute [1012.28 (5) F.S.], the Superintendent has designated the principal
of the school as the final authority in the placement of students in programs or classes. For
more specific requirements, refer to the District’s Comprehensive Reading Plan on OCSD
website https://app1.fldoe.org/Reading_Plans/Narrative/NarrativeList.aspx
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College Readiness and PERT, 1008.25 (2)(a) F.S., State BOE Rule 6A‐10.0315
Students who are administered, but did not pass the Postsecondary Education Readiness Test
(PERT) in their junior year may be enrolled in Math for College Readiness and/or English IV
College Prep the subsequent year.
Students recommended to take PERT:
•
•
Math- Juniors with an Algebra I EOC score of Level 2 and 3
English- Juniors with and ELA FSA score of Level 2 and 3
For both courses, the PERT will be re-administered at the conclusion of the year.
Participation in Interscholastic Extracurricular Student Activities, 1006.15 F.S.
Regulations on student standards for participation in interscholastic and intrascholastic
extracurricular student activities are specified in Florida Statute 1006.15, also known as the “Craih
Dickinson Act.” The term “extracurricular” means any school-authorized or education-related
activity occurring during or outside the regular instructional school day.
In order to participate in an interscholastic extracurricular student activity, a student must
have:
• An unweighted, cumulative GPA of 2.0 or higher on a 4.0 non-weighted scale in the
courses required by statute for high school graduation.
• Students involved in activities governed by the Florida High School Activities Association
(FHSAA) must meet all requirements for participation set forth by that organization.
• Schools may elect to use more rigorous academic criteria for selection and continued
participation of students in any extracurricular activity, including but not limited to
athletics.
• An outstanding debt for a lost or damages textbook or other instructional material may
prevent a student from participating in extracurricular activities.
National Collegiate Athletic Association (NCAA)
College-bound student athletes will need to meet more rigorous academic rules to receive a
scholarship at NCAA Division I colleges or universities. A student who enters a NCAA Division I
college or university on or after August 1, 2016 (entered 9th grade in 2012-2013), will need to meet
new academic rules in order to receive athletics aid (scholarship), practice, or compete during their
first year.
The changes include the following:
• Minimum core-course GPA of 2.300 required in 16 core courses
• Change in GPA and test score index (sliding scale)
• Ten core courses required before the 7th semester of the senior year
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SCHOOL DISTRICT OF OKALOOSA COUNTY
Section VI
Grading and Notification Procedures
A. Reporting Student Progress Report Cards, 1003.33 F.S.:
Report cards provide the student and the student’s parents with an objective evaluation of
scholastic achievement with indicators of progress. Report cards shall clearly depict and evaluate
the following:
• the student’s academic performance in each class or course in grades K through 12
based on examinations as well as other appropriate academic performance items,
• the student's performance at his or her grade level,
• the student’s conduct and behavior, and
• the student’s attendance, including absences and tardies.
Academic Grading and Gradebook, 1003.33(2) F.S.
Academic grades shall be based solely on scholastic proficiency in meeting the Florida Standards
(ELA and math) and Next Generation Sunshine State Standards (science and social studies), as
applied to the course or grade in which the student is enrolled. Classroom assignments,
examinations, and achievement on district assessments are used to determine grade. In no case
shall a disciplinary penalty be exacted in terms of a diminished academic grade. Grades should be
clear, undiluted indicators of what students know and are able to do at the conclusion of the
learning sequence. The evaluation of behavior/conduct shall be recorded and reported accurately
and separately from all academic grades.
*Students who are found cheating on an academic assignment may receive an academic
consequence on the assignment at the discretion of the teacher.
High School Grading Information
Teachers of the same course at a given school will develop a common weighting system.
Without exception, all teachers will use Gradebook system as the avenue for maintaining
communication of student grades. In general, the expectation is that a minimum of one grade per
subject per week will be entered in the electronic Gradebook system, with the understanding that
occasionally a two-week period will occur between grades. The principal should approve a longer
period than two weeks, with notification provided to parents as to the specific reason/situation.
Parent Notification and Grading
On an annual basis, the district will report to the parent/legal guardian of each student their
progress toward achieving state and district expectations in ELA, math, and science. This
reporting system will include two (2) documents: the end-of-year report card (identifying whether
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the student will be promoted or retained) and the grade level statewide assessment parent report
(i.e., FSA).
Grading Scale and Point Value
Grade, Percent
Grade Definition
A= 90-100
B= 80-89
Outstanding Progress
Above Average
Progress
Average Progress
Lowest Acceptable
Progress/ In Danger
of Failing
Failing
Incomplete
(Secondary Only)
C= 70-79
D= 60-69
F= 0-59
I= 0
Grade Point
Value, Weighted
(AP, AICE, IB, DE,
School Board
approved Career
Technical
Courses)
Grade Point
Value weighted:
all other districtapproved
weighted
courses
5
4
4.5
3.5
2
1
3
2
2.5
1.5
0
0
0
0
0
0
Grade Point
Value NonWeighted
4
3
*See School Board Approved list of courses in Appendix
Grading Scale for Conduct: Grades 1-12
Students will receive a conduct number, based on the following:
1= Satisfactory
2= Needs Improvement
3= Unsatisfactory
Grade Level Performance (used to determine the GLP code)
Florida law requires that the report card be used to notify parent(s)/legal guardian(s) when a student
is working at a skill level below that of his/her assigned grade placement. As such, one of the
following codes will be used in every class/course, each nine-week grading period, to identify
at/above or below grade level performance for Grade 1-12 students. One of the GLP codes will be
used each quarter to reflect performance in Reading only for Kindergarten students. 1008.22 F.S.,
1008.34 F.S., 1001.11 F.S.
Assigning preventative strategies, re-teaching, limiting number of practice problems, alternative
assessment strategies for course content and/or reduced written requirements are not in themselves
indications of “operating below grade level.” They are good instructional strategies for matching
curriculum to the child’s academic needs.
Students will be assigned one of the following GLP codes based on their performance:
• S= performance is at or above grade level
• U= performance is below grade level or performance is below course expectations in the case
of weighted courses
A student is considered to be operating below grade level in a class or course when either one of the
following have occurred:
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•
•
•
The student receives a D or F in any course
The concepts on which the student is assessed are not taught at the current grade level and are
taken from instructional materials, adopted CCRP, or benchmarks from a lower grade level
The conditions, under which the student is assessed and/or leading to the assessment, vary to a
large degree from other students (i.e., extensive accommodations, support, modifications).
Parent Notification and Grading
When a Grade 9-12 student has a cumulative GPA below a 2.5, or appear to be making insufficient
progress in accumulating credits, his/her parents or legal guardian will be provided written
notification in person, by mail with return acknowledgement receipt or by certified mail at the end
of each semester.
Parents of Grade 12 students will be provided written notification in the same manner if their child
is at-risk of not meeting the graduation requirements (see grade level graduation charts).
Progress Reporting
Grades K-12 students will receive a computerized report card every nine-week grading period.
Other teacher/parent or legal guardian communication such as conferences, letters, telephone
conversations, and e-mail are recommended. Mid-quarter progress reports remain a school
decision, with the exception of Grade K.
Students with a Progress Monitoring Plan (PMP) or on a Progress Monitoring System (PMS) will
be assessed a minimum of two times per year (see appropriate grade-level charts); results of the
assessment will be formally communicated to parents following each assessment event. At a
minimum, a PMP must be reviewed at the conclusion of the first semester to document student
progress and determine whether adjustments to the instructional program are appropriate.
In ESE, grades will be given in all subject areas and general behavior. Student progress is reported
each nine weeks, in accordance with the report card schedule. Further communication of progress
will be provided through the ESE Annual Goal Progress Report. Progress on annual goals must be
reported as often as progress is reported for non-disabled peers. Conferencing and personal
communication between classroom teacher(s) and parent(s)/legal guardian(s) are necessary at
regular intervals during the year.
Review and Monitoring of Progress Reports
Administration will review progress report guidelines with teachers early in the first nine-week
period. In addition, administration will monitor report cards each grading period to ensure
guidelines are followed and grades are based on a student’s proficiency in meeting all State Board
of Education’s adopted standards.
Grade Forgiveness of High School Credit by Middle School Students
High school level courses taken below grade 9 may be used to satisfy high school graduation
requirements and Bright Futures award requirements. Middle school students who have taken
high school courses may receive grade forgiveness if they have earned a grade of C, D or F or
the numerical equivalent of C, D or F. In such case, the district forgiveness policy must allow the
replacement of the grade with a grade of C or higher, or the numerical equivalent of a grade of C
or higher, earned subsequently in the same or comparable course. For a grade of A or B in the
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course, the grade cannot be forgiven and will appear on the student’s high school transcript
and will be used in the calculation of high school grade point average and for Bright Futures.
Grade Forgiveness for High School Students
State law requires a cumulative 2.0 GPA to graduate. Forgiveness policies for required courses
shall be limited to replacing a grade of D or F, or their numerical equivalent, with a grade of C
or higher, or its numerical equivalent, earned subsequently in the same or comparable course.
Forgiveness policies for elective courses shall be limited to replacing a grade of D or F, or their
equivalent, with a grade of C or higher, or its equivalent, earned subsequently in another course.
Such students may repeat a course for forgiveness with grades C or below. Any course credit not
replaced according to the district's forgiveness policy shall be included in the calculation of the
cumulative GPA required for graduation. All courses and grades must be included on the student’s
transcript.
Grade Forgiveness and EOC Retake Policy
A high school student who is retaking an EOC course for grade forgiveness and has already
taken the EOC does not have to retake the EOC, but may do so. If the student does not retake
the EOC, then the previous EOC results must be averaged into the grade for course average.
Grade forgiveness does not mean a new grade without the EOC averaged in.
A student may retake an EOC to qualify for the scholar designation or as part of a grade forgiveness
program.
Guidelines for Extracurricular Activities and Athletics
All middle school students who participate in extracurricular activities must maintain a minimum 2.0
GPA on a 4.0 scale, or its equivalent and pass five (5) subjects for the grading period immediately
preceding participation; or, student eligibility for the first grading period of each new school year
shall be based on passing five (5) subjects and maintaining the required GPA for the previous school
year.
Elementary students initially entering middle school will have their eligibility determined by their
first grading period. Their respective national charters may determine eligibility for honor clubs.
B. Parent/Student/Teacher Notifications and Public Reporting
1003.429(3) F.S.:
Parent Notification of Student’s Annual Progress 1008.25 (1) (8) (a) F.S.
Each year, schools shall provide parents with a report of the progress of the student toward
achieving state and district expectations for proficiency in reading, writing, science, and
mathematics, including the student’s results on each statewide assessment test. This report
traditionally accompanies the last report card of each year but may be sent at an earlier date as
determined by the school. In addition, progress reporting information shall be provided to parents.
Parent Notification of Student Retention
Parents shall be notified in writing when it is apparent that the student may need to be retained.
Documentation shall be kept, and an acknowledgment of such notification shall be obtained.
Ongoing communication with the parents shall be maintained.
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Parent Notification of Remediation
Parent notification shall be documented when a student is being remediated in reading, writing,
science and/or math and is being considered for retention. School personnel shall use available
resources to achieve parent understanding and cooperation regarding a student’s remediation,
progress monitoring plan, and possible retention. Parents shall be informed of student progress via
quarterly report cards and conferences as deemed necessary by the school.
Teacher Notification of Students on Community Control
If a juvenile on community control attends a regular educational school program, then the identity of
the juvenile and the nature of the felony offense shall be made known to each of the student's
teachers and appropriate district staff.
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SCHOOL DISTRICT OF OKALOOSA COUNTY
Section VII
Exceptional Student Education 1003.43 (11)(a) F.S.
The Okaloosa County School District actively seeks to locate exceptional students and maintains
information on those students screened and identified as "exceptional." The term "exceptional
student" includes, but is not limited to, the following:
• students who have intellectual disabilities
• students with speech and language impairments
• students who are deaf or hard of hearing
• students who are blind or visually impaired
• students who have orthopedic impairments
• students who have traumatic brain injuries
• students who have other health impairments
• students who have emotional or behavioral disabilities
• students who have specific learning disabilities
• students who are gifted
• students who have autism spectrum disorders
• students who are developmentally delayed
A. Admission and Placement
Eligibility for Exceptional Student Education (ESE) Services
All students having difficulty meeting promotional requirements shall be monitored carefully by
the Multi‐Tiered System of Supports (MTSS) Intervention Team or its equivalent. Eligibility
for an Exceptional Student Education program may be considered upon completion of
appropriate interventions and activities. State law requires that students with learning problems
in reading and/or math or behavior that interferes with learning must have been on an
intervention plan for a reasonable amount of time prior to beginning the referral process for
Exceptional Student Education. Evaluation must be completed within 60 days from the date
the parent signs consent and that the student is in attendance. Eligibility for Exceptional
Student Education is determined by the staffing committee in accordance with current eligibility
criteria as defined in the Exceptional Student Education Policies and Procedures (SP&P)
located on the Florida Department of Education website at
http://beess.fcim.org/sppDistrictDocSearch.aspx .
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Gifted Students enrolled in Exceptional Student Education (ESE)
Florida’s Plan for K-12 Gifted Education is intended to set a path for districts to ensure high
expectations and achievement for gifted learners. The strengths of the student determine the
programming options to guide rigorous and differentiated instruction.
An Educational Plan (EP) will be developed for any student qualifying for gifted services. The state
recommended duration for EPs are as follows: K-2, 3-5, 6-8, and 9-12. EPs must be reviewed at
transition years: 2nd to 3rd grade, 5th to 6th grade, and 8th to 9th grade. EPs should also be reviewed
any time the level of gifted services changes.
Students with Disabilities enrolled in Exceptional Student Education
All ESE students have access to the general education curriculum as determined by their Individual
Education Plan (IEP). The IEP team must have high expectations for all students. The Florida
Standards (ELA and math) and Next Generation Sunshine State Standards (science and social
studies) are considered the curriculum for the majority of students with disabilities. An IEP team
must consider the extent to which the student’s disability adversely impacts the student’s potential
for learning or rate of learning. The IEP team must then decide if the student should participate in
general education with accommodations that lead to mastery of the Florida Standards and Next
Generation Sunshine State Standards, or participate in a modified curriculum that leads to the
mastery of Florida Standards Access Points.
B. Curriculum and Instruction
Accommodations for Exceptional Student Education (ESE) Students
Accommodations are changes in how students are instructed and/or assessed (i.e., instructional
materials, learning environment, presentation, and time demands). Accommodations included in
the IEP, with the appropriate annual goals, must be documented for:
•
•
Appropriate courses and settings
Classroom and statewide assessments (i.e., FSA)
Reporting Student Progress Notification of IEP Goals
All parents will be notified of their child’s achievement during the school year with at least the
same frequency as that of a non‐disabled peer enrolled in the same school. Progress toward IEP
goals will be reported to the parent at the frequency designated on the IEP.
Report Cards and Grading
a. A student's placement in an Exceptional Student Education (ESE) program may not
be designated on the report card due to FERPA (Family Education Rights and
Privacy Act).
b. ESE students must receive a report regarding progress toward IEP goals and objectives
along with the report card. The final report card for the year shall contain a
statement indicating end‐of‐the‐year status or performance, or non‐performance, at
grade level; acceptable or unacceptable behavior and attendance and promotion or
non‐promotion.
c. Students may not be discriminated against in grading because of their disability.
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d. A grade of F can be assigned when sufficient and appropriate IEP
accommodations/modifications have been implemented and the student demonstrates a
lack of progress. A student’s lack of progress should be addressed through the IEP
review process before a semester grade of F for the 1st or 3rd nine week grading period.
This review should develop appropriate interventions to remedy the failing grade.
e. When a student also receives supplementary instruction from a special area teacher, the
teachers will work collaboratively to give the student a single grade.
f. An ESE student shall not be penalized with a lower grade for using accommodations.
C. Statewide Assessment
Assessment of Students with Disabilities enrolled in Exceptional Student
Education
All students, including Exceptional Student Education (ESE) students, must participate in the
state’s assessment and accountability system. ESE students who are following the general
education program and pursuing a standard diploma shall participate in the same state and
district assessments as their general education peers, including the Florida Standards Assessment
(FSA) and End of Course (EOC) exams. If ESE students receive testing accommodations, the
accommodations must be listed in the student’s Individual Education Plan (IEP) and utilized
regularly during classroom instruction and assessment. Allowed accommodations are listed in
the procedures manual for each specific assessment.
The Florida Standards Alternate Assessment (FSAA) is designed for students whose
participation in the general statewide assessment is not appropriate, even with accommodations.
The Florida Standards Alternate Assessment measures student academic performance on the
Access Points in language, mathematics and science. Access Points are academic expectations
written specifically for students with significant cognitive disabilities and reflect the essence or
core intent of the standards that apply to all students in the same grade. IEP Teams are responsible
for determining whether students with disabilities will be assessed with the FSA or with the
FAA based on criteria outlined in Rule 6A‐1.0943(4), Florida Administrative Code (F.A.C.) The
IEP team should consider the student’s present level of educational performance in reference to
the Florida Standards. The IEP team should also be knowledgeable of FSA guidelines and
the use of appropriate testing accommodations. In order to be eligible to participate in the FSAA,
all three (3) criteria must be met.
Parent Notification of Classroom Instructional Accommodations Not Allowed on
Statewide Assessments
If a student is provided with instructional accommodations in the classroom that are not
allowable as accommodations in the statewide assessment program, as described in the test
manuals, the school must:
• inform the parent in writing (MIS 6317), and
• provide the parent with information regarding the impact on the student's ability to meet
expected proficiency levels in ELA and math.
This notification is documented on the student’s Individual Educational Plan.
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D. Promotion, Assignment, and Retention of Exceptional Students for
Standard Diploma Promotion and Retention of Exceptional Student
Education (ESE) Students:
Students who are receiving ESE Services and are following the general education program, take the
state assessment (FSA) and fall under the same guidelines for promotion as non‐disabled
students.
The IEP team, based on progress achieved toward the student’s individual goal and objectives,
will make promotion and retention decisions for ESE students who are following the Access
Points for Students with Significant Cognitive Disabilities.
ENNOBLES Act , HB 1739
The ENNOBLES Act requires that school districts provide instruction to prepare students with
disabilities to demonstrate satisfactory performance in the core content knowledge and skills necessary
for successful grade-to-grade progression and high school graduation. Assessment (FSA, FAA, EOC)
may be waived under specific circumstances for students with disabilities for the purpose of receiving a
course grade or a standard high school diploma (24- or 18-credit options)
To be considered for a statewide, standardized assessment results waiver, the following criteria
must be met:
•
•
•
•
The student must be identified as a student with a disability as defined in 1007.02, F.S.
The student must have an individual educational plan
The student must have taken the statewide, standardized assessment with appropriate allowable
accommodations at least once
The IEP team must make a determination of whether a statewide standardized assessment
accurately measures the student’s abilities, taking into consideration all allowable
accommodations
Deferral of the High School Diploma
Only a student whose IEP requires special education transition planning, transition services or related
services through the age of 21 may defer receipt of their standard diploma. Students must make their
decision to defer receipt of their high school diploma by May 15 in the school year in which they are
expected to meet all of the requirements for graduation. For more information, visit
http://forparents.florida-ese.org/k-12/graduation.aspx
High School Diploma Options for Students with Disabilities
Students with disabilities entering 9th grade for the first time in 2014-2015 can earn a standard high
school diploma using any high school graduation option that is available to all students, including
those described in sections 1003.4282(1)-(9) and 1002.3105(5), F.S. The majority of students with
disabilities will earn their diploma this way. Two additional high school graduation options,
available only to students with disabilities, are provided in s. 1003.4282(11), F.S., and further
described in Rule 6A-1.09963(3) and (4), F.A.C. These two additional options are outlined in the
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following charts entitled Standard Diploma/Access Points/FAA Participation and Standard
Diploma/Access Points/FAA Participation/Work Competencies.
The individual education plan (IEP) team, which includes the parents and the student, determines
which high school graduation option is the most appropriate, using the postsecondary education and
career goals of the student to guide the decision. Students who work toward a standard diploma via
access courses must have written parental consent on record to be provided instruction in the state
standards Access Points curriculum, as required by Rule 6A-6.0331, F.A.C. The diploma decision
may be re-visited at any time, and student may move between options. A student may be awarded a
standard diploma if they meet the requirements of any high school graduation option, as outlined in
s. 1002.3105(5), F.S., should they choose to do so. Beginning with students who entered grade 9 in
2014-2015, parental approval is required on any change to the high school graduation option
specified in the student’s IEP [s. 1003.4282(11), F.S.].
Students who entered the 9th grade before the 2014-2015 school year and whose IEP noted that they
were working toward a Special Diploma on the day the bill was signed into law (June 20, 2014)
may receive a Special Diploma, as provided by s. 1003.438, F.S. These three options are outlined in
the following charts entitled Special Diploma Option 1A, Special Diploma Option 1B, and Special
Diploma Option 2.
201
Special Diploma, Option 1A
For students who entered the 9th grade before the 2014-2015 school year and whose IEP noted
that they were working toward a Special Diploma
Required Course Work
Credits
Courses
Communication
3
Mathematics
2
Life Management and Transition
1
Science
1
Career Awareness/Vocational
8
Physical Education
1
Electives
6
TOTAL
22
202
Reading 9-12
English 9-12
Access English 1-4
Life Skills Communication 9-12
Life Skills Reading 9-12
Social and Personal Skills
Math 9-12
Life Skills Math 9-12
Access Informal Geometry
Access Liberal Arts Math
Access Algebra 1A
Access Algebra 1B
Could include:
Health and Safety 9-12
Transition Planning 9-12
Prep for Post School Adult Living
And others available in the CCD
Science 9-12
Health & Safety 9-12
Access Chemistry 1
Access Biology 1
Access Earth/Space Science
Access Integrated Science 1
Career Preparation
Career Experiences
Career Placement
And others available in the CCD
Any Physical Education Course
Specially designed PE
Access HOPE
Could include:
Access Economics
Access US History
Access US Government
And others available in the CCD
Diploma, Option 1B
For students who entered 9th grade before the 2014-2015 school year and whose IEP noted that
they were working toward a Special Diploma.
Required Course Work
Credits
Courses
Basic Academics
7
Career/Vocational
7
Electives
TOTAL
8
22
Any academic courses in the
areas of:
Communication
Mathematics
Other basic academic course
All Vocational courses:
Career Preparation
Career Experiences
Career Placement
Life Management and Transition
Available in the CCD
Special Diploma, Option 2
For students who entered the 9th grade before the 2014-2015 school year and whose
IEP noted they were working toward a Special Diploma
•
•
•
•
•
Student must be 16 years of age.
Student has completed 3 semesters of high school course work prior to selection of Option 2.
Student has earned a minimum of 3 credits to include: Career Preparation, Social/Personal
Skills, and Life Management & Transition.
Student must have a Transition IEP developed by student, employer, parents, and teachers and
has mastered all annual goals and short term objectives related to employment and community
competencies.
Student has been successfully employed for 2 semesters and earning at least minimum wage.
203
Standard Diploma, Access Points, FAA Participation
For students entering 9th grade in 2014-2015 and after*
Required Coursework
English/Language Arts
*may substitute general education
courses/modified
*may substitute 1 CTE course w/ content
related to English for Eng IV
Mathematics
Must include Algebra and Geometry
credits
*may substitute general education
courses/modified
*may substitute 1 CTE course w/ content
related to Math
Science
Must include 2 laboratory components
*may substitute general education
courses/modified
*may substitute 1 CTE course w/ content
related to Science
Social Studies
Must include World Hy, US Hy, US
Gov’t, and Econ w/Fin Lit
*may substitute general education
courses/modified
*may substitute 1 CTE course w/ content
related to Social Studies
Fine & Performing Arts, Speech &
Debate, or Practical Arts
*may substitute general education
courses/modified
Physical Education
*may substitute general education
courses/modified
Electives
*may substitute general education
courses/modified
Online Course
*IEP Team may waive online
component
TOTAL
Required Credits
4
Access Courses
7910111 English l/ll
7910112 English lll/lV
4
7912070 Liberal Arts Math
7912075 Algebra
7912080 Algebra 1A
7912090 Algebra 1B
7912060 Informal Geometry
7912065 Geometry
3
7920025 Integrated Science l
7920020 Earth/Space Science
7920015 Biology l
7920011 Chemistry l
3
7921027 World History
7921025 US History
7921015 US Government
7921022 Economics with Financial
Literacy
7921020 Economics
1
7967010 Visual & Performing Arts
7967015 Drawing l
7967020 Theater l
7967025 Two-Dimensional Studio Art l
7915010 Adapted PE
7915015 Health Opportunities in PE
7915020 Personal Fitness
7920050 Health & Safety
7963070 Social / Personal Skills
7963080 Learning Strategies
7963130 Unique Skills
7960010 Transition Planning
7963010 Preparation for Adult Living
7963140 Self Determination
1
8
(1)
24
18 Credit ACCEL Option
3 electives instead of 8
Physical Education is not required
Online Course is not required
204
Standard Diploma/Access Points/FAA Participation/Work Competencies
For students entering 9th grade in 2014-2015 and after
Required Coursework
Required Credits
English/Language Arts
*may substitute general education
courses/modified
*may substitute 1 CTE course w/
content related to English for Eng IV
Mathematics
Must include Algebra and Geometry
credits
*may substitute general education
courses/modified
*may substitute 1 CTE course w/
content related to Math
Science
Must include 2 laboratory
components
*may substitute general education
courses/modified
*may substitute 1 CTE course w/
content related to Science
Social Studies
Must include World Hy, US Hy, US
Gov’t, and Econ w/Fin Lit
*may substitute general education
courses/modified
*may substitute 1 CTE course w/
content related to Social Studies
Fine & Performing Arts, Speech &
Debate, or Practical Arts
*may substitute general education
courses/modified
4
7910111 English l/ll
7910112 English lll/lV
Access Courses
4
7912070 Liberal Arts Math
7912075 Algebra
7912080 Algebra 1A
7912090 Algebra 1B
7912060 Informal Geometry
7912065 Geometry
3
7920025 Integrated Science l
7920020 Earth/Space Science
7920015 Biology l
7920011 Chemistry l
3
7921027 World History
7921025 US History
7921015 US Government
7921022 Economics with Financial
Literacy
7921020 Economics
1
Physical Education
*may substitute general education
courses/modified
1
Electives
Must earn at least .5 credit in an
employment-based course
*may substitute general education
courses/modified
*must be documented on Graduation
Training Plan
*earn minimum wage or above
*employed for at least 1 semester
Online Course
*IEP Team may waive online
component
TOTAL
8
7967010 Visual & Performing Arts
7967015 Drawing l
7967020 Theater l
7967025 Two-Dimensional Studio
Art l
7915010 Adapted PE
7915015 Health Opportunities
7915020 Personal Fitness
7920050 Health & Safety
7960010 Transition Planning
7980110 Career Preparation:9-12
7980120 Career Experiences: 9-12
7980130 Career Placement: 9-12
7980040 Entrepreneurship / Self
Employment
7980150 Supported Competitive
Employment
(1)
24
205
E. Extended School Year (ESY):
Extended School Year is specially designed instruction and related services beyond the normal
school year of the district. ESY is provided to a student with a disability who the IEP team
determines needs these services in order to receive a free, appropriate public education (FAPE).
ESY is available at no cost to the parent. Specific requirements and procedures must be followed.
Refer to the Exceptional Student Education Policies and Procedures (SP&P) located on the
Florida Department of Education website at http://beess.fcim.org/sppDistrictDocSearch.aspx .
206
SCHOOL DISTRICT OF OKALOOSA COUNTY
Section VIII
English for Speakers of Other Languages (ESOL)
A. Definition, Placement, and Plan for ELL Students, 6A-6.0902, 6A
6.0904:
Florida operates under a federal consent decree issued in the case of LULAC vs. Florida State
Board of Education, Case No. 90‐1913. All children have the right to enroll in K‐12 public
education, regardless of immigrant or English proficiency status. The school district may not
inquire into a student’s immigration status, may not keep records or lists pertaining to immigration
status, and may not for any reason be reported to INC prior to or subsequent to admission (except
in the case of foreign exchange students).
By definition, an English Language Learner (ELL) has sufficient difficulty speaking, reading,
writing, or listening to the English language. An ELL Plan must be developed for any student who
has a primary language, or is influenced by a language, other than English, and scores below the
English proficient level on a Department of Education approved assessment in listening, speaking,
reading, and/or writing.
The following process will be followed:
•
•
•
•
Enroll any student and do not ask about their immigration status
Although students in grades 6-12 may be placed by age or transcripts, the Uniform Transfer
of Credit procedures are applicable.
Any ELL student without a transcript who has earned a 2.0 GPA at the end of the first nineweek grading period shall be issued credits for the preceding courses, as appropriate.
If the student does not earn a 2.0 GPA at the end of the first complete nine week grading
period, then the school may validate the ELL student’s credit using the Alternative
Validation Procedure which includes:
o Demonstrated proficiencies on nationally-normed standardized subject area assessments
o Demonstrated proficiencies on the Florida Standards Assessments
Upon initial enrollment in the district, screening for ESOL program eligibility will be conducted
based on at least one “yes” answer on the Home Language Survey (MIS 4025). In order to
207
effectively place ELL students, their academic abilities must be determined exclusive of their lack
of English proficiency. Comprehensive interviews, teacher made tests, tests of academic abilities
administered in the student’s home language or other forms of informal assessment may be used
to determine the appropriate grade level and class placements.
Please note that if the ELL student meets the definition of homeless, including but not limited to
the following circumstances: natural disaster or no legal guardian, the student must be enrolled
immediately. Understanding that each situation is unique, please contact the Student Services
Program Director at (850) 833-3108 in order to make the best decision for the student.
The ELL Committee, which may be composed of the principal or designee, teacher(s) familiar
with the ELL, the school counselor, and any other instructional personnel responsible for the
instruction of the ELL, shall make recommendations concerning the appropriate placement,
promotion and retention of English Language Learner students. Parents/guardians of students
being reviewed are required to be invited to participate in the ELL Committee meeting.
Active ELL students must have a current ELL Plan, which is updated at the beginning of each
year or when classes, courses, or services change. This plan will address objectives and goals for
each area of limited English proficiency and set forth specific instructional strategies and
measureable outcomes for each student.
Appropriate placement considerations for ELL students based on Rule 6A-6.0902:
• Age appropriateness
• Parent input
• Review of records/assessments
• Comprehensive parent/guardian/student interview
• Academic records available, with consideration that other grade levels and grading systems
may differ from the ones in the United States
• Telephone calls and records request to previous school
Criteria to be utilized in making appropriate placement decisions include the following:
a. academic performance and progress of a student based on formal and/or alternative
assessments in English and/or the student’s native language, PERT
b. age of the student,
c. progress, attendance and retention reports, and
d. number of years the student has been enrolled in the ESOL Program.
The Okaloosa County School District ELL Plan may be accessed under English for Speakers of
Other Languages (ESOL) at http://www.okaloosaschools.com/district/esol-forms
208
B. Assessment, Retention and Promotion:
Assessment
All ELLs are expected to participate in district and state assessments and accountability
system. However, if an ELL student has been receiving services in a program operated in
accordance with an approved ELL Plan for less than one year, based on Date Entered United
States School (DEUSS) AND a majority of the student’s ELL Committee determines that it is
appropriate, a student may be given exemption status during the current FSA administration in
ELA reading and writing ONLY. In each case in which an exemption is considered:
• The ELL Plan must document why the assessment is not appropriate
• The ELL Committee must consult with the parent and obtain the parent’s written consent
for any exemption
• The ELL Committee must include the exemption, rationale, and the English proficiency
assessment ACCESS for ELLs 2.0 as the alternate assessment into the student’s ELL Plan
• ELL students exempt from FSA ELA reading and writing must be reported to the District
ESOL office.
Retention
Retention of an ELL is based on unsatisfactory performance in reading, writing and mathematics
as determined by the MTSS Committee, in conjunction with the ELL Committee. Students
cannot be retained based solely on lack of English language proficiency. There must be
documentation of academic interventions throughout the school year if an ELL student is to be
considered for retention. English language development support is not an intervention; rather it is
considered comprehensible instruction as required by F.S. 233.058.
209
APPENDIX
210
SCHOOL DISTRICT OF OKALOOSA COUNTY
High School
Pupil Progression Plan Committee Recognition
The OCSD School Board would like to thank the following staff members for serving
on a committee to review academic policies related to student progression and to make
recommendations for the 2016-2017 school year:
Beth Barnes
Brooke Barron
Melissa Bowell
Christy Corbin
Zoila Ganuza
Cindy Gates
Beth Geoghagan
Lee Hale
Michelle Heck
Jerral Horton
Brett Latham
Lori Lipnicky
Sheila Lightbourne
Wendy Meserve
Kim Nihill-Taylor
Jeff Palmer
Cedric Peterson
Holly Tew
Stephanie Thetford
John Spolski
Julie Smith
211
Sample Parent Letter for Students with Academic Deficiencies
Notification of PMP/PMS Requirement
High School
Dear Parent:
Florida’s goal is that every student demonstrates proficiency at or above grade level in all subject areas
required for high school graduation. If a student is not performing at grade level and the teacher is concerned
that an academic problem exists, the school will provide additional assessments to determine the specific
nature of the deficiency.
If your child received a Level 1 on FSA Reading and/or Math, a Progress Monitoring Plan (PMP) will be
developed. Additional assessment instruments (i.e., DEA, FAIR) will also be used to determine if a PMP is
appropriate. This plan will establish an achievement objective, identify effective strategies to correct the
deficiency and provide a timeline for monitoring progress. The academic plan will remain in effect until the
student demonstrates proficiency on FSA Reading and/or Math.
If your child received a Level 2 on FSA Reading and/or Math, a Progress Monitoring System will be
initiated. Additional assessment instruments (i.e., DEA, FAIR) will also be used to determine if a PMS is
appropriate. A PMS requires that parents be notified of their child’s academic deficiency, that assessment be
administered 3 times a year, and that parents be informed of the assessment results.
If your child is on an Individual Education Plan (IEP), the objectives and strategies will be addressed within
that system.
The purpose of this letter is to notify you that:
•
Your child will have a Progress Monitoring Plan developed in the subject area/s of reading
and/or math. Please schedule a parent-teacher conference to discuss your child’s academic
needs and to develop his/her academic plan.
•
A Progress Monitoring System has been initiated for your child in the subject areas of reading
and/or math. You will be informed of your child’s assessment results in a pre-mid-post time
frame.
School staff are available to provide resources and suggest strategies that you may use at home to help your
child. A collaborative effort to correct the deficiency will help prevent a delay in graduation.
Sincerely,
List of assessments:
DEA: Discovery Education Assessment
FSA: Florida Standards Assessment
Letters generated by MIS
212
High School Report: Progress Towards Graduation
To the Parent or Guardian of:
Dear Parent/Guardian:
In order to graduate, the State of Florida requires that students have a 2.0 GPA, earn 24 credits in specific
courses and pass the Grade 10 FSA ELA assessment AND the state Algebra I EOC required of their 9th
grade cohort. It is our goal to make sure your child graduates from high school in four years and is ready
to enter post-secondary education, the work force, or the military.
This letter will serve as a formal notification that your child has not met one or more of the needed criteria
for successful progression at the high school level.
Your child’s GPA is
(GPA is identified if less than 2.0)
Please be sure to monitor your child’s grades by logging on the Grades Online Parent Portal using the
following website: http://www.OkaloosaSchools.com
In Okaloosa County a student must earn 6 credits to progress to the 10th grade, 12 credits to progress to the
11th grade, and 17 credits to be a senior. You will be informed by the school if your child is lacking the
required number of credits and is in danger of not progressing to the next grade level or graduating.
The following item will be checked if your child has not passed the Grade 10 FSA ELA assessment or the
state Algebra I EOC required of his or her 9th grade cohort group:
_______ FSA ELA
________Algebra I EOC
It is vital that you discuss the significance of maintaining acceptable grades and earning the required
number of credits for promotion with your child. Our school provides counseling services and support if a
problem exists which interferes with this goal. Please schedule a parent-teacher conference to discuss your
child’s progress and determine a course of action that will lead to improved academic performance. A
collaborative effort to correct the current problem will help prevent a delay in graduation.
Sincerely,
213
WEIGHTED GRADE POINT AVERAGE (GPA)
All courses held to a college standard will receive a weighting of one (1) point, as designated by an
asterisk. These include all AP, IB, AICE, Dual Enrollment and designated CHOICE courses. All
other courses listed on this district-weighting table will receive a weighting of one-half point (0.5).
1001320
1001350
1001380
1001410
1001420*
1001425*
1001430*
1001800
1001810
1001820*
1001830*
ENGLISH
English Honors I
English Honors II
English Honors III
English Honors IV
Advanced Placement English Language and Composition
Advanced Placement English Language w/ Comp. Innovation
Advanced Placement English Literature and Composition
English I - Pre IB
English II - Pre IB
English III - IB
English IV – IB
1200320 & A, B
1200340
1201300
1201310
1201320*
1202300
1202310*
1202320*
1202340
1210310*
1202375*
1202800*
1206320
1206330
1206800*
1210300
1210320*
1211300
1211800*
MATHEMATICS
Algebra I Honors
Algebra II Honors
Mathematics Analysis
Analysis of Function
Math Analysis IB
Calculus
Advanced Placement Calculus AB
Advanced Placement Calculus BC
Pre-Calculus
Statistics IB
IB Pre-Calculus
Calculus - IB
Geometry Honors
Analytic Geometry
Analytic Geometry - IB
Probability and Statistics with Applications
Advanced Placement Statistics
Trigonometry
Trigonometry - I
214
2000320
2000321*
2000323*
2000330
2000340*
2000360
2000800
2000810*
2000820*
2001320
2001380*
2002515*
2002530
2003320
2003350
2003360
2003370*
2003390
2003410
2003420*
2003430*
2003421*
2003422*
2003800
2003810*
2003820*
2003840*
2003845*
2003850*
SCIENCE
Biology I Honors
AICE Biology I
AICE Biology 2
Biology II
Advanced Placement Biology
Anatomy/Physiology Honors
Biology I - Pre IB
Biology II - IB
Biology III - IB
Earth Space Science Honors
Advanced Placement Environmental Science 2002510
Marine Science I Honors
AICE Marine Science I
Marine Science II Honors
A & B Physical Science Honors
Chemistry I Honors
Chemistry II
Advanced Placement Chemistry
Physics I Honors
Physics II
Advanced Placement Physics B
Advanced Placement Physics C
Advanced Placement Physics I
Advanced Placement Physics 2
Chemistry I - Pre IB
Chemistry II - IB
Chemistry III - IB
Physics 1-IB
Physics 2-IB
Physics III – IB SOCIAL
STUDIES
2100320
2100330*
2100490*
2100800*
2100810*
2102320
2102360*
2102370*
2105870*
American History Honors
Advanced Placement American History
AICE International History 1945-1991
History of the Americas - IB
American History - IB
Economics Honors
Advanced Placement Microeconomics
Advanced Placement Macroeconomics 2103400*
Advanced Placement Human Geography 2103800*
World Geography - IB
Philosophy 2- IB
215
2106320
2106420*
2106430*
2107800*
2108310*
2109320
2109380*
2109420*
2109371*
2109805*
2109810
American Government Honors
Advanced Placement US Government and Politics
Advanced Placement Comparative Government 2107350*
Advanced Placement Psychology
Psychology I – IB
AICE Sociology
World History Honors
Advanced Placement European History
Advanced Placement World History
AICE European History
Contemporary History - IB
World History Pre-IB
ELECTIVES
0100300*
0101320
0102320
0104300*
0106320*
0107480*
0109320
0109350*
0109360*
0114840*
0114850*
0200320*
0200800*
2003860*/2*/4*
0300390
0300460
0300370
0400330
0400340
0400440
0400470
0400480
0701800
0701810
0701340
0701350
0701360
0701380*
0701396
Advanced Placement Art/Art History
Studio Art 3 Honors
Ceramics/Pottery 3 Honors
Advance Placement Art: Drawing Portfolio
AICE Art and Design-Graphic Design
AICE Art and Design-Film and Video
Portfolio Design 2D Honors
Advance Placement Studio Art:Two Dimensional
Design Portfolio
Advance Placement Studio Art: Three Dimensional Design Portfolio
Art I A Art/Design (Studio) Sub Level - IB
Art I A & B - Art/Design Higher Level - IB 0114870*
Art III A & B - Art/Design Higher Level - IB
Advanced Placement Computer Science
Computer Studies IB-I
IB Design Tech 1/2/3
Dance Choreography/ Performance 2 Honors
Dance History and Aesthetics 2 Honors
Ballet IV Honors
Theatre 3 Hon
Theatre 4 Hon
Stagecraft 4
Comprehensive Theatre III
Comprehensive Theatre IV
French I - Pre IB
French II – Pre IB
French III
French IV
French V
Advanced Placement French Language
Pre-AICE French Language 2
216
0701825*
0701820
0701830*
0701840*
0701850*
0702340
0702350
0702360
0702380*
0706330
0706340
0706380*
0706382
0706384
0706390*
0706800
0706810
0708360
0708370
0708380
0708390
0708400*
0708532
0708534
0708810
0708820
0708825*
0708830*
0708840*
0711330
0711350
0711800
0711810
0711352
0717312
0717314
0900310
0900500*
0900800*
0900810*
1006330
1006331
1006332
IB French 3
French III - Pre IB
French IV - Language B – IB
French V - Language B - IB
French VI - Language A - IB
German III
German IV
German V
Advanced Placement German Language 0706320
Latin III
Latin IV
Latin V
AICE Latin Language
Pre-AICE Latin Language 1
Pre-AICE Latin Language 2
AICE Latin Literature
Latin I - Pre-IB
Latin II - Pre-IB
Spanish III
Spanish IV
Spanish V
Spanish VI
Advanced Placement Spanish Language 0708410*
Advanced Placement Spanish Literature 0708530*
AICE Spanish Language
Pre-AICE Spanish I
Pre-AICE Spanish II 0708536
Pre-AICE Spanish III 0708800
Spanish I – Pre IB
Spanish II – Pre IB
Spanish III - Pre IB
IB Spanish 3
Spanish IV - Language B – IB
Spanish V - Language B – IB
Chinese 4 Honors
Pre-AICE Chinese
Pre-IB Mand. Chinese 1
Pre-IB Mand. Chinese 2
Pre-AICE Chinese 2
American Sign Language III
American Sign Language IV
Humanities Honors
AICE Classical Studies
Theory of Knowledge – IB
Theory of Knowledge 2- IB
Journalism IV
Journalism V
Journalism VI
217
1006333
1006334
1007370
1007380
1007390
1008320
1009360*
1300330*
1300820*
1302340
1302350
1302530
1303340
1303350
1700372*
1700374*
1700365*
1800360*
1801330N*
2102410*
2102420*
2400320
2400330
3026020*
7963090
7965010
7965010N*
7965030
7965040
8600520*
8600550*
8601770*
8601900
8709470/90*
8709491/3*
8800540*
8918030*/40*
Journalism VII
Journalism VIII
Debate V
Debate VI
Debate VII
Advanced Reading
AICE General Paper I
Advanced Placement Music Theory
Music III – IB
Band V
Band VI
Jazz Ensemble IV
Chorus V
Chorus VI
AICE Thinking Skills
AICE Thinking Skills II
AICE Global Perspectives & Research A Level
Aerospace Science IV
Army ROTC IV
AICE Travel and Tourism I
AICE Travel and Tourism II
Leadership Strategies
Approaches to Leadership
AICE Physical Education
Skills for Gifted Learners, Multiple Credit 7963090N*
Skills for Gifted Learners, Multiple Credit (NaGISA)
Research Methodology for Students who are Gifted
Research Methodology for Students who are Gifted (NaGISA)
Externship for Gifted
Gifted Studies, Multiple Credit 7965040N*
Gifted Studies, Multiple Credit (NaGISA)
CHOICE
Principles of Engineering
Introduction to Engineering Design 8600830*
Drafting/Illustrative Design Technology III
Engineering Technology III
Advanced Technology Applications
Automotive Service Technology 7/9
Automotive Service Technology 10/12
Culinary Arts 4
Criminal Justice Operations 3/4
218
9001160
8209520*/30*/40
8727230*/80*
8722130
8720330*
8725010
8725020
8725030
8725040
8111550/20/30
8121520*
8106810
8200100
8206020
8206030*
8206040*
8206410
8206420
8206430
8206440
8207030*
8207040*
8207050*
8207060*
8207220
8207230
8207320
8405130/40
8600520
8600530
8600540
8600590*
8600570
8600580*
8600610*
8600620*
8600640
8600670
8600680*
8600730
8600910
8601110*
8601120*
8601230*
Interactivity Essentials
Digital Design 2/3/4
Electricity 3/8
Carpentry and Cabinetmaking 3
Building Construction Tech 3
Drafting 1
Drafting 2
Drafting 3
Drafting 4
Veterinary Assisting 3/4/5 8121510
Introductory Horticulture 2
Horticulture Science 3
Agriscience Foundations 1
Business Education Directed Study
BC Programming 2
BC Programming 3
BC Programming 4
Database Fundamentals
Data Control and Functions
Specialized Programming
Specialized Database Applications
Networking 2
Networking 3
Networking 4
Networking 5
PC Support 2
PC Support 3
AOIT Programming/Database (Oracle PL/SQL)
Early Childhood Education 3/4
Principals of Engineering
Digital Electronics
Production Technology I 8600560
Computer Integrated Mfg.
Civil Engineering & Architecture
Engineering Technology I
Aerospace Technology I
Technology Studies II
Aerospace Engineering
Production Technology 2
Engineering Technology II
Aerospace Technology II
Construction Technology III
Electronic Technology
Materials and Processes Technology I
Materials and Processes Technology II
Transportation Technology III
219
8601310*
8601320*
8601710*
8601740
8601770
8601780*
8601900*
8708110
8708120
8708130
8708140*
8772130/90
8772191/2
8772410
8772420
8772430
8800620
8812000
8812110
8812120
9000100
9001320
9001330
9001340
9001350
9001360
9001370
9001380*
9001390*
9001110
9001120*
9001130*
9001140*
9001150*
9005110
9005120
9005130
9005140
9007410
9007420
9007430
9007510*
9007520*
9007530
9200130
9410120
Power and Energy Technology I
Power and Energy Technology II
Technology Studies III
Production Technology 3
Engineering Technology III
Aerospace Technology III
Advanced Applications in Technology
Principals of Biomedical Sciences
Human Body Systems
Biomedical Interventions
Biomedical Science Research 8718040/90
Commercial Art Technology 4/9 8718091
Commercial Art Technology 10
TV Production 3/9
TV Production 10/11
Digital Video Production 1
Digital Video Production 2
Digital Video Production 3
Culinary & Hospitality Specialties 2
Business Ownership
Principles of Entrepreneurship
Business Management and Law
Information Technology Directed Study
Computer and Network Security Fund.
Cybersecurity Essentials
Operational Cybersecurity
Cybersecurity Planning & Analysis
Database Security
Software & Application Security
Web Security
Applied Cybersecurity Applications
Foundations of Web Design
User Interface Design
Web Scripting Fundamentals
Media Integration Essentials
E-commerce & Marketing
Digital Media Fundamentals
Digital Media Production Systems
Digital Media Delivery Systems
Advanced Digital Media Systems
.NET Application Development Foundations
.NET Application Development Applied
.NET Application Development Capstone
Web Programming
JavaScript Programming
PHP Programming
Automation and Production Technology 3 9200140*
Automation and Production Technology 4 9410110*
Foundations of Robotics
Robotic Design Essentials
220
9410130*
9410140*
ASCI121*
ENGR119*
SFTY 205
Robotic Systems
Robotic Applications Capstone
Private Pilot Operations
Graphical Communications
Principles of Accident Investigation
221
Florida School Immunization Requirements
2016/2017
Grade
*DTap
Series
*Polio
Series
MMR
2 doses
*Hepatitis
B Series
Varicella
2 doses
K
1
2
3
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
4
5
6
7
8
9
10
11
12
•
Varicella
1 dose
Tdap
Booster
X
X
X
X
X
X
X
X
X
X
X
Td or
Tdap
*Number of doses will vary based on child’s age when receiving DTap, and Polio vaccine.
Documentation of at least one dose of polio vaccine given on or after the 4th birthday
*requirement is 4 doses, with the following exceptions:
o If 4th dose administered prior to 4th birthday, a 5th dose is required
o If 3rd dose is administered after 4th birthday, a 4th dose is not required
• *Hepatitis B vaccine doses are determinant on the child’s age and the formulation received.
• Varicella vaccine is not required if there is a history of Varicella disease (Chicken
Pox) documented by a healthcare provider.
• Each subsequent school year the next highest grade will be included for the
following immunizations:
Varicella – 2 doses
Varicella – 1 dose
Tdap booster
222
• Children entering or attending pubic pre-school are required to have an age-appropriate
number of DTaP, Polio, MMR, Hepatitis-B, Varicella, and Hib immunizations. Public preschool students aged 3 and 4 years do not typically have all immunizations required for
Kindergarten entry, thus their Certificates of Immunization are most often signed in Part BTemporary Medical Exemption. The expiration dates of these Certificates of Immunization
are typically set at Kindergarten entry or the child’s fifth birthday.
• Certificates of Immunization for students of any age/grade who are lacking immunizations
required for their grade level should be signed in Section B- Temporary Medical Exemption
with an appropriate expiration date to recall the student for the missing immunizations.
• Effective with the 2009/2010 school year, students entering, repeating or transferring to 7th
through 12th grade need to provide documentation for the Tdap vaccine (tetanus-diphtheriapertussis vaccine).
Hepatitis B
• All students entering or attending public or non-public school will be required to have the
hepatitis B vaccine series.
• Children who have no documentation of the hepatitis B vaccine series should be admitted
after the first dose, issued a temporary medical exemption, and scheduled for the next
appropriate dose.
• An alternate two-dose hepatitis B vaccine series for adolescents 11 through 15 years of age
has been approved. Children in this age group who receive the two-dose series should be
considered in compliance with Florida’s hepatitis B immunization requirement for school
entry and attendance.
Varicella
• Beginning with the 2008/2009 school year, children entering kindergarten will be required to
receive two doses of varicella vaccine. The light gray highlighted area below indicates the
year the two-dose requirement becomes effective. Each subsequent year thereafter, the next
highest grade will be included in the requirement. The black highlighted area indicates
grades that fall under the one-dose varicella requirement. The one-dose varicella
requirement started in the 2001/2002 school year
• For the 2016-2017 school year, students in Kindergarten, and 1st through 8th grade will require
two doses of the varicella vaccine; whereas students in 9th through 12th grade will require an
updated DH 680 form to include Tdap, must be obtained for submission to the school
223
OKALOOSA COUNTY SCHOOL DISTRICT
STUDENT INTERVENTION SERVICES
MIS 5380
5/9/2016
Home School Truancy Procedures
To The Parent of: _____________________
Date: _______________
Your child, ______________________ has exhibited a pattern of nonattendance while
enrolled at _________________________. Pursuant to chapter 1002 Florida Statutes you have the
right to enroll your child in a home based education program, however because a pattern of
nonattendance has been exhibited, section 1003.26 (1)(f)(1), Florida Statutes will be strictly enforced.
This law provides that, “The home education review committee shall review the portfolio of the
student, as defined by s. 1002.41, every 30 days during the district’s regular school terms until the
committee is satisfied that the home education program is in compliance with s 1002.41(1)(b). The
first portfolio review must occur within the first 30 calendar days of the establishment of the
program.”
Further, the law provides that, “If the parent fails to provide a portfolio to the committee, the
committee shall notify the district school superintendent. The district school superintendent shall
then terminate the home education program and require the parent to enroll the child in an
attendance option that meets the definition of “regular school attendance” under s. 1003.01(13)(a),
(b), (c) or (e), within 3 days. Upon termination of a home education program pursuant to this
subparagraph, the parent shall not be eligible to reenroll the child in a home education program for
180 calendar days. Failure of a parent to enroll the child in an attendance option as required by this
subparagraph after termination of the home education program pursuant to this subparagraph
shall constitute noncompliance with the compulsory attendance requirements of s. 1003.21 and
may result in criminal prosecution under s. 1003.27(2),” or “the district school superintendent or his
or her designee may file a truancy petition pursuant to the procedures in s. 984.151.”
Regular school attendance means “the actual attendance of a student during the school day as
defined by law and rules of the State Board of Education. Regular attendance within the intent of
s. 1003.21 may be achieved by attendance in:
(a)
(b)
(c)
(d)
(e)
A public school supported by public funds;
A parochial, religious, or denominational school;
A private school supported in whole or in part by tuition charges or by endowments or gifts;
A home education program that meets the requirements of chapter 1002; or
A private tutoring program that meets the requirements of chapter 1002.”
224
OKALOOSA COUNTY SCHOOL DISTRICT
STUDENT INTERVENTION SERVICES
MIS 5380
5/9/2016
Home School Truancy Procedures
A copy of section 1002.41, Florida Statutes is being provided to you with this notice for your
information and review.
Your first review of ______________________ portfolio will be conducted by the Home Education
Review Committee on ____________________.
____________________________
Name of Liaison/Designee
Okaloosa County School District
Date___________________
I, _______________________________have read the above statement and understand that
failure to comply with the presentation of the portfolio will result in my child’s withdrawal from the
home education program and possible prosecution if my child is not enrolled in regular school
attendance.
____________________________
Printed Name/Parent or Guardian
Date_________________
____________________________
Signature of Parent or Guardian
225
OKALOOSA COUNTY SCHOOL DISTRICT
STUDENT INTERVENTION SERVICES
Home School Notification to Parent
Dear Parent,
You have elected to withdraw your child from regular attendance and enroll him/her in a home-based
education program. The school district will assist you in making this transition as smooth as possible.
The Home School Liaison for Okaloosa County is Toni Kitchens (850) 833-3111, and the District
Administrator for Okaloosa Online is Christy Corbin (850) 689-2043. Ms. Kitchens and Ms. Corbin
are available to answer any questions concerning their programs or you can go to
http://www.okaloosaschools.com/schools?q=parents/home-schooling to obtain information for Home
Schooling or http://www.okaloosaschools.com.content/okaloosa-online to obtain information for
Okaloosa Online.
It is recommended that you not withdraw your child from school until enrollment is complete with
Okaloosa Online or Home Schooling. Each day out of school will be considered an absence under Rule
6A-1.04, Florida Administrative Law. Five unexcused absences within a calendar month will result in
Student Services/Truancy being notified and a truancy petition may be filed with the court in
accordance with Florida State Statute 1003.26.
We hold all stakeholders (parents and educators) accountable for your child’s education and strive to
provide him/her with the best possible opportunities and tools for success. If you have any question
concerning attendance and how it applies to either program, please contact the Student Services
Department at (850) 689-7260 and speak with Mr. Paul Ciurelo or Mr. Lloyd Taylor.
Sincerely,
Principal’s Signature
I hereby acknowledge receipt of this letter
_____________________________
Parent Signature
_____________
Date
1 copy to parent
1 copy to student file
226
SCHOOL DISTRICT OF OKALOOSA COUNTY
STUDENT INTERVENTION SERVICES
DJJ TRANSITION PROCEDURES
FOR ESE STUDENTS
MIS 5383
REV. 3/2014
Brian Humphrey, Transition Contact 850-689-7110/7198
Transitioning from DJJ Facilities Back to Okaloosa County School District
ESE Students
Okaloosa County School Placement Upon Release From a DJJ Program:
• A student confined for 12 school days or more at a DJJ program may be released to an alternative
placement school/program for the remainder of the semester in which he/she is released.
• A student confined for 1-11 school days at a DJJ program may return to the last district school he/she
attended pending review of the criminal charges against the student by school administration. If the
school based administrator requires additional review of the charges prior to the student’s reenrollment,
the administrator shall contact the Transition Contact at the Carver Hill Administrative office.
Procedures:
Okaloosa County School District Responsibilities
1. Upon notification from the DJJ educational representative of an admission, the Okaloosa
County DJJ Transition Office will notify the Okaloosa County School District’s Transition
Contact.
2. If the student is detained for 1-11 school days, the Transition Contact will notify the
administrator/designee at the last school attended for an administrative review of the charges pending against the
student. The IEP team will meet at the student’s zoned school to determine the best placement for the student.
Representative(s) from an alternative school(s) will be invited to attend if alternative placement will be
discussed as an option for the student.
3. When the Okaloosa County DJJ Transition Office contacts the Okaloosa County Transition Contact
regarding the re-entry of a student a Re-entry Team meeting is scheduled to discuss the educational services that
are available for the student. The IEP team will be convened and a representative from the district school the
student last attended will be invited to participate.
4. The appropriate educational agency will contact the parent to schedule an IEP meeting with the
student and parent within two (2) days after the release date provided by the DJJ educational representative.
The IEP meeting notice will be prepared by the school scheduling the meeting.
PG. 1 OF 2
227
MIS 5383
5.9.2016
5. The receiving school administrator/designee will notify the Transition Contact of the IEP meeting date, time
and location to discuss continuing education services.
6. The Transition Contact will notify the DJJ educational representative of this conference.
If the parent and student fail to attend the scheduled meeting, the school administrator/designee will contact the
Transition Contact for follow-up, who will contact the Supervisor of the JPO’s.
DJJ Responsibilities
1. The DJJ educational representative will notify the Transition Contact Office of the Okaloosa County
School District within 24 hours of a student being admitted to one of their facilities and provide:
a. Name of Student
b. Date Admitted
c. Projected Date of Release
2. If there is a change of release date, the DJJ educational representative will notify the Okaloosa
County DJJ Transition Office.
3. The DJJ educational representative will provide to the student and parent notification of the date, time
and location of the school transition conference.
PG. 2 OF 2
228
MIS 6009
REV. 6/2016
Okaloosa County School District
Adult and Community Education
Request for Florida High School Equivalency Diploma Program (G.E.D.) Age Waiver
Student: ________________________________________Date of Birth: _______________________
School: _________________________________________Date of Withdrawal: _________________
Application Procedure
This application must be signed by the student, parent/guardian, and school principal and then submitted to the
Adult and Community Education Coordinator by the student and parent/guardian.
The following extraordinary circumstances apply to the student:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Guidelines
Students approved for and enrolled in a Florida High School Equivalency Diploma (G.E.D.) Program are not
eligible to return to the regular school program or to participate in school activities. Florida High School
Equivalency Diploma (G.E.D.) recipients do not participate in graduation exercises.
A student who enrolls in a Florida High School Equivalency Diploma (G.E.D.) Program and successfully passes
the Florida High School Equivalency Diploma (G.E.D.) examination will receive a Florida Department of
Education High School Diploma and will not receive a high school diploma from his/her former school. The
Florida High School Equivalency (G.E.D.) diploma is regarded as a high school diploma in Florida and will
serve as a prerequisite to enter a community college in Florida. However, the armed forces may not recognize
the Florida High School Equivalency (G.E.D.) diploma as a high school diploma. An applicant who plans to
enter the armed forces is advised to meet with a recruiter before pursuing the Florida High School Equivalency
Diploma (G.E.D.) Program.
A Florida High School Equivalency Diploma (G.E.D.) age waiver does not exempt a student from the
attendance requirement of s.322.91 F.S. Students under the age of eighteen must meet strict attendance
requirements in order to maintain their driving privilege.
We have read and understood the above and seek approval to enroll the student in Florida High School
Equivalency Diploma (G.E.D.) program.
_______________________________________
Student’s Signature
_______________________________________
Parent/Guardian’s Signature
229
MIS 1501
REV. 3/2014
OKALOOSA COUNTY SCHOOL DISTRICT
STUDENT INTERVENTION SERVICES
ALTERNATE EDUCATION PROGRAMS FOR EXPELLED STUDENTS
School Board Policy 4-32(D)(1)
(TO BE COMPLETED BY PRINCIPAL)
“Expulsion is the removal of the right of a student to attend public school, with or without continuing
educational services. Upon the recommendation of the school Principal and Superintendent, the School Board
may approve the assignment of a student to a disciplinary program or a second chance school during the
expulsion period. The alternate educational program assignment shall be made by the Superintendent or his/her
designee.”
Student Name:____________________________________________ Student Number:____________________
School:____________________________________________________________________________________
Reason for Expulsion Recommendation:
__________________________________________________________________________________________
Check the appropriate recommendation:
( )School Principal IS recommending the placement of the above named student to a disciplinary
program or second chance school during the expulsion period.
(If recommending Alternative Placement, check recommended placement.)
( )1. Okaloosa Academy
( )2. AMIkids
( )3. Home School Instruction
( )4. Okaloosa Online
( )5. Florida Virtual School
( )School Principal IS NOT recommending the placement of the above named student to a disciplinary
program or second chance school during the expulsion period.
Date Student is Eligible to Return to Regular School Setting: _____________________________________
______________________________ ____/___/___
Principal’s Signature
Date
______________________________ ____/___/_____
Superintendent’s Signature
_______________________________ ____/___/____
Student Services Representative Signature
Date
______________________________ ____/___/_____
Date
School Board Chairperson’s Signature
230
Date