The School District of Lee County Student Progression Plan and Have Mastered the Florida Standards Or the Florida Standards Access Points As Appropriate

Total Page:16

File Type:pdf, Size:1020Kb

The School District of Lee County Student Progression Plan and Have Mastered the Florida Standards Or the Florida Standards Access Points As Appropriate The School District of Lee County STUDENT PROGRESSION PLAN Including Secondary Course Catalog 2018-2019 Board Approved June 26, 2018 Cathleen O’Daniel Morgan, Chairman District 1 Pamela H. LaRiviere, PhD, Vice Chairman District 6 Mary Fischer District 1 Melisa W. Giovannelli District 2 Chris N. Patricca District 3 Steven K. Teuber District 4 Jane E. Kuckel, PhD District 6 Dr. Gregory K. Adkins Superintendent TABLE OF CONTENTS STUDENT PROGRESSION PLAN......................................................................................................................................... 4 1.0 General Information ........................................................................................................................................................ 5 1.1 Annual Reports .............................................................................................................................................................. 5 1.2 Communication to Parents, Legal Guardians and Students ......................................................................................... 5 1.3 Student Improvement Plan ............................................................................................................................................ 6 1.4 Course Provisions – Students Receiving Exceptional Education Services .................................................................. 8 1.5 Instructional Provisions – Limited English Proficient (LEP) Students ........................................................................... 8 1.6 Educational Opportunities for Military Children ............................................................................................................. 9 1.7 Academically Challenging Curriculum to Enhance Learning (ACCEL) Options ........................................................... 9 2.0 Elementary School Student Progression Plan........................................................................................................... 12 2.1 Elementary Requirements ........................................................................................................................................... 12 2.2 Promotion and Retention in the Elementary Grades ................................................................................................... 13 2.3 Good Cause Exemptions............................................................................................................................................. 15 2.4 Mid-Year Promotion Criteria for Grade 3..................................................................................................................... 15 2.5 Progress Monitoring and Assistance for Students ...................................................................................................... 16 2.6 Student Assignment K-5 .............................................................................................................................................. 16 3.0 Middle School Student Progression Plan ................................................................................................................... 18 3.1 Course Catalog ............................................................................................................................................................ 18 3.2 Middle School Grading System ................................................................................................................................... 18 3.3 Middle School Promotion Requirements ..................................................................................................................... 19 3.4 Intensive Instruction and Retention ............................................................................................................................. 20 3.5 Student Improvement Plan .......................................................................................................................................... 21 3.6 Credit Recovery Opportunities .................................................................................................................................... 21 3.7 High School Credit for Middle School Students .......................................................................................................... 21 3.8 Grade Forgiveness for High School Courses Taken By Middle School Students ...................................................... 21 3.9 Courses Taken On the High School Campus ............................................................................................................. 21 3.10 On-Line Courses ....................................................................................................................................................... 21 3.11 Middle Grades Promotion Requirements .................................................................................................................. 22 Middle School Special Programs ...................................................................................................................................... 22 4.0 High School Student Progression Plan ..................................................................................................................... 23 4.1 Course Catalog ............................................................................................................................................................ 24 4.2 General Requirements ................................................................................................................................................ 24 4.3 Graduation Options/Course Requirements ................................................................................................................. 26 4.4 Standard Diploma Options .......................................................................................................................................... 26 4.5 Accelerated Course Options ....................................................................................................................................... 33 4.6 Certificates of Completion and Options ....................................................................................................................... 36 4.7 Special Diploma Options ............................................................................................................................................. 36 4.8 Graduation by Examination/Florida High School Diploma .......................................................................................... 40 4.9 High School Equivalency Diploma Assistance Exception ........................................................................................... 40 4.10 Adult Student High School Diploma .......................................................................................................................... 40 4.11 High School Grading System .................................................................................................................................... 41 4.12 Additional Credit Information ..................................................................................................................................... 42 4.13 Out of State Transfer Students .................................................................................................................................. 45 4.14 Athletic Participation Requirements .......................................................................................................................... 47 4.15 Adult Education ......................................................................................................................................................... 47 4.16 Florida Bright Futures Scholarship Program ............................................................................................................. 47 4.17 Guidelines for Bright Futures Volunteer Service Hours ............................................................................................ 47 High School Special Programs .......................................................................................................................................... 49 5.0 Home Education ............................................................................................................................................................ 51 5.1 Grade Placement Procedures for Students Leaving Home School and Entering the School District of Lee County . 51 6.0 Lee Virtual School (LVS) .............................................................................................................................................. 54 6.1 Overview ...................................................................................................................................................................... 54 6.2 Eligibility ....................................................................................................................................................................... 54 6.3 Full Time Grade Level Placement ............................................................................................................................... 54 6.4 Attendance .................................................................................................................................................................. 54 6.5 Promotion/Graduation ................................................................................................................................................
Recommended publications
  • Adult High School Implementation Guide July 2021
    Adult High School Implementation Guide July 2021 Contact Information E-mail: [email protected] Adult High School Implementation Guide Page 2 of 36 Adult High School Implementation Guide Documentation of Revisions Version Date By Whom Title 1 April 1, 1994 Delane Boyer GED State Administrator and AHS Coordinator, NCCCS Amy Cooke Director of Program Compliance & Monitoring, NCCCS July 1, 2016 Diane Steinbeiser Coordinator of Adult Secondary Education / Adult High 2 School and High School Equivalency State Administrator, NCCCS AHS Focus Group Community College Directors & Coordinators Coordinator of Adult Secondary Education / Adult High School Diane Steinbeiser 3 July 1, 2018 and High School Equivalency State Administrator, NCCCS Michael Tilley Coordinator of Adult Education – Assessment and Instruction 4 September 1, 2020 AHS Advisory Group Community College Directors & Coordinators Michael Tilley Coordinator of Adult Education – Assessment and Instruction 5 July 1, 2021 AHS Advisory Group Community College Directors & Coordinators Page 3 of 36 Adult High School Implementation Guide This document contains the policies and procedures that govern the implementation and operation of an Adult High School program in North Carolina Page 4 of 36 Adult High School Implementation Guide Table of Contents Chapter 1 Program Governance .................................................................................. 6 A. WIOA-Title II – Core Purpose ................................................................................... 6
    [Show full text]
  • Adult High School Diploma Program
    RIO HONDO COLLEGE Admission and Records Office 3600 Workman Mill Road, Whittier, CA 90601-1699 Tel: (562) 908-3415 FAX: (562) 463-3153 Petition For Concurrent/Dual Enrollment Students Enrolled in an Adult High School Diploma Program Please read the following information carefully and complete the Petition For Concurrent/Dual Enrollment For Students in an Adult High School Diploma Program on the reverse side. Rio Hondo College is a two-year community college. We have an open agreement with local high school districts to enroll students in college courses who are seeking a high school diploma and could benefit from taking college level courses. POLICY Adult Concurrent/Dual Enrollment students are permitted to enroll in a (maximum of eleven (11) non- remedial units) each term. Authorized personnel from the student’s adult school must determine if a student is prepared and will benefit from taking college level courses. All Concurrent/Dual Enrollment forms must be signed by the student and the authorized personnel from the adult school. • Students from an Adult School must be enrolled in a HIGH SCHOOL DIPLOMA SEEKING PROGRAM • Students who have received a high school diploma or equivalent (i.e. GED) are NOT eligible • Students who are in high school (not an Adult School) should complete the high school Concurrent/Dual Enrollment form Our goal is to serve adult school students by offering: • Classes that are not currently offered in their school system • Classes that are advanced beyond the level of courses at the adult school level • Classes that will help the student complete high school graduation ENROLLMENT REQUIREMENTS In order for adult school students to enroll in a college course(s), the following is required: • Student must complete a new Rio Hondo College application EVERY semester they wish to attend as a adult school student.
    [Show full text]
  • The Rise of High School Dropouts in Adult Education
    The Rise of High School Dropouts in Adult Education: Making the Case for Raising the Compulsory School Attendance Age and Expanding Alternative Education Options in Connecticut November 2011 Bob Rath Kathryn Rock Ashley Laferriere Our Piece of the Pie® Executive Summary The following report highlights the issues facing high school dropouts in Connecticut and nationwide, as well as the policy measures that will result in improved student success. The Problem • Over 7,000 U.S. high school students drop out each day, costing the U.S. economy approximately $7.6 billion in potential annual earnings. In Connecticut, approximately 9,000 students dropped out of school in 2011. Each student costs the state an estimated $517,893 (compared to a high school graduate) over his/her lifetime, in lost fiscal contributions and increased costs associated with more severe health issues and higher incarceration rates, among others. • Dropouts share a number of common risk factors. They are often low-income, urban youth minorities that experience academic challenges, problematic behaviors, and difficult life events. Many potential dropouts do not have the appropriate number of credits for their age and intended grade. • Dropouts often turn to Adult Education to earn a secondary education credential such as a GED. In Adult Education, young dropouts do not receive the specialized services they require, and they prevent Adult Education programs from serving their target population. • Students underestimate both the difficulty of passing the GED test and the value of the credential to potential employers. Many students fail to complete the GED credential and those who do earn significantly less than high school graduates.
    [Show full text]
  • Summary of 2018-19 Cohort Graduation Rates
    Summary of 2018-19 Four-year and Five-year Cohort Graduation and Completer Rates January 23, 2020 The four-year cohort graduation rate follows students from the beginning of their first year in high school to the end of their fourth year in high school in order to determine the percentage of those students who graduate within four years. This year’s four-year cohort is made up of the students who first entered high school in 2015-16. The original set of students who enter Oregon high schools for the first time in 2015-16 is adjusted for students who transfer into the Oregon public school system, transfer out to private or home school, leave the state or country, or are deceased. The cohort graduation rate is calculated by taking the number of students in the adjusted cohort who earned a standard diploma within four years and dividing that by the total number of students in the adjusted cohort. See the tables below for the cohort rates for all students and for various student groups. In January 2019 ODE reported the four-year graduation rate for the students who first entered high school in 2014-15. The four-year cohort graduation rate followed those students from the fall of 2014 through the summer of 2018. This year, ODE followed the same cohort of students for an additional year in order to determine the five-year graduation rate for that cohort. ODE also reports a cohort completer rate along with the cohort graduation rates. This rate includes students who earned a standard high school diploma, as well as those who were awarded an extended high school diploma, adult high school diploma, or GED (known as Other Completers), within the four or five years being measured.
    [Show full text]
  • SBCC School of Extended Learning Class Schedule
    Fall 2018 CLASS SCHEDULE SB SCHOOL OF CC EXTENDED N f A ~Eil~ll~lfl CLASSES START: August 27 www.sbcc.edu/ExtendedLearning STUDENT SPOTLIGHT Tais Martins 100 YEARS of Adult Education in Santa Barbara The noncredit English as a Second English as a Second Language was the frst program offered through Adult Language (ESL) program helps adult Education in Santa Barbara — 100 years ago. immigrants from all over the world Pearl Chase, a Santa Barbara civic leader, recommended to the Santa Barbara prepare for a new life in this country. Board of Education that citizenship and English classes be offered to the community. Tais Martins is one such student who On April 1, 1918, eighty-one students enrolled in a new “evening program.” Over moved to the United States from Brazil the next several decades, adult education in our community grew, with help from our in 2014. Tais started to explore her historic adult education leaders including Eldon Ford, Grace Ruth Southwick and career and life goals in ESL level 2 Selmer O. “Sam” Wake. class at the Wake campus. “Learning English opened doors for me,” Tais Now as the Santa Barbara City College School of Extended Learning, we are explains. She has passed level 4 (the celebrating this signifcant centennial milestone. Join us September 9, 2018 from highest noncredit ESL level) and is 4- 6 p.m. at the Wake Campus for a Garden Party celebration. now enrolled in the Personal Care Inside this School of Extended Learning schedule, we have expanded our offerings Attendant program in the Career Skills in tuition-free programs and have integrated fee-based programs.
    [Show full text]
  • SCC's School of Continuing Education Student Satisfaction Survey
    Santiago Canyon College School of Continuing Education Student Satisfaction Survey Results, Spring 2014 June 2014 Due to recent severe financial cuts, administrators have had to make cuts in all areas of the college, including the intrusive move from its main facilities of Orange Education Center on Batavia in Orange. It is imperative that we monitor student satisfaction to understand how these issues have impact, if any, on their perception in program offerings, support services and resources available to them, learning environment, as well as facilities usage as it relates to the Santiago Canyon College School of Continuing Education (SCC-SCE). Findings will assist us to serve students appropriately. At the end of Spring 2014, staff conducted an online student satisfaction survey of the students actively enrolled at the three main SCC-SCE sites (SCC main campus, the OEC Provisional Education Facility, and the Rehabilitation Education Institute (REI). The survey provided an opportunity for students to report their levels of satisfaction with the programs, services and resources available to them as SCC-SCE students. In addition, the survey included questions regarding their educational background, as well as questions regarding their employment status, family income, etc. Respondents come from diverse demographics and economic backgrounds. Forty-three percent have had some college education, even post-graduate studies, and 39% have less than high school degree. The majority of respondents are 30 years of age or older (76%), female (63%) and Latino (70%). Though respondents identified more than 20 native languages, nearly two- thirds (66%) of the respondents’ primary language is Spanish. More than half (62%) of the respondents reside in households of three or more family members, with low annual household income (63% with less than $40,000 per year), and 53% worked (full and/or part time).
    [Show full text]
  • Adult High School Diploma Program Student Handbook
    Adult High School Diploma Program Student Handbook revised 5/1/13 www.gaston.edu Adult High School Diploma Program Student Handbook Gaston College … Opportunities for Life VISION STATEMENT Gaston College will be viewed as the premier post-secondary educational resource in the region, consistently recognized as an exceptional community college and known in the state and nation for successful and innovative programs. MISSION STATEMENT Gaston College is an open-door public community college, located in Gaston and Lincoln counties, that promotes student success and lifelong learning through high caliber, affordable, and comprehensive educational programs and services responding to economic and workforce development needs. ACCREDITATION Gaston College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools (SACS 1866 Southern Lane, Decatur, Georgia 30033-4097, 404-679-4501) to award associate degrees. EQUAL OPPORTUNITY Gaston College is committed to affirmative action and equal opportunity in employment and education, and does not discriminate against current or potential employees or students on the basis of race, color, religion, sex, national origin, age, or disability. - 1 - TABLE OF CONTENTS Welcome……………………………………………………………………………………3 Addresses and Contacts………………………………………………………………3 About the Program……………………………………………………………………..3 Credit Requirements………………………………………………………………..4-5 Registration……………………………………………………………………………….6 Student ID…………………………………………………………………………………6 Attendance………………………………………………………………………………..7
    [Show full text]
  • Adult High School Diploma Program Student Handbook
    Adult High School Diploma Program Student Handbook Gaston College … Opportunities for Life VISION STATEMENT Gaston College will be viewed as the premier post-secondary educational resource in the region, consistently recognized as an exceptional community college and known in the state and nation For successful and innovative programs. MISSION STATEMENT Gaston College is an open-door public community college, located in Gaston and Lincoln counties, that promotes student success and liFelong learning through high caliber, afFordable, and comprehensive educational programs and services responding to economic and workforce development needs. ACCREDITATION Gaston College is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award associate degrees. (SACS: 1866 Southern Lane, Decatur, Georgia 30033-4097, 404-679-4501) EQUAL OPPORTUNITY Gaston College is committed to afFirmative action and equal opportunity in employment and education, and does not discriminate against current or potential employees or students on the basis of race, color, religion, sex, national origin, age, or disability. - 1 - TABLE OF CONTENTS Welcome 3 Addresses and Contacts 3 About the Program 3 Credit Requirements 4 Registration 5 Student ID 5 Attendance 6 Withdrawal 6 Grading System 7 Transcripts/Enrollment Verification 8 Satisfactory Academic Progress 8 Academic Alert/Suspension 8 Grounds for Dismissal 8 Behavior Requirements 8-9 Dismissal Policy 9 Student Honesty 9 Credit by Exam 10 Testing 10 Graduation 11 AHS Course Descriptions 12-26 Campus Maps - 2 - Adult High School Diploma Program Welcome Welcome to the Adult High School Diploma Program. This handbook was developed to assist you in designing your educational plan while enrolled in the AHS program at Gaston College.
    [Show full text]
  • Task Force to Study the Adult High School Concept: Final Report
    Task Force to Study the Adult High School Concept: Final Report Submitted to the Maryland General Assembly and Governor June 30, 2017 Report of the Task Force to Study the Adult High School Concept Larry Hogan Governor Maryland Department of Labor, Licensing and Regulation Kelly M. Schulz Secretary James Rzepkowski Assistant Secretary Division of Workforce Development and Adult Learning Terry R. Gilleland, Jr. Director Adult Education and Literacy Services Maryland State Board of Education Andrew R. Smarick Michele Jenkins Guyton, Ph.D. Guffrie M. Smith, Jr. (President) Stephanie R. Iszard, M.Ed. David M. Steiner, Ph.D. Chester E. Finn, Jr., Ed.D. Rose Maria Li, MBA, PhD Laura E. Weeldreyer (Vice President) Mrs. Madhu Sidhu David O. Edimo (Student) Karen B. Salmon, Ph.D Secretary-Treasurer of the Board State Superintendent of Schools Sylvia Lawson, Ph.D Chief Performance Officer Office of the Deputy for School Effectiveness Carol Williamson, Ed.D Chief Academic Officer Office of the Deputy for Teaching and Learning Kristy Michel Chief Operating Officer Office of the Deputy for Finance and Administration 1 Table of Contents Task Force Membership .............................................................................................. 3 Committee Membership ............................................................................................. 5 Charge of the Task Force ............................................................................................. 6 Executive Summary ....................................................................................................
    [Show full text]
  • March 2021 Adult and Community
    Adult and Community Education Advisory Committee March 18, 2021 7:00 to 9:00 p.m. Virtual (Blackboard Collaborate Ultra) Link provided by email on 3/18 from Blackboard Collaborate Those in Attendance: Nonye Oladimeji – At Large Dolly Whelan - Dranesville Helen Cole – Hunter Mill Irv Varkonyi, Vice Chair - Providence Johnelle Sweet – Springfield Lois Passman – Mt. Vernon Sean Arthurs - Lee Susan Beeman – At Large Jessica Strelitz – Mason Akshay Deverakonda – Sully Ken Balbuena - Braddock Those absent: Kelly Guzman – Student Karen Corbett Sanders – SB Member Liaison Bryan Graham, Chair - At Large Staff in Attendance: Karin Williams – Director, Operations and Strategic Planning and ACEAC Staff Liaison Rich Pollio – Director, ESOL Paul Steiner – Administrator, ACE Mary Ann Cunningham Florez – Manager, ACE Adult ESOL Shekera Alvarado – Manager, ACE Regional Grant Jen Mattice – Staff member assisting Karin Williams Visitors: Alison DeCorcey, President and CEO, United Community Steve Luteran, Chief Programs Officer (CPO), United Community 1. Approval of Agenda and Minutes 2. Presentation from United Community Mr. Varkonyi, Vice Chair, introduced Alison DeCourcey and Steve Luteran from United Community. United Community Ministries (UCM) was founded in1969. The Board of Directors renamed this historic organization “United Community,” in 2019, recognizing the power of collaborators working in unison to end 1 multigenerational poverty. United Community has become the leading human services non-profit agency in southeastern Fairfax County. Their work focuses on the Richmond Highway Corridor, where 83 percent of the clients are at or below the federal poverty level. They work with groups ranging from Early Learners to Citizenship and Literacy programs for immigrants, and programs for youth with emotional, social, and academic issues.
    [Show full text]
  • Non-Vocational Adult Education in Europe Executive Summary
    EURYDICE Directorate-General for Education and Culture Non-Vocational Adult EducationC h a p tin e rEurope A : ExecutiveCONTEXT Summary of National Information on Eurybase Working Document January 2007 European Commission EURYDICE Non-Vocational Adult Education in Europe Executive Summary of National Information on Eurybase Working Document January 2007 Eurydice The information network on education in Europe Eurydice European Unit Avenue Louise 240 B-1050 Brussels Tel. +32 2 600 53 53 Fax +32 2 600 53 63 E-mail: [email protected] Internet: www.eurydice.org CONTENTS Foreword 5 Introduction 7 Context and scope 7 Sources and limitations 8 Main Findings 11 1. Policy, legislative and administrative frameworks 11 2. Financial framework 17 3. Target groups – who is learning in NVAE 23 4. Access framework 26 5. Institutional framework 28 6. Organisation and approaches 30 7. Learning content 34 8. Qualifications framework 42 9. Guidance services 48 10. Quality framework 51 11. Professional development of staff 56 Conclusion 59 Appendices 65 Acknowledgements 85 5 FOREWORD The present general survey of national policies in the area of adult education was completed in response to a request made by the European Commission to the Eurydice network at the end of 2005. The aim was to provide information for the preparation of the Communication from the Commission, which was adopted in October 2006 under the title of Adult learning: it is never too late to learn. A comparative summary of national policies in force allowed a better understanding of the different national contexts, their common and characteristic points, and the challenges they face.
    [Show full text]
  • Catalog of Classes
    Original Logo Lodi Adult School Course Catalog 2017-2018 v2_Layout 1 6/6/17 3:40 PM Page 1 Work! Putting Education to LODI ADuLt SchOOL 2017 ~ 2018 Catalolodig of Cl aadultsses school 2019 - 2020 catalog of classes • Learn English • Prepare for a Skilled Job • Create Career Goals • Earn a High School Diploma Learn En• gGED/HiSETlish Preparation Prepare for a Skilled Job Visit us at: Create Career Goals ADULTED.LODIUSD.NET Or Call: 209-331-7605 Earn a HighWASC Sc Accreditedhool InstitutionDiploma or GED Visit us at: adulted.lodiusd.net Or call (209) 331-7605 WASC Accredited Institution Lodi Adult School Course Catalog 2017-2018 v2_Layout 1 6/6/17 3:40 PM Page 2 place. We offer a wide array of courses and pro- Welcome to Lodi Adult School. grams to assist you in your quest for educational enrichment and skills attainment. OWelcomeur Mission: to Lodi Adult School Lodi Adult School Congratulations on choosing to continue your General Information is accredited through the education through Lodi Adult School! Western Association of Schools LWhetherodi Adult yourScho goalol is ciso tom mlearnitted English, to prepa rearning a yourll stu - and Colleges high school diploma, prepare for employment or dents to be college and career ready through rigor- Accrediting Commission for Schools to pursue further education, you have come to “Putting Education to Work!” Who May Attend: Students must be 18 otheus, rightindu place.stry-re Wespo noffersive ac wideours earrays of ofs tcoursesudy tha t years of age or older to attend. The Board of 533 Airport Blvd., Suite 200, candhalle programsnge them toto :assist you in your quest for Education desires to ensure equal opportunities Burlingame, CA 94010 educational enrichment and skills attainment.
    [Show full text]