Student Progression: 2015 Update
October 23, 2015
Florida School Counselor Association
2015 Convention
www.FLDOE.org
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Topics
• Student Progression Requirements and Resources
• Navigation to DOE Website Resources
• Florida Course Code Directory
• Standard Diploma Options for Students with
Disabilities (SWD)
• Section 504 Introductory Course
• Integrated Student Services in Schools:
Action Guide
www.FLDOE.org
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Student Progression
Requirements and Resources
www.FLDOE.org
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Authority – Section 1008.25(2), F.S.
• District school boards must establish a
comprehensive plan for student progression
• Standards for evaluating each student’s performance
• Specific levels of performance for academic core areas
including
• the levels of performance on statewide assessments
Remediation
Retention
• Appropriate alternative placement for a student who
has been retained two or more years
www.FLDOE.org
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Elementary Reading Instruction
• Any student who exhibits a substantial deficiency in
reading in k,1,2, or 3 must be given intensive reading
instruction immediately following the identification of
the reading deficiency. S. 1008.25(5)(a), F.S.
• If a student’s reading deficiency is not remedied by the
end of third grade, the student must be retained. S.
1008.25(5)(b), F.S.
• Level 1 on the Grade 3 FCAT Reading = Retention
• The parent of any student who exhibits a substantial
deficiency in reading must be notified in writing of
specific services, strategies, policies to assist. S.
1008.25(5)(c), F.S.
www.FLDOE.org
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Florida Standards Assessments
http://fsassessments.org/
www.FLDOE.org
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FSA Students and Families
http://fsassessments.org/students-and-families/
www.FLDOE.org
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Just Read Families
Parent Resources
www.FLDOE.org
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Middle Grades Promotion
S. 1003.4156, F.S.
• To be promoted to high school from grade 8, a
student must successfully complete middle grades
or higher courses in
• English/Language Arts (ELA) – 3
• Mathematics – 3
• Social Studies – 3 (one of these must be at least a one
semester civics education course)
• Science - 3
• Career and education planning – 1
www.FLDOE.org
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Career and Education Planning Course
• Must be Internet-based
• Include assessments to assist students in
determining educational and career options and
goals
• Must result in a completed personalized academic
and career plan and inform students about
•
•
•
•
Graduation requirements
Diploma designations
State university and Florida College System admission
Available opportunities to earn college credit while in
high school
www.FLDOE.org
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Civics Education Course
• 2013-2014 school year
• EOC results constitute 30% of the final course grade
• If a student transfers into a Florida public school after the
beginning of the second term of eighth grade
• Not required to meet the Civics education requirement for
promotion
• If the student’s transcript documents passage
• three courses in social studies
• two year-long courses in social studies that include coverage
of Civics education
www.FLDOE.org
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2015 Legislative Changes: Remediation
•
•
•
The requirement has been removed for middle
school students who scored Level 1 or Level 2 on
the ELA and/or Mathematics Florida Standards
Assessments (FSA) to be enrolled in a remedial
course.
The requirement has been removed for high school
students to score a Level 1 or Level 2 on the ELA
FSA and/or Algebra 1 to be enrolled in a remedial
course.
A school district determines what strategies are
best for their students to be successful.
www.FLDOE.org
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Secondary Student Progression:
2015-2016 Frequently Asked Questions
• Changes to Secondary Progression
• Continued Secondary Progression
• Consolidated information from previously released
memoranda and technical assistance papers
• Middle Grades
• High School
• Available at the Graduation Requirements web
page
www.FLDOE.org
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Standard Diploma 9th Grade Cohort
2013-2014 and Forward
Subject
Credits
English/Language Arts
4 — ELA I, II, III, IV
Mathematics
4* — must include Algebra I and Geometry
Science
3** — must include Biology I, two of which must
have a lab and be equally rigorous science courses
Social Studies
3 — World History, U.S. History, U.S. Government,
Economics with financial literacy
Fine and Performing Arts,
Speech and Debate, or
Practical Arts
1 — Eligible courses are in the Florida Course Code
Directory
Physical Education
1 — to include the integration of health
Electives
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Online Course
One course within the 24 credits must be completed
via online learning
*Industry certification may substitute up to two mathematics credits, except for Algebra 1 and Geometry.
**(1) Industry certification may substitute for up to one science credit, except for Biology 1.
(2) An identified rigorous Computer Science course with a related industry certification substitutes for up
to one science credit (except for Biology I).
www.FLDOE.org
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Special Topics
• Credit Recovery Courses
• Purpose
• High School Transcript Reporting
• Grade Forgiveness
• Middle grades
• High school
• Transfer of High School Credit
• EOC Assessments
• Final Course Grade
www.FLDOE.org
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SUS Directors of Admission
Tourhttp://www.flbog.edu/about/cod/asa/admissionstour.php
• Powerpoints-Video Presentations
• State Universities Background
• Eleven University PowerPoints
• Florida State University video
• Board of Governors Reminders
• SUS Administrators Directors Professional Development Topics
• FDOE K-12 Update
• College Board (focused on redesigned SAT)
• ACT
• MyCareerShines
• Resources
• Matrix (Frequently Asked Questions per institutions)
• Campus Matrix (University of South Florida (USF) St. Petersburg,
USF Sarasota-Manatee, and University of Florida Online)
• First Year Campus Contacts
• Facts Sheets
www.FLDOE.org
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New NCAA Division I Eligibility
Requirements
• Beginning August 2016
• Students must graduate from high school
• Students must complete 16 core courses, 10 of
which must be completed before the start of senior
year
• Students must earn a minimum GPA of 2.3 in core
courses in order to compete in the first year of
college
• Students must earn a combined SAT/ACT score that
matches the core-course GPA on the sliding scale
• For more information visit www.2point3.org
www.FLDOE.org
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www.Floridastudents.org
www.FLDOE.org
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Visit the FDOE’s
Graduation
Requirements
web page
www.FLDOE.org
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2015-2016 Florida Course Code Directory
www.FLDOE.org
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2015-2016 Florida Course Code Directory
• Courses meeting high school subject-area
graduation requirements are coded adjacent to
each applicable course title.
www.FLDOE.org
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Standard Diploma Options
Students with Disabilities
High School Completion Options Online Training
http://pdportal.florida-ese.org/
www.FLDOE.org
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Special Diploma
Section 1003.438, Florida Statutes (F.S.)
• Repealed as of July 1, 2015
• Students who began 9th grade in 2013-14 or earlier and whose IEPs
already documented special diploma may continue to work toward a
special diploma
• Students who began 9th grade in 2014-15 or later MAY NOT work
toward a special diploma
www.FLDOE.org
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High School Graduation Requirements
S. 1003.4282 (11), F.S.
• The majority of students with disabilities will continue
to earn a standard diploma by meeting the same
course requirements as all other students
• Remember - last year, 59.9% of students with
disabilities earned a standard diploma this way
www.FLDOE.org
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Rule 6A-1.09963,
Florida Administrative Code
• The statute required a rule, which became effective
December 23, 2014
• Describes two high school graduation options
available only to students with disabilities
www.FLDOE.org
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Standard Diploma via Access Courses
• Must meet the same 24 course requirements as all
students, but will use access courses/alternate
assessment
• Access Algebra 1 instead of Algebra 1, etc.
• ESE courses may be used as electives
• Special Skills, CTE ESE, Fundamental
• May substitute a Career and Technical Education
(CTE) course with content related for access English
IV, one access math, one access science and one
access social studies
• Not access Algebra, Geometry, Biology or US History
• CTE courses may be modified
www.FLDOE.org
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Standard Diploma via Academic and
Employment-based Courses
• Must meet the same 24 course requirements as all
students
• Must earn at least one-half credit in an
employment-based course
• Must be paid employment at or above a minimum wage
• Documented achievement of components on
employment transition plan
• Includes the work schedule and minimum hours per week,
academic and employment competencies the student will
develop and the criteria for evaluating, industry certifications,
if any, and the supervision the school district will provide
www.FLDOE.org
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Standard Diploma via Academic and
Employment-based Courses
• May substitute a CTE course with content related
for English IV, one math, science and one social
studies
•
•
Not Algebra, Geometry, Biology or US History
There is a process for determining “content related”
• May get a waiver of statewide standardized test
results
www.FLDOE.org
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CTE Course Substitutions
• CTE courses that fulfill the equally rigorous science
requirement can be used all students to meet
science requirements
• Principles of Agribusiness (8009120) can fulfill the
Economics requirement for all students
• Approximately 70% of CTE courses have been
examined for alignment to math, science and
English Language Arts standards- alignment tables
at http://www.fldoe.org/academics/career-adultedu/career-tech-edu
www.FLDOE.org
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www.FLDOE.org
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www.FLDOE.org
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Integration!
Engaging & Serving
Students
Student Support Services Project
http://sss.usf.edu
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What do we mean by…
INTEGRATION?
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Alignment and Integration
Alignment


Correct positioning for
effective/efficient
performance
Core features of practices and
support of these practices are
aligned across the system
Integration



Different parts of a system are
made a functional and structural
whole
Resources are leveraged to build
upon each other
Integration:

Cross Content

Cross Department

Cross Agencies
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+ What Elements MUST Be Present to Have
an Integrated system?

Academic Skills and Academic Behaviors are identified for all students
(Skill/Standards Integration)

The data are presented in a way that reflect the relationship between academic skills
and behaviors (Data Integration)

The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials,
performance expectations.) (Tier Integration)

The instruction provided in Tier 1 integrates the effective instructional strategies and
performance expectations from Tiers 2 and 3 (Tier Integration)

Supports for academic, social, emotional, physical, and mental health are
provided at all tiers and sources of data related to the dimensions of health are
used in problem-solving at all tiers. (Support Services Integration)
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Be helpful to students and families.
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Vision
Our Mission is to provide expertise and leadership for supporting
the academic, social, emotional, physical, and behavioral
development of all students.
Our Vision is a comprehensive, fully integrated multi-tiered system
of supports that meets the needs of the full range of learners.
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Integrated Student Services
http://sss.usf.edu/integrated/index.html
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Leadership
1.
Facilitate a policy-level adoption of integrated
student services that communicates the vision and
critical roles for integrated learning supports to all
stakeholders including school principals and district
leaders? Refer to Pages 5-6 & 11-12
2.
Establish infrastructure and build capacity to meet
students’ physical, mental, social, emotional, and
behavioral needs within a framework where student
services professionals and school personnel work
collaboratively to implement evidence-based
practices? Refer to Pages 2 & 7-10
3.
Prioritize the use of student support personnel to
maximize the implementation of integrated student
services in a way that accelerates the academic,
behavioral, physical, mental and social-emotional
performance (on-track for school success, career and
college readiness) for all students? Refer to Pages 14
– 17
4.
Evaluate the impact of integrated student services on
the acceleration of student performance? Refer to
Page 8
As a leader during the 2015-16
school year, what steps will you take
to:
Integrated Student Services Web link:
http://sss.usf.edu/integrated/fissm/Action_guide.html
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How can we
go from this
TO THIS?
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Continual Improvement:
Think “ALL”
Does it make sense to continue a limited focus on particular subgroups
of students without simultaneously improving the context within which
they exist?
No
Here’s why…
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SWD
All Other
Students
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SWD
All Other
Students
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A high tide floats all boats
!
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Contact Us
Helen Lancashire
Curtis Jenkins
School Counseling Consultant
hlancash@usf.edu
helen.lancashire@fldoe.org
School Counseling Consultant
ctjenkins@usf.edu
curtis.jenkins@fldoe.org
http://sss.usf.edu
Student Support Services Project
325 W. Gaines St., Suite 644
Tallahassee, FL 32399
850-245-7851
Florida Department of Education
Bureau of Exceptional Education and Student Services