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Meeting to Provide Parents with Information about Course Curriculum and Activities. 2012-2013. Meeting Format. Curriculum Areas Transition from NGSSS to Common Core Promotion/Graduation requirements at all levels Standard Assessments that are taken at all grade levels Instruction
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Meeting to Provide Parents with Information about Course Curriculum and Activities 2012-2013
Meeting Format • Curriculum Areas • Transition from NGSSS to Common Core • Promotion/Graduation requirements at all levels • Standard Assessments that are taken at all grade levels • Instruction • Acceleration • Interventions • Activities
What are Common Core StateStandards? • Rigorous, research-based standards for mathematics, and English- language arts and literacy in history/social studies, science, and technical subjects for grades K-12 • Designed to prepare the nation’s students with the knowledge and skills needed for success in college and/or career opportunities regardless of their zip code • Internationally benchmarked to ensure that students will be globally competitive • A clear and consistent educational framework • A collaborative effort that builds on the best of current state standards
Elementary Third Grade Promotion • Beginning with the 2002-2003 school year, 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 statewide assessment test in reading for grade 3, the student must be retained. FS.1008.25(5)(b ) • The district may only exempt third grade students from mandatory retention for good cause. Good cause exemptions shall be limited to the following: FS.1008.25(6)
Grade 3 Exemptions 1. Limited English proficient students who have had less than 2 years of instruction in an English for Speakers of Other Languages program. 2. Students with disabilities, whose individual education plan (IEP) indicates that participation in the FCAT 2.0 is not appropriate (because the student is working toward mastery of the NGSSS Access Points for students with significant cognitive disabilities) will be assessed through Florida Alternate Assessment (FAA). 3. Students who demonstrate an acceptable level of performance on an alternative standardized reading assessment
Grade 3 Exemptions 4. Students who demonstrate, through a student portfolio, that the student is reading on grade level as evidenced by demonstration of mastery of the Florida NGSSS in reading. 5. Students with disabilities who participate in the FCAT 2.0, with an Individual Education Plan (IEP) or a 504 Plan that reflects that the student has received intensive remediation in reading for more than 2 years but still demonstrates a deficiency in reading and who was previously retained in Kindergarten, grade 1, grade 2, or grade 3.
Grade 3 Exemptions • 6. Students who have received intensive remediation in reading for 2 or more years but still demonstrate a deficiency in reading and who were previously retained in kindergarten, grade 1, grade 2, or grade 3 for a total of 2 years. Intensive reading instruction for students so promoted must include an altered instructional day based upon a progress monitoring plan that includes specialized diagnostic information and specific reading strategies for each student.
Problem Solving/Response to Intervention (RtI) Process • Tier I: (Core Instruction) For all students. The general education teacher provides multiple grouping formats to meet student needs using the core curriculum. • Tier II: (Supplemental Instruction) For students identified with specific academic and behavioral difficulties and who have not responded to Tier I efforts. Time and frequency of small group instruction for students with similar areas of deficiency are increased. Students are progress monitored more frequently on the targeted skill to ensure adequate progress and learning. • Tier III: (Following Problem Solving Team Review) For students identified with specific academic and behavioral difficulties and who have not responded to Tier I or Tier II efforts. Sustained, intensive scientifically research-based interventions are provided. Progress monitoring is administered at a more frequent rate than for Tier II to ensure adequate progress and learning.
Elementary Acceleration • Acceleration is an educational intervention that moves students through an educational program at a faster than usual rate or with older than typical aged peers. Acceleration is not to be confused with enrichment. Enrichment refers to the presentation of curriculum content with more depth, breadth, complexity or abstractness than the general curriculum. • Any student may be recommended to the Problem Solving Team by a teacher, administrator, guidance counselor, school psychologist, or a parent or legal guardian for consideration for accelerated placement.
Middle School Promotion Requirements • Three middle school or higher courses in English. These courses shall emphasize literature, composition, and technical text. • Three middle school or higher courses in mathematics. Each middle school must offer at least one high school level mathematics course for which students may earn high school credit. • Three middle school or higher courses in science.
Courses Continued • Three middle school or higher courses in social studies, one year (7th grade) of which must include the study of state and federal government and civics education. Beginning with students entering grade 6 in the 2012-2013 school year, they must take a Civics End-of-Course (EOC) exam and will count 30% of their grade. Students entering 6th grade in 2013-2014 and thereafter must take and pass the EOC exam in order to be promoted to high school. • One course in career and education planning to be completed in 6th, 7th, or 8th grade.
Middle School Required Remediation • For each year in which a student scores at Level l on FCAT Reading, the student must be enrolled in and complete an intensive reading course the following year. Placement of Level 2 readers in either an intensive reading course or a content area course in which reading strategies are delivered shall be determined by diagnosis of reading needs. • For each year in which a student scores at Level 1 or Level 2 on FCAT Mathematics, the student must receive remediation the following year, which may be integrated into the student’s required mathematics course.
Middle School Acceleration • Advanced courses • Advanced Mathematics Course for grades 6, 7, & 8 as well as High School Algebra I & Geometry Honors • Advanced Science Course for grades 6, 7, & 8 • 2013-2014 Advanced English (Language Arts) Course for grades 6, 7, & 8
Grading Weighted courses such as AP, IB, Honors, Level 3, etc. will effect the calculation of overall grade point average.
High School Graduation Requirements for Students entering Ninth Grade in 2013-2014 • Cumulative GPA or 2.0 or higher on a 4.o scale • Passing Score on FCAT reading and Algebra I EOC, Geometry EOC and Biology I EOC (all required) • 24 credits to include: • 4 credits in English • 4 credits in Math to include: • Algebra 1 (or equivalent) (Must pass Alg 1 EOC for course credit) • Geometry (Must pass Geometry EOC for course credit) • Algebra 2
High School Graduation Requirements for Students entering Ninth Grade in 2013-2014 and thereafter. • 3 credits in Science to include: • Biology 1 (Must pass Biology 1 EOC for credit) • Chemistry or Physics • Equally Rigorous Science Course • 4 credits in Social Studies to include: • World Geography • World History • US History (EOC will count as 30% of course grade) • Economics (1/2 credit) • American Government (1/2 credit)
1 credit in Fine or Performing Arts, Speech and Debate, or Practical Arts (eligible courses specified in Course Code Directory) • 1 credit in physical education to include: • Personal Fitness (1/2 credit) • Physical Activity Course (1/2 credit) • .5 credit in Life Management Skills • 6.5 credit electives • NOTE: At least one course within the 24 credits required in this subsection must be completed through online learning. • Note: World Language is NOT a graduation requirement HOWEVER it is a requirement for State University System Admission ( 2 years of SAME language)
High School Special Diploma Graduation Requirements for Students with Disabilities Option 1 Requirements ■ The student must earn the minimum number of course credits determined by the local school board. ■ The student must show mastery of the Next Generation Sunshine State Standards/Common Core Standards for Special Diploma. Option 2 Requirements ■ The student must be successfully employed for at least one semester, at or above minimum wage. ■ The student must achieve all annual goals and short-term objectives related to employment and community competencies in the graduation training plan. ■ The student must show mastery of competencies in his or her employment and community competencies training plan.
High School Required Remediation • For each year in which a student scores at Level 1 on FCAT Reading, the student must be enrolled in and complete an intensive reading course the following year. Placement of Level 2 readers in either an intensive reading course or a content area course in which reading strategies are delivered shall be determined by diagnosis of reading needs. • For each year in which a student scores at Level 1 or Level 2 on Mathematics End of Course (EOC) assessments, the student must receive remediation the following year.
High School Acceleration • Advanced courses • Honors Courses • Advanced Placement (AP)* • International Baccalaureate Diploma Program (IB) • (Complete Program of Specialized courses)* • Dual Enrollment* • Advanced courses within High School Academies • Industry Certification* • * May receive college credit
