General Procedures & Information

St. Johns County School District Vision

All students will choose a learning path that leads to a well-rounded graduate who demonstrates good character and leadership.

St. Johns County School District Mission

The St. Johns County School District will inspire good character and a passion for lifelong learning in all students, creating educated and caring contributors to the world.

Purpose of the plan

The St. Johns County School District Student Progression Plan is in accordance with Florida Statute 1008.25. The purpose of this plan is to delineate that each student’s progression from one grade to another be determined, in part, upon satisfactory performance in English Language Arts, social studies, science, and mathematics; alignment of district school board policies that facilitate student achievement; that each student and his or her parent be informed of the student’s academic progress; that students have access to educational options that provide academically challenging coursework or accelerated instruction pursuant to Florida Statute 1002.3105.

To ensure that the district is meeting the needs of students, and responding to legislation, the St. Johns County School Board has established a comprehensive program to ensure student progression which includes the following:

Standards for evaluating each student’s performance, including how well he/she masters the performance standards approved by the State Board of Education.
Specific levels of performance in reading, writing, science, mathematics, and social studies for each grade level, including the levels of performance on statewide assessments.
Appropriate alternative placement for a student who has been retained two or more years.
Procedures for informing each student and his or her parents/legal guardians of the student’s academic progress.

All procedures listed in the Student Progression Plan are subject to change due to School Board or legislative action. This plan is updated yearly and available to the public on the district website.

Students will be placed in programs and levels best suited to meet their academic needs and customized learning path, with consideration given to their social, emotional, and physical development.

Decisions about student promotion, retention and special placement are mainly the responsibility of the school’s professional staff. District and state regulations place the responsibility for decisions regarding student placement with the principal and the Multi-Tiered System of Support team or its equivalent.

It is the responsibility of the School Board and district administration to provide students with effective instructional and support programs that accomplish the following:

Monitor student progress.
Promote continuous achievement.
Make provisions for individual differences.
Promote students’ assuming responsibility for their own learning and attendance.
Provide effective, engaging instruction and support.
Document instruction in, and student mastery of, the standards.

*A student scoring below grade level must receive instructional support or be retained in an intensive program that is different from the previous year’s program and addresses the student’s learning needs.

Mandatory School Attendance

Florida Statute 1003.21 specifies all children who will have attained the age of 5 years on or before September 1 of the school year are eligible for admission to kindergarten during that school year. All students who have attained the age of 6 years or who will have attained the age of 6 years by February 1 of any school year or who are older than 6 years of age but who have not attained the age of 16 years, except as otherwise provided, are required to attend school regularly during the entire school term. For specific information about attendance, please see the Student Code of Conduct on the district website: https://www.stjohns.k12.fl.us/schoolservices/conduct/.

Parent/legal guardian and student responsibilities are:

To be informed of school board policies and school rules about absenteeism and tardiness.
To appeal a decision about an absence.
To make up class work in a reasonable amount of time after an excused absence.
To attend classes daily and be on time.
To explain or document the reason for an absence.
To request make-up work after an absence and to complete it in a reasonable amount of time.

K-12 students and their parents/legal guardians are afforded numerous statutory rights including absence for religious purposes. A parent/legal guardian of a public-school student may request and be granted permission for absence of the student from school for religious instruction or religious holidays or absence for treatment of autism spectrum disorder.

For specific information about attendance, please see the Student Code of Conduct on the District website at http://www.stjohns.k12.fl.us/schoolservices/conduct/.

Required Instructional Time

Florida Statute 1011.61 (a)(1) defines a full-time student in grades 4 through 12, as one who participates in no less than 900 hours of instruction in a standard school. Further, students in kindergarten through grade 3 must participate in no less than 720 hours of instruction in a standard school.

State Required Instruction

Florida Statute 1003.42 requires members of the instructional staff to employ approved methods of instruction and to embed required instructional components, where age appropriate. The following is not an exhaustive list.

Comprehensive health education 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; Internet safety; nutrition; personal health; prevention and control of disease; and substance use and abuse. State board rule further specifies that comprehensive health education must annually include:

five hours of instruction related to youth mental health awareness and assistance, including suicide prevention and the impacts of substance abuse for students in grades 6-12 (Rule 6A1.094121, F.A.C.),
instruction related to youth substance use and abuse health education in grades K-12 (Rule 6A1.094122, F.A.C.); and
instruction related to child trafficking prevention and awareness in grades K-12 (Rule 6A1.094123, F.A.C.).

Students may be exempted from the comprehensive health components that include reproductive health or the symptoms, development, and treatment of any disease, including HIV and AIDS, when requested by a parent in writing. A student who is exempted will not be penalized because of the exemption.

Parental Rights

The state, its political subdivisions, any other governmental entity, or other institution may not infringe upon the fundamental rights of a parent to direct the upbringing, education, health care, and mental health of a minor child. If those entities infringe upon a parent’s fundamental right, they must demonstrate that the action is reasonable and necessary to achieve a compelling state interest, and the action must be narrowly tailored and not otherwise served by less restrictive means. A school district will promote parental involvement in the public school system by providing access to the child’s studies and instructional materials while recognizing a parent’s right to withdraw the child from objectionable portions of the school’s curriculum. A resource page for parents has been created by the Florida Department of Education to help them navigate the avenues available for them to voice concerns regarding potentially unlawful school materials. https://www.fldoe.org/ParentalRights/

Notification of Student’s Annual Progress

1008.25 F.S. Annually, each student’s progression from one grade to another be determined, in part, upon satisfactory performance in English Language Arts, social studies, science, and mathematics; that district school board policies facilitate student achievement; that each student and his or her parent be informed of that student’s academic progress. Results are available in Home Access Center (HAC) for students in grades 3-12.

Yearbook Name Change Request

Parent/legal guardians shall submit a written name change request to the school principal and yearbook advisor. Due to publication timelines the request must be made no later than the end of the 1st nine weeks. A parent consent for preferred name request form must be on file prior to the request for a yearbook name change.

Parent Role with Placement Decisions

Parents/legal guardians may discuss a placement with school officials and ask for an explanation of the placement, and they may review the evidence the school used to make the placement. However, the Superintendent has designated the principal as the final authority in placement decisions (1012.28(5) F.S.). There is no provision for voluntary retention or placement based solely on student or parental preference, F.S. 1008.25.

Benchmarks for Excellent Student Thinking (B.E.S.T) Standards

The Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards for English language arts (ELA) and Mathematics for grades K-12 and the Next Generation Sunshine State Standards (NGSSS) reflect the foundational expectations of what students should know and be able to do in each grade level. Instruction is designed to ensure that students meet these standards in all applicable subjects. All schools provide all courses required for elementary and middle grade promotion, and high school graduation. (F.S.1003.42) Refer to the Florida Department of Education (FLDOE) website for additional information.

State Assessment and Intervention

Students are required by statute to participate in the statewide, standardized assessment program. The Florida Department of Education has created cut scores for the Florida Assessment of Student Thinking (FAST) for ELA and Math and B.E.S.T. Algebra and Geometry End of Course (EOC) assessments. Refer to the English Language Learners and the Exceptional Student, Assessment sections for additional information. (F.S. 1008.22)
Students who score below level 3 on the statewide, standardized English Language Arts (ELA) and/or mathematics assessment are assigned remedial instruction and will be evaluated to identify the academic need and appropriate strategies for providing academic supports to improve the student’s performance. (F.S. 1008.25) Beginning with the 2020-2021 school year, teachers providing Tier 3 intensive reading intervention, as defined by the SJCSD K12 Comprehensive Reading Plan, are required to be reading certified or endorsed (F.S 1011.62). Therefore, SJCSD students meeting tier 3 criteria are required to be scheduled in an appropriate reading course.
A student who is not meeting the requirements for satisfactory performance in ELA and/or mathematics must be provided one of the following plans:
1. a school-wide system of progress monitoring,
2. an individualized progress-monitoring plan, or
3. a federally required student plan, such as an Individual Education Plan.
A student who scores a level 4 or 5 on the statewide, standardized ELA and mathematics assessments may be exempted from participation in the school-wide system of progress monitoring. Refer to the FLDOE website for further information.

Parent / Legal Guardian / Student / Teacher Notifications and Public Reporting

Parent/Legal Guardian/Student Notification of Graduation Program Options F.SF.S.1003.4282(2)

Requires that each school provide students in grades six through twelve and their parents/legal guardian with information in writing concerning the three-year and four-year high school graduation options, available diploma designations, eligibility for state scholarship programs, and eligibility requirements for postsecondary admission. The information shall include a timeframe for achieving each graduation option.

Parent/Legal Guardian/Student Notification of Acceleration Mechanisms 1003.02 F.S.

During course registration, the district shall notify parents/legal guardian of all secondary students of the opportunity and benefits of advanced placement (AP), International Baccalaureate (IB), Advanced International Certificate of Education (AICE), dual enrollment (DE) and St. Johns Virtual School (SJVS)/Florida Virtual School (FLVS) courses.

Student Notification of Dual Enrollment Opportunities 1007.271 (5) F.S.

Students shall be informed of dual enrollment eligibility criteria and the option for taking dual enrollment courses beyond the regular school year and school day.

Parent/Legal Guardian Notification of High School GPA less Than 2.5 1003.43(5)(e)2 F.S.

A student’s report card is the parent’s/legal guardian’s official notification of the student’s grades and cumulative GPA. Parents/legal guardian of students in grades 9-12 shall be notified each semester if the GPA is less than .5 above the cumulative GPA required for graduation.

Parent/Legal Guardian Notification at End of Grade 10 for Students Not Meeting 18-Credit Program Requirements 1003.429 (7) (a) (b) (c) F.S.

If, at the end of grade 10, a student is not on track to meet the credit, assessment, or GPA requirements of the 18- credit accelerated graduation program, the school shall notify the parent/legal guardian of the following:

the requirements performance-based option that the student is currently not meeting,
the specific performance necessary in grade 11 for the student to meet the accelerated graduation requirements, and/or
the option for the student to change to a four-year 24-credit graduation program.

Parent/Legal Guardian Notification of Student Retention

Parents/legal guardians shall be notified in writing when it is apparent that the student may need to be retained. Documentation shall be kept, and an acknowledgment of such notification shall be obtained. Ongoing communication with the parents/legal guardians shall be maintained.

Parent/Legal Guardian Notification of Remediation

Parent/legal guardian notification shall be documented when a student is being remediated in reading, writing, science, and/or math and is being considered for retention. School personnel shall use available resources to achieve parent/legal guardian understanding and cooperation regarding a student’s remediation, progress monitoring plan, and possible retention. Parents/legal guardians shall be informed of student progress via quarterly report cards and conferences as deemed necessary by the school.

Student and Parent/Legal Guardian Notification of Student Declaration to Withdraw from School

1003.21 F.S. 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 student files a formal declaration of intent to terminate school enrollment with the district school board. The declaration must acknowledge that terminating school enrollment is likely to reduce the student’s earning potential and must be signed by the student and the student’s parent/legal guardian.

The following steps must also be taken:

The school shall notify the student’s parent/legal guardian of receipt of the student’s declaration of intent to terminate school enrollment.
The student’s school counselor or other school personnel shall conduct an exit interview with the student to determine the reasons for the student’s decision to terminate school enrollment and actions that could be taken to keep the student in school.
The student shall be informed of opportunities to continue his or her education in a different environment, including, but not limited to, adult education and GED test preparation.
The student shall complete a survey to provide data on reasons for terminating enrollment and actions taken by schools to keep students enrolled.

Guidance personnel shall notify all students of the consequences of failure to receive a standard diploma including the potential ineligibility for financial assistance at a postsecondary institution.

Progress Monitoring

The progress of any student who does not meet minimum state expectations on state assessments must be monitored until the expectations are met as documented by retaking the state assessment or graduating from high school. Any student who scores below level 3 in ELA and/or mathematics must be provided with additional diagnostic assessments to determine the specific academic need as it relates to the standards. Additionally, the strategies for appropriate intervention and instruction must be determined as part of the progress monitoring plan.

Extended learning opportunities are offered based on program criteria, availability of resources, and state statutes related to student progression.

In cases where retention in the same grade level is necessary, academic interventions may include small group instruction, virtual instruction, online resources, tutoring, and/or mentoring.

A written annual report indicating the progress of each student towards achieving expectations for proficiency in English language arts, mathematics, science, and social studies including the student’s results on each statewide, standardized assessment is provided to the parent or guardian. (F.S.1008.25(8)(a)).

Instructional Support Through Progress Monitoring 1008.25(4)(a) (5)(a) F.S.

Each student who does not meet specific levels of performance in reading, writing, science, and/or mathematics shall be provided with scientifically evidence-based interventions as indicated by 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.

Instructional Support during high school may not be in lieu of English and mathematics credits taken for graduation. When Intensive Reading course or Foundational Skills Mathematics 9-12 Course is used for instructional support, it is counted as an elective.

Students in grades 9-12 who score below Level 3 on ELA FAST and/or the Algebra 1 EOC assessment must be evaluated to determine the nature of the student’s difficulty, areas of academic need, and strategies for providing academic support to improve the student’s performance.

A student who is not meeting the state requirements for satisfactory performance in ELA and/or math must be covered by one of the following plans:

a federally required student plan such as an individual education plan (IEP),
a school-wide system of progress monitoring for all students, or
individualized progress monitoring.

Instructional support shall be continued until a student’s reading deficiency is remediated and shall include the following components:

prescriptive and targeted instruction for specific skill development,
variety of opportunities for repetitions (repeated exposures),
smaller chunks of text or content,
guided and independent reading practice,
skill development and practice integrated into all activities,
frequent monitoring, and criterion-based evaluation of success.
Content of Instructional Support

All instructional support shall include effective, research-based, and standards-driven instruction. Each school shall use the materials listed in its section of the district’s Comprehensive Reading Plan as resources for instructional support in reading. Any additional resources must be scientifically research-based and reviewed by the Curriculum Services Department prior to use.

Parent Refusal for Support through Progress Monitoring and a Multi-Tiered System of Supports

The school district has the authority and responsibility to advise a student’s course of study. Schools are held responsible for developing a MTSS in consultation with the parent/legal guardian, but parental approval is not required, nor can parents/legal guardians veto a MTSS. The school is held accountable for the student’s success and may implement a MTSS without a parent’s/legal guardian/s approval. Students whose progress monitoring is an IEP, however, must have parent/legal guardian approval of the plan.

If the parent/legal guardian refuses to participate in the support strategies detailed in the MTSS because he or she believes the strategies are unnecessary or inappropriate, the parent/legal guardian may appeal to the principal.

The principal shall provide a hearing officer, and the hearing officer shall make a recommendation for final action to the principal. Consistent with school board rules and in accordance with state statute [1012.28 (5) F.S.], the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes. For more specific requirements, refer to the district’s Comprehensive Reading Plan on SJCSD website http://www.stjohns.k12.fl.us/cs/crp.

Multi-Tiered Systems of Support (MTSS)

Multi-Tiered Systems of Support (MTSS) is an educational framework designed to ensure successful outcomes for all students. SJCSD utilizes data-based, problem-solving processes to inform multiple tiers of standard-based aligned instruction and intervention. Each of these are designed to increase the academic, behavioral, emotional, and life skills of students. For more information on the MTSS process:

MTSS Fact Sheet
http://www.floridarti.usf.edu
Family Guide to MTSS

General Registration Requirements

For the most up-to-date registration information, please visit the district website at: www.stjohns.k12.fl.us/student/enrollment.

Disclosure Requirements Prior to Enrollment

Each parent/guardian, at the time of initial registration for school placement, must note previous school expulsions, arrests resulting in a charge, arrests pending, and juvenile justice actions the student has had. Schools have the authority to honor the final order of expulsion or dismissal of a student by any in-state or out-of-state public district, private school, or lab school, for an act which would have been grounds for expulsion according to the SJCSD Code of Student Conduct.

SJCSD, will enforce the following:

A final expulsion order shall be recorded in the records of the receiving school.
The expelled student applying for admission to the receiving school shall be advised of the final order of expulsion.

The superintendent or designee may recommend to the School Board that the final order of expulsion be waived, and the student be admitted to the school district, or that the final order of expulsion be honored, and the student not be admitted to the school district. If the student is admitted by the School Board, with or without the recommendation of the district school superintendent, the student may be placed in an appropriate educational program at the direction of the School Board.

For more information regarding registration and placement, please see the grade band or specific program heading in the Table of Contents.

Dependent Children of Active-Duty Military Personnel

Dependent children of active-duty military personnel moving into the district outside of normal application periods who otherwise meet the eligibility criteria for special academic programs shall be given special consideration for admission to such programs even if the program is being offered through a school other than the student’s home zoned school. Special programs include, but are not limited to, the following programs of interest: International Baccalaureate (IB), Advanced International Certificate of Education (AICE), career academies and JROTC programs. 1000.36 F.S.

Students with Disabilities Enrolled in Exceptional Student Education (ESE)

Students with disabilities shall be placed in appropriate courses as dictated by their Individual Education Plan (IEP). Specially designed instruction will be provided by an ESE teacher or other service provider in the Least Restrictive Environment (LRE) as determined by the IEP team. In most cases, this will be in the regular education classroom with their non-disabled peers, but some ESE students may require instruction in a separate environment for some portion of the day.

See the Exceptional Student Education section in the table of contents for more information.

School-to-School Placement

Whenever grade level placement of a student involves a movement from one school to another school, the processing of that movement shall begin with the Intervention Team or its equivalent of the sending school and end with the principal, or designee, of the receiving school. The receiving principal shall do the following:

review the recommendation,
conduct investigative activities as deemed necessary,
render a decision, and
notify those who have a need to know.

The referring school shall have tried interventions prior to seeking placement of a student in another school. Such interventions will be briefly described on the referral form. A student entering late is an exception to this requirement. Parents/legal guardians shall be invited to attend any meeting discussing school-to-school placement.

Pregnant, Married or Parenting Students

Students who are married and students who are pregnant shall not be prohibited from attending school. These students shall receive the same educational instruction or its equivalent as other students but may voluntarily be assigned to a class or program suited to their special needs. Pregnant or parenting teens may participate in a teenage parent program. Pregnant students may attend alternative education programs or adult education programs, provided that the curriculum allows the student to continue to work toward a high school diploma.

Classroom Teacher Change in Placement

Florida Statute 1003.3101 gives a parent/legal guardian the right to request his or her child be transferred to another classroom teacher based on (1) the teacher’s out-of-field certification status or (2) personal preference. This statute does not give the parent/legal guardian the right to choose a specific classroom teacher. Teachers with out-of-field certification are named on our district website 30 days before the beginning of the semester.

Parents/legal guardians may complete a Teacher Change Request Form, which is also available on the district website and at schools. When the form is returned to the school, the parent/legal guardian will be contacted to schedule a conference (required). After the conference, the principal will either approve or deny the request with the rationale for the denial in writing. Schools must approve or deny the transfer within two weeks of receiving the request. Consistent with school board rules and in accordance with state statute (1012.28 (5) F.S.), the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes.

Placement in Intensive Reading

For each year in which a student scores at Level l or 2 on the Florida Assessment of Student Thinking (F.A.S.T) in English Language Arts (ELA), the student may be enrolled in an Intensive Reading (IR) course the following year or a content-area course in which reading strategies are delivered based on a diagnosis of the student’s specific reading needs. Intensive Reading courses shall be designed and offered pursuant to the District’s Comprehensive Reading Plan (CRP).

Please refer to the section on reading support in this document and to the CRP at http://www.stjohns. k12.fl.us/cs/crp/.

Students reading below grade level will be eligible for two tiers of reading support. Eligibility will be determined by each school’s collective evaluation of data which could include, but is not limited to, the following:

FAST ELA Reading score
Progress monitoring tools
Class grades, formative and summative assessments
Teacher recommendation or anecdotal evidence

The following instructional assistance options are available for 11th and 12th grade students who have not achieved a level 3 on the Florida Assessment of Student Thinking (FAST) 1003.1003.433 F.S.433 F.S.:
FAST math/reading support at their school of enrollment,
Participation in an accredited high school equivalency diploma preparation program during the summer,
Or participation in an adult general education program.

Honors or Advanced Course Placement Criteria- Secondary

The St. Johns County School District criteria for honors or advanced course placement are any one of the following:

Grades – A grade of a C or better in the previous honors course or a grade of an A in the previous standard level course
FAST – Level 4 or 5 in appropriate area and not less than a level 3 in any area
- on Mathematics FAST for placement in honors mathematics classes
- on Reading FAST for placement in honors English, social studies and science or foreign language honors placement
Norm Referenced Test – Stainine of 7, 8, or 9 on an appropriate assessment
- Math score for placement in honors mathematics classes
- Reading score for placement in honors English, social studies and science or foreign language honors placement

Please Note: Students with level 1 or 2 on their ELA- FAST will be placed in courses that provide targeted or intensive reading interventions and the students may not qualify for an honors level course.

Academic performance and teacher recommendation may be considered in student placement. Consistent with school board rules and in accordance with state statute [1012.28(5)F.S.], the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes.

It is important to understand the content of advanced math courses when considering acceleration by “skipping” any sequential math course. The Florida mathematics standards are designed as a progression of learning from one grade level to another. If a student “skips” any of the math standards as part of a math course, these topics are not taught again but are foundational for higher level mathematics courses. Therefore, students given the opportunity to choose this progression will be given district developed supplemental summer work on the “skipped” content to be completed before entering the appropriate advanced math course enrolled in the fall of the upcoming school year.

Academic performance, summer work, FAST/EOC scores and teacher recommendation may be considered in student placement. Student placement is at the discretion of the principal. Consistent with school board rules and in accordance with state statute [1012.28 (5) F.S.], the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes.

Homeless Students

The federal McKinney-Vento Homeless Assistance Act, as amended by the, Every Student Succeeds Act (ESSA), ensures that each homeless child and youth has equal access to the same free, appropriate public education, including a public preschool education, as other children, and youth. Homeless children and youth must have access to the educational and other services that they need to enable them to meet the same challenging academic achievement state standards, to which all students are held. In addition, homeless students may not be separated from the mainstream school environment based on homelessness alone.

Children and youth who lack a fixed, regular, and adequate nighttime residence are considered homeless. If, due to a loss of housing, a child must live in a shelter, motel, vehicle, or campground, on the street, in abandoned buildings, or doubled-up with relatives or friends, then he/she is eligible to receive services provided under the McKinney-Vento Act.

A homeless student shall be permitted to enroll immediately, even if the student is unable to produce records normally required for enrollment. This includes, but is not limited to, records such as previous academic records, medical and immunizations records, and proof of residency. A homeless child shall be granted a temporary exemption from entrance requirements for 30 school days, per Florida law.

Under McKinney-Vento, children (PreK-12) have the right to:

Continue to attend the school they last attended before they lost their housing (school of origin), if that is the parent/guardian’s choice and is in the child’s best interest, or the school which is zoned for their temporary residence.
Enroll and attend classes immediately while the school arranges for the transfer of school and immunization records and other required enrollment documents.
If necessary, enroll and attend classes in the school selected by the parent/guardian (school of origin or zoned school), while the school and the parent/guardian seek to resolve a dispute over which school is in the best interest of the child – NOTE: This does not mean any school in the district, only the school of origin or zoned school.
Receive transportation to the school of origin (if a parent/guardian requests such transportation).
Participate in any school programs and receive any school services for which they qualify.

For detailed information, see www.stjohns.k12.fl.us/homeless.

Transfer Student Procedures

Pursuant to Section (s.) 1003.25, Florida Statutes (F.S.), the procedure for transferring the records for students who transfer from school to school within the school district shall occur within five school days.

If a student transfers into a Florida public high school from out of country, out of state, PEP (Personalized Education Scholarship Program), a private school or a home school, the student’s transcript is reviewed to determine if the student is required to take a Florida end-of-course (EOC) assessment in accordance with Rule 6A-1.09941, F.A.C., State Uniform Transfer of Students in Middle Grades and High School. Please note, students who transfer from Home Education are only required to take EOC/FAST as they relate to graduation (Grade 10 ELA FAST and EOC Algebra 1). Concordant scores already earned can be used to fulfill graduation requirements.

St. Johns County School District currently uses HOPE (course code 3026010) to fulfill the State of Florida physical education (PE) requirement. It should be noted that transfer students can fulfill this requirement if they have taken both Health and Personal Fitness in a previous school.

State Policy on Transfer of Students in the Middle Grades as stated in School Board Rule SBR 6A-1.09942

The purpose of this rule is to establish uniform procedures relating to the acceptance of transfer work and courses for students entering Florida’s public schools composed of middle grades 6, 7, and 8 from out of state or out of country. The procedures shall be as follows:

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, successful completion of courses shall be validated through performance during the first grading period as outlined in subsection (2) of this rule
Validation of courses 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 be passing each required course at the end of the first grading period. Students who do not meet this requirement shall have courses validated using the Alternative Validation Procedure, as outlined in subsection (3) of this rule.
Alternative Validation Procedure. If validation based on performance as described above is not satisfactory, then any one of the following alternatives identified in the district student progression plan shall be used for validation purposes as determined by the teacher, principal, and parent/legal guardian:
1. Portfolio evaluation by the superintendent or designee;
2. Demonstrated performance in courses taken at other public or private accredited schools;
3. Demonstrated proficiencies on nationally-normed standardized subject area assessments;
4. Demonstrated proficiencies on the FSA; or
5. 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 assessments outlined in paragraphs (3)(c) and (d) of this rule if required. Specific Authority 1003.4156(3), 1003.25(3) FS. Law Implemented 1003.25(3) FS. History–New 10-20-08.

Course Weightings for Transfer Students – State Board Rule 6A-1.09941

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. Students transferring credits into St. Johns County School District will be subject to the current course credit weighting approved by the St. Johns County School Board and in alignment with Florida DOE course code directory. If a letter grade is assigned, the following values will be entered as a transfer numerical grade (A=95, B=85, C=75, D=65, F=59), even if the grading scale from which the student transferred is not equivalent to St. Johns County School District’s grading scale. If only a numerical grade is provided and no grading scale is provided, SJCSD scale is applied to the student record.

An official transcript sent by mail or electronically signed by a school administrator, must be on school letterhead, and/or embossed with the school seal. An official transcript must clearly identify the school, the student, course number, date(s) course taken, credit earned and grade in each course. Students who transfer with credits from a private school in which the course title does not correspond with a course title found in the Florida Course Code Directory. Home Education transcripts are provided by the parent/guardian and must be taken at face value.

Previous singleton religion-related courses will be transcribed as social studies transfer credit (2100990). Courses covering multiple religions should be transcribed as World Religions (2105310).

An unofficial transcript is one that is hand-delivered by a student or parent/legal guardian, and/or is delivered to a school administrator in an open envelope or is on plain paper. Exception is any Home Education student as specified above.

Foreign Transcripts

It is preferred that families provide official transcripts from foreign countries in English. If transcripts cannot be provided in English, there may be a delay in processing records.

The following steps will be taken with foreign transcripts:

The school Guidance Department will contact families and prior schools to resolve any questions regarding records and grade placement
Questions regarding comparable course content should be directed to the Director of Secondary Instructional Services.
Questions regarding word-for-word language translations should be directed to the Program Specialist for ESOL who will collaborate with District Guidance.

Students who have graduated or completed the equivalent requirements for graduation in a foreign country may not be enrolled in a SJCSD school or receive a Florida high school diploma.

Awarding Semester Grades/Credits

When a student enrolls after the midpoint of a semester, the school may offer a reduced schedule for the remainder of the semester, if comparable courses to the student’s previous schedule are not available.

Students who enter late in the semester may not be eligible to earn course credit.

Promotion of Late-in-the-Year Transfer Students

The promotion of students transferring into St. Johns County during the last grading period shall be determined primarily by the grades and records received from the sending school.

Awarding of New Credit from Outside St Johns County Schools

Validation of Transfer Credit through Scholastic Performance – State Board Rule 6A-1.09941, F.A.C.

The procedures relating to the acceptance of transfer work and credits for students in high school from out of state or out of country shall be as follows:

The student shall be placed at the appropriate, sequential course level. Performance at a minimum of 2.0 after the first half of a grading period in the course will validate the student’s prior performance in that subject area.
Students who do not meet this requirement shall have credits validated using the Alternative Validation Procedure.

Alternate Validation Procedure

If validation based on performance as described above is not satisfactory, then any of the following alternatives shall be used for validation purposes as determined by the teacher, principal, and parent:

Portfolio evaluation by the superintendent or designee,
Written recommendation by a Florida certified teacher selected by the parent/legal guardian and approved by the principal,
Satisfactory performance in courses taken through dual enrollment or at other public or private accredited schools,

Demonstrated Proficiency Validation

Satisfactory performance on nationally normed standardized subject area assessments,
Satisfactory performance on a statewide, standardized assessment, or
written review of the criteria utilized for a given subject provided by the former school

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

This process does not eliminate the Algebra 1 EOC assessment requirement. (See Assessment for new/transfer students.)

Appeal Process - Awarding of New Credit

If the school review panel determines that credit cannot be awarded, the student may appeal the decision. The Appeal Panel shall be made up of the following educators:

Director for Secondary Instructional Services,
member of the school review committee,
content area curriculum specialist(s) for the subject(s) in question.

The Appeal Panel shall review the student portfolio, end-of-course assessment results, committee notes and recommendations and decide about the awarding of credit. The Appeal Panel shall provide a copy of its findings to the student, and a copy shall be maintained in the student’s cumulative record.

Exclusions from Earning Credit

No student may be granted credit toward high school graduation for enrollment in the following programs or courses:

more than a total of nine (9) elective credits in remedial programs,
more than one credit in exploratory career education courses,
more than 3 credits in practical arts family and consumer sciences courses, or
any Level I course, unless the student’s assessment indicates a more rigorous course would be inappropriate, in which case a written assessment of the need must be included in the student’s IEP or in a student performance plan signed by the principal, school counselor, and the parent/legal guardian or the student if the student is 18 years of age or older.

Dual Enrollment Semester-Long Courses Approved for One Full High School Credit 1003.436(1)(b) F.S.

Certain semester-long dual enrollment courses earn one full high school credit (ENC1101, and ENC1102 for example). A list of dual enrollment courses offered in St. Johns County high schools can be found in the St. Johns County High School Course Catalog at https://www.stjohns.k12.fl.us/cs/catalogs/. Additional information is available at https://www.fldoe.org/core/fileparse.php/5421/urlt/AcademicList.pdf.

Assessment of New/Transfer Students State Rule 6A-1.09941(F.A.C.), 1003.4282 F.S.

Students transferring into the district once the school year has begun shall be assessed immediately in reading and math to determine reading proficiency and to ensure proper course and remedial instruction placement.

If a student transfers into a Florida high school from out of country, out of state, a private school, PEP, or a home school, and the student’s transcript shows credit received in Algebra 1 or an equivalent course the credit shall be honored. However, the student must pass the statewide, standardized Algebra 1 EOC assessment in order to earn a standard high school diploma unless the student earned a comparative score, passed a statewide assessment in Algebra 1 administered by the transferring entity, or passed the statewide mathematics assessment the transferring entity uses to satisfy the requirements of the Every Student Succeeds Act.

If a student’s transcript shows a credit in high school reading or English Language Arts II or III, in order to earn a standard high school diploma, the student must take and pass the Grade 10 FAST ELA assessment or earn a concordant score.

If a transfer student’s transcript shows a final course grade and course credit in Geometry, Biology I or U.S. History, the transferring course final grade and credit shall be honored without the student taking the requisite statewide, standardized EOC assessment and without the assessment results constituting 30 percent of the student’s final course grade. Transfer students must pass Florida’s EOC assessments for the scholar designation (see cohort requirements in Appendix)

There are two options for students who enter school mid-year with a .5 credit in Algebra 1, Biology, Geometry, U.S. History, or equivalent courses which have a state EOC assessment:

These options should be discussed with the parent/legal guardian/student when the student enters school. If a student in an EOC course withdrawals from the district and is going out of state and if it is at the semester, the student is awarded the 0.5 credit.

If a student in an EOC course withdraws from the district and goes out of state and then returns to SJCSD the same year:

Student can keep the 0.5 credit and F is 30% of the second semester only, or
Student can use the grades from the out of district school (trailed grades) and the EOC is 30% of the whole year.
The school gives the parent a letter to sign documenting their choice. The student never loses the original 0.5 credit.

Awarding of Credit in English and World Language for Students Transferring from Out of the Country

Students transferring from out of the country may be granted credit for English if they took courses in their home language in their home country. They may also be granted credit for world language if they took courses in English in their home country.

Graduation Requirements for Transfer Students 1003.433(1) F.S., 1003.4282(8) F.S.

Grade 11 and grade 12 students who enter a district high school from out-of-state or from a foreign country shall not be required to spend additional time in a district high school in order to meet the high school course requirements of the school district, if the student has met all the requirements of the district, state, or country from which they transferred. Such students who are not proficient in English shall receive immediate and intensive instruction in English language acquisition. Transfer students, however, must earn a 2.0 cumulative GPA and pass the grade 10 FAST/alternative assessment in reading or achieve scores on the SAT or ACT concordant with FAST levels to receive a standard diploma. They must also meet the requirement to pass the state Algebra 1 End-of-Course assessment. If the transcript shows an Algebra I credit, then the student must pass the assessment unless:

the student earned a comparative score, or
passed an out-of-state Algebra 1 standardized assessment. (list:
https://nces.ed.gov/programs/statereform/tab2_3.asp
https://nces.ed.gov/programs/statereform/tab2_24.asp)

Grade Placement for Transferring Students

Transfer students shall be placed in a specific class or grade on a temporary basis pending receipt of all required elements. If records that arrive after initial placement indicate a student should have been placed in a different class, grade or program, the principal shall make the determination of appropriate placement based on all factors.

Military Dependent Transfer Students 1000.36 F.S.

The Interstate Compact on Educational Opportunity for Military Children specifies what local the education agency (LEA) must do to facilitate the on-time graduation of children of military families in Article VII:

LEA officials shall waive specific courses required for graduation if similar coursework has been satisfactorily completed in another local education agency or shall provide reasonable justification for denial. If a waiver is not granted to a student who would qualify to graduate from the sending school, the local education agency must provide an alternative means of acquiring required graduation coursework so that graduation may occur on time.
States shall accept exit or end-of-course exams required for graduation from the sending state, national norm-referenced tests, or alternative testing, in lieu of testing requirements for graduation in the receiving state. If these alternatives cannot be accommodated by the receiving state for a student transferring in his or her senior year, the provisions of Article VII Section C apply.
If a military student transfers at the beginning of or during his or her senior year and is not eligible to graduate from the receiving LEA after all the alternatives have been considered, the sending and receiving LEAs must ensure the receipt of a diploma from the sending LEA, if the student meets the graduation requirements from the sending LEA. If one of the states in question is not a member of this compact, the member state shall use its best efforts to facilitate the on-time graduation of the student in Sections A and B of Article VII.

Early Childhood Programs

Early childhood programs are designed to provide developmentally appropriate, standards-based instruction for children under the age of five in preparation for kindergarten and are located at designated St. Johns County School District (SJCSD) sites.

Specific program locations and enrollment requirements are available on the Early Childhood Services – SJCSD website. The parent or guardian must provide documentation of eligibility to enroll.

Head Start

Specific program locations and enrollment requirements are available on the Early Childhood Services – SJCSD website. The parent or guardian must provide documentation of eligibility to enroll.

Prekindergarten Exceptional Student Education

ESE – Pre-K provides specialized instruction and interventions for children with a developmental delay or disability who are age three to five years old and with an Individual Education Plan (IEP). The program is designed to increase inclusive opportunities and developmentally appropriate learning experiences for the youngest learners. Interventions are embedded in the curriculum as appropriate for each child.

Voluntary Prekindergarten (VPK)

The Voluntary Prekindergarten Program (VPK) was implemented to give all 4-year-olds access to a quality prekindergarten experience.

Students must reside in Florida and be 4 years of age on or before September 1 of the enrollment year. A child who will be five years of age after February 1 and before September 2 is eligible for VPK or kindergarten if there was no prior enrollment in either program. Parents have the option of enrolling eligible children in a school-year program (540 instructional hours) or a summer program (300 instructional hours). Seats are limited, and early application at the home zoned school is encouraged.

Elementary Education

Elementary School Initial Placement

Kindergarten

Kindergarten Entry Requirements

In accordance with Florida Statute § 1003.21(1)(a)2, students entering kindergarten must attain the age of five years on or before September 1 of the school year for which entry is sought. The following must also be provided:

Evidence of date of birth. *
Evidence of residence.
Evidence of immunization.
Evidence of medical examination completed within the last twelve months.

*If an original birth certificate verifying date of birth is not available, the next evidence obtainable in the order set forth below shall be accepted:

A duly attested transcript of the child’s birth record filed according to law with a public officer charged with the duty of recording births.
A duly attested transcript of a certificate of baptism showing the date of birth and place of baptism of the child, accompanied by an affidavit sworn to by the parent/legal guardian.
An insurance policy on the child’s life that has been in force for at least two years,
A bona fide contemporary religious record of the child’s birth accompanied by an affidavit sworn to by the parent/legal guardian.
A passport or certificate of arrival in the United States showing the age of the child.
A transcript stating date of birth in the child’s school record of at least four years prior to application.
An affidavit of age sworn to by the parent/legal guardian, accompanied by a certificate of age signed by a public health officer, a public-school physician, or by a licensed practicing physician designated by the district School Board, stating that the health officer or physician has examined the child and believes that the age as stated in the affidavit is substantially correct.

A kindergarten student who transfers from an out-of-state school and who does not meet age requirements for admission to Florida public schools, must satisfy the following:

Meet age requirements for public schools within the state from which the student is transferring and have academic credit that is acceptable under the rules of the School Board.

In addition, the parent must provide all the following:

Official documentation that the parent/legal guardian had resident status in the state in which the student was previously enrolled in school.
Official school records which show attendance, academic information, and grade placement in kindergarten.
Evidence of residence.
Evidence of immunization.
Evidence of date of birth.
Evidence of medical examination completed within the last twelve months.

Grade 1

Prior to placement in first grade, a student is required to meet the following criteria: 1003.21 2(b) F.S.

Be six years of age on or before September 1 of the school year. *
Have satisfactorily completed a public-school kindergarten, or a private kindergarten from which the district school board accepts transfer of credit, or a home-school kindergarten program.

*For additional information establishing the date of birth, please refer to the kindergarten section. The student who has satisfactorily completed a non-public kindergarten program must provide evidence, such as the following:

Report card or transcript reflective of the child’s satisfactory completion of kindergarten.
Letter from the principal or director of the school certifying the child’s satisfactory completion of a kindergarten program.
Evidence of a home-school program.

A first-grade student who transfers from an out-of-state school and does not meet age requirements for Florida public schools must satisfy the following:

Meet age requirements for public schools within the state from which the student is transferring.
Have academic credit for completing kindergarten that is acceptable under the rules of the School Board.

In addition, the parent/legal guardian must provide all the following:

Official documentation that the parent(s)/legal guardian(s) had resident status in the state in which the child was previously enrolled in school.
Official school records which show attendance, academic information, and grade placement in first grade.
Evidence of residence.
Evidence of immunization.
Evidence of date of birth.
Evidence of medical examination completed within the last twelve months.

Grades 2 through 5

Students who meet the criteria for admission or transfer shall progress according to the district’s Student Progression Plan. Consistent with school board rules and in accordance with state statute 1012.28 (5) F.S., the Superintendent has designated the principal of the school as the final authority in the placement of students.

The grade placement of any student transferring from out-of-state into grades 2-5 shall be determined by the principal (or designee) of the receiving school. The student must satisfy the following requirements:

Age requirement for public schools within the state from which the student is transferring.
Academic credit that is acceptable under the rules of the School Board.

In addition, the parent/legal guardian must provide all the following:

Official documentation that the parent(s)/legal guardian(s) had resident status in the state in which the child was previously enrolled in school.
Official school records which show attendance, academic information, and grade placement.
Evidence of residence.
Evidence of immunization.
Evidence of date of birth.
Evidence of medical examination completed within the last twelve months.

Placement Considerations

Grades K-5

Consistent with school board rules and in accordance with state statute 1012.28 (5) F.S., the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes. Parents/legal guardians may discuss a placement with school officials and ask for an explanation of the placement, and they may review the evidence the school used to make the placement. Parents/legal guardians cannot determine a student’s placement, unless otherwise provided by law, as in the case of a placement in a program for exceptional students or a dropout prevention program.

Students Retained Two or More Years

An alternative placement must be offered for a student who has been retained two or more years. The alternative placement shall provide the student with intensive, differentiated instruction designed to remediate the student’s academic deficiencies and shall include opportunities for the student to be placed in small group instructional settings. The alternative placement will, under most circumstances, be at the student’s home zoned school but may involve placement at a district-designated site. The alternative placement may not be a placement in a regular program at a higher grade.

Curriculum and Reading Instruction

General Program Requirements

Each elementary school student shall be placed in classes appropriate to his or her developmental level and demonstrated mastery of the B.E.S.T. Standards. The course of study in elementary school includes instruction in the four core academic areas of language arts, mathematics, science, and social studies. Elementary students also receive instruction in music, art, physical education and health, media/library skills, and technology. All instruction is centered on the benchmarks of the NGSSS, B.E.S.T. Standards (math), and B.E.S.T. Standards (ELA). Individual learning styles, interests and talents help determine students’ learning paths while in elementary school. Required instruction (1003.42 F.S.) is detailed in the appendix.

St. Johns County School District has adopted the Character Counts! program to help students learn about trustworthiness, respect, fairness, responsibility, caring, and citizenship. All students are encouraged to take part in service learning/volunteer opportunities. Career awareness is provided at all schools.

Elementary, middle, and high schools shall document the manner in which they have prepared students to enter the workforce, including information regarding the provision of accurate, timely career and curricular counseling to students.

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 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. Refer to the Comprehensive Reading Plan at https://www.stjohns.k12.fl.us/cs/crp. See appendix B (Comprehensive Reading Plan Decision Tree Elementary).

Instruction in the Comprehensive Core Reading Program

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.

Third Grade/K-3 READ Initiative 1002.20 F.S.

The district has established the components of the Reading Enhancement and Acceleration Development (READ) Initiative. The focus of the READ Initiative is to avoid the retention of 3rd grade students and to offer intensive accelerated reading instruction to grade 3 students who failed to meet standards for promotion to grade 4 and to each K-3 student whose assessments indicate a reading deficiency.

Under the READ Initiative schools shall do the following:

Provide intensive, accelerated reading instruction to help close the gap for K-3 students at risk of retention/performing below grade level in reading.
Provide core instructional materials
Provide third grade students who have been retained with an experienced highly effective teacher as determined by the teacher’s performance evaluation.
Provide parent or legal guardian of students to be retained with at least one of the following instructional options:
Supplemental tutoring in scientifically research-based reading services in addition to the daily reading block.
A mentor or tutor with specialized reading training.

In addition, Senate Bill 850, Section 22 (2014) amends 1008.25 F.S. to specify that:

The school must inform parents/legal guardians of third grade students of the portfolio option for promotion as soon as a reading deficiency is identified. A parent of a third-grade student at risk of retention may request the school to immediately begin collecting evidence for a portfolio.
Reading instruction and intervention that includes specialized diagnostic information and strategies to meet the needs of each student.
A student may not be retained in grade three more than once.

The READ Initiative shall: 1008.25 (7)(b) F.S.

Be provided to all K-3 students at risk of retention as identified by the district’s assessment system utilizing screening, diagnostic and progress monitoring instruments that measure the Big Six: phonemic awareness, phonics, fluency, oral language, vocabulary, and comprehension.
Be provided during regular school hours in addition to the regular reading instruction.
Provide a state-identified research-based reading curriculum.

The curriculum must meet the following specifications:

Assist students whose assessments indicate a reading deficiency in developing the ability to read at grade level.
Provide skill development in phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Provide scientifically based and reliable assessment.
Provide initial and ongoing analysis of each student’s reading progress.
Be implemented during regular school hours.
Be based in core academic subjects to assist the student in maintaining or meeting proficiency levels for the appropriate grade in all academic subjects.

Instruction in Summer Reading Programs for Grade 3 Students

Summer Reading Programs shall be offered at each elementary school, or in clustered sites, when appropriate, to each student in grade 3 who scored at Level 1 on the Reading FAST. A school may open the program to other grade levels at the principal’s discretion after ensuring all eligible grade 3 students have been served. Third grade students promoted by Good Cause Exemptions 1, 4, 5, or 6 are required to attend the summer reading program.

Reading Intervention Placement Guide 2024-2025 – Elementary

Remediation

Parent/Legal Guardian Notification of Reading Deficiency in Grades K-3 and Remediation Plan 1008.25 (5)(c) F.S.

The parent/legal guardian of any student in grades K-3 who exhibits a substantial reading deficiency shall be notified in writing of the following:

The student has been identified as having a substantial reading deficiency.
The FAST is not the sole determiner of promotion, and that additional evaluation, assessments and portfolio reviews may be used to determine if the student is reading at or above grade level,
The description of the student’s deficiencies in language understandable to the parent/legal guardian so the parent/legal guardian knows the exact nature of the difficulty.
A description of the current services being provided to the student.
A description of the proposed supplemental instructional services and support for the student that are designed to remediate the identified area of reading deficiency and that will be continued until the deficiency is remediated.
Strategies to help their child succeed in reading proficiency.
If the student’s reading deficiency is not remediated by the end of grade 3, as evidenced by a score of Level 2 or above on the grade 3 Reading FAST, the student must be retained unless exempted from mandatory retention for good cause.
The district’s specific criteria and policies for mid-year promotion.
After initial notification, the school shall apprise the parent at least monthly of the student’s progress in response to the intensive interventions and supports. Such communications must be in writing and must explain any additional interventions or supports that will be implemented to accelerate the student’s progress if the interventions and supports already being implemented have not resulted in improvement. Communication with Parents/Legal Guardian Regarding the Progress of Students Exhibiting a Substantial Reading Deficiency HB 7011 Schools are required to communicate with parents at least monthly regarding the progress of students who exhibit a substantial deficiency in reading.

Reading and Mathematics Remediation

Instructional support shall continue until performance expectations are met as documented by demonstrating mastery, passing the state assessment(s), or graduating from high school.

Reading Deficiency and Required Parental Notification 1008.25 (5) Any student in kindergarten through grade 3 who exhibits a substantial deficiency in reading, based upon screening, diagnostic, progress monitoring, or assessment data, statewide or teacher observations must be provided intensive, explicit, systematic, and multisensory reading interventions immediately following the identification of the reading deficiency. A school may not wait for a student to receive a failing grade at the end of a grading period to identify the student as having a substantial reading deficiency and initiate intensive reading interventions. In addition, a school may not wait until an evaluation conducted pursuant to s.1003.56, F.S., is completed to provide appropriate, evidence-based interventions for a student whose parent submits documentation from a professional licensed under Chapter 490, F.S., which demonstrates that the student has been diagnosed with dyslexia. Such interventions must be initiated upon receipt of the documentation and based on the student’s specific areas of difficulty as identified by the licensed professional.

A student who has a substantial reading deficiency must be covered by a federally required student plan, such as an individual education plan or an individualized progress monitoring plan, or both, as necessary. The parent of any student who exhibits a substantial deficiency in reading based upon screening, diagnostic, progress monitoring, assessment data, statewide assessments, or teacher observations, must be notified in writing of the following:

That his or her child has been identified as having a substantial deficiency in reading, including a description and explanation, in terms understandable to the parent, of the exact nature of the student’s difficulty in learning and lack of achievement in reading.
A description of the current services that are provided to the child.
A description of the proposed intensive interventions and supports that will be provided to the child that are designed to remediate the identified area of reading deficiency.
That if the child’s reading deficiency is not remediated by the end of grade 3, the child must be retained unless he or she is exempt from mandatory retention for good cause.
Strategies, including multisensory strategies, through a read-at-home plan the parent can use to help his or her child succeed in reading.
That the statewide, standardized English Language Arts assessment is not the sole determiner of promotion and that additional evaluations, portfolio reviews and assessments are available to the child to assist parents and the school district in knowing when a child is reading at or above grade level and ready for grade promotion.
The district’s specific criteria and policies for student portfolios and the evidence required for a student to demonstrate mastery of Florida’s academic standards for English Language Arts. A school must immediately begin collecting evidence for a portfolio when a student in grade 3 is identified as being at risk of retention or upon the request of the parent, whichever occurs first.
The district’s specific criteria and polices for mid-year promotion. Mid-year promotion means promotion of a retained student at any time during the year of retention once the student has demonstrated ability to read at grade level.
Information about the student’s eligibility for the New Worlds Reading initiative under s.1003.485, F.S., and information on parent training modules and other reading engagement resources available through the initiative.

After initial notification, the school shall apprise the parent at least monthly of the student’s progress in response to the intensive interventions and supports. Such communications must be in writing and must explain any additional interventions or supports that will be implemented to accelerate the student’s progress if the interventions and supports already being implemented have not resulted in improvement. Additionally, each school district shall provide written notification to the parent of a student who is retained in grade 3 that his or her child has not met the proficiency level required for promotion and the reasons the child is not eligible for good cause exemption. This notification must comply with the notification for parent of a student with a substantial deficiency in reading and must include a description of proposed interventions and supports that will be provided to the child to remediate the identified areas of reading deficiency. (s.1008.25(5), F.S., and s. 1008.25(7), F.S.)

Each school shall use the materials listed in the district’s Comprehensive Reading Plan as resources for support in reading. Any additional resources must be evidence-based and approved by the Instructional Services Department prior to use.

The Comprehensive Reading Plan is available at: http://www.stjohns.k12.fl.us/cs/crp. Reading Support Requirements – Progress Monitoring for Students with Reading Deficiencies in K- 5 1008.25 (5)(a) F.S.

If a student in any grade K-5 has been identified as having a deficiency in reading, his/her progress monitoring must identify the specific areas of deficiency in phonemic awareness, phonics, fluency, oral language, vocabulary and/or comprehension; the desired levels of performance in these areas; and the instructional and support services to be provided to meet the desired levels of performance. Schools shall provide monitoring of the student’s progress in meeting the desired levels of performance using the district’s identified progress monitoring assessments in fluency and reading comprehension.

See appendix B (Comprehensive Reading Plan Decision Tree Elementary).

Targeted instructional support in reading shall be continued until a student demonstrates mastery of grade level skills and shall include the following components:

Daily small-group instruction.
Diagnosis/prescription targeted to specific skill development.
Variety of opportunities for repetitions (repeated exposures.
Smaller chunks of text or content.
Guided and independent reading practice.
Skill development and practice integrated into all activities.
Frequent monitoring.
Criterion-based evaluation of success.

Math Deficiencies in K-4

HB7039 requires the identification of any student in kindergarten through grade 4 who exhibits a substantial deficiency in mathematics or the characteristics of dyscalculia;

immediate systematic and explicit mathematics instruction to address specific deficiencies;
monitoring and instruction be adjusted to student needs;
school district early warning systems include early warning indicators to identify such students;
such students be covered by a federally required student plan, such as an individual education plan or an individualized progress monitoring plan and specific elements that must be included in an individualized progress monitoring plan;
and student evaluation at the end of every grading period.

Parental notification requirements include immediate notification to the parent of any kindergarten through grade 4 student who exhibits a substantial deficiency in mathematics or the characteristics of dyscalculia.

Replacement of Elementary School Courses

Course replacements for elementary school students will be made on a case-by-case basis upon petition to the elementary school principal. Upon completion of a possible replacement course for a previously failed elementary school course, students/parent or legal guardian must supply documentation consisting of the following items:

Proof of the accreditation status of the school at which the replacement course was completed.
Documentation of mastery of the appropriate grade level of B.E.S.T. Standards for the replacement course.
A portfolio of work representative of the content of the course.

The elementary school principal, upon receipt and verification of the required documentation of mastery, shall approve the replacement course, and the student’s record shall be amended to reflect the replacement grade. In the event of insufficient verification evidence, the grade for the course failed shall remain.

Retention

Retention – 1008.25 (2)(c)F.S

Retention, except for grade 3 where there is a mandatory retention for reading, is based on unsatisfactory, below grade level student performance in reading, writing, mathematics, science, and social studies, and/or failure to meet other requirements as set forth by the district or state.

Retention decisions must be based on more than a single test score. The FAST is not the sole determiner of retention. The only exception is mandatory retention in grade 3 for students scoring at Level 1 on the FAST ELA Assessment.

Retention may occur when the school’s instructional staff, through its Multi-Tiered System of Support (MTSS) Team, determines that the student demonstrates the need for additional time to attain appropriate academic knowledge and skills in order to meet required state performance standards. A student who is retained must be provided with instructional experiences different from those in the previous year’s program, taking into consideration the student’s individual learning needs and learning style.

Only in exceptional cases will a student be assigned to any one grade for more than two consecutive years. Senate Bill 850 (2014) revised 1008.25 F.S. to prohibit a student being retained in grade 3 more than once. The district shall provide an appropriate alternative placement for a student who has been retained two or more years.

Guidelines for Retention of Students in Grades K-5 1008.25 (4)(c) F.S.

The following guidelines are established to assist the Multi-Tiered System of Support (MTSS) Team in making retention decisions at the elementary or middle school level:

The student’s insufficient progress in meeting the state performance standards and benchmarks supports a retention decision.
The student’s needs in the areas of physical, social, and emotional development support a retention decision.
Alternative remediation strategies and/or programs that have been utilized support a retention decision. The retention review team or MTSS Team consists of the principal or designee, school counselor, teacher(s), Exceptional Student Education personnel or special services personnel involved with the student and staff members as designated by the principal. In all retention determinations, the preponderance of evidence must support a retention decision.

There is no provision for voluntary retention or placement based solely upon student or parent/legal guardian preference, 1008.25 F.S.

K-2 Retention Requirements F.S. 1008.25

The importance of students mastering early literacy and communication skills in kindergarten, first, and second grade to read at or above grade level by the end of grade 3 cannot be overemphasized.

Students in K-2 who score Level 1 or 2 or at or below the 20^th percentile on Star Early Literacy, Star Reading, or Star Math will be monitored to determine what support may be needed.

Any student being considered for retention will be referred to the MTSS team.

The MTSS team shall review student data and determine whether the student should be considered for retention. The MTSS team will make a recommendation to the school principal.

Parents will be notified regarding a child’s risk for retention. Monthly letters regarding math and/or reading deficiencies fulfill the parental notification requirement by including information about the risk for retention.

Parents must have input on the retention decision.

The final retention decision will be determined by the principal or designee.

Grade 3 Mandatory Retention

To be promoted to grade 4, a student must score a Level 2 or higher on the statewide, standardized English Language Arts Assessment required under s.1008.22 F.S., for grade 3. If a student’s reading deficiency is not remedied by the end of grade 3, as demonstrated by scoring Level 2 or higher on the grade 3 statewide, standardized English Language Arts assessment required under s.1008.22 F.S., the student must be retained.

(s.1008.25(5), F.S.) The district school board may only exempt students from mandatory retention for good cause. Good cause exemptions are limited to the following:

Limited English proficient students who have had less than 2 years of instruction in an English for Speakers of Other Languages program based on the initial date of entry into a school in the United States.
Students with disabilities whose individual education plan indicates that participation in the 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 State Board of Education.
A student who demonstrates through a student portfolio that he or she is performing at least at Level 2 on the statewide, standardized English Language Arts assessment.
Students with disabilities who take the statewide, standardized English Language Arts assessment and who have an individual education plan, or a Section 504 plan that reflects that the student has received intensive instruction in reading or English Language Arts for more than two years but still demonstrates a deficiency and was previously retained in prekindergarten, 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 are 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.

Services for Students Retained in Grade 3

Students retained in grade 3 must be provided with a highly effective teacher as determined by the teacher’s performance evaluation under s.1012.34, F.S., and the teacher must also be certified or endorsed in reading. These students must also be provided with intensive interventions in reading to ameliorate the student’s specific reading deficiency and prepare the student for promotion to the next grade. These interventions must include: 1. Evidence-based, explicit, systematic, and multisensory reading instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension, and other strategies prescribed by the school district. 2. Participation in the school district’s summer reading camp, which must incorporate the instructional and intervention strategies above. 3. A minimum of 90 minutes of daily, uninterrupted reading instruction incorporating the instructional and intervention strategies above. This instruction may include:

Coordinated integration of content-rich texts in science and civic literacy within the 90-minute block.
Small group instruction.
Reduced teacher-student ratios.
More frequent progress monitoring.
Tutoring or mentoring.
Transition classes containing 3rd and 4th grade students.
Extended school day, week, or year.

Instructional Strategies for Students Retained in Grade 3 1008.25 (7)(b)(2) a-g F.S.

In addition to the daily required 90-minute uninterrupted reading block, students retained in grade 3 will benefit from additional strategies which may include, but are not limited to, the following:

Additional small group instruction.
Reduced teacher-student ratios.
More frequent progress monitoring.
Tutoring or mentoring before, during, or after school or on Saturday.
Extended school day, week, or year.
Summer reading programs.
Transition classes containing grade 3 and grade 4 students (when feasible). The purpose of a transitional setting is to produce learning gains sufficient to meet grade 4 performance standards while continuing to remediate areas of reading deficiency.

Differentiated Instruction in Mathematics for Students Retained in 3rd Grade for Reading Deficiencies

Students who are proficient in mathematics as evidenced by a FAST mathematics score of Level 3 or higher and who are retained in grade 3 for reading deficiencies shall be provided differentiated instruction in mathematics appropriate to their instructional level.

Instructional Options for Retained Grade 3 Students (Mandatory Retention for Reading)

The district shall provide the parent/legal guardian of students retained in grade 3 by the mandatory retention for reading with at least one of the following instructional options in addition to required reading enhancement and acceleration strategies:

Supplemental tutoring in scientifically research-based reading services in addition to the 90-minute minimum daily uninterrupted reading block including tutoring before and/or after school.
A “Read at Home” plan outlined in a parent or guardian contract, including regular parent or guardian guided home reading.
A mentor or tutor with specialized reading training. Note: The mentor/tutor option does not require the district or a school to pay for private tutors; volunteers or school staff may be used.

Transitional Instructional Setting for Students Retained in Grade 3 (Mandatory Retention for Reading)

Every effort shall be made to provide students retained in grade 3 due to the mandatory retention for reading with a transitional instructional setting. The purpose of a transitional setting is to produce learning gains sufficient to meet grade 4 performance standards while continuing to remediate areas of reading deficiency. Combination grade 3 and grade 4 classes are considered a transitional setting.

Reading Materials to be Used for Students Retained in Grade 3 (Mandatory Retention for Reading)

All supplemental and intervention materials and programs utilized shall be from the state recommended list and among those cited in each school’s section of the district’s Comprehensive Reading Plan.

Parent/Legal Guardian Notification of Student Retention in Grade 3

Each school shall provide written notification to the parent/legal guardian of any student retained in grade 3 due to a reading deficiency as evidenced by not scoring a minimum Level 2 on the reading portion of the grade 3 FAST. The notification should explain that the student has not met the proficiency level required for promotion, and the reason he/she is not eligible for a good cause exemption. The notification shall include a description of proposed interventions and supports that will be provided to the child to remediate the identified areas of reading deficiency.

Mid-Year Promotion of Retained Grade 3 Students

Each school district shall implement a policy for the mid-year promotion of a student retained in grade 3 who can demonstrate that he or she is a successful and independent reader and performing at or above grade level in reading. Tools that school districts may use in reevaluating a student retained may include subsequent assessments, alternative assessments, and portfolio reviews, in accordance with the State Board of Education Rules. Such midyear promotions of retained grade 3 students should occur during the first semester of the academic year. To be eligible for mid-year promotion, a student must demonstrate that he or she:

Is a successful and independent reader as demonstrated by reading at or above grade level.
Has progressed sufficiently to master appropriate fourth grade reading skills.
Has met any additional requirements, such as satisfactory achievement in other curriculum areas, as determined by the policies of the district school board.

The criteria for students promoted on or before November 1 must provide a reasonable expectation that the student has mastery of grade 3 reading skills as presented in the ELA B.E.S.T. Standards. Evidence is as follows:

Satisfactory performance on locally selected standardized assessments(s) measuring Language Arts Florida Standards.
Satisfactory performance on a state-approved alternative assessment as delineated in Rule 6A-1.094221, F.A.C., and described in Section B of this TAP.
Successful completion of portfolio elements that meet all the following requirements:
1. Be selected by the school district.
2. Be an accurate picture of the student’s ability and only include student work that has been independently produced in the classroom.
3. Include evidence of mastery of the standards assessed by the grade 3 statewide, standardized English Language Arts assessment. Evidence can include successful completion of multiple-choice items and text-based responses, chapter or unit tests from the district adopted core reading curriculum or the state-provided third grade student portfolio. Portfolios should contain 50% literary and 50% informational texts.
4. Be signed by the teacher and the principal as an accurate assessment of the required reading skills.

The criteria for students promoted after November 1 must provide reasonable expectation that the student’s progress is sufficient to master appropriate grade 4 level reading skills. These students must demonstrate proficiency levels in reading equivalent to the level necessary for beginning of grade 4.

The progress Monitoring Plan for any retained third grade student who has been promoted mid-year to grade 4 must continue to be implemented for the entire academic year and, if necessary, for additional school years. (s.1008.25(7), and Rule 6A-1.094222, F.A.C.)

Retention of Charter School Students

Charter schools are responsible for decisions regarding the retention of their students with the exception of the mandatory retention in grade 3 for students with Level 1 Reading FAST scores. Charter schools may opt to develop their own retention requirements or adopt local district procedures. When a student transfers from a charter school to a district school and a disagreement arises between the two schools regarding the retention of the student, the sending and receiving schools shall meet to resolve the issues. If the dispute is not resolved between the two schools, the sending school must retain the student or submit a referral to the Director for Elementary Instructional Services to review the case and make a recommendation.

Retention of English Language Learners (ELL)

Retention of an ELL student is based on unsatisfactory performance in reading, writing and mathematics as determined by the Multi-Tiered System of Support (MTSS) Team in conjunction with the ELL Committee. Students cannot be retained solely based on English language acquisition.

Parent/Legal Guardian Notification of Student Retention

The parent/legal guardian shall be notified in writing when it is apparent that the student may need to be retained. Documentation shall be kept, and an acknowledgment of such notification shall be obtained. Ongoing communication with the parent/legal guardian shall be maintained.

Related Program Information

Refer to English Language Learners, Exceptional Student Education, Virtual Programs, and Home Education sections for specific program information.

Acceleration

Academically Challenging Curriculum to Enhance Learning (ACCEL) Options

Each school offers Academically Challenging Curriculum to Enhance Learning (ACCEL) options: whole-grade and mid-year promotion, subject matter acceleration, and virtual instruction in higher grade-level subjects.

Promotion by Acceleration in Grades K-5

When outstanding abilities and skills are demonstrated, a student may be considered for accelerated grade placement. The student must also demonstrate physical, social, and emotional maturity. In each acceleration case considered, the recommendation shall be communicated to the student’s parent/ legal guardian in a conference with the principal (or designee), and a written confirmation of the decision shall be furnished to the parent or guardian. In the event that a conference is not possible, written communication to the parent/legal guardian is deemed sufficient. The District’s Whole Grade Acceleration Protocol must be used for all acceleration requests; the Elementary Whole Grade Acceleration Checklist is available from the Gifted Program Specialist. Consistent with school board rules and in accordance with state statute 1012.28 (5) F.S., the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes. The acceleration process does not supersede initial placement age criteria provided in Florida Statute 1003.21:

For kindergarten, the student must be 5 years on or before September 1 of the school year.
For first grade, the student must be 6 years old on or before September 1 of the school year.

Whole Grade Acceleration

Acceleration is the skipping of a grade, or part of a grade, based on exceptionally high achievement by a student. This is documented on the St. Johns County Acceleration Form, FAST Level 5 in reading and mathematics, evidence that the student will benefit from the instructional program at the advanced grade level and that acceleration is appropriate. No student can be eligible for acceleration if he/she has ever been retained. Requests & protocol for Whole Grade Acceleration should be completed before November 1.

When such administrative assignment of a student involves two schools, an agreement between the two principals is required. The probable long-range academic, social, and emotional effect of the decision shall be reviewed by the Multi-Tiered System of Support (MTSS) Team. The principal, with the recommendation of the Multi-Tiered System of Support (MTSS) Team and with the approval of the superintendent or designee, has the responsibility for making such assignments. However, a student shall not be accelerated without parent/legal guardian consent. Student progress shall be reviewed to maintain continuous advanced placement. The student should be monitored for the first six weeks of the change of placement to assess progress. If acceleration is not appropriate for the student, the student may return to the former placement.

The student’s cumulative guidance record and report card shall be noted to indicate “accelerated grade placement” and the major reasons for the acceleration. In the cumulative record, the name of the principal making the assignment is indicated. Parents/legal guardians must be notified formally in writing that their child is receiving an accelerated grade placement to the next higher grade. A copy of this notification must also be filed in the cumulative folder.

Whole Grade Acceleration Procedures

A teacher or parent/legal guardian who believes a student might be a candidate for whole grade acceleration shall contact the school counselor and share classroom evidence and FAST performance or progress monitoring data in support of the student’s possible assignment to the next grade level.
The school counselor shall review the classroom evidence of 80% mastery of standards in English language arts, math, science, and social studies, and discuss the long-term ramifications of whole grade acceleration and review the Whole Grade Acceleration Checklist with the parent.
If testing is authorized by the parent, the school counselor shall notify the principal and obtain the appropriate assessments from the K-12 Gifted Program Specialist
The school counselor shall complete all required components of the Whole Grade Acceleration checklist with the assistance of the curriculum specialist for the independent reading and writing assessment and school psychologist for the Iowa Acceleration Scale Booklet.
The principal and school counselor shall sign and submit the complete acceleration packet to the K-12 Gifted Program Specialist. The professional opinion of school staff will be considered as part of the criteria.
The Gifted Program Specialist will review the documentation of 80% mastery and use the preponderance of evidence to make a recommendation of whole grade acceleration and shall notify the school within five days of the decision.
The accelerated student should be closely monitored for the first six weeks of the new grade level placement. If acceleration is not appropriate, the student may return to the former placement.

Single Subject Acceleration

To allow students to progress on their own customized learning paths (CLPs), the following procedures allow for demonstration of mastery and single course acceleration. It is necessary to complete the District’s Course Acceleration Checklist and Course Acceleration Request, available from the K-12 Gifted Program Specialist. Consistent with school board rules and in accordance with state statute 1012.28 (5) F.S., the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes.

Students in all grades are eligible for single course acceleration after demonstrating mastery of the current grade level course standards. When a student is accelerated, they are still responsible for mastering all standards in the current grade level courses and will be required to take all district and FAST Assessments at the grade level of the accelerated course. Integrated curriculum standards such as literacy and social studies may be missed through acceleration yet included on future assessments required for middle school promotion. In addition, math and science topics are presented only once rather than being repeated year after year. Therefore, the parent/legal guardian should consider carefully the full academic and social ramifications of acceleration and confer with the school counselor to determine if single course acceleration is appropriate for the student based on the student’s academic history, teacher recommendation, ability to work independently and the long-range academic, social, and emotional effect of acceleration. The Course Acceleration Request should be completed before November 1.

Examples of single course acceleration:

A fourth-grade student who earned a level 5 on the FAST in reading or math and demonstrates at least 80% mastery of the fourth-grade level course standards as identified by district assessments is eligible to request single course acceleration to a fifth-grade level course in reading or math. If the student also demonstrates 80% mastery of fifth grade level course standards and district assessments, they are eligible to take a sixth-grade level course.
A fifth-grade students who earned a level 5 on the FAST in reading and demonstrates at least 80% mastery of the fifth-grade level course standards in reading and writing might advance to M/J Language Arts I Advanced, M/J World History Advanced, or M/J Science I Advanced.
A fifth-grade student who earned a level 5 on the FAST in math and demonstrates at least 80% mastery on the fifth-grade level course standards in math might advance to M/J Math I Advanced (1001.42 F.S.).
A second-grade student who can show 80% mastery of the second-grade standards in math as identified by district assessments and progress monitoring assessments might advance to another classroom for third grade math or do third grade math virtually.

Students who do not have a FAST score can show 80% mastery by progress monitoring assessments and district formative assessments. Middle school courses are accessible only through virtual instruction and require the approval of the principal, Director for Instructional Services and the Director of Guidance and Choice.

St. Johns Virtual School (SJVS) is the provider of first choice for virtual instruction; however, in situations in which SJVS cannot fulfill the need, students may qualify to access the services of Florida Virtual School (FLVS).

Procedure for Single Course Acceleration

A teacher or parent/legal guardian who believes a student might be a candidate for course acceleration shall contact the school counselor and share classroom evidence and FAST performance or progress monitoring data in support of the student’s possible assignment to the next grade level course.

The school counselor shall review the classroom evidence of potential course mastery and complete the Course Acceleration Checklist with the parent.
If testing is authorized by the parent on the Course Acceleration Checklist, the school counselor shall notify the principal and obtain the appropriate assessments from the Instructional Services department.
The teacher shall administer the recommended assessments and consult with the Curriculum Specialist to determine if the student demonstrates mastery, defined as 80% or better.
If the student achieves a mastery score of 80% or above, the teacher shall note the areas that the student has not yet mastered and instruct the student in those areas prior to or while the student is taking the next course in the sequence.
The principal and school counselor shall complete and submit the Course Acceleration Request to the K-12 Gifted Program Specialist.
K-12 Gifted Program Specialist will review the documentation of 80% mastery and make a final determination of single course acceleration and shall notify the school within five days of the decision.
If virtual school is required for the next course level, the K-12 Gift Program Specialist will send the Course Acceleration Request to the Director of Guidance and Choice for registration.
If the acceleration is to a virtual course, the progress of the student in the new course shall be monitored by the virtual teacher.
If the acceleration is to another teacher’s classroom, the sending teacher shall monitor the student’s mastery of the items not mastered on the assessments and keep the teacher of the accelerated course apprised of the student’s progress on the missed items.
At the end of the accelerated course, the classroom teacher(s) and a school administrator shall review FAST/progress monitoring and course performance to determine appropriate placement for the student in the next school year. The student’s CLP would include one of the following two scenarios in elementary school:
- the student would remain in the same grade level course the following year with differentiated instruction to expand the student’s knowledge and skills.
- the student would move to the next course in the sequence.

For example, a grade 4 student who demonstrated mastery of grade 4 math and was accelerated to grade 5 math might progress adequately through the year but be a candidate for more and differentiated instruction in grade 5 math the following year, or he/she might demonstrate mastery of the grade 5 math standards and be moved to the comparable course at the next level during the fifth grade school year – in this case M/J Math I Advanced through SJVS or FLVS.

Promotion Information

Student Progression from One Grade to Another

Student progression from one grade to another is based on proficiency in reading, writing, science, social studies, and math with the exception of grade 3 when students cannot progress to grade 4 if they score at Level 1 on the grade 3 FAST in reading and do not qualify for one of the six good cause exemptions.

No Social Promotion/Administrative Placement 1008.25 (6)(a) F.S.

Florida statute prohibits the assignment of a student to a grade level based solely on age or other factors that constitute social promotion or administrative assignment—placement at the next grade level without regard for student mastery of the appropriate ELA B.E.S.T. Standards. A student fails to meet the state levels of performance for student progression when the student fails to achieve Level 3 on the FAST in reading, mathematics, and/or science. As the FAST is not the sole determiner of promotion or retention, the Multi-Tiered Systems of Support (MTSS) Team shall base a promotion or retention decision on the preponderance of evidence reviewed.

Promotion under Unique Circumstances

In certain unique circumstances, a student may be promoted without meeting the specific assessment performance levels prescribed by the district and the state. Promotion may be recommended by a principal working with the Multi-Tiered System of Support (MTSS) Team if the student is able to demonstrate mastery of the B.E.S.T. Standards through alternate assessments with the preponderance of evidence indicating that the student’s achievement is equivalent to the designated levels of performance for student progression. Schools receiving students with low state standardized assessment scores in reading and math who are promoted by a “preponderance of evidence” may contact the sending school to review the evidence to

(1) make the best possible instructional placement decision and

(2) to plan for differentiation.

This provision does not apply to grade 3 students who score Level 1 on the FAST in reading.

Promotion of Late-in-the-Year Transfer Students

The promotion of students transferring into St. Johns County during the last grading period shall be determined primarily by the grades and records received from the sending school.

Promotion – Kindergarten through Grade 5

Students in Grades K-2

Students in grades K, 1, and 2 must make satisfactory B.E.S.T. Standards benchmark progress in English language arts, math, science, and social studies with an emphasis in reading to be promoted. Students’ reading progress toward grade level reading achievement is determined by appropriate assessments and teacher judgement. FAST will be administered to all kindergarten through second grade students to monitor their progress. This assessment will determine which students are in need of additional instruction in reading. Each such student shall be referred to the school’s Multi-Tiered System of Support (MTSS) Team for review of the student’s progress. At the end of the year, the Multi-Tiered System of Support (MTSS) Team shall review the student’s records and determine whether the preponderance of evidence indicates that the student should be promoted.

Students in Grades 3-5

A student in grades 3, 4, or 5 who scores Level 1 or Level 2 on the FAST in reading and/or Level 1 or Level 2 on the FAST in math is considered to be below grade level. Each such student shall be referred to the school’s Multi-Tiered System of Support (MTSS) Team for a comprehensive review of the student’s academic achievement. The Multi-Tiered System of Support (MTSS) Team shall review the student’s records and determine whether the preponderance of evidence indicates that the student should be promoted. To be promoted from grade to grade in grades 3-5, a student must demonstrate mastery of grade level expectations in language arts, mathematics, science, and social studies.

The principal or designee may recommend promotion for a student in grades 3-5 not passing the grade level course in reading, writing, mathematics, and/or science if the student demonstrates mastery of these subjects by achieving a minimum score of 3 on the corresponding FAST sections and the preponderance of evidence indicates that the student is ready for the work of the next grade level.

In instances where curriculum has been suspended in certain core academic subjects to allow for intensive remediation in reading and/or mathematics, the principal or designee makes the determination for promotion based on demonstrated student mastery of appropriate benchmarks.

Third Grade Students

Clarification Florida Law, Section 1008.22(3)- “…Participation in the assessment program is mandatory for all school districts and all students attending public schools…”

The requirement in Section 1008.25(5)(b):

To be promoted to grade 4, a student must score a Level 2 or higher on statewide, standardized English Language Arts assessment required under s.1008.22.
An additional option approved by the State Board of Education in Rule 6A-1.094221(a):
- Scores at or above the 45th percentile on the Reading SAT-10;
- (b)scores as required by state on other approved assessment.
Completes the portfolio passages and multiple-choice items at or above 70% mastery of each standard.
Meets another Good Cause Exemption.

Grade 4 Students 1008.22 F.S., SB Rule 6A-1.094221 F.A.C.

The district school board may only exempt students from mandatory retention for good cause. Good cause exemptions are limited to the following:

Limited English proficient students who have had less than 2 years of instruction in an English for Speakers of Other Languages program based on the initial date of entry into a school in the United States.
Students with disabilities whose individual education plan indicates that participation in the 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 State Board of Education.
A student who demonstrates through a student portfolio that he or she is performing at least at Level 2 on the statewide, standardized English Language Arts assessment.
Students with disabilities who take the statewide, standardized English Language Arts assessment and who have an individual education plan, or a Section 504 plan that reflects that the student has received intensive instruction 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 are 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.

Alternate Assessment for Promotion - Guidelines for Use

The SAT-10 Reading Comprehension Subtest and Star Reading will be used as alternate assessments for third grade promotion. The SAT 10 Reading Comprehension Subtest may be administered on a case-by-case basis if deemed appropriate. For promotion, a student must score at or above the 45th percentile on the SAT 10 or at or above 50th percentile on Star Reading. The earliest the alternate assessment may be administered is following the receipt of the grade 3 reading FAST scores or during the last two weeks of school, whichever occurs first. Schools may also opt to administer the SAT 10 after the completion of the Summer Reading Program for grade 3 students or after the beginning of the new school year using appropriate norms for the day of administration. Additional alternate assessment tools may be identified based on approval by the state.

Portfolio Documentation for Promotion - Guidelines for Use

To promote a student to grade 4 using a student portfolio as a good cause exemption, there must be evidence that demonstrates the student’s mastery of the B.E.S.T. English Language Arts Standards in Reading that is equal to at least a Level 2 performance on the grade 3 statewide, standardized English Language Arts assessment. Such evidence shall be an organized collection of the student’s mastery of the B.E.S.T. English Language Arts Standards.

A school must immediately begin collecting evidence for a portfolio when a student in grade 3 is identified as being at risk of retention or upon the request of the parent, whichever occurs first.

The portfolio must meet the following criteria:

Include evidence that the benchmarks assessed by the grade 3 standardized ELA assessment have been met.
Evidence collected should include grade-level reading passages that are approximately 50% literary text and 50% informational text, and that are between 100-700 words with an average of 500 words in length. Such evidence can include chapter or unit tests from a district’s/school’s adopted core reading curriculum or teacher-prepared assessments that are aligned with the B.E.S.T. English Language Arts Standards.
Be an organized collection of evidence of the student’s mastery of the B.E.S.T. ELA Standards that are assessed by the grade 3 statewide standardized ELA assessment.
For each benchmark there must be AT LEAST eight items assessed and the student must demonstrate 70% mastery for all items assessed per benchmark.
Be signed by the teacher and principal as an accurate assessment of the required reading skills.

*Example: A student eligible for language services, with an IEP, who has been previously retained, and has received intensive remediation for more than two (2) years, may be considered for a Good Cause Exemption.

**Example: If a student has received reading intervention for two years but was not retained until third grade and fails the state assessment for the second time, he/she may not be retained a second time. A student should not be retained more than once in third grade, regardless of the reason.

Requests for good cause exemptions from the retention requirement for grade 3 students (1008.25 (6)(c) F.S.) must include:

Documentation submitted from the student’s teacher to the principal indicating that the promotion of the student is appropriate and is based upon the student’s academic record, progress monitoring data, the Individual Education Plan (IEP) if applicable, report card, and/or student portfolio assessments.
Discussion with the teacher by the school principal to review the recommendation and make the determination if the student should be promoted or retained. If the school principal determines that the student should be promoted, the principal must submit the recommendation in writing to the superintendent. The superintendent shall accept or reject, in writing, the school principal’s recommendation.

A student who is promoted to grade 4 with good cause exemption shall be provided intensive reading instruction and intervention that include specialized diagnostic information and specific reading strategies to meet the needs of the student. The school district shall assist schools and teachers with the implementation of explicit, systematic, and multisensory reading instruction and intervention strategies for students promoted with a good cause exemption, which research has shown to be successful in improving reading among students who have reading difficulties.

Note: The student portfolio and an alternative assessment are the two state approved options for good cause exemption and mid-year promotion. The student must be offered both options. However, the student must only demonstrate proficiency on one of the options in order to receive a good cause exemption or be promoted midyear.

There are no other good cause exemptions beyond the six listed above. For instance, there is no good cause exemption for extenuating circumstances (family tragedy or similar event) for grade 3 students faced with the mandatory retention. If a student is promoted to grade 4 based on one of the good cause exemptions, that student’s file shall be labeled “promotion for good cause” rather than “promoted.”

If a 3^rd grade student refuses to participate or a parent/legal guardian refuses to allow his/her student to participate in the state required assessment program, Reading SAT 10, or complete the portfolio assessments, it will be necessary for the student to be retained in 3^rd grade.

Alternate Assessment Criteria for Grade 3 Students for Good Cause Exemption

A grade 3 student who scores at Level 1 on the grade 3 Reading FAST may be promoted to grade 4 if the student demonstrates an acceptable level of performance on an alternate standardized reading assessment. State approved assessments authorized for use in the St. Johns County School District may be used for an alternate score. See # 3 above.

Services for Students Promoted to Grade 4 with Good Cause Exemption

A student who is promoted to grade 4 with a good cause-exemption shall be provided intensive reading instruction and intervention that include specialized diagnostic information and specific reading strategies to meet the needs of each student so promoted. The school district shall assist schools and teachers with the implementation of explicit, systematic, and multisensory reading instruction and intervention strategies for students promoted with a good cause exemption which research has shown to be successful in improving reading among students who have reading difficulties.

Assessment of Grade 3 Students Enrolling after FAST

Students who enroll in grade 3 after the administration of the FAST shall be assessed prior to the end of the year to determine if the student needs to repeat grade 3. Schools shall use Reading Comprehension subtest of the SAT 10 or other approved assessment. The student must score at or above the 45th percentile on the SAT 10 or qualify for one of the other good cause exemptions to be promoted. Students who do not achieve the criterion score for promotion shall be referred to the Multi-Tiered System of Support (MTSS) Team to determine if the preponderance of evidence indicates that retention is warranted. Summer Reading Program attendance is expected for students who do not meet the criterion score.

Promotion Versus Retention of Grade 3 Students Transferring Late in the Year

Schools shall assess the reading proficiency of any grade 3 student transferring into the district to determine if remediation is appropriate. If a grade 3 student transfers in time to take the FAST, the Reading FAST score will be used in determining the student’s retention or promotion. If the student enters school after the administration of the FAST, it is up to the school to assess the student’s reading proficiency through administration of the Reading Comprehension subtest of the SAT 10. The student who scores below the 45th percentile on the SAT 10 Reading Comprehension subtest will be considered for retention.

English Language Learners (ELLs) in Grades K-5

Promotion of an ELL student is based on satisfactory student performance in English language arts, mathematics, science, and social studies and other requirements as set by the district and the state. ELL students not meeting district promotion criteria due to their limited English proficiency may be recommended for promotion by the Multi-Tiered System of Support (MTSS) Team, which will meet jointly with the ELL Committee. The student’s parent/legal guardian shall be invited to attend. The other academic progress and benchmark mastery of an ELL student in reading, writing, mathematics, and requirements set forth by the district and the state, are determined through appropriate modifications to formal and informal assessments and on modifications to instruction provided to the ELL student per FL Rule 6A-6.09091.

Charter School Students

See Section I, Special Programs: Charter Schools.

Mid-Year Promotion of Retained Students in K-5 – General Comments

Mid-year promotion is defined as promotion of a retained student in K-5 at any time during the year of retention once the student has demonstrated ability to read at or above grade level and accommodate the work of the next grade level. Mid-year promotion is permitted upon demonstration of mastery at 80% of appropriate standards, consensus recommendation of the Multi-Tiered System of Support (MTSS) Team and agreement among the school, the student, and the parent(s)/legal guardian(s). All mid-year promotion requests must be examined and approved by an impartial review committee composed of the principal and the Director for Elementary Instructional Services and other personnel agreed upon by the school and the district prior to a student moving to the next grade.

Grading and Reporting Procedures

Grading and Reporting Procedures 1003.33 F.S.

St. Johns County School District offers a standards-based curriculum and strives for consistency so that a course grade at one school equates to the same course grade and level of mastery at another school. The curriculum in all schools in St. Johns County is based on the ELA and Math B.E.S.T. Standards. These standards specify what students should know and be able to do. In a standards-based system, grades should be an indication of the level of mastery as determined by summative assessments.

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 (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, to alert teachers to what challenges students are still facing, and to inform students about where they are in relation to mastery of the standard. Examples of formative assessments include:

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 communicate about a topic by talking or writing (teachers informally assess what students know and are able to do and determine next steps for instruction).

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

Elementary Report Cards

Report cards provide the student and the student’s parent/legal guardian with an objective evaluation of scholastic achievement with indicators of progress. Report cards shall depict and clearly evaluate the student’s:

Academic performance in each class or course in grades K through 5 based on examinations as well as other appropriate academic performance items.
Performance at his or her grade level.
Conduct and behavior.
Absences and tardies.

All schools shall use the district’s approved report card as the primary means of reporting student progress. Report cards shall be issued at the end of each grading period on uniform dates as adopted annually on the official school year calendar. Grades shall be issued to all students in attendance. Students transferring into the district after the midpoint of a reporting period may be assigned grades based on records/grades from the sending school.

Students Working on Grade Level in Grades K-5

Report card grades shall clearly reflect the student’s level of achievement. The parent or guardian must be able to assume that students earning satisfactory grades in the general program are achieving within the acceptable range for the grade in which they are enrolled.

Grading Code for Grades K-2:

M=85-100% Meeting standards
P=70-84% Progressing toward Standards
I=69% and lower Improvement Needed

Grading Code for Grades 3-5:

A = 90 -100 Outstanding Progress
B = 80 – 89 Above Average Progress
C = 70 – 79 Average Progress
D = 60 – 69 Lowest Acceptable Progress
F = 0 – 59 Failure

Interim Progress Reports

Interim progress reports shall be issued to all students in grades 1- 5 at the midpoint of each regularly established grading period on uniform dates as adopted annually on the official school calendar. Interim reports may be done via parent/legal guardian conferences as well as through reporting forms and HAC. Students with disabilities must receive a report or parent/legal guardian conference regarding progress toward IEP goals and objectives in accordance with the interim report.

Honor Roll Elementary School

Honor Roll as defined by the St. Johns County School District, is comprised of students who earn the grades of A or B for a particular grading period. Students who earn Honor Roll may receive the St. Johns County School District Honor Roll Card.

Physical Education

Physical education means the development or maintenance of skills related to strength, agility, flexibility, movement, and stamina, including dance; the development of knowledge and skills regarding teamwork and fair play; the development of knowledge and skills regarding nutrition and physical fitness as part of a healthy lifestyle; and the development of positive attitudes regarding sound nutrition and physical activity as a component of personal well-being.

Recess

Each student will participate in at least 100 minutes of supervised, safe, and unstructured free-play recess each week for students in kindergarten through grade 5 so that there are at least 20 consecutive minutes of free-play recess per day.

Assessment

Assessment 1008.25 F.S.

District Assessments for Elementary Students

Kindergarten through fifth-grade students will take the FAST in English Language Arts and math three times per year. In addition, schools may decide to administer other assessments which will be reflected on the individual school assessment calendar. A calendar of district and state assessments is in the appendix.

State Assessments for Elementary Students

Participation in the statewide testing program, which consists of FAST and alternate assessments, is mandatory for all K-12 students attending public schools. The FAST assessment of reading is for students in grades K – 10, writing in grades 4 – 10, and math in grades 3-8. The assessment of science shall be administered in grades 5 and 8. The Florida student assessment program is directly related to curricular content established in the Florida State Academic Standards for Science and B.E.S.T. Standards. Participation in the assessment program is mandatory for all students attending public schools. If a student does not participate in the assessment program, the school district must notify the student’s parent/legal guardian and provide the parent/legal guardian with information regarding the implications of such nonparticipation. Students will take the ELA, math, and science assessments in computer-based format. All schools shall offer supplemental learning opportunities. Student eligibility shall be based primarily on below grade-level performance. Each student who does not meet district specific levels of performance for student progression in reading, writing, science, and mathematics for each grade level, or who scores below Level 3 in reading or math shall be provided with additional diagnostic assessments to determine the nature of the student’s difficulty, the areas of academic need, and strategies for appropriate intervention and instruction.

State Assessments

The Florida student assessment program is directly related to curricular content established in the Florida State Academic Standards for Science and B.E.S.T. Standards.

Participation in the assessment program is mandatory for all students attending public schools. If a student does not participate in the assessment program, the school district must notify the student’s parent/legal guardian and provide the parent/legal guardian with information regarding the implications of such nonparticipation.

Students will take the ELA, math, and science assessments in computer-based format.

All schools shall offer supplemental learning opportunities. Student eligibility shall be based primarily on below grade-level performance. Each student who does not meet district specific levels of performance for student progression in reading, writing, science, and mathematics for each grade level, or who scores below Level 3 in reading or math shall be provided with additional diagnostic assessments to determine the nature of the student’s difficulty, the areas of academic need, and strategies for appropriate intervention and instruction.

FAST and Promotion and Retention

The FAST is not the sole determiner of promotion or retention. The only exception is mandatory retention in grade 3 for students scoring Level 1 on the FAST ELA assessment. Additional evaluations, portfolio review, and assessments portfolio are available to assist the parent/legal guardian, schools, and the district in determining when a student is achieving at or above grade level and is ready for promotion.

Assessment of Reading Ability of K-3 Students 1002.20 F.S.

Each elementary school shall regularly assess the reading ability of each K-3 student. If any K-3 student exhibits a reading deficiency, as defined by performing below grade level, the parent/legal guardian shall be notified of the student’s deficiency with a description and explanation of the exact nature of the student’s difficulty in learning. The parent/legal guardian shall be consulted in the development of a progress monitoring plan and shall be informed that the student will be provided intensive reading instruction until the deficiency is corrected.

Data must be used to identify students in need of intervention and support in the following priority:

Students in kindergarten through grade 3 who have a substantial deficiency in reading by the end of grade 3.
Students who fail to meet performance levels required for promotion consistent with student progression.

A student who has a substantial reading deficiency must be covered by an individual education plan or an individualized progress monitoring plan, or both, as necessary.

Assessment of English Language Learners (ELL)

In general, all ELL students with a code of “LY” participate in statewide assessments. As part of the ESSA legislation, all ELL students shall be assessed annually in reading, writing, listening, and speaking using ACCESS for ELLs. However, Per FL Rule 6A-6.09091 accommodations must be provided on all Statewide Assessments.

Assessment Opportunities for Home Education Students

Opportunities to take state assessments (FAST reading, writing, math, and science) and standardized achievement tests (Stanford Achievement) are available to home education students. Arrangements can be made through the district’s Guidance and Choice or Planning, Accountability and Assessment offices.

Assessment Opportunities for Private School Students

Private school students are not eligible for state and district level standardized assessments through the St. Johns County School District.

Assessment of New Students

Students transferring into the district once the school year has begun, especially students in grade 3, shall be assessed in reading and math to determine reading and math proficiency and to ensure proper course and remedial instruction placement.

Instructional Support and Progress Monitoring

Instructional Support and Progress Monitoring 1008.25 (4)(b) F.S.

Reading Deficiency and Required Parental Notification 1008.25 (5)

Any student in kindergarten through grade 3 who exhibits a substantial deficiency in reading, based upon screening, diagnostic, progress monitoring, or assessment data, statewide or teacher observations must be provided intensive, explicit, systematic, and multisensory reading interventions immediately following the identification of the reading deficiency. A school may not wait for a student to receive a failing grade at the end of a grading period to identify the student as having a substantial reading deficiency and initiate intensive reading interventions. In addition, a school may not wait until an evaluation conducted pursuant to s.1003.56, F.S., is completed to provide appropriate, evidence-based interventions for a student whose parent submits documentation from a professional licensed under Chapter 490, F.S., which demonstrates that the student has been diagnosed with dyslexia. Such interventions must be initiated upon receipt of the documentation and based on the student’s specific areas of difficulty as identified by the licensed professional. A student who has a substantial reading deficiency must be covered by a federally required student plan, such as an individual education plan or an individualized progress monitoring plan, or both, as necessary. The parent of any student who exhibits a substantial deficiency in reading based upon screening, diagnostic, progress monitoring, assessment data, statewide assessments, or teacher observations, must be notified in writing of the following:

That his or her child has been identified as having a substantial deficiency in reading, including a description and explanation, in terms understandable to the parent, of the exact nature of the student’s difficulty in learning and lack of achievement in reading.
A description of the current services that are provided to the child.
A description of the proposed intensive interventions and supports that will be provided to the child that are designed to remediate the identified area of reading deficiency.
That if the child’s reading deficiency is not remediated by the end of grade 3, the child must be retained unless he or she is exempt from mandatory retention for good cause.
Strategies, including multisensory strategies, through a read-at-home plan the parent can use to help his or her child succeed in reading.
That the statewide, standardized English Language Arts assessment is not the sole determiner of promotion and that additional evaluations, portfolio reviews and assessments are available to the child to assist parents and the school district in knowing when a child is reading at or above grade level and ready for grade promotion.
The district’s specific criteria and policies for student portfolios and the evidence required for a student to demonstrate mastery of Florida’s academic standards for English Language Arts. A school must immediately begin collecting evidence for a portfolio when a student in grade 3 is identified as being at risk of retention or upon the request of the parent, whichever occurs first.
The district’s specific criteria and polices for mid-year promotion. Mid-year promotion means promotion of a retained student at any time during the year of retention once the student has demonstrated ability to read at grade level.
Information about the student’s eligibility for the New Worlds Reading initiative under s.1003.485, F.S., and information on parent training modules and other reading engagement resources available through the initiative.

Additionally, each school district shall provide written notification to the parent of a student who is retained in grade 3 that his or her child has not met the proficiency level required for promotion and the reasons the child is not eligible for good cause exemption. This notification must comply with the aforementioned notification for parent of a student with a substantial deficiency in reading and must include a description of proposed interventions and supports that will be provided to the child to remediate the identified areas of reading deficiency. (s.1008.25(5), F.S., and s. 1008.25(7), F.S.)

Reading Support Requirements – Progress Monitoring for Students with Reading Deficiencies in K- 5 1008.25 (5)(a) F.S.

Targeted instructional support in reading shall be continued until a student demonstrates mastery of grade level skills and shall include the following components:

Daily small-group instruction.
Diagnosis/prescription targeted to specific skill development.
Variety of opportunities for repetitions (repeated exposures).
Smaller chunks of text or content.
Guided and independent reading practice.
Skill development and practice integrated into all activities.
Frequent monitoring.
Criterion-based evaluation of success.

Content of Instructional Support

All remedial instruction shall include effective, research-based standards-driven instruction.

Duration of Instructional Support

Each student who does not meet minimum performance expectations for the statewide assessment tests in reading, writing, science, and mathematics must continue remedial instruction or supplemental instruction until expectations are met or the student graduates from high school or is not subject to compulsory school attendance.

Allocation of Instructional Support Resources 1008.25 (3)(a)(3)(b) F.S.

Allocation of support and supplemental instruction resources for students shall occur in the following priority:

Students who are deficient in reading by the end of grade 3.
Students who fail to meet performance levels required for promotion

New World Scholarship Account

The New World Scholarship Account expands eligibility to include public school students enrolled in pre-K through grade 5, who have a substantial reading or math deficiency identified under 2.1008.25(5)(a), F.S., or who scored below a Level 3 on the statewide, standardized assessment in the prior school year. To apply for funding a parent must submit an application at https://www.stepupforstudents.org/scholarships/reading/.

The eligible expenditures for reimbursement are:

Instructional materials.
Tuition and fees for part-time tutoring services. The services shall be provided by a person who holds a valid teaching certificate pursuant to s.1012.56, F.S.; a person who holds a baccalaureate or graduate degree in the subject area; a person who holds an adjunct teaching certificate pursuant to s.1012.57; or a person who has demonstrated a mastery of subject area knowledge pursuant to s.1012.56(5).
Fees for specialized summer education programs designed to improve reading or literacy skills or math skills.
Fees for after-school education programs designed to improve reading or literacy skills or math skills.

Middle School

Enrollment and Grade Level Placement

Admissions information can be found at https://www/stjohns.k12.fl.us/student/enrollment.

Reading Intervention Placement Guide 2024-2025 Middle School

Placement within Zoned School

The Customized Learning Path (CLP) is unique to each student and is based on his or her academic and career needs. Placement that facilitates optimal learning for each student shall be determined by established principles of growth and development, by the academic and career interests of students and by acquisition of subject area skills and competencies, consistent with school board rules and in accordance with state statues. The Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes.

State Policy on Placement of Transfer of Students in the Middle Grades as stated in School Board Rule SBR 6A-1.09942

The purpose of this rule is to establish uniform procedures relating to the acceptance of transfer work and courses for students entering Florida’s public school composed of middle grades 6, 7, and 8 from out if state or out of country. The procedures shall be as follows:

(1) 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, successful completion of courses shall be validated through performance during the first grading period as outlined in subsection (2) of this rule.

(2) Validation of courses 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 be passing each required course at the end of the first grading period. Students who do not meet this requirement shall have courses validated using the Alternative Validation Procedure, as outlined in subsection (3) of this rule.

(3) Alternative Validation Procedure. If validation based on performance as described above is not satisfactory, them any one of the following alternatives identified in the district student progression plan shall be used for validation purposes as determined by the teacher, principal, and parent/legal guardian:

(a) Portfolio evaluation by the superintendent or designee;
(b) Demonstrated performance in courses taken at other public or private accredited schools;
(c) Demonstrated proficiencies on nationally-normed standardized subject area assessments;
(d) Demonstrated proficiencies on the FAST; or
(e) 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 the date of transfer to prepare for assessments outlined in paragraphs (3)(c) and (d) of this rule if required.

School-to-School Placement

Students must be provided at least ninety (90) days from the date of transfer to prepare for assessments outlined in paragraphs (3)(c) and (d) of this rule if required.

Requirements for Information Prior to Placement

Each student at the time of initial registration for school placement must note previous school expulsions, arrest resulting in a charge, arrest pending, and juvenile justice actions the student has had. Schools have the authority to honor the final order of expulsion or dismissal of a student by any in-state or out-of-state public district school board, private school, or lab school, for an act which would have been grounds for expulsion according to the SJCSD Code of Student Conduct, according to the following procedures:

A final order of expulsion shall be recorded in the records of the receiving school.
The expelled student applying for admission to the receiving school shall be advised of the final order of expulsion.

The superintendent or designee may recommend the School Board that the final order of expulsion be waived and the student be admitted to the school district, or that the final order of expulsion be honored and the student not be admitted to the school district If the student is admitted by the School Board, with or without the recommendation of the district school superintendent, the student may be placed in an appropriate educational program at the direction of the School Board.

Placement of Students on Community Control

For information regarding procedures when students are placed on community control, please refer to Florida Statue 948.101, Terms and Conditions of Probation. Florida Statute 948.03 specifically states that the court shall determine the terms and conditions of probation. Conditions specific in this section do not require oral pronouncement at the time of sentencing and may be considered standard conditions of probation. These conditions may include that the probationer or offender in community control shall:

report to the probation and parole supervisors as directed, and
permit such supervisors to visit him or her at his or her home or elsewhere.

Parent/Legal Guardian Role with Placement Decisions

State law provides the authority for placement of students with the school district. Placement is based on professional educators’ evaluations of how well the student is meeting the levels of performance for student progression. Such evaluations take into account whether or not the student has the knowledge and skills to move on successfully to the more difficult work of the next grade or course. Parents/legal guardians may discuss a placement with school officials and ask for an explanation of the placement, and they may review the evidence the school used to make the placement. There is not provision for voluntary retention or placement based solely on student or parental preference, F.S. 1008.25.

Parent/Legal Guardian Request for Change in Placement

Florida Statute 1003.3101 gives a parent/legal guardian the right to request his or her child be transferred to another classroom teacher based on (1) the teacher’s out of field certification status or (2) personal preference. This statute does not give the pare/legal guardian the right to choose a specific classroom teacher. Teachers with out-of-field certifications are named on our district website 30 days before the beginning of the semester. Parents/legal guardians may complete a Teacher Change Request form, which is also available on the district website and at schools. When the form is returned to the school, the parent/legal guardian will be contacted to schedule a conference (required). After the conference, the principal will either approve or deny the request with the rationale for the denial in writing. Schools must approve or deny the transfer within two weeks of receiving the request. Consistent with the school board rules and in accordance with state statute (1012.28 (5) F.S.), the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes.

Placement in Intensive Reading

1008.25 F.S. For each year in which a student scores at Level 1 or 2 on the Florida Assessment of Student Thinking (FAST) in English Language Arts (ELA), the student may be enrolled in an Intensive Reading (IR) course the following year or a content-area course in which reading strategies are delivered based on a diagnosis of the student’s specific reading needs. Intensive Reading courses shall be designed and offered pursuant to the District’s Comprehensive Reading Student Progression Plan (CRP). Please refer to the section on reading support in this document and the CRP at https://www.stjohns.k12.fl.us/cs/crp/.

Placement from Accredited Schools in Grades 6-8

Students seeking initial placement in grades 6-8 from a home education program or an unaccredited charter public or private school shall be evaluated by the local school to determine the most appropriate grade level placement. Criteria to be considered shall include age and maturity, standardized achievements test results, state assessment results, progress as it relates to the Florida Standards and benchmarks, previous records from public or private schools and evidence from the student’s portfolio of work and achievement while in home education. In no instance shall the placement be automatic, based solely on the recommendation of the unaccredited public or private school, home educator, or age. The placement decision is subject to review and revision after school personnel have had the opportunity to observe the student’s work. Should there be reasonable suspicion of a student’s grades, initial assessments may be required to determine grade placement.

Instructional Support for Math

For each year in which a student scores at Level 1 or Level 2 on FAST for mathematics, the student may receive support for the following year. Support may be provided within the student’s regularly scheduled math class or through Foundational Skills Mathematics 6-8, elective credit, course. Please refer to the section on remediation in this document.

Termination of School Placement at Age 16

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, provided the student files a formal 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/legal guardian.

The following steps must also be taken:

The school shall notify the student’s parent/legal guardian of receipt of the student’s declaration of intent to terminate school enrollment.
The student’s school counselor or other school personnel shall conduct an exit interview with the student to determine the reasons for the student’s decision to terminate school enrollment and actions that could be taken to keep the student in school.
The student shall be informed of opportunities to continue his or her education in a different environment, including, but not limited to, adult education and GED test preparation.
The student shall complete a survey to provide data on student reasons for terminating enrollment and actions taken by schools to keep students enrolled.

Placement of Homeless Students

The federal McKinney-Vento Homeless Assistance Act, as amended by the Every Student Succeeds Act (ESSA), ensures that each homeless child and youth has equal access to the same free, appropriate public education, including a public preschool education, as other children, and youth. Homeless children and youth must have access to the educational and other services that they need to enable them to meet the same challenges state student academic achievement standards to which all students are held. In addition, homeless students may not be separated from the mainstream school environment based on homelessness alone.

Children and youth who lack a fixed, regular, and adequate nighttime residence are considered homeless. If, due to a loss of housing, a child must live in a shelter, motel vehicle, or campground, on the street, in abandoned buildings, or doubled-up with relatives or friends, then he/she is eligible to receive services provided under the McKinney-Vento Act.

A homeless student shall be permitted to enroll immediately, even if the student is unable to produce records normally required for enrollment. This includes, but is not limited to, records such as previous academic records, medical and immunization records, and proof of residency. A homeless child shall be granted a temporary exemption from entrance requirements for 30 school days. For detailed information, see www.stjohns.k12.fl.us/homeless.

Transfer and Withdrawals

Students transferring into the district once the school year has begun shall be assessed in reading and math to determine reading proficiency and to ensure proper course placement and instructional support. Students will be placed into middle or high school courses based on mastery of the appropriate Florida Standards in accordance with the student’s Customized Learning Path (CLP) and based on the transferring school’s transcript of work completed.

Course Weightings for Transfer Students

Credits and grades entered 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. Student transferring credits into St. Johns County School District will be subject to the current course credit weighting approved by the St. Johns County School Board and in alignment with Florida DOE course code directory. If a letter grade is assigned, that grade is entered in our system, even if the grading scale from which the student transferred is not equivalent to St. Johns County School District’s grading scale. If only a numerical grade is provided and no grading scale is provided, our scale is applied to the student record.

An unofficial transcript is one that is hand-delivered by a student or parent/legal guardian, is delivered to an administrator in an open envelope or is on plain paper.

Promotion of Late-in-the-Year Transfer Students

The promotion of students transferring into St. Johns County during the last grading period shall be determined primarily by the grades and records received from the sending school.

Program at St. Johns Technical High School

St. Johns Technical High School customizes and delivers an appropriate learning path for each student in a supportive and responsive environment. Students who might not otherwise experience success are encouraged to develop a strong work ethic while exploring vocational opportunities and achieving high standards in character and academics. Information is also available on the district website: https://www-sjths.stjohns.k12.fl.us/registration/.

Alternative Placement for Students Retained Two or More Years

An alternate placement shall be offered for a student who has been retained two or more years. The alternative placement shall provide the student with intensive, differentiated instruction designed to remediate the student’s academic deficiencies and shall include opportunities for the student to be placed in small group instructional settings. The alternate placement shall, under most circumstances, be at the student’s home zoned school but may involve placement at the district-designated site. The alternative placement may not be a placement in a regular program at a higher grade.

Middle School Course Requirements and Progression

To be promoted to grade 9, students are required to successfully complete the following courses in grades 6-8:

Three middle school or higher courses in language arts, which emphasize literature, composition, and technical text
Three middle school or higher courses in mathematics
Three middle school or higher courses in social studies.
- One semester which must include the study of state and federal government and civics education.
- Additionally, a career and education planning course must be completed in either grades 6, 7 or 8^th The course must be internet based, customizable to each student and include research based assessment to assist the students in determining educational and career options. 1003.4156 F.S.
Three middle school or higher courses in science
The equivalent of one class period per day of physical education for one semester of each year.

One of the social studies courses must be at least a one semester civics education course 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 Confederation, the Declaration of Independence and the Constitution of the United States. A student transferring into middle grades after the beginning of the second term is not required to meet this requirement if three social studies courses or two year-long courses that include civics have already been completed. Each student’s performance on the state Civics End-of-Course (EOC) assessment will be 30% of the final grade in the course. Students with disabilities may qualify for a waiver of the EOC requirement. Please see page 32 – Statewide Assessment for more information. The physical education requirement shall be waived for students who meet one of following criteria: (1003.455 F.S.)

The student is enrolled or required to enroll in a remedial course.
The student’s parent/legal guardian indicates in writing to the school district that
- the parent/legal guardian requests that the student enrolls in another course from among those courses offered as options by the school district, based upon availability at the students’ school of attendance or
- the student is participating in physical activities outside the school day which are equal to or in excess of the mandated requirement.

Students are required to receive 300 minutes of instruction during the school day. Physical activities outside the school day do not release students from the 300 minutes of instruction requirement. A student must take an approved, alternative middle school course if physical education course is waived. District Middle School Initiatives include:

document-based questions (DBQs)
electives as appropriate to the student’s Customized Learning Path (CLP)
the Character Counts! Program is integrated into all subject areas
all middle school students are encouraged to take part in service learning/volunteer opportunities.
Required instruction (42 F.S.)

Middle School Promotion

Middle School Grade Level Classification Requirements

Classification for 6th Grade – promotion from 5th grade
Classification for 7th Grade – successful completion of 6th grade language arts, mathematics, science, and social studies
Classification for 8th Grade – successful completion of 7th grade language arts, mathematics, science, and social studies

Additional Requirement:

the equivalent of one class period per day of physical education for one semester of each year for students enrolled in grades 6 through 8 unless student is eligible for a state-approved waiver.

Student grade level classification or course placement at the end of the first semester will determine which Florida Assessment of Student Thinking (FAST) or Florida Alternate Assessment (FAA) is administered.

Course Prerequisites and Corequisites

Many courses listed in the St. Johns County High School Course Catalog have prerequisites and corequisites. These prerequisites and/or corequisites must be honored unless student petition and the ensuing conversation with a school counselor indicate that an exception needs to be made based on data and a student’s Customized Learning Path. Course Placement Core course placement is based on a review of pre and/or co-requisite courses, current grades, state assessment scores and teacher recommendations.

Exemptions from Instruction 1003.42(5) F.S.

Any student whose parent/legal guardian presents a written request to the principal shall be exempted from instruction on reproductive health or any disease, including HIV/Aids, its symptoms, development, and treatment. A student so exempted shall not be penalized by reason of the exemption The exemption must be requested annually.

Pursuant to F.S. 1003.47, dissection may be performed on nonliving mammals or birds secured from a recognized source of specimens and under supervision of qualified instructors. Students may be excused upon written request of a parent/guardian.

Any student whose parent/legal guardian presents a written request to the principal shall be exempted from a proposed supplemental literary study, the content or presentation of which causes parent/legal guardian concern. The student so exempted shall be provided an alternative selection and shall not be penalized by reason of the exemption.

Replacement of Middle School Courses

Course replacements for middle school students shall be made on a case-by-case basis upon petition on to the middle school principal. Upon completion of a possible replacement course for a previously failed middle school course, students/parents/legal guardians must supply documentation considering of the following items:

proof of the accreditation status of the school at which the replacement course was completed, (see listing of regional accreditation agencies in Awarding of New Credit Section. htps://www/elearners.com/resources/agencies.asp)
documentation of mastery of the appropriate benchmarks of the Florida Standards for the replacement course
- a portfolio of work representative of the content of the course, or
- Academic Recovery Lab record.

Eighth Grade Students who did not Successfully Complete Middle School Promotion Requirements

Students in grade eight who do not successfully complete course work required to enter high school must receive individual counseling regarding their academic options before the close of the school year. This academic counseling must include information regarding summer remediation programs at a high school site, at the middle school, virtually, or some combination of these and/or other options.

Academic counseling must include contact with the parent(s) or legal guardian(s) of the student. A planning document describing options to which the student and family has agreed must be produced and maintained at the school site and shared with the appropriate high school. This plan must be progress monitored during the summer to determine if the student is making adequate progress on the remediation plan. The summer remediation plan can be added to an existing MTSS plan.

When appropriate, application can be made to St. Johns Technical High School with acceptance based upon a review of the application applying standard criteria for admission and space availability.

Eighth grade students missing only one course to qualify for high school, who do not successfully remediate the course during the summer, will attend their zoned high school (school of instruction) while maintaining their status as an eighth-grade middle school student (school of enrollment). This arrangement will exist until the student successfully completes the single middle school course needed. At this time, the status of the student’s enrollment would be changed to the high school (school of enrollment and of instruction would now be the same).

Students who are missing several required courses that are unable to remediate them in the summer should repeat the missing middle school courses at their zoned middle school.

No Social Promotion/Administrative Placement 1008.25(6)(a) F.S.

Florida statute prohibits the assignment of a student to a grade level based solely on age or other factors that constitute social promotion or administrative placement at the next grade level without regard for student mastery of the appropriate Florida Standards. A student fails to meet the state portion of levels of performance for student progression when the student fails to achieve Level 3 on the Florida Standards Assessment (FSA) in reading, mathematics, and/or science. As the FSA is not the sole determiner of promotion or retention, the Intervention Team or its equivalent shall base a promotion or retention decision on the preponderance of evidence reviewed.

Promotion of Late-in-the Year Transfer Students

The promotion of students transferring into St Johns County during the last grading period shall be determined primarily by the grades and records received from the sending school.

Mid-Year Promotion of Retained Students from 6th to 7th or 7th to 8th Grade

In middle school, mid-year promotion is defined as promotion of a retained student at any time during the year of retention once the student has successfully completed the four (4) core grade academic requirements (language arts, mathematics, science, social studies) of the preceding grade level. Student grade level classification or course placement at the end of the first semester will determine which grade level Florida Assessment of Student Thinking (FAST) is administered.

Middle School Course Review Process

A Student Request Verification Form is available for review by parents/legal guardian and students in the Home Access Center (HAC) following course registration. Changing a course is at the discretion of the school based on student need and availability.

Schedule Correction Request

Once the student schedule is released, students may only request a schedule correction for the following reasons:

Duplicate course
Missing a course
Misplaced/wrong level

Course Level Change Request

Students enrolled in a yearlong course, may request a course change at the end of the semester, only if all the following conditions have been met:

grade of D or F
completion of a parent conference
demonstration of the student seeking consistent academic assistance

Students enrolled in a half-credit course, may request a course change at the end of the quarter, only if all the following conditions have been met:

a grade of D or F
completion of a parent/legal guardian conference
demonstration of the student seeking consistent academic assistance

Please Note:

All requests will be honored based on availability
Placement based on FAST/EOC scores may supersede request

In the case of extenuating circumstances, a petition may be made on a case-by-case basis to the principal (or designee) for review of criteria to ensure proper course placement.

After 21 days, the grade earned in the honors/Accelerated class follows the student to the next course, but teachers have flexibility to adjust the transfer grade based on demonstrated mastery of standards in the new course.

Middle School Course Sequence

For Advanced Course Placement: Grade “C” or better in previous honors course, grade “A” in the previous standard course with teacher recommendation, FAST Level 4 or 5 but not less than 3 in any area.

Accelerated pathways require supplemental work to be completed during the summer.

Algebra 1 Honors* Must pass the FAST Algebra 1 EOC and the FAST EOC grade is 30% of the final course grade. (Honors carries a 0.5 bonus weighting.)

Geometry Honors** Must take FAST Geometry EOC and the FAST Geometry EOC grade is 30% of the final course grade. (Honors carries a 0.5 bonus weighting.)

* 7th grade students in an advanced science or social studies course should participate in National History Day or Secondary STEM Fair with a project.

** Students enrolled in Physical Science Honors in 8th grade will take the Statewide Science Assessment (SAS) at the end of the school year and should be concurrently enrolled in Algebra 1 Honors or a higher-level math course.

*** M/J Comprehensive Science Accelerated Honors 1: Concurrent enrollment in M/J Accelerated Mathematics Grade 6 and a scaled score of at least 239 (mid-level 4) or higher on Florida State Assessment for Reading in Grade 5 is required for enrollment in M/J Comprehensive Science Accelerated Honors 1. Accelerated Honors 1 and Accelerated Honors 2 are required prerequisites for eligibility to enroll in Biology Honors as a middle school student enrolled in a school that offers Biology Honors.

# Biology Honors: Students enrolled in Honors Biology in 8th grade must be concurrently enrolled in, or have previously completed, Geometry Honors. The students should have completed the Accelerated Honors Course pathway and have an FSA reading level of 4 or higher. Students enrolled in Biology Honors in grade 8 will take the Statewide Biology End of Course Assessment (EOC) and it will constitute 30% of the student’s grade for the year.

* 8^th grade students needing to meet the middle grades Civics requirement will be enrolled in M/J Civics – EOC is 30% of final grade or enrolled in M/J Civics Advanced – EOC is 30% of final grade.

Electives – Middle school students in SJCSD have opportunities to explore visual art, performing art, physical education, and STEM.

Middle School Computer Education Progression

Depending on course availability and student needs, some schools may offer a slightly different progression in this area (either through alternate courses or digital tools earned). Additionally, digital tools may be offered in STEM, digital art, and core classes at some schools.

Career and Professional Academies in SJCSD

F.S. 1003.4935 – Students are introduced to various careers through career exploration activities and events in middle school. As middle grades students explore career options utilizing Xello and other identified tools, 8^th graders are invited to a variety of events to prepare them for high school Career Academy and other CTE options. Assemblies are held at each of the middle schools, known as the Middle School Blitz, when the Career Specialists and academy students from the neighboring high schools give a presentation to the options district wide. Middle grades students are then invited to a High School Showcase, where Programs of Interest are highlighted through a tradeshow-style event. Finally, each high school holds an “Academy Night”. These events are the main avenues for teachers, business partners and students in the programs to assist middle grades students and their parents in understanding available options at the high schools that prepare students for a specific career and/or additional fields of study. Programs of Study and other marketing materials are shared at each of the events. Additional information can be located through the St. Johns County Career and Technical Education website: https://cte.stjohns.k12.fl.us/

Middle School-to-Work Transition

All elementary, middle, and high schools shall document the manner in which they have prepared students to enter the workforce, including information regarding the provision of accurate, timely career and curricular counseling to students.

This information shall include a delineation of available career opportunities, educational requirements associated with each career, educational institutions that prepare students to enter each career, and student financial aid available to enable students to pursue any postsecondary instruction required to enter that career.

Schools shall also delineate school procedures for identifying individual student interests and aptitudes which enable students to make informed decisions about the curriculum that best addresses their individual interests and aptitudes while preparing them to enroll in postsecondary education and enter the workforce.

Beginning in grade 6, students shall receive information which includes recommended high school coursework that prepares students for success in college-level work. The information shall be made known to parents/legal guardians and students annually through inclusion in the school’s handbook, manual, or similar documents or other communications regularly provided to parents/legal guardians and students.

Grading and Reporting Procedures

The Importance of Grading

Grading, in its purest form, is the way in which we communicate a student’s understanding of a concept, or concepts, in a course they are taking. Through grades, we are able to ascertain where a student stands on the learning continuum and provide feedback on the proficiency of students as it relates to course and/or content area standards. Grades should be objective and formed by assessments directly related to the standards in a course. In conjunction with goals and scales, grades provide the most useful way to form a roadmap from which students can grow.

It is in the interest of all students, teachers, and parents/legal guardians for there to be common grading expectations, throughout all schools in St. Johns County. This allows students to understand expectations, and teachers to heighten collaboration through the Professional Learning Communities process. District common grading practices are designed to be fair, consistent, and grounded in best practice.

The Florida State Standards specify what students should know and be able to do in each course/subject at every grade level. In a standards-based system, grades should be an indication of student learning through their level of proficiency as determined by summative and formative assessments. Following are definitions of terms used in describing common middle and high school grading expectations.

The goal is for all students to be able to demonstrate their learning of course standards at or beyond the proficiency level. Proficiency is the level of learning most closely associated with a grade of “C.”

Summative / Formative

The district has established that every secondary instructor will have at least three graded summative assessments per grading period, and at least two graded formative assignments completed prior to each summative assessment. Whenever possible, three required summative assessments will be developed, administered, and graded as common assessments. The district expectation is for teachers working as subject specific Professional Learning Communities to develop two common summatives for each grading period. The total number of required graded assignments equates to at least nine per grading period.

Formative assignments

Formative assessments are measures used throughout the learning process to provide feedback that promotes learning and informs instruction. Formative assignments:

Are aligned to the learning progression on a scale
Are generated by a wide variety of methods
Can be graded or not graded
Provide usable feedback for students and teachers
Are a checkpoint or snapshot of progress
Are aligned to the summative in terms of skill, standard, rigor and format

Example of formative assignments include, but are not limited to:

Exit tickets
Informal teacher questions
Draft written work
Performance in progress
Student response via whiteboards, clickers, or other instructional tools
Learning logs
Conversation with a student
Quizzes

Summative assessments

Evaluate student learning aligned to specific standards at the end of a defined instructional period. Summative assessments:

Are aligned to the learning progression on a scale.
May be administered in a variety of formats.
Are graded.
Are predictors of marking period grades.
Used to determine proficiency.
Are more comprehensive than formative assessments.
Are aligned to formative assessments in terms of skill, standard, rigor and format.

Examples of summative assessment include but are not limited to:

Formal conversations with the students
Final version of a written work
Test
Final version of a performance/presentation
Final version of a project/research paper
End of a course exams
Semester exams
Summative quarter exams

Summative Retake and Remediation Parameters

Summative assessments developed at a school by a teacher or PLC must be available for students to retake.
Retake summative assessments must be available for standards where proficiency has not been demonstrated; the entire assessment may not apply. This decision is a teacher and/or PLC decision.
Students must engage in learning opportunities (remediation) prior to retaking a summative assessment, which must include teacher feedback.
Summative retake assessments do not have to be in the exact format as the original summative assessment.
Students have the opportunity to retake a Summative Assessment where the original score earned was less than 85%.
Students can earn up to and including 85% on a retake Summative Assessment in Middle or High school.
Summative assessments are only to be retaken and rescored
Summative assessment retakes must occur within a pre-determined time period such as a unit or a quarter as determined by the PLC team.
Students will receive the higher score of the original and retake summative assessments.
If a summative assessment has a deadline (for example: research paper or presentation) and the due date is missed, the student may complete the assignment for no higher than an 85% and within a timeline established by the teacher or PLC.

The expectation is that all students earn a grade that reflects his/her proficiency on standards represented in a course. If a student refuses to attempt work despite school intervention, a zero has been earned.

As part of this process:

INC should be used as placeholder in summative and formative categories until work is completed
PLC teams will share students as necessary to promote learning and retake opportunities
It is optimal for students to retake assessments before or after school so as not to miss further instruction. However, if the student cannot attend before or after school due to transportation, students will be afforded the opportunity to take summative assessments during the school day.

Weighted Category for Middle and High School Assessments

Middle and high schools have a uniform standard for the weighted categories in a grade book. The categories are summative and formative. The total value of all summative assessments will be 70% of the final grade, for formative assignments, 30% of the total grade. Homework assignments may include HW in the assignment title to maintain and differentiate them from other formative assignments.

Some assessments in middle and high school have their own weighting within a category by district policy or due to state statute. For example, the required state EOC exams, which is worth 30% of the final grade for the course.

Grading Scale

The following grading scale is used by all schools in grades 3-12 in St. Johns County:

Interim Progress Reports 1008.25 F.S.

Interim progress reports shall be issued to all students in grades 1-12 at the midpoint of each regularly established grading period on uniform dates as adopted annually on the official school calendar. Interim reports may be done via parent/legal guardian conferences as well as through reporting forms. Students with disabilities must receive a report or parent/legal guardian conference regarding progress toward IEP goals and objectives in accordance with the interim report.

Parents/legal guardians and students may check progress at any time through the district’s Home Access Center (HAC). Dual Enrollment course information is not available in HAC until the end of the semester as those grades are maintained in the St. Johns River State College information system and are available to the student only, through the SJRSC website. When the final grade is transferred to the student’s transcript, it will be available in HAC.

Report Cards 1003.33 F.S.

Report cards provide the student and the student’s parents/legal guardians with an objective evaluation of scholastic achievement with indicators of progress. Report cards shall clearly depict and evaluate the following:

the student’s mastery of Florida Standards,
the student’s academic performance in each class or course in grades K through 12 based on examinations as well as other appropriate performance items,
the student’s performance at his or her grade level
the student’s conduct and behavior, and
the student’s attendance, including absences and tardies.

All schools shall use the district’s approved report card as the primary means of reporting student progress. Report cards shall be issued at the end of each grading period on uniform dates as adopted annually on the official school year calendar. Students transferring into the district after the midpoint of a reporting period may be assigned grades based on records/grades from the sending school.

Report cards shall be issued at the end of each grading period on uniform dates as adopted annually on the official school year calendar.

Semester/final course grade changes should be made prior to credit being awarded for the semester/year. Approval by the principal is required. Grades shall be issued to all students in attendance. Students transferring into the district after the midpoint of a reporting period may be assigned grades based on records/grades from the sending school.

Eligibility for Honor Roll

Honor roll, as defined by the St. Johns County School District, is comprised of students who earn the grades of A or B for a particular grading period. Students who earn honor roll may receive the St. Johns County School District Honor Roll Card.

Cheating on a Summative Assessment

Discipline for cheating is established as per the Code of Conduct as a level II offense and should be administered via the Dean. Students will receive a zero; however, students are eligible for a retake. Students must engage in learning opportunities before retaking the summative assessment. Students will earn up to and including 75% on the retake assessment. Students may also be answerable to specific consequences outlined in programs of choice such as organizations or clubs such as the Junior National Honor Society.

Middle School Grade Forgiveness Policy for High School Credit Course

Middle school students who have taken high school courses may receive grade forgiveness if they have earned a grade or the numerical equivalent of a C, D or F. In such cases, the district forgiveness policy must allow the replacement of the grade with a grade or the numerical equivalent of a C or higher, earned subsequently in the same or comparable course. For a grade of A or B, the course and grade cannot be forgiven; it will appear on the student’s high school transcript and will be used in the calculation of high school grade point average and for Bright Futures.

If a student fails the Algebra 1 EOC, the student may attend the summer algebra program and earn a .5 credit elective to prepare to re-take the Algebra 1 EOC (passing is a graduation requirement).

Homework

Homework is an assignment in which the majority of the work is completed outside of the classroom in a developmentally appropriate period of time. The function of Homework is to:

Allow for independent practice or rehearsal
Prepare for the introduction of new content
Deepen knowledge or understanding
Generate specific feedback

Recommendations Homework should have a specific purpose, be familiar, be relevant, and connected to the standards. The purpose should be for students to (1) practice or rehearse, to begin (2) preparation for the introduction of new content, or to (3) deepen knowledge and understanding (Marzano, 2001). When homework is assigned for the purpose of practice/rehearsal, it should be based on material with which the students are very familiar. When homework is assigned to help prepare students for new content, the teacher should carefully explain the purpose for homework and make connections for the student. Providing feedback on homework serves to enhance student achievement.

Exam Exemptions 1003.33 (2) F.S.

St. Johns County School District does not provide for exemptions for state EOC and third-party exams (AP, IB, AICE, etc.). Students with disabilities may qualify for a waiver of the EOC requirement. Please see page 56 for more information.

Grade Challenge Procedures

Grading is primarily the responsibility of a teacher as long as the grade is determined in a manner that is consistent with state and district policies. Any concern a student/parent/legal guardian has with a final grade should be brought to the immediate attention of the teacher of record who awarded the grade. A final grade is defined as a grade documented at the end of a grading period and/or an end of the course cumulative grade.

If the teacher of record is unavailable, or if the student/parent/legal guardian wish to appeal the teacher’s decision, they must supply a written summary of the concern including any evidence that would serve as justification for the appeal, to the school principal for consideration and a final decision.

In the event that the school principal is unavailable, the appeal would go to the appropriate District Director of Curriculum for consideration and final decision.

Grade Averaging 1003.436(2) F.S.

A student enrolled in a full-year course shall receive one-half credit if the student successfully completes either the first half or the second half of a full-year course but fails to successfully complete the other half of the course and the averaging of the grades obtained in each half would not result in a passing grade. A student enrolled in a full- year course shall receive a full credit, if the student successfully completes either the first half or the second half of a full-year course but fails to successfully complete the other half of the course and the averaging of the grades obtained in each half would result in a passing grade, provided that such additional requirements specified in district school board policies, such as homework, participation, and other indicators of performance, shall be successfully completed by the student. The two .5 credit term grades stand alone. The only exception is if the student fails one semester but passes the other. In this case, the student could receive one full credit due to yearlong or grade averaging if the grades are passing on a numerical basis. It is the teacher’s responsibility to average the grades if this is the case.

Retention

1008.25(2)(b) F.S.

Retention may occur when the school’s instructional staff, through its MTSS Team or its equivalent, determines that the student demonstrates the need for additional time to attain appropriate academic knowledge and skills in order to meet required district and/or state performance standards.

A student who is retained must be provided with instructional experiences different from those in the previous year’s program, taking into consideration the student’s individual learning needs and learning style. Only in exceptional cases will a student be assigned to any one grade more than two consecutive years. The district shall provide an appropriate alternative placement for a student who has been retained two or more years. There is no statutory provisions for voluntary retention.

Options for Students Not Meeting Promotion Standards 1008.25(2)(c) F.S.

There are two options if a student does not meet district or state promotion standards. Those options are as follows:

remediate before the beginning of the next school year and promote based on the student’s demonstrated mastery of appropriate grade level expectations/standards, or
retain in a different program that takes into account a student’s unique academic needs and learning style.

Acceleration

Credit Acceleration Program 1003.4295 F.S.

s. 1008.22, an Advanced Placement Examination, or a College Level Examination Program (CLEP). Notwithstanding

s. 1003.436, a school district shall award course credit to a student who is not enrolled in the course, or who has not completed the course, if the student attains a passing score on the corresponding end-of-course assessment, Advanced Placement Examination, or CLEP. The school district shall permit a public school or home education student who is not enrolled in the course, or who has not completed the course, to take the assessment or examination during the regular administration of the assessment or examination.

The requirements and eligibility process is as follows:

The EOC will be administered only at the times established by the state assessment calendar.
The score necessary to earn credit will be determined by the state and applied in all situations.
Only credit (no grade) will be earned by meeting the passing score on the EOC.
If a student takes the EOC and does not earn credit, the student will not be eligible to apply for further CAP testing for the same course until additional preparation has been documented and evaluated.
Guides to preparing for the Florida Algebra 1, Geometry and Biology End-of-Course assessments provide sample questions and resources and are accessible online at http://www.stjohns.k12.fl.us/isse/ and at all middle and high schools.

M/S Advanced Courses

Each middle school offers Academically Challenging Curriculum to Enhance Learning (ACCEL) options: whole-grade and mid-year promotion, subject matter acceleration, virtual instruction in higher grade-level subjects including dual enrollment for students who are eligible, and the Credit Acceleration Program. ACCEL options do not supersede the promotion requirements of 1003.4156 F.S. Program specifics are available through each school’s guidance department. Such placement shall be made after review by guidance personnel and administration. Students who are enrolled in an accelerated above grade level course must take the state and district assessments associated with that course (1002.3105 F.S.).

High School Credit in Middle School 1003.4156 F.S., 1008.22(3)(c)2.a. F.S.

Middle school students may be enrolled appropriately in high school credit-earning courses. Courses will adhere to high school grading policy which may be found in the high school program section of the Student Progression Plan.

Students taking Algebra 1, Geometry, Biology, or an equivalent high school course in middle school must take the EOC assessment and it will be 30% of the final grade in the course. Passing the Algebra 1 EOC assessment is a graduation requirement. Students with disabilities may qualify for EOC waivers. For more information, please see the Exceptional Student Education section of this document.

Middle school students earning high school credit shall simultaneously be credited with meeting the requirements for the appropriate corresponding pre-grade 9 courses. High school courses taken below grade 9 are included in student’s cumulative GPA and may be used to satisfy high school graduation requirements and Bright Futures award requirements.

Assessment

Statewide and District Assessments

Participation in the statewide testing program, which consists of the FAST for ELA and Math, State End of Course (EOC) assessments and alternate assessments, is mandatory for all K-12 students attending public schools. The FAST assessment of reading shall be administered annually in grades 3-10, math in grades 3-8, and the Statewide Science Assessment in grades 5 and 8. The B.E.S.T. Writing assessment will be administered in April for grades 3-10. State End-of-Course (EOC) assessments for a subject shall be administered in addition to the comprehensive assessments required under 1008.22(3)(1) F.S. All State EOC assessments are weighted 30% of the final grade. • Students who entered grade 9 in 2014 and beyond who are enrolled in Algebra 1 or an equivalent must earn a passing score on the FAST Algebra 1 EOC to qualify for a standard diploma. .1003.4282,10034285 F.S.. The final course grade for all students enrolled in either standard or honors Algebra 1, Geometry, Biology and U.S. history, must be calculated using the State EOC assessment as 30% of the final grade.

Algebra 1 EOC Information

Because passing the Algebra 1 EOC is a graduation requirement, it is important to understand the possible scenarios for an algebra I student:

Grade Forgiveness and EOC Retake Policy

If the student passed the EOC, no retake is permitted without additional work in the recovery lab or with a teacher in a regular class.

If the student failed the EOC, retake is permitted:

For grade forgiveness
To qualify for the scholar diploma designation

If a student is repeating the class, either brick and mortar, recovery lab or SJVS, the student may re-take the EOC. The higher of the two scores will be used for grade calculation.

A high school student who is retaking an EOC course for grade forgiveness and has already taken the EOC is encouraged to retake the EOC but is not required to do so. If the student does not retake the EOC, then the previous EOC results must be averaged into the grade for course average. Grade forgiveness does not mean a new grade without the EOC averaged in.

If the student’s final average with the EOC assessment included as 30 percent results in a course grade of “D” or “F” (or a “C” for middle school students) the options for the student include one of the following:

Retaking a semester of the course
Retaking the entire course
Retaking the EOC assessment for that course; and
Retaking both the course and the EOC assessment to improve the student’s final course grade.

A student may retake an EOC to qualify for the scholar designation or as part of a grade forgiveness program.

For Algebra 1 only, if the student participated in the Summer Algebra 1 Program and qualifies for grade forgiveness after recalculating the grade with the new EOC score, the passing EOC score is considered to be evidence of sufficient mastery of standards, and the final grade of C (75) is granted for grade forgiveness.

State Assessment of New/Transfer Students 6A-1.09941(F.A.C.), 1003.4282 F.S.

If a student transfers into a Florida high school from out of country, out of state, a private school, PEP or a home school, and the student’s transcript shows credit received in Algebra 1 or an equivalent course the credit shall be honored. However, the student must pass the statewide, standardized Algebra 1 EOC assessment in order to earn a standard high school diploma unless the student earned a comparative score, passed a statewide assessment in Algebra 1 administered by the transferring entity, or passed the statewide mathematics assessment the transferring entity uses to satisfy the requirements of the Every Student Succeeds Act. (list: https://nces.ed.gov/programs/statereform/tab2_3.asp https://nces.ed.gov/programs/statereform/tab2_24.asp)

There are two options for students who enter school mid-year with a .5 credit in Algebra 1, Biology, Geometry, or equivalent courses which have a state EOC assessment:

Option 1 – The parent/legal guardian/student may decide to keep the half credit and grade that is on their records. The state EOC would then be worth 30% of ONLY their second semester. The student would earn two half credits, one they came in with and the other from the second semester using the state EOC grade for 30% of the grade for only the second semester.
Option 2 – Quarters 1-4 are each worth 17.5% and the state EOC would be 30% of the final grade. The student would use the grades for the first two quarters only with no .5 credit awarded and take the state EOC for 30% of the final grade to earn a year (1.0) credit. The important point with this option is not to award the .5 credit for transfer grades for the first semester. If a full credit is not earned at the end of the year, we must still award the half credit they came with, as we cannot take away credits earned. These options should be discussed with the parent when the student enters school.

These options should be discussed with the parent/legal guardian when the student enters school: If a student in an EOC course withdraws from the district and is going out of state and if it is at the semester, the student is awarded .5 credit.

If a student in an EOC course withdraws from the district and goes out of state and then returns to SJCSD the same year:

Student can keep the .5 credit and F is 30% of the second semester only, OR
Student can use the grades from the out of district school (trailed grades) and the EOC is 30% of the whole year.
The school gives the parent a letter to sign documenting their choice. The student never loses the original .5 credit.

High School

High School Enrollment and Grade Level Placement and Promotion

Requirements for Information Prior to Enrollment

Each student, at the time of initial registration for school placement, must note previous school expulsions, arrests resulting in a charge, arrests pending, and juvenile justice actions the student has had. Schools have the authority to honor the final order of expulsion or dismissal of a student by any in-state or out-of-state public district school board, private school, or lab school, for an act which would have been grounds for expulsion according to the SJCSD Code of Student Conduct SJCSD, according to the following procedures:

A final order of expulsion shall be recorded in the records of the receiving school.
The expelled student applying for admission to the receiving school shall be advised of the final order of expulsion.
The superintendent or designee may recommend to the School Board that the final order of expulsion be waived, and the student be admitted to the school district, or that the final order of expulsion be honored, and the student not be admitted to the school district. If the student is admitted by the School Board, with or without the recommendation of the district school superintendent, the student may be placed in an appropriate educational program at the direction of the School Board.

Grade Placement and Promotion within High School

The Customized Learning Path (CLP) is unique to each student and is based on his/her academic and career needs.
Students shall be considered freshmen, sophomores, juniors, seniors and fifth year seniors based on the credits listed below:
A student shall be classified as a sophomore with a minimum of 5 credits (after Survey 2 to preserve the correct cohort graduation year for accelerated students).
A student shall be classified as a junior with a minimum of 11 credits.
A student shall be classified as a senior with a minimum of 17 credits.
Students in regular education programs not reaching graduation status in four years shall be provided the opportunity of a fifth year to meet the district’s graduation requirements. Remediation shall be provided to assist the student passing the state-required tests.
High schools may promote retained students from grade 8 to grade 9, grade 9 to grade 10, grade 10 to grade 11, or grade 11 to grade 12 at the end of the first semester upon documentation of the awarding of required make-up credits.
A junior who is enrolled in a 24-credit diploma program shall be moved to senior status at the end of first semester if enrolled in the necessary coursework to graduate in the spring.

Students must be enrolled full time until graduation course work requirements are met. Full time is defined in terms of Full-Time Equivalency – 100% FTE:

Traditional courses @ SJCSD high school site – 7 classes
Full time virtual – 6 classes
Full time dual enrollment – 4 courses

If a student chooses to combine options, the number of courses required for full time status defaults to the highest number of courses.

Students are encouraged to maintain full time status throughout high school to take advantage of all the available opportunities:

Accelerated courses that may result in college credit (AICE, AP, DE, IB)
Career and technical education courses that may result in industry certifications
World language courses to broaden language acquisition and qualify for the biliteracy diploma seal
Elective courses to continue to develop talents and skills
Leadership opportunities in clubs, athletics, and academic programs of emphasis.

Students may petition the principal of the school to reduce a traditional schedule. Possible reasons to reduce courses during the year include:

Travel time to DE courses on the college campus
Advanced schedule – full time college is typically 4 or 5 courses per semester
Employment or internship
Medical situation
Graduation requirements can be satisfied during the senior year without a full schedule if Algebra 1 EOC and FAST requirements have been met.

Consistent with school board rules and in accordance with state statute (1012.28 (5) F.S.), the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes.

ACCEL- Grade Placement for Students Enrolled in the Academically Challenging Curriculum to Enhance Learning Three-Year Graduation Program

Students enrolled in the three-year ACCEL 18-credit diploma program shall be considered freshmen, sophomores, and juniors according to the same criteria that apply to students seeking a four-year diploma. Students in the 18- credit ACCEL diploma program, who have 17 or more credits at mid-year of their third year of high school, shall move to senior status with all senior rights and privileges.

Adult High School Programs

Adult high school (adult education) programs are to be used primarily for students who have exited a traditional high school program. Upon written approval of a high school principal, students may attend an adult high school for credit recovery. In such cases, students shall be allowed, at the principal’s discretion, to be enrolled in both a high school and an adult high school to remain in the cohort group that started kindergarten together. Students who have met all requirements for the standard high school diploma except for passage of the grade 10 Florida Assessment of Student Thinking (FAST) in reading and the Algebra 1 End-of-Course (EOC) Assessment, or an alternative assessment, by the end of grade 12 may participate in an adult general program for such time as the student requires to master English, reading, mathematics or any other subject required for high school graduation. Students attending adult basic, adult secondary or vocational-preparatory instruction are exempt from any requirements for the payment of tuition and fees, including lab fees. A student attending an adult general education program shall have the opportunity to take the grade 10 FAST and Algebra 1 EOC whenever offered by the state to receive a high school diploma.

Students on Community Control

The court shall determine the terms and conditions of probation. Conditions specified in this section do not require oral pronouncement at the time of sentencing and may be considered standard conditions of probation. These conditions may include that the probationer or offender in community control shall: 948.03 F.S.

report to the probation and parole supervisors as directed and
permit such supervisors to visit him or her at his or her home or elsewhere.

Teacher Notification of Students on Community Control

If a juvenile on community control attends a regular educational school program, then the identity of the juvenile and the nature of the felony offense shall be made known to each of the student’s teachers and appropriate district staff.

Termination of School Placement at Age 16

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, provided the student files a formal declaration of intent to terminate school enrollment with the district School Board. The declaration must acknowledge that terminating school enrollment is likely to reduce the student’s earning potential and must be signed by the student and the student’s parent/legal guardian.

The following steps must also be taken:

The school shall notify the student’s parent/legal guardian of receipt of the student’s declaration of intent to terminate school enrollment.
The student’s school counselor or other school personnel shall conduct an exit interview with the student to determine the reasons for the student’s decision to terminate school enrollment and actions that could be taken to keep the student in school.
The student shall be informed of opportunities to continue his or her education in a different environment, including, but not limited to, adult education and GED test preparation.
The student shall complete a survey to provide data on student reasons for terminating enrollment and actions taken by schools to keep student enrolled.

Out-of-State or Out-of-Country Transfer Students in Grade 11 or Grade 12

Florida Statute 1003.433 specifies that students who enter a Florida public school at the eleventh or twelfth 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 the requirements of the school district, state or country from which he or she is transferring. Such students who are not proficient in English shall receive immediate and intensive instruction in English language acquisition. However, to receive a standard high school diploma, a transfer student must earn a 2.0 grade point average and pass the grade 10 FAST in English language arts or an alternative assessment and pass the FAST Algebra 1 EOC assessment.

For graduation requirements for transfer students, see: Graduation Requirements.

Parent/Legal Guardian Request for Change in Placement Florida

Statute 1003.3101 gives a parent/legal guardian the right to request his or her child be transferred to another classroom teacher based on (1) the teacher’s out-of-field certification status or (2) personal preference. This statute does not give the parent/legal guardian the right to choose a specific classroom teacher. Teachers with out-of-field certification are named on our district website 30 days before the beginning of the semester. Parents/legal guardians may complete a Teacher Change Request form, which is also available on the district website and at schools. When the form is returned to the school, the parent/legal guardian will be contacted to schedule a conference (required). After the conference, the principal will either approve or deny the request with the rationale for the denial in writing. Schools must approve or deny the transfer within two weeks of receiving the request. Any approved change must not impact class size amendment. Consistent with school board rules and in accordance with state statute (1012.28 (5) F.S.), the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes.

Curriculum and Instruction

Course Placement

Students will be placed into high school courses based on mastery of the appropriate standards in accordance with the student’s Customized Learning Path. Consistent with school board rules and in accordance with state statute (1012.28 (5) F.S.), the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes.

Students will be provided with the opportunity to accelerate towards college and/or career. Every effort will be made for a student to take at least one college level course and/or earn an industry certification by graduation.

Each spring or upon enrollment, students meet with a school counselor to select courses for the upcoming school year. Course placement is based on a review of pre and/or co-requisite courses, current grades, state assessment scores and teacher recommendations.

Course registration decisions include:

Review of core courses
Selection of elective options
Choice of traditional or virtual model
Request for a reduced schedule for seniors and juniors*

* Possible reasons to reduce a schedule during the junior and/or senior year include: • Travel time to DE courses on the college campus

Advanced schedule – full time college is typically 4 or 5 courses per semester
Employment or internship
Medical situation
Graduation requirements can be satisfied and Algebra I EOC and FAST requirements have been met

Reading Intervention Placement Guide 2024-2025 – High School

Honors and Advanced Courses of Study 1002.3105 F.S., 1003.4281 F.S.

Each high school offers Academically Challenging Curriculum to Enhance Learning (ACCEL) options: whole-grade and mid-year promotion, subject matter acceleration, virtual instruction in higher grade-level subjects, the Credit Acceleration Program, and early graduation. Specific options and details for each student are available from the school counselor at the school. Each school district shall notify the parent of a student who is eligible to graduate early.

Honors or Advanced Course Definition

The following types of courses are deemed honors or advanced level and are subject to the placement criteria cited:

preliminary International Baccalaureate (Pre-IB) courses,
International Baccalaureate (IB) courses,
International General Certificate of Secondary Education (IGCSE) courses,
Advanced International Certificate of Education (AICE) courses,
Dual Enrollment (DE) courses,
Advanced Placement (AP) courses,
honors level courses designated in the SJCSD High School Course Catalog, or
honors level and AP courses offered by St Johns Virtual School or Florida Virtual School that are taken as part of a student’s Customized Learning Path (CLP).

Honors or Advanced Course Placement

The St. Johns County School District criteria for honors or advanced course placement are any one of the following:

Grades – A grade of C or better in the previous honors course or a grade of A in the previous standard course
FAST – Level 4 or 5 in appropriate area and not less than a Level 3 in any area
- on Mathematics FAST for placement in honors mathematics classes
- on Reading FAST for placement in honors English, social studies and science or foreign language
PSAT – A score of 480 or higher on the appropriate assessment
- Math score for mathematics honors class placement
- Reading and/or language for English, social studies, science and foreign languages honors class placement
PLAN – A score of 170 (English), 210 (mathematics) or higher on the appropriate assessment
- Math score for mathematics honors class placement
- Reading and/or language for English, social studies, science and foreign languages honors class placement
Norm Referenced Test – Stanine of 7, 8, or 9 on an appropriate assessment
- Math score for mathematics honors class placement
- Reading and/or language for English, social studies, science and foreign languages honors class placement

Please Note: Students with level 1 or 2 on their ELA-FAST will be placed in courses that provide targeted or intensive reading interventions and the students may not qualify for an honors level course.

Acceleration Mechanisms – Articulated Acceleration 1007.27(1) F.S.

Articulated acceleration will serve either to shorten the length of time necessary for a student to complete the requirements associated with a high school diploma and a postsecondary degree, broaden the scope of curricular options available to students, or to increase the depth of study available for a particular subject. This shall include, but shall not be limited to, the following:

Dual Enrollment (DE) courses and early admission,
Advanced Placement (AP) courses,
credit by examination
International Baccalaureate (IB) courses and Preliminary IB courses,
Advanced International Certificate of Education (AICE) courses and International General Certificate of Secondary Education (IGCSE),
Credit earned through Florida Virtual School shall provide additional opportunities for early graduation and acceleration.
credit by examination

Accelerated students who have met graduation requirements may defer graduation and continue to take DE/AP/IB/AICE courses until their cohort year group graduates.

Enrollment in Advanced Placement Courses 1007.27(6) F.S.

Advanced Placement (AP) is the enrollment of an eligible secondary student (virtual or brick and mortar) in an Advanced Placement course administered by the College Board. Students are expected to take an AP exam at the end of each AP course. The student will receive the AP weighted credit regardless of the AP test score. Schools will impose the $98 ($146 for AP seminar or AP Research) exam fee plus the additional $40 unused or canceled exam fee when students who are registered for the examination do not participate. Additionally, fees will be imposed for unused/canceled exams (per College Board policy) by schools if a student drops an AP course at the semester.

If a student only completes one semester of an AP course, they will receive weighted credit for that semester. For example, if a student comes to our district having completed semester 1 of an AP course and then does not continue that course the second semester, they will still receive the .5 credit for the course code and the .5 weighting. The transcript should reflect the courses the student actually sat in each semester; for example, Semester 1-AP, Semester 2 Honors. The two together will satisfy one credit.

AICE, AP, and IB courses are designed to earn college credit as well as meet high school graduation requirements. As such, materials and discussions for these courses may reflect topics not typically included in SJCSD courses. Due to the dual credit nature of these courses, content and materials may not be modified.

High School Course Sequence

For Honors or Advanced Course Placement: Grade “C” or better in previous honors course, grade “A” in the previous standard course with teacher recommendation, SSA Level 4 or 5 but not less than 3 in any area.

Course Prerequisites and Corequisites

Many courses listed in the St. Johns County Course Catalog have prerequisites and corequisites. These prerequisites and/or corequisites must be honored unless student petition and the ensuing conversation with a school counselors indicate that an exception needs to be made based on data and a student’s Customized Learning Path.

Enrollment in Sequential Courses

Subject-area courses that depend on sequential information are expected to be taken in sequential order. In such courses, a student who fails to pass may not be allowed to enroll in the next higher course level until the failed course has been remediated in an approved program successfully, by retaking the course during the regular school year, in Adult Education or in another traditional or virtual/online school. If a situation of hardship or illness exists which prevents a student from taking a course in sequence, the principal, or designee, may grant an exception.

High School Course Registration

Course registration decisions include:

Review of core courses
Selection of elective options
Choice of traditional or virtual model
Request for a reduced schedule for seniors and juniors

* Possible reasons to reduce a schedule during the junior and/or senior year include:

Travel time to DE courses on the college campus
Advanced schedule – full time college is typically 4 or 5 courses per semester
Employment or internship
Medical situation
Graduation requirements can be satisfied and Algebra I EOC and FAST requirements have been met

High School Course Review Process

A Student Request Verification Form is available for review by parents/legal guardian and students in the Home Access Center (HAC) following course registration. Students may request a course change until the last day of school. Changing a course is at the discretion of the school based on student need and availability.

Schedule Correction Request

Once the student schedule is released, students may only request a schedule correction for the following reasons:

Duplicate course
Missing a course
Misplaced/wrong level

Course Level Change

Students enrolled in a yearlong course, may request a course change at the end of the semester, only if all the following conditions have been met:

grade of D or F
completion of a parent conference
demonstration of the student seeking consistent academic assistance

Students enrolled in a half-credit course, may request a course change at the end of the quarter, only if all the following conditions have been met:

a grade of D or F
completion of a parent/legal guardian conference
demonstration of the student seeking consistent academic assistance

Please Note:

All requests will be honored based on availability
Placement based on FAST/EOC scores may supersede request

In the case of extenuating circumstances, a petition may be made on a case-by-case basis to the principal (or designee) for review of criteria to ensure proper course placement.

After 21 days, the grade earned in the honors/AP class follows the student to the next course, but teachers have flexibility to adjust the transfer grade based on demonstrated mastery of standards in the new course.

Note-withdrawing from dual enrollment courses is governed by the college deadlines, not school policy.

Student Petitions for Change in Course Placement

If a student believes that he/she has been placed in a course inappropriate for his/her Customized Learning Path (CLP), the student may petition for a course placement review. Course placement reviews will be handled by the Guidance Department at each school. A school counselor will meet with the petitioning student and review evidence of mastery. Together, the school counselor and the student will determine if the recommended course placement is appropriate for the student’s CLP or if the student’s petition for another course will be honored based on data.

Appeal procedure: In the event the student and the school counselor have differing opinions; the petition will be forwarded to the school principal who will decide. If the student still believes his/her placement is inappropriate, the student may meet with the program specialist for the respective subject area who will examine all mastery evidence and advise the student of district policy. However, the principal of the school is the final authority for placement decisions.

Enrollment in Off-Campus Courses

Students are expected to take courses offered on their school campus. If a student’s customized learning path (CLP) indicates the need for the student to take a course at another location in a high school, college or virtual setting, the student must request permission from the principal in writing, citing the need for the course to be taken in an alternate setting. The principal or designee, upon review of the student’s custom CLP, shall grant or deny permission for the student to leave campus.

Colleges must have a signed articulation agreement with the school district for courses to be added to the high school transcript and to be considered dual enrollment. Courses must also be part of a college or university’s general education requirements. Costs for courses taken at an institution that does not have an articulation agreement with the school district or are not part of the general education requirements are incurred by the family and are not eligible to be added to the high school transcript.

Fulltime

Students must be enrolled full time until graduation course work requirements are met. Full time is defined in terms of Full-Time Equivalency – 100% FTE:

Traditional courses @ SJCSD high school site – 7 classes
Full time virtual – 6 classes
Full time dual enrollment – 4 courses

If a student chooses to combine options, the number of courses required for full time status defaults to the highest number of courses.

Students are encouraged to maintain full time status throughout high school to take advantage of all the available opportunities:

Accelerated courses that may result in college credit (AICE, AP, DE, IB)
Career and technical education courses that may result in industry certifications
World language courses to broaden language acquisition and qualify for the biliteracy diploma seal
Elective courses to continue to develop talents and skills
Leadership opportunities in clubs, athletics, and academic programs of emphasis.

Part Time

Students may petition the principal of the school to reduce a traditional schedule. Possible reasons to reduce courses during the year include:

Travel time to DE courses on the college campus
Advanced schedule – full time college is typically 4 or 5 courses per semester
Employment or internship
Medical situation
Graduation requirements can be satisfied during the senior year without a full schedule if Algebra 1 EOC and FAST requirements have been met.

High School Alternative Program Placement

A student shall be identified as eligible for an alternative program placement based on one or more of the following criteria:

The student is academically unsuccessful as evidenced by low test scores, retention, failing grades, low GPA, falling behind in earning credits, or not meeting state or district levels in reading, math, writing or science.
The student has a pattern of excessive absenteeism or has been identified as a habitual truant.
The student has a history of disruptive behavior in school or has committed an offense that warrants out- of-school suspension or expulsion from school according to the district code of student conduct.

High School Alternative Placement for Students Retained Two or More Years

An alternative placement shall be offered for a student who has been retained for two or more years. The alternative placement shall provide the student with intensive, differentiated instruction designed to remediate the student’s academic deficiencies and shall include opportunities for the student to be placed in small group instructional settings. The alternative placement shall, under most circumstances, be at the student’s home-zoned school but may involve placement at a district-designated site. The alternative placement may not be a placement in a regular program at a higher grade.

High School Credit

Definition of High School Credit 1003.436(1)(a)(b) F.S.

One high school credit is defined in statute as a minimum of 135 hours of bona fide instruction in a designated course of study, which contains student performance standards. Courses taught in a block must contain a minimum of 120 hours of bona fide instruction in a designated course of study. One high school credit is the equivalent of six (6) semester hours of college credit. One-half credit is defined as one-half of these requirements or three (3) semester hours of college credit.

Credit Acceleration Program 103.4295 F.S.

The Credit Acceleration Program (CAP) is created for the purpose of allowing a student to earn high school credit in courses required for high school graduation through passage of an end-of-course assessment administered under s.1008.22, an Advanced Placement Examination, or a College Level Examination Program (CLEP). Notwithstanding s.1003.436, a school district shall award course credit to a student who is not enrolled in the course, or who has not completed the course, if the student attains a passing score on the corresponding end-of-course assessment, Advanced Placement Examination, or CLEP. The school district shall permit a public school or home education student who is not enrolled in the course, or who has not completed the course, to take the assessment or examination during the regular administration of the assessment or examination.

The requirements and eligibility process are as follows:

The EOC will be administered only at the times established by the state assessment calendar.
The score necessary to earn credit will be determined by the state and applied in all situations.
Only credit (no grade) will be earned by meeting the passing score on the EOC.
If a student takes the EOC and does not earn credit, the student will not be eligible to apply for further CAP testing for the same course until additional preparation has been documented and evaluated.

Credit System and Grade Averaging for Credit 1003.436(2) F.S.

The two .5 credit term grades stand alone. The only exception is if the student fails one semester but passes the other. In this case, the student could receive one full credit due to yearlong or grade averaging if the grades are passing on a numerical basis. It is the teacher’s responsibility to average the grades if this is the case.

The school district maintains a one-half (.5) credit earned system; full courses will reflect two .5 credit awards. A student enrolled in a full-year course will receive one-half (.5) credit if the student successfully completes either the first or second half of the course but fails the other half and the averaging of the grades obtained in each half would not result in a passing grade. A student enrolled in a full-year course shall receive full credit if the student successfully completes either the first or the second half of a full-year course but fails to successfully complete the other half but the averaging of the numerical grades in each half results in a passing grade. A full-year course of study may be completed in one semester in block classes and in certain dual enrollment classes. Students must meet additional School Board requirements successfully, such as class attendance, and other indicators of performance.

Course Merging for Multiple Credits in a Single Instructional Period

Schools wishing to combine two courses for multiple credit in a single instructional period must submit a request to the Director for Secondary Instructional Services who will analyze the course modifications to ensure that the course requirements and appropriate standards for each course integrated are included in the combination and that the combined course is taught by an instructor with appropriate certifications. Upon review by the Curriculum and Instruction Department, the request to combine courses must be approved by the School Board.

Credit for High School Courses taken prior to Grade 9 1003.436(1) F.S.

High school level courses taken prior to grade 9 may be used to satisfy high school graduation requirements and Florida Bright Futures Award requirements. Middle school students who have taken high school courses may receive grade forgiveness if they have earned a grade or the numerical equivalent of a C, D or F. In such cases, the district forgiveness policy must allow the replacement of the grade with a grade or the numerical equivalent of a C or higher, earned subsequently in the same or comparable course. For a grade of A or B, the course and grade cannot be forgiven, will appear on the student’s high school transcript, and will be used in the calculation of high school grade point average and for Bright Futures.

Students seeking high school credit for courses taken in a private middle school may be granted credit if (1) the private school is listed with the Florida DOE as a private school with a school number and (2) the credit and course grade are reflected on an official transcript from the school. Students with disabilities may qualify for a waiver of the EOC requirement.

College Credit by Examination 1007.27(6) F.S.

College credit by examination is the program through which secondary and postsecondary students generate postsecondary credit based on the receipt of a specified minimum score on nationally standardized general or subject area examinations (AP, IB, AICE). Minimum scores required for an award of credit shall be delineated by the State Board of Education and the Board of Governors in the statewide articulation agreement. There is no guarantee that a college will accept credits earned through this program.

Volunteer and Non-Academic Activity Credit

All high school students participate in the Character Counts! character development program and are encouraged to take part in service learning/community service volunteer opportunities. In addition, extracurricular athletic activities are based on the Victory with Honor character development program.

A student may earn .5 credit in social studies (2104330) and .5 credit elective for Voluntary School Community Service (0500370). A minimum of 100 hours of paid or nonpaid, voluntary community or school service is required for each .5 credit. Any hours accumulated beyond the minimum course requirement may be used for Bright Futures. The school principal (or designee) is responsible for approving specific volunteer activities.

Examples of recommended categories of community service/volunteer hours include:

service to a governmental agency,
service to a not-for-profit local, national, or international organization,
service to a school or school organization,
service to a religious organization, or
other as approved by the principal (or designee).

All service/volunteer activities should be documented on the letterhead of the organization and presented to the appropriate person designated at each school. If logging hours for Bright Futures, students must also complete the reflection log found here: Bright Futures Log. As was stated above, the principal (or designee) is responsible for approval of submitted community service/volunteer hours.

There are two classes of community service/volunteer activities: community service and service learning. Both qualify for community service/volunteer hours.

Awarding of New Credit

Students should seek counseling from guidance department personnel prior to pursuing new credit outside of their zoned school. Curriculum is reviewed to ensure course alignment prior to course approval. New credit shall be awarded by a St. Johns County high school for pre-approved high school courses taken in an accredited public, private or virtual school by students provided EOC assessment requirements have been met. For a list of accreditation agencies see http://www.fldoe.org/schools/school-choice/private-schools/accreditation.stml. Credits and grades shall be granted at face value when submitted on an official transcript. An official transcript sent by mail or electronically signed by a school administrator, must be on school letterhead, and/or embossed with the school seal. An official transcript must clearly identify the school, the student, course number, date(s) course taken, credit earned and grade in each course. Students who transfer with credits from a private school in which the course title does not correspond with a course title found in the Florida Course Code Directory, will be awarded credit using the appropriate Transfer credit found in the Florida Course Code Directory. An unofficial transcript is one that is hand-delivered by a student or parent/legal guardian, is delivered to a school administrator in an open envelope or is on plain paper.

Dual Enrollment Semester-Long Courses Approved for One Full High School Credit 1003.436(1)(b) F.S.

Certain semester-long dual enrollment courses earn one full high school credit (ENC1101, and ENC1102 for example). A list of dual enrollment courses offered in St. Johns County high schools can be found in the St. Johns County High School Course Catalog at http://www.stjohns.k12.fl.us/cs/catalogs/. Additional information is available at https://www.fldoe.org/core/fileparse.php/5421/urlt/AcademicList.pdf.

Honors and Advanced Courses of Study 1002.3105 F.S., 1003.4281 F.S.

Honors or Advanced Course Definition

The following types of courses are deemed honors or advanced level and are subject to the placement criteria cited:

preliminary International Baccalaureate (Pre-IB) courses,
International Baccalaureate (IB) courses,
International General Certificate of Secondary Education (IGCSE) courses,
Advanced International Certificate of Education (AICE) courses,
Dual Enrollment (DE) courses,
Advanced Placement (AP) courses,
honors level courses designated in the SJCSD High School Course Catalog, or
honors level and AP courses offered by St Johns Virtual School or Florida Virtual School that are taken as part of a student’s Customized Learning Path (CLP).

Honors or Advanced Course Placement

The St. Johns County School District criteria for honors or advanced course placement are any one of the following:

Grades – A grade of C or better in the previous honors course or a grade of A in the previous standard course.
FAST – Level 4 or 5 in appropriate area and not less than a Level 3 in any area
- on Mathematics FAST for placement in honors mathematics classes
- on Reading FAST for placement in honors English, social studies and science or foreign language
PSAT – A score of 480 or higher on the appropriate assessment
- Math score for mathematics honors class placement
- Reading and/or language for English, social studies, science, and foreign languages honors class placement
PLAN – A score of 170 (English), 210 (mathematics) or higher on the appropriate assessment
- Math score for mathematics honors class placement
- Reading and/or language for English, social studies, science, and foreign languages honors class placement
Norm Referenced Test – Stanine of 7, 8, or 9 on an appropriate assessment
- Math score for mathematics honors class placement
- Reading and/or language for English, social studies, science, and foreign languages honors class placement

Please Note: Students with level 1 or 2 on their ELA-FAST will be placed in courses that provide targeted or intensive reading interventions and the students may not qualify for an honors level course.

Acceleration Mechanisms – Articulated Acceleration 1007.27(1) F.S.

Dual Enrollment (DE) courses and early admission,
Advanced Placement (AP) courses,
credit by examination
International Baccalaureate (IB) courses and Preliminary IB courses,
Advanced International Certificate of Education (AICE) courses and International General Certificate of Secondary Education (IGCSE),
Credit earned through Florida Virtual School shall provide additional opportunities for early graduation and acceleration.
credit by examination

Accelerated students who have met graduation requirements may defer graduation and continue to take DE/AP/IB/AICE courses until their cohort year group graduates.

Enrollment in Advanced Placement Courses 1007.27(6) F.S.

Advanced Placement (AP) is the enrollment of an eligible secondary student (virtual or brick and mortar) in an Advanced Placement course administered by the College Board. Students are expected to take an AP exam at the end of each AP course. The student will receive the AP weighted credit regardless of the AP test score. Schools will impose the $99 ($147 for AP seminar or AP Research) exam fee plus the additional $40 unused or canceled exam fee when students who are registered for the examination do not participate. Additionally, fees will be imposed for unused/canceled exams (per College Board policy) by schools if a student drops an AP course at the semester.

Awarding of Advanced Placement Credit

Students who score a minimum of 3 on a 5-point scale may receive college credit. Students who score a 4 or 5 on certain examinations also benefit from course equivalency credit. A course equivalency chart may be found at https://www.floridashines.org/.

Criteria for Placement in the Advanced Scholars Program (ASP)

Advanced Scholars Program students must meet the criteria for honors level course placement.

Criteria for Placement in the International Baccalaureate (IB) Honors Courses and Preliminary International Baccalaureate (Pre IB) Honors Courses

IB and Pre-IB students at Nease High School and Pedro Menendez High School must meet the criteria for honors level course placement, apply and be accepted to the program.

Awarding of Postsecondary Credit for International Baccalaureate (IB) and Advanced International Certificate of Education (AICE) Courses

Postsecondary credit for an IB or AICE course may be awarded to students who score at the designated levels on exams offered by the International Baccalaureate (IB) Program or Cambridge International Examinations (AICE).

Physical Education Requirement*

Florida statute requires students to take one (1) credit of physical education in high school, which must include the integration of health. This course requirement can be satisfied when students successfully complete Health Opportunities through Physical Education (HOPE), a one-year course. In addition to HOPE, there are various Physical Education courses offered as electives, but none are required for graduation. HOPE does not have to be taken during a student’s ninth grade year but is encouraged.

The only alternative options approved by the State of Florida to meet the one credit Physical Education/HOPE requirement are as follows: **

Students who participate in an interscholastic sport at the junior varsity or varsity level for two full seasons have the option to waive the one-credit requirement for HOPE. This also includes competitive cheerleading in high schools that compete in events sanctioned through the Florida High School Athletic Association (FHSAA). A full season is defined as attendance and participation in both the practices and competitive events from the first day allowable by the FHSAA to the elimination of the team from the FHSAA tournament competition. Students who choose to waive the physical education requirement by participating in an interscholastic sport, which includes competitive cheerleading, must complete additional credits in elective courses to meet the 24 credits required by the state for graduation.
Completion of two full years in a Reserve Officer Training Corps (R.O.T.C.) class, a significant component of which is drills, may satisfy the one-credit requirement in physical education/HOPE (HB 7031-2014 page 50). Students using this to satisfy the course are still required to complete 24 credits for the standard ***

*It is important to note that students who choose to waive the HOPE course with participation in athletics, or who choose to satisfy the credit with JROTC will not receive comprehensive Health or Physical Education. Therefore, they will receive little or no exposure to a variety of health concepts. The description of the HOPE course and the associated stated standards are located online at CPALMS at www.cpalms.org.

** There are no waivers for medical reasons. The HOPE course is designed to be adapted to meet students’ individual needs. To ensure students receive proper modifications, physical education teachers should be included in IEP or 504 plan discussions. In the event of a temporary medical concern, the teacher will modify instruction to accommodate the student’s level of ability.

*** The successful completion of two years of JROTC can also be used to satisfy the one-credit graduation requirement for fine and performing arts.

Exemptions from the Physical Education Requirement

Students enrolled in the high school IB program and who successfully complete the requirements are exempt from the physical education graduation requirement.
Students enrolled in the high school Cambridge AICE program and who successfully complete the requirements are exempt from the physical education graduation requirement

Transfer Students

Students who transfer from another Florida district or from out of state and who previously met the physical education requirement in their district must provide written documentation. The course code number, 1500990, should be entered by the school registrar and reflected on the student’s transcript.

Course Substitutions and Exemptions 1003.4282

For a complete list of secondary course substitutions, see the FLDOE memo at http://www.fldoe.org/core /fileparse.php/7764/urlt/SSP1718FAQ.pdf.

Students Aged 18 or Older Returning to School and Within One Year of Graduation

Students age 18 or older wishing to return to school after withdrawing may petition for placement. The principal or designee shall review the petition and make the final determination based on the following requirements:

accumulation of at least 17 credits,
probable graduation within the academic year and
agreement setting expectations for attendance, behavior, academic achievement.

Note: The Adult Education Program is recommended for overage students. Florida law does not provide a maximum age and allows districts to set policy in the Student Progression Plan.

Graduation: Diplomas, Requirements, Options & Guidance

Graduation Programs for Students in General Education Programs 1003.4282 F.S.

Beginning in 2011-2012, HB 1255 requires that each school provide students in grades six through twelve and their parents/legal guardians with information concerning the three-year and four-year high school graduation options. The selection of one of the graduation program options that follow may be completed by the student and parent/legal guardian at any time and is exclusively up to the student and parent/legal guardian.

Students may choose from one of five State options to earn a standard diploma:

24-credit program
18-credit, Academically Challenging Curriculum to Enhance Learning (ACCEL) option
Career and Technical Education (CTE) Pathway
An International Baccalaureate (IB) curriculum
An Advanced International Certificate of Education (AICE) curriculum

All of the graduation paths include opportunities to take rigorous academic courses to prepare students for their future academic and career choices.

Students whose cumulative grade point average drops below a 2.0 are required to receive in-person academic advising that includes information on career education programs by a certified school counselor or the school principal or his or her designee during any semester the student is at risk of dropping out or has a cumulative grade point average below 2.0. 1003.491, F.S.

All students are required to take a full schedule of courses until the credits required for graduation have been earned. Students who have met all graduation requirements are encouraged to continue to pursue academic courses that will best prepare them for postsecondary success. The principal of the school may grant an exception in certain circumstances. Consistent with school board rules and in accordance with state statute 1012.28(5) F.S., the Superintendent has designated the principal of the school as the final authority in the placement of students in programs and classes.

All students, regardless of the graduation program, must still earn a 2.0 grade point average on a 4.0 scale and achieve passing scores (or concordant or equivalent scores) on the Grade 10 FAST in reading and the Algebra I End- of-Course (EOC) assessment in order to graduate with a standard diploma (1003.4282 F.S.)

Requirements for the receipt of a standard high school diploma include one credit in United States History and one-half credit in United States Government. Students enrolled in a United States Government course are required to participate in the Florida Civic Literacy Exam, per section 1008.4282(3)(d), F.S.: Beginning with the 2021-2022 school year, students taking the United States Government course are required to take the assessment of civic literacy identified by the State Board of Education pursuant to s. 1007.25(5). Students earning a passing score on the assessment are exempt from the postsecondary civic literacy assessment required by s. 1007.25(5).

24 Credit Program 1003.4282 F.S.

This program takes the traditional four years to complete high school and requires students to take at least 24 credits in core content areas. Foreign language credit is not required for this program, although it is recommended for Florida college preparation and is required for admission to Florida’s state universities. Additionally, a financial literacy course is available to all students via St. Johns Virtual School.

(http://www.fldoe.org/academics/career-adult-edu/cape-secondary/cape-industry-cert-funding-list- current.stml).

The 24-credit program is designed for a variety of students with differing academic abilities. The standard diploma prepares and may qualify the student for a variety of post high school opportunities, including a military career, entry-level or apprentice jobs, admission to a technical school, admission to a Florida College System, or admission to a four-year college or university.

Students who complete a minimum of 24 credits in courses designated as meeting the specified requirements, achieve a cumulative grade point average (GPA) of a 2.0 on a 4.0 scale, and earn a passing score on the statewide assessments required for high school graduation have an option to graduate in fewer than eight semesters (four years) as specified in 1003.4281 F.S.

A student who graduates from high school midyear may receive an initial Bright Futures Scholarship

Award. The student must apply no later than December 31 of the student’s graduation year in order to be evaluated for and, if eligible, receive an award for the current academic year. Additional information is available on the Florida Department of Education web site at http://www.floridastudentfinancialaid.org/ssfad/bf/ or toll-free: 1-888-827- 2004. Senate Bill (SB) 190.

International Baccalaureate (IB) Program 1007.27(8) F.S.

IB is a rigorous pre-university course of study, leading to internationally standardized examinations. The IB curriculum requires coursework in six areas: (1) Language A1; (2) Language A2; (3) Individual and Societies; (4) Experimental Sciences; (5) Mathematics: and (6) Arts and Electives.

Over the course of the two-year IB Diploma Program, students successfully complete 10 credits chosen from the six subject groups, complete an extended essay, follow a theory of knowledge course, and participate in creativity, action, and service (a minimum of 100 community service hours).

Students can choose many varieties of subject options; examples of the many combinations chosen by students are shown below. (SL-standard level, HL-higher level)

HL English A: Literature SL
French B HL
Economics HL
Chemistry SL Physics
HL Mathematics

HL French B
HL Social/cultural anthropology
HL Chemistry SL Mathematics
SL Theatre

SL Spanish ab initio HL English: Literature HL German B
HL
Geography SL Biology
SL Mathematics

IB diploma candidates must demonstrate their mastery of coursework by passing a battery of comprehensive written, and in some cases oral, examinations in the six subject groups. Taking the IB exams is a program requirement. IB students are exempt from payment of any fees for administration of the IB examinations regardless of whether or not a passing score is achieved, however schools will impose a fee of the cost of the IB examination, plus 5%, when students who are registered for the examination do not participate. In addition, if a candidate does not participate in the exam for other than approved exceptional reasons, they default to the standard diploma requirements.

The course of study is delineated in the State Course Code Directory and supersedes the requirements of other programs. The State Board of Education has established rules that specify the cutoff scores on IB examinations that will be used to grant postsecondary credit at Florida College Systems and universities. IB students can earn up to 30 credits toward a college degree by successfully passing exams. For additional information, see www.ibo.org.

IB students enrolled in high school are exempt from the following courses:

HOPE,
economics,
performing/practical arts

Note: If a student exits the IB program, these courses will be required for a standard diploma.

Advanced International Certificate of Education (AICE) and International General Certificate of Secondary Education (IGCSE/Pre-AICE) Programs 1007.27(9) F.S.

AICE and IGCSE programs are rigorous pre-university courses of study, leading to internationally standardized examinations under the auspices of Cambridge International Examinations. AICE diploma candidates must demonstrate their knowledge of the coursework by passing a battery of comprehensive written, and in the case of foreign language, oral examinations, which are sent to Cambridge University for grading. AICE students are required to select seven tests, at least one test from each of three major subject groups: Math and Science, Languages, and Arts and Humanities, one course from the Core (AICE Global Perspectives), and the remaining three examinations from any of the four subject areas the student chooses.

AICE, AP, and IB courses are designed to earn college credit as well as meet high school graduation requirements. As such, materials and discussions for these courses may reflect topics not typically included in MCSD courses. Due to the dual credit nature of these courses, content and materials may not be modified.

This is not a definitive list of subjects. For more information, see www.cie.org.uk.

The course of study is delineated in the State Course Conde Directory and supersedes the requirements of other programs. AICE students must complete the AICE curriculum, including a minimum of seven AICE courses to satisfy Florida’s high school diploma requirements. Students who earn the AICE Diploma Award from Cambridge, by passing at least seven AICE examinations, and complete 100 hours of community service, will qualify for the Florida Bright Futures Academic Scholar Award, the higher level of that scholarship. AICE students are exempt from the payment of any fees for administration of the AICE examinations regardless of whether or not a passing score is achieved. Schools will impose a fee of the cost of the AICE examination, plus 5%, when students who are registered for the examination do not participate.

AICE students may earn up to 30 credits toward a college degree by successfully passing exams. The specific course for which a student receives credit shall be determined by the postsecondary institution that accepts the student for admission. The State Board of Education has established rules that specify the cutoff scores on AICE examinations that will be used to grant postsecondary credit at Florida College Systems and universities.

Students who complete the Cambridge AICE program are exempt from the following courses:

HOPE,
economics and government,
performing/practical arts

Note: If a student exits the AICE program, these courses will be required for a standard diploma.

18-Credit ACCEL Program 1003.4282 F.S., 1002.3105 F.S.

The requirements of this program are identical to the 24-credit standard diploma program option except:

1 credit in PE is not required
3 electives are required instead of 8
18 total credits (student may earn additional credits)

This diploma program may be completed in three years, but students may take longer to complete it. All other graduation requirements for a 24-credit standard diploma must be met. See graduation requirements in the appendix or at: http://www.stjohns.k12.fl.us/cs/.

18-credit ACCEL Graduation Program Guidelines 1002.3105 F.S.

Students selecting the 18-credit program shall be treated equally with students graduating via the minimum 24- credit general high school graduation program in all ways, including eligibility for valedictorian, salutatorian, Talented 20, and Bright Futures. Schools wishing to recognize a valedictorian and a salutatorian from each graduation program must first present a request to the St. Johns County High School Task Force who will forward their recommendation to the Deputy Superintendent for Curriculum and Learning. Students enrolled in the 18- credit graduation program shall not be excluded from activities traditionally provided for graduating students during their anticipated graduation year. These activities include but are not limited to the following: Star Banquet, Character Counts! Awards, Baccalaureate, senior trip, prom, and inclusion in the high school yearbook.

Schools shall not establish requirements for the 18-credit high school graduation program in excess of the requirements in statute 1003.4282F.S.

A student choosing the 18-credit graduation program must attend high school as a full-time student for three full school years, which may include virtual school.

Students who choose the 18-credit graduation program may still qualify for acceleration programs (e.g., Advanced Placement, dual enrollment, International Baccalaureate and AICE) and for a Florida Bright Futures Scholarship if they meet the eligibility and/or admissions requirements for those programs and scholarships. They can participate in the National Merit Scholarship Program if they take the PSAT/NMSQT in either the next-to-last year or the last year they are enrolled in high school. Those who take the PSAT/NMSWT in their last year of high school will be entering competition for awards to be offered as they are completing their first year of college. Students who plan to apply to an out-of-state or private in-state college or university and who are interested in the 18- credit graduation program should contact those institutions as early as possible for specific admissions requirements.

Selection of an accelerated high school graduation program may be completed by a student at any time and is entirely up to the student and parent/legal guardian. Students who fail to select the 18-credit graduation program shall be considered to have selected the 24-credit graduation program.

Prior to selecting the 18-credit graduation program, designated school personnel shall meet with each student and the student’s parent/legal guardian to provide an explanation of the relative requirements, advantages, and disadvantages of this graduation option. Students and parents may opt for the 18- credit option at any point in high school and will sign a form with the school counselor indicating selection of this choice. Students may revert to the 24-credit option at any time. Students with a signed 18-credit contract on file will be promoted to 12^th grade at the beginning of their last year of high school on the 18-credit option so they are included in all senior activities. Students who do not graduate will be returned to 11th grade before the end of the school year and then promoted to 12th grade for their fourth year of high school.

18-Credit Career and Technical Education Graduation Pathway S.1003.4282

Beginning with the 2019-2020 school year, a student is eligible to complete an alternative pathway to earning a standard high school diploma through the Career and Technical Education (CTE) pathway option. To earn a standard high school diploma through this pathway option, a student must:

Successfully complete a minimum of 18 credits.
Have a minimum, cumulative GPA of at least a 2.0 on a 4.0 scale.
Meet the requirements of
- 4 English credits (including the statewide grade 10 Reading assessment or the grade 10 ELA assessment, or earn a concordant score)
- 4 Math credits (including the statewide Algebra I EOC assessment, or earn a comparative score)
- 3 Science credits
- 3 Social studies credits (to include Financial Literacy requirement)
Complete two credits in career and technical education. The courses must result in a program completion and an industry certification.
Complete two credits in work-based learning programs. A student may substitute up to two credits of electives, including one-half credit in financial literacy, for work-based learning program courses to fulfill this requirement.

Additional Diploma Options

The State Board of Education authorizes three additional diploma options:

the Florida High School Performance-Based Diploma
the General Education Development Diploma
the Adult High School Diploma

State of Florida High School Performance-Based Diploma

The Department of Education shall award a State of Florida High School Performance-Based Diploma pursuant to 1003.435 F.S., to a candidate who meets all of the requirements of the Performance- Based Exit Option Model, as prescribed herein.

Eligibility and Admission Components

The Performance-Based Exit Option Model is not to be a preferred or accelerated means of completing high school. Thus, this model is not a vehicle for the early exit of students and may only be exercised for students who are off track to graduate with their kindergarten cohort due to being overage for grade, behind in credits or having a low Grade Point Average (GPA).
Students participating in the Performance-Based Exit Option Model may not graduate prior to their kindergarten cohort.
Participation in this model is voluntary and requires parental notification and consent. Entry and exit policies must conform to state compulsory attendance requirements, as well as district daily attendance policies.
Students interested in pursuing the Performance Based Exit Option should meet with their school counselor to request this option. Following this request, the district Guidance & Programs of Choice department works with the school counselor, students, and their family on steps to complete this option.

To be eligible to participate in the Performance-Based Exit Option Model, a student must, at a minimum, be:

At least sixteen (16) years old and currently enrolled in a PK-12 program.
Enrolled in and attending high school courses that meet high school graduation requirements as specified in Section 428 F.S. or 1003.43 F.S., whichever is applicable;
In jeopardy of not graduating with their kindergarten cohort because they are overage for grade, behind in credits, or have a low GPA;
Assessed at a seventh grade reading level or higher at the time of selection (ninth grade or higher at the time of GED testing), as documented by the Test of Adult Basic Education (TABE) reading component or other assessment to determine grade level proficiency.

General Educational Development (GED) Diploma 1003.435 F.S.

Any student who is at least 18 years old and who has not earned a standard diploma may earn a State of Florida Diploma by passing the Tests of General Educational Development (GED). The GED consists of separate tests in English, social studies, science, literature, and mathematics.

Any candidate who has filed a formal declaration of intent to terminate school enrollment pursuant to s. 1003.21(1)(c), F.S., may take the high school equivalency examination after reaching the age of 16. To be issued an underage waiver, the student must provide proof of withdrawal from their K-12 school. Applicants may obtain an underage waiver from the Adult Education Department at First Coast Technical College by calling 904- 547-3434 or by emailing [email protected].

Adult Student High School Diploma 1003.4286 F.S.

Pursuant to rules adopted by the State Board of Education in consultation with the Department of Military Affairs, the Commissioner of Education may award a standard high school diploma to an honorably discharged veteran who has not completed high school graduation requirements.

Information on Adult Education is available at http://fctc.edu/programs/.

Standard High School Diploma Designations 1003.4285 F.S., 1003.432 F.S.

Each standard high school diploma shall include, as applicable:

Industry Scholar designation – In addition to the requirements of s. 4282, in order to earn the Industry Scholar designation, a student must attain one or more industry certifications from the list established under s. 1003.492
Scholar Designation for 9^th grade cohorts 2014-2015 and forward – in addition to meeting the 24-credit standard high school diploma requirements, a student must:
- earn 1 credit in Algebra 2 or an equally rigorous math course 4285, F.S)
- pass the Geometry EOC
- earn 1 credit in Statistics or an equally rigorous math course 4285, F.S)
- pass the Biology EOC*
- earn 1 credit in Chemistry or Physics
- earn 1 credit in a course equally rigorous to Chemistry or Physics
- pass the U.S. History EOC*
- earn 2 credits in the same world language
- earn at least 1 credit in AP, IB, AICE or dual enrollment course

*For the Scholar Designation, a student is exempt from the Biology I or U.S. History assessment if the student is enrolled in an AP, IB, or AICE Biology I or U.S. History course and (1) takes the respective AP, IB, or AICE assessment and (2) earns the minimum score to earn college credit.

Florida Seal of Biliteracy (1003.432 F.S.)

Beginning in the 2016-2017 and forward – denoting attainment of a high level of competency in listening, speaking, reading, and writing in one or more foreign languages in addition to English, which is signified on the high school diploma and transcript as either a Gold Seal of Biliteracy or a Silver Seal of Biliteracy. A student must satisfy the following criteria:

Silver Seal of Biliteracy
- earn four foreign language course credits in the same foreign language with a cumulative 3.0 GPA
- achieve a score of 600 or higher on the Scholastic Achievement Test (SAT) II foreign language exam
- pass a foreign language Advanced Placement exam (including American Sign Language) with a score of 3 or higher
Gold Seal of Biliteracy
- earn four foreign language course credits in the same foreign language with a cumulative 3.0 GPA, and Level 4 or higher on the Grade 10 English Language Arts (ELA) Florida Assessment of Student Thinking (FAST)
- achieve a score of 700 or higher on the Scholastic Achievement Test (SAT) II foreign language exam
- pass a foreign language Advanced Placement exam (including American Sign Language) with a score of 4 or higher.

Additional exam options and performance levels are designated in State Board Rule 6A-1.09951.

Florida Seal of Fine Arts

Florida Statute 1003.4321, beginning with the 2024-2025 school year, the Florida Seal of Fine Arts shall be awarded to a high school student who has earned a standard high school diploma; successfully completed at least three year-long courses in dance, music, theatre, or the visual arts with a grade of “A” or higher in each course or earned three sequential course credits in such courses with a grade of “A” or higher in each course; and meets a minimum of two of the following requirements:

Successfully completes a fine arts International Baccalaureate, advanced placement, dual enrollment, or honors course in the subjects listed in the paragraph above with a grade of “B” or higher.
Participates in a district or statewide organization’s juried event as a selected student participant for 2 or more years.
Records at least 25 volunteer hours of arts-related community service in his or her community and presents a comprehensive presentation on his or her experiences.
Meets the requirements of a portfolio-based program identifying the student as an exemplary practitioner of the fine arts.
Receives district, state or national recognition for the creation and submission of an original work of art. The term “work of art” means a musical or theatrical composition, visual artwork, or choreographed routine or performance.

Graduation Requirements for Transfer Students 1003.433(1) F.S., 1003.4282(8) F.S.

the student earned a comparative score, or
passed an out-of-state Algebra 1 standardized assessment. (list:
https://nces.ed.gov/programs/statereform/tab2_3.asp
https://nces.ed.gov/programs/statereform/tab2_24.asp)

High School Awards and Honors

If a school chooses to delineate honor graduates, the following criteria shall be used based on weighted grade point average (GPA) calculated at the end of the seventh semester with no rounding up:

Summa Cum Laude: students with a weighted GPA of 4.5000 or above,
Magna Cum Laude: students with a weighted GPA of 4.0000 to 4.4999,
Cum Laude: students with a weighted GPA of 3.5000 to 3.9999.

Valedictorian and Salutatorian Awards

If a school decides to award Valedictorian and Salutatorian status, the following criteria must be met:

Senior class rank (Valedictorian & Salutatorian inclusive) shall be based on a 5.0 weighted grade point average on all courses taken for high school credit. Calculations of GPAs for valedictorian and salutatorian shall be made at the conclusion of the seventh semester.
A high school transfer student shall be given quality point weighting for any course acceptable for transfer if that course is deemed comparable to a course in St. Johns County that receives a quality point weighting. All courses that carry weight on the grade point average should be labeled on the transfer student record as honors, dual enrollment, advanced, advanced placement, accelerated, or some other description that denotes an honors level class. The principal or designee shall make the determination as to which transfer courses qualify for quality points.
Students graduating from a three-year 18-Credit Graduation Program are eligible for valedictorian and salutatorian status. The conclusion of the seventh semester is the deadline for an 18-credit graduation program student to select to graduate and compete for valedictorian or salutatorian status or continue to complete the 24-credit diploma.
A student who transfers to St. Johns County during the last two years prior to graduation is not eligible to be named sole Valedictorian or Salutatorian. However, that student is eligible to be Co- Valedictorian or Co-Salutatorian based on the following criteria:
If ranked first in the senior class based on the cumulative weighted GPA, the transfer student would be named Co-Valedictorian along with the second ranked student. The third-ranked student would be named Salutatorian.
If ranked second in the senior class, the transfer student would be named Co- Salutatorian along with the third-ranked student.
A student must complete their LAST four full semesters in St. Johns County consecutively to be eligible to be named sole Valedictorian or Salutatorian. A new student who registers before school starts for his/her junior year is eligible for sole Valedictorian/Salutatorian. However, if a student transfers to St. Johns County during his/her junior or senior year, he/she falls under the above criteria for Co-Valedictorian or Co-Salutatorian.

Scholar Diploma Designation

In addition to the requirements of s. 1003.4282, F.S., a student must satisfy the following requirements:

Earn 1 credit in Algebra 2 or an equally rigorous course
Pass the Geometry EOC
Earn 1 credit in Statistics or an equally rigorous mathematics course
Pass the Biology 1 EOC++
Earn 1 credit in Chemistry or Physics
Earn 1 credit in a course equally rigorous to Chemistry or Physics
Pass the U.S. History EOC++
Earn 2 credits in the same World Language
Earn at least 1 credit in an AP, IB, AICE or a dual enrollment course

++Special note: A student is exempt from the Biology 1 or U.S. History EOC assessment if the student is enrolled in an AP, IB, or AICE Biology 1 or U.S. History course; takes the respective AP, IB or AICE assessment; and earns the minimum college credit.

Industry Scholar Diploma Designation

Meet standard high school diploma requirements
Attain one or more industry certifications from the list established (per s. 1003.492, F.S.)

Florida Bright Futures Scholarship Program

In 1997, the Florida Legislature created the Florida Bright Futures Scholarship Program and declared it to be the first education program funded each year from the Florida Lottery. This scholarship program rewards students for their academic achievements during high school by providing funding for them to pursue further educational and career goals. The program is voted on by the State Legislature each year. As a result, changes often occur in the program. Additional information is available on the Florida Department of Education web site at http://www.floridastudentfinancialaid.org/ssfad/bf toll-free: 1- 888-827-2004.

Voluntary Public Service 1009.531 F.S.

Voluntary Public Service (VPS) hours are required for all Bright Futures Scholarship Awards – Florida Academic Scholars, Florida Medallion Scholars, and Gold Seal Vocational Scholars: 100, 75 and 30 hours, respectively.

Students may begin logging community service hours in the summer before the student enters ninth grade. Community service hours should be documented by logging the hours on the SJCSD Community Service Verification Form and attaching verification letters that are on letterhead of the place where the hours were served. A SJCSD Voluntary Public Service Verification Form and verification letters should be submitted to the guidance office at the end of each school year for grades 9-11 and at the end of each semester for grade 12.

Below are some examples of Voluntary Public Service:

Service to a government agency
Service to a not–for–profit local, national, or international organization
When training meetings are required prior to the actual service, a student can receive credit for up to 2 hours of training in addition to the hours for the service.
Service to a school or school organization – in which credit is not being awarded
Service to a religious organization
Participation in not – for – profit Fine Arts performances or exhibitions
When hours are being earned in which rehearsal time is required, a student can receive credit for up to 3 hours of rehearsal time for every hour of performance time.
VPS hours are not earning high school credit
Non–paid internships at a not–for–profit organization with prior school official approval
Career Academy non–paid internships

Below are some examples of hours that are not considered eligible for Voluntary Public Service:

Family related activities
Hours in which students are compensated either monetarily or materially
School related activities that have required attendance and/or are a part of the course requirement to earn credit
Attendance at meetings which are required as part of membership in a club or organization
Activities that cannot be documented on business letterhead
Volunteer services for a for-profit business

Students are encouraged to choose a variety of opportunities or services when selecting and completing their voluntary public service hours.

1009.531 F.S. requires students to identify a civic issue or professional area of interest as part of their volunteer service plans and expands volunteer work to include an internship with a business, government or nonprofit organization, or activity on behalf of a candidate for public office. For additional information, contact the high school guidance office.

Certificate of Completion 1002.3105(5) F.S.

Students who are unable to meet graduation requirements for a 24-credit will receive a Certificate of Completion. A Certificate of Completion is not a diploma. It certifies that a student attended high school but fails to:

Pass the assessments required under 1008.22(3) F.S., the FAST/FCAT in reading grade 10 and the Algebra 1 EOC assessment, or
Achieve a 2.0 GPA

A student who is otherwise entitled to a Certificate of Completion may elect to remain in high school as a full-time or part-time student for up to one additional year and receive instruction to remedy the deficiency(ies). A student who has received a standard Certificate of Completion, who subsequently meets the requirements for a standard diploma, shall be awarded a standard diploma whenever the requirements are completed.

Participation in the Graduation Ceremony

To be eligible to participate in the graduation ceremony, a student must meet one of the following requirements:

completion of all graduation requirements (student will receive diploma),
completion of all graduation requirements except passing the Grade 10 ELA FAST or Algebra 1 EOC assessment (student will receive a Certificate of Completion).

Course Substitutions and Exemptions

Physical Education Requirement

The only alternative options approved by the State of Florida to meet the one credit Physical Education/HOPE requirement are as follows:

Students who participate in an interscholastic sport at the junior varsity or varsity level for two full seasons have the option to waive the one-credit requirement for HOPE. This also includes competitive cheerleading in high schools that compete in events sanctioned through the Florida High School Athletic Association (FHSAA). A full season is defined as attendance and participation in both the practices and competitive events from the first day allowable by the FHSAA to the elimination of the team from the FHSAA tournament competition. Students who choose to waive the physical education requirement by participating in an interscholastic sport, which includes competitive cheerleading, must complete additional credits in elective courses to meet the 24 credits required by the state for graduation. *
Completion of two full years in a Reserve Officer Training Corps (R.O.T.C.) class, a significant component of which is drills, may satisfy the one-credit requirement in physical education/HOPE (HB 7031-2014 page 50). Students using this to satisfy the course are still required to complete 24 credits for the standard *** *

* It is important to note that students who choose to waive the HOPE course with participation in athletics, or who choose to satisfy the credit with JROTC will not receive comprehensive Health or Physical Education. Therefore, they will receive little or no exposure to a variety of health concepts. The description of the HOPE course and the associated stated standards are located online at CPALMS at www.cpalms.org.

*** The successful completion of two years of JROTC can also be used to satisfy the one-credit graduation requirement for fine and performing arts.

Exemptions from the Physical Education Requirement

Students enrolled in the high school IB program and who successfully complete the requirements are exempt from the physical education graduation requirement.
Students enrolled in the high school Cambridge AICE program and who successfully complete the requirements are exempt from the physical education graduation requirement.

Transfer Students

Performing and Fine Arts High School Graduation Requirement

Section 1003.4282(3), F.S., requires that students earn one credit in fine or performing arts, speech and debate, or Career and Technical Education. A practical arts course that incorporates artistic content and techniques of creativity, interpretation, and imagination satisfies this requirement. Eligible practical arts courses can be found in the Florida Course Code Directory.

Options for satisfying the Arts requirement are as follows:

Reserve Officer Training Corps – Completion of two years in a (R.O.T.C.) class can satisfy the one credit in performing arts in addition to satisfying the physical education/HOPE one-credit requirement (HB 7031 – 2014 page 50. Students using this course to satisfy this requirement are still required to complete 24 credits for the standard diploma.
Marching Band – Completion of one semester with a grade of “C” or better in a marching band class, that requires participation in marching band activities as an extracurricular activity, or in a dance class shall satisfy one-half credit in physical education or one-half credit in performing arts.
Students enrolled in high school IB program and who successfully complete the program requirements are exempt from meeting the Arts credit.
Students enrolled in high school Cambridge AICE program and who successfully complete the program requirements are exempt from meeting the Arts credit.

Practical Arts Courses Substitutions

A course in career and technical education could be used as an option to satisfy the “one credit in performing arts, speech, and debate, or career and technical education” required for graduation. 1003.428(2)(a)5 F.S.

The current list is available at https://www.fldoe.org/policy/articulation/ccd/2023-2024-course-directory.stml

Career Education Course Substitutions

A student who earns an industry certification for which there is a statewide college credit articulation agreement approved by the State Board of Education may substitute the certification for certain non-elective course as outlined in Florida Course Code Directory. The career program that is substituted for a non-elective academic course shall be funded at the level appropriate for the career education program. Career education course substitutions may not count toward state university system admission requirements. Specific information on career course substitutions can be found in the Florida Course Code Directory at https://www.fldoe.org/policy/articulation/ccd/2024-2025-course-directory.stml

Section 1007.1007.2616 F.S., F.S., authorizes the substitution of up to one (1) mathematics credit and one (1) equally rigorous science credit toward high school graduation for a student receiving a passing score on an industry certification examination and using an eligible computer science course containing content related to the course for which it is substituting. In accordance with s.1007.2616, F.S., computer science courses are identified in the Course Code Directory. The list of computer science courses may be accessed at https://www.fldoe.org/core/fileparse.php/7746/urlt/2425CompSci.pdf

The school district would determine which industry certification exams (passing scores) can yield course substitutions for mathematics and science. It is important to note that one qualifying industry certification attainment equates to one substitution credit. A student would need to earn two distinct industry certifications tied to college credit in order to earn the maximum two substitution credits (one for math, one for science). 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.

Industry certifications approved for meeting mathematics and science high school diploma requirements are NOT accepted as one of the 4 math or 3 natural science credits required for SUS admission. Students may include information about any industry certification in their application; however, it will not be counted as one of the 18 credits for admission purposes.

For the online course graduation requirement, in addition to middle and high school virtual/blended courses, per 1003.4282(4)(b) F.S. students may fulfill this requirement by:

completion of a course in which a student earns a nationally recognized industry certification in information technology that is identified on the Career and Professional Education Act (CAPE) Industry Certification Funding List (44, F.S..) or passage of the information technology certification examination without enrollment in or completion of the corresponding course(s). Currently, there are 47 industry certifications that will satisfy this requirement identified in the primary career cluster area on information technology on the CAPE Industry Certification Funding List at https://www.fldoe.org/academics/career-adult-edu/cape-secondary/cape-industry-cert-funding-list-current.stml

Exemptions from Instruction 1003.42(3) F.S..

Any student whose parent/guardian presents a written request to the principal shall be exempted from instruction on reproductive health or any disease, including HIV/Aids, its symptoms, development, and treatment. A student so exempted shall not be penalized by reason of the exemption. The exemption must be requested annually.

Students may be excused from conducting biological experiments upon written request of a parent/legal guardian. (1003.47 F.S.F.S.) Any student whose parent/legal guardian presents a written request to the principal shall be exempted from a proposed supplemental literary study, the content or presentation of which causes parent/legal guardian concern. The student so exempted shall be provided an alternative selection and shall not be penalized by reason of the exemption.

Reproductive Health and Disease Education Exemption HB 545

Requires each school district to publish notice on district’s website concerning parent’s right to exempt student from reproductive health and disease education; requires district school boards to annually approve instructional materials relating to reproductive health and disease education in an open, noticed public meeting; specifies that reproductive health and disease education instructional materials are to be made available for public review and comment under specific process.

Assessment and Instructional Support

Assessment Considerations for Dependent Children of Military Personnel 1000.36 F.S.

A dependent child of a member of the United States Armed Forces who enters a district school in grade 12 from out of state or out of country and provides satisfactory proof of attaining a score on an approved alternate assessment that is concordant to a passing score on the grade 10 FAST, shall satisfy the assessment requirement for a standard high school diploma.

Workforce Preparation Assessment F1006.02(4) F.S.

Before a student graduates from high school, schools shall assess the student’s preparation to enter the workforce and provide the student and the student’s parent/legal guardian with the results of the assessment. The Department of Education has determined that since FAST assesses certain education Goal 3 standards, which were developed from a U.S. Secretary of Labor’s report on necessary skills for the workforce, the FAST may serve as this assessment.

PSAT Assessment for all 10th Graders

Each high school, including alternative sites and centers of the Department of Juvenile Justice, shall provide for the administration of the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT), to all enrolled grade 10 students. However, a written notice shall be provided to each parent/legal guardian that shall include the opportunity to exempt his or her child from taking the PSAT/NMSQT. Home Ed students are able to take the PSAT and should contact their zoned high school testing coordinator for testing information and registration.

Assessment Opportunities for Home Education Students

Opportunities to take state assessment tests (FAST, State Academic Standards Science Test, EOCs) are available to home education students. Students looking to test should register here
(https://www.stjohns.k12.fl.us/homeeducation/testing-information/) and contact their zoned school’s testing coordinator for specific information on testing dates, locations, and times.

Assessment Opportunities for Private School Students

Private school students are eligible for state developed and other standardized assessments if they pre-register with their zoned public school.

No Assessment Exemptions Based on Attendance 1003.33(2) F.S.

Schools shall not exempt students from academic performance requirements, such as final exams, based on practices or policies designed to encourage student attendance. A student’s attendance record may not be used in whole or in part to provide an exemption from any academic performance requirement.

Algebra 1 EOC Information

Passing the Algebra 1 EOC is a graduation requirement, it is important to understand the possible scenarios for an algebra I student:

EOC retake policy

If the student failed the EOC, retake is permitted:

For grade forgiveness
To qualify for the scholar diploma designation

If a student is repeating the class, either brick and mortar, recovery lab or SJVS, the student may re-take the EOC. The higher of the two scores will be used for grade calculation.

Retaking a semester of the course
Retaking the entire course
Retaking the EOC assessment for that course; and
Retaking both the course and the EOC assessment to improve the student’s final course grade.

A student may retake an EOC to qualify for the scholar designation or as part of a grade forgiveness program.

Grade Challenge Procedure

In the event that the school principal is unavailable, the appeal would go to the appropriate district curriculum director for consideration and final decision.

All grade challenges must be completed during the school year in which the grade was awarded, and no later than the start of the next school year. Exceptions to this timeline would only be granted by the principal or Director of Curriculum if new and substantive information directly related to the challenge is presented.

State and District Assessments

A District Created Final Exam is administered at the end of the school year for 11th and 12th grade ELA classes. This assessment counts as 10 percent of the final grade. The district assessment calendar is available at http://www.stjohns.k12.fl.us/planning/.

See Grade Calculations in High School Courses Table and more information.

Students who entered grade 9 in 2014 and beyond who are enrolled in Algebra 1, or an equivalent must earn a passing score on the FAST Algebra 1 EOC to qualify for a standard diploma. .1003.4282,10034285 F.S.

The final course grade for all students enrolled in either standard or honors Algebra 1, Geometry, Biology and U.S. history, must be calculated using the State EOC assessment as 30% of the final grade. This does not apply to students enrolled in Advanced Placement (AP) U.S. history or Dual Enrollment (DE) American history or AP/DE biology courses.

For the Scholar Diploma Designation, a student is exempt from the Biology I or U.S. history assessment if the student is enrolled in an AP, IB, or AICE biology I or U.S. History course and the student takes the respective AP, IB, or AICE assessment and earns the minimum score to earn college credit.

Required Assessment Scores 1003.4282(3)(a)

To graduate from high school, students who entered grade 9 in 2014 and beyond must pass the Grade 10 FAST ELA or a standardized test that is concordant with a passing score on the FAST ELA, as defined by statute. Even if students have achieved a concordant score before the grade 10 assessment, all students enrolled in grade 10 are required to participate in the statewide assessments in accordance with .1008.22 F.S.

Students entering grade 9 in 2011-2012 and thereafter must pass the Algebra 1 EOC assessment to qualify for a standard diploma. This requirement also applies to middle school students seeking high school course credit for Algebra 1. Additionally, if students have achieved a comparative math score on PSAT/NMSQT, SAT, ACT, Geometry EOC and the PERT (only applicable to students who entered grade nine prior to the 2018-2019 school year) as an alternative to enrolling in and completing Algebra 1 or an equivalent course, they must take the Algebra 1 EOC Assessment in accordance with 1008.22 F.S. Yearly, the Florida Legislature considers the authorization of the use of alternative assessment(s) for meeting high school graduation requirements.

For students entering grade 9 in 2010-2011 school year and thereafter, the passing score for all assessments required for high school graduation scholar designation or for the diploma requirement is the minimum scale score in Achievement Level 3.

Table 1 lists passing scores required for graduation for the grade 10 ELA and Algebra 1 assessments. Table 1: Graduation Assessment Requirements and Passing Score by School Year.

Instructional Support

Each student who does not meet specific levels of performance in English language arts 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.

Instructional Support during high school may not be in lieu of English and mathematics credits taken for graduation. When Intensive Reading (course # 1000410) or Foundational Skills Mathematics 9-12 (Course #1200400)) is used for instructional support, it is counted as an elective.

Reading Support

FAST ELA Reading score
Progress monitoring tools
Class grades, formative and summative assessments
Teacher recommendation or anecdotal evidence

The following instructional assistance options are available for 11th and 12th grade students who have not achieved a level 3 on the Florida Assessment of Student Thinking (FAST) 1003.1003.433 F.S.433 F.S.:

FAST math/reading support at their school of enrollment,
Participation in an accredited high school equivalency diploma preparation program during the summer,
Or participation in an adult general education program.

Length of Instructional Support

Each student who does not meet minimum performance expectations for the statewide standardized assessments in English language arts and mathematics or the Algebra 1 EOC must continue instructional support until expectations are met or the student graduates from high school or is not subject to compulsory school attendance.

Placement for Math Support 1003.4156(1)(c) F.S., 1003.428(2)(b) (2)(d) F.S.

Students who score at Level 1 or Level 2 on the 8th grade Mathematics FAST shall be provided support in math until such time as the student achieves a passing score on the Algebra 1 EOC assessment. Support may be provided as part of the student’s regular math instruction or in applied, integrated, or combined courses.

Allocation of Instructional Resources

Allocation of supplemental instructional resources for students shall occur in the following priority:

students who are deficient in reading, then
students who fail to meet the performance levels required for promotion.

College Readiness 1008.25(2)(a) F.S., State BOE Rule 6A-10.0315

High schools shall use all available assessment results including the results of statewide, standardized English language arts assessments and end-of-course assessments for Algebra 1 and Geometry, to advise students of any identified deficiencies and to provide appropriate postsecondary preparatory instruction before high school graduation.

The Postsecondary Readiness Competencies can be found on the Division of Florida College and Career Readiness website at https://www.ccrscenter.org/ccrs-landscape/state-profile/florida.

State Board Rule 6A-10.0315 established approved placement assessments and cut scores for entry into college level coursework as provided in the table below.

Students who demonstrate readiness by achieving the minimum test scores established by the State Board and enroll in a Florida College System institution within two years of achieving such scores shall not be required to retest or enroll in remediation when admitted to any Florida College System institution.

Language arts academic credit courses to prepare students for college success include:

Reading for College Success (1008350) – .5 credit semester course • Writing for College Success (1009370) – .5 credit semester course
English 4: College Prep (1001405) – 1 credit yearlong course. Schools may schedule students for English IV: Florida College Prep (1001405), a 1-credit high school course which may be used as one of the four English courses required for graduation. Full credit courses that are aligned to the Postsecondary Readiness Competencies and count toward graduation requirements in the subject area are:
English IV: Florida College Prep (1001405)

State Assessment of New/Transfer Students 6A-1.09941(F.A.C.), 1003.4282 F.S.

There are two options for students who enter school mid-year with a .5 credit in Algebra 1, Biology, Geometry, or equivalent courses which have a state EOC assessment:

Option 1 – The parent/legal guardian/student may decide to keep the half credit and grade that is on their records. The state EOC would then be worth 30% of ONLY their second semester. The student would earn two half credits, one they came in with and the other from the second semester using the state EOC grade for 30% of the grade for only the second semester.
Option 2 – Quarters 1-4 are each worth 17.5% and the state EOC would be 30% of the final grade. The student would use the grades for the first two quarters only with no .5 credit awarded and take the state EOC for 30% of the final grade to earn a year (1.0) credit. The important point with this option is not to award the .5 credit for transfer grades for the first semester. If a full credit is not earned at the end of the year, we must still award the half credit they came with, as we cannot take away credits earned. These options should be discussed with the parent when the student enters school.

If a student in an EOC course withdraws from the district and goes out of state and then returns to SJCSD the same year:

Student can keep the .5 credit and F is 30% of the second semester only, OR
Student can use the grades from the out of district school (trailed grades) and the EOC is 30% of the whole year.
The school gives the parent a letter to sign documenting their choice. The student never loses the original .5 credit.

Grading and Reporting Procedures

The Importance of Grading

The district has established that every secondary instructor will have at least three graded summative assessments per grading period, and at least two graded formative assignments completed prior to each summative assessment. Whenever possible, the three required summative assessments will be developed, administered, and graded as common assessments. The district expectation is for teachers working as subject specific Professional Learning Communities to develop the three common summatives for each grading period.

Summative / Formative

Formative assignments

Formative assessments are measures used throughout the learning process to provide feedback that promotes learning and informs instruction. Formative assignments:

Are aligned to the learning progression on a scale
Are generated by a wide variety of methods
Can be graded or not graded
Provide usable feedback for students and teachers
Are a checkpoint or snapshot of progress
Are aligned to the summative in terms of skill, standard, rigor and format

Example of formative assignments include, but are not limited to:

Exit tickets
Informal teacher questions
Draft written work
Performance in progress
Student response via whiteboards, clickers, or other instructional tools
Learning logs
Conversation with a student
Quizzes

Summative assessments

Evaluate student learning aligned to specific standards at the end of a defined instructional period. Summative assessments:

Are aligned to the learning progression on a scale.
May be administered in a variety of formats.
Are graded.
Are predictors of marking period grades.
Used to determine proficiency.
Are more comprehensive than formative assessments.
Are aligned to formative assessments in terms of skill, standard, rigor and format.

Examples of summative assessment include but are not limited to:

Formal conversations with the students
Final version of a written work
Test
Final version of a performance/presentation
Final version of a project/research paper
End of a course exams
Semester exams
Summative quarter exams

Summative Retake and Remediation Parameters

Summative assessments developed at a school by a teacher or PLC must be available for students to retake.
Retake summative assessments must be available for standards where proficiency has not been demonstrated; the entire assessment may not apply. This decision is a teacher and/or PLC decision.
Students must engage in learning opportunities (remediation) prior to retaking a summative assessment, which must include teacher feedback.
Summative retake assessments do not have to be in the exact format as the original summative assessment.
Students have the opportunity to retake a Summative Assessment where the original score earned was less than 85%.
Students can earn up to and including 85% on a retake Summative Assessment in Middle or High school.
Summative assessments are only to be retaken and rescored
Summative assessment retakes must occur within a pre-determined time period such as a unit or a quarter as determined by the PLC team.
Students will receive the higher score of the original and retake summative assessments.
If a summative assessment has a deadline (for example: research paper or presentation) and the due date is missed, the student may complete the assignment for no higher than an 85% and within a timeline established by the teacher or PLC.

As part of this process:

INC should be used as placeholder in summative and formative categories until work is completed
PLC teams will share students as necessary to promote learning and retake opportunities
It is optimal for students to retake assessments before or after school so as not to miss further instruction. However, if the student cannot attend before or after school due to transportation, students will be afforded the opportunity to take summative assessments during the school day.

Weighted Category for Middle and High School Assessments

Grading Scale

The following grading scale is used by all schools in grades 3-12 in St. Johns County:

Interim Progress Reports 1008.25 F.S.

Report Cards 1003.33 F.S.

the student’s mastery of Florida Standards,
the student’s academic performance in each class or course in grades K through 12 based on examinations as well as other appropriate performance items,
the student’s performance at his or her grade level
the student’s conduct and behavior, and
the student’s attendance, including absences and tardies.

All schools shall use the district’s approved report card as the primary means of reporting student progress. Report cards shall be issued at the end of each grading period on uniform dates as adopted annually on the official school year calendar. Students transferring into the district after the midpoint of a reporting period may be assigned grades based on records/grades from the sending school.

Report cards shall be issued at the end of each grading period on uniform dates as adopted annually on the official school year calendar.

Eligibility for Honor Roll

Cheating on a Summative Assessment

Middle School Grade Forgiveness Policy for High School Credit Course

If a student fails the Algebra 1 EOC, the student may attend the summer algebra program and earn a .5 credit elective to prepare to re-take the Algebra 1 EOC (passing is a graduation requirement).

Exam Exemptions 1003.33 (2) F.S.

Honors Credit Used in Calculating Weighted Grade Point Average

All course code descriptions will align with Florida DOE Course Code Descriptions, and will follow the district weighting policy:

IB, AICE, Dual Enrollment and AP courses will receive an academic weighting of 1.0,
Pre-IB, Pre-AICE and Level 3 courses (except PE) will receive an academic weighting of 0.5, and
Level 2 and below courses will not receive an academic weighting, unless approved by a local committee and the district. Current .5 weighting is district approved for:
International Marketing 8839120
International Business Systems 8216110

Grade Challenge Procedures

In the event that the school principal is unavailable, the appeal would go to the appropriate District Director of Curriculum for consideration and final decision.

Grade Averaging 1003.436(2) F.S.

Homework

Homework is an assignment in which the majority of the work is completed outside of the classroom in a developmentally appropriate period of time. The function of Homework is to:

Allow for independent practice or rehearsal
Prepare for the introduction of new content
Deepen knowledge or understanding
Generate specific feedback

Grade Forgiveness Policy

Grade Forgiveness of a High School Credit by Middle School Students

If a student fails the Algebra 1 EOC, the student may attend the summer algebra program and earn a .5 credit elective to prepare to re-take the Algebra 1 EOC (passing is a graduation requirement).

Grade Forgiveness for High School Students

State law requires a cumulative 2.0 GPA to graduate. Forgiveness policies for required courses shall be limited to replacing a grade of D or F, or their numerical equivalent, with a grade of C or higher, or its numerical equivalent, earned subsequently in the same or comparable course. Forgiveness policies for elective courses shall be limited to replacing a grade of D or F, or their equivalent, with a grade of C or higher, or its equivalent, earned subsequently in another course. These restrictions on forgiveness do not apply to students below grade 9 taking high school courses. Such students may repeat a course for forgiveness with grades C or below. If a student earns a grade of a D or F in a subsequent attempt of the course in which they have already earned credit, an additional grade from the subsequent attempt course will not be included in the student’s GPA. Once a C is earned through grade

forgiveness, all previous attempts are forgiven and are not included in the student’s GPA. Any course credit not replaced according to the district’s forgiveness policy shall be included in the calculation of the cumulative GPA required for graduation. All courses and grades must be included on the student’s transcript.

Schools may not count the best 24 credits for all courses taken to meet the cumulative GPA for graduation requirements. The district’s forgiveness policy is for the purpose of assisting students in meeting the requirement to attain a minimum grade point average necessary to graduate from high school or raise their GPA. Schools do not have the authority to purge a student record to delete the first grade of D or F. Student records cannot be altered at any time unless it has been determined that the information is inaccurate or a violation of the privacy or other rights of the student.

Credit Recovery Courses

The State Board of Education approved 23 high school credit recovery courses in July 2012. Some of these courses have state EOCs and others do not. Credit Recovery Courses may be used for Grade Forgiveness / Credit Recovery as well as remediation, and they may be taken in a traditional classroom, a credit recovery lab or through virtual school. Courses offered through a private school may not be used for credit recovery without prior approval by Secondary Instructional Services.

Credit Recovery Courses are .5 elective credit semester courses with specific content requirements defined by the Florida Standards and a maximum of one credit per course. Students enrolled in a Credit Recovery Course must have previously attempted the corresponding course and end-of-course (EOC) 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. However, Credit Recovery courses are not bound by section 1003.436(1)(a), F.S., which requires a minimum of 135 hours of instruction. Students who are college-bound athletes and are registering with the NCAA Clearinghouse cannot do credit recovery (APEX/Edmentum), per NCAA Guidelines. To recover failed courses, college-bound athletes may only do grade recovery through brick-and-mortar classes, FLVS, or SJVS courses.

Grade Forgiveness and EOC Retake Policy

A high school student who is retaking an EOC course for grade forgiveness and has already taken the EOC is encouraged to retake the EOC but is not required. If the student does not retake the EOC, then the previous EOC results must be averaged into the grade for course average. Grade forgiveness does not mean a new grade without the EOC averaged in.

If the student’s final average with the EOC assessment included as 30 percent results in a course grade of “D” or “F”, the options for the student include one of the following:

Retaking a semester of the course
Retaking the entire course
Retaking the EOC assessment for that course; and
Retaking both the course and the EOC assessment to improve the student’s final course grade.

A student may retake an EOC to qualify for the scholar designation or as part of a grade forgiveness program.

Grade Challenge Procedures

In the event that the school principal is unavailable, the appeal would go to the appropriate District Director of Curriculum for consideration and final decision.

Concordant and Comparative Scores

A student can also meet assessment graduation requirements by earning a concordant or comparative score as specified in Rule 6A-1.09422, F.A.C. Tables 3 and 4 show the concordant and comparative scores students may use to satisfy assessment graduation requirements.

Students holding a Certificate of Completion must meet concordant score requirements based on the test taken, since changes were made to the SAT content. As always, students may use a combination of SAT and ACT scores to meet the high school graduation testing requirements.

College Readiness

College Readiness 1008.25(2)(a) F.S., State BOE Rule 6A-10.0315

The Postsecondary Readiness Competencies can be found on the Division of Florida College and Career Readiness website at https://www.ccrscenter.org/ccrs-landscape/state-profile/florida.

State Board Rule 6A-10.0315 established approved placement assessments and cut scores for entry into college level coursework as provided in the table below.

Language arts academic credit courses to prepare students for college success include:

Reading for College Success (1008350) – .5 credit semester course • Writing for College Success (1009370) – .5 credit semester course
English 4: College Prep (1001405) – 1 credit yearlong course. Schools may schedule students for English IV: Florida College Prep (1001405), a 1-credit high school course which may be used as one of the four English courses required for graduation. Full credit courses that are aligned to the Postsecondary Readiness Competencies and count toward graduation requirements in the subject area are:
English IV: Florida College Prep (1001405)

Programs of Interest

A Program of Interest is defined as a multi-year, specialized program that is available to high school students from across the district. Programs of Interest outlined below include St. Johns County Center for the Arts, Junior Officer Reserved Training (JROTC), Advanced Academics and Career Academies of St. Johns.

Career Academies

Each high school offers career academies, often referred to as “career and technical education.” They are defined as strategic career-oriented educational training opportunities. Each career academy program integrates a rigorous and research based academic curriculum through an industry-driven career curriculum theme. The academic focus of individual career academies is determined cooperatively among the school district, postsecondary institutions, local workforce boards and the local Chamber of Commerce.

Students enrolled in career academy programs work toward a standard high school diploma with the same opportunities for accelerated coursework as other programs. Many career academy programs offer the opportunity to earn industry certification(s). Some of the career academy programs also offer the option of obtaining post-secondary college credit(s).

These programs are accessed through an application process. Directions on the application process are emailed to families via SchoolMessenger. Information is also available on the Career Academy website at https://cte.stjohns.k12.fl.us/join/

Students who are accepted to and attend a school outside of their school zone will not be provided with transportation.

St. Johns County Center for the Arts

High School

St. Johns County Center for the Arts

St. Augustine High School

Junior Reserve Officer Training

High School

Air Force JROTC

Bartram Trail High School

Army JROTC

St. Augustine High School

Navy JROTC

Allen D. Nease High School

Advanced Academics

High School

Advanced International Certificate of Education (AICE)

Beachside High School

Advanced International Certificate of Education (AICE)

St. Augustine High School

International Baccalaureate (IB)

Allen D. Nease High School

International Baccalaureate (IB)

Pedro Menendez High School

Early College Program

Pedro Menendez High School

Early College Program

Tocoi Creek High School

Early College Program

St. Augustine High School

Career Academies of St. Johns

High School

Communications Academy

Allen D. Nease High School

Stellar Academy of Engineering

Allen D. Nease High School

Academy of Hospitality and Tourism

Allen D. Nease High School

Design Academy

Bartram Trail High School

Information Technology Academy

Bartram Trail High School

VyStar Academy of Business

Bartram Trail High School

Academy of Global Logistics and Supply Chain Management

Beachside High School

Academy of Information Technology

Beachside High School

Academy of Veterinary and Biomedical Sciences

Beachside High School

Academy of Emerging Technology

Creekside High School

Academy of Engineering & Environmental Sciences

Creekside High School

St. Johns County Academy of Future Teachers

Creekside High School

Academy of Architectural and Building Sciences

Pedro Menendez High School

UF Health Academy of Future Healthcare Professionals

Pedro Menendez High School

VyStar Academy of Business

Pedro Menendez High School

Academy of Information Technology

Ponte Vedra High School

Academy of Biotechnology and Medical Research

Ponte Vedra High School

Academy of Biotechnology and Medical Research

Ponte Vedra High School

Academy of International Business and Marketing

Ponte Vedra High School

Academy of Aviation and Aerospace

St. Augustine High School

St. Johns County Academy of Future Teachers

St. Augustine High School

Academy of Law and Homeland Security

St. Augustine High School

Academy of Aquaculture

St. Johns Technical High School

Academy of Culinary Arts

St. Johns Technical High School

Academy of Innovation in the Built Environment

Tocoi Creek High School

Academy of Leadership in Emerging Technologies

Tocoi Creek High School

UF Health Academy of Future Healthcare Professionals

Tocoi Creek High School

St. Johns County Academy of Future Educators

Tocoi Creek High School

The Career Academy model contains three critical structural elements:

a small learning community, comprising a group of students within the larger high school who take classes together for at least three years
a college preparatory curriculum with a career theme, enabling students to see relationships among academic subjects and their application to a broad field of work, and
partnerships with employers, the community, and local colleges, bringing resources from outside the high school to improve student motivation and achievement.

The goals of St. Johns County Career Academies are to:

Ensure student success – All St. Johns County career academy graduates will possess the skills and tools necessary to be successful in college, career, and the global economy.
Provide relevant curriculum and assessment – The academy team will develop and implement project-based curricula that engage students in real-world relevance focused on the career theme.
Ensure meaningful business engagement – The academy team will seek to develop business engagement to the highest level with a focus on student success.

Middle school students may obtain information about the Programs of Interest in many ways. Every middle school advertises the Middle School Blitz, an event during which the high school career academy specialists visit the middle schools on advertised days, school counselors provide information, and the district advertises the High School Showcase, where all of the programs are available for review. Each high school holds an “Academy Night” at their school to provide more in- depth knowledge about the Programs of Interest for that school. Families may also visit the Career Academy website https://cte.stjohns.k12.fl.us online for additional information.

Due to the variety of programs offered at each school and flexible assessment schedule, Florida Virtual School students, St. Johns Virtual School students and Homeschool Education students who wish to learn more about participating in Career Academies and available Industry Certification Assessments should contact the Career and Technical Education Department at 904-547-6000.

Program of Interest Student Information (must be a resident of St. Johns County)

Acceptance into a Program of Interest automatically provides an out-of-zone waiver for students to attend a school other than their zoned school. No separate actions need to be taken to receive an out-of-zone waiver.
Completed applications must be submitted by the established due dates.
Each school will determine the number of student seats available in each Program of Interest and may deny entry solely based on seats available. A weighted lottery system is available to ensure students have equal access to a Program of Interest if seat capacity is met. Students may be placed on a waiting list. Out-of-zone students can be taken off the waiting list and be placed into a Program of Interest up until July 1. In-zone students can be taken off the waiting list and be placed into a Program of Interest up until the first day of the next school year.
Rising 11th and 12th grade students currently in the school district are ineligible to apply for and obtain an out-of-zone waiver to a new Program of Interest.
Each Program of Interest sets expectations for academic progress, attendance, and behavior. Should an out-of-zone transfer student not meet such expectations the following actions will ensue:
- The principal of the out-of-zone Program of Interest school may initiate action to rescind a student’s out-of-zone waiver for failing grades, excessive school absences or tardiness and/or recurrent discipline problems.
- Prior to rescinding a student’s out-of-zone waiver, the principal or designee shall notify the student’s parent/guardian in writing citing the reason for potential revocation of the out-of-zone waiver.
- The parent/guardian shall be permitted a reasonable time and opportunity to address or correct the situation.
- If not corrected in a reasonable amount of time, the principal will make a recommendation to the Department of Career and Technical Education for revocation of the student’s out-of-zone waiver. The recommendation will be reviewed by the Director for Career and Technical Education and a letter submitted to the family with the outcome of the review, at which point the decision will be final. In most instances the revocation will be effective at the end of the semester after grades have been awarded.
- Escalated infractions (for example Level 3 or 4 infractions) may result in immediate removal from a Program of Interest/Career Academy.
Mid-Year transfers to a new Program of Interest are not allowed. If a student opts to drop out of, or ceases to be enrolled in, a Program of Interest for which an out of zone waiver has been approved, the student will be required to return to his/her home zoned school at the start of the new semester once credit has been awarded.
Students may apply for multiple programs of study; however, students may only attend academies and or Programs of Interest at one school.
Students who miss the deadline to apply to a Program of Interest may complete a late application during the established Late Application window. Late applications will not be included in the lottery. Late applicants may be placed in open seats pending availability after the lottery. If programs are full, late applicants will be placed on a waiting list according to receipt of late application. There will be no out of zone placements after July 1.
The parents/guardians of students attending an out-of-zone school are required to provide transportation for the student to and from the out-of-zone school. There is an exception for students attending St. Johns Technical High School.
Student enrollment in an Academy is contingent upon a minimum enrollment in two or more additional school-based core academic courses as determined by the school principal.
Students may not apply for a Program of Interest at an out-of-zone school if the program exists at the student’s zoned high school. This policy went into effect in December 2015.
Students who have applied for and been accepted into a Program of Interest at an out of zone school and move into a zone where the program exists, will need to attend the program at their zoned school.

Program of Interest New Students entering the St. Johns County School District

Any student entering 9th or 10th grade not previously enrolled in a St. Johns County public school within the prior school year is eligible to apply for any Program of Interest in the St. Johns County School District up until the first interim and pending district and school approval. Students entering the St. Johns County School District enrolled in the 11th or 12th grade who were previously enrolled in an equivalent Program of Interest at his/her previous school may apply for the equivalent Program of Interest, regardless of school zone, pending district and school approval. Applying does not guarantee acceptance into the Program of Interest. For more information on Programs of Interest see https://cte.stjohns.k12.fl.us.

School-to-Work Transition

2023 Legislative Update School-to-Work Transition All schools (elementary, middle, and high) shall document the manner in which they have prepared students to enter the workforce, including information regarding the provision of accurate, timely career and curricular counseling to students. This information shall include a delineation of available career opportunities, educational requirements associated with each career, educational institutions that prepare students to enter each career, and student financial aid available to enable students to pursue any postsecondary instruction required to enter that career. Schools shall also delineate school procedures for identifying individual student interests and aptitudes, which enable students to make informed decisions about the curriculum that best addresses their individual interests and aptitudes while preparing them to enroll in postsecondary education and enter the workforce. Beginning in grade 6, this information shall include recommended high school coursework that prepares students for success in college-level work. The information shall be made known to parents/legal guardians and students annually through inclusion in the school’s handbook, manual, or similar documents or other communications regularly provided to parents/legal guardians and students. Students whose cumulative grade point average drops below a 2.0 are required to receive in-person academic advising that includes information on career education programs by a certified school counselor or the school principal or his or her designee during any semester the student is at risk of dropping out or has a cumulative grade point average below 2.0. 1003.491, F.S. Additionally, information regarding the Florida Ready to Work training and credentialing program may be found in 445.06, F.S. http://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=0400 -0499/0445/Sections/0445.06.html.

College and Career Acceleration

Dual Enrollment Courses 1007.271(1) F.S., 1007.271(4)F.S.

The dual enrollment program is defined as enrollment of an eligible secondary (grades 6-12) student or home education student in a postsecondary course, or courses, creditable toward high school completion and a career certificate or an associate or baccalaureate degree. The High School Subject Area Equivalency List is located at https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fwww.fldoe.org%2Fcore%2Ffileparse.php%2F20439%2Furlt%2FDEEquivalencyList.xlsx&wdOrigin=BROWSELINK

Through an articulation agreement, SJCSD students attend dual enrollment courses at St. Johns River State College (SJRSC). A student may request an exception to the SJRSC attendance requirement by filing a dual enrollment waiver. Steps for obtaining a dual enrollment waiver include the following:

Upon consultation with the school counselor, the student must complete a Dual Enrollment Waiver Request Form provided by the school counselor. Completing the petition process does not guarantee approval of the waiver.
The student must write a statement requesting an exception be made to the policy requiring his/her participation in Dual Enrollment at SJRSC, which serves the St. Johns County School District. In this statement, an explanation must be given describing the rationale for the request.
The school counselor must submit the waiver request form to the principal for approval/disapproval.
If approved, the principal must submit the waiver to the Director for Secondary Instructional Services for approval.
The Director for Secondary Instructional Services must submit the approved waiver to the Director of Dual Enrollment at SJRSC.

Dual enrollment courses may be taken during school hours, after school hours and during the summer term. A student shall be granted credit toward high school graduation requirements for appropriate courses taken through dual enrollment. Without prior approval, there is no guarantee that high school credit will be granted for non- SJRSC courses.

Applied academics for adult education instruction, developmental education, and other forms of precollegiate instruction, as well as physical education courses that focus on the physical execution of a skill rather than the intellectual attributes of the activity, are ineligible for inclusion in the dual enrollment program.

Dual enrollment shall be offered on the high school campus whenever possible. Students should take DE courses on their zoned high school campus if they are offered there, as opposed to the SJRSC campus. Taking a dual enrollment course through a 4-year state university is not an option if the course is offered on the local high school campus or SJRSC. A waiver would be needed when the advanced studies progression of the student requires a third-year college curriculum. The district has an articulation agreement with UNF for these very unusual circumstances.

According to the Florida Department of Education Office of Articulation, dual enrollment science courses taken with a corresponding laboratory course will be awarded 1.0 high school science credit. Dual enrollment science courses taken without a laboratory component will be awarded 0.5 high school credit.

Dual enrollment courses receive the same weighting for GPA calculation as International Baccalaureate (IB), Advanced International Certificate of Education (AICE), and Advanced Placement (AP).

The Dual Enrollment Transfer Guarantee is to be distributed to all dual enrollment students and their parents/legal guardian. It is available at https://info.fldoe.org/docushare/dsweb/Get/Document-6472/hb7059tapb.pdf.

For more information, please visit the Florida Department of Education Dual Enrollment at https://www.fldoe.org/policy/articulation/dual-enrollment-agreements.stml.

Prerequisites for Dual Enrollment 1007.271 F.S.

Students must first meet district qualifications for honors course placement to be considered for dual enrollment.
Students must demonstrate readiness for college-level coursework if the student is to be enrolled in college courses.
Career dual enrollment shall be available for secondary students seeking a degree and industry certification through a career education program or course.
Public school students must have a 3.0 unweighted GPA for college-credit dual enrollment courses, or a 2.0 unweighted GPA for career dual enrollment courses.
Exceptions to the required grade point averages may be granted on an individual student basis if the educational entities agree, and the terms of the agreement are contained within the dual enrollment articulation agreement.
Participation in the career early admission program shall be limited to students who have completed a minimum of four semesters of full-time secondary enrollment, including studies undertaken in the ninth grade.
A High School GPA may not be required for home education students to participate in dual enrollment courses who meet the minimum score on a common placement test or other qualifying placement test adopted by the State Board of Education which indicates that the student is ready for college-level coursework.

To continue participation in college-credit dual enrollment, students must maintain a 3.0 unweighted high school GPA and the minimum postsecondary GPA established by SJRSC. To continue participation in career certificate dual enrollment courses, students must maintain a 2.0 unweighted high school GPA.

Regardless of meeting student eligibility requirements for continued enrollment, a student may lose the opportunity to participate in a dual enrollment course if the student is disruptive to the learning process such that the progress of other students or the efficient administration of the course is hindered.

Dual enrollment courses taught on the high school campus may not be combined with any non-college-credit high school course.

Students must have the minimum of these scores to be considered college ready. They may mix and match their best score from these tests. Test scores must be less than two years old.

Dual enrollment and early admission students are exempt from the Florida College System degree admissions requirements (1007.263 F.S.) More information is available at http://www.sjrstate.edu/dual.html.

Dual Enrollment Articulation Agreement 1007.271 F.S.

The superintendent of schools and president of the Florida College System shall complete a dual enrollment

articulation agreement prior to fall registration each year. The agreement shall include, but not be limited to, the following components:

a plan for the Florida College System to provide guidance services to participating students on the selection of courses in the dual enrollment program,
the process by which students and their parents/legal guardians exercise their option to participate in an articulated acceleration program,
high school credits earned for completion of each dual enrollment course,
postsecondary courses that meet the criteria to be counted toward meeting graduation requirements,
eligibility criteria for student participation in dual enrollment courses and programs,
institutional responsibilities regarding student screening grade prior to enrollment and monitoring student performance,
identification of the instructional quality criteria by which dual enrollment courses and programs are to be judged,
delineation of institutional responsibilities for assuming the costs for dual enrollment courses and programs, including responsibilities for student instructional materials,
delineation of responsibility for providing student transportation if the dual enrollment is conducted at a facility other than a high school campus, and
process for converting college credit hours earned through dual enrollment and early admission programs to high school credit based on mastery of course outcomes.

Student Materials for Dual Enrollment Courses 1007.271(13) F.S.

Students enrolled for dual enrollment courses through a district high school are exempt from the payment of registration, tuition, online instructional materials access code and lab fees. Core subject textbooks assigned for use within dual enrollment courses shall be made available free of charge to public, PEP, and homeschool dual enrollment students. Due to the re-use of dual enrollment materials, it is imperative that dual enrollment students return their books on time. There will be a $10/book per day late fee for books not returned at the designated time.

Home education students may enroll in a dual enrollment course at their zoned high school with the principal’s approval. They may take the course at the college if it is not available at the zoned high school. Each college must enter into a Home Education Articulation Agreement with each student seeking enrollment in a dual enrollment course. Private school students may not enroll in our school district for a dual enrollment course to obtain exemptions from fees. PEP students must contact the college directly to enroll in courses.

Student Transportation for Dual Enrollment Courses

Students taking dual enrollment courses on a postsecondary campus or on a high school campus outside of regular school hours must provide their own transportation.

Dual Enrollment and the Three-Year 18-Credit ACCEL Graduation Program Students

Students enrolled in a three-year 18-credit ACCEL graduation program may be eligible for dual enrollment credit. However, all dual enrollment courses must be taken prior to the completion of the 18 required credits.

Dual Enrollment Funding

No student may be counted for funding through both a dual enrollment and advanced placement program.

Students who will graduate prior to completion of a dual enrollment course may not register as a dual enrollment student. An eligible student may enroll and pay tuition and fees. (1007.271 F.S.)

Instructional Time for Dual Enrollment 1007.271(2) F.S.

Instructional time for dual enrollment may vary from 900 hours; however, schools may only report a dual enrollment student for a maximum of 1.0 FTE. Each semester of instruction (.5 credit) that is eligible for high school and dual enrollment credit shall be reported as 75 membership hours for purposes of FTE calculation.

Enrollment in College Courses for College Credit Only

Students enrolled in postsecondary instruction not creditable toward a high school diploma shall be required to assume the cost of instructional materials and fees.

Placement Criteria for Dual Enrollment at First Coast Technical College

Students wishing to be placed in dual enrollment classes at First Coast Technical College must fulfill the following requirements:

be in grades 10, 11 or 12,
have a 2.0 or higher GPA upon entry
be on track for graduation
complete the dual enrollment/registration form including all required signatures
complete required entrance assessments
maintain a grade of C or above average in selected dual enrollment program(s)

Placement Criteria for Dual Enrollment – Associate Degree at St. Johns River State College 1007.271(3) F.S.

Students in grades 6-12 wishing to enroll as dual enrollment students (AA or AS degrees) at St. Johns River State College first must meet St. Johns County School District Honors Criteria. In addition, students must meet the following requirements:

demonstrate readiness for college or career level course work
be seeking an associate in science college degree, or an associate in arts college degree
have a minimum 3.0 unweighted cumulative GPA,
have demonstrated academic, social, and emotional maturity to ensure success in college level study
have a school counselor’s and principal’s approval
be limited to 10 hours of college credit enrollment per college semester
maintain a grade of C or better in each class to remain in the dual enrollment program
be aware that receiving a grade of D or F, or withdrawing (W) for any course results in ineligibility to remain in the dual enrollment program
provide acceptable results from the American College Test (ACT), the Scholastic Aptitude Test (SAT), the Postsecondary Education Readiness Test (PERT) or another standardized placement test for college level English and math. (See Qualifying Placements Chart on page 20).

Eligible dual enrollment students are exempt from the payment of registration, tuition, online access fees and laboratory fees.

Dual Enrollment and Early Admission students are encouraged to meet regularly with college advisors and to develop a post-secondary plan and major during information and orientation sessions. Dual Enrollment and Early Admission students will be required to meet with a college advisor after completion of 20-30 college credits.

Dual Enrollment Credit Limitations

Eligible students may earn up to 10 dual enrollment credits per college semester for each fall and spring semester (as defined by the Florida College System semester). Students whose Customized Learning Path (CLP) indicates the need for two science courses, two labs, and a 3 credit DE course for a total of 11 credits in one semester may petition for permission to take 11 credits. The principal or designee, in coordination with dual enrollment coordinator at the Florida College System, shall approve or disapprove the petition.

Early Career High School/Dual Enrollment Option 1007.271(4) F.S.

Early Career is a Program of Interest for secondary students as a curricular option for secondary students seeking a career certificate and industry certification through a career education program or course, adopted pursuant to s. 1008.44, which count as credits toward the high school diploma.

Placement Criteria for Early Career High School/Dual Enrollment - Career Certificate at First Coast Technical College

Students wishing to enroll in the dual enrollment career certificate program at First Coast Technical College must meet the following requirements:

demonstrate readiness for career level course work
have a minimum 2.0 unweighted grade point average
take a series of elective credits rather than isolated career courses

Exceptions to the required GPAs may be granted if the school and Florida College System agree and the terms of the agreement are contained within the dual enrollment articulation agreement.

Early College High School/Dual Enrollment Option 1007.273 F.S.

Early College is a Program of Choice for secondary students to undertake college-level courses and earn an associate degree simultaneously with the high school diploma (1008.44 F.S.). Florida Statute 1007.271 establishes that dual enrollment is the enrollment of an eligible secondary student in a postsecondary course creditable toward high school completion and either a career certificate or an associate or baccalaureate degree.

Early Admission to College 1007.271(10) F.S.

Early admission is a 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. A student must enroll in a minimum of 12 college credit hours per semester or the equivalent to participate in the early admission program. After having earned 17 credits, a student may be excused from the last two semesters of his/her high school experience if he/she is accepted for admission by an accredited college or university. The student must meet the following requirements:

have an unweighted GPA of 3.0 or better
perform acceptably on the entry level placement instrument designated by the postsecondary institution
obtain a written recommendation from the school principal or his/her representative

A student under this program shall have the rights and privileges of the Dual Enrollment Program if an agreement exists with that college. If a student plans to use the Early Admission option at a school with which there is not a current agreement with St. Johns County Schools, the student must obtain approval for early admission from the superintendent and the School Board.

Home Education Program

Home Education 1002.41 F.S.

For more information, visit FLDOE Office of Independent and Parental Choice Website at https://www.fldoe.org/ schools/school-choice/other-school-choice-options/home-edu/.

To register for home education, choose the most applicable option found on the district Home Education website at https://www.stjohns.k12.fl.us/homeeducation/.

Home Education Student Participation in Public Schools 1006.15 F.S., 1002.41 F.S.

Legally registered home education students may participate in public school interscholastic extracurricular programs at the zoned public school which the student would be assigned according to the district school board attendance policy. Home education students must meet the same eligibility requirements as other students in public and private schools. As an example, any public or home education student who does not have the required GPA is ineligible to participate in extracurricular activities.

All students must comply with the Florida Statutes and the FHSAA Bylaws to be eligible to participate. Home education students may submit FHSAA EL07-Registration Form for Home Education Students (https://www.stjohns.k12.fl.us/homeeducation/forms/) to the office of Home Education no less than one week prior to the participation deadline. Home education students must register with the school in which they intend to participate in interscholastic and intrascholastic activities prior to participation in the activity, FS 1008.25.

Although public schools are under no obligation to provide home education students access to classes, programs, services, or other educational opportunities, home education students may submit a request to the school principal to participate in academic classes at their assigned school if space is available. Home education students approved for district classes are subject to school board approval. If home education students are approved and participate in academic classes, they will be expected to follow the Student Code of Conduct and participate in required district assessments. Home Education students are eligible to, but not required to participate in state assessments, including FAST and EOCs. Each district is required, per s. 1002.41, Florida Statutes, to provide students with the date, time, and location for the administration of each assessment, should they choose to participate. Visit this website for testing information: https://www.stjohns.k12.fl.us/homeeducation/testing-information/

Completing a Home Education program does not result in the awarding of a diploma. Students registered as Home Education students are not eligible to walk in a district high school graduation ceremony. The Florida Parent Educator Association (FPEA) offers an annual graduation ceremony. More information can be found on their website.

Those looking to withdraw from Home Education and re-register as a public-school student in order to walk at graduation and receive a diploma are subject to the district requirements to participate. Parents should be aware of senior deadlines (cap and gown, pictures, etc.), requirements for the number of courses required for full-time enrollment regardless of courses completed in Home Education, and completion of graduation testing requirements. It is recommended to re-enroll no later than the summer before the student’s senior year to ensure all graduation requirements can be met.

Students who have:

completed all graduation requirements
have gotten a GED or
completed a Home Education Affidavit

are not eligible for enrollment to take additional courses and receive a diploma. The school principal has final discretion in such instances.

For state dual enrollment information for home education students, please click http://www.fldoe.org/core/fileparse.php/18379/urlt/dual_enrollment_faq.pdf

Local district dual enrollment contacts can be found here: https://www.stjohns.k12.fl.us/homeeducation/additional-resources/

Home, Charter, PEP, and Private Education Students

Students seeking initial elementary school placement transferring from a home school, charter school, PEP, or private school shall be reviewed by the local school to determine the most appropriate grade placement. Criteria to be considered may include age and maturity, standardized achievement test results, state assessments, progress as it relates to B.E.S.T. Standards and previous records from public and private schools as well as evidence from the student’s portfolio of work and achievement while in home, charter, or private school. Placement is not based solely on the recommendation of the private school, charter school or home educator. Consistent with school board rules and in accordance with state statute 1012.28 (5) F.S., the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes. The placement decision is subject to review and revision after school personnel have had the opportunity to observe the student’s work.

A four-to-six-week screening period is allowed from the time of enrollment in order to obtain the necessary data for the most appropriate placement. Attention is paid to the following: health and physical development, emotional behaviors, social interactions, independent performance, communication competence, cognitive development, previous learning records, family data and family preference. Until a screening is completed, children who are five or six years old are temporarily placed according to the legal requirements outlined in statute:

Kindergarten – five years of age on or before September 1 of the school year.
Grade 1 -satisfactory completion of a kindergarten program and six years of age on or before September 1 of the school year.

Personalized Education Program (PEP)

PEP students do not fall under Home Education and are bound to different requirements under their scholarship funding organization (SFO). For more information, see https://www.stjohns.k12.fl.us/homeeducation/pep/

Virtual Education Programs

Florida Statute 1006.15 provides student rights relative to the eligibility of full-time Florida Virtual School/St. Johns Virtual School students to participate in interscholastic extracurricular activities at their home-zoned public school.

Additional information on Florida Public Virtual Schools is available at the FDOE Virtual Instruction webpage http://www.fldoe.org/Schools/virtual-schools. The first choice for virtual school for St. Johns County students is St. Johns County Virtual School (SJVS); Information is available at https://stjohnsvirtual.com.

A Florida Virtual School (FLVS) student may be able to take industry certification exams, national assessments, and statewide assessments offered by the district at what would have been their school of enrollment per the district zoning policy. The FLVS student must contact their zoned school to make the necessary arrangements.

Placement/Acceleration in St. Johns Virtual School (SJVS) or Florida Virtual School (FLVS)

As stipulated by the Florida K-20 Education Code (s.1002.20 F.S.), parents/legal guardians have the right to choose educational options such as SJVS or FLVS for their children. A student’s full-time school may not deny access to virtual courses. SJVS is the provider of first choice for virtual instruction; however, in situations in which SJVS cannot fulfill the need, students may qualify to access the services of FLVS. The School Board shall provide students with access to enroll in courses available through SJVS or FLVS and shall award credit for successful completion of such courses. Access may be available to students during or after the normal school day and for FLVS, throughout the summer. Students wishing to take courses from SJVS or FLVS must work closely with their school counselors to ensure that courses fit in their Customized Learning Path (CLP). Placement in a virtual course at any time will follow the district course request process. The Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes.

A student at the Florida Virtual School full-time program may participate in any interscholastic extracurricular activity at the public school to which the student would be assigned according to district school board attendance area policies or which the student could choose to attend pursuant to 1002.31 F.S. if the student meets other eligibility requirements and registers his or her intent to participate in interscholastic extracurricular activities with the school before the beginning date of the season for the activity in which he or she wishes to participate (FSHAA Bylaw 9.2.2.1). St. Johns Virtual School full-time program may participate in any interscholastic extracurricular activity at the public school within the district they reside (FHSAA Bylaw 9.2.2.3) according to district school board attendance area policies or which the student could choose to attend pursuant to 1002.31 F.S. if the student meets other eligibility requirements and registers his or her intent to participate in interscholastic extracurricular activities with the school before the beginning date of the season for the activity in which he or she wishes to participate. A FLVS/SJVS student must be able to participate in the curricular activities if that is a requirement for an extracurricular activity (1006.15(3) F.S.). Florida Public Virtual Schools Question and Answers are available at the FDOE Virtual Instruction webpage at http://www.fldoe.org/schools/school- choice/virtual-edu/.

Virtual - St. Johns Virtual School (SJVS) or Florida Virtual School (FLVS)

1001.42(23), 1003.498 F.S., establishes virtual school as an educational choice and an acceleration option for students.

St. Johns Virtual School (SJVS) is the first-choice provider for virtual instruction; however, for situations in which SJVS cannot fulfill the need, students may qualify to access the services of FLVS. Students with limited or no access to a specific course are given priority for enrollment. SJVS/FLVS may be appropriate for students with medical or behavior issues that may limit success in the traditional classroom, students who need single subject acceleration, or for students needing a more flexible schedule due to training or other extra-curricular endeavors. Parents/legal guardians should confer with the counselor to determine whether the course selected is appropriate for the student based on the student’s academic history.

Students may enroll in a virtual course offered by any other school district in the state if the student does not have access to the course in St. Johns County School District, pursuant to Section 1003.498, F.S. The law states that the district of instruction reports the student’s completion of the course for funding and that the total reported FTE for both districts cannot exceed 1.0 FTE. When these students seek to enroll in an online course offered by another district, both districts should be involved in the enrollment process and acknowledge requirements related to eligibility and funding before the student is allowed to enroll in the course. The enrollment form is available from the Office of Guidance and Programs of Choice, https://www.stjohns.k12.fl.us/guidance/.

For information on students taking middle school courses through SJVS/FLVS, see–Acceleration, Section IV (B).

Principals will determine if placement in a SJVS/FLVS course is appropriate academically for the student based on course prerequisites, the student’s academic history, age, and appropriateness of the course for the student’s Customized Learning Path (CLP). For students with disabilities, an IEP or 504 meeting will be held prior to determining whether placement in a SJVS/FLVS course is appropriate based on their individual needs. Enrollment in virtual school must be approved by the student’s school counselor prior to the start of a new semester. The School Board shall provide students with access to enroll in courses available through the SJVS/FLVS and shall award credit for successful completion of such courses. Access shall be available to students during or after the normal school day. Students wishing to take courses from SJVS/FLVS must work closely with their school counselors to ensure that courses fit in their Customized Learning Path (CLP). Requests for virtual courses made after the start of school fall under the normal school drop/add policies for any course. Schools shall make every effort for a student to access SJVS/FLVS coursework on site for a student whose CLP indicates that placement in an SJVS/FLVS course during the school day is appropriate. Consistent with school board rules and in accordance with state statute 1012.28 (5) F.S.), the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes.

Additional information is available in the Florida Public Virtual Schools Question and Answers, available at the FDOE Virtual Instruction webpage https://www.fldoe.org/schools/school-choice/virtual-edu/. In addition, St. Johns County School District Virtual School information is available at https://stjohnsvirtual.com/.

SJVS/FLVS Guidelines for High School

Learning Labs have been established at each high school to assist in student access to virtual courses. Students enrolled in these labs will be held to daily class attendance requirements even if course is completed prior to the end of the enrolled semester.
It is recommended that students have a 2.0 or higher GPA OR score a level 3 or higher on the FAST in reading unless the student has medical or behavior issues that may limit success in the traditional classroom.
Students must meet with school counselor to determine if placement in a SJVS/FLVS is academically appropriate for the student based on course prerequisites, the student’s academic history and age and appropriateness of the course for the student’s Customized Learning Path (CLP). All courses must be approved by the counselor.
For students with disabilities, an IEP or 504 meeting will be held prior to determining whether placement in a SJVS/FLVS course is appropriate based on their individual needs.
Once a semester has begun, a student may not withdraw from a school course to enroll in the same course online without administrative approval.
Students may not simultaneously be placed in the same course concurrently at a district high school and at SJVS/FLVS.

St. Johns Virtual School offers:

Full time instruction (37(8)(11) F.S.)
Individual courses for SJCSD public school students as well home education students
Curriculum for grades K-12 provided by FLVS
Curriculum for grades 6-12 provided by Edmentum Learning

SJVS offers two additional virtual options for district students in grades K-12 who meet eligibility requirements to enroll in full time and part time courses. Families may choose from options that include district operated (SJCSD instructors) or provider operated (contracted instruction). For more information, call 904-547-8080 or visit https://stjohnsvirtual.com/ or https://www.fldoe.org/schools/school- choice/virtual-edu/dis-virtual-options.stml. The Florida Online Course Catalog may be found at https://www.fldoe.org/schools/school-choice/virtual-edu/fl-online-catalog.stml.

SJVS or FLVS could be appropriate for students who:

have medical or behavior issues that may limit success in the traditional classroom,
need a more flexible schedule due to training or other extra-curricular endeavors,
need access to a course not offered at their school, or
are home schooled.

Students enrolled in a SJVS/FLVS course which requires a state end-of-course assessment (EOC) are required to take the EOC in their district school of enrollment and the EOC is 30% of the grade in the class.

Virtual schools must assess the reading ability of students scoring at Level 1 or 2 on the FSA in English Language Arts twice per year. (State Board Rule 6A-6.054)

Enrollment in Virtual Education

Students wishing to take advantage of courses offered by SJVS or FLVS must follow the procedure outlined below:

The student must meet with the school counselor to determine if placement in SJVS or FLVS is academically appropriate for the student based on course prerequisites, the student’s academic history and age, and appropriateness of the course for the student’s Customized Learning Path (CLP).
For students with disabilities, an IEP or 504 meeting will be held prior to determining whether placement in a SJVS/FLVS course is appropriate based on their individual needs.
All petitions to take a course via SJVS or FLVS must be approved by the student’s school counselor prior to the start of a new semester or summer school.
Once a semester has begun, a student may not withdraw from a school course to enroll in the same course online without administrative approval.
A student may not simultaneously be placed in the same course concurrently at a district middle or high school and at SJVS or FLVS.
Students wishing to enroll into full-time St. Johns Virtual or Florida Virtual School programs must apply once the application window opens. Each year there are two windows that will open, one for the Fall semester and one for the Spring semester.

Schools shall make every effort for a student to access SJVS/FLVS coursework on site for a student whose CLP indicates that placement in a SJVS or FLVS course during the school day is appropriate.

Credit Recovery Courses

Charter Schools

Charter schools are public schools that are operated by the governing board of a non-profit organization under the sponsorship of the St. Johns County School Board. The grade levels, targeted student population and services of a charter school are defined by the charter contract established between the School Board and the non-profit organization.

Promotion of Charter School Students

Charter schools are held to the same standards and responsibilities as other public schools regarding promotion and retention. Any authorized customization of these requirements would be found in the charter contract between the charter Board and the St. Johns County School Board.

Foreign Exchange Programs

The following guidelines have been established for placement of foreign exchange students:

Only organizations with tax-exempt status as conferred by the IRS pursuant to section 501(c)(3) and organizations that are listed officially with the Council on Standards for International Education Travel (CSIET) may sponsor an international exchange student program in SJCSD.
The exchange student shall gain legal entry into the United States with a J-1 Exchange Visa, which includes clearance by Homeland Security or the appropriate government agency and shall present documented proof with a birth certificate or passport, showing that he/she will be at least 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.
All foreign exchange students shall be assigned to grade 11 and must complete a Home Language Survey.
No foreign exchange students shall receive a St. Johns County high school diploma nor participate in the graduation ceremony.
A foreign exchange student may only register at the appropriate high school that shall be designated as the school within the regular school attendance zone of the host family’s residence.
Specific courses shall be provided to foreign exchange students on a space available basis.
It is recommended that foreign exchange students take U.S. History and English classes.
Foreign exchange students may be eligible to participate in interscholastic and activities provided they meet Florida High School Athletic Association (FHSAA) or a sponsoring organization’s rules and regulations.
Foreign exchange students are subject to all school and district rules and regulations per SJSCD Student Code of Conduct.
Host parents/legal guardian must accept all responsibilities for foreign exchange students including, but not limited to, conferences with school staff.
High schools may limit the number of foreign exchange students they admit based on class size and/or total student enrollment.
Foreign exchange students must be fluent in English prior to enrollment; therefore, they should not be tested for qualification of ESOL service.
Representatives from foreign exchange programs must request permission for admission by submitting a completed packet to the principal for approval prior to May 1st of the following year.
Foreign students who have received a high school diploma, or its equivalent, in their home country are not eligible to be foreign exchange students.
It is the principal’s discretion to accept/deny the application request.

Foreign Exchange School Responsibilities:

When approached by Exchange Student organization, check www.csiet.org (Council on Standards for International Education Travel’s (CSIET) Advisory List of International Education Travel and Exchange Programs) to verify the agency is accredited. Contact the Guidance and Choice Department if you are considering using an organization that has not previously been represented at your school.
Provide the agency representative a copy of the checklist with a deadline completion date prior to May 1. The checklist is available at https://www.stjohns.k12.fl.us/guidance/exchange/.
Once the packet is returned, ensure all items on the checklist are included in the packet.
Principal or designee signs and dates at bottom of the checklist as evidence of approval.
Provide a complete copy of the packet, including the signed checklist for all students approved by the principal for incoming foreign exchange for the upcoming school year to the Department for Guidance and Choice.
Notification of changes in placement must be sent to the Department for Guidance and Choice.
Notify district office contact of any discipline or other incidents.
The school/District will not be responsible for any fees for activities, events, trips, etc. during the student’s enrollment period.

Foreign Exchange Sponsor Responsibilities:

The sponsoring organization shall work with the appropriate governmental agencies to ensure that the prospective international exchange student has fulfilled all requirements for entry into the United States on a J-1Visa.
Sponsors of student exchange organizations shall secure, prior to the student’s departure from their home country, a host family placement for each student participant.
As required by the U.S. Department of State, a background check must be completed by the sponsoring organization for each member of the host family household, eighteen years of age or older, and for the local organization representative of the organization.
In the event of unforeseen circumstances that necessitate a change of host family placement, the sponsor shall document the reasons necessitating such change and immediately provide this information to the school principal designee.
Provide a written statement from the sponsoring organization or student’s home school indicating that the student has not received a high school diploma from his/her country of origin.
Provide a valid transcript from the student’s sending school translated in English.
The designated sponsoring organization shall assume responsibility for the student’s health, safety, educational, financial, and legal obligations.
The sponsor organization shall adhere to all provisions required by federal laws and regulations.

St. Johns County Students Leaving the Country for Foreign Exchange

Rising juniors may participate in a foreign exchange program. Students may not participate in an exchange program in their senior year as it may jeopardize the completion of graduation requirements. There is no credit guarantee for courses taken in a foreign country. Course Descriptions in English can be reviewed for advanced approval, but there is a high probability that no credit will be granted. Therefore, students should consult with their school counselor and carefully weigh their options for meeting graduation requirements. While the SJCSD/FHASS acknowledges the benefits of U.S. Students who leave the country for a foreign exchange program are not eligible for tuition-free courses through Florida Virtual School. For additional information, contact the student’s school counselor.

Exceptional Student Education

The St. Johns County School District actively seeks to locate exceptional students and maintains information on those students screened and identified as “exceptional.” The term “exceptional student” includes, but is not limited to, the following:

students with autism spectrum disorder
students who are deaf or hard of hearing
prekindergarten children who developmentally delayed
students who are dual-sensory impaired
student with emotional or behavioral disabilities
students who are gifted
students who are homebound or hospitalized
students with intellectual disabilities
students with orthopedic impairment
students with other health impairment
students with specific learning disabilities, including dyslexia, dysgraphia, and dyscalculia
students with speech and/or language impairments
students with traumatic brain injury
students who are visually impaired

If you suspect your child has a disability or is gifted, contact your child’s school. The school will gather information which may include the student’s social, emotional, physical, psychological, academic and communication behaviors and abilities. Information is collected through screening instruments, checklists, teachers’ observations, standardized test, and from such individuals as parent/legal guardians, teachers, psychologists, audiologist, social workers, physicians, other professional personnel, and the student. Students are screened for vision, hearing, speech, language, and academic achievement early in the process of identifying a suspected disability. If a student is recommended for further testing, the parent/legal guardian will be asked to provide written consent prior to the evaluation.

Eligibility for Exceptional Student Education (ESE) Services

All students having difficulty meeting promotional requirements shall be monitored carefully by the Multi-Tiered System of Supports (MTSS) Intervention Team or its equivalent. Eligibility for Exceptional Student Education may be considered upon completion of appropriate interventions and activities. State law requires that students who struggle with reading, math, language, or behavior that interferes with learning must have been on an intervention plan for a reasonable amount of time prior to beginning the referral process for Exceptional Student Education. St. Johns County has defined the reasonable length of time as a minimum of 45 school days for most students.

Exceptions do apply in extreme/emergency situations, and when sensory impairments exist. Evaluation must be completed within 60 calendar days after receipt of parent/legal guardian consent for evaluation (exempting school holidays). Eligibility for Exceptional Student Education is determined by the staffing committee in accordance with current eligibility criteria as defined in the Exceptional Student Education Policies and Procedures (SP&P) located on the Florida Department of Education website.

ESE Program Placement for Students with Disabilities

Individual Education Plan (IEP) teams determine the appropriate ESE program placement for ESE students based on their individual needs. School administrators use this information to determine classroom(s) and teacher(s) to which the student will be assigned. Specially designed instruction will be provided by an ESE teacher or other service provider in the Least Restrictive Environment (LRE) as determined by the IEP team. In most cases, this will be in the regular education classroom with non-disabled peers, but some ESE students may require instruction in a separate environment for a portion of the day. A continuum of services is provided throughout the district.

School Assignment for Students with Disabilities

All students new to the district should enroll at their home zoned school. An IEP team will review the current IEP to determine if the services can be provided at the home zoned school. If the services required cannot be provided at the home zoned school, the school’s Local Education Agency (LEA) representative will contact the District ESE department to determine which school with the services that the student may need will require the shortest time spent on the bus. The LEA will also contact this school to facilitate an IEP mee􀆟ng to discuss the appropriate placement.

For students who have been receiving services in the district, but an IEP team has determined that the level and intensity of services required can no longer be provided at the home zoned school, the LEA will work with ESE district staff to review the current placement and services being provided. The district staff will provide input to the IEP team about possible instruction/interventions that may be implemented to determine whether the student’s needs can continue to be met in the home zoned school. Conversely, district staff may indicate that the resources at the current/home zoned school appear to have been exhausted. The LEA at the student’s current/home zoned school will contact the District ESE department to determine which school with the services that the student may need will require the shortest time spent on the bus. The LEA will then contact this school to schedule an IEP meeting to discuss appropriate placement. Decisions on student placement, i.e., the ESE services that a student needs, are made by the IEP team. Decisions regarding the location of that placement are the responsibility of the district/school administrators and their designees.

Parents/legal guardians are invited to attend any meeting discussing school assignment. The admission and placement procedures for the enrollment of students into Exceptional Student Education (ESE) are documented in the Exceptional Student Education Policies and Procedures (SP&P) located on the Florida Department of Education website at http://www.fldoe.org/academics/exceptional-student-edu/monitoring/

Instructional Accommodations for Students with Disabilities

Accommodations are changes to the way a student with disabilities accesses the curriculum, demonstrates learning, or how he or she is tested. Accommodations do not change the content of the standards but may require a change of instructional methods, materials, assignments, time demands and schedules, learning environments, and special communication systems or assistive technologies. These accommodations must be identified and documented on the student’s IEP.

Most students with disabilities can achieve general state content standards pursuant to rule 6A-1.09401, F.A.C. Effective accommodations must be in place to support the involvement of students with disabilities in general education. Students with disabilities who are using general state content standards to attain a standard diploma will have to meet the same requirements as do regular education students. The student’s Individual Education Plan (IEP) will address his or her areas of academic need and accommodations to the general curriculum. Students with disabilities participate in the district’s K-12 Comprehensive Reading Plan and supplemental and intensive instructional supports as appropriate.

The general state content standards are the foundation of curriculum, instruction, and assessment for all Florida students. Students with significant cognitive disabilities utilize Points to access the general curriculum. Access Points consist of foundation skills that are clearly linked to the general education content. They reflect the essence or core intent of the standards that apply to all students in the same grade, but at reduced levels of complexity.

IEP Teams are responsible for determining whether students with disabilities will be instructed on B.E.S.T. Standards and assessed with the B.E.S.T. Standards Assessment (FAST)/End of Course (EOC) assessments or on Access Points and assessed with the B.E.S.T. Standards Alternate Assessment (FAA)/End of Course (EOC) assessments based on criteria outlined in Rule 6A-1.0943(5), Florida Administrative Code (F.A.C.) For more information regarding the decision-making process, see the section of this document on Statewide Assessment – Assessment of Students with Disabilities. Parents/legal guardians must sign consent for their student to receive instruction on Access Points and be assessed using the FAA.

Progress Monitoring of IEP Goals

All parents/legal guardians will be notified of their child’s achievement during the school year with at least the same frequency as that of a non-disabled peer enrolled in the same school. Progress toward IEP goals will be reported to the parent/legal guardian at the time designated on the IEP.

ESE Report Cards and Grading

A student’s placement in an Exceptional Student Education (ESE) program may not be designated on the report card due to FERPA (Family Education Rights and Privacy Act)

Students with disabilities must receive a report regarding progress toward IEP goals and objectives along with the report card. The final report card for the year shall contain a statement indicating end-of-the-year status regarding grade level, acceptable or unacceptable behavior and attendance, and promotion or non-promotion.
A student with a disability shall not be penalized with a lower grade for using accommodations.
Students may not be discriminated against in grading because of their disability. Teachers may not unilaterally decide to use an individual grading system for students with disabilities.
In very limited cases where the district report card would be ineffective in communicating progress of a student with a disability, an alternative to the district report card, approved by the Director of Exceptional Student Education, may be used.

Statewide Assessment – Assessment of Students with Disabilities

All students, including Exceptional Student Education (ESE) students must participate in the state’s assessment and accountability system. Students with disabilities who are following the general education program and pursing a standard diploma shall participate in the same state and district assessments as their general education peers, including the Florida Assessment of Student Thinking (FAST) and End of Course (EOC) assessments. If students with disabilities receive testing accommodations, the accommodations must be listed in the student’s Individual Education Plan (IEP) or 504 Plan and utilized regularly during classroom instruction and assessment. Allowed accommodations are listed in the procedure’s manual for each specific assessment.

Florida Statute 1008.22(3)(c)2 states that students with disabilities may be eligible for a waiver of statewide, standardized assessment results for the purpose of receiving a course grade and standard high school diploma. To be considered for a waiver, the following criteria must be met:

The student must be identified as a student with a disability, as defined in 1007.02 F.S.: The term “student with disability” mean a student who is documented as having an intellectual disability, a hearing impairment, including deafness, a speech or language impairment, a visual impairment, including blindness, and emotional or behavioral disability, an orthopedic or other health impairment, an autism spectrum disorder, a traumatic brain injury, or specific learning disability, including but not limited to dyslexia, dyscalculia, or developmental aphasia.
The student must have an individual education plan (IEP)
The student must have taken the statewide, standardized assessment with appropriate, allowable accommodations at least once.
In accordance with 1008.22(3)(c)2 F.S., the IEP team must make a determination of whether a statewide, standardized assessment accurately measures the student’s abilities, taking into consideration all allowable accommodations or students with disabilities.
The IEP team must meet to determine whether the statewide assessment results should be waived.

The Florida Alternate Assessment (FAA) is designed for students whose participation in the general statewide assessment is not appropriate, even with accommodations. The Florida Alternate Assessment measures student academic performance on the Florida Standards Access Points (FS-AP) in language, mathematics, and science. Access Points are written specifically for students with significant cognitive disabilities and reflect the essence or core intent of the standards that apply to all students in the same grade, but at reduced levels of complexity.

IEP Teams are responsible for determining whether students with disabilities will be assessed with the FAST or with the FAA based on criteria outlined in State Board Rule 6A-1.0943(5), Florida Administrative Code (F.A.C.) The IEP team should consider the student’s present level of educational performance in reference to the Florida standards. The IEP team should also be knowledgeable of FAST guidelines and the use of appropriate testing accommodations. Only students with the most significant cognitive disabilities are eligible to participate in the FAA. Most significant cognitive disability means a global cognitive impairment that adversely impacts multiple areas of functioning across many settings and is a result of a congenital, acquired, or traumatic brain injury or syndrome and is verified by either:

A statistically significant below average global cognitive score that falls within the first percentile rank (i.e., standard, full-scale score of sixty-seven (67) or under); or
In the extraordinary circumstance when a global, full-scale intelligent quotient score is unattainable, a school district-determined procedure has been approved by the Florida Department of Education.

If the IEP team determines that a student is eligible to participate in the FAA, the parent/legal guardian will be notified and provided information regarding the implications of this decision by receipt of Parental Consent Form: Instruction in State Standards Access Points Curriculum and Florida Alternate Assessment Administration.

Extraordinary Exemption from Statewide Assessments

A student with a disability who has a circumstance or condition that leads to results that reflect the student’s impaired sensory, manual, or speaking skills rather that the student’s achievement of the benchmarks assessed by a statewide standardized assessment may be allowed an extraordinary exemption from participating in the assessment per 1008.212 F.S. The IEP team, which must include the parent/legal guardian, determines if the student is eligible for an extraordinary exemption and submits documentation to the superintendent. The request for exemption must be approved by the SJCSD superintendent and the commissioner of education. A specific process and timeline must be followed as outlined in Rule 6A-1.0943(5) F.A.C.

Exemptions for Student with Medical Complexity

A student with a disability may be allowed an exemption from participation in statewide standardized assessments because of the student’s medical complexity per 1008.22(10) F.S. Medical complexity is defined to mean a student who is medically fragile and needs intensive care because of a condition such as a congenital or acquired multisystem disease; has a severe neurological or cognitive disorder with marked functional impairment; or is technology dependent for activities of daily living and lacks the capacity to perform on an assessment. The IEP team, which must include the parent/legal guardian, determines if the student is eligible for an extraordinary exemption and submits documentation to the superintendent. The request for exemption must be approved by the SJCSD superintendent and the commissioner of education.

Waivers

Students with disabilities who are working toward a standard high school diploma are expected to participate in the State and District assessments as well as meet other requirements set forth by State or District policy; however, legislation provides for waivers to be available to students with IEP’s if specific requirements are met.

Waiver of Statewide, Standardized Results for Students with Disabilities:

Section 1008.22(3)(d), F.S., states that a student with a disability, as defined in s. 1007.02 F.S., for whom the IEP team determines that the statewide, standardized assessments under this section 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.

To be considered for a waiver from the statewide, standardized assessment graduation requirement, the student must:

Be identified as a student with a disability as defined in, s. 1007.02 F.S.;
Have an Individual Education Plan (IEP); and
Have taken the statewide, standardized assessment with appropriate allowable accommodations at least once.

In accordance with s. 1008.22(3)(d)2, F.S., the IEP team must make a determination of whether a statewide, standardized assessment accurately measures the student’s abilities, taking into consideration all allowable accommodations for students with disabilities.

The completed Statewide, Standardized Results Waiver for Students with Disabilities forms must be signed by the school principal, assistant principal, and IEP team (a meeting for waiver purposes must be held) and sent to the designated ESE Program Specialist. The forms can be found at:

https://inside.stjohns.k12.fl.us/ese/forms/fsa_fsaa_eoc_waiver_2-18-1/

Parent/Legal Guardian Notification of Non-Participation in Florida Assessment of Student Thinking (FAST)

The school must notify the student’s parents/legal guardians in writing that their child is not participating in the statewide assessment (FAST) and provide the parent/legal guardian with information regarding the expected proficiency levels in reading, writing, math, and science. The school is also responsible for administering an alternate assessment based on alternate achievement standards. The school must notify the student’s parent/legal guardian, in writing, that their child is not participating in the statewide assessment (FAST) and provide them with information regarding the expected proficiency levels in reading, writing, math, and science.

Parent/Legal Guardian Notification of Classroom Instructional Accommodations Not Allowed on Statewide Assessments

If a student is provided with instructional accommodations in the classroom that are not allowable as accommodations in the statewide assessment program, as described in the test manuals, the school must:

Inform the parent/legal guardian in writing, and
Obtain parent/guardian consent to utilize classroom accommodations not allowed on state-wide assessments, and
Provide the parent/legal guardian with information regarding the impact on the student’s ability to meet expected proficiency levels in reading, writing and math. This notification is documented on the student’s individual education plan.

Promotion and Retention of Students with Disabilities

Students with disabilities who are following the general education program, take the Florida Assessment of Student Thinking (FAST) and End-of-Course (EOC) assessments, and are working toward a standard diploma, fall under the same guidelines for promotion as non-disabled students. For students who are following the Access Points for Students with Significant Cognitive Disabilities, the principal or designee will make the final determination regarding promotion or retention after considering input from the IEP team.

Extended School Year for ESE Students

Extended School Year is specially designed instruction and related services beyond the normal school year of the district. These services are provided to a student with a disability, who the IEP team determines needs these services in order to receive a free, appropriate public education (FAPE). ESY (Extended School Year) is available at no cost to the parent/legal guardian. Specific requirements and procedures must be followed. Refer to the Exceptional Student Education Policies and Procedures (SP&P) located on the Florida Department of Education website at http://beess.fcim.org/sppDistrictDoc.aspx

Hospital/Homebound

A homebound or hospitalized student is a student who has a medically diagnosed physical or psychiatric condition that is acute or catastrophic in nature, or a chronic illness or a repeated intermittent illness due to a persisting medical problem, which confines the student to home or hospital and restricts activities for an extended period of time. The medical diagnosis shall be made by a licensed physician who is qualified to assess the student’s physical or psychiatric condition.

Hospital/Homebound Eligibility Criteria

A student is eligible for specially designed instruction and related services as a student who is homebound or hospitalized if the following criteria are met:

A licensed physician must certify that the student:
1. Is expected to be absent from school due to a physical or psychiatric condition for at least 15 consecutive school days (or the equivalent on a block schedule), or due to a chronic condition for at least 15 school days (or the equivalent on a block schedule), which need not run consecutively.
2. Is confined to home or hospital.
3. Will be able to participate in and benefit from an instructional program.
4. Is under medical care for illness or injury that is acute, catastrophic, or chronic in nature.
The student can receive instructional services without endangering the health and safety of the instructor or other students with whom the instructor may come in contact.
The student is in kindergarten through twelfth grade and is enrolled in a public school prior to the referral for homebound or hospitalized services unless the student has been determined eligible as a student with a disability.
The child is three through five years of age and has been determined eligible as a student with a disability.
A parent/legal guardian or primary caregiver signs a parental agreement concerning homebound or hospitalized policies and parental cooperation.

Graduation Options for Students with Disabilities

Schools shall provide instruction to prepare students with disabilities to demonstrate proficiency in the skills and competencies necessary for successful grade-to-grade progression and high school graduation. Students with disabilities are not restricted or limited to a diploma option/graduation option. Students with disabilities shall be afforded the opportunity to meet all standard graduation requirements and earn a standard diploma. Decisions

regarding the student’s diploma option are made by the IEP team, which includes the parent/legal guardian and the student, using the student’s post-secondary education and career goals to guide the decision. See Graduation Programs for Students in General Education Programs for more information regarding diploma options available to all students, including students with disabilities.

The following two diploma options available only to students with disabilities:

24 Credit standard diploma with academic and employment requirements, available only to students with disabilities (Employment Transition Plan must be completed, (1003.4282(10)(2)(a- d), (F.S.)
24 credit standard diploma option available only to students with significant cognitive disabilities who take access courses and the Florida Standards Alternate Assessment, 1003.4282(10)(1)(a-b F.S.)

ESE Diploma Designation

Scholar Designation and Industry Scholar Designation are available to all students, including students with disabilities. For more information, please see Additional High School Completion Information.

Substituting Career and Technical Education (CTE) Courses

Students with disabilities who are following the high school graduation option outlined in s. 1003.4282(10)(b)1., F.S. may substitute secondary CTE courses for:

English IV
1 math credit (not Geometry or Algebra 1)
1 Science credit (not Biology 1)
1 Social Studies credit (not U.S. History)

Deferral of Receipt of a Standard Diploma

Deferment is a Free and Appropriate Education (FAPE) related process for students with disabilities (SWD) who have active IEPs and are enrolled in public schools.

Deferment provides an additional period to support experiences and skill readiness for successful postsecondary outcomes. To be eligible for deferment, students must be on track to meet credit, grade point average (GPA), and testing requirements for a standard diploma.

Deferment services and programs should be specific, intentional, and aligned with students’ needs and their postsecondary goals. When discussing deferment, the IEP team should consider the Least Restrictive Environment (LRE). For many students with disabilities, deferment may be a more restrictive setting compared to entering directly into a postsecondary environment. Students wishing to defer receipt of their diploma must do so no later than May 15th of their senior year. Students with disabilities who earn a standard diploma without deferring are not eligible for further services from the school district.

Once a student has met the requirements to earn a Florida standard diploma as described in Section 1003.4282, F.S., a SWD with an IEP enrolled in a public school may have their IEP team determine eligibility to defer receipt of that diploma if they meet two conditions:

They have an Individual Education Plan that prescribes special education, transition planning, transition services, or related services through age 21.
They are enrolled in a structured work-study, internship, pre-apprenticeship, accelerated college credit instruction pursuant to s.1007.27. FS, industry certification courses that lead to college credit, an early college program, or courses necessary to satisfy the scholar designation requirements.

It is important to note that each of these programs has a different focus (academic, employment, or independent living); they vary in academic rigor, may take place in school, business, or community settings, and some require an application process including entrance criteria and timelines.

Students not enrolled in public school, such as those in home school or private school, do not fall under these provisions and are not eligible for FAPE and/or processes related to FAPE (including deferment).

Once a student takes receipt of their standard diploma and/or the LEA/district recognizes a student’s earned high school diploma from another entity (such as out-of-state, private, home school, etc.), the district is released from the obligation to provide FAPE to the student.

Deferment is a one-time opportunity and can end at the family’s or adult student’s request or upon the student’s 22nd birthday, whichever comes first. When a student wishes to end deferment, the IEP team must reconvene through a special review to terminate the deferment through the IEP process.

English for Speakers of Other Languages (ESOL)

Placement of English Language Learners English Language Learners (ELLs) shall be placed in appropriate courses designed to provide ESOL instruction in English and the basic subject areas of mathematics, science, social studies, and computer literacy. The ELL Committee, which is composed of the principal or designee, an ESOL/language arts teacher, the school counselor, and any other instructional personnel responsible for the instruction of English Language Learners, shall make recommendations concerning the appropriate placement, promotion, and retention of English Language Learners. A parent/legal guardian of any students being reviewed shall be invited to participate in the meetings. Criteria to be utilized in making appropriate placement decisions include:

Academic performance and progress of a student based on formal and/or alternative assessments in English and/or the student’s native language.
Progress, attendance, and retention reports.
Number of years the student has been enrolled in the ESOL Program.

The St. Johns County School District ESOL Plan may be accessed under English for Speakers of Other Languages (ESOL) on the district website: http://www.stjohns.k12.fl.us/esol/.

English Language Learners

Per FL Rule 6A-6.0902 Requirements for Identification, Eligibility, and Programmatic Assessments of English Language Learners. All children in the United States are entitled to equal access to a basic public elementary and secondary education regardless of their or their parents’/legal guardians’ actual or perceived national origin, citizenship, or immigration status. The school district may not inquire into a student’s immigration status nor keep records or lists pertaining to immigration status. The following process will be followed:

Do not ask about a student or their parent’s/legal guardian’s immigration status,
Follow SJCSD enrollment guidelines as for any student,
Follow SJCSD documentation of residency policy, and
Follow SJCSD documented guardianship policy (if necessary).

*Enrollment cannot be denied based on lack of educational records. If academic records are unavailable, continue to request and place the student in age-appropriate grade level. (Registrars/Counselors will refer to the temporary grade placement form found in the ESOL Procedural Manual.)

Per FL Rule 6A-6.0904 English Language Learners (ELLs) shall be placed in appropriate courses designed to provide ESOL instruction in English and the basic subject areas of mathematics, science, social studies, and computer literacy.

The ELL Committee, which is composed of the principal or designee, an ESOL/language arts teacher, the school counselor, and any other instructional personnel responsible for the instruction of English Language Learners, shall make recommendations concerning the appropriate placement, promotion, and retention of English Language Learners. A parent/legal guardian of any students being reviewed shall be invited to participate in the ELL meetings.

Criteria to be utilized in making appropriate placement decisions include:

Academic performance and progress of a student based on formal and/or alternative assessments in English and/or the student’s native language.
Progress, attendance, and retention reports.
Number of years the student has been enrolled in the ESOL Program.

The St. Johns County School District ESOL Plan may be accessed under English for Speakers of Other Languages (ESOL) on the district website: http://www.stjohns.k12.fl.us/esol/.

Equal Access for English Language Learners

Placement of Immigrant Students Per federal law, all children in the United States are entitled to equal access to a basic public elementary and secondary education regardless of their or their parents’ actual or perceived national origin, citizenship, or immigration status. The school district may not inquire into a student’s immigration status nor keep records or lists pertaining to immigration status. The following process will be followed: 1. Do not ask about a student or their parent’s immigration status. 2. Follow SJCSD enrollment guidelines as for any student. 3. Follow SJCSD documentation of residency policy. 4. Follow SJCSD documented guardianship policy (if necessary). Please note that if the student meets the definition of homeless, per the federal McKinney-Vento Homeless Assistance Act, the student must be enrolled immediately. Understanding each situation is unique, please contact the Student Services Department to make the best decision for the student.

ESOL Promotion

Promotion of an ELL is based on satisfactory student performance in reading, writing, mathematics, and other requirements as set by the district and the state. ELLs not mee􀆟ng district promo􀆟on criteria due to their limited English proficiency may be recommended for promo􀆟on by the intervention Team or its equivalent, which will meet jointly with the ELL Committee. The student’s parent/legal guardian shall be invited to attend.

The other academic progress and benchmark mastery of an ELL in reading, writing and mathematics, and on requirements set forth by the district and the State of Florida, are determined through appropriate modifications to formal and informal assessments and on modifications to instruction provided to the ELL.

ESOL Assessment

Students in the English for Speakers of Other Languages (ESOL) program are commonly referred to as English Language Learners (ELLs). In general, all ELLs participate in the state’s assessment and accountability system with appropriate accommodations per FL Rule 6A-6.09091.

Retention

Retention of an ELL is based on unsatisfactory performance in reading, writing and mathematics as determined by the Intervention Team or its equivalent, in conjunction with the ELL Committee. Students cannot be retained based solely on lack of English language proficiency. Also, as part of the Every Student Succeeds Act (ESSA), all ELLs shall be assessed annually in the four domains of reading, writing, listening, and speaking through WIDA ACCESS. Scores are then used to determine their language proficiency level.

For more information on the ESOL Plan, please visit the St Johns County School District ESOL website at http://www.stjohns.k12.fl.us/esol/.

ESOL Student Progress Reporting

ELLs shall receive interims and committee meeting notes can be found on ELLevation.

ESOL Grading and Report Cards

Promotion of an ELL is based on satisfactory student performance in reading, writing, mathematics, and other requirements as set by the district and the state. ELLs not meeting district promotion criteria due to their limited English proficiency may be recommended for promotion by the Intervention Team or its equivalent, which will meet jointly with the ELL Committee. The student’s parent/legal guardian shall be invited to attend. The other academic progress and benchmark mastery of an ELL in reading, writing and mathematics, and on requirements set forth by the district and the State of Florida, are determined through appropriate modifications to formal and informal assessments and on modifications to information provided to the ELL.

ESOL Promotion in Grade 12 1003.433(3) F.S. Rule 6A-1.09422: Establishing Alternative Assessment Graduation Pathways for ESOL Students (fldoe.org)

Senate Bill (SB) 1108 (2021) During the 2021 Legislative Session, s. 1003.433(3)(b), Florida Statutes (F.S.), was amended to require that, beginning with the 2022-23 school year, students who have been enrolled in an English Speakers of Other Languages (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 English Language Arts (ELA) assessment requirement, may meet the grade 10 ELA assessment graduation requirement by “satisfactorily demonstrating grade-level expectations on formative assessments, in accordance with state board rule.”

Guidelines for Extracurricular Activities and Athletics

Participation in Interscholastic Extracurricular Student Activities

1006.15 F.S. addresses high school athletics and students who attend a school for a Program of Choice. Specifically, the legislation:

non-traditional students must register with the school his/her intent to participate in interscholastic athletics as a representative of the school before participation (FHSAA Bylaw 9.2.2).
defines the term “eligible to participate” to include, but not be limited to, a student participating in tryouts, off-season conditioning, summer workouts, preseason conditioning, in-season practice, or contests. The term does not mean that a student must be placed on any specific team for interscholastic or interscholastic extracurricular activities.
a student may participate in a sport if the student participated in that same sport at another school during that school year if the student meets specified criteria for exemption or could participate at their previous school for the remainder of that school year (FHSAA Bylaw 9.2.2.7).
authorizes a non-member private school student to participate in a sport at any public high school if the private school is not a member of FHSAA, has 200 or less students in the corresponding grade levels and must not sponsor the sport.
allows a student who transfers during the school year to seek to immediately join an existing team if the roster for the specific interscholastic or interscholastic extracurricular activity has not reached the activity’s identified maximum size and if the coach for the activity determines that the student has the requisite skill and ability to participate.
Home education students participating in interscholastic and interscholastic extracurricular student activities; must register at the school prior to the home education student participating in the activity.
Any student who attends a district special school, St Johns Virtual or St. Johns Technical High School, may participate at any public high school within the district the student resides (FHSAA Bylaw 9.2.2.3).
A student enrolled at a public school within the St. Johns County School District, may participate at another school within the St. Johns County School District, if their school does not offer the sport (FHSAA Bylaw 9.2.2.7).

Regulations on student standards for participation in interscholastic and interscholastic extracurricular student activities are specified in 1006.15 F.S.., also known as the “Craig Dickinson Act.” The term “extracurricular” means any school-authorized or education-related activity occurring during or outside the regular instructional school day.

In order to participate in an interscholastic extracurricular student activity, a student must have a cumulative unweighted GPA of 2.0 or above in the previous semester or a cumulative GPA of 2.0 or higher on a 4.0 scale in the courses required by statute for high school graduation. A student who is academically eligible at the beginning of a semester will continue to be academically eligible for that entire semester. Likewise, a student who is academically ineligible at the beginning of a semester will continue to be academically ineligible for that entire semester. The student’s eligibility for each successive semester will depend upon his/her cumulative GPA at the conclusion of the previous semester. (FHSAA 9.4.1.2) Middle school students taking a high school credit course during their middle school years will have the grades calculated for their GPA at the conclusion of the fall semester of their 9th grade year.

A student may raise or lower his/her cumulative GPA by attending summer school or its graded equivalent if:

The summer school or its graded equivalent is regularly scheduled and regularly organized under the direction of a district school board or private school
All coursework taken by the student is completed before the first day of classes in the subsequent semester
All courses taken by the student, in which he/she receives a grade, whether during the regular academic year of summer school, or its graded equivalent, must be used to calculate the student’s cumulative GPA. (FHSAA 9.4.1)

Student participation is also governed by the district’s Code of Conduct for Athletic Participation and the policies of the Florida High School Athletic Association (FHSAA). Otherwise, qualified students with disabilities may not be excluded from participation in extracurricular activities on the basis of disability or the need for accommodations.

For 9th and 10th Graders – for the purpose of participation in interscholastic activities

When the GPA of a student who is participating in an interscholastic extracurricular activity/team falls below 2.0 on a 4.0 scale in the courses required by statute for high school graduation, the school shall, in conjunction with the student and parent/legal guardian, write and monitor an academic performance contract until such time as the student’s cumulative GPA reaches 2.0 or higher. Students are still considered part of the interscholastic activity/team. Students who qualify for an academic performance contract must have sat out of competition the full semester immediately following becoming academically ineligible, regardless of the level of participation (i.e., varsity, sub-varsity, middle school, etc.); during which time, or thereafter, the student must have entered into and fulfilled the requirements of the contract before participating in interscholastic competition the subsequent semester (a) The student signs an academic performance contract with his/her school as per Bylaw 9.4.1.5; and (b) The student sits out the semester of ineligibility; and (c) The student earns a 2.0 GPA on a 4.0 unweighted scale in all courses taken during the semester of ineligibility. Participation in supplemental instruction programs is strongly recommended for students affected by this requirement. At a minimum, the contract must require that the student attend summer school between grades 9 and 10 or grades 10 and 11, as necessary.

For 11th and 12th Graders

During his or her junior or senior year, each student is required to have a cumulative grade point average of 2.0 or above on a 4.0 scale in the courses required by statute for high school graduation.

Courses in which a state End-of-Course (EOC) assessment is given, must be included in the cumulative GPA for eligibility. At the conclusion of the first semester, schools must include the grade the student earned in all EOC courses up to that point; this might necessitate a hand calculation of the GPA for student athletes if the course has not been concluded at the end of the first semester. Upon conclusion of the course or the school year, schools must include the final grade the student earned in all EOC courses, including the percentage of the grade from the EOC mandated by state statute. A student whose cumulative GPA falls below the minimum 2.0 due to the final results of the EOC courses will not subject the school to penalties due to that student’s participation in contests during the previous semester(s) regarding the academic requirement.

HB 797 passed in July 2011 allows middle or high school students who attend a non-FHSAA member private school with less than 125 students to play a sport not offered at their private school at the public school that is zoned for the address at which the student resides. The student must comply with all FHSAA regulations, including eligibility requirements regarding age and limits of eligibility, and local school regulations during the time of participation.

National Collegiate Athletic Association (NCAA)

College-bound student athletes will need to meet more rigorous academic rules to receive a scholarship at NCAA Division I colleges or universities. A student who enters a NCAA Division I college or university on or after August 1, 2016 (entered ninth grade 2012-2013), will need to meet new academic rules in order to receive athletics aid (scholarship), practice, or compete during their first year. The changes include the following:

Minimum core-course GPA of 2.300 required
Change in GPA and test-score index (sliding scale)
Ten core courses required before the seventh semester of the senior year. Must have 2 years of the same foreign language

Credit recovery courses are not NCAA eligible (typically taken in Summer School or through Edmentum software). Courses re-taken should be in a brick-and-mortar setting or Florida Virtual School or St. Johns Virtual School.

A student who entered a NCAA Division II college or university after August 1, 2013, is required to complete 16 core courses. Parents should indicate college athletic interest on the Returning Student Verification each year and work with the school counselor to review coursework to ensure the student is taking all required and approved NCAA coursework. Students should register on the NCAA Clearinghouse website.

For information on the rules, visit http://web1.ncaa.org/hsportal/exec/links?linksSubmit=ShowActiveLinks.

National Association of Intercollegiate Athletics (NAIA)

College-bound student athletes are required to meet the following criteria:

Receive a high school diploma from an accredited high school
Minimum core course GPA 2.3+
Meet one of the following:
- Minimum score of 18 on ACT or 970 on SAT
- Minimum score of 2.0 GPA on a 4.0 scale or
- Graduate in the top half of your class