SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice Chair
Dr. Dorothy Bendross-Mindingall
Susie V. Castillo
Dr. Wilbert “Tee” Holloway
Dr. Martin Karp
Lubby Navarro
Dr. Marta Pérez
Raquel A. Regalado
Julian Lafaurie
Student Advisor
Alberto M. Carvalho
Superintendent of Schools
Marie Izquierdo
Chief Academic Officer
Office of Academics and Transformation
Dr. Maria P. de Armas
Assistant Superintendent
Division of Academics
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
TABLE OF CONTENTS
High School Graduation Programs
1
Florida Department of Education High School Graduation Requirements
2
High School Diplomas, Certificates and Designations
10
Provisions for Acceleration
12
Admission to Florida’s State University System
14
Florida’s Bright Futures Scholarship Program
15
Career Planning/College Entrance Examinations
16
Grading Student Academic Performance
18
Students’ Rights and Responsibilities Regarding Grades
20
M-DCPS Attendance Policy
21
M-DCPS Homework Policy
23
Eligibility for Participation in Interscholastic Extracurricular Activities
24
Family Educational Rights and Privacy Act
25
Magnet Programs
26
Academy Descriptions
30
Course Listing
32
HIGH SCHOOL GRADUATION PROGRAMS
High school graduation requirements for Miami-Dade County Public Schools are established by the
Florida Legislature, the Florida Board of Education, and The School Board of Miami-Dade County. From
one school year to the next, the requirements may be amended by any one of these three entities and it
is important that students and their parents are aware of any changes that may affect them. Your school
counselor has the information relative to the graduation requirements in force when you entered ninth
Graduation requirements are outlined later in this document and in the District’s Student
grade.
Progression Plan, also updated annually after the legislative session.
Receipt of a standard high school diploma requires successful completion of 24 credits, an International
Baccalaureate (IB) curriculum, or an Advanced International Certificate of Education (AICE) curriculum.
The 24 credits include 16 core academic credits and eight elective credits. Core requirements consist of
four credits in English/Language Arts and four credits in mathematics; three credits of science and social
science; one credit of fine and performing arts; and one credit of physical education with the integration of
health education. The required credits may be earned through equivalent, applied, or integrated courses
or career education courses as defined including work-related internships approved by the State Board of
Education and identified in the Course Code Directory
In addition to earning the required 24 credits, a student must participate in and pass any statewide,
standardized assessments required for a standard high school diploma or earn identified concordant
scores or comparative scores, as applicable, for the cohort year in which they entered ninth grade.
An 18-credit Academically Challenging Curriculum to Enhance Learning (ACCEL) accelerated high
school graduation option is also available. The 18 credit ACCEL option allows a student who meets the
following requirements to be awarded a standard high school diploma:
•
•
•
•
•
Three elective credits
Earn a cumulative grade point average (GPA) of 2.0 on a 4.0 scale
Physical education is not required
Online course is not required
All other graduation requirements for a 24-credit standard diploma must be met based on the
grade 9 cohort year.
A high school student who pursues the 24-credit high school graduation program may have the option to
participate in early graduation (graduating in fewer than eight semesters). A student who completes a
minimum of 24 credits, achieves a cumulative GPA of 2.0 of a 4.0 scale and earns a passing score on the
statewide assessments required for high school graduation may have this option. Once again, your
school counselor should always be consulted in planning for graduation.
The Florida Department of Education’s High School Graduation charts, found herein represent the current
Florida graduation requirements for each graduating cohort group.
Please note that these requirements may be revised, pending legislative changes during the 2015
legislative session.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
PAGE 1
Students Entering Grade Nine in the 2011-2012 School Year
What Students 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 requirements for the 24-credit
standard diploma option?


What are the state assessment requirements ∗?

Students must pass the following statewide assessments:

Grade 10 reading (or ACT/SAT concordant score)

Algebra I end-of-course (EOC) if Algebra I is taken after
2010–2011 or a comparative score on the Postsecondary
Education Readiness Test (P.E.R.T.)


Students must participate in the following EOC assessments:

Algebra I (if enrolled after 2010-2011)

Biology I (if enrolled after 2010-2011)

Geometry (if enrolled after 2010-2011)

U.S. History (if enrolled after 2011-2012)
4 Credits English Language Arts (ELA)
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
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
What is the credit acceleration program (CAP)?
1 Credit Fine and Performing Arts, Speech and Debate, or
Practical Arts
This program allows a student to earn high school credit if the
student passes a statewide course assessment without
enrollment in the course. The courses include the following
subjects:

Algebra I

Geometry

U.S. History

Biology I

Algebra II
Eligible courses are specified in the Florida Course Code
Directory at
http://www.fldoe.org/articulation/CCD/default.asp.
1 Credit Physical Education
To include the integration of health
8 Elective Credits
1 Online Course
Students must earn a 2.0 grade point average on a 4.0 scale.
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
All other graduation requirements for a 24-credit standard
diploma must be met (per section 1003.4282(10)(d)1.-5., Florida
Statutes [F.S.]).
Photo courtesy of iStock/Thinkstock
What are the requirements for standard diploma
designations?
What are the public postsecondary options?
SUS (State University System)
Scholar Diploma Designation
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:
In addition to meeting the 24-credit standard high school
diploma requirements, a student must








Earn 1 credit in Algebra II;
Earn 1 credit in Statistics or an equally rigorous
mathematics course;
Pass the Biology I EOC;
Earn 1 credit in Chemistry or Physics;
Earn 1 credit in a course equally rigorous to Chemistry
or Physics;
Pass the U.S. History EOC;
Earn 2 credits in the same World Language; and
Earn at least 1 credit in AP, IB, AICE or a dual
enrollment course.









A student is exempt from the Biology 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


The Florida College System
Takes the respective AP, IB or AICE assessment; and
Earns the minimum score to earn college credit.
Includes 28 state colleges. These institutions offer careerrelated 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.
http://www.fldoe.org/fcs
Merit Diploma Designation

Meet the standard high school diploma requirements

Attain one or more industry certifications from the list
established (per s. 1003.492, F.S.)
High school graduation with a standard diploma
Admission test scores
16 credits of 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
Can a student who selects the 24-credit program
graduate early?
Career and Technical Centers
Yes, a student who completes all the 24-credit program
requirements for a standard diploma may graduate in fewer than
eight semesters.
Florida also offers students 46 accredited career and technical
centers throughout the state, which provide the education and
certification necessary to work in a particular career o
technic field. Programs are flexible for students and provide
industry-specific education and training for a wide variety of
occupations.
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, go to
http://www.fldoe.org/workforce/pdf/DistrictTechnicalCenterDirectors.pdf
Where is information on financial aid located?
http://www.floridastudentfinancialaid.org/SSFAD/bf/.
The Office of Student Financial Assistance State Programs administers a
variety of postsecondary educational state-funded grants and
scholarships.
http://www.floridastudentfinancialaid.org/
∗
Policy adopted in rule by the district school board may require for any cohort of students that
performance of a statewide, standardized EOC assessment constitute 30 percent of a student’s final
course grade
Students Entering Grade Nine in the 2012-2013 School Year
What Students 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 reading (or ACT/SAT concordant score)

Algebra I end-of-course (EOC) if Algebra I is taken after
2010–2011 or a comparative score on the Postsecondary
Education Readiness Test (P.E.R.T.)
Students must participate in the following EOC assessments:

Algebra I (if enrolled after 2010-2011)

Biology I (if enrolled after 2010-2011)

Geometry (if enrolled after 2010-2011)

U.S. History (if enrolled after 2011-2012) and performance
on the EOC constitutes 30 percent of the final course grade
What is the credit acceleration program (CAP)?
This program allows a student to earn high school credit if the
student passes a statewide course assessment without
enrollment in the course. The courses include the following
subjects:

Algebra I

Geometry

U.S. History

Biology I

Algebra II
What are the requirements for the 24-credit
standard diploma?





4 Credits English Language Arts (ELA)
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
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
1 Credit Fine and Performing Arts, Speech and Debate, or
Practical Arts
Eligible courses are specified in the Florida Course Code
Directory at
http://www.fldoe.org/articulation/CCD/default.asp.
1 Credit Physical Education
To include the integration of health
8 Elective Credits
1 Online Course
Students must earn a 2.0 grade point average on a 4.0 scale.
Photo courtesy of Digital Vision/Thinkstock
What are the requirements for standard diploma
designations?
What are the public postsecondary options?
SUS (State University System)
Scholar Diploma Designation
In addition to meeting the 24-credit standard high school
diploma requirements, a student must








Earn 1 credit in Algebra II;
Earn 1 credit in Statistics or an equally rigorous
mathematics course;
Pass the Biology I EOC;
Earn 1 credit in Chemistry or Physics;
Earn 1 credit in a course equally rigorous to Chemistry or
Physics;
Pass the U.S. History EOC;
Earn 2 credits in the same World Language; and
Earn at least 1 credit in AP, IB, AICE or a dual enrollment
course.
A student is exempt from the Biology 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.
Merit Diploma Designation

Meet the standard high school diploma requirements

Attain one or more industry certifications from the list
established (per s. 1003.492, F.S.)
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.
What is the distinction between the 18-credit ACCEL
option and the 24-credit option?



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 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
Includes 28 state colleges. These institutions 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 highdemand fields. Florida College System institutions have an o n
oor 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.
http://www.fldoe.org/fcs
Career and Technical Centers
Florida also offers students 46 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
All other graduation requirements for a 24-credit standard diploma
must be met (per section 1003.4282(10)(d)1.-5., Florida Statutes
[F.S.]).
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.
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, go to
http://www.floridastudentfinancialaid.org/SSFAD/bf/.
http://www.floridastudentfinancialaid.org/
∗
Policy adopted in rule by the district school board may require for any cohort of students that
performance of a statewide, standardized EOC assessment constitute 30 percent of a student’s
final course grade
Students Entering Grade Nine in the 2013-2014 School Year
What Students and Parents Need to Know
What are the diploma options?
Students must successfully complete one of the following




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) 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

U.S. History

Algebra II (if enrolled)

What is the credit acceleration program (CAP)?
student passes a statewide course assessment without
enrollment in the course. The courses include the following
subjects:

Algebra I

Geometry

U.S. History

Biology I



4 Credits English Language Arts (ELA)
ELA I, II III, IV
ELA honors, Advanced Placement (AP), Advanced
International Certificate of Education (AICE),
International Baccalaureate (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
*Eligible courses and eligible course substitutions are
specified in the Florida Course Code Directory at
http://www.fldoe.org/articulation/CCD/default.asp.
8 Elective Credits
1 Online Course
Students must earn a 2.0 grade point average on a 4.0 scale.
Photo courtesy of
Digital Vision/
Thinkstock
What are the requirements for standard diploma
designations?
What are the public postsecondary options?
State University System
Scholar Diploma Designation
In addition to meeting the 24-credit standard high school
diploma requirements, a student must
Earn 1 credit in Algebra II;
Earn 1 credit in Statistics or an equally rigorous
mathematics course;
Pass the Biology I EOC;
Earn 1 credit in Chemistry or Physics;
Earn 1 credit in a course equally rigorous to Chemistry
or Physics;
Pass the U.S. History EOC;
Earn 2 credits in the same World Language; and
Earn at least 1 credit in AP, IB, AICE or a dual
enrollment course.








A student is exempt from the Biology 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.


Merit Diploma Designation
Meet the standard high school diploma requirements
Attain one or more industry certifications from the list
established (per s. 1003.492, F.S.)


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.
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
All other graduation requirements for a 24-credit standard
diploma must be met (per section 1003.4282(10)(d)1.-5.,
Florida Statutes [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, go to
http://www.floridastudentfinancialaid.org/SSFAD/bf/.
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 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
Includes 28 state colleges. These institutions offer careerrelated 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.
http://www.fldoe.org/fcs
Career and Technical Centers
Florida also offers students 46 accredited career and technical
centers throughout the state, which provide the education and
certification necessary to work in a particular career o
technic field. Programs are flexible for students and provide
industry-specific education and training for a wide variety of
occupations.
http://www.fldoe.org/workforce/pdf/DistrictTechnicalCenterDirectors.pdf
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.
http://www.floridastudentfinancialaid.org/
Students Entering Grade Nine in the 2014-2015 School Year
What Students 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) 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

U.S. History

Algebra II (if enrolled)
What is the credit acceleration program (CAP)?
This program allows a student to earn high school credit if the
student passes a statewide course assessment without
enrollment in the course. The courses include the following
subjects:

Algebra I

Geometry

U.S. History

Biology I

Algebra II
What are the requirements for the 24-credit standard
diploma option?








4 Credits English Language Arts (ELA)
ELA I, II III, IV
ELA honors, Advanced Placement (AP), Advanced
International Certificate of Education (AICE),
International Baccalaureate (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
*Eligible courses and eligible course substitutions are
specified in the Florida Course Code Directory at
http://www.fldoe.org/articulation/CCD/default.asp.
8 Elective Credits
1 Online Course
Students must earn a 2.0 grade point average on a 4.0 scale.
Photo courtesy Chad Baker/Ryan
McVay/Thinkstock
What are the requirements for standard diploma
designations?
What are the public postsecondary options?
State University System
Scholar Diploma Designation
In addition to meeting the 24-credit standard high school
diploma requirements, a student must










Pass the ELA Grade 11 statewide assessment;
Earn 1 credit in Algebra II (must pass EOC);
Pass the Geometry EOC;
Earn 1 credit in Statistics or an equally rigorous
mathematics course;
Pass the Biology I EOC;
Earn 1 credit in Chemistry or Physics;
Earn 1 credit in a course equally rigorous to Chemistry
or Physics;
Pass the U.S. History EOC;
Earn 2 credits in the same World Language; and
Earn at least 1 credit in AP, IB, AICE or a dual
enrollment course.
A student is exempt from the Biology 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.
Merit Diploma Designation


Meet the standard high school diploma requirements
Attain one or more industry certifications from the list
established (per s. 1003.492, F.S.)
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.
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
All other graduation requirements for a 24-credit standard
diploma must be met (per section 1003.4282(10)(d)1.-5.,
Florida Statutes [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, go to
http://www.floridastudentfinancialaid.org/SSFAD/bf/.
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 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
Includes 28 state colleges. These institutions offer careerrelated 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.
http://www.fldoe.org/fcs
Career and Technical Centers
Florida also offers students 46 accredited career and technical
centers throughout the state, which provide the education and
certification necessary to work in a particular career o
technic field. Programs are flexible for students and provide
industry-specific education and training for a wide variety of
occupations.
http://www.fldoe.org/workforce/pdf/DistrictTechnicalCenterDirectors.pdf
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.
http://www.floridastudentfinancialaid.org/
HIGH SCHOOL DIPLOMAS / CERTIFICATES
The Miami-Dade County School Board provides for the awarding of a standard diploma, a certificate of
completion, a Superintendent’s Diploma of Distinction, an International Baccalaureate diploma, or an
Advanced International Certificate of Education.
STANDARD DIPLOMA
The purpose of the standard diploma is to certify that the student has met all District and State standards
for graduation. A standard diploma will be awarded to graduates, if the student has earned the required
credits and attained the grade point average for the graduation program selected. Also, students must
pass the statewide standardized assessments or attain the concordant examination scores, applicable to
th
the cohort year when the student entered 9 grade. A special education student will be awarded a
standard diploma if all of the criteria for a standard diploma have been met by that student.
STANDARD DIPLOMA DESIGNATIONS
Additionally, as per 1003.4285, F.S., each standard high school diploma shall include, as applicable, the
the designations of scholar or merit, if the student meets the following criteria:
Scholar designation: In addition to the requirements of 1003.4282, F.S., in order to earn the Scholar
designation, a student must satisfy the following requirements:
• English Language Arts (ELA): Beginning with students entering grade 9 in the 2014-2015 school
year, pass the statewide standardized 11th grade ELA assessment.
• Mathematics: Earn one credit in Algebra II and one credit in statistics or an equally rigorous course.
Beginning with students entering grade 9 in the 2014-2015 school year, students must pass the
Geometry and Algebra II statewide standardized assessments.
• Science: Pass the statewide standardized Biology I EOC assessment and earn one credit in
chemistry or physics and one credit in a course equally rigorous to chemistry or physics. However, a
student enrolled in an Advanced Placement (AP), International Baccalaureate (IB), or Advanced
International Certificate of Education (AICE) Biology course who takes the respective AP, IB, or AICE
Biology assessment and earns the minimum score necessary to earn college credit as identified
pursuant to s. 1007.27(2) meets the requirement without having to take the statewide standardized
Biology I EOC assessment.
• Social studies: Pass the statewide standardized United States History EOC assessment. However, a
student enrolled in an AP, IB, or AICE course that includes United States History topics who takes the
respective AP, IB, or AICE assessment and earns the minimum score necessary to earn college
credit as identified pursuant to s. 1007.27(2) meets the requirement without having to take the
statewide standardized United States History EOC assessment.
• World language: Earn two credits in the same world language.
• Electives: Earn at least one credit in an Advanced Placement, an International Baccalaureate, an
Advanced International Certificate of Education, or a dual enrollment course.
A student with a disability is eligible for a Scholar designation and the student should have access to
enroll in the required courses or programs. The IEP must include a statement of intent to pursue a
standard high school diploma and a Scholar designation, as determined by the parent.
Merit designation: In addition to the requirements of 1003.4282, F.S., as applicable, in order to earn the
Merit designation, a student must attain one or more industry certifications from the list established under
s. 1003.492.
A student with a disability is eligible for a Merit designation and the student should have access to enroll
in the required courses or programs. The IEP must include a statement of intent to pursue a standard
high school diploma and a Merit designation, as determined by the parent.
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SUPERINTENDENT'S DIPLOMA OF DISTINCTION
This diploma will be awarded to students who are enrolled in the 4-year, 24-credit program and complete
an academically rigorous course of study. The requirements include at least four Honors, Advanced
Placement, International Baccalaureate, Advanced International Certificate of Education, dual enrollment,
and/or International Studies courses; and completion of 75 hours of community service, which includes
identification of a social problem of interest, development of a plan for personal involvement in addressing
the problem and, through papers and other presentations, evaluate, and reflect upon the experience. All
students must earn a 3.5 GPA (weighted scale) by the end of the first semester of the senior year with no
final grade less than a "C."
INTERNATIONAL B ACCALAUREATE DIPLOMA/ ADVANCED INTERNATIONAL CERTIFICATE OF EDUCATION DIPLOMA
Students who complete an International Baccalaureate (IB), or Advanced International Certificate of
Education (AICE) curriculum, pass the required IB or AICE exams, complete the community service
requirement, and meet high school graduation requirements, shall receive a standard diploma, and may
be eligible for the International Baccalaureate diploma from the International Baccalaureate Office or an
Advanced International Certificate of Education diploma from the University of Cambridge International
Examinations Office.
INTERNATIONAL STUDIES CERTIFICATE
Students who complete an International Studies (IS) curriculum and meet high school graduation
requirements, shall receive a standard diploma, and may be eligible for a Certificate from the designated
country of study.
CERTIFICATE OF COMPLETION
A student who earns the required 24 credits, or the required 18 credits under Academically Challenging
Curriculum to Enhance Learning (ACCEL) option, as per 1002.3105, F.S., but fails to earn passing scores
on the state-approved graduation test or achieve a 2.0 GPA shall be awarded a certificate of completion
in a form prescribed by the State Board of Education. However, a student who is otherwise entitled to a
certificate of completion may elect to remain in high school either as a full-time student or a part-time
student for up to 1 additional year and receive special instruction designed to remedy his or her identified
deficiencies.
CHANGES TO SPECIAL DIPLOMA OPTION
Students entering 9th grade in the 2014-15 school year and thereafter, may not work toward a special
diploma, they must choose a standard diploma option. Students who have been working toward a special
diploma and who will be in grades 10-12 in 2014-15 can change to work towards earning a standard
diploma, if they meet all of the requirements that will be specified in the State Board of Education Rule.
Once the student makes such a change, a special diploma is no longer an option.
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PROVISIONS FOR ACCELERATION
Students may utilize the acceleration options listed below to pursue a more challenging program of study
or to accelerate entry into postsecondary institutions o r vocations of their choice.
MIDDLE GRADES OPTION
Up to six credits may be earned, with parental permission, in grades 6, 7, and/or 8, which may be
applied toward the total credits needed for graduation, college admission, or Florida Bright Futures
Scholarship Program requirements. During the time students are enrolled in designated senior high
school courses, they are considered to be grade 9 students for those class periods. The courses will
remain a part of the students' middle school record and high school record. Factors to be considered in
taking high school courses in the middle school include the impact on the student’s GPA and
subsequent rank in class, the possible lack of recognition by the National Athletic Association (NCAA)
for senior high school courses taken in a grade below grade 9, and the benefit of retaking a course in
which all the skills have not been mastered.
C AREER P ATHWAY
Career Pathway is a senior high school transition initiative that allows students to complete a sequential
program of study which leads to a post-secondary career. Students should check with their school
counselors for information and approval of Career Pathway courses.
ACADEMICALLY CHALLENGING CURRICULUM TO ENHANCE LEARNING (ACCEL)
ACCEL options are educational options that provide academically challenging curriculum or accelerated
instruction to eligible public school students in kindergarten through grade 12. At a minimum, each
school must offer the following ACCEL options: whole-grade and midyear promotion; subject-matter
acceleration; virtual instruction in higher grade level subjects; the Credit Acceleration Program under s.
1003.4295; and the 18 credit high school graduation option. Additional ACCEL options may include, but
are not limited to, enriched science, technology, engineering, and mathematics coursework; enrichment
programs; flexible grouping; advanced academic courses; combined classes; self-paced instruction;
rigorous industry certifications that are articulated to college credit and approved pursuant to ss. 1003.492
and 1008.44; work-related internships or apprenticeships; curriculum compacting; advanced-content
instruction; and telescoping curriculum.
DUAL ENROLLMENT
Dual enrollment is an articulated acceleration mechanism open to eligible secondary students in Florida
public schools. To enroll in dual enrollment academic courses, students must demonstrate a readiness to
successfully complete college-level course work and have attained a qualifying grade point average. In
order to determine the high school equivalency and the high school credit awarded for postsecondary
courses completed through dual enrollment, please refer to the most current Dual Enrollment Course –
High School Subject Area Equivalency. The district must weigh college-level dual enrollment courses the
same as Advanced Placement, International Baccalaureate, and Advanced International Certification of
Education courses when grade point averages are calculated. The list of currently active and authorized
courses for dual enrollment is printed in Curriculum Bulletin-l, which is published annually. All high
schools must follow the Dual Enrollment master scheduling protocols established by the Office of
Information Technology Services (ITS) Systems Programming in order to ensure the capturing of Dual
Enrollment data for students participating in both on-high school campus and off-high school campus dual
enrollment courses.
E ARLY ADMISSION
Early admission is a form of dual enrollment through which eligible grade 12 students may enroll in a
college or university on a full-time basis in courses that are creditable toward a high school diploma and
the associate or baccalaureate degree. To be considered full-time, a student must enroll in a minimum of
12 college credit hours, but may not be required to enroll in more than 15 college credit hours.
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ADVANCED PLACEMENT
Advanced Placement (AP) is an acceleration mechanism administered by the College Board providing for
college level instruction in high school. Postsecondary credit for an AP course may be awarded to
students who earn a minimum of a 3 on a 5 point scale on the corresponding AP exam.
INTERNATIONAL B ACCALAUREATE/ADVANCED
INTERNATIONAL CERTIFICATE OF EDUCATION/ INTERNATIONAL STUDIES
The International Baccalaureate (IB), the Advanced International Certificate of Education (AICE), and the
International Studies (IS) programs are offered in several schools for which eligible high school students
earn credit toward graduation and may receive post-secondary credit at colleges and universities.
C AREER AND TECHNICAL EDUCATION
Any career education course authorized for grades 13 or higher may be taken for credit by students in
grades 9 - 12, based on the career objectives of the students. M-DCPS adheres to a policy of
nondiscrimination in requirements for admission to and graduation from programs offered at
postsecondary area technical colleges operated by the district. The district will provide on a case-by-case
basis, waivers, accommodations, and reasonable substitutions in meeting the admission and graduation
requirements for students with disabilities at postsecondary area technical centers.
FLORIDA VIRTUAL SCHOOL
Middle and senior high school students are eligible to enroll in the Florida Virtual School (FLVS) on a
part time basis. The courses offered are teacher-facilitated and available throughout the state. Courses
are based upon the same criteria as those taught in the standard high school program and, therefore,
generate the same credit for students. Middle school students may earn credit only in those courses
designated as "acceleration" courses as indicated above. A complete list of courses is available through
the FLVS website at http://www.flvs.net/Students/Pages/find-course.aspx#highschool or at
http://www.flvs.net/Students/Pages/find-course.aspx#middleschool.
CREDIT BY EXAMINATION
Credit by examination is a method by which post-secondary credit is earned based on the receipt of a
specified minimum score on a nationally standardized general or subject area examination. These credits
are not accepted by the NCAAA for athletic eligibility.
CREDIT ACCELERATION PROGRAM (CAP)
Students may earn credit for selected high school courses by taking the End-of-Course (EOC)
assessment for the course and earning a score that indicates the student has attained a satisfactory
score on a state EOC assessment. These credits are not accepted by the NCAAA for athletic eligibility.
Students may obtain more information about any of these opportunities for acceleration from their school
counselors.
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ADMISSION TO THE FLORIDA 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. Acceptance is determined by enrollment limitations and qualifications. 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

18 credits of college preparatory academic courses that include:
o 4 English (at least 3 with substantial writing)
o 4 Mathematics (Algebra I and higher level courses)
o 3 Natural Science (at least 2 with substantial lab components)
o 3 Social Science
o 2 W orld Language - sequential, in the same language
o 2 approved electives
Additional information is available at:
www.flbog.edu/forstudents/planning.
In addition to the State University System, the Florida College System includes 28 state colleges. These
institutions 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. Additional information is available at: www.fldoe.org/fcs.
Florida also offers 47 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.
Additional information is available at FL-DOE Educational Contacts.
T ALENTED TWENTY
The Talented Twenty program is part of the Governor’s Equity in Education Plan. The purpose is to
guarantee admission to students who succeed in their respective K-12 public schools, and to encourage
students to strive for better grades and pursue rigorous academic courses. Students eligible for the
Talented Twenty program are guaranteed admission, within space and fiscal limitations, to one of the
twelve state universities. These students are considered a priority for the awarding of funds from the
Florida Student Assistance Grant (FSAG), a need-based grant. Talented Twenty students must meet
FSAG eligibility requirements in order to be eligible for priority funding. Please note that while eligible
students are guaranteed admission at one of the state universities, they are not guaranteed admission to
the university of their choice.
In order to qualify for the Talented Twenty Program, one must:
Be enrolled in a Florida public high school and graduate with a standard diploma.
Be ranked in the top 20% of the class after the posting of seventh semester grades (with
validation of the eighth semester ranking) for students enrolled in the 4-year, 24-credit
program. For students in either one of the two 3-year, 18-credit programs, the ranking will
occur after the posting of the fifth semester grades (with validation of the sixth semester
ranking).
Take the ACT or SAT (with no minimum score required).
Complete the eighteen college preparatory courses as specified in State Board of Education
Rules.
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APPLICATION FOR STATE UNIVERSITIES
High school counselors and College Assistance Program advisors are prepared to assist students with
the application process for state university admissions. To be considered for the FSAG program,
students must file the Free Application for Federal Student Aid (FAFSA) in time to meet the application
deadline established by the institution they plan to attend. The FAFSA is available online at
https://fafsa.ed.gov/ and uses parent and student income information in a formula developed by the
United States Congress to calculate the financial contribution families are expected to make toward a
student's post-secondary education.
STUDENT PROFILE ASSESSMENT
The majority of students are admitted on the basis of their past academic achievement and admissions
test scores in relation to the minimum requirements. Universities are allowed flexibility to admit a limited
number of students as exceptions to the minimum requirements provided that the university determines
that the student has potential to be successful in college. Applicants who do not meet minimum
requirements may be eligible for admission through a student profile assessment which considers factors
such as: family educational background, socioeconomic status, special talents, or the high school or
geographic location of the applicant. Any important attributes of special talents should be reported with
the application. The factors will not include preferences on the basis of race, national origin, or gender.
FLORIDA’S BRIGHT FUTURES SCHOLARSHIP PROGRAM
The Florida Bright Futures Scholarship Act, 1009.531, F. S., established a program consisting of three
types of awards: the Florida Academic Scholars Award, the Florida Medallion Scholars Award, and the
Florida Gold Seal Vocational Scholars Award.
Students seeking a scholarship award to attend a
postsecondary institution under the Florida Bright Futures Scholarship program will receive a 0.5 bonus
point for grades earned in Advanced Placement, International Baccalaureate, Advanced International
Certificate of Education, International General Certificate of Secondary Education, and academic dual
enrollment annual courses. Grades received in level 3 annual courses in English, mathematics, science,
and social science also receive a 0.5 bonus point. A 0.25 bonus point will be awarded for any of the
above courses which are semester courses.
The general requirements to apply for a Bright Futures Scholarship are as follow:
• Be a Florida resident and a U.S. citizen or eligible noncitizen, as determined by the student’s
postsecondary institution.
• Earn a standard Florida standard high school diploma or its equivalent from a Florida public high
school or a registered Florida Department of Education private high school.
• Be accepted by, enroll in a degree or certificate program, and be funded at an eligible Florida public
or independent postsecondary education institution within two years from the student’s year of high
school graduation.
• Not have been found guilty of, or pled nolo contendere to, a felony charge, unless the student has
been granted clemency by the Governor and Cabinet sitting as the Executive Office of Clemency.
• Be enrolled for at least 6 non-remedial semester credit hours or the equivalent in quarter or clock
hours per term.
• Complete the Florida Financial Aid Application (FFAA) no later than August 31 after high school
graduation.
• Meet the Community Service requirement for the desired award level, as described below.
Community Service Requirements for the Florida Academic Scholars Award (FAS), the Florida
Medallion Scholars Award (FMS), and the Gold Seal Vocational Scholars Award (GSV).
All initial applicants must meet the community service requirement, as approved by the school district or
the administration of the private high school or the Florida Department of Education for home-educated
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students. No waivers of this requirement can be granted regardless of the method used to qualify
(National Merit and Achievement Scholars and Finalists, National Hispanic Scholars, International
Baccalaureate Diploma recipients, and AICE Diploma recipients). Community service hours must be
completed by high school graduation.
• FAS initial eligibility requirements include the completion of 100 hours of community service
• FMS initial eligibility requirements include the completion of 75 hours of community service
• GSV initial eligibility requirements include the completion of 30 hours of community service
Home-educated students and students who are dependents of military or public service personnel
on active duty outside of Florida must provide a letter from the agency or agencies where the
community service hours were earned. The documentation must be on agency letterhead and include the
number of hours and dates of service completed.
Please note that revisions to the Florida Bright Futures Scholarship Program are subject to
change as a result of legislative action.
CAREER PLANNING / COLLEGE ENTRANCE EXAMINATIONS
In completing their postsecondary education plans, students may find it advisable to complete one or
more of the standardized tests listed below which are used for college admissions, career planning,
placement in college courses, and/or eligibility for scholarships. Recommended grade levels during which
tests should be taken are shown in parenthesis ( ).
1.
2.
3.
4.
5.
6.
7.
ACT: American College Testing Program (11, 12)
ASVAB: Armed Services Vocational Aptitude Battery (11, 12)
PLAN : Preliminary ACT (10)
PSAT: Preliminary SAT (10, 11)
SAT I: Reasoning Test – formerly the Scholastic Assessment Test (11, 12)
SAT II: Subject Tests – formerly the Scholastic Assessment Test (11, 12)
PERT: Postsecondary Education Readiness Test (11)
Students should see their school counselor for further information about the tests that would be most
appropriate for meeting their needs. Some tests require the completion and mailing of a registration form
several weeks in advance of the test date. These materials are available in the student services office.
THE C AREER TECHNICAL EDUCATION/COLLEGE CONNECTION
Students completing specific Career Technical Education (CTE) programs have the opportunity to earn
industry certification credential and FREE college credits towards their Associate Degree, through a
statewide or local agreement with colleges. http://dcte.dadeschools.net/articulationagreements.html. The
following options explain how students may maximize their high school CTE programs of study.
ARTICULATION AGREEMENTS - POSTSECONDARY CREDIT FOR CTE COURSES
Students enrolled in CTE programs of study in high school earn credits towards the completion of their
Career Technical Certificates at area technical colleges (Miami Lakes Educational Center and Technical
College, Robert Morgan Educational Center and Technical College, Lindsey Hopkins Technical College,
D.A. Dorsey Technical College, George T. Baker Aviation Technical College and South Dade Technical
College). Students completing CTE programs of study may also earn credits toward an Associate of
Science degree at Miami Dade College. Specifically negotiated agreements between the college and MDCPS award students FREE college credits for CTE programs of study successfully completed in high
school.
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C AREER P ATHWAYS
The M-DCPS Career Pathways initiative was designed to ensure a seamless transition to two-and-four
year postsecondary institutions as well as to M-DCPS technical colleges. Articulation agreements are
created to afford opportunities for students to earn FREE college credit and industry certifications.
Career Pathway students typically select general programs of study, show interest in career technical
fields, transition on to a two-year certificate program, or pursue an associate or baccalaureate degree.
The Career Pathway program of study provides students with skills and knowledge through a variety of
curriculum choices and college credits. After graduation from high school, students can continue their
career-focused education at local colleges or other post-secondary institutions and earn an associate
degree or a two-year certificate. Post-secondary credits are granted through articulation agreements
which may contain a dual-enrollment component.
For additional information, students should contact their school counselor or visit the Department of
Career and Technical Education website at http://dcte.dadeschools.net
POST-SECONDARY EDUCATION READINESS TEST (PERT)
Beginning with the 2011-2012 school year, college readiness evaluation using the common placement
test in use by the Florida College System, the Postsecondary Education Readiness Test (P.E.R.T.) is
required for students (juniors) who score:
Grade 10 statewide standardized ELA assessment
•
Level 2 or 3
Algebra 1 End of Course (EOC) Examination
•
Levels 2, 3, or 4.
Students who score below the required college-ready cut score must be provided with and complete
postsecondary preparation instruction courses in grade 12 prior to graduation. Students are required to
retest once these courses are completed and demonstrate college readiness by achieving the collegeready cut scores.
Students may demonstrate college readiness with other assessments in addition to the P.E.R.T. Students
who score at or above the college-ready cut-scores on any of the equivalent assessments listed below do
not need to take the P.E.R.T:
P.E.R.T.
prior to 10/22/13
P.E.R.T.
10/22/13
and after
Mathematics
113
114
Reading
Writing
104
99
106
103
College-Ready Cut Scores
Accuplacer (CPT)
SAT-1
Elementary
Algebra
Reading
Writing
ACT
72
Mathematics
440
Mathematics
19
83
83
Verbal
440
Reading
English
19
17
The only courses in Miami-Dade County Public Schools that are approved to satisfy the postsecondary
preparation instruction requirement are the following:
English 4: College Prep (1001405) – 1.0 credit
Math for College Readiness (1200700) – 1.0 credit.
Math for College Readiness and English 4: College Prep count as 1.0 credit courses and will satisfy:
Core mathematics and English graduation requirements;
Bright Futures Scholarship Program eligibility requirements; and
State University System admission requirements.
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GRADING STUDENT PERFORMANCE
By School Board directive, academic grades are to reflect the student's academic progress based on the
competencies/benchmarks for the grade level course in which the student is enrolled. The grade
academic grades must not be based on the student’s effort or conduct. The determination of the specific
grade a student receives must be based on the teacher's best judgment, after careful consideration of all
aspects of each student's performance during a grading period.
In authorized semester courses, the student's final grade will be determined as follows: 50% value for
each of two nine-week grading periods. A teacher may administer an assessment at the end of each
nine-week grading period. The value of the assessment may not exceed 10% of the grade for each nineweek grading period; there is a provision for teacher override.
In authorized annual courses, the student's final grade will be determined as follows: 25% value for each
of four nine-week grading periods. A teacher may administer an assessment at the end of each nineweek grading period. The value of the assessment may not exceed 5% of the grade for each nine-week
grading period, with a provision for teacher override. In order to pass an annual course in grades 9-12, a
student must earn a minimum of 10 grade points, of which a minimum of five must be earned in the
second semester. Teacher override (either up or down) can be used.
For senior high school students the forgiveness policy for required courses is limited to replacing a grade
of D or F with a grade of C or higher earned subsequently in the same or comparable course. The
forgiveness policy for elective courses is limited to replacing a grade of D or F with a grade of C or higher
earned subsequently in another course. In either situation, when a student attempts forgiveness for a
grade, only the new grade will be used to compute the student’s GPA. Any course not replaced
according to this policy will be included in the calculation of the cumulative grade point average required
for graduation. The only exception to the forgiveness policy stated above applies to middle school
students who take any high school course. In this case, forgiveness can be applied to courses with a
final grade of C, D, or F.
In both authorized semester courses and authorized annual courses, the criteria for grading certain
students with disabilities may be modified by the Individual Educational Plan (IEP) team.
The following are the academic grades used:
Grade
A
B
C
D
F
I
Numerical Value (%)
90 - 100
80 - 89
70 - 79
60 -69
0 - 59
0
Verbal Interpretation
Outstanding progress
Above average progress
Average progress
Lowest acceptable progress
Failure
Incomplete (secondary only)
Grade Point Value
4
3
2
1
0
0
GRADE POINT AVERAGE
Grade point averages (GPA) may be used for any of the reasons listed below:
high school graduation;
rank in class;
eligibility to participate in interscholastic extracurricular activities;
academic Recognition Program;
placement on the honor roll and/or membership in honor societies; and
college admissions and scholarship competitions.
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The grade and bonus point values shown in the chart below are used in determining unweighted (without
bonus points) and weighted (with bonus points) GPA's.
Letter Grades
A
B
C
D
F
Grade
Points
4
3
2
1
0
BONUS POINTS
Honors/ PreAICE/ Pre-IB
1
1
1
0
0
Advanced Placement
2
2
1
0
0
International Baccalaureate/Advanced
International Certificate of Education
2
2
1
0
0
NOTE: Dual enrollment courses are awarded the equivalent of Advanced Placement, International Baccalaureate or
Advanced International Certificate of Education bonus points as required by State statute.
The grade point average used for determining the final rank in class for students includes grades from all
courses in which credits have been earned for high school graduation and the first semester of the
students' final year.
Bonus points are applied to grades earned in individual courses prior to the
calculation of the weighted GPA.
Students selecting one of the three-year accelerated programs are included in the overall class ranking
for their graduation year based on the relative ranking of his/her cumulative GPA. These students are
also eligible for consideration for the academic recognition program and the Talented Twenty program.
ACADEMIC RECOGNITION PROGRAM
Cum Laude: the upper 15% of the graduating class, excluding the Summa and Magna Cum Laude
students, using a weighted GPA, or students who have a 4.0 GPA or higher
Magna Cum Laude: the upper 10% of the graduating class, excluding the Summa Cum Laude
students, using a weighted GPA
Summa Cum Laude: the upper 5% of the graduating class using a weighted GPA
The school counselor can assist students and parents in determining the processes for computing the
GPA's used for the various purposes listed above.
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STUDENT RIGHTS AND RESPONSIBILITIES REGARDING GRADES*
PHILOSOPHICAL B ASIS:
Grades, at best, are but an indicator of the student's knowledge or skill at any particular time. Grades are
not necessarily an accurate gauge as to whether learning has taken place. However, since much
emphasis is placed upon grades, a student's academic grade should reflect the teacher's most objective
assessment of the student's academic achievement. Academic grades should not be used as a threat in
order to maintain classroom decorum.
RIGHTS
RESPONSIBILITY
Students have the right to be informed of the teacher’s Students have the responsibility to ask teachers in
grading criteria, which is consistent with district advance of a graded assignment, for an explanation of
guidelines, at the beginning of each grading period.
any grading criteria or practice they may question or that
needs clarification.
Students have the right to receive an academic grade Students have the responsibility for maintain reasonable
that reflects their achievement.
standards of academic performance commensurate with
their ability.
Students have the right to be notified when they are Students have the responsibility for making every effort
performing unsatisfactorily.
to improve their performance upon receipt or notification
of unsatisfactory performance.
Students have the right to receive a conduct and effort Students have the responsibility to conduct themselves
grade in each class consistent with their overall in each class in ways that are conducive to the learning
behavior and effort.
process.
Students have the right to achieve academic success Students have the responsibility to earn grades based
based upon their own initiative and ability without upon their performance while guarding against cheating
interference from others.
by other students.
*Excerpt from the Code of Student Conduct (Secondary) can be found in School Board Policy 5500
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ATTENDANCE POLICY*
Parents and students are responsible for attendance which shall be required of all students during the
days and hours that school is in session. Students are expected to:
be present at school each and every day;
attend class as scheduled;
arrive at school and each class on time; and
demonstrate appropriate behavior and a readiness to learn.
A. Attendance Defined
1.
School Attendance - Students are to be counted in attendance only if they are actually present for
at least two (2) hours of the day or engaged in a school-approved educational activity which
constitutes a part of the instructional program for the student.
2. Class Attendance - Students are to be counted in attendance if they are physically present in
class for at least half of the class period, have been excused by the teacher on a class-related
assignment, or have been requested by a member of the school support staff for an approved
school activity.
3. Tardiness – A student is considered tardy if he/she is not present at the moment the school bell
rings for the class assigned. Note: If a student is not present when attendance is taken but is
present later in the school day, that student must be considered in attendance, but tardy, and the
absence should be changed. A student who is tardy should never remain on record as being
absent.
4. Early Sign-outs - No student shall be released within the final 30 minutes of the school day unless
authorized by the school principal or principal’s designee, e.g., emergency, sickness.
B. Reasonable Excuses for Time Missed at School
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Personal illness of the student (medical evidence may be required by the principal for absences
exceeding 5 consecutive days). The written statement must include all the days the student has
been absent from school. If a student is continually ill and repeatedly absent from school due to a
specific medical condition, he/she must be under the supervision of a health care provider in
order to receive excused absences from school.
Court appearance of the student, subpoena by law enforcement agency, or mandatory court
appearance.
Absence due to a medical appointment requires a written statement from a health care provider
indicating the date and time of the appointment and submitted to the principal.
An approved school activity (absences recorded, but not reported).
Other absences with prior approval of the principal.
Attendance at a center under the Department of Children and Families supervision.
Significant community events with prior permission of the principal. W hen more than one (1)
school is involved, the Region Superintendent will determine the status of the absence.
Observance of a religious holiday or service when it is mandated for all members of a faith that
such a holiday or service be observed.
Military Connected Students – M-DCPS is committed to assist students from military families and
will continue to facilitate the development and implementation of policies that directly impact
children of military personnel. In an effort to ease the burden of our students who have parents
that may be deployed or on “Block Leave,” schools will allow up to a total of 5 days of excused
absences each academic year to allow families time together.
Death in the immediate family.
School sponsored event or educational enrichment activity that is not a school-sponsored event,
as determined by the principal. The student must obtain advance written permission from the
principal. Examples of special events include: public functions, conferences, and regional, state,
and national competitions.
Outdoor suspension.
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13. Other individual student absences beyond the control of the parent or student, as determined and
approved by the principal. The principal shall require documentation related to the situation.
C. Unexcused School Absence Due To:
1.
2.
3.
4.
vacations, personal services, local non-school event, program, or sporting activity;
older students providing day care services for siblings;
illness of others; and
non-compliance of immunization requirements unless lawfully exempted.
Absences not included in the excused absences listed above shall be considered unexcused. Any
student who has been absent from school will be marked unexcused absent until he/she submits the
required documentation. Failure to provide the required documentation within three school days upon the
return to school will result in an unexcused absence. Unexcused absences do not require that the teacher
provide make-up work for the student.
A student accumulating ten (10) or more class unexcused absences in an annual course or five (5) or
more class unexcused absences in a designated semester course may have quarterly, semester, and
final grade(s) withheld pending an administrative screening and completion of assigned interventions by
the Attendance Review Committee.
Unexcused absences shall not be grounds for suspension from school, but may result in detention or
placement in existing alternative programs.
Any student who fails to attend a regularly scheduled class and has a “no excuse” for the absence should
be referred to the appropriate administrator. Disciplinary action should include notification to parents.
Chronic truancy or deliberate nonattendance in excess of fifteen (15) days school days within a ninety
day (90) calendar period will be sufficient grounds for withdrawal of students sixteen (16) years of age or
older, who are subject to compulsory school attendance under Florida Statute 1003.21.
The student will:
1. attend school/classes 180 days each school year;
2. be reported as present for the school day in order to participate in athletic and extracurricular
activities;
3. request the make-up assignments for all excused absences/tardies from his/her teachers upon
his/her return to school or class within three (3) days. It should be noted that all classwork, due to
the nature of the instruction, is not readily subject to make-up work; and
4. complete the make-up assignments for classes missed within the equivalent number of days
absent. Failure to make up all assignments will result in the lower assessment of the student’s
academic and/or effort grade.
The parent will:
1.
be responsible for his/her child’s school attendance as required by law and stress the importance
of regular and punctual school attendance with his/her child;
2. report and explain an absence or tardiness to the school;
3. ensure that his/her child has requested and completes make-up assignments for all excused
absences/tardies from the child’s teachers upon his/her return to school or class; and
4. appear before the Attendance Review Committee at the scheduled time to provide information
relating to his/her child’s absences, and support the prescribed activities designated.
*This information can be found in School Board Policy 5200 - Attendance
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HOMEWORK POLICY*
Homework is an essential part of the instructional process. Homework should provide reinforcement and
extension of class instruction, and should serve as a basis for further study and preparation for future
class assignments. Homework is not to be assigned as punishment. Secondary school homework
assignments should recognize that more time and individual student initiative are expected in order to
meet increased instructional demands. Homework assignments for exceptional students should reflect
the special needs of such students.
In general, homework assignments will be completed the following day. Long-range assignments and/or
special projects should provide students with the opportunity to develop and refine research and
independent study skills. Teachers should review evidence periodically before the student submits a longrange assignment.
When implementing the homework policy, schools should consider established guidelines. The daily
(Monday-Friday) recommended averages for grades 6-7-8 are 75 minutes and 120 minutes for grades 912. W hen assigning homework, consideration should be given to the homework demands being made in
other subject areas.
Students shall:
1. complete assigned homework as directed;
2. return homework to the teacher by the designated time;
3. submit homework assignments that reflect careful attention to detail and quality of work; and
4. devote a minimum of 30 minutes each day to reading as an additional part of the homework
assignment.
NOTE: Students can receive additional help through the Homework Helpers Program, which includes the
Dial-A-Teacher program, at 305-995-1600, Monday through Thursday from 5:00 P.M. to 8:00 P.M.,
WLRN, Channel 17.
While it is understood that parents are not responsible for providing a great deal of assistance to their
child in completing homework, there is still much that parents can do to promote good study habits.
Parents shall:
1. provide continued interest and concern for the child's successful performance in school, through
encouraging and supporting the child in his/her performance of homework assigned;
2. indicate an interest in assignments and assisting, if possible, when requested by the child, but not
to include performing the work for the child;
3. support the school in the students’ assigned homework;
4. request assignments for the child when short-term absences are involved;
5. assist the school in stressing the importance of reading and its benefits; and
6. assure that students read for a period of at least 30 minutes each day in addition to any other
assigned homework.
* Excerpt from School Board Policy 2330 - Homework
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ELIGIBILITY REQUIREMENTS FOR PARTICIPATION IN
INTERSCHOLASTIC EXTRACURRICULAR ATHLETICS AND ACTIVITIES
In order for a student to participate in extracurricular athletics and activities, a student must meet the
standards set forth by Section 1006.15, Florida Statutes, Bylaws and Policies of the Greater Miami
Athletic Conference (GMAC), and Miami-Dade County School Board Bylaws and Polices and Florida High
School Athletic Association (FHSAA), Bylaws and Policies.
To be eligible to participate in interscholastic extracurricular student athletics and activities a student must
maintain an unweighted cumulative grade point average (GPA) of 2.0 or above on a 4.0 scale in the
courses required for graduation, including those taken by the student before he/she begins high school.
The student must also maintain a 2.0 GPA in conduct for the previous semester. Computation of grade
point averages requires the inclusion of all applicable high school courses to which a forgiveness policy
has been applied.
A first-year high school student, entering the ninth grade for the first time, is academically eligible during
his/her first semester of high school attendance. The student, however, must have the cumulative 2.0
GPA at the conclusion of his/her first semester of high school attendance to be academically eligible to
participate during his/her next semester of attendance.
If a student becomes ineligible during the second semester of his/her ninth-grade year or during the first
th
semester of his/her 10 -grade year because the student’s cumulative grade point average was below 2.0
at the conclusion of the previous semester and continues to be below 2.0 at the conclusion of the
semester of ineligibility, he/she may regain his/her eligibility for the following semester provided:
(a) the student signs an academic performance contract with his/her school upon discovery, executes and
fulfills the requirements of an academic performance contract, and (b) the student sits out the semester of
ineligibility; and (c) the student attends summer school, or its graded equivalent, (i.e. adult education,
Florida Virtual School, etc.) between grades 9 and 10 or 10 and 11, as necessary; and (d) the student
earns a grade point average of 2.0 or above on a 4.0 unweighted scale or its equivalent in all courses
taken during the semester of ineligibility.
Once a student enters grade 11, he/she must have and maintain from that point forward a 2.0 or above
cumulative grade point average on a 4.0 scale, or its equivalent, in all courses required for graduation at
the conclusion of each semester to be eligible to participate during the following semester.
If a student’s eligibility is affected by an incomplete grade, the student is ineligible until the incomplete
grade is removed and all eligibility requirements are met.
All students participating in interscholastic athletic competition or who are candidates for an
interscholastic team(s) are required to pass an annual medical evaluation and purchase the School
Board’s sponsored insurance program prior to engaging in any practice, tryout, or pre- or post-season
physical activity associated with the student’s candidacy for an interscholastic athletic team.
A student shall be eligible for no more than four (4) consecutive academic years from the date he/she first
enrolls in the ninth grade. Four years from the date he/she first enrolls in the ninth grade, he/she shall
become ineligible for further interscholastic athletic competition. For students enrolled in an accelerated
graduation program, once they have met all the graduation requirements, they cannot remain in high
school for a fourth year in order to continue eligibility to participate in high school athletics/activities.
The high school counselor and school athletic director can assist students in planning a program of study
that will include the appropriate courses to prepare for college entrance examinations and meet core
course requirements for participation in National Collegiate Athletic Association (NCAA) athletic
programs. They can also assist students in determining how to calculate the GPA required to be eligible
to participate in NCAA athletics and advise the student regarding which courses do not meet NCAA
eligibility requirements.
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THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT
The Family Educational Rights and Privacy Act (FERPA) is a federal law. The intent of this law is to
protect the accuracy and privacy of student information and education records. Under this law, parents
and eligible students have the rights to: access their education records, including the right to inspect and
review those records; waive their access to their education records in certain circumstances; challenge
the content of education records in order to ensure that the records are not inaccurate, misleading, or
otherwise a violation of privacy or other rights; ensure privacy with respect to such records and reports;
and receive notice of their rights with respect to education records. Only authorized individuals having
legitimate educational interest will have access to a student’s education records. However, under some
prescribed circumstances, personally identifiable information and education records can be disclosed to
other individuals and agencies without parental consent. The Board approved a directive for implementing
the provision of the Family Educational Rights and Privacy Act. Personally identifiable information is
maintained in schools in a variety of forms, such as handwriting, print, computer media, video or
audiotape, film, microfilm, and microfiche.
Examples are:
date and place of birth, parent’s address, and where parents can be contacted in emergencies;
grades, test scores, courses taken, academic specializations and activities, and official letters
regarding a student’s status in school;
special education records;
disciplinary records;
medical and health records that the school creates or collects and maintains;
documentation of attendance, schools attended, courses taken, awards conferred, and degrees
earned; and
personal information such as a student’s identification code, Social Security number, photograph,
or other information that would make it easy to identify or locate a student.
Personal notes made by teachers and other school officials that are not shared with others are not
considered educational records as long as they are kept private by the maker of the record. Additionally,
law enforcement records created and maintained by a school district law enforcement unit are not
education records.
Parents or eligible students are guaranteed the right, upon request, to inspect and review their children's
records and to obtain copies of them within 45 days. In accordance with Board policy, a fee may be
charged for reproduction of records, unless the imposition of that fee would effectively prevent the
exercise of the right to inspect and review the education records. The parent or eligible student also has
the right to request a correction of education records which he/she believes to be inaccurate or
misleading. Requests are reviewed by the school principal, regional office, and/or District office and the
parent or eligible student is notified of the decision(s).
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MAGNET PROGRAMS
The School Choice and Parental Options office of Miami-Dade County Public Schools offers a wide
variety of magnet programs that provide unique and enhanced educational opportunities that appeal to
students with diverse backgrounds, special talents, and similar interests. These programs offer courses of
study that satisfy student educational interest and mandated learning goals while promoting diversity.
Some programs accept all interested students; other programs have specific entrance criteria. W hen the
number of eligible students exceeds the number of available seats in non-talent magnet programs, a
random selection procedure is utilized to admit students.
Career and Professions
A variety of Career and Professions magnet academies are available to prepare senior high school
students for the world of work and/or college. These programs are tailored to maximize the understanding
of any given career and profession. Students engage in theme-specific and real-world experiences to
prepare for successful college and workforce life.
Liberal Arts
The Liberal Arts magnet theme affords students a variety of programs encompassing critical thinking and
active learning. Using historical perspective and interdisciplinary understanding, Liberal Arts Magnet
programs prepare students to be knowledgeable world citizens. The programs are dedicated to the
formation of knowledge in the Humanities, Natural Sciences, and Social Sciences through the use of
leading edge technology, research, and artistic production. Academic excellence and commitment to the
values of diversity, community, and collaboration and an appreciation for aesthetics distinguish the Liberal
Arts magnet schools. Each program views learning as a transformative, socially interactive process.
Included in the Liberal Arts are the Museums and Montessori programs which are based on a philosophy
whose fundamental belief is that children learn best within a social environment which supports each
child’s individual development and learning style. Learning occurs in an inquiring, nurturing atmosphere
that encourages social interaction for cooperative learning, peer teaching, and emotional development.
The specific and uniquely designed curriculum and the use of multisensory learning materials enable
students to become self-directed and motivated life-long learners.
International Programs
International Programs offer a challenging curriculum promoting high levels of academic productivity,
comprehension of world cultures, and the acquisition of a foreign language. Through internationally
benchmarked academic study and interdisciplinary courses, students become active lifelong learners and
global citizens prepared to succeed in an ever-changing international society and economy.
Through the International Studies program, school administration, teachers, students, and parents work
collaboratively with foreign ministries of education in Spain, France, Italy, Brazil, and Germany to ensure
that the educational requirements and standards of that country are infused and taught in the curriculum.
The pedagogy results in the acquisition of a second language.
The International Baccalaureate (IB) Programme is a highly coordinated, rigorous course of study
linking Humanities, the Sciences, Mathematics, Languages, and Community Service. The curriculum of
the IB Diploma Programme incorporates standards that assume a high level of aptitude and achievement.
The IB Diploma is highly recognized at colleges and universities throughout the country and world-wide.
The Cambridge (AICE Diploma) Program is a challenging, accelerated curriculum that is based on
Britain’s A Level examinations. At the senior high school level, the Cambridge Program becomes a four-
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year curriculum that progresses from two years of preparatory classes to entrance in the Advanced
International Certificate in Education (AICE) Diploma Program.
The AP Capstone Program is designed to complement and enhance the in-depth subject-matter study
provided through AP courses. The curriculum leads students to exemplary inquiry, research,
collaboration, and communication skills by studying topics of global relevance from an interdisciplinary
perspective, making connections between these topics and their AP subjects. It was developed following
feedback from higher education organizations requesting that high school students develop stronger
backgrounds in independent research, collaborative teamwork, and 21st-century knowledge and skills
now essential for success on college campuses and in today’s global marketplace. For more information,
visit https://lp.collegeboard.org/ap-capstone.
International Education Programs immerse students in multicultural education with an emphasis on
learning a second language. These programs, which are delivered in various, successful, curricular
designs, prepare students to live effectively in a fast changing global society and economy.
Information about
individual school
offerings
in
International Programs
can
be
found
at:
http://yourchoicemiami.org/international-programs/
Mathematics, Science, and Technology
Mathematics, Science, and Technology programs utilize innovative strategies and technology to engage
students in investigation and discovery. This hands-on approach captures natural curiosity and stimulates
interest, thereby building better understanding and quality performance. Students utilize mathematics,
science, and technology laboratories, as well as real world environmental sites, to engage in
mathematical analysis, scientific inquiry, and engineering design.
Information about individual school programs in Mathematics, Science, and Technology can be found at:
http://yourchoicemiami.org/mathematics-science-technology/.
Visual and Performing Arts
Visual and Performing Arts talent programs provide intellectually stimulating and educationally
challenging classes in the arts for students who, through the audition and portfolio review process,
demonstrate a talent in a particular art form. Students and teachers engage in a continuous exchange
with numerous opportunities to develop and showcase talents.
Information about individual school programs in Visual and Performing Arts can be found at:
http://yourchoicemiami.org/visual-performing-arts/
VPREP – VIRTUAL OFFERINGS
Miami-Dade County Public Schools is excited to introduce a new and innovative grouping of programs
with an emphasis on educational instruction delivered through cutting edge process.
VPrep is a
comprehensive collection of virtual programs offered throughout Miami-Dade County Public Schools.
This progressive and rapidly growing cluster of programs is designed to prepare students for the exciting
digital world in which we now live. For additional information, visit http://yourchoicemiami.org/vprep.
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Miami-Dade Online Academy (MDO)
Miami-Dade Online Academy (MDO) is a tuition-free, full-time, accredited, on-line virtual public school
program. It is open to all eligible K-12 students who are residents of Miami-Dade County, Florida. MDO
provides a student-centered virtual-learning environment to a diverse population of learners, encouraging
critical thinking skills and the development of curious minds engaged in high quality curriculum. MDO is
an interactive learning environment with fully certified Florida teachers who provide students with superior
knowledge of subject matter and care about their success.
For more information, visit
http://mdo.dadeschools.net
iPrep Academy
iPrep Academies are innovative magnet schools or school-based programs that provide students in
grades 9-12 with the opportunity to accelerate in the high school curriculum in a technology-rich, nontraditional academic setting. This technology-enriched environment is uniquely designed to meet each
student’s individual needs. In iPrep, students participate in college preparatory and college-level courses,
using both face-to-face and on-line instruction. The rigorous curriculum is comprised of honors,
advanced placement, on-line and dual enrollment courses. Students, have the flexibility in scheduling
their school day to include internships and community-based service projects. iPrep prepares students for
success
in
our
digital
world
and
global
economy.
For
more
information,
visit
http://yourchoicemiami.org/vprep.
iTech Academy
An iTech school offers a rigorous technology-focused curriculum aligned to a Science, Technology,
Engineering and Mathematics (STEM) framework. In iTech schools, students use technology in a projectbased learning environment to solve real world challenges. Currently, M-DCPS offers strands in:
Geospatial Information Systems (GIS), Enterprise Resource Planning (ERP), Microsoft
Applications/Programming and Software Development (iCode) and Game Design (iDesign). An iTech
curriculum also offers students the opportunity to earn industry certifications. For more information, visit
http://yourchoicemiami.org/vprep.
Blended Learning Communities (BLC)
Blended Learning Communities are offered to all students who are required to have an on-line class to
meet the new graduation requirements. For more information, see your senior high school counselor.
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Anti-Discrimination Policy
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and
educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or
national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of
race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of
age with respect to individuals who are at least 40.
The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and
men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities
in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of
unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of
pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin,
marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination
because of race, color, religion, sex, national origin, age, handicap, or marital status.
Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against
employees or applicants because of genetic information.
Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair
opportunity for groups to meet on school premises or in school facilities before or after school hours, or
discriminate against any group officially affiliated with Boy Scouts of America or any other youth or
community group listed in Title 36 (as a patriotic society).
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07
(Florida Statutes), which stipulate categorical preferences for employment.
In Addition:
School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against
students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital
status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification,
social and family background, linguistic preference, pregnancy, and any other legally prohibited basis.
Retaliation for engaging in a protected activity is also prohibited.
Revised: (07.14)
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ACADEMY DESCRIPTIONS
Academy of Agriscience
Students in the Agriscience strand will explore the field of Agricultural Biotechnology while learning
about areas of current agricultural biotechnology applications, genetic principles, tissue/cell
culture, and the potential for biotechnology in the field of agriculture. Research partnerships with
the United States Department of Agriculture will enable students to participate in summer
internships and conduct research on rare and native tropical plant and animal species impacting
the industry. Students will explore additional processes to harness renewable energy, more
efficient and effective methods utilizing existing resources, and ways to reform the global hunger
crisis. Through their participation in the National FFA Organization, students will have
opportunities to develop their leadership and professional development skills.
Academy of Business and Finance
The Academy of Business and Finance connects our students with the world of financial services,
offering a curriculum that covers entrepreneurship, banking and credit, financial planning,
insurance and accounting, among other topics. Our academy is also designated as a
distinguished program of the National Academy Foundation, an acclaimed national network of
high school career academies. In addition to studying a career-focused curriculum and working on
collaborative projects, students gain critical career knowledge through a series of work-based
learning experiences both inside and outside of the classroom. These activities include job
shadowing, mock interviews, resume writing workshops, and culminate with a compensated
internship. Local business partners work with academy teachers to provide these opportunities
that round out students’ education. Students follow a sequential program of study that leads to
industry certification.……………………………………………………………….
Academy of Engineering Technology
Students in Engineering Technology will apply mathematical, scientific and engineering concepts
to find solutions to many design problems. They explore various engineering disciplines such as
mechanical, structural, industrial, electrical, electronics, robotics and aerospace with hands on
activities and projects. Students will participate in activities such as basic sketching, computer
designing, building, testing and analyzing models and prototypes. Students will learn and have the
opportunity to become certified in Computer Aided Drafting and Design using Autodesk Design
software to increase their technological literacy. This program provides students with an advanced
understanding of the knowledge, human relations, and technological skills found in today’s
engineering professions. Students will be able to participate in the National TSA and SECME
organizations.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
Page 30
International Baccalaureate Academy
Self-motivated college-bound students will find the challenging curriculum of the International
Baccalaureate Diploma Programme hard to resist. In addition to advanced course work, students
will submit a 4,000 word Extended Essay research paper in one of the subjects of the IB
curriculum, take a Theory of Knowledge course and engage in at least 150 hours of community
service in the Creativity, Activity, and Service (CAS) component. Students will demonstrate their
proficiency through subject-area exams representing six core academic areas, which may enable
them to earn college credit or advanced standing at prestigious universities, both domestic and
international.
Academy of Legal and Public Affairs
The Academy of Legal and Public Affairs provides students with fundamental competencies which
will enable students to develop skills, knowledge, and attitudes necessary for success and career
advancement within a cluster of law enforcement and criminal investigation related careers. The
academy is designed for students who are interested in public policy, law enforcement, forensics,
and the criminal justice system. Students will take an array of academy classes that focus on
broad, transferable skills and stress the understanding of ethical and sociological standards,
criminal laws, court procedures, defensive tactics, public safety, corrections, criminal investigative
procedures, crime prevention, and entrepreneurship. Program completers will have an
opportunity to earn industry certification as an Accredited Legal Professional.
Academy of Leisure Medicine and Health Science
The Medical Academy provides all students with a sound academic foundation that will enable
them to apply their knowledge and skills for continued study in a healthcare career. Students will
take a core of intensive academic courses to provide a solid foundation in anatomy, physiology,
medical terminology, medical math, disease processes, body mechanics, and basic human
needs. Senior Medical Academy students enter the strand of their choice and focus on their
selected area of interest. Students are members of the Health Occupation Students of America
(HOSA), and compete at the Regional, State and National level. Clinical exposure in community
health facilities and organizations provide students with opportunities to apply their newly acquired
skills in their chosen field.
Academy of Visual & Performing Arts
The Visual & Performing Arts Academy at Coral Reef Senior High School offers six strands of
specialization: Visual Arts, Theatre Arts, Dance, Band, Chorus and Orchestra and is comprised of
actors, singers, dancers, musicians, and artists who strive for excellence in academics and
creative expression. Over the four years, students focus on an Honors Arts curriculum immersed
in the theory and practice of their particular discipline. Art labs, dance and music studios and
black box theatre serve as settings for our academy students. Our professional arts teachers all
share in the same endeavor, to further the training of career-minded arts students who respect
and appreciate the role of the arts in their lives and the life of our community. Students perform,
compete and exhibit their works throughout the District, State and National levels. With diligence
and application, students develop their maximum potential while working in a nurturing and family
environment!
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
Page 31
2015 - 2016 Curriculum Bulletin
Course Listings
LANGUAGE ARTS
Course
Seq.
A11
A21
A31
A12
A22
A32
A33
A13
A23
A43
A14
A24
A44
State Code #
100131001
100132001H
100132002HG
100134001
100135001H
100135002HG
100135001H
100137001
100138001H
100142001AP
100140501
100141001H
100143001AP
Name of Subject
English I
English I Honors
English I Honors Gifted
English II
English II Honors
English II Honors Gifted
English II Honors Pre-AP
English III
English III Honors
AP English Language
English IV – College Prep
English IV Honors
AP English Literature
Prerequisites/Recommendations
Teacher Recommendation
Must be tested and staffed
Teacher Recommendation
Must be tested and staffed
Teacher Recommendation
Teacher Recommendation
Teacher Recommendation
Teacher Recommendation
Teacher Recommendation
English Language Learners (ELL)
Course
Seq.
A61
A62
A63
A64
A65
State Code #
100230002
100231002
100232002
100252002
1002381L1
A66
1002381L2
A67
A68
Name of Subject
Prerequisites/Recommendations
English 1 Through ESOL
English 2 Through ESOL
English 3 Through ESOL
English 4 Through ESOL
Developmental Language
Arts Through ESOL
Developmental Language
Arts Through ESOL
Grade 9
Grade 10
Grade 11
Grade 12
Level 1
1002381L3
Developmental Language
Arts Through ESOL
Level 3
1002381L4
Developmental Language
Arts Through ESOL
Level 4
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
Level 2
Page 32
MATHEMATICS
Course Seq.
B11
B12
B22
B32
B13
B23
B33
B14
Course #
120031001
120631001
120632001H
120632002HG
120033001
120034001H
120034002HG
120070001
B16/B17
B26
12013000201
12113000303
120234002H
Name of Subject
Algebra I
Geometry
Geometry Honors
Geometry Honors Gifted
Algebra II
Algebra II Honors
Algebra II Honors Gifted
Mathematics for College
Readiness
Math Analysis Honors/
Trigonometry Honors
Pre-Calculus Honors
B44
120231001AP
AP Calculus AB
B45
120232001AP
AP Calculus BC
B46
121032001AP
AP Statistics
Prerequisites/Recommendations
Algebra I
Algebra I/Teacher Recommendation
Must be tested and staffed
Geometry
Geometry/Teacher Recommendation
Geometry/Must be tested and staffed
Algebra II
(Seniors Only)
Algebra II/
Teacher Recommendation
Algebra II Honors/
Teacher Recommendation
Pre-Calculus/
Teacher Recommendation
Calculus AB/
Teacher Recommendation
Pre-Calculus or Math Analysis &
Trigonometry
Teacher Recommendation
SCIENCE
Course
Seq.
C11
C21
C12
C22
C32
C13
C23
C33
Course #
Name of Subject
200331001
200332001H
200031001
200032001H
200032002HG
200334001
200335001H
200335002HG
Physical Science
Physical Science Honors
Biology
Biology Honors
Biology Honors Gifted
Chemistry
Chemistry Honors
Chemistry Honors Gifted
C24
200036001H
C25
C26
C41
C42
C43
C44
C45
200339001H
200251001H
200034001AP
200337001AP
200342101AP
200343004AP
200138001AP
Anatomy and Physiology
Honors Grade 10-12
Physics Honors
Marine Science Honors
AP Biology
AP Chemistry
AP Physics 1
AP Physics C
AP Environmental
Science
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
Prerequisites/Recommendations
Teacher Recommendation
Physical Science
Teacher Recommendation
Must be tested and staffed
Biology, Algebra I
Teacher Recommendation
Teacher Recommendation
Biology Honors Gifted
Teacher Recommendation
Teacher Recommendation
Elective
Teacher Recommendation
Teacher Recommendation
Physics Teacher Recommendation
Must be taken with Calculus
Biology –Completed
Chemistry-Concurrent or completed
Page 33
SOCIAL SCIENCES
Course Seq.
D11
Course #
210931001
Name of Subject
World History
Prerequisites/Recommendations
D21
210932001H
World History Honors
D41
D42
210942001AP
210938001AP
AP World History
AP European History
Teacher Recommendation/ Grade
9
Teacher Recommendation
World History Teacher
Recommendation
D13
D23
210031001
210032001H
US History
US History Honors
D44
210033001AP
AP U.S. History
D14/D16
210631001
210233501
D24/D26
210632001H
210234501H
D45/D28
210642001AP
D90
212091001H
210531001H
210340001AP
U.S. Government and
Economics with Financial
Literacy
U.S. Government Honors
and Economics with
Financial Literacy Honors
– Grade 12
AP U.S .Government &
Politics/Economics with
Financial Literacy Honors
AP Macroeconomics &
Government Honors
AP U.S. Government &
Politics
AP Macroeconomics
Psychology 1
Psychology 2
International Relations
Honors
African-American History
Honors
Philosophy Honors/
World Religions Honors
AP Human Geography
D91
210735001AP
AP Psychology
D46/D29
D47/D48
210234501H
210237001AP
210632001H
210642001AP
D80
210237001AP
210730001
210731001
210644002H
D81
210034004H
D71/D72
D83/D84
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
World History, Social Studies
Teacher or Dept. Chair
Recommendation/ Grade 11
Social Studies Teacher or Dept.
Chair Recommendation/ Grade 11
Grade 12
US History Teacher
Recommendation
US History Teacher
Recommendation
US History
Teacher Recommendation
US History Teacher
Recommendation
10th-12th Graders
Teacher Recommendation
Teacher Recommendation
Teacher Recommendation
W. History, US History, or Dept.
Chair Recommendation
Social Studies Teacher
Recommendation
Page 34
WORLD LANGUAGES
Course Seq.
F11
Course #
Name of Subject
Prerequisites/Recommendations
070834001
Spanish I
S01/S02
070835001FV
Spanish II (FLVS)
F21
070836001H
Spanish III Honors
F22
070837001H
Spanish IV Honors
F17
070930001
Spanish for Speakers-I
Spanish II or Teacher
Recommendation
Spanish III Honors , Pre-IB Spanish
III or Teacher Recommendation
Entry level for Spanish Speakers
F18
070931001
Spanish for Speakers-II
Spanish S-I
F26
070932001H
F41
070840001AP
Spanish for Speakers-III
Honors
AP Spanish Language
F42
070841001AP
AP Spanish Literature
Spanish S-II and Teacher
Recommendation
Spanish IV
Teacher Recommendation
AP Spanish Language
Teacher Recommendation
F13
070132001
French I
S03/S04
070133001
French II (FLVS)
French I
F23
070134001H
French III Honors
F24
070135001H
French IV Honors
F43
070138001AP
AP French Language
French II and Teacher
Recommendation
French III Honors
Teacher Recommendation
French IV Honors
Teacher Recommendation
F15
070232001
German I
F16
070233001
German II
German I
F27
070234001H
German III Honors
F28
070235001H
German IV Honors
F45
070238001AP
AP German Language
German II Teacher
Recommendation
German III Honors
Teacher Recommendation
German IV Honors Teacher Recommendation
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
Entry level for non-Spanish
speakers
Spanish I
Page 35
GENERAL ELECTIVES
Course Seq.
G01/G02
Course #
1000410EN
G09/G10
100041001
G11/G12
1000410RT
G13/14
1000410RT
G18
050050001
G19
240030001
Name of Subject
Reading Enrichment
Grade 9 or 10
Intensive Reading
Grade 9 or 10
Intensive Reading
Grade 11
Intensive Reading
Grade 12
Personal, Career &
School Development
Skills
Leadership Skills
E07/E08
Drivers Education/Traffic
Lab
Journalism V (TV)
Must be 15 yrs old at start of class
R23
190030001
190031001
100633101
R24
100633201
Journalism VI (TV)
Teacher Recommendation Digital
Video Production 2
P21
100633201H
Teacher Recommendation
P22
100633301H
P23
100633401H
P24
100633201H
P25
100633301H
P26
100633401H
S23/S24
200248001FV
Journalism VI Honors
(Newspaper)
Journalism VII Honors
(Newspaper)
Journalism VIII Honors
(Newspaper)
Journalism VI Honors
(Yearbook)
Journalism VII Honors
(Yearbook)
Journalism VIII Honors
(Yearbook)
Forensic Science 1
(FLVS)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
Prerequisites/Recommendations
FCAT Re-takers
Counselor Recommendation
Grades 10 - 12
Teacher Recommendation Digital
Video Production 1
Teacher Recommendation
Teacher Recommendation
Teacher Recommendation
Teacher Recommendation
Teacher Recommendation
Page 36
FINE ARTS ELECTIVES
Course Seq.
P01
Course #
100630011
Name of Subject
(Intro) Journalism I
Prerequisites/Recommendations
R02
R06
sR13
R19
R40
010131001
030040001
130132001
040031001
130033001AP
Art I
Dance Repertory 1
Guitar I
Theatre I
AP Music Theory
R22
S31/S32
100630011
820902001FV
S33/S34
900111001FV
Journalism I (TV)
Computing for College
and Careers (FLVS)
Foundations of Web
Design Honors (FLVS)
S37/S38
820731001
S41/S42
130034002FV
S43/S44
040066001
SENIORS ONLY (Beginners)
Teacher Recommendation
Only VPA
Grades 10-12
Computing for College
and Careers
Introduction to
Informational
Technology
Music of the World
(FLVS)
Theatre, Cinema & Film
Production (FLVS)
PHYSICAL EDUCATION
Course Seq.
E01/E02
E03/E04
E05/E06
Course #
150130001
150335001
150331001
150241001
150134001
150135001
Name of Subject
Personal Fitness
Team Sports
Basketball/Individual &
Dual Sports
Weight Training I (E05)
Weight Training II (E06)
Recommendation
Personal Fitness
Personal Fitness
9th GRADE TRANSITION PROGRAM
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
Name of Subject
Recommendation
Ready for the Reef
June – July 2015
Page 37
INTERNATIONAL BACCALAUREATE ACADEMY
Course
Seq.
A51
A71
A52
A72
A53
Course #
Name of Subject
100180001IB
100132002IB
100142001AP
100142002AP
100143001AP
English I CRHS Pre-IB Honors – 9th
English I CRHS Pre-IB Gifted – 9th
AP English Language -10th
AP English Language Gifted – 10th
AP English Literature – 11th
A54
100183001IB
English IV IB (HL) - 12th
st
Prerequisites/Recommendations
Must be tested and staffed
Must be tested and staffed
AP English Language
AP English Literature
B51
120980001IB
IB Math Studies (SL) 1 Year of 2
(Math Studies 1)
Algebra II Honors
Teacher Recommendation
B52
120237501IB
IB Pre-Calculus (SL) 1st Year of 2
(Mathematics 1)
Algebra II Honors
Teacher Recommendation
B53
121031001IB
IB Statistics and Introduction to
Differential Calculus (SL) 2nd Year of
2 (Math Studies 2)
IB Math Studies 1
or IB Pre-Calculus
Teacher Recommendation
B54
120281001IB
IB Calculus (SL) 2nd Year of 2
(Mathematics 2)
IB Pre-Calculus
Teacher Recommendation
C51
C53
C54
C55
C56
C52
C57
C58
C59
D41
D42
D53
D54
F49
200080001IB
200081001IB
200082001IB
200081001IB
200082001IB
200380001IB
200381001IB
200381001IB
200382001IB
210942001AP
210938001AP
210033001AP
210980001IB
070836001H
Biology I CRHS Pre-IB 9th Grade
Biology II IB (SL) 1st Year of 2
Biology III IB (SL) 2nd Year of 2
Biology II IB (HL) 1st Year of 2
Biology III IB (HL)2nd Year of 2
Chemistry I CRHS Pre-IB
Chemistry II IB (SL) 1 Year of 2
Chemistry II IB (HL) 1st Year of 2
Chemistry III IB (HL)2nd Year of 2
AP World History
AP European History
AP American History
Contemporary History IB (HL)
CRHS Pre-IB Spanish III
Physical Science Honors
Pre-IB Chemistry
Biology II IB (SL) 1st Yr.
Pre IB Chemistry
Biology II IB (HL)
Pre-IB Biology
Pre-IB Chemistry
Pre-IB Chemistry
Chemistry II IB (HL)
Required in 9th Grade
Required in 10th Grade
Required in 11th Grade
Required in 12th Grade
Spanish I
F53
070883001IB
IB Spanish IV – B (SL)
1st Year of 2
Teacher Recommendation
F57
070883001IB
IB Spanish IV – B (SL) 1 Year
Teacher Recommendation
F54
070883001IB
Teacher Recommendation
F55
070884001IB
F56
070884001IB
IB Spanish IV – B (HL)
1st Year of 2
IB Spanish V – B (SL)
2nd Year of 2
IB Spanish V – B (HL) 2nd Year of 2
F50
070136001H
French V – Honors
F51
070183001IB
IB French IV – B
(SL/HL) 1st Year of 2
Teacher Recommendation
French IV
Teacher Recommendation French III
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
Teacher Recommendation
Teacher Recommendation
Page 38
Course
Seq.
F52
State Code #
Name of Subject
070184001IB
IB French V – B
(SL/HL) 2nd Year of 2
IB German IV – B
(SL/HL) 1st Year of 2
IB German V – B
(SL/HL) 2nd Year of 2
IB Theatre I 1st Year of 2
(SL or HL)
IB Theatre II 2nd Year of 2
(SL or HL)
IB Theory of Knowledge
IB Social and Cultural Anthropology
(HL) 1st Year of 2
IB Social and Cultural Anthropology
(SL) 1 Year
IB Psychology I (SL) 1 Yr.
IB Information Technology in Global
Society (ITGS) (SL) 1 Yr.
IB Sports Exercise Science (SL) 1
Year
F59
070283001IB
F60
070281001IB
R56
040081001IB
R57
040082001IB
R58
R60
090080001IB
210181001IB
R62
210181001IB
R63
R59
210780002IB
020089001IB
R64
2001820001I
B
Prerequisites/Recommendations
Teacher Recommendation
Teacher Recommendation
Teacher Recommendation
IB Theatre I 1st Year
Required in Grade 12
INTERNATIONAL STUDIES
Course
Seq.
IS
F31
Course #
071530501
IS
F32
071531501
IS
F33
070283001IB
IS
F34
070284001IB
IS
F35
071430001H
IS
F36
071431001H
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
Name of Subject
Prerequisites/Recommendations
Language/Literature for IS 1 –
9th
Language/Literature for IS 2 –
10th
(Only IS) See IB Counselor
Required for German IS
(Only IS) See IB Counselor
Required for German IS
IB German 4 – B (HL)
1st Year
IB German 5 - B (HL) 2nd Year
(Only IS) See IB Counselor
Required for German IS
(Only IS) See IB Counselor
Required for German IS
Required for German IS
World Language Humanities IS
1
9th Grade
World Language Humanities IS
2
10th Grade
Required for German IS
Page 39
BUSINESS ACADEMY
9TH GRADE
X01*
10TH GRADE
X02*
11TH GRADE
X03*
12TH GRADE
X04
Finance and Business
Technology
(881515002)
Accounting
Applications I
(820331001H)
Financial Operations
Personal Financial
Planning
(881512002H)
(881511002H)
* Industry Certification
12th Grade
S93
SUMMER
INTERNSHIP
S93
Financial Internship
(881513002)
Financial Internship
(881513002)
AGRISCIENCE ACADEMY
9TH GRADE
10TH GRADE
11TH GRADE
12TH GRADE
T01
T02
T03*
T04
Agriscience
Foundations I
(810681002)
Agricultural
Biotechnology II
(810685001H)
Agricultural
Biotechnology III
(810686001H)
Advanced Concepts of
Agriscience
(810033003H)
* Industry Certification
ENGINEERING ACADEMY
9TH GRADE
10TH GRADE
11TH GRADE
12TH GRADE
T11
T12
T13*
T14
Applied
Engineering
Technology I
(840111001H)
Applied
Engineering
Technology II
(840112001H)
Applied Technology III
Advanced Applications
in Technology
(84011301m16
H)
(860190001H)
*Industry Certification
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
Page 40
LEGAL ACADEMY
9TH GRADE
10TH GRADE
11TH GRADE
12TH GRADE
Y01
Y02
Y03
Y04*
Criminal Justice I
(891801001)
Criminal Justice II
(891802001)
Criminal Justice III
(891803001H)
Criminal Justice IV
(891804001H)
*Industry Certification
MEDICAL ACADEMY
9TH GRADE
10TH GRADE
11TH GRADE
Z01
Z02
Z03*
Anatomy &
Physiology
(200036001H)
Health Science II
(841711002)
Allied Health
(Med. Assistant)
(841713102H)
12TH GRADE
Choose one strand
Z04*
Emergency Medical
Responder
(841717102H)
Z05*
Nursing Assistant
(841721101H)
*Industry Certification
VISUAL AND PERFORMING ARTS ACADEMYDANCE STRAND
9TH GRADE
10TH GRADE
11TH GRADE
12TH GRADE
W01
W02
W04
W07
Dance Repertory III
(030042001H)
Ballet III
(030036001)
Ballet IV
(030037001H)
Choreography/Performance
(030039001H)
W03
W06/W16
W08/W18
Dance Repertory
IV
(030043001H)
Alliance/Cudettes
Alliance/Cudettes
Dance Techniques III
(030033001H)
Dance Techniques IV
(030033401H)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
Page 41
DRAMA STRAND
9TH GRADE
W20
Theatre III
(040033001H)
10TH GRADE
W21
Technical Theatre
Design & Production II
(040042001)
W22
Theatre IV
(040034001H)
11TH GRADE
W23
Acting III
(040039001)
12TH GRADE
W26
Acting IV
(040040001H)
W24
Theatre History and
Literature
(040036001H)
W27
Theatrical Direction 2
(040051001H)
W28
Technical Theatre
Design & Production IV
(040044001H)
ART STRAND
9TH GRADE
W50
Two-Dimensional
Studio Art II
(010131001)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
10TH GRADE
W52
Two-Dimensional
Studio Art III
(010132001)
W53
Portfolio
Development I Drawing
(010931001H)
11TH GRADE
W54
AP Studio Art: 2D
Design
(010935001AP)
W55
Portfolio Development II
– Two-Dimensional
Design
(010932001H)
12TH GRADE
W56
AP Studio Art: Drawing
(010430001AP)
W57
Portfolio Development
III – Three Dimensional
Design
(010933001H)
W58
Drawing 3
(010436001H)
Page 42
ORCHESTRA STRAND
9TH GRADE
M60/M61
Concert/Chamber
Music Ensemble I
(130540001)
10TH GRADE
M62/M68
Concert/Chamber
Music Ensemble II
(130541001)
M65
Music Techniques IV
(130553001H)
11TH GRADE
M63/M69
Concert/Chamber
Music Ensemble III
(130542001)
M66
Symphony Orchestra V
(130240001H)
12TH GRADE
M64/M70
Concert/Chamber
Music Ensemble IV
(130543001H)
M67
Symphony Orchestra VI
(130241001H)
BAND STRAND
9TH GRADE
M31
Symphonic/
Band III
(130232001)
M35
Wind
Ensemble/
Band III
(130232001)
10TH GRADE
M36
Wind Ensemble Band IV
(130233001H)
M32
Symphonic Band
Music Ensemble II
(130541001)
M43/M47
Chamber Winds/Brass
Ensemble
Music Techniques II
(130551001)
M39
Jazz Ensemble II
(130251001)
11TH GRADE
M37
Wind Ensemble Band V
(130234001H)
M33
Symphonic Band
Music Ensemble III
(130542001)
M44/M48
Chamber Winds/Brass
Ensemble
Music Techniques III
(130552001)
M40
Jazz Ensemble III
(130252001)
12TH GRADE
M38
Wind Ensemble Band VI
(130235001H)
M34
Symphonic Band
Music Ensemble IV
(130543001H)
M45/M49
Chamber Winds/Brass
Ensemble
Music Techniques IV
(130553001H)
M41
Jazz Ensemble IV
(130253001H)
CHORUS STRAND
9TH GRADE
M01/M05
Concert
Women/Concert
Men
Vocal Ensemble
1
(130344001)
10TH GRADE
M02/M06
Concert Women/Men
Vocal Ensemble 2
(130345001)
M10
Music Theory 2
(130031001H)
M14/M17
Select Mixed/Select
Women Chorus 4
(130333001)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
11TH GRADE
M03/M07
Concert Women/Men
Vocal Ensemble 3
(130346001)
M15
Select Women Chorus 5
(130334001H)
M18
Select Mixed
Music Techniques 4
(130553001H)
12TH GRADE
M04/M08
Concert Women/Men
Vocal Ensemble 4
(130347001H)
M12
AP Music Theory
(130033001AP)
M16/M19
Select Mixed/Select
Women Chorus 6
(130335001H)
Page 43
SPECIAL EDUCATION
Standard Diploma
Inclusion Services offered in all general level content classes
Special Diploma
Academic Subjects
Course Seq.
K01-K03
State Code
7910111
Name of Subject
Access English 1/2
Recommendations
Grades 9/10
K11-K13
K21-K23
K31-K33
K41-K43
K51-K53
K61-K63
K71-K73
K81-K83
K91-K93
K85-K88
7910112
7912070
7912080
7912090
7912060
7921015
7921025
7920025
7920015
7915010
Access English 3/4
Access Liberal Arts Math
Access Algebra 1A
Access Algebra 1B
Access Informal Geometry
Access US Government
Access US History
Access Integrated Science 1
Access Biology 1
Specially Designed Physical
Education
Grades 11/12
Grade 9
Grade 10
Grade 11
Grade 12
Grades 9/10
Grades 11/12
Grades 9/10
Grades 11/12
Grades 9-12
Career and Technical Education/Special Skills Courses
Course Seq.
K04, K14-K18
K24-K28
K98
K78
K75-K77
State Code
7980120
7980110
7980010
7980190
7961020
K05-K08
7961050
K44-K48
7961040
K34-K38
K74
K54-K58
K64-K68
7960010
7910390
7963140
7963070
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016
OFFICE OF ACADEMICS AND TRANSFORMATION
Name of Subject
Career Experiences
Career Preparation
Exploratory Education
Technology Education
Communication Skills for Functional
Living
Community and Social Skills for
Functional Living
Leisure and Recreation Skills for
Functional Living
Life Management and Transition
Life Skills Communication
Self-Determination
Social and Personal Skills
Recommendations
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
Grades 9-12
Page 44