Putnam County Public

Schools

Student Progression Plan

2016-2017

Dr. Richard M. Surrency

Superintendent

The Putnam County Public Schools Student Progression Plan is in place to ensure that student

academic needs are met in accordance with established State of Florida legislation and local

instructional goals and objectives.

LEGISLATIVE INTENT (Section 1008.25(1), F.S.)

It is the intent of the Legislature that each student's progression from one grade to another be

determined, in part, upon satisfactory performance in reading, writing, science, and mathematics;

that district school board policies facilitate student achievement; that each student and his/her

parent(s) be informed of that student's academic progress; and indicate that students have access

to educational options that provide academically challenging coursework or accelerated

instruction pursuant to s. 1002.3105, F.S.

The Florida School Laws, Chapter 1000-1013, contain the Florida Statutes that

comprise “The Florida School Code”. The District School Board of Putnam

County’s Program for Student Progression is supported by and based on these

laws.

MISSION:

We will inspire every student to think, to learn, to achieve, to care and to become a

successful and responsible citizen

VALUES:

High Expectations for Student Achievement

We are committed to high expectations, challenging curriculum, and reflective practices

that recognize student learning styles, culture, and life circumstances.

Accountability & Continuous Improvement

All students, teachers and leaders must contribute to and be held accountable for continuous

improvement that promotes excellence, including 21st century work skills, college readiness,

and responsible citizenship.

Focus on Students and Families

The needs and welfare of the students and their families matter to our district.

Character Education

We teach and exemplify positive character traits, including kindness, honesty, respect and a

strong work ethic.

Community

We honor our community by working as a team to ensure the educational success of all students.

Safety

We provide a safe and caring environment for learning.

Sustainability

We sustain high quality staff and programs to ensure the long term success of our students and

district.

Leadership

We are a district where leaders in education are nurtured and grown

STRATEGIC PLAN:

The Strategic Plan of the Putnam County School District is focused upon the achievement of a

single, critical goal — cultivating a learning community where students are engaged in learning,

where they strive for excellence and where they are supported to achieve. In effect, the district

goal is to maximize the learning of all students. There are four key pillars that serve to support

this initiative — a focus on the growth and achievement of every student, providing a safe and

caring environment, ensuring the effective, equitable and efficient use of resources, and

developing and sustaining great teachers and leaders

I. ADMISSION REQUIREMENTS

The State of Florida requires attendance of students is from ages six (6) to sixteen (16). Any students

eligible to receive services under the McKinney – Vento Act (REVISED NCLB 2002) are to be

provided assistance according to PCDSB Policy 4.26. To enroll a student in Putnam County, certain

forms must be completed and information provided.

Children and youth who are experiencing homelessness and children who are known to the Department,

as defined in Florida Statute § 39.0016, shall be given a “temporary exemption” from these statutory

requirements for thirty (30) school days. The term “children known to the department” means “children

who are found to be dependent or children in shelter care.”

A. To enroll a child in Putnam County schools, the following forms must be completed:

1. Pupil Information Sheet (PCSD Form E-5). This form requires notarization. This form also validates

residency in the district as well as in a particular school zone. One parent or guardian must be living

within the school zone as evidenced by a driver’s license, utility bill, etc.

2. Health Form & Chronic Disease Information (PCSD Form E-43).

3. Verification of legal guardianship/custody.

a) Copy of Parent’s driver’s license – matching name to parent’s name listed on child’s birth

certificate.

b) Copy of Court Order or other court paperwork showing custody (where needed/applicable).

4. Home Language Survey/LEP Occupational Survey (PCSD form E-29).

Students who are not proficient in English should receive immediate and intensive instruction in

English Language Acquisition. (F.S. 1003.433)

B. To enroll a child in Putnam County Schools, in accordance with Florida Statute 1003.21, it is the

responsibility of parent(s) of students entering Putnam County public schools for the first time the

following Documentation is required:

1. Evidence of child’s date of birth

a) Before admitting a student to pre-kindergarten, kindergarten, or the first grade, the principal shall

require evidence of date of birth, as provided by law, with documentation preferred in the following

order:

(1) Birth Certificate.

(2) Transcript of certificate of baptism.

(3) An insurance policy on the student’s life in force for not less than two (2) years.

(4) A bonafide contemporary Bible record of the student’s birth, accompanied by an affidavit

sworn to by the parent.

*If none of the above can be produced, an affidavit of age sworn to by the parent and accompanied by a

certificate of age signed by the public health officer or by a physician assigned by the District School

Board may be accepted. (F. S. 1003.21)

b) Age requirements for admission to Pre-K, Kindergarten and First Grade

(1) To enter Pre-Kindergarten a child must have attained the age of 4 years by September 1 of the

school year and live in the State of Florida.

(2) To enter a pre-kindergarten program for children with disabilities, a child from birth to five

must meet the eligibility requirements of the Exceptional Student Education Program as defined by

the Florida Department of Education.

(3) To enter Kindergarten a child must have attained 5 years of age on or before September 1st

of the school year. To enter First Grade a student must have attained the age of 6 years on or

before September 1 of the school year and must have been enrolled in a public school or have

satisfactorily completed the requirements for kindergarten in a non-public school which the District

School Board accepts transfer of academic credit or who otherwise meets the criteria for admission.

These students shall progress according to the District Progression Plan.

c) Age limit for admission to grades K-12

The school principal has discretion regarding whether enrollment will be allowed for any student who is

over the age of 18. The only exception to this is for Exceptional Education students.

Medical Examination

A medical examination shall be required of each student who is entitled to admittance to pre-

kindergarten, kindergarten, or who is entitled to any other initial entrance into a Florida public or

Nonpublic school. Evidence must be submitted that a medical examination has been performed within

twelve (12) months prior to initial school enrollment. Students may be exempt from the requirement of a

medical examination upon written request of the parents stating objections to such examination on

religious grounds. (F.S. 1003.22)

Immunization

Any student who is entitled to admittance to pre-kindergarten, kindergarten, or any other initial entrance

into a Florida public or nonpublic school, must present a certification of immunization for those

communicable diseases for which immunization is required by the Division of Health including

poliomyelitis, diphtheria, rubella, pertussis, tetanus, and mumps and any additional ones which might be

required by the Department of Health. Students entering 7th

– 12th

grade must show documentation

they have started or completed the Hepatitis B series shots or they will not be allowed to attend school.

(F.S. 1003.22)

An exemption may be granted for the following:

d) The parent objects in writing that the administration of immunizing agents conflicts with

religious practices.

e) A competent medical authority certifies in writing that the student should be exempt for medical

reasons.

f) The Department of Health certifies that the required immunization is unnecessary or hazardous.

A student initially enrolling may be issued a temporary thirty (30) day exemption for immunizations

and/or medical examination in order to allow time to obtain or transfer records. To receive the 30-day

exemption, PSCD Form “30-Day Exemption” must be completed and signed by the parents and kept on

file by the school. However, a follow-up must be done on each student in order to ensure compliance.

After a 30-day exemption is completed, students for whom immunizations and/or medical examinations

are not complete or are not in the process of completion (Rule 64D-3.011 Fl. Adm Code), will be

temporarily excluded from attendance until the file is current.

The immunization and medical records shall be a part of the permanent record, which shall follow the

student as he/she is promoted or transferred.

Transfer Students

From another district, homeschool or private school

1. An official letter of transcript from proper school authority, which shows record of attendance,

academic information, and grade placement of the student, is required in order to assist in proper

placement of a student. Please see Grade Placement & State Uniform Transfer of High School Credit

(Rule 6A-1.09941).

2. Kindergarten students transferring from private schools shall meet the required age for admission

as prescribed in Florida Statutes, Chapter 1003.21 and State Board of Education Rules, 6A-1.0985.

3. Students applying for admission to any grade 1-5 who did not meet the age requirement for

kindergarten admission to Florida public schools, Florida Statutes, Chapter 1003.22, will be placed in

the grade level appropriate to normal progression.

*Transfers from Out of State or Another Country

Additional Documentation Required

Prior to admission, in addition to the regular documentation listed in Section I, A&B, the parent or

guardian must also provide (Per S.B.R. 6a-1.0985):

a) Official documentation that the parent(s) or guardian(s) was a legal resident(s) of the state in

which the child was previously enrolled

b) Official documentation that the parent(s) or guardian(s) is/are legal residents now in the State of

Florida.

c) An official letter of transcript from proper school authority, which shows record of attendance,

academic information, and grade placement of the student (The transcript does not need to be in place

prior to attendance).

d) The following pertains to International Exchange Students.

When an international exchange student enters a Putnam County school, the sponsoring organization

must provide documented evidence of:

● the named host family that has pledged to provide housing for the student during the period of

enrollment in the school system;

● health, accident, and liability insurance that is valid in the United States;

● required immunizations prior to the student’s first day of attendance;

● a written statement indicating who is responsible for the affected student in case of emergency,

and,

● evidence of sufficient English language proficiency, including reading, writing, and speaking

that will enable the student to successfully function at the academic level in which he/she is

enrolled

● the exchange student must be certified with a J - ­1 Exchange Visa, be a high school student and

shall present documented proof with a birth certificate or passport showing that he/she will be at

least sixteen (16) years of age but not have attained the age of eighteen and a half (18.5) prior to

attendance at a school in the District

Exchange students in the PCSD will be enrolled as Juniors.

The exchange student’s transcript will be evaluated by the school counselor, so that the exchange

student can enroll in appropriate grade-­‐ level classes.

The exchange student shall not, as a condition of enrollment, request or require a diploma of graduation

or equivalent from the School District. International exchange students have all rights and

responsibilities accorded to students in the District, except the right to a diploma.

The principal of the school or an assistant principal shall approve the admission of each exchange

student who lives within the regular school attendance boundary of the host family's residence. Once

approved, the student’s name must be submitted to the District Secondary Education Office. Any

Foreign Exchange Student issues are to be directed to the Secondary Education Office.

*Regular Age Requirements Rules

For kindergarten and first grade students transferring in from out of state, the following State Board

Rule applies:

Any student who transfers from an out-of-state public school and who does not meet regular age

requirements for admission to Florida public schools shall be admitted upon presentation of the data

required in Section I .

Any student who transfers from an out-of-state non-public school and who does not meet regular age

requirements for admission to Florida public schools may be admitted if the student meets age

requirements for public schools within the state from which he or she is transferring, and if the transfer

of the student’s academic credit is acceptable under rules of the school board.

*Secondary Student Transfers –Graduation Requirements

Students who enter a Florida public school in grades 6-12 from another state or foreign country will

receive a review of their prior academic performance (Procedure for Placement & Promotion in Putnam:

1003.433). A plan will be developed by the school counselor or principal to assist the student to

progress in our school system. Transfer students entering Florida in the 11th

or 12th

grade from out of

state or from a foreign country shall not be required to spend additional time in a Florida public school

in order to meet the high school course requirements if the student has met all requirements of the school

district, state, or country from which he or she is transferring. (1003.433 F.S.). Despite the ability to use

the previous state or country’s credit requirements, to award a State of Florida High School Diploma to a

student, they still must earn a 2.0 GPA, and pass grade 10 Reading / ELA assessment or retakes.

By grade 12, if the out of state or country transfer student doesn’t pass the Reading / ELA assessment,

the student must be provided the following learning opportunities (1003.433 F.S.):

a. Participation in an accelerated high school equivalency diploma preparation program during the

summer.

b. Upon receipt of a certificate of completion, be allowed to take the Common Placement Test

(CPT) and be admitted to remedial or credit courses at a state community college, as appropriate.

(Explanatory Note: The certificate of completion they may receive is a CPT-Eligible Certificate

of Completion. It must be reported by districts in Survey 5 using Withdrawal Code W8A. In

addition, to assist community colleges in identifying these students during the admissions

process, the certificate itself must bear the designation of “CPT eligible”.

c. ESOL students who have been enrolled in the ESOL program for less than two school years and

have met all requirements for the standard high school diploma except for passage of the grade

10 Reading / ELA assessment or alternate assessment may receive immersion English language

instruction during the summer following their senior year. Students receiving such instruction are

eligible to take the grade 10 FCAT Reading / ELA assessment or alternate assessment and

receive a standard high school diploma upon passage of the grade 10 Reading / ELA

assessment or the alternate assessment. This section will be implemented to the extent funding is

provided in the General Appropriations Act.

*Incoming Seniors and FSA Testing

A transfer student must earn a 2.0 grade point average and pass the grade 10 Reading / ELA assessment

as required in Section 1008.22(3), Florida Statutes, or an alternate assessment as described in

Section 1008.22(9), Florida Statutes, in order to receive a standard high school diploma. However,

students entering Florida public school system in grade 12 may either achieve a passing score on FSA

Reading / ELA assessment or use an approved concordant score on SAT or ACT without attempting

FCAT Reading / ELA assessment 3 times.

*Military Children – Interstate Compact (1000.36 F.S.)

The Interstate Compact on Educational Opportunity for Military Children was developed to remove

barriers to educational success imposed on children of military families because of frequent

moves and deployment of their parents. It applies to local agencies.

*Eligibility. The Compact applies to the children of:

a) Active-duty members of the uniformed services, including members of the National Guard

and Reserve on active-duty orders pursuant to 10 U.S.C. ss. 1209 and 1211.

b) Members or veterans of the uniformed services who are severely injured and medically

discharged or retired for a period of 1 year after medical discharge or retirement; and

c) Members of the uniformed services who die on active duty or as a result of injuries sustained

on active duty for a period of 1 year after death.

*Rights relating to records and enrollment:

a) If a child’s official education records cannot be released to the parents for the purpose of

transfer, the custodian of the records in the sending state shall prepare and furnish to the parent a

complete set of unofficial educational records containing uniform information as determined by the

Interstate Commission. Upon receipt of the unofficial education records by a school in the receiving

state, that school shall enroll and appropriately place the student based on the information provided in

the unofficial records pending validation by the official records, as quickly as possible.

b) Simultaneous with the enrollment and conditional placement of the student, the school in the

receiving state shall request the student’s official education record from the school in the sending state.

Upon receipt of the request, the school in the sending state shall process and furnish the official

education records to the school in the receiving state within 10 days or within such time as is reasonably

determined under the rules adopted by the Interstate Commission.

c) States (districts) must give 30 days from the date of enrollment or within such time as is

reasonably determined under the rules adopted by the Interstate Commission for students to obtain any

immunization required by the receiving state. For a series of immunizations, initial vaccinations must be

obtained within 30 days or within such time as is reasonably determined under the rules promulgated by

the Interstate Commission.

d) Students shall be allowed to continue their enrollment at grade level in the receiving state

commensurate with their grade level, including kindergarten, from a local education agency in the

sending state at the time of transition, regardless of age. A student who has satisfactorily completed the

prerequisite grade level in the local education agency in the sending state is eligible for enrollment in

the next highest grade level in the receiving state, regardless of age. A student transferring after the start

of the school year in the receiving state shall enter the school in the receiving state on their validated

level from an accredited school in the sending state.

*Rights Relating to Placement & Attendance:

a) If a student transfers before or during the school year, the receiving state school shall initially

honor placement of the student in educational courses based on the student’s enrollment in the sending

state school or educational assessments conducted at the school in the sending state if the courses are

offered. Course placement includes, but is not limited to, Honors, International Baccalaureate, Advanced

Placement, Vocational, Technical, and Career Pathways Courses. Continuing the student’s academic

program from the previous school and promoting placement in academically and career challenging

courses should be paramount when considering placement. A school in the receiving state is not

precluded from performing subsequent evaluations to ensure appropriate placement and continued

enrollment of the student in the courses.

b) A receiving state school must initially honor placement of the student in educational

programs based on current educational assessments conducted at the school in the sending state or

participation or placement in like programs in the sending state. Such programs include, but are not

limited to Gifted & Talented, and ESOL.

*Rights relating to Preferential Selection:

Dependent children of active duty military personnel who otherwise meet the eligibility criteria for

special academic programs offered through public schools shall be given first preference for admission

to such programs even if the program is being offered through a public school other than the school to

which the student would generally be assigned. If such a program is offered through a public school

other than the school to which the student would generally be assigned, the parent or guardian of the

student must assume responsibility for transporting the student to that school. For purposes of this

subsection, special academic programs include Magnet Schools, Advanced Studies Programs, Advanced

Placement, Dual Enrollment, Advanced International Certificate of Education, and International

Baccalaureate (1003.05 F.S.)

Grade Level Grade Level Placement & State Uniform Transfer of High School Credit (6A-

1.09941) & (1003.25 F.S.)

The grade placement of students transferring from other countries, states, counties, private schools, or

home education will be determined by the principal of the receiving school based primarily on previous

school’s records. However, assessment tests, age and portfolios may also be evaluated. Alternative

placement may be provided for students in grades K-5 who have been retained 2 or more years. No

student may be assigned to a grade level based solely on age or other factors that constitute social

promotion.

The purpose of the State Uniform Transfer of credit rule is to establish uniform procedures relating to

the acceptance of transfer work and credit for students entering Florida’s public schools.

The procedures shall be as follows:

1. Credits and grades earned and offered for acceptance shall be based on official transcripts and

shall be accepted at face value subject to validation if required by the receiving school’s accreditation.

If validation of the official transcript is deemed necessary, or if the student does not possess an

official transcript or is a home education student, credits shall be validated through performance during

the first grading period as outlined in subsection (2) of this rule.

2. Validation of credits shall be based on performance in classes at the receiving school. A student

transferring into a school shall be placed at the appropriate sequential course level and should have a

minimum grade point average of 2.0 at the end of the first grading period. Students who do not meet this

requirement shall have credits validated using the Alternative Validation Procedure, as outlined below.

If validation based on performance as described above is not satisfactory, then any one of the following

alternatives shall be used for validation purposes as determined by the teacher, principal, and parent:

a. Portfolio evaluation by the superintendent or designee;

b. Written recommendation by a Florida certified teacher selected by the parent and

approved by the principal;

c. Demonstrated performance in courses taken through dual enrollment or at other public

or private accredited schools;

d. Demonstrated proficiencies on nationally-normed standardized subject area assessments;

e. Demonstrated proficiencies on the FCAT/FSA; or

f. Written review of the criteria utilized for a given subject provided by the former school.

Students must be provided at least ninety (90) days from date of transfer to prepare for

Alternative Validation Procedure Assessments.

Student Assignment

Each school’s educational capacity will be determined prior to making student assignments.

Educational capacities will be set for each school and will also be determined by grade level for each

elementary and middle/junior high school in an effort to accommodate the maximum number of

students.

Educational capacities will be approved by the School Board and may only be changed through action of

the School Board. Capacities will be reviewed periodically throughout the school year.

1. Zones

All students residing in Putnam County and attending public schools in Putnam County will be

assigned to appropriate schools by the District School Board. Students attending the public schools of

Putnam County, grades PK-12, must have a parent or legal guardian residing within the area of the

school where the student is enrolled. Students presently enrolled have been assigned by the District

School Board and they are permitted to attend the school in their zone to the highest grade offered. All

new students coming into the public schools will be assigned upon submission of the completed

Affidavit Pupil Information Sheet (PCSD Form E-5). E-5 forms are available at the school sites, as well

as the District School Board Office.

Students will be assigned to appropriate schools on the basis of attendance zones recommended by the

Superintendent and established by the School Board.

The Putnam County School District’s Controlled Open Enrollment/Out of Zone Transfer Plan offers

maximum stability for students and promotes the district’s school improvement initiatives. When a

parent/guardian desires his child to attend a school other than the one to which he has been assigned a

written request via the Out of Zone Transfer form must be completed. Forms are available at all schools,

the school district’s website and in the district’s School Services Department. The form must state the

reason for the request and specify the school assignment desired. Appropriate documentation should be

attached to support the reason for request. Parents are encouraged to complete the application prior to

the start of an academic year. Applications will be accepted when submitted during a school year.

However, applications for the upcoming school year will not be considered until after July 1st. While the

application is pending, the child must remain in attendance in the school of the original assignment.

Parents/guardians will be notified of approval/denial via email or phone. The requested school must

have available capacity.

Assignment preferences will be given in the following order:

1) students residing in the school zone,

2) students already enrolled in the school who reside in a different attendance zone,

3) siblings of students presently enrolled in the school,

4) children of school personnel,

5) hardship transfer requests,

6) lottery for other requests.

2. Process for Declaring School Preference

Information on school choice is available at all schools and at the district office all year. It is advertised

on the school district's television channel, on the district's website, and in local newspapers. Parents may

apply for student attendance in any school outside of their attendance zone; if approved, parents must

provide their own transportation.

The parent/guardian informs the school district of his/her request for an Out of Zone Transfer school

assignment through the submission of an Out of Zone Transfer form obtained from one of the local

schools or the district School Services office.

School zones are available on the District web site. School web pages have individual school profiles

with pertinent curriculum information to assist parents in making selections. Directions for obtaining an

application for an Out of Zone Transfer request are posted on the district web page. Parents are

encouraged to complete the application prior to the academic year starting on July 1st. However,

applications are accepted when submitted. Students are to remain in their current placement until the

application is processed. If approved, the student should be withdrawn from the current placement and

enrolled at the requested school. Transfers will not be rescinded on students who were present for both

October and February FTE counts. If a student is applying for a specific program or course of study

outside of their home school, an application packet may be submitted for consideration.

3. Process that Encourages Placement of Siblings within the Same School

Priority is given to siblings of students who are already in attendance at a choice school. Parents are

encouraged to speak with school administration to coordinate choices.

4. Lottery Procedure to Determine Student Assignment

If there are more students requesting enrollment than there are spaces available, a lottery procedure that

is fair to all students may be used.

5. Appeals Process for Hardship Cases

Parents may request a transfer of their child to another school based upon hardship conditions. Out of

Zone Transfer assignments based on hardships shall be considered on a case-by-case basis. An Out of

Zone Transfer form detailing the hardship conditions must be approved the educational capacities set by

the school board. Relevant documentation must be presented with any such request form. Such Out of

Zone Transfer requests can be made at any time.

A “Hardship” exists when there is a situation or circumstance that will have a compelling and adverse

state of misfortune for that student or family’s life.

6. Procedure to Maintain Socioeconomic, Demographic, and Racial Balance

Out of Zone Transfer requests are determined based on the school's educational capacity; and the

socioeconomic, demographic, and racial balance of the school per Florida State Statutes. The district's

racial/ethnic balance will be reviewed periodically. If it is determined that student placement will

adversely affect the balance, the student may not be placed at the requested school.

7. Availability of Transportation

Parents must provide transportation when an Out of Zone Transfer application for a school outside their

attendance zone is approved, unless otherwise provided by Florida State Statutes, State Administrative

Procedures or Federal Codes.

II. ATTENDANCE

Students who are age 6 on or before February 1st

of that school year must attend school every day of the

180-day school year until their sixteenth birthday unless an exception exists (1003.21(01) F.S.). Florida

Statute 1003.24 establishes that the parent of a child of compulsory age is responsible for the child’s

daily school attendance (S.B.R 6A-1.09513). School staff, parents, students and appropriate state

agencies are expected to work together to ensure that all applicable school attendance laws are obeyed,

including but not limited to, referral to the state-designated agency for possible court action for truancy.

School must keep student attendance records per S.B.R. 6A-1.044. Family vacations are not excused

absences.

Students having, suspected of having, or not being immunized from a communicable disease or

infestation as described by F.S. 1003.22(9) are not allowed to attend school, absent of exemption.

In order to return to school, parents must obtain a doctor’s note stating that the student is no longer

contagious or proof of immunization, as applicable.

1. Compulsory School Attendance /Ages 16-17

A student who attains the age of 16 years during the school year is not subject to compulsory school

attendance beyond the date upon which he or she attains that age if the parent and student file a formal

declaration of intent to terminate school enrollment and complete an exit interview with school. The

declaration must acknowledge that terminating school enrollment is likely to reduce the student’s

earning potential and must be signed by the student and the student’s parent.

2. Compulsory School Attendance/Age 18

Although the state does not recognize a “maximum age limit” in which students are allowed to enroll in

school, in Putnam County, students who attain the age of 18 years are not guaranteed enrollment. It is

the principal’s decision whether to allow a non-ESE student to enroll. This decision may be based on the

number of credits already earned, etc. Students beyond age 16 are not subject to compulsory school

attendance beyond the date upon which he or she attains the age even without parental permission.

(F.S. 1001.20(2) (a); 1003.21(1) (c)).

3. Driver’s License Suspension

Student under 18 years of age who drop out of school or who have 15 unexcused absences within 90

calendar days (and who have a driver’s license), may have their driver’s license suspended by the

Department of Highway Safety and Motor Vehicles…or the student may not be issued a license if they

apply for one. (F.S. 1003.27)

4. Solutions Center - Alternative to Suspension and Expulsion

Students in grades 6-12 who have committed infractions requiring a suspension from school may be

eligible to be placed at the Solutions Center. Students attending the S.C. are referred by the school’s

School based Team. SC students are given the opportunity to continue their course work and receive

credit.

The educational program offered by this District is predicated upon the presence of the student and

requires continuity of instruction and classroom participation. Attendance shall be required of all

students enrolled in the schools during the days and hours that the school is in session. Attendance of all

students for at least 180 days is required except for absences due to illness or as otherwise provided by

law. School attendance shall be the responsibility of parents and students. Absences shall be reported to

the school attendance office by the parent or adult student as soon as practicable.

In accordance with statute, the Superintendent shall require, from the parent of each student of

compulsory school age or from an adult student who has been absent from school or from class for any

reason, a statement of the cause for such absence. The School Board reserves the right to verify such

statements and to investigate the cause of each single absence.

In addition, educators shall have the responsibility of encouraging regular attendance of students,

maintaining accurate attendance records, and following reporting procedures prescribed by the

Superintendent.

Provision shall be made for promoting school attendance through adjustment of personal problems,

education of parents, and enforcement of the compulsory attendance laws and related child-welfare

legislation. Accordingly:

A. teachers shall record absentees each period of the school day and report absences as required by

the school;

B. parents should be notified each time their child is absent insofar as possible;

C. when a student has been absent five (5) consecutive days and the school has been unable to

ascertain the reason for the absences, the absences shall be investigated or at any other time if

deemed necessary by the school principal.

D. absences must be reported to the school by the parent or adult student as soon as practicable.

Failure to report and explain the absence(s) shall result in unexcused absence(s). The final

authority for determining acceptability of the reason for the absence(s) shall rest with the

principal.

If a student is absent, whether excused or unexcused, the student shall have a reasonable amount of time

to complete work missed during their absence in order to receive credit. For purposes of this policy, a

reasonable amount of time shall be three (3) days for the first day of absence and one (1) day for each

consecutive day of absence thereafter. Principals may grant extensions to the make-up time limit for

extenuating circumstances.

The School Board considers the following factors to be reasonable excuses for time missed at school:

A. Personal illness of the student (medical evidence may be required by the principal or designee

for absences exceeding five (5) consecutive days).

B. Court appearance of the student.

C. Medical appointment of the student.

D. An approved school activity (absences recorded but not reported).

E. Insurmountable problems. Prior permission by principal or designee is required except in the

case of an emergency.

F. Other absences with prior approval of the principal or designee.

G. Attendance at a center under Children and Families Services supervision.

H. Significant community events with prior permission of the principal.

I. Religious holiday.

J. Death in the immediate family.

Parent notes are sufficient documentation for absences due to short-term illness. The principal shall

require independent verification of the circumstance or condition resulting in extended, excused

absences beyond five (5) days in a forty-five (45) day grading period (nine (9) weeks). Parent notes or

independent verification stating the reasons for the absence should be provided to the designated school

representative within three (3) school days from the time the student returns to school in order for the

absence to be excused.

Absences not included in excused absences listed above shall be unexcused.

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 any regularly scheduled class and has no excuse for absence should be

referred to the appropriate administrator. Disciplinary action should include notification to parents or

guardians.

The Superintendent shall develop administrative procedures that:

A. provide the opportunity for the student and his/her parents to challenge the attendance record

upon the notification of the District's intent to take disciplinary or legal action and that such

notification complies with applicable School Board rules;

B. provide for a school session which is in conformity with the requirements of the rules of the

State Board;

C. provide for the keeping of attendance records in accordance with the rules of the State Board;

D. identify the habitual truant, investigate the cause(s) of his/her behavior, and consider

modification of his/her educational program to meet particular needs and interests;

E. provide that any student who, due to a specifically identifiable physical or mental impairment,

exceeds or may exceed the District's limit on excused absence is referred for evaluation for

eligibility either under the Individuals with Disabilities Education Act (IDEA) or Section 504 of

the Rehabilitation Act of 1973 or other appropriate accommodation.

Such regulations should provide that a student's grade in any course is based on his/her performance in

the instructional setting and is not reduced for reasons of conduct. If a student violates the attendance

policy she/he will be subject to academic penalties.

All High School and Middle School students will be allowed to be absent six and one-half (6 1/2) days

during each semester. On the 7th

day the student will not receive credit in a semester course. (contained

in the Putnam County Student Progression Plan)

Elementary students will be allowed to be absent thirty (30) days during a school year. On the 31st day

she/he will be in danger of being retained.

For the purpose of this policy, middle and high school students must attend seventy-five percent (75%)

of a class to be counted present and elementary students must attend seventy-five percent (75%) of the

school day to be counted present.

Tardies at Any Time During the Day and Early Departures from School

F.S. 1003.20 empowers the District to establish policies that allow accumulated tardies regardless of

when they occur during the school day and early departures from school to be counted as unexcused

absences.

For the purpose of this policy three (3) unexcused tardies to a class or to school will equal an unexcused

absence. Three (3) unexcused early departures from school will count as an absence.

Students who violate the attendance policy will receive a grade of a fifty-nine (59) at the semester. If

s/he takes a semester exam and passes it, the grade will be changed to a sixty (60).

The parent/guardian may secure a waiver to this policy by making known to the Principal in advance

and the Principal approving the parent/guardian’s request.

Whenever any student has a total of fifteen (15) days of unexcused absence from school during any

ninety (90) calendar day period, s/he will be considered habitually absent. The School Board authorizes

the Superintendent to inform the student and his/her parents of the record of excessive absences as well

as the District's intent to notify the Registrar of Motor Vehicles, if appropriate, and the Judge of the

Juvenile Court of the student's excessive absences.

Students may not be given excused absences to remain out of school for the purpose of working, unless

the job is an integral part of the student's instructional program.

F.S. 1002.20, 1003.21, 1003.24, 1003.26, 1003.27 (Revised 10/15/13)

III. VIRTUAL INSTRUCTION

Florida Statutes §§ 1002.37authorizes school districts to implement virtual instruction programs through

district---operated programs or programs provided by contracted providers approved by the Florida

Department of Education. The School District of Putnam County provides full--- time K---12 and part---

time 6---12 instructional programs. [Florida Statutes §§ 1002.37,1001.42(23), State Board Education

Rule 6A---6.0980 & 6A---6.0981]

For more information, see the program descriptions at:

http://www.putnamschools.org/students/virtual_school

Student eligibility for participation is determined by Florida Statute § 1002.455 and

participation requirements are set forth in Florida Statute § 1002.45(6).

Beginning with the 2011---2012 incoming 9th

grade class, the Digital Learning Now Act requires that

all high school students graduating with a 24---Credit Standard Diploma (except those enrolled in the

18-Credit Graduation Option, Special Diploma, International Baccalaureate (IB) Program, or the

Advanced International Certificate of Education (AICE) Program) successfully complete at least one

(1) online course. Students may take these courses online outside of or as a part of the school day.

[Florida Statute §1002.45]

IV. HOME EDUCATION PROGRAMS

A Home Education Program is sequentially progressive instruction of a student directed by his/her

parent(s). The parent(s) of each registered Home Education student must maintain a portfolio of student

work including a log of educational activities made concurrently with instruction and a listing of all

reading materials used.. The parent(s) is/are responsible for submitting an annual evaluation, in

accordance with Florida Statute § 1002.41.

Information and forms are available at :

http://putnamschools.org/departments/home_education_information

V. ELEMENTARY EDUCATION

A. Curriculum and Instruction General Program Requirements

The district curriculum is designed to be concept and process-oriented, promote active

involvement of students, emphasize students’ thinking and reasoning abilities, provide a broad

range of content, emphasize application to real-life experiences, incorporate applicable Florida

Next Generation Sunshine State Standards, Florida Standards or Academically Challenging

Curriculum to Enhance Learning (ACCEL) options, as applicable and meet the developmental

needs of all students.

These standards are implemented by core curriculum objectives for each grade level course.

Documentation of instruction of these standards in the areas of English language arts,

mathematics, science and social studies is required. Only courses of study annually identified in

the State Course Code Directory may be offered. These standards provide broad concepts and

benchmarks for the organization of curriculum and instruction.

1. Reading Instruction: Daily Uninterrupted Elementary Reading Block Instruction

Each elementary school shall provide all students a minimum of 90 minutes of daily,

uninterrupted, scientifically research-based reading instruction using the district adopted

Comprehensive Core Reading Program (CCRP). The daily uninterrupted reading block

shall follow the DOE template which includes a combination of large and small group

instruction, guided and independent reading, and specific skill instruction based on

student needs. Students at risk of retention/performing below grade level will be provided

daily, intensive, accelerated reading instruction.

All K-5 students shall participate in initial instruction using the Comprehensive Core

Reading Program (CCRP). The CCRP curriculum shall be scaffolded to meet the needs

of every student. During differentiated instruction, initial instruction shall be reinforced

through remediation, acceleration, or enhancement. A student whose Individual

Education Plan (IEP) indicates that the CCRP is not appropriate shall receive instruction

using other scientifically research-based reading materials identified in the district’s

Comprehensive Reading Plan and specified in the student’s IEP based on the rigorous

reading requirements.

Use of Accelerated Reader (AR)

The purpose of Accelerated Reader is to motivate students to read more books at

an appropriate level of difficulty by using a point system tied to individual goals.

The purpose is not to provide reading instruction but to increase personal reading

time and reading skills. AR books may be read at a reading station during the 90-

minute block.

2. Physical Education

a)Minimum Requirement 1003.455 (3) F.S.

The Putnam County School Board recognizes the importance of physical fitness and

encourages healthy lifestyles for all students in grades Pre-K to 12. Physical education

programs will be made available to all students. Students in grades K-5 shall participate

in a minimum of 150 minutes per week. The P.E. programs shall include physical

activities of at least a moderate intensity level, and for duration sufficient to provide a

significant health benefit to students, subject to the different capabilities of students.

b)Exemption from Physical Education 1003.455 (4) F.S.

School districts must notify the student’s parents of the options available before

scheduling the student to participate in physical education. This notification can be via a

post on a school website, in a letter or newsletter.

The Physical Education requirements for K-8 may be waived for a student who meets one

of the following criteria:

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

(2) The student’s parent indicates in writing to the school that:

(a) They wish the student to enroll in another course from among those courses

offered as options by the school or

(b) The student is participating in physical activities outside the school day, which

are equal to or in excess of the mandated requirement.

B. Grading & Report Cards

The student’s academic performance in grades K-12 will be based upon assessments as

well as written papers, class participation, and other academic performance criteria.

Grades should be clear, undiluted indicators of what students know and are able to do at the

conclusion of the learning sequence.

Assessments may consist of classroom work, observations, tests, district-selected assessments,

and other relevant information and standardized and/or teacher-made tests for each subject

area. Evaluation of classroom performance is the responsibility of the classroom teacher.

Summative assessments are those assessments that are administered at the end of a learning

sequence after ample practice or rehearsal of essential knowledge. Summative assessments

indicate mastery of benchmarks and standards. Examples of summative assessments include:

● chapter tests

● reading selection tests

● quizzes (only if ample practice/rehearsal has been provided prior to the quiz)

● performance assessments evaluated by a rubric shared with students prior to the

assessment.

Teachers also use formative assessments, which are frequent, in-progress checks for

understanding, on a regular basis. Formative assessments are used to inform instruction, to

provide ongoing and helpful feedback (1) to alert teachers to what challenges students are still

facing, and (2) to inform students about where they are in relation to mastery of the standard.

Examples of formative assessments include:

● guided and independent practice activities – classwork and homework

● workbook exercises as a direct follow-up to instruction

● quizzes to spot check for understanding

● observing students at work and noting progress or need for re-teaching

● students and teachers communicating about a topic by talking or writing (teachers

informally assess what students know and are able to do and determine next steps

for instruction).

1. Report Cards

Report Cards provide the student and the student’s parent or guardian with an objective

evaluation of scholastic achievement with indicators of progress. All schools shall use

the district's approved report card as the primary means of reporting student progress.

Report cards will be distributed following the closing of the grading period and as

designated on the current school calendar. (Kindergarten-3rd grade will be distributed at

the semester, all other grades will be distributed at the end of the nine weeks.)

The report card will reflect:

● The student’s grades.

● The student’s conduct and behavior.

● The student’s attendance, including absences and tardiness.

● The final report card for the school year shall contain a statement indicating end-

of-the-year status, such as performance or non- performance at grade level,

acceptable or unacceptable behavior, attendance, and promotion or non-

promotion.

● Elementary students working below grade level in reading will have this reported

in the comment code section of the report card as “below grade level.” (1003.33

F.S.)

2. Grading Codes for *Kindergarten, 1st 2

nd and 3rd grade

Achievement on the Florida Standards and NGSSS will be communicated in the

following manner:

R4 Exceeding Student demonstrates an in-depth understanding of grade level

concepts and skills which exceed the required performance

R3 Meeting Student consistently demonstrates an understanding of grade

level concepts and skills

R2 Approaching Student demonstrates a partial understanding of grade level

concepts and skills

R1 Emerging Student does not demonstrate an understanding of grade level

concepts and skills

3. Grading code for grades 4th and 5th will be based on the following scale:

A 90-100 Outstanding Performance

B 80-89 Above Average Performance

C 70-79 Average Performance

D 60-69 Lowest Acceptable Progress

F 0-59 Failure

I Incomplete

4. Elementary school achievement or scholarship grades may also include the following

scale for Art, Music, and Physical Education:

E Excellent

S Satisfactory

N Needs Improvement

U Unsatisfactory

5. Progress Reports

Progress reports must be issued to all students at the midpoint of each grading period.

Kindergarten, 1st and ,2

nd and 3rd grades will receive a progress report at the midpoint of

each semester. Students in 4th and 5th grades will receive a progress report at the

midpoint of each nine weeks.

6. No Exemption for Good Attendance

Schools will not exempt students from academic performance requirements, based on

practices or policies designed to encourage student attendance. A student’s attendance

record may not be used in whole or in part to provide an exemption from any academic

performance requirement.

C. Progress Monitoring & Remediation

Schools must provide frequent monitoring of the student’s progress in meeting the desired levels

of performance1008.25(4)(a) (b) F.S.

Each student who does not meet specific levels of performance in reading, writing, science

and/or mathematics shall be provided with scientifically research-based interventions as

indicated by additional diagnostic assessments used to determine the nature of the student's

difficulty and areas of academic need. Instructional support shall continue until performance

expectations are met as documented by demonstrating mastery, passing the state assessment(s) or

graduating from high school.

Beginning with Kindergarten, each student will be evaluated in English Language Arts (ELA)

and mathematics at each grade level within the first nine weeks or within nine weeks of entry

into the Putnam County School District. Any student who does not meet the specific district

levels of performance in ELA, math and science (or does not meet the specific levels of

performance on statewide assessments as determined by the Commissioner of

Education/Secretary of Education) must be provided with remediation.

Any student who exhibits a substantial deficiency in reading, based upon locally determined or

statewide assessments conducted in kindergarten through grade 3, or through teacher

observations, must be given intensive reading instruction immediately.

The parent of any K-3 student who exhibits a reading deficiency must be immediately notified of

the student’s deficiency with a description, understandable to the parent, of the exact nature of

the difficulty. The parent shall be consulted in the development of a detailed Progress

Monitoring Plan. The parent shall be informed that the student will be given intensive reading

instruction until the deficiency is corrected. 1002.20 F.S.

Diagnostic assessments, determined by the district, will be used to identify the nature of the

student’s difficulty and areas of academic need. The progress-monitoring plan will target the

student’s need and develop strategies to assist the student in meeting state and district

expectations of proficiency. Strategies such as after school remediation, extended year activities,

tutorial programs, Exceptional Education services, and suspension of other curriculum can also

be used to assist in meeting student needs. If, after remediation, the subsequent evaluation shows

that the deficiency has not been corrected, the student may be retained.

Each student must participate in the statewide, standardized assessment program required by

1008.22 F.S. Each student who does not achieve a Level 3 (satisfactory) or above on a

statewide, standardized assessment shall be evaluated to determine the nature of the student’s

difficulty, the areas of academic need, and strategies for providing academic support to improve

the student’s performance. A student who is not meeting the school or district requirements for

satisfactory performance must be covered by one of the following plans:

1. A federally required student plan such as an individual education plan (IEP);

2. A school wide system of progress monitoring for all students, except a student

who scores Level 4 or above in the specific subject area statewide assessment

may be exempted from participation by the principal; or

3. An individual progress monitoring plan.

If the student’s reading deficiency is not remedied by the end of grade 3, as demonstrated by

scoring at Level 2 or higher on the FSA ELA for grade 3, the student must be retained unless he

or she is exempt from mandatory retention for good cause as defined by Florida statute (see

Section V.F.5). The principal will consider recommendations by the School Based Team when

making a decision regarding the appropriate placement of the student.

The district school board shall assist schools and teachers to implement reading activities and

strategies that research have shown to be successful in improving reading among low performing

readers.

D. District/State Standardized Assessment

The District will administer assessments in English language arts and mathematics for students

in grades K-5 three times a year for progress monitoring.

Participation in the statewide testing program, which includes the Florida Standards Assessment

(FSA) and alternate assessments, is mandatory for all K-12 students attending public schools. In

elementary schools, the state assessment of reading shall begin in grade 3, reading and writing in

grades 4 – 5, and math in grades 3-5. The assessment of science is administered in grade 5. Each

student who does not meet specific levels of performance in reading, writing, science and

mathematics must be provided with additional diagnostic assessments to determine the

nature of the student’s difficulty and academic needs. 1008.22 F.S.

The statewide kindergarten screening (FLKRS/WSS) must be administered to each kindergarten

student in the school district within the first 30 days of each school year (1002.69 F.S.). The

statewide kindergarten screening assesses the readiness of each student for kindergarten based

upon the performance standards adopted by the DOE under.1002.67 (1), F.S., for the Voluntary

Prekindergarten program.

E. Parent Reporting

Each school board must annually publish on the district website and in the local newspaper, the

following information on the prior school year:

● The provisions of law relating to student progression and the school board's policies

and procedures on student retention and promotion.

● By grade, the number and percentage of all students in grades 3-11 performing at

Levels 1 and 2 on the statewide, standardized English/Language Arts (ELA)

assessment.

● By grade, the number and percentage of all students retained in grades 3-10.

● Information on the total number of students who were promoted for good cause, by

each category of good cause.

● Any revisions to the district school board's policy on student retention and promotion

from the prior year.

Each school must annually report in writing to the parent of each student (in all grades) the

progress of the student in achieving proficiency expectations in ELA, science and mathematics.

1. Progress in English Language Arts

The evaluation of each student’s progress must be based on the student’s classroom work,

observations, tests, district and state assessments and other relevant information. The

report must include the student’s results on each statewide assessment.

2. Below Grade Level /Deficiency in Reading – Grades K-12:

Parents will be notified when a student is working at a skill level below that of his/her

assigned grade placement on the regular periodic report of academic progress. (F.S.

1008.25 (5)(c).

If a student, at any grade, has been identified as having a deficiency in reading, a

Progress Monitoring Plan must be developed which identifies:

● The student’s specific areas of deficiency in the 5 reading categories:

phonemic awareness, phonics, fluency, comprehension, vocabulary

● The desired levels of performance in these areas

● The instructional and support services to be provided to help the student

The Progress Monitoring Plan must provide for frequent monitoring of the student’s

progress.

3. Below Grade Level/Deficiency in Reading – K-3

The parent of any K-3 student who exhibits a reading deficiency must be notified of the

student’s deficiency with a description and explanation of the exact nature of the

student’s difficulty in learning and lack of achievement in reading. The parent must be

consulted in the development of a Progress Monitoring Plan (PMP), as described in s.

1008.25(4)(b), F.S., and must be informed that the student will be given intensive reading

instruction until the deficiency is corrected.

The parent of any student who exhibits a substantial deficiency in reading must be

notified in writing:

● that the child has a substantial reading deficiency.

● of a description of current and proposed supplemental instructional services

provided to the child to remediate the reading deficiency.

● that, if the child's reading deficiency is not remediated by the end of third grade,

the child must be retained unless he/she is exempt from mandatory retention for

good cause.

● of strategies for parents to use in helping their child succeed.

● that the Florida Standards Assessment is not the sole determiner of promotion and

that additional evaluations, portfolio reviews, and assessments are available to

assist parents and districts in knowing when a child is reading at or above grade

level and ready for grade promotion.

● of the district’s specific criteria and policies for a portfolio as provided in

1008.25(6)(b)4, F.S., and the evidence required for a student to demonstrate

mastery of Florida’s academic standards for English Language Arts. A parent of

a student in grade 3 who is identified anytime during the year as being at risk of

retention may request that the school immediately begin collecting evidence for a

portfolio.

● of the district's specific criteria and policies for mid-year promotion. Midyear

promotion refers to the promotion of a retained student at any time during the year

of retention once the student has demonstrated ability to read at grade level.

4. Third Grade Retention Notification

Each school must provide written notification to the parent of any third grade retained

student with the following information 1008.25(7)(b)2., F.S.) :

● that the child has not met the proficiency level required for promotion;

● the reasons the child is not eligible for a good cause exemption; and

● a description of proposed interventions and supports that will be provided to the

child to remediate the identified areas of reading deficiency.

F. Promotion, Remediation, Acceleration & Retention

Student promotion in the Putnam County School District is based upon proficiency in English

language arts, math, and science. The evaluation of student performance should reflect teacher

judgment based on a variety of methods, e.g., classroom assignments/work, observation of

performance, progress tests, district and state assessments, and other objective data. Promotion

will not be determined solely on the basis of a single test/method, with the exception of third

grade, but must follow current Florida Statutes. Per F.S. 1008.25 (5) (C) 6-7.

The District School Board shall allocate remedial and supplemental instruction resources

students in the following priority:

1. Students who are deficient in reading by the end of grade 3

2. Students who fail to meet performance levels required for promotion consistent

with the district school board’s plan for student progression.

The primary responsibility for determining and documenting each student’s level of performance

and ability to function academically, socially and emotionally at the next grade level is that of

the student’s teacher(s). The final decision in regard to appropriate placement is the

responsibility of the school principal. The promotion of students transferring into our district

during the last grading period will be determined primarily by the grades and records received

from the sending school. A school-based committee with approval of the principal will consider

promotion of non-English speaking students on an individual basis.

1. Standards for Promotion

Kindergarten, First Grade, Second Grade and Third Grade

a. Students must have been enrolled in a public school kindergarten or completed a

private school kindergarten before consideration for promotion to first grade.

b. Students must demonstrate 70% mastery (R3 or higher) of the Florida Standards

in language arts and math to be considered satisfactorily completing kindergarten,

first or ,second or third grade. Students in grade 3 must also score at level 2 or

higher on the FSA ELA or MUST be retained or promoted for good cause as

defined by Florida statute. The law clearly intends that students be able to read

before moving beyond grade 3.

c. Parents’ permission is not required for retention; however, documentation of

parent notification is required 45 days prior to retention.

Standards for Promotion -Grades 3– 4-5

Student promotion or retention for grades 4 -5 will be based on satisfactory achievement

of the Next Generation Sunshine State Standards (NGSSS) in Science and Florida

Standards for ELA and math. The decision will not be based on a single test. Student

achievement will be evidenced by: a passing grade in the subjects, classroom work,

observations, tests, district-selected assessment tests, the state assessment tests (FSA) and

other relevant information. Reading is the number one priority for promotion/retention.

Students in grades other than third, who do not meet the minimum promotion criteria,

may be recommended to the School Based Team. Following a new review, the student

may be exempt from retention for good cause and promoted with a progress monitoring

plan – pending the principal’s approval. Schools have the following options for

remediation and retention.

● Remediate before the beginning of the next school year.

● Promote and remediate during the following school year with more intensive

intervention and remediation strategies specified in a Progress Monitoring Plan,

which is documented and implemented;

● Retain and remediate in a program that is different from the previous year’s

program and that take into account the student’s learning style. 1008.25 (2) (b)

and © F.S.

2. Parent Conference Notification

During the second semester, and no later than 45 days prior to the end of the school year,

the school will notify the parent(s), in writing or by conference, of possible retention if

the child continues to progress at the current rate.

Parents of students who are being considered for retention will be invited to a conference

with school personnel. A final notification of retention will be forwarded to the parent(s)

prior to the end of the school year if all the data required is available. Progress

Monitoring Plans will not be written for Exceptional Education students in self-contained

classes. Exceptional Education students in resource room classes will have a Progress

Monitoring Plan if they are failing a course/class not covered in their Individual

Education Plan.

3. Acceleration

Students in grades 4 and 5 who have a score of level 4 or 5 on FSA reading and/or math

may take advanced and /or middle grades course through FLVS. Other acceleration

options for elementary students who demonstrate eligibility include subject-matter

acceleration, whole grade or midyear promotion, flexible grouping, or enrichment.

Parents should contact the school principal or their designee for more information. FS

1002.3105

4. Procedure For Review of Promotion and Retention

The parent or guardian who desires a review of any promotion or retention must contact

the principal at his/her child’s school within thirty (30) days of the end of the term and a

review will be scheduled. At the review, the parent or guardian may present any factual

information related to the promotion or retention and may review all records and

information relating to the individual case. A decision, in writing, will be provided to the

parent or guardian within fifteen (15) days following the review conference.

The parent or guardian may appeal the decision of the principal to the District Staff. The

parent or guardian must contact the principal at his/her child’s school within ten (10) days

of the receipt of the decision and request a final review. Such review will be scheduled

for appeal with the Assistant Superintendent for Curriculum and Instruction.

5. Good Cause Exemptions from Mandatory Retention

Requests for good cause exemptions from the mandatory retention requirement must

include documentation submitted from the student’s teacher to the school principal that

indicates that the promotion of the student is appropriate and is based on the student’s

academic record. Documentation need only to consist of the existing Progress Monitoring

Plan (PMP), Individual Education Plan (IEP), and, if applicable, report card or student

portfolio.

The principal must review and discuss such recommendation with the teacher and

make the determination as to whether the student should be promoted or retained. The

principal must make the recommendation in writing to the district school superintendent.

The superintendent shall accept or reject the school principal’s recommendation in

writing. (F.S.1008.25) (6)

The State of Florida has developed the following guidelines to assist principals in

determining “good cause” to exempt a student from mandatory retention:

● Limited English Proficient (LEP) students with less than two years of ESOL

program instruction;

● Students with disabilities whose IEP indicates participation in statewide

assessment program is not appropriate, consistent with the requirements of s.

1008.212, F.S.;

● Students who demonstrate an acceptable level of performance on an

alternative standardized reading or English/Language Arts assessment

approved by the SBE (SAT 10 is used for Putnam County School Students);

● A student who demonstrates through a student portfolio that he/she is

performing at least at a Level 2 performance on the statewide standardized

Reading assessment or, upon implementation, the English/Language Arts

assessment;

Portfolio Documentation - Guidelines for Use

To be accepted for meeting the portfolio option for demonstrating mastery

of the required reading skills, the student portfolio must meet the

following requirements:

● be selected by the student's teacher,

● be an accurate picture of the student's ability and only include

student work that has been independently produced in the

classroom,

● include evidence that the benchmarks assessed by the grade 3

reading FSA have been met. This includes multiple-choice items

and passages that are approximately 60% literary text and 40%

information text, and that are between 100-700 words with an

average of 500 words, and

● be an organized collection of evidence of the student's mastery of

the Florida Standards Benchmarks for Language Arts that are

assessed by the grade 3 reading FSA.

● For each standard, there must be at least three demonstrations of

mastery at 70% or above.

● Students with disabilities who take the statewide, standardized Reading

assessment or, upon implementation, the English/Language Arts

assessment and who have an IEP or a 504 plan that reflects that the student

has received intensive remediation in reading or English/Language Arts

for more than two years, but still demonstrates a deficiency and was

previously retained in Kindergarten, grade 1, grade 2, or grade 3;

● Students who have received intensive reading intervention for two or more

years but still demonstrate a deficiency in reading and who were

previously retained in Kindergarten, grade 1, grade 2, or grade 3 for a total

of two years (a student may not be retained more than once in grade 3).

Intensive instruction for students so promoted must include an altered

instructional day that includes specialized diagnostic information and

specific reading strategies for each student. The district school board shall

assist schools and teachers to implement reading strategies that research

has shown to be successful in improving reading among low-performing

readers.

6. Successful Progression of Retained Third-Grade Readers (F.S.1008.25)

a. Retained students must be provided daily intensive interventions in reading to

ameliorate the student’s specific reading deficiency, as identified by a valid

and reliable diagnostic assessment.

b. This intensive intervention must include: effective instructional strategies,

participation in summer reading camp, appropriate teaching methodologies

necessary to assist those students in becoming successful readers, able to read at

or above grade level and ready for promotion to the next grade.

c. Students who are retained in third grade must be provided with a high-performing

teacher as determined by student performance data and above-satisfactory

performance appraisals.

d. Students who are retained in 3rd

grade must have a Progress Monitoring Plan that

includes a description of proposed interventions and support that will be provided

to the child to remediate the identified areas of reading deficiency.

7. Mid Year Promotion for Retained 3rd

Graders

Districts must implement a policy for the mid-year promotion of any student retained in

Grade 3 due to a reading deficiency as evidenced by not scoring Level 2 or above on the

reading portion of the Grade FSA ELA Exam who can demonstrate that he or she is a

successful and independent reader at or above grade level and is ready to be promoted to

grade 4 (promotion may take place at any time during the year of retention once the

student has demonstrated ability to read at grade level).Tools that school districts may use

in reevaluating any student retained may include subsequent assessments, alternative

assessments, and portfolio reviews, in accordance with rules of the State Board of

Education.

To promote a student midyear using a locally-selected standardized assessment, there

must be evidence that the student scored at or above grade level in reading

comprehension, as demonstrated by standard scores or percentiles.

To promote a student midyear using a student portfolio, there must be evidence of the

student’s mastery of third-grade LAFS. The student portfolio must meet the following

requirements:

● Be selected by the student’s teacher;

● Be an accurate picture of the student’s ability and include only student work that

has been independently produced in the classroom;

● Include evidence of mastery of the benchmarks assessed by the grade 3 statewide

standardized assessment;

● Include evidence that the benchmarks assessed by the grade 3 statewide

standardized assessment have been met. This includes multiple choice items and

passages that are approximately 60 percent literary text and 40 percent

information text that are between 100-700 words with an average of 500 words.

Such evidence could include chapter or unit tests from the district’s/school’s

adopted core reading curriculum that are aligned with the third-grade reading

standards or teacher-prepared assessments that are aligned with the third-grade

reading standards; and

● Be signed by the teacher and the principal as an accurate assessment of the

required reading skills

● In any given school year, a student must have three examples of each benchmark

successfully completed on the third-grade level, with a score of 70 percent or

above on each example, in order to be promoted midyear.

VI. SECONDARY EDUCATION

INSTRUCTION IN MIDDLE & HIGH SCHOOL

It is the intent of the Legislature (1003.4156 F.S.) that students promoted from the 8th grade will be

ready for success in high school. The mission of the middle grades is to prepare students for successful

completion of the rigorous course work of high school and to be college and career ready. The mission

of the high school is to prepare students to be college and career ready. Only courses of study annually

identified in the State Course Code Directory may be offered. Putnam County shall provide all courses

required for middle grades promotion, high school graduation, and appropriate instruction designed to

ensure that students meet State Board of Education adopted standards (Next Generation Sunshine State

Standards/Florida Standards in the following subject areas: reading and other language arts,

mathematics, science, social studies, foreign languages, health and physical education, and the arts

(1003.42 F.S.). Curricular content for all subjects must integrate critical-thinking, problem-solving, and

workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration

skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy

skills; and civic-engagement skills. (F.S. 1003.41)

State Required Instruction K - 12 (1003.42 F.S)

(1) Each district school board shall provide all courses required for middle grades promotion, high

school graduation, and appropriate instruction designed to ensure that students meet State Board of

Education adopted standards in the following subject areas: reading and other language arts,

mathematics, science, social studies, foreign languages, health and physical education, and the arts.

(2) Members of the instructional staff of the public schools, subject to the rules of the State Board of

Education and the district school board, shall teach efficiently and faithfully, using the books and

materials required that meet the highest standards for professionalism and historic accuracy, following

the prescribed courses of study, and employing approved methods of instruction, the following:

(a) The history and content of the Declaration of Independence, including national

sovereignty, natural law, self-evident truth, equality of all persons, limited government,

popular sovereignty, and inalienable rights of life, liberty, and property, and how they

form the philosophical foundation of our government:

(i) To educate students about the sacrifices made for freedom in the founding of this

country and the values on which this country was founded, the last full week of classes

in September shall be recognized in public schools as Celebrate Freedom Week.

Celebrate Freedom Week must include at least 3 hours of appropriate instruction in

each social studies class, as determined by each school district, which instruction shall

include an in-depth study of the intent, meaning, and importance of the Declaration of

Independence.

(ii) To emphasize the importance of this week, at the beginning of each school day or in

homeroom, during the last full week of September, public school principals and

teachers shall conduct an oral recitation by students of the following words of the

Declaration of Independence: "We hold these truths to be self-evident, that all men are

created equal, that they are endowed by their Creator with certain unalienable rights,

that among these are life, liberty and the pursuit of happiness. That to secure these

rights, governments are instituted among men, deriving their just powers from the

consent of the governed."

(iii) Student recitation of this statement shall serve to reaffirm the American ideals of

individual liberty.

(iv) Upon written request by a student's parent, the student must be excused from the

recitation of the Declaration of Independence. 1003.421F.S.

(b) The history, meaning, significance, and effect of the provisions of the Constitution of the

United States and amendments thereto, with emphasis on each of the 10 amendments that

make up the Bill of Rights and how the constitution provides the structure of our

government

(c) The arguments in support of adopting our republican form of government, as they are

embodied in the most important of the Federalist Papers

(d) Flag education, including proper flag display and flag salute

(e) The elements of civil government, including the primary functions of and

interrelationships between the Federal Government, the state, and its counties,

municipalities, school districts, and special districts

(f) The history of the United States, including the period of discovery, early colonies, the

War for Independence, the Civil War, the expansion of the United States to its present

boundaries, the world wars, and the civil rights movement to the present. American

history shall be viewed as factual, not as constructed, shall be viewed as knowable,

teachable, and testable, and shall be defined as the creation of a new nation based largely

on the universal principles stated in the Declaration of Independence

(g) The history of the Holocaust (1933 - 1945), the systematic, planned annihilation of

European Jews and other groups by Nazi Germany, a watershed event in the history of

humanity, to be taught in a manner that leads to an investigation of human behavior, an

understanding of the ramifications of prejudice, racism, and stereotyping, and an

examination of what it means to be a responsible and respectful person, for the purposes

of encouraging tolerance of diversity in a pluralistic society and for nurturing and

protecting democratic values and institutions.

(h) The history of African Americans, including the history of African peoples before the

political conflicts that led to the development of slavery, the passage to America, the

enslavement experience, abolition, and the contributions of African Americans to society

(i) The elementary principles of agriculture

(j) The true effects of all alcoholic and intoxicating liquors and beverages and narcotics

upon the human body and mind

(k) Kindness to animals

(l) The history of the state

(m) The conservation of natural resources.

(n) Comprehensive health education that addresses concepts of community health; consumer

health; environmental health; family life, including an awareness of the benefits of sexual

abstinence as the expected standard and the consequences of teenage pregnancy; mental

and emotional health; injury prevention and safety; nutrition; personal health; prevention

and control of disease; substance use and abuse; dating violence and abuse in grades 9 –

12; and Internet safety

(o) Such additional materials, subjects, courses, or fields in such grades as are prescribed by

law or by rules of the State Board of Education and the district school board in fulfilling

the requirements of law

(p) The study of Hispanic contributions to the United States

(q) The study of women's contributions to the United States

(r) The nature and importance of free enterprise to the United States economy

(s) A character-development program in the elementary schools, similar to Character First

or Character Counts, which is secular in nature. Beginning in school year 2004-2005, the

character-development program shall be required in kindergarten through grade 12. Each

district school board shall develop or adopt a curriculum for the character-development

program that shall be submitted to the department for approval. The character-

development curriculum shall stress the qualities of patriotism; responsibility;

citizenship; kindness; respect for authority, life, liberty, and personal property; honesty;

charity; self-control; racial, ethnic, and religious tolerance; and cooperation

(t) In order to encourage patriotism, the sacrifices that veterans have made in serving our

country and [protecting democratic values worldwide. Such instruction must occur on or

before Veteran’s Day and Memorial Day. Members of the instructional staff are

encouraged to use the assistance of local veterans when practicable

(3) Any student whose parent makes written request to the school principal shall be exempted from the

teaching of reproductive health or any disease, including HIV/AIDS, its symptoms, development, and

treatment. A student so exempted may not be penalized by reason of that exemption. Course

descriptions for comprehensive health education shall not interfere with the local determination of

appropriate curriculum which reflects local values and concerns.

(4) Instruction shall expand each student’s knowledge, the understanding and the awareness of

individuals with disabilities, the history of disabilities and the disability rights movement

(1003.4205,F.S.).

COURSE LEVELS

Course levels are designated in the following way:

Level 1 Basic courses. For students with an individual educational plan (IEP) who entered the 9th grade prior to the 2013-14 school year, if the IEP team determined and documented, in accordance with Section 1003.43(7)(d), F.S., that a rigorous course of study would be inappropriate, the student may be granted core academic credit toward a standard high school diploma for any Level 1 course taken prior to the 2013-14 school year. Any student taking a Level 1 course in the 2013-14 school year or later, may not earn credit towards a standard diploma (including an elective credit).

Students with disabilities who entered grade 9 prior to the 2014-2015 school year and who are pursuing a special diploma, who successfully completed a Level 1 course, may receive credit toward a special diploma

in accordance with the district’s student progression plan.

Level 2 Regular, mainstreamed courses.

Level 3 Honors, IB, AP, AICE, advanced college-preparatory courses, and other courses containing rigorous academic curriculum and performance standards. In addition, numerous career and technical education courses are designated as Level 3.

MIDDLE AND HIGH SCHOOL GRADING SYSTEM (Section 1003.437, F.S.)

The grading system and interpretation of letter grades used for students in public schools in grades 6-12

shall be as follows:

● Grade "A" equals 90 percent through 100 percent, has a grade-point average value of 4,

and is defined as “outstanding progress.”

● Grade “B” equals 80 percent through 89 percent, has a grade-point average value of 3,

and is defined as “above-average progress.”

● Grade “C” equals 70 percent through 79 percent, has a grade-point average value of 2,

and is defined as “average progress.”

● Grade “D” equals 60 percent through 69 percent, has a grade-point average value of 1,

and is defined as “lowest acceptable progress.”

● Grade “F” equals 0 (zero) percent through 59 percent, has a grade-point average value of

0 (zero), and is defined as “failure.”

● Grade “I” equals 0 (zero) percent, has a grade-point average value of 0 (zero), and is

defined as “incomplete.”

For purposes of class ranking, district school boards may exercise a weighted grading system pursuant to

s. 1007.271, F.S.

MIDDLE GRADES PROMOTION

Promotion from a school that includes middle grades 6, 7, and 8 requires that students must successfully

complete academic courses as follows:

● English/Language Arts - 3 middle school or higher courses. These courses must emphasize

literature, composition, and technical text.

● Mathematics - 3 middle school or higher courses. Each middle school must offer at least one

high school level mathematics course for which students may earn high school credit.

○ Successful completion of a high school level Algebra 1 or Geometry course is not

contingent on a student passing the end-of-course (EOC) assessment required under s.

1008.22(3)(b)1., F.S. To earn high school credit for Algebra 1, a middle grades student

must take the statewide, standardized Algebra 1 EOC assessment and pass the course,

and in addition, beginning with the 2013-14 school year and thereafter, a student’s

performance on the Algebra 1 EOC assessment constitutes 30 percent of the student’s

final course grade.

○ To earn high school credit for a Geometry course, a middle grades student must take the

statewide, standardized Geometry EOC assessment, which constitutes 30 percent of the

student’s final course grade, and earn a passing grade in the course.

● Social Studies - 3 middle school or higher courses.

○ Beginning with students entering grade 6 in the 2012-2013 school year, one of these

courses must be at least a one-semester civics education course that a student successfully

completes in accordance with s. 1008.22(3)(b)(3.), F.S., and that includes the roles and

responsibilities of federal, state, and local governments; the structures and functions of

the legislative, executive, and judicial branches of government; and the meaning and

significance of historic documents, such as the Articles of the Confederation, the

Declaration of Independence, and the Constitution of the United States. Beginning with

the 2013-2014 school year, each student’s performance on the statewide, standardized

end-of-course assessment in civics education constituted 30 percent of the student’s final

course grade.

○ A middle grades student who transfers into the state’s public school system from out of

country, out of state, a private school, or a home education program after the beginning of

the second term of grade 8 is not required to meet the civics education requirement for

promotion from the middle grades if the student’s transcript documents passage of three

courses in social studies or two year-long courses in social studies that include coverage

of civics education.

● Science - 3 middle school or higher courses.

○ Successful completion of a high school level Biology 1 course is not contingent upon the

student passing the Biology 1 EOC assessment. However, a middle grades student must

take the statewide, standardized Biology 1 EOC assessment, which constitutes 30 percent

of the student’s final course grade, and earn a passing grade in the course.

● Career and Education Planning – to be completed in 6th

, 7th

, or 8th grade.

○ The course may be taught by any member of the instructional staff. At a minimum, the

course must be Internet-based, easy to use, and customizable to each student and include

research-based assessments to assist students in determining educational and career

options and goals. In addition the course must result in a completed personalized

academic and career plan for the student; must emphasize the importance of

entrepreneurship skills, technology, or the application of technology in career fields; and,

beginning with the 2014-15 academic year, must include information from the

Department of Economic Opportunity’s economic security report as described in s.

445.07, F.S.

○ The required personalized academic and career plan must inform students of high school

graduation requirements (including a detailed explanation of the diploma designation

options provided under s. 1003.4285, F.S.), high school assessment and college entrance

test requirements, Florida Bright Futures Scholarship Program requirements, state

university and Florida College System institution admission requirements, and programs

through which a high school student can earn college credit, including Advanced

Placement, International Baccalaureate, Advanced International Certificate of Education,

dual enrollment, career academy and career-themed course opportunities, and courses

that lead to national industry certification.

○ Each student shall complete a personal education plan that must be signed by the student

and the student’s parent.

● Physical Education – One semester of physical education is required each year for students

enrolled in grades 6-8, as required by s. 1003.455, F.S. The following waiver options are

available:

○ The student is enrolled or required to enroll in a remedial course

○ The student’s parent indicates in writing to the school that:

■ the parent requests that the student enroll in another course from among those

courses offered as options by the school district; -OR-

■ b) the student is participating in physical activities outside the school day which

are equal to or in excess of the mandated requirement.

○ District school boards are required, by Florida Statute, to notify parents of the waiver

options annually prior to the scheduling of classes for the following school year.

INTENSIVE INTERVENTION (Section 1003.4156(2) and (3), F.S.)

If a middle grades student scores at Level 1 or 2 on the statewide, standardized Reading assessment, or

when implemented, the English/Language Arts assessments, the following year the student must enroll

in and complete a remedial course or a content area course in which remediation strategies are

incorporated into course content delivery.

If a middle grades student scores at Level 1 or 2 on the statewide, standardized Mathematics assessment,

the following year the student must receive remediation which may be integrated into the student’s

required mathematics courses.

GRADE FORGIVENESS POLICY

Each district school board must adopt policies designed to assist students in meeting graduation

requirements, including grade forgiveness policies as authorized by s. 1003.4282(6), F.S.

Forgiveness policies for required courses shall be limited to replacing a grade of "D" or "F," or the

equivalent of a grade of “D” or “F,” with a grade of "C" or higher, or the equivalent of a grade of “C” or

higher, earned subsequently in the same or comparable course.

Forgiveness policies for elective courses shall be limited to replacing a grade of "D" or "F," or the

equivalent of a grade of “D” or “F,” with a grade of "C" or higher, or the equivalent of a grade of “C” or

higher, earned subsequently in another course.

The only exception to these forgiveness policies shall be made for a student in the middle grades who

takes any high school course for high school credit and earns a grade of “C,” “D,” or “F” or the

equivalent of a grade of “C,” “D,” or “F.” In such cases, the district forgiveness policy must allow the

replacement of the grade with a grade of “C” or higher, or the equivalent of a grade of “C” or higher,

earned subsequently in the same or comparable course. In all cases of grade forgiveness, only the new

grade shall be used in the calculation of the student’s grade point average. Any course grade not

replaced according to a district forgiveness policy shall be included in the calculation of the cumulative

grade point average required for graduation.

Students in Putnam County Secondary schools have the opportunity to participate in grade forgiveness

through an online program, Odyessyware. Students may choose to retake the course in the traditional

class.

Rule 6A-1.0955(3), FAC, requires each school district to keep a record of courses taken and a record of

achievement, such as grades, unit, or certification of competence. Student records cannot be altered at

any time unless it has been determined that the information is inaccurate or in violation of the privacy or

other rights of the student. All courses and grades must be included on the student’s transcript. The

authority for the school board to adopt a forgiveness policy does not provide the authority to alter a

student’s record to delete the forgiven course and grade. The forgiveness policy authorization is for the

express purpose of assisting students in meeting the requirements necessary to graduate from high

school, including a minimum grade point average and successful completion of academic credit or

curriculum requirements. The school board does not have the authority to purge that student’s record to

delete the first grade. All forgiven courses and grades must be included on a student’s transcript as an

accurate reflection of the student’s record of achievement.

HIGH SCHOOL GRADUATION PROGRAM

Section 1003.4282, F.S., identifies state minimum graduation requirements for grades 9-12, adult students,

and students with disabilities who are to be awarded a standard high school diploma by a public school.

The state has specified a total number of credits that students shall earn in certain subject areas.

Putnam County students entering high school may choose from the following options to earn a standard

diploma:

● 24-credit program

● 18-credit, Academically Challenging Curriculum to Enhance Learning (ACCEL) option

● AICE curriculum

All of these graduation paths include opportunities to take rigorous academic courses designed to

prepare students for their future academic and career choices. All students, regardless of graduation

program, must earn a cumulative GPA of 2.0 on a 4.0 scale and achieve a passing score on the

statewide, standardized Grade 10 ELA Assessment or earn a concordant score on the ACT or SAT.

Students who entered grade 9 in the 2011-12 or 2012-13 school years must achieve a passing Algebra 1

EOC assessment score or earn a comparative score if enrolled in Algebra 1 after the 2010-11 school year

to graduate with a standard diploma. Students who entered grade 9 in 2013-14 and thereafter, must

achieve a passing Algebra 1 EOC assessment score or earn a comparative score in order to graduate with

a standard diploma. Additional information related to assessment requirements is available in

Graduation Requirements for Florida’s Statewide Assessments, available online at

http://fcat.fldoe.org/pdf/fcatpass.pdf.

Each high school is required to advise each student of courses through which a high school student can

earn college credit, including AP, IB, AICE, dual enrollment, early admission and career academy

courses and courses that lead to industry certification, as well as the availability of course offerings

through virtual instruction.

Each high school is also required to advise each student of the early and accelerated graduation options

under s. 1003.4281, F.S. Students must be advised of eligibility requirements for state scholarship

programs and postsecondary admission.

Early High School Graduation (Section 1003.4281, F.S.)

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 on a 4.0 scale and earns a passing score on

the statewide assessments required for high school graduation may have this option (outlined in s.

1003.4281, F.S.).

A student who graduates early may continue to participate in school activities and social events and

attend and participate in graduation events with the student’s cohort, as if the student were still enrolled

in high school. A student who graduates early will be included in class ranking, honors and award

determinations for the student’s cohort. A student who graduates early must comply with district school

board rules and policies regarding access to the school facilities and grounds during normal operating

hours.

A student who graduates from high school midyear may receive an initial Bright Futures Scholarship

award (if eligible) under sections 1009.53-1009.538, F.S., during the spring term following the student’s

graduation, as long as the student applies for the scholarship award no later than August 31 of the

student’s graduation year.

A student who receives an initial award during the spring term will be evaluated for scholarship renewal

after a full academic year (fall through spring) of award eligibility has passed. This provides students

who graduate from high school midyear and receive an initial award in the spring term a full academic

year (potentially three terms of funding) before they will be evaluated for scholarship renewal.

Academically Challenging Curriculum to Enhance Learning Options (ACCEL) (s.1002.3105(1)(b),

F.S.)

Each school must provide ACCEL options. ACCEL options are educational options that provide

academically challenging curriculum or accelerated instruction to eligible students, such as:

● Whole-grade and midyear promotion

● Enrichment programs

● Subject matter acceleration

● Virtual Instruction in higher grade-level subjects

● CAP, as specified in s. 1003.4295, F.S.

● Enriched science, technology, engineering and mathematics (STEM) coursework

ACCEL Option – 18 credits (Section 1002.3105(5), F.S.)

Students who complete a minimum of 18 credits, achieve a cumulative GPA of a 2.0 on a 4.0 scale and

earn a passing score on the statewide assessments required for high school graduation have an option to

earn a standard high school diploma. This option requires that a student complete the standard course

requirements for the 24-credit program applicable to the student’s grade 9 cohort year without the

required physical education course, only three elective courses, and without the online course

requirement.

Credit Acceleration Program (CAP) (Section 1003.4295, F.S.)

The CAP is available to allow a secondary student to earn high school credit in Algebra 1, Algebra 2,

Geometry, U.S. History or Biology 1 if the student passes the statewide, standardized assessment

administered under s. 1008.22, F.S. A school district must award credit to a student who is not enrolled

in the course, or who has not completed the course, if the student attains a passing score on the

corresponding statewide, standardized assessment.

A school district must permit a student who is not enrolled in the course, or who has not completed the

course, to take the assessment during regular administration of the assessment as specified in s.

1003.4295, F.S.

Standard High School Diploma Designations (Section 1003.4285, F,S,)

Students may earn one or more designations on their standard high school diploma: the scholar

designation and the merit designation. Students are encouraged, but are not required, to work toward a

designation. The requirements for both designations are in addition to the 24-credit program

requirements.

The requirements of a scholar designation include the following:

A student entering grade 9 in the 2010-2011, 2011-2012, 2012-2013, and 2013-2014 school years must

do the following:

● Earn 1.0 credit in Algebra 2

● Earn 1.0 credit in Statistics or an equally rigorous mathematics course

● Pass the Biology 1 EOC

● Earn 1.0 credit in Chemistry or Physics

● Earn 1.0 credit in a course equally rigorous to Chemistry or Physics

● Pass the U.S. History EOC

● Earn 2.0 credits in the same World Language

● Earn at least 1.0 credit in AP, IB, AICE or a dual enrollment course

● A student enrolled in an AP, IB or AICE Biology course who takes the respective Biology

assessment and earns the minimum score necessary to earn college credit meets the requirement

without having to take the Biology 1 EOC assessment

● A student enrolled in an AP, IB or AICE course that includes U.S. History topics who takes the

respective assessment and earns the minimum score necessary to earn college credit meets the

requirement without having to take the U.S. History EOC assessment

A student entering grade 9 in the 2014-2015 school year and thereafter must do the following:

● Pass the grade 10 Fl Reading/ELA assessment

● Earn 1.0 credit in Algebra 2 and pass the Algebra 2 EOC

● Pass the Geometry EOC

● Earn 1.0 credit in Statistics or an equally rigorous mathematics course

● Pass the Biology 1 EOC

● Earn 1.0 credit in Chemistry or Physics

● Earn 1.0 credit in a course equally rigorous to Chemistry or Physics

● Pass the U.S. History EOC

● Earn 2.0 credits in the same World Language

● Earn at least 1.0 credit in AP, IB, AICE, or a dual enrollment course

● A student enrolled in an AP, IB or AICE Biology course who takes the respective Biology

assessment and earns the minimum score necessary to earn college credit meets the requirement

without having to take the Biology 1 EOC assessment

● A student enrolled in an AP, IB or AICE course that includes U.S. History topics who takes the

respective assessment and earns the minimum score necessary to earn college credit meets the

requirement without having to take the U.S. History EOC assessment.

The requirements of a merit designation include the following:

● Meet standard high school diploma requirements based on the year the student entered 9th grade

● Attain one or more industry certifications from the list established under s. 1003.492, F.S.

Physical Education (Section 1003.455, F.S.)

Students are required to earn one credit of physical education under the 24-credit program that must

include the integration of health. Options that will count toward meeting this requirement include the

following:

● Participation in an interscholastic sport at the junior or varsity level for two full seasons shall

satisfy the one-credit requirement in physical education if the student passes a competency test

on personal fitness with a score of C or better. District school boards may not require students to

complete the one credit in physical education during the 9th grade year. Please refer to the

Physical Education High School Course Waiver Options in the CCD.

● Completion of one semester with a grade of C or better in a marching band class, in a physical

activity class that requires participation in marching band activities as extracurricular activity or

in a dance class shall satisfy one-half credit in physical education or one-half credit in

performing arts. This credit may not be used to satisfy the personal fitness requirement or the

requirement for adaptive physical education under an IEP or 504 plan. Completion of two years

in a Junior Reserve Officer Training Corps class, a significant component of which is drills, shall

satisfy the one-credit requirement in physical education and the one-credit requirement in

performing arts. This credit may not be used to satisfy the personal fitness requirement or the

requirement for adaptive physical education under an IEP or 504 plan.

Online Course Credit

Beginning with students entering 9th grade in the 2011-2012 school year, at least one course within the

24 credits required in this subsection must be completed through online learning. A high school credit-

bearing online course taken during 6th-8th grades fulfills this requirement. A school district may not

require a student to take the online course outside the school day or in addition to a student’s course for

a given semester. This requirement shall be met through an online course offered by the Florida Virtual

School, an online course offered by the high school or an online dual enrollment course. A student who

is enrolled in a full-time or part-time virtual instruction program under s. 1002.45, F.S., meets this

requirement. This requirement does not apply to a student who has an IEP that indicates an online course

would be inappropriate or an out-of-state transfer student who is enrolled in a Florida high school and

has less than one academic year remaining in high school.

Statewide Standardized Assessment Results Waiver (Section 1008.22(3)(c), F.S.)

A student with a disability, as defined in s. 1007.02, F.S., for whom the individual educational plan

(IEP) team determines that the statewide, standardized assessments in s. 1008.22, F.S., cannot accurately

measure the student’s abilities, taking into consideration all allowable accommodations, shall have

assessment results waived for the purpose of receiving a course grade and a standard high school

diploma.

READING REMEDIATION (Section 1003.4282(5)(a), F.S., and SBE Rule 6A-6.054, F.A.C.)

Each year a student scores Level 1 or Level 2 on the grade 9 or grade 10 statewide, standardized

Reading assessment or, when implemented, the grade 9 or grade 10 ELA assessment, the student must

be enrolled in and complete a remedial course or a content area course in which remediation strategies

are incorporated into course content delivery the following year.

HIGH SCHOOL REMEDIATION MATHEMATICS (Section 1003.4282(5)(b), F.S.)

Each year a student scores Level 1 or Level 2 on the statewide, standardized Algebra 1 EOC

Assessment, , the student must be enrolled in and complete an intensive remedial course the following

year or be placed in a content area course that includes remediation of skills not acquired by the student.

The content area course must include remediation of skills not acquired by the student.

POSTSECONDARY PREPARATORY INSTRUCTION

Section 1008.30, F.S., requires students who score at Levels 2 or 3 on the 10th

grade ELA assessment, or

at Levels 2, 3, or 4 on the statewide, standardized Algebra 1 assessment, to take the common placement

test and students whose scores are not at or above the stated identified minimum must complete

postsecondary preparatory instruction.

24-CREDIT PROGRAM (Section 1003.4282, F.S.)

Students Entering Grade 9 in the 2011-2012 School Year

4 Credits English/Language Arts

● Pass the statewide, standardized grade 10 Reading assessment or earn a concordant score in order to

graduate with a standard diploma.

4 Credits Mathematics

● One of which must be Algebra 1 and one of which must be Geometry.

● A student who takes Algebra 1 after the 2010-2011 school year must pass the Algebra 1 EOC

assessment, or earn a comparative score, in order to earn a standard high school diploma.

● A student who takes Algebra I or Geometry after the 2010-2011 school year must take the EOC

assessment, but is not required to pass to earn course credit and the EOC results are not required to

constitute 30 percent of a student’s final course grade.1

● A student who earns an industry certification2 that articulates to college credit may substitute the

certification for up to two mathematics credits, except for Algebra 1 and Geometry.

3 Credits Science

● One of which must be Biology 1, two of which must have a laboratory component.

● A student who takes Biology 1 after the 2010-2011 school year must take the Biology 1 EOC

assessment, but

● is not required to pass the assessment in order to earn course credit and

● the EOC results are not required to constitute 30 percent of the student’s final course grade.1

● A student who earns an industry certification2

that articulates to college credit may substitute the

certification for one science course (except for Biology 1).

● An identified rigorous Computer Science course with a related industry certification substitutes for up

to one science credit (except for Biology 1).

3 Credits Social Studies

● One credit in World History.

● One credit in U.S. History.

1 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. 2 Industry certifications for which there is a statewide college credit articulation agreement approved by the State Board of Education may

substitute for mathematics and science credit may be found at http://www.fldoe.org/academics/career-adult-edu/industry-certification/index.stml.

● A student who takes U.S. History after the 2011-2012 school year must take the U.S. History EOC

assessment, but the EOC results are not required to constitute 30 percent of the student’s final course

grade.1

● One-half credit in U.S. Government.

● One-half 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/policy/articulation/ccd/.

1 Credit Physical Education

● To include the integration of health.

8 Elective Credits

1 Online Course

Students Entering Grade 9 in the 2012-2013 School Year

4 Credits English/ELA

● Pass the statewide, standardized grade 10 Reading assessment or earn a concordant score in order to

graduate with a standard diploma.

4 Credits Mathematics

● One of which must be Algebra I and one of which must be Geometry.

● A student who takes Algebra I after the 2010-2011 school year must pass the Algebra I EOC

assessment, or earn a comparative score, in order to earn a standard high school diploma.

● A student who takes Algebra I or Geometry after the 2010-2011 school year must take the EOC

assessment, but

● is not required to pass to earn course credit and

● the EOC results are not required to constitute 30 percent of a student’s final course grade.3

● A student who earns an industry certification4 that articulates to college credit may substitute the

certification 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.

● A student who takes Biology I after the 2010-2011 school year must take the Biology I EOC

assessment, but

● is not required to pass the assessment in order to earn course credit and

● the EOC results are not required to constitute 30 percent of the student’s final course grade.1

● A student who earns an industry certification2

that articulates to college credit may substitute the

certification for one science course (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

● One credit in World History.

● One credit in U.S. History.

● A student who takes U.S. History must take the EOC assessment. The EOC results constitute 30

percent of a student’s final course grade.

3 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. 4 Industry certifications for which there is a statewide college credit articulation agreement approved by the State Board of Education may

substitute for mathematics and science credit may be found at http://www.fldoe.org/academics/career-adult-edu/industry-certification/index.stml.

● One-half credit in U.S. Government.

● One-half 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 Entering Grade 9 in the 2013-2014 and Thereafter

4 Credits English/ELA

● Pass the statewide, standardized grade 10 ELA assessment or earn a concordant score in order to

graduate with a standard diploma.

4 Credits Mathematics

● One of which must be Algebra I and one of which must be Geometry.

● A student who takes Algebra I must pass the Algebra I EOC assessment, or earn a comparative score,

in order to earn a standard high school diploma. The EOC results constitute 30 percent of a student’s

final course grade.

● A student who takes Geometry must take the EOC assessment. The EOC results constitute 30 percent

of a student’s final course grade.

● A student who earns an industry certification5 that articulates to college credit may substitute the

certification for up to two mathematics credits, except for Algebra I and Geometry.

● A student who selects Algebra II must take the Algebra II EOC assessment. The EOC results

constitute 30 percent of a student’s final course grade.

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.

● A student who takes Biology I must take the EOC assessment. The EOC results constitute 30 percent

of a student’s final course grade.

● A student who earns an industry certification5

that articulates to college credit may substitute the

certification for one science course (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

● One credit in World History.

● One credit in U.S. History.

● A student who takes U.S. History must take the EOC assessment. The EOC results constitute 30

percent of a student’s final course grade.

● One-half credit in U.S. Government.

5 Industry certifications for which there is a statewide college credit articulation agreement approved by the State Board of Education may

substitute for mathematics and science credit may be found at http://www.fldoe.org/academics/career-adult-edu/industry-certification/index.stml.

● One-half credit in Economics, which must include financial literacy.

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/policy/articulation/ccd/.

1 Credit Physical Education

● To include the integration of health.

8 Elective Credits

1 Online Course

Statutory requirements and other resources relating to high school graduation may be viewed on the

Graduation Requirements website at http://www.fldoe.org/academics/graduation-

requirements/index.stml.

ADULT GENERAL EDUCATION (Section 1004.93, F.S.)

In accordance with s. 1003.4282(7), F.S., a student who earns a cumulative grade point average (GPA)

of 2.0 on a 4.0 scale and meets the requirements of s. 1003.4282(7) or s. 1002.3105(5), F.S., shall be

awarded an adult high school diploma. To determine graduation requirements, including course

requirements and state assessments, for students who are not enrolled in the K-12 educational system

and enroll in adult high school, the following shall apply (Rule 6A-6.020, F.A.C.):

1) Students entering adult high school and whose 9th

grade cohort has not graduated must

meet the graduation requirements based on the year that the student entered the 9th

grade,

and

2) Students entering adult high school after their 9th

grade cohort has graduated or who are

not a part of a 9th

grade cohort must meet the current 12th

grade cohort graduation

requirements that are in effect for the year they enter adult high school.

Secondary courses for both adults and regular high school students are the same.

DEPARTMENT OF JUVENILE JUSTICE

Students participating in educational programs in Department of Juvenile Justice (DJJ) facilities who

have not graduated from high school must be enrolled in courses listed in the appropriate Grades PreK

to 12 academic, career and technical, or exceptional courses as provided in Sections 3-6. Districts must

report student membership data using the appropriate course numbers. These students are eligible for

services afforded to students enrolled in programs pursuant to Section 1003.53, F.S., and all

corresponding requirements as prescribed in Section 1003.52(1), F.S. This stipulation would include,

but not be limited to, "Temporary Instructional Placement" as cited below under Dropout Prevention

Programs. Additionally, these students participating in General Educational Development (GED)

preparation courses shall be funded at the basic program cost factor in the FEFP, as per Section

1003.52(3)a), F.S.

Each school district must ensure that students in these facilities are enrolled in appropriate courses and

have the opportunity to earn grades leading toward credits for graduation. When these students are

assigned to another facility or enrolled in another school, provisions must be made for the transfer of

attendance, grades, and credits earned.

STUDENTS IN LOCAL JAIL PROGRAMS

Students who have not graduated from high school who are detained in a local jail must be offered

educational services by the local school district. Students must be enrolled in appropriate Grades PreK

to 12, adult, exceptional, or career and technical courses as provided in Sections 3-6.

DROPOUT PREVENTION, ACADEMIC INTERVENTION, AND TEENAGE PARENT

PROGRAMS

Students participating in district dropout prevention, academic intervention, and teenage parent

programs, pursuant to Sections 1003.53 and 1003.54, F.S., must be enrolled in courses listed in the

appropriate Grades PreK to 12 academic, career and technical, or exceptional courses as provided in

Sections 3-6. Districts must report student membership data using the appropriate course numbers.

GRADES 9 TO 12 COURSE SUBSTITUTIONS

A course that has been used to substitute in one subject area may not be used to substitute for any other

subject area. Course substitutions may not count towards State University System admissions

requirements.

PRACTICAL ARTS COURSES THAT MEET THE ARTS HIGH SCHOOL GRADUATION

REQUIREMENT

Section 1003.4282(3)(e), F.S., requires that students earn one credit in fine or performing arts, speech

and debate, or a practical arts course that incorporates artistic content and techniques of creativity,

interpretation, and imagination. Eligible practical arts courses are identified with a “PA” designation in

Sections 3-6.

INDUSTRY CERTIFICATION SUBSTITUTIONS FOR MATHEMATICS AND SCIENCE

As provided in s. 1003.4282, F.S., industry certifications (IC) that lead to college credit may substitute for

up to two (2) mathematics credits and up to one science credit toward high school graduation. The IC

mathematics substitutions may not be used to substitute for Algebra 1 or Geometry requirements. The

IC science substitution may not be used to substitute for the Biology 1 requirements specified in s.

1003.4282, F.S.

All high schools in the County offer career and technical education courses established within career

clusters. Career clusters are established yearly based upon student and area industry needs.

To find a CTE program cluster area, please go to the following website:

http://www.fldoe.org/academics/career-adult-edu/career-tech-edu.

The eligible industry certifications that are tied to statewide college credit may be found at

http://www.fldoe.org/academics/career-adult-edu/career-technical-edu-agreements/industry-

certification.stml.

Physical Education High School Waiver Options - (For students entering 9th

grade in 2007-2008

school year and thereafter)

Districts Choosing the Personal

Fitness/Physical Education Activity

Elective

Districts Choosing Health Opportunities

through Physical Education (HOPE)

Two seasons of an interscholastic sport at the

junior varsity or varsity level AND a grade of

“C” or better on the Personal Fitness

competency test waives the .5 credit in

Personal Fitness and the .5 credit requirement

in a physical education activity elective.

Two seasons of an interscholastic sport at

the junior varsity or varsity level AND a

grade of “C” or better on the Personal

Fitness competency test waives the full

one-credit physical education requirement.

One semester of marching band with a grade

of “C” or better waives the .5 credit

requirement of a physical education activity

elective. (NOTE: Another option is to have

this waive the performing arts requirement.)

The student must still take the .5 credit

Personal Fitness class to complete the

requirement.

One semester of a dance class waives the .5

credit requirement of a physical education

activity elective. (NOTE: Another option is

to have this waive the performing arts

requirement.) The student must still take the

.5 credit Personal Fitness class to complete

the requirement.

Two years in an JROTC class (Year 1

waiver #1500450, Year 2 waiver

#1500460) satisfies the full one credit

physical education requirement AND the

full one-credit performing arts requirement

(also #1500480).

Two years in an JROTC class (#1500450 and

#1500460) waives the .5 credit physical

education activity elective AND the full one-

credit performing arts requirement (also

#1500480). The student must still take the .5

credit Personal Fitness class to complete the

requirement.

Course Code

# for Waiver

Description of Waiver* Option Applied to:

1500410 INTERSCH SSN 1 – COM

(completion of interscholastic sport

season 1)

Personal Fitness/Physical Education

Activity Elective AND HOPE

1500420 INTERSCH SSN 2 – COM

(completion of interscholastic sport

season 2)

Personal Fitness/Physical Education

Activity Elective AND HOPE

1500430 INTERSCH SPTS WAIVER

(Personal Fitness Competency Test

waiver)

Personal Fitness/Physical Education

Activity Elective AND HOPE

1500440 MCHG BAND PE WAIVER

(Marching Band PE waiver)

Personal Fitness/Physical Education

Activity Elective

(Students must still take Personal Fitness

class. This waiver is for the .5 credit

requirement of a physical education

activity elective).

1500445 DANCE WAIVER

(Dance waiver)

Personal Fitness/Physical Education

Activity Elective

(Students must still take Personal Fitness

class. This waiver is for the .5 credit

requirement of a physical education

activity elective).

1500450 JROTC PE YR 1 WAIVER

(JROTC Physical Education waiver

: completion of year 1)

Personal Fitness/Physical Education

Activity Elective AND HOPE

(Students under personal fitness option

must still take Personal Fitness class).

1500460 JROTC PE YR 2 WAIVER

(JROTC Physical Education waiver:

completion of year 2)

Personal Fitness/Physical Education

Elective AND HOPE

(Students under personal fitness option

must still take Personal Fitness class).

1500470 JROTC PE WAIVER– COM

(completion of JROTC year 1, JROTC

year 2, and Personal Fitness course)

Personal Fitness/Physical Education

Activity Elective

1500480 JROTC PE/PERFORMING ARTS

WAIVER

Personal Fitness/Physical Education

Activity Elective AND HOPE

(Students under personal fitness option

must still take Personal Fitness course).

*Please Note: The capitalized portion in the “Description of Waiver” is identical to the language in

Section 3. The portion in parenthesis is for clarification of the requirements for the waiver. For

example, course code #1500410 is for the completion of one season of interscholastic sports. It cannot

be entered or placed on a student’s transcripts until the student completes a season in its entirety.

Students who complete waiver requirements do not earn credits required for graduation and the waiver

requirements (like a student’s grade on the Personal Fitness Competency Test) do not factor into a

student’s GPA.

WORLD LANGUAGE AND OTHER ACADEMIC COURSES

Pursuant to s. 1007.2615, F.S., students may elect to take two consecutive courses in American Sign

Language (ASL 1 and 2) to meet the world language requirement for admission to Florida’s state

universities.

INDUSTRY CERTIFICATION SUBSTITUTION INFORMATION FOR MATHEMATICS AND

SCIENCE

CAREER AND TECHNICAL EDUCATION PROGRAMS AND COURSES

Course code waiver numbers have been added to the CCD for student transcript purposes. The Industry

Certification Mathematics Waiver numbers are 1200998 and 1200999; the Industry Certification

Science Waiver number is 2000999 (see Section 3 of the CCD).

All high schools in the County offer career and technical education courses established within career

clusters. Career clusters are established yearly based upon student and area industry needs.

For a listing of applicable industry certifications, please visit the Resources section located on

http://www.fldoe.org/policy/articulation/ccd/2014-2015-course-directory.stml.

To find a CTE program cluster area, please go to the following website:

http://www.fldoe.org/academics/career-adult-edu/career-tech-edu.

CREDIT RECOVERY COURSES

Credit Recovery courses are credit bearing courses with specific content requirements defined by Next

Generation Sunshine State Standards and/or Common Core State Standards. Students enrolled in a

Credit Recovery course must have previously attempted the corresponding course (and/or End-of-

Course assessment) since the course requirements for the Credit Recovery course are exactly the same

as the previously attempted corresponding course. For example, Geometry (1206310) and Geometry for

Credit Recovery (1206315) have identical content requirements. It is important to note that Credit

Recovery courses are not bound by s. 1003.436(1)(a), F.S., requiring a minimum of 135 hours of bona

fide instruction (120 hours in a school/district implementing block scheduling) in a designed course of

study that contains student performance standards, since the students have previously attempted

successful completion of the corresponding course. Additionally, Credit Recovery courses should

ONLY be used for credit recovery, grade forgiveness, or remediation for students needing to prepare for

an End-of-Course assessment retake. Putnam County uses Odyessware to provide students the

opportunity to recover credits.

ACCELERATION PROGRAMS

At the beginning of each school year, parents of students in or entering high school must be notified of

the opportunity and benefits of advanced placement, dual enrollment, and Florida Virtual School

courses. Articulated acceleration shall be available and will serve to shorten the time necessary for a

student to complete the requirements associated with a high school diploma and postsecondary

degree, broaden the scope of curricular options available to students, or increase the depth of study

available for a particular subject. This shall include but is not be limited to: dual enrollment, early

admission, credit by examination, Advanced Placement, Florida Virtual School.

It is the policy of Putnam County Schools to promote alternative methods for students to demonstrate

competency in required courses and credits, special guidance support and advisement is provided for

students who have been retained (1003.413 F.S.).

Whenever available, it is also Putnam’s policy to promote Academies with applied, integrated, and

combined courses that provide flexibility for students to enroll in courses that are creative and meet

individual learning styles and student needs (1003.413 F.S.)

Home Education students may participate in dual enrollment, career and technical dual enrollment,

early admission, and credit by examination (1007.27 and 1007.271 F.S.).

Pursuant to s. 1003.4295, F.S., each high school must offer either the International Baccalaureate or

Advanced International Certificate of Education Programs, or a combination of at least four dual

enrollment and/or Advanced Placement courses that include one course each in English, mathematics,

science and social studies. School districts may meet this requirement through virtual instruction if the

virtual course significantly integrates postsecondary level content for which a student may earn college

credit and for which a standardized EOC assessment is administered.

ADVANCED INTERNATIONAL CERTIFICATE OF EDUCATION (AICE) DIPLOMA –

Offered at Q.I. Roberts Jr.-Sr. High School

The Cambridge Advanced International Certificate of Education (AICE) Diploma program is

administered and assessed by Cambridge International Examinations (Cambridge), a not-for-profit

department of the world-renowned University of Cambridge in the United Kingdom. Cambridge offers

a wide range of academic and vocational qualifications in more than 160 countries.

AICE is an international curriculum and examination system, which emphasizes the value of broad and

balanced study for academically able students. Its strengths lie in the flexibility and structure of the

curriculum that encourages an in-depth, working knowledge of each subject, and essay-based

examinations of knowledge and skill mastery. The curriculum includes Cambridge Global Perspectives

which encourages students to think critically, evaluate arguments and understand global issues from

multiple perspectives. Cambridge AICE examinations are available at the Advanced Subsidiary (AS)

level after one year (180 hours) of study and/or at the Advanced (A) level after two years (360 hours) of

study.

Cambridge AICE courses are equivalent to those offered at U.S. university freshmen level and beyond.

Routes to the Cambridge AICE Diploma are extremely flexible and offer students the opportunity to

tailor their studies to individual interests, abilities, and future plans within an international curriculum

framework.

AICE Subjects

Within AICE, there are over 60 subjects from four subject group areas:

1. Mathematics and Science

2. Languages

3. Arts and Humanities

4. Global Perspectives

Most subjects may be studied at the Advanced (A) Level, which has been offered worldwide for over 50

years, or at the Advanced Subsidiary (AS) Level. Cambridge A Level examinations require two years

(360 hours) of study in a subject while Cambridge AS Level examinations cover the first year (180

hours) of the two-year A Level syllabi. Students are allowed to choose specific subjects and levels of

study for each.

It is possible to take the AS Level examination one year and then continue study in that subject and take

the remaining examination papers (called A2) required for an A Level examination the following year.

Alternatively, students may opt to wait until after the second year of study to take all the examination

papers at the A Level. Other students may choose to study a subject for a year and be assessed only at

the AS Level and then select a different subject to study and be assessed at the A Level the following

year.

Cambridge AICE Application

Students new to the program and students moving schools shall complete an application. A first round

application deadline is established annually. Additional applications may be submitted at any time of

year. First round applications will be evaluated by a team comprised of school and district leadership.

Evaluation categories include standardized test scores, grades, discipline, attendance, CogAT assessment

scores, teacher recommendation, and a mandatory essay. Students applying to the program who are not

already placed into gifted programming who meet basic eligibility requirements will be asked to sit for a

CogAT assessment. Students not accepted into the program will be placed on a waiting list based upon

the student data indicators. The basic eligibility requirements include above grade level standardized test

scores, A and B grades, no discipline occurrences, no attendance concerns, above average grade

equivalent CogAT scores, positive teacher recommendations, and an essay demonstrating personal

academic motivation and positive goal setting.

The Cambridge AICE Diploma Options

Cambridge students can qualify for two different high school diplomas. One diploma is issued through

the State of Florida under the AICE graduation option when students successfully complete the Putnam

County Public Schools Cambridge Program of Study. A second diploma is issued by the University of

Cambridge when students successfully earn an AICE diploma through the University of Cambridge.

To be considered for an AICE Diploma, students must earn the equivalent of six credits by passing a

combination of examinations at either double credit (A level) or single credit (AS level), with at least

one course coming from each of the subject group 1, 2, 3 areas:

1. Mathematics and Sciences

2. Languages

3. Arts and Humanities

4. Global Perspectives (effective Spring 2017, Cambridge Global Perspectives will be required as a

seventh credit)

The Cambridge AICE Diploma is awarded at Distinction, Merit or Pass level depending on the passing

grades earned on the AICE subject examinations. For Cambridge AICE exams, the passing letter grades

range from A* (at A level only) to E with A* being the highest. Grades are reported in upper case if

awarded at the A level and lower case if reported at the AS level. The lowest passing grade of E (or e) is

comparable to a US course grade of C (or c) or a 3 on an AP examination. Students who do not qualify

for a Cambridge AICE Diploma will receive AS or A Level General Certificate of Education (GCE)

subject certificates for the subject examinations passed.

Students who complete the Cambridge AICE curriculum will be provided with the best possible

foundation for advanced postsecondary studies anywhere in the world.

Cambridge AICE Exams and College Credits

Both Cambridge International AS and A Levels are considered college-level courses of study and

students passing these examinations with a Cambridge grade of E (or e) or higher may receive up to 45

hours of college credit or advanced standing based on their scores in these examinations from

universities throughout the United States and all public universities and colleges in Florida.

AICE Diploma Curriculum Requirements

Per s. 1003.4282, F.S., students may complete either a minimum of 24 academic credits in grades 9-12

or an AICE Diploma curriculum to fulfill high school graduation requirements. The corresponding

AICE Diploma curriculum requirements include:

Complete a minimum of 12 AICE credits* identified by the University of Cambridge International

Examinations (Cambridge) in three academic areas as follows:

- Two credits* from Group A – Mathematics and Sciences

- Two credits* from Group B – Languages

- Two credits* from Group C – Arts and Humanities

- Six additional credits* in any combination from the above three Groups or from Global

Perspectives.

*Students earn one credit by completing one AICE full credit course and another credit for taking

the corresponding AICE examination.

Completion of AICE Diploma Curriculum prerequisites as identified by the AICE program school are

presumed.

AICE Diploma and Curriculum Completion to Qualify for Florida Bright Futures Scholarships

Students who have earned an AICE Diploma and completed an approved 100-hour community service

program automatically qualify for the Florida Academic Scholars Award from the Florida Bright

Futures Scholarship Program. Students who complete the AICE curriculum with best composite score

of 1,290 SAT or 29 ACT and 100 hours of community service will also receive the Florida Academic

Scholars Award. Students who have completed the AICE curriculum with best composite score of 1,170

SAT or 26 ACT will receive the Florida Medallion Scholars Award from the Florida Bright Futures

Scholarship Program.

DUAL ENROLLMENT – Offered at All Putnam County Comprehensive High Schools

Pursuant to s. 1007.271(21), F.S., school districts and colleges must agree to the courses available

through dual enrollment. Students should be advised of their dual enrollment options, guarantees,

privileges, and responsibilities. Students should be made aware of the requirements to receive college

credit for dual enrollment as outlined in Rule 6A-14.064, F.A.C. Students should also be made aware

that there is no transfer guarantee for locally-approved courses. Section 1007.271(18), F.S., requires

districts to weigh dual enrollment courses the same as AP, IB, and AICE courses when grade point

averages are calculated. Alternative grade calculation, weighting systems, or information regarding

student education options which discriminate against dual enrollment courses are prohibited. For the

purpose of class ranking, district school boards may exercise a weighted grading system pursuant to s.

1007.271, F.S.

Pursuant to s. 1007.271(7), F.S., career dual enrollment shall be provided as a curricular option for

secondary students to pursue in order to earn industry certifications adopted pursuant to s. 1008.44, F.S.,

which count as credits toward the high school diploma. Career dual enrollment shall be available for

secondary students seeking a degree and industry certification through a career education program or

course. Career dual enrollment encompasses technical courses that are part of a career and technical

certificate (PSAV-clock hour), applied technology diploma, college credit certificate, associate in

applied science degree, and associate in science degree.

The dual enrollment program is defined as the enrollment of an eligible secondary student or home

education student in postsecondary course creditable toward a career and technical certificate, applied

technology diploma, or an associate or baccalaureate degree. The superintendent of schools and

president of the community college shall establish an articulation committee to develop a comprehensive

interinstitutional articulation agreement for the school district. The district interinstitutional articulation

must be completed prior to fall registration each year. This document outlines each institution’s

responsibilities will serve as the early admissions policy for our district. Students may take during

school hours, after school hours, and during the summer term.

1. Have completed 11 high school credits. Students with fewer than 11 credits may be eligible to enroll

in on campus dual enrollment courses, should they be available.

2. Have a 3.0 unweighted GPA for academic dual enrollment, and/or 2.0 unweighted GPA for career

certificate dual enrollment.

3. Have taken a college placement test: CPT, ACT or SAT.

4. Students must be enrolled in a Florida public secondary school or in a Florida private secondary

school which is in compliance with F. S.1002.42 (2) and must be taking courses in a secondary

curriculum pursuant to F. S. 1003.43. Students enrolled in postsecondary instruction that is not

creditable toward the high school diploma shall not be classified as dual enrollment.

5. High school credit (.5 or 1.0 credit) for each dual enrollment course taken will be awarded

in accordance with the annually published “Dual Enrollment Course-High School Subject Area

Equivalency List.” The list is available at: www.fldoe.org/articulation. Upon receipt of the grades

from the college, credit will be posted to the high school student’s academic history.

6. School districts and community colleges must weigh dual enrollment courses the same as

advanced placement courses when grade point averages are calculated.

The delineation of courses and programs available to students eligible to participate in dual

enrollment must include a plan for the community college to provide guidance services to participating

students on the selection of courses in the dual enrollment program. The process of community college

guidance should make maximum use of the automated advisement system for community colleges. The

plan must assure that each dual enrollment student is encouraged to identify a postsecondary education

objective with which to guide the course selection.

At a minimum, each student’s plan should include a list of courses that will result in an Applied

Technology Diploma, an Associate in Science degree, or an Associate in Arts degree. If the student

identifies a baccalaureate degree as the objective, the plan must include courses that will meet the

general education requirements and any prerequisite requirements for entrance into a selected

baccalaureate degree program.

*Early admission shall be in the form of dual enrollment through which eligible secondary students

enroll in a postsecondary institution on a full-time basis in courses that are creditable toward the high

school diploma and the associate or baccalaureate degree. Students enrolled are exempt from the

payment of registration, matriculation, and lab fees. Students participating in the early admissions to a

college program must agree to participate in the district’s achievement testing program as a condition of

approval by the District School Board.

*Credit by Examination – Is a program through which post secondary credit is earned based on the

receipt of a specified minimum score of nationally standardized general or subject area examinations.

Minimum scores required for an award of credit are stated in the statewide articulation agreement.

ADVANCED PLACEMENT (AP) PROGRAM® Offered at Palatka High School, Crescent City

High School, Q. I. Roberts Jr.-Sr. High School, and Interlachen High School

The College Board’s AP Program® consists of college-level courses and exams in subjects ranging from

U.S. History to Calculus, offered by participating high schools, including the Florida Virtual School.

Students earning a “qualifying” grade on an AP examination can earn college credit or advanced

placement for their efforts. More than 3,000 universities and colleges worldwide grant credit, advanced

placement, or both, to students who have performed satisfactorily on the exams.

FLORIDA BRIGHT FUTURES SCHOLARSHIP PROGRAM

The Bright Futures Scholarship Program is the umbrella program for Florida's three state-funded

scholarships based on academic achievement of high school students (the Florida Academic Scholars

award, the Florida Medallion Scholars award, and the Florida Gold Seal Vocational Scholars award).

Each of the three scholarship awards within the Bright Futures Scholarship Program has specific

eligibility criteria. In addition, to be eligible for an initial award from any of the three scholarships, a

student must:

● complete a Florida Financial Aid Application (FFAA) available at

www.floridastudentfinancialaid.org/SSFAD/home/uamain.htm (choose Applicant Quick Links,

then Student Application) during the last year in high school (as of December 1 and prior to

high school graduation);

● be a Florida resident and a U.S. citizen or eligible non-citizen, as determined by the

postsecondary institution the student attends;

● earn a Florida standard high school diploma or its equivalent;

● be accepted by and enrolled in an eligible Florida public or private postsecondary educational

institution;

● enroll for at least six semester credit hours, or the equivalent, per term;

● not have been found guilty of, or pled no contest to, a felony charge; and

● begin using the award within two years of high school graduation. If the student enlists directly

in the military after graduation, the student’s two-year period begins upon date of separation

from active duty.

The requirements for the Bright Futures Scholarship Program must be met prior to earning a standard

Florida high school diploma from a Florida public high school or a registered DOE private high school.

Bright Futures program requirements are listed on the Office of Student Financial Assistance website at

www.floridastudentfinancialaid.org/SSFAD/bf/bfmain.htm. NOTE: The Florida Legislature is

authorized to change eligibility and funding requirements.

VIRTUAL SCHOOL & ONLINE LEARNING (1001.42 F.S.)

Putnam County provides students with access to enroll in courses available through the Florida

Virtual School and awards credit for successful completion of such courses. Access shall be

available to students during or after the normal school day and through summer school enrollment. To

be accepted for credit, all virtual, distance learning or correspondence study courses shall be approved in

advance by the principal, or designee, in writing and taken under the direction of an accredited

institution. Only those courses contained in the Florida Department of Education Course Code

Directory will be accepted.

*Putnam Virtual Curriculum – Elementary

Full time virtual elementary students use Calvert. Part time elementary students who score Level 4 or 5

on the FCAT in reading and /or math may take middle school virtual classes through FLVS. All

elementary students interested in advanced courses should contact the principal or their designee.

*Virtual Class Requirement- Secondary

Beginning with students entering Grade 9 in the 2011-2012 school year, at least one course within the 24

credits required must be completed through online learning. However, an online high school level course

taken during grades 6 through 8 fulfills this requirement. This requirement shall be met through an

online course offered by the Florida Virtual School, an online course offered by the high school, or an

online dual enrollment course offered pursuant to the district interinstitutional articulation agreement

pursuant to s. 1007.235, F.S. A student who is enrolled in a full-time or part-time virtual instruction

program under s. 1002.45 meets this requirement.

* All secondary students in Florida may enroll in courses through the Florida Virtual School and receive

credit for successful completion of such courses.

(1) FLVS courses taken during the day as one of the student’s 6 pds should be taken (when possible)

through our NEFEC Franchise “My District Virtual.” Students and their parents may register at

vsa.flvs.net.

FLVS courses taken beyond the regular 6 pds should be taken through FLVS main site. Access shall be

available to students during or after the normal school day, and through summer school enrollment. The

student and their parent can register at vsa.flvs.net for Putnam Franchise courses. www.flvs.net for main

FLVS courses.

Enrollment requires the approval of the student’s parents and high school counselor and/or principal.

To be accepted for credit, the course shall not duplicate a course where the student has already received

credit, except on a forgiveness basis. Grade forgiveness policies apply only to courses where a grade of

D or F was earned.

ACADEMIC ELIGIBILITY FOR ATHLETICS & EXTRA-CURRICULAR ACTIVITY

PARTICIPATION

Since representing a school in extracurricular activities is a privilege, only students meeting

requirements established by their club, school, or the district will be eligible to serve as a representative

of their school.

Middle School

Failure in more than one core subject during a 9 week grading period will cause a student to be

ineligible for practice and competition during the following 9 week grading period. The student needs a

2.0 GPA as well as satisfactory conduct, as determined by the principal, for the previous 9- week period.

High School

Eligibility for high school athletics is governed by NCAA and is based on an 18 week semester. A

student in 9th through 12th grades must maintain a 2.0 cumulative grade point average the prior

semester to be academically eligible to participate in FHSAA sports. If a student in the 9th

or 10th

grade

falls below the 2.0 cumulative grade point average requirement, the student will be allowed, on a

semester-by-semester basis, to participate if the student earns a 2.0 grade point average on courses

taken in the previous semester alone.

College NCAA Initial Eligibility Guidelines

Information about NCAA eligibility may be found at www.eligibilitycenter.org. Student-athletes who

hope to attend and compete at a Division I or Division II school need to be informed of NCAA freshman

eligibility standards and rules.

The following Putnam County courses are approved by NCAA for use in establishing the initial-

eligibility GPA certification status of student- athletes:

English

English I, English I H, English II, English II H, English III, English III H, English IV, English IV H, AP

Language & Comp., AP Literature, Journalism I-V, Speech, Writing I, Writing II

Math

Algebra I, Algebra I H, Algebra IA (.50 rather than 1.0), Algebra IB (.50 rather than 1.0), Applied Math

I .50 only, Applied Math II .50 only, Integrated Math I-III, Algebra II, Algebra II H, Geometry,

Geometry H, PreCalculus, AP Statistics, AP Calculus

Science

Integrated Science I-III Standard and Honors, Physical Science, Physical

Science H, Earth Space Science, Earth Space Science H, Environmental Science, Environmental Science

H, Marine Biology, Marine Science, Biology, Biology H, Anatomy & Physiology H, AP Biology,

Physics, Physics H, Chemistry I, Chemistry I H, Chemistry II

History:

World Cultural Geography (.50), World History, World History H, U.S.

History, U.S. History H, American Government, American Government H, Economics, Economics H,

AP American Government, AP Macro & Micro Economics, Psychology, AP Psychology, Sociology, AP

U.S. History, AP World History

ADDITIONAL CORE COURSES Foreign Languages:

Spanish 1 French I Latin I

Spanish 2

Spanish-AP

French II Latin II

Academic Signing Day. SB206 Encourage district school boards to adopt policies and procedures for an

“Academic Scholarship Signing Day” on the third Tuesday in April for every year. On this day, high

school seniors would sign a letter of intent to attend a postsecondary educational institution and accept a

postsecondary academic scholarship. Putnam District School board will consider adopting a policy for

Academic Scholarship Signing Day in April , and the years thereafter.

VII. EXCEPTIONAL STUDENT EDUCATION

ACCESS COURSES FOR STUDENTS WITH SIGNIFICANT COGNITIVE DISABILITIES

Access courses are intended only for students with a significant cognitive disability. Access courses are

designed to provide students with access to the general curriculum. Access points reflect increasing

levels of complexity and depth of knowledge aligned with grade-level expectations. The access points

included in access courses are intentionally designed to foster higher expectations for students with

significant cognitive disabilities. Access points in the subject areas of science, social studies, art, dance,

physical education, theatre, and health provide tiered access to the general curriculum through three

levels of access points (Participatory, Supported, and Independent). Access points in English/Language

Arts and Mathematics do not contain these tiers, but contain Essential Understandings (EUs). Essential

Understandings consist of skills at varying levels of complexity and are a resource when planning for

instruction.

FUNDAMENTAL COURSES

Fundamental courses are academic skill-building courses that support a student’s participation in general

education classes by allowing them more time to build the necessary skills for success. Students with

disabilities may earn elective credit toward a standard diploma for the successful completion of a

fundamental course.

Fundamental courses are not multiple credit courses, and a maximum of one (1) credit may be earned for

the successful completion of a fundamental course. These courses are not intended to replace core

academic courses required for a standard diploma in grades 9-12.

Additionally, a student who entered 9th

grade prior to 2014-15 for which the individual educational plan

(IEP) team has determined the general education curriculum, with accommodations and supports, is not

appropriate may take fundamental courses to earn credit toward a special diploma, in accordance with

the district’s student progression plan. These courses are appropriate for students working towards a

special diploma as general education courses may not be modified for this purpose.

Legislation passed in Florida during the 2014 session will repeal the special diploma law, s. 1003.438,

F.S., effective July 1, 2015. Students with disabilities who entered 9th

grade prior to the 2014-15 school

year may continue to plan to earn a special diploma authorized in accordance with s. 1003.438, F.S., if

this is indicated on their IEP.

Students with disabilities who enter the 9th

grade in 2014-15 or thereafter, may not earn a special

diploma but will have the opportunity to earn a standard diploma in accordance with the provisions of s.

1003.4282(11), F.S. This statute requires that the State Board of Education create a rule regarding

additional ways in which students with disabilities may earn a standard diploma beginning with the

2014-15 ninth grade cohort. Specific information on this significant change will be posted on the

Bureau of Exceptional Education and Student Services website, http://www.fldoe.org/about-us/division-

of-k-12-public-schools/beess/index.stml, as it becomes available.

ESE INSTRUCTION AND ACCOMMODATIONS

Legislation passed in Florida during the 2014 session repealed the special diploma law, s. 1003.438,

F.S., effective July 1, 2015. Students with disabilities who entered 9th

grade prior to the 2014-15 school

year, whose IEP was in effect on June 20, 2014, indicated that the student was pursuing a special

diploma, may continue to pursue a special diploma authorized in accordance with s. 1003.438, F.S.

Students with disabilities who enter the 9th

grade in 2014-15 or thereafter, may not earn a special

diploma but will have the opportunity to earn a standard diploma in accordance with the provisions of s.

1003.4282, F.S.

1. Putnam County School District shall provide accommodations in courses to assure exceptional

students the opportunity to meet the graduation requirements for a standard or special diploma.

2. Accommodations in basic courses shall not include modifications to the State of Florida

benchmarks from the Next Generation Sunshine State Standards or Florida course descriptions.

Modified Occupational Completion Points guidelines will be used when providing accommodations in

career and technical education courses. Refer to Modified Occupational Completions point’s manual.

Any accommodations to courses or Standardized Testing Procedures must be stated on the student’s

IEP. Each of the student’s teachers will have knowledge of and access to the student’s IEP.

If an exceptional student needs modifications to the benchmarks for Next Generation Sunshine State

Standards, the Next Generation Sunshine State Standards or basic course descriptions, then Florida

courses for Exceptional Student Education shall be used.

3. Accommodations provided in basic, career and technical education, or career and

technical education courses may include but are not limited to any of the following:

a) The instructional time may be increased or decreased.

b) Instructional methodology may be varied.

c) Special communications systems may be used by the teacher or the student.

d) Accommodations to classroom and district test administration

procedures and other evaluation procedures may be utilized as specified the student’s

IEP.

e) Modified Occupational Completion points will be utilized as appropriate.

Basic, career and technical education, and career and technical education courses shall be

accommodated to assure exceptional students the opportunity to meet requirements for their diploma.

1. When providing accommodation in basic courses, the school district shall use one of the following

strategies:

a) Assignment of the exceptional student to an exceptional education class for instruction in the

basic course with the same benchmarks Next Generation Sunshine State Standards or Florida course

descriptions as those required of non-exceptional students in the district student progression plan.

b) Assignment of the exceptional student to a basic education class for instruction with

accommodations to meet the student’s needs.

The IEP Team shall determine which of these strategies to employ based on an assessment of the

student’s needs and shall reflect this decision in the student’s individual education plan. ESE courses are

multiple credit courses. Exemptions may be made by district Special Diploma Committee.

b. Diploma Selection. As a part of the middle school to high school transition process prior to entering the freshman year in high school or at age 14, whichever is sooner, students and parents will

be invited and encouraged to participate in a diploma options conference. At this time, diploma options and requirements will be explained to the parent and student. The parent and student will be required to

choose one of the following options at that time.

i. Standard High School Diploma with possibility of ESE FCAT FSA WAIVER – requires 24 credits as

described under standard diploma requirements. The requirements of F.S.1003.429, Accelerated high school graduation options, are applicable to students with disabilities working towards a

standard diploma. The standard diploma will be awarded to any student who has satisfactorily completed the high school program and has met all state and local requirements.

Federal legislation, including the Elementary and Secondary Education Act and the Individuals with

Disabilities Education Act (IDEA), and Florida statutes require that students with disabilities participate

in the statewide testing program and be afforded appropriate accommodations in instruction and

assessment. All determinations regarding participation in the statewide assessment program and need for

classroom and testing accommodations must be documented in the student’s IEP or Section 504 plan.

An exemption from participation in a statewide assessment may be requested for an extraordinary

circumstance or condition per Florida statute 1008.212 or for medical complexity per 1008.22(9). All

determinations regarding participation in the statewide assessment program must be documented in the

student’s IEP or Section 504 plan.

A student with a disability may also request a waiver of the use of assessment results for the purpose of

receiving a course grade or a standard diploma (ss. 1008.22(3)(c)2 and 3 and s. 1003.4282(11)(e), F. S.).

Access Courses For Students With Significant Cognitive Disabilities

Access courses are intended only for students with a significant cognitive disability. Access courses

are designed to provide students with access to the general curriculum.

Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level

expectations. The access points included in access courses are designed to foster higher expectations

for students with significant cognitive disabilities. Access points in the subject areas of science, social

studies, art, dance, physical education, theatre, and health provide tiered access to the general

curriculum through three levels of access points (Participatory, Supported, and Independent). Access

points in English/Language Arts and Mathematics do not contain these tiers, but contain Essential

Understandings (EUs). Essential Understandings consist of skills at varying levels of complexity and

are a resource when planning for instruction.