(1) Regular Program Requirements:  Each middle school student will be registered in eighteen (18) units (six per year) during middle school education, twelve (12) of which will be basic unit requirements and six (6) of which will be additional requirements.  Students attending a middle school using a 4x4 schedule will be registered in twenty-four (24) units (eight per year), twelve (12) of which will be basic unit requirements and twelve (12) of which will be additional requirements.

(a) Basic Unit Requirements: The basic unit requirements are listed below for middle school pupil progression.  Students must pass all 12 of these courses:

Language Arts:                   Grades 6, 7, 8

Mathematics:                      Grades 6, 7, 8

Science:                              Grades 6, 7, 8

Social Studies:                     Grades 6, 7, 8

(b) Additional Requirements:  Students must pass three out of six units in reading, physical education, health, and electives as described below. Students attending a middle school using a 4x4 schedule must pass six (6) of twelve (12) units in reading, physical education, health, and electives as described below.

1. Reading is required for the following students:

a. All sixth grade students in the standard diploma program who scored Level 1 or 2 on the fifth grade FCAT Reading Sunshine State Standards test must take a year-long reading course.  Sixth grade students who scored Level 3 or higher must take a semester or year-long reading course, as determined by the school. Sixth grade students enrolled in the gifted reading program, the sixth grade MEGSSS program, or the approved magnet world languages programs at John Hopkins and Bay Point may exempt this requirement if they scored at Level 3 or above on the fifth grade FCAT Reading Sunshine State Standards test.

          b. Seventh and eighth grade students in the standard diploma program who scored at Level 1 or 2 on the previous year's FCAT Reading Sunshine State Standards test must take a year-long reading course. Seventh and eighth grade students who are Fluent Level 2 students may receive the required reading intervention in a district approved content area class.

2. Career Education and Planning -- Students entering sixth grade in the 2006-2007 school year and beyond must complete a course containing the standards of Career Education and Planning before finishing eighth grade.  Each student must generate an academic plan in the ePEP(FACTS.org).

3. Computer literacy is incorporated into seventh grade reading, gifted, world languages programs, and as appropriate in all curriculum areas.

4. Physical education/health is required in grades 6 and 8 for a minimum of one semester.  Physical education is required in grade 7 for a minimum of twelve (12) weeks.

     a. Physical education teachers should be certified in physical education. Physical education shall consist of physical activities of at least a moderate intensity level and for a duration sufficient to provide a significant health benefit to students, subject to the differing capabilities of students. The physical education program will reflect the following program outcomes that are developmentally appropriate for the middle school student:

     i. Students will demonstrate competency in many movement forms and proficiency in a few forms of physical activity.

     ii. Students will apply movement concepts and principles to the learning and development of motor skills.

     iii. Students will understand that regular participation in physical activity provides a major component in personal fitness and wellness.

     iv. Students will achieve and maintain a health enhancing level of physical fitness.

     v. Students will demonstrate responsible personal and social behavior in physical activity.

    vi. Students will understand how participating in physical activity promotes inclusion and an understanding of the abilities and cultural diversity of people.

    vii. Students will understand that physical activity provides the opportunity for enjoyment, challenge, self-expression and communication.

b. Students enrolled in a yearlong program (i.e. band, strings, chorus, seventh grade gifted elective, world languages, etc.) may opt out of the sixth and seventh grade physical education/health requirement. Students attending a middle school using a 4x4 schedule may not opt out of the sixth and seventh grade physical education/health requirement.

c. Individual schools may choose to allow 7th grade students eligible to exempt reading (see paragraph (1) (b) 1. b.) to enroll in a semester of physical education and a semester of health education in 7th grade with parent permission. Passing grades in this class would fulfill both the 7th grade physical education and the 8th grade physical education/health requirements. No attempt should be made to establish these classes if they are not feasible or practical for a particular school as it strives to meet the needs of its students.

d. Only gifted students enrolled in the gifted program as an elective may opt out of the eighth grade physical education/health requirement. Written parental consent is required. (See PCS Form 2-2648.)

e. Exceptional students involved in the Community Based Instruction (CBI) Program may opt out of eighth grade physical education. Written parental consent is required.

f. Eighth grade students in the John Hopkins magnet are taught health integrated with science.  Dance is their physical education class taught all three years on a rotated basis.

g. M/J Health 3 (08000200) or Personal Development (85002300) will meet the requirement for Comprehensive Health Education/Family Life Education.

5.  School-Based Requirements:  Reading, physical education, and health may be scheduled beyond the minimum requirements shown above.

6. Elective Program Grades 6, 7, and 8:  Elective courses are part of the core curriculum and are described in the Middle School Course Code Directory with recommendations regarding course length and grade level.  Middle schools should attempt to schedule a variety of elective offerings, but no attempt should be made to establish classes that are not feasible or practical for a particular school as it strives to meet the needs of its students.

7. Advisor/Advisee:  Each middle school will provide advisement support to meet the needs of students.

(2) Placement in Advanced Classes: 

Placement in advanced classes will be based on the consideration of a variety of indicators such as grades, classroom performance, assessment data and student motivation/interest. For placement in sixth grade classes, fifth grade teacher recommendation will also be considered. If a student is not recommended for placement, placement may be requested by signing a Request for Placement form (PCS Form 2-3059). The classroom teacher and other school personnel will work with the student to help them be successful and the parent is expected to provide additional support that the student may need to succeed in the class. Students experiencing difficulty (i.e. a grade of “D” or “F”) in the placement may be removed from the advanced class and placed in the appropriate class at the end of a grading period/semester for the remainder of the school year. All end of the grading period grades will be included in the final grade average for the class. The principal will make the final decision on placement based on consideration of the best interests of the student. There will be no appeal or grievance concerning the principal's decision. (See also Policy 4.23 PLACEMENT IN MIDDLE SCHOOL HONORS AND ADVANCED COURSES)

 (3) Exceptional Student Requirements:

The IEPs for each student with disabilities must specify the student's instructional levels and level of participation in the general education curriculum. Course selections (general or exceptional education), progress reporting, participation in assessment, and implication for diploma options must be clearly communicated to parents. The decision to pursue a standard or special diploma must be made by the IEP team no later than the end of the first semester of eighth grade. This decision is reviewed annually by the IEP team. The decision may be changed, understanding that it may increase the amount of time required prior to graduation.

Students with disabilities are enrolled in coursework in one or more of the following options:

(a) General education classes with no accommodations required.

(b) General education classes with accommodations required: Accommodations cannot change course performance standards. They specify changes in instructional strategies that are required as a result of a student's disability and may address methods and materials for instruction, assignments and classroom assessments, learning environment, time demands and scheduling, or special communication systems.  Courses may be taught by ESE teachers, but students must be graded based on the grade level performance standards.

Students in (a) and (b) above are pursuing standard high school diplomas and participate in all state and district assessments.

(c) Below grade level curriculum: Students enroll in one or more exceptional student education courses with special diploma performance standards to attempt to remediate academic skills. Students continue to participate in all state and district assessments. If students progress to grade level expectations, they pursue standard diplomas. If they are unable to make sufficient progress, they select a Special Diploma high school program. Parents are informed that students are working on different performance standards and may not be able to meet graduation requirements for a standard diploma.

(d) Sunshine State Standards for Special Diploma: Students enroll in exceptional student education courses with special diploma performance standards and pursue a functional life skills curriculum.  Students are exempt from state and district assessment and participate in alternate assessments, as specified on their IEPs. Parents are informed that students are working toward a special diploma.

1. The basic unit requirements for middle school students pursuing a special diploma are listed below. Students must pass all twelve (12) of these courses:

ESE Language Arts:                                                                  Grades 6, 7, 8

ESE Mathematics:                                                                     Grades 6, 7, 8

ESE Science/ESE Health                                                           Grades 6, 7, 8

ESE Social Studies                                                                    Grades 6, 7, 8

2. All ESE academic courses address the general education Sunshine State Standards as appropriate for the individual student as well as the eleven (11) additional Special Diploma Sunshine State Standards.

3. Additional requirements are listed below. Students must pass three (3) out of six (6) units:

ESE Reading                                                                             Grades 6 and 7

ESE Exploratory Vocational or ESE Unique Skills                        Grade 8

Physical Education                    One semester in grades 6 and 8: 12 weeks in grade 7

Electives                                   One semester in grades 6 and 8; 24 weeks in grade 7

(4) Student Promotion, Retention and Acceleration

(a) Promotion from Elementary School to Middle School. Students entering middle school must have successfully completed the requirements and standards of the elementary school program and demonstrated adequate reading ability as specified in the elementary promotional guidelines in policy 5.07 paragraph (7) (e) 4 or shall have been retained at least one (1) year in elementary school.

(b) Unit Definitions and Unit Requirements for Regular Middle School Students

1. Unit Definition

a. A yearlong course has a value of 1 unit. A yearlong course in the 4x4 schedule is two (2) quarters.

b. A semester course has a value of 1/2 unit. A semester course in the 4x4 schedule is one (1) quarter.

c. A twelve-week course has a value of 1/3 unit.

d. Units granted through course modification – see 5.11 (12) Secondary Course Modification

2. Exceptional Student Education courses identified in the Pinellas County course code directory may be used to meet requirements for promotion. Note: ESE courses with special diploma performance standards do not prepare a student to pursue a standard diploma.

(c) Promotion/Retention/Acceleration

1. Promotion of middle school students shall be based upon their achieving minimum standards as identified in program objectives and meeting the required number of units of credit. Students scoring below Level 2 on FCAT Reading or Mathematics, below 4.0 on FCAT Writing or the district writing test, or below Level 2 on FCAT Science or the district science test will receive remediation and may be retained. Additional diagnostic assessments aligned to FCAT will be administered. Upon subsequent evaluation, if the documented deficiency has not been remediated in accordance with the academic improvement plan, the student may be retained. In cases in which minimum standards have not been met, the decision to promote a student to the next grade shall be made by the school's principal and staff, based upon supporting data concerning classroom performance, reassessment results, and past educational history. For promotion to high school, this decision will be made by the middle school staff in consultation with the receiving high school principal. The promotion of a student from a regular middle school to high school is also based upon successful completion of the Sunshine State Standards and Pinellas County Schools Student Expectations. The standards and expectations are embedded in the middle school curriculum. No students may be assigned to a grade level based solely on age or other factors that constitute social promotion.

2. Basic Unit Requirement

a. Promotion to grades 7 or 8: To be promoted from grade to grade within the middle school program, a student may fail only one basic unit course. The student will be required, however, to pass the course either during the following year or in the extended learning program or its equivalent.

i. If a sixth or seventh grade student fails two basic units, the student may be promoted upon passing one unit in the extended learning program and taking one unit during the following school year.

ii. If a sixth or seventh grade student fails three basic units in an academic year, the student will be retained at the same grade level or will be promoted upon passing two units in the extended learning program and taking one unit during the following school year.

iii. If a sixth or seventh grade student fails more than three (3) basic units within an academic year, the student will be retained.

b. Promotion to High School: If an eighth grade student fails one or more basic units, the student will be retained or will be promoted upon passing the unit(s) in the extended learning program. Promotion from a regular middle school to a high school is contingent upon the student's passing not fewer than twelve (12) basic units and three (3) of the additional requirements in paragraph (1)(b) and related arts units, for a total of fifteen (15) units. Students attending a school using a 4x4 schedule must pass twelve (12) basic units and six (6) of the additional requirements. Students who pass the required units will be considered to have demonstrated adequate progress for promotion to ninth grade. All students will demonstrate adequate reading ability before promotion to the 9th grade. Acceptable demonstration of adequate reading ability includes: 1) scoring a Level 2 or higher on the most recent FCAT Reading or 2)meeting grade level expectations in a year-long reading course or 3) demonstrating a year's growth on the FCAT Reading.

3. Other Requirement: If a student fails a related arts, vocational, or elective unit, including physical education/health, the student will be promoted but will be required to pass three (3) of the six (6) units in such courses before promotion to a high school. Students attending a middle school using a 4x4 schedule must pass six (6) of twelve (12) units.

4. In all instances of promotion, retention and challenged promotion, the parents' input shall be solicited and considered; however, the decision to retain, accelerate, promote or place a student in an alternative program shall be based upon the professional judgment of the principal and staff, with the principal having final jurisdiction.

5. The decision to accelerate promotion of a student shall be made by the principal and staff.

(5) Progress Monitoring Plan: Each student must participate in the statewide assessment tests. Each student who does not meet specific levels of performance for each grade level, or who does not meet specific levels of performance on statewide assessments, must 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. The school in which the student is enrolled must develop, in consultation with the student’s parent, and must implement a progress monitoring plan which provides the school flexibility in meeting the academic needs of the student and reduces paperwork.  A student who is not meeting the school district or state requirements for proficiency in reading and math shall be covered by a school wide system of progress monitoring for all students.  The plan must assist the student or the school in meeting state and district expectations for proficiency.  If the student has been identified as having a deficiency in reading, the K-12 comprehensive reading plan shall include instructional and support services to be provided to meet the desired levels of performance.  Students may be required to attend remediation programs held before or after regular school hours or during the summer if transportation is provided. Upon subsequent evaluation, if the deficiency has not been remediated the student may be retained. Each student who does not meet the minimum performance expectations for the statewide assessment testing program must continue to be provided with remedial or supplemental instruction until the expectations are met or the student graduates from high school. 

(6) Enrollment in Florida Virtual School: With the approval of the principal (or designee) and the student’s parent, a middle school student may enroll in a Florida Virtual School course or courses during or beyond the regular school day/year.

1. The course must fulfill an educationally valid purpose and be an appropriate course placement based on the student's academic history, grade level, and age.  The assistant principal will collaborate with the guidance counselor and teacher(s) to decide if placement in a virtual course is appropriate.  A parent may appeal the staff decision to the principal who will make the final decision on placement.

2. Certain district required middle school courses or course sequences may not be substituted by taking a Florida Virtual School course.

3. The student must meet the recommended prerequisites.

4. Students enrolled in a magnet program may not take their specific magnet courses through Florida Virtual School.

5. A student may not be enrolled simultaneously in the same course at both their school and the Florida Virtual School. Students should enroll in Florida Virtual courses at the beginning of a semester.  While students await acceptance in a Florida Virtual School course, they must be enrolled full time in a Pinellas County school.

6. Although Florida Virtual School may have institutional drop/add procedures and timelines, students must be enrolled in a full schedule in Pinellas County Schools and may not drop a Florida Virtual School course that results in less than a full course load. Florida Virtual School “W/F” codes will be treated as a grade of “F” on a student’s transcript.

7. During a grading period, a student must be enrolled in and attending at least four (4) courses at a regular schedule middle school and three (3) courses at a 4x4 middle school in order to be a Pinellas County student.

8. Middle schools may build Florida Virtual School courses into their master schedules during the school day.

(7) Middle School Courses Offering High School Credit:

Placement in a course that offers high school credit in middle school will be based on the consideration of a variety of indicators such as grades, classroom performance, assessment data, student motivation/interest  and by the student making a plan with the guidance counselor and parent for a sequence of courses that would allow the student to earn college credit while in high school through Advanced Placement course(s) or dual credit course(s). If a student is not recommended for placement, placement may be requested by signing a Request for Placement form (PCS Form 2-3059). The classroom teacher and other school personnel will work with the student to help them be successful and the parent is expected to provide additional support that the student may need to succeed in the class.  The high school credit can be awarded only upon successful completion of all course requirements including performance assessments for specific courses. Middle school courses that offer high school credit are:

      1. Physical Science Honors

      2. Algebra I Honors

      3. Geometry Honors

      4. M/J Mathematics 3 Advanced—Algebra Option (Algebra I credit)

      5. M/J Advanced World Language Courses - Only one high school credit may be earned in a world language in middle school.  Students will be placed in the appropriate level of the language in high school based on assessment results.

      6. Computer Programming Basic I (offered through Florida Virtual School only)

      7. Business Systems Technology (offered through Florida Virtual School only)

Note: Grades for courses that offer high school credit in middle school will be used to calculate high school class rank and grade point average.  A middle school student enrolled in a course awarding high school credit and earning a grade of "C", "D", or "F" may repeat the course for forgiveness as defined in policy 5.15(6)(b).

(2) Equivalent Defined: "Equivalent" for the purposes of Policy 5.11 is defined as school assembly programs which meet student performance standards, field trip experiences which meet student performance standards and class assignments for the purpose of meeting performance standards which may be assigned to be accomplished at times other than the regular fifty (50) minute class period. Whenever possible, school assemblies shall be scheduled so that a single class period is not disproportionately affected.

(3) Minimum Attendance: Any student who has not been in attendance in a course for a minimum of one hundred sixty-two (162) classes or eighty-two (82) classes in 4x4 high school (or equivalent) shall be required to take the course final exam unless a waiver has been granted by the principal as provided for in policy 4.01 CODE OF STUDENT CONDUCT section (5) STUDENT ATTENDANCE: High School Grading and Attendance. The minimum attendance requirement for one half credit shall be eighty-one (81) classes or forty-one (41) in 4x4 high school (or equivalent) per semester. For a transfer student, these requirements shall be adjusted based upon the student's date of entry.

(4) School-Sponsored Activities in Lieu of Classes: A student who attends a school-sponsored activity shall be considered as being present for instruction. In instances in which there is a question concerning a curricular event that cannot be resolved at the school or the validity of an activity, the determination shall be made by the Deputy Superintendent, Curriculum and Operations or appropriate designee.

(5) Making Up Class Work Missed: Students who have absences, other than due to skipping class or out of school suspensions, from instructional time shall be permitted to make up work for full credit and to demonstrate mastery of the student performance standards which were introduced and/or measured during the absence (see also policy 4.01 Code of Student Conduct paragraph (5)(m)2.). All work made up for a suspension or skipping class will be assessed a letter grade penalty. Students attending field trips or other school-sponsored student activities not related to the class missed may earn credit and be considered as meeting the minimum attendance policy [See paragraph (3)] by making up all work missed.

(6) Course Enrollment Limitation: A student may not enroll in a course used as a prerequisite for a higher sequence of the subject area once the student has earned credit at the higher level of a subject; e.g., a student who has earned credit in Algebra II may not enroll in an Algebra I course.

(7) Cooperative Education: High school credit may be earned by vocational students using the cooperative method of instruction.  Cooperative education involves paid, supervised, concurrent employment that is directly related to the student’s in-school training. The cooperative education method is available to students in grades 10-12.  Ninth grade students in dropout prevention or exceptional student education programs are eligible for credit through cooperative education. The Pinellas County Schools Cooperative Education Program Guidelines dated January 16, 2001, is hereby adopted by the School Board as a rule and is incorporated in this policy manual by reference and made a part hereof.

(8) International Baccalaureate Student Credit Students enrolled in the International Baccalaureate Program who have completed the Chemistry I, Physics I and geometry courses are deemed to have met the requirements of a full year's work (one credit) in one (1) semester.

(9) Progress Monitoring Plan:

    (a) Each student must participate in the statewide assessment testing program. Each student who does not meet specific levels of performance for each grade level, or who does not meet specific levels of performance on statewide assessments, must 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. The school in which the student is enrolled must develop (in consultation with the student's parent) and must implement a progress monitoring plan which provides the school flexibility in meeting the academic needs of the student and reduces paperwork.  A student who is not meeting the school district or state requirements for proficiency in reading and math shall be covered by a schoolwide system of progress monitoring for all students.  The plan must assist the student or the school in meeting state and district expectations for proficiency.  If the student has been identified as having a deficiency in reading, the K-12 comprehensive reading plan shall include instructional and support services to be provided to meet the desired levels of performance.  Students may be required to attend remediation programs held before or after regular school hours or during the summer if transportation is provided. Each student who does not meet the minimum performance expectations for the statewide assessment testing program must continue to be provided with remedial or supplemental instruction until the expectations are met or the student graduates from high school.

 (10) Student Performance Standards:  Student performance standards based on the Sunshine State Standards and Pinellas County Student Expectations will be provided for each course in grades nine through twelve for which credit toward graduation is granted.  Students must demonstrate mastery of course performance standards in order to earn credit in the course.  The student performance standards are considered a part of the district’s pupil progression plan and shall be on file in the offices of the Deputy Superintendent, Curriculum and Operations and the Assistant Superintendent for Secondary Curriculum.

For each subject area in which the student earns a C or higher during the student's first grading period after transferring to a Pinellas County high school, the grades and credit earned in the school from which the student is transferring will be entered on the student’s transcript.  For each subject area in which the student earns a D or lower during the student's first grading period after transferring to a Pinellas County high school, the grades and credit earned in the school from which the student is transferring will be validated using the Alternative Validation Procedure before being entered on the student’s transcript.

     2. Alternative Validation Procedure.  If validation based on performance as described above is not satisfactory, then any one of the following alternatives shall be used for validation purposes as determined by the teachers, principal, and parent:

a. Portfolio evaluation by the superintendent or designee;

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

 c. Demonstrated performance in courses taken through dual enrollment or at other public or private accredited schools;

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

 e. Demonstrated proficiencies on the FCAT; or

 f.. Written review of the criteria utilized for a given subject provided by the former school.  Students must be provided at least ninety (90) days from the date of transfer to prepare for assessments outlined in paragraphs 2.d. and e. of this policy if required.

     (b) Accreditation agencies that do not meet the criteria outlined in this subsection for credits to be accepted by Pinellas County high schools at face value may appeal to the Assistant Superintendent for Secondary Curriculum to have their accreditation process reviewed. If such an agency can show that their accreditation standards are equivalent to those of agencies under the governance of National Study of School Evaluation in the areas of instructional program design, governance and organization, personnel, services, plant operations and facilities, and finance and business operations as outlined in the Standards for Secondary Schools published by the regional accreditation agencies under the governance of National Study of School Evaluation, then credit from a school accredited by that agency may be accepted at face value.

(3) Transfer of College Credit or Credits Earned Outside Pinellas County Schools:  Credit for high school graduation shall not be granted a Pinellas County student for courses taken in a high school that does not meet the guidelines outlined in subsection (2) except under conditions of paragraph (a) of that subsection, or for courses completed in college, except in a Pinellas County School Board approved dual credit program. Such schoolwork shall be evaluated, however, to determine if the student should be placed at a higher level.

(4) Transfer of St. Petersburg College Credits Earned During Home Education: St. Petersburg College credits earned by home education students will be accepted toward high school graduation since SPC is SACs accredited. An official college transcript must be provided to the high school so that credits from the school which delivered the instruction (SPC vs. the school of record – home education) may be accepted.

(5) Transfer of Correspondence Credits: The district shall accept correspondence credits earned by students living in wilderness areas where correspondence credit and itinerant teachers are an integral part of the state's educational system.

(6) Correspondence Credit Provisions: Students who have completed two full years in high school may earn one (1) credit per school calendar year by correspondence under the following conditions:

     (a) Prior approval is obtained from the principal.

     (b) The correspondence course is taken from the University of Florida or a school, which is accredited by a regional accrediting agency under the governance of National Study of School Evaluation to grant high school credit for correspondence course work.

     (c) The student presents an official transcript indicating successful course completion to the high school principal or designee.

     (d) A maximum of two credits may be earned via correspondence for high school graduation.

(7) Acceptance of Early Admission to College Credits: A student who enters college prior to graduation from high school may be awarded a high school diploma upon successful completion of the first year of college, provided that prior arrangements have been made with the school principal and the student meets all the provisions of the Pinellas County Schools Early Admissions to College application PCS Form 2-2446. In order to be eligible to receive a Pinellas County high school diploma the student must have been enrolled in a Pinellas County high school for the entire semester prior to participation in the early admission program. (See also 5.13 (5)(b)).           

(8) Transfer of Area Vocational and Technical School Credit: High school students attending specialized courses at area vocational or technical schools shall be given credit for such courses toward graduation requirements.

(9) Acceptance of Adult High School Credit: When a student sixteen (16) years of age or older withdraws from a regular day high school program and enters an adult high school program and late desires to re-enter a regular day high school, the student shall be re-admitted with the permission of the principal, and the school shall accept the transfer of all credits earned in state-approved adult high schools, provided all other Board requirements are met and provided further that the student will be enrolled for at least one full semester before graduation from the regular day high school to which the student wishes to return.

(10) In order to have credits awarded: A student who wished to have credits transferred to a Pinellas County high school from any educational institution as outlined in subsections (2) through (8) of this policy shall provide an official transcript of completed course work in such educational institution. The official transcript(s) shall include the grading scale used by the transferring school(s).

Statutory Authority:  1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented: 230.22, 232.03, 232.032, 232.25 F.S.; 6A-l.095 SBE Rules..

History: New 7/28/65; Amended 11/17/71, 2/27/74; Revised 12/18/74; Amended 8/23/78, 7/11/79, 8/27/80, 12/3/80,

6/10/81, 7/13/83, 2/8/84,12/18/85, 6/25/86, 9/24/86, 9/23/87, 5/25/88, 2/8/89, 9/27/89, 1/24/90, 6/13/90, 8/8/90,

1/9/91, 4/8/92, 6/23/93, 6/27/95, 1/10/96, 6/30/98, 6/29/99, 10/10/00, 12/9/03, 6/21/05, 7/31/07

Note: Former (portion) 6Gx52-8.17 (changed 6/30/98)

5.13 GRADUATION REQUIREMENTS: HIGH SCHOOL

     2. Student Responsibilities: Students attending graduation ceremonies are expected to fulfill the following responsibilities:

a. Students shall abide by all rules of dress and conduct as developed by the school.

b. Students shall avoid any behavior that would cause discomfort or embarrassment to any other graduate or the family or friends or a graduate.

c. Students shall follow all directions given by members of the school staff or administration.

(c) Student Conduct at Graduation: All students are expected to conduct themselves in a manner that will contribute to the best interests of the graduating class. School authorities have jurisdiction over all students during the graduation ceremonies. The Board's current Code of Student Conduct shall apply to all participants and student spectators attending the graduation ceremonies.

Statutory Authority:  1001.32(2), 1001.41(2), 1001.42(23), 1003.03 F.S.

Laws Implemented:  1003.428, 1003.43, F.S.; 6A-1.095 SBE Rules..

History: New 7/12/50; Amended 3/15/53, 7/13/55, 5/22/57, 7/22/59, 7/12/61, 7/28/65, 7/31/68, 11/17/71, 2/27/74; Revised and Amended 12/18/74; Amended 8/23/78, 5/23/79, 8/13/80, 12/3/80, (Subsection (6) temporary provision for allowing students under age 18 to take GED after 7/1/83, under certain conditions, adopted as an emergency policy 8/10/83; expired automatically 11/8/83; present subsection adopted 1/12/83) Amended 2/8/84,1/30/85, 8/14/85, 9/11/85, 12/18/85, 3/19/86, 4/9/86, 6/25/86, 12/10/86, 5/27/87, 9/9/87, Subsection (4)"Credit by Examination" repealed 11/11/87; Amended 11/25/87, 2/24/88, 5/25/88, 11/9/88, 2/22/89 (Emergency), 3/29/89, 5/24/89 (Emergency), 6/28/89, 7/26/89, 8/9/89, 6/13/90, 8/8/90 (Emergency), 9/12/90, 1/9/91, 7/10/91, 4/8/92, 8/26/92,1/13/93, 2/24/93, 8/11/93, 3/9/94, 8/9/94, 6/27/95, 1/10/96, 4/24/96, 10/8/96, 1/28/97, 9/9/97, 1/13/98, 6/30/98, 2/09/99, 6/29/99, 10/12/99, 8/15/00, 1/16/01, 7/31/01, 12/10/02, 12/9/03, 11/9/04, 2/22/05, 10/24/06, 12/12/06, 5/8/07, 7/31/07, 4/15/08

Note:  Former 6Gx52-8.24 (changed 6/30/98)

5.14 HIGH SCHOOL MAGNET PROGRAMS

(1) The high school magnet programs constitute essentially a "school within a school". Students choosing to participate in social and extra-curricular activities shall do so in the magnet host school.

(2) Students attending a magnet program must be enrolled full time in the magnet host school.  Magnet students must complete academic graduation requirements by completing magnet courses and may not substitute dual credit correspondence or on-line courses for magnet courses.

(3) All high school career academy and magnet programs are four-year twenty-four credit standard diploma option programs.  A student who chooses an eighteen (18) credit, three-year standard diploma option may not participate in a career academy or magnet program.

(4) Students who enter a magnet program are expected to remain in that program for that school year.  Students who voluntarily withdraw or who no longer meet eligibility requirements must telephone the District Call Center or a Family Education and Information Center for a school assignment. The student may not enter any other magnet program for the remainder of that school year.

(5) Students who transfer from a high school magnet program to a regular school program shall be allowed to transfer honors points only in those courses generating honors points in the regular school program.

(6) While students enrolled in the International Baccalaureate (IB) or Center for Advanced Technology (CAT) program shall graduate with other students of the host school, separate valedictorians, salutatorians and class rankings shall be designated for students of the IB and CAT program, based upon their weighted grade point averages.

(7) When students who are enrolled in a high school magnet program join in academic team competition, such academic teams shall not be comprised of more than fifty percent (50%) of such magnet students.

(8) The Procedures for Countywide Programs Handbook as referenced in policy 4.32 FUNDAMENTAL SCHOOL, MAGNET PROGRAMS AND CAREER ACADEMIES contains additional requirements applicable to high school programs.

Statutory Authority:  1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:  230.23 (6) (a) F.S.

History: New 9/11/85, Amended 9/12/90, 1/13/93, 2/23/94, 1/10/96, 1/12/99, 1/16/01, 12/9/03, 1/9/07

Note:  Former 6Gx52-8.25 (changed 6/30/98)

5.15 REPORTING STUDENT PROGRESS AND CLASS RANKING--HIGH SCHOOL

3. Reports;

4. Study questions;

5. .Notebook

     (d) Personal Fitness Course: As required by law, the Personal Fitness Course will be weighted sixty percent (60%) for participation and forty-percent (40%) for cognitive skills.

Statutory Authority:  1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:  232.2463, 232.24521, 232.246(5)(c) F.S.; 6A-1.0955(3)(a)7 SBE Rules..

History: New 7/12/50; Amended 3/15/53, 7/13/55; Repealed 5/22/57; Repromulgated 7/28/65; Amended 11/17/71, 2/27/74, Revised and Amended 12/18/74; Amended 8/l0/77, 6/28/78, 8/23/78, 6/11/80, 3/11/81, 10/14/81, 9/14/83, 2/8/84, 4/11/84, 9/26/84, 9/11/85, 12/18/85, 9/24/86, 2/11/87, 9/9/87, 9/23/87, 2/8/89, 8/9/89, 8/8/90 (Emergency), 9/12/90, 12/12/90, 7/28/93 (Emergency), 8/25/93, 2/14/95, 5/22/96, 12/17/96, 1/28/97, 9/9/97, 6/30/98, 1/12/99,7/27/99, 9/12/00, 1/16/01, 7/31/01, 12/19/01, 1/15/02, 11/12/02, 12/10/02, 12/9/03, 7/31/07, 4/15/08, 7/29/08, 10/27/09

5.16 PROMOTION/RETENTION GUIDELINES FOR INTERMEDIATE PROGRAMS AND DISCIPLINARY PROGRAM STUDENTS  (Grades 6-8)

(1) Intermediate School Students

All Intermediate School students will have intensive reading and mathematics instruction.  Social studies, language arts and science will be taught through an integrated class.  Students will be enrolled in six (6) classes daily.  The students will have one elective class daily.  Electives include physical education, health, art, music and vocational classes.

    (a) Unit Requirements

    1. Each Intermediate School student will be enrolled in six (6) classes for sixth through eighth grade.

    2. Of the 18 units in the Intermediate Schools, fifteen (15) will be basic unit courses:  Three (3) units each of mathematics, language arts, science, reading and social studies.

    3. Of the remaining three (3) units in the Intermediate program, a minimum of 2/3 units will be a physical education course, and 1/3 units will be a health education course, the remaining two (2) units will be elective related arts or vocational courses.

    4. Seventh and eighth grade students in yearlong electives may waive 1/3 physical education unit.

    (b) Promotion Within the Intermediate Schools

    1. To be promoted from grade to grade within the Intermediate program, students must demonstrate mastery of grade level expectations.

    2. Students who do not meet grade level expectations will follow district retention guidelines.

    3. Students enrolled in the Intermediate school who have previously been retained one or more times or are two (2) years overage for grade may be eligible to participate in an upgrade program.

    4. If a student who is enrolled in the Intermediate upgrade program withdraws from the Intermediate School to enroll in a regular district elementary or middle school prior to completing the upgrade, the student will no longer maintain his upgrade status.  The Intermediate principal will determine the grade level of students transferring our-of-district through the administrative promotion procedure.

    (c) Promotion from Intermediate Schools to High School

    1. Promotion of Intermediate school students is based upon their (1) achieving minimum standards as identified in program objectives and (2) earning the required number of units of credit.  In cases in which minimum standards have not been met, the decision to promote a student to the next grade will be made by the school's principal and staff, based upon supporting data.

    2. Promotion from an Intermediate school to a high school is contingent upon a student's passing not fewer than fifteen (15) basic units and two (2) elective units.

(2) Promotion and Retention Guidelines for Disciplinary Program Students

    (a) Pupil Progression for Disciplinary Program Students

    1. Each Disciplinary Program middle school student will be enrolled in a minimum of 300 minutes of instruction per day.

    2. Each student will be enrolled in courses appropriate to his grade level and progression in the behavior improvement system.

    (b) Promotion Within the Disciplinary Program

    1. To be promoted from grade to grade within the Disciplinary Program, a student may fail only one basic unit.  The student will be required, however, to pass the course either in the Extended Learning Program or, at the principal's discretion, during the following year.

    2. If a Disciplinary Program student fails two basic units in an academic year, the student will be retained at the same grade level, or the student will be promoted upon passing two units in the Extended Learning Program.  Sixth and seventh grade students may take one unit during the following school year and two units in the Extended Learning Program.

    3. If a Disciplinary Program student fails more than two (2) basic units within an academic year, the student will be retained.

    (c) Promotion from Grade 8 to Grade 9

    1. Promotion of Disciplinary Program eighth grade students to ninth grade is based upon middle school requirements.  In cases where minimum standards have not been met, the decision to promote a student to the next grade will be made by the program coordinator and staff based upon supporting data.

Statutory Authority:  1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:  230.2312, 230.2312 (5), 232.245 F.S.

History:  New 6/30/98; Amended 12/9/03

5.17 EXCEPTIONAL STUDENT EDUCATION PROCEDURES AND ASSESSMENT

(1) Exceptional Student Procedures: The current Department of Education approved Pinellas County Schools Policies And Procedures For The Provision Of Specially Designed Instruction And Related Services For Exceptional Students (SP&P) - Effective Dates: 2004-2005 through 2006-2007 (formerly named the Special Programs and Procedures for Exceptional Students Handbook), as approved July 31, 2001 and amended September 21, 2004, October 25, 2005, and November 13, 2007 is hereby adopted by the School Board as a rule and is incorporated in this policy manual by reference and made a part hereof.  All schools shall be provided a handbook.

(2) Participation of Students with Disabilities in the State or District Assessment:  It is expected that all students with disabilities participate in state and district assessments for accountability whenever appropriate. Each student with a disability has an Individual Education Plan (IEP).  It is the responsibility of the IEP team to specify the testing accommodations required as a result of a student's disability.

(a) Accommodations must:

    1. Facilitate an accurate demonstration of what the student knows or can do.

    2. Not provide the student with an unfair advantage or interfere with the validity of a test.  They must not change the underlying skills that are being measured by the test.

    3. Be the same or nearly the same as adaptations used by the student in completing classroom instruction and assessment activities.

    4. Be necessary for enabling the student to demonstrate knowledge, ability, skill, or mastery.

    5. Be specified as permissible by the individual test manual.

(b) The accommodations may include:

    1. Flexible Scheduling:  This may include allowing the student to take the test during several brief sessions, and may include providing the student with additional time to complete individual subtests.

    2. Flexible Setting:  This may include taking the test individually or in a small group setting.

    3. Flexible Presentation:  This may include the use of aids such as a magnifying glass, pointer, abacus, Braille writer, etc; or using altered versions of the test such as enlarged print, Braille versions, or signing for the deaf.  This may include reading aloud test directions and sections of the test, which do not measure reading.

    4. Flexible Responding:  This may include allowing students to mark answers in a test book, type answers by machine, or give answers orally for a proctor to record.  Testing accommodations are provided consistently for classroom, district and state assessments.

(3) Exemption Criteria for State or District Assessment:

(a) The decision to exempt a student with disabilities from state or district testing shall be made by the Individual Education Plan (IEP) team.

(b) Beginning in grade 2, the IEP team determines annually if the student will participate in state and district assessments of student achievement.  The student must meet all of the following criteria to be exempted from state and district assessments:

• Cognitive ability prevents mastery of the Sunshine State Standards (SSS); and

• Extensive direct instruction is required to apply and transfer skills and competencies; and

• Students inability to master SSS is not due to absences or social, cultural, or economic disadvantage.

Students who are exempt from assessment participate in the alternate assessment specified on their IEP.  They are not eligible for a standard diploma.

(4) Waiver of the FCAT Requirement for High School Graduation

(a) Students with disabilities whose abilities cannot accurately be measured by the statewide assessment test may be determined eligible for a waiver of the FCAT requirement for graduation.

(b) To be considered for the waiver, a student must meet the following requirements:

    1. be identified as a student with a disability, as defined in section 1007.02(2) Florida Statutes,

    2. have an individual educational plan (IEP),

    3. be a senior or a student with disabilities who remains enrolled seeking a standard diploma,

    4. have demonstrated mastery of the grade 10 Sunshine State Standards,

    5. have taken the Grade 10 FCAT with appropriate, allowable accommodations at least twice (for example, once in grade 10 and once in grade 11) or, if not continuously enrolled in public school in Florida, at least once during each year of enrollment in grades 10, 11, or 12,

    6. have participated in intensive remediation for the FCAT Reading and/or FCAT Mathematics, if passing scores were not earned, and have participated in the March FCAT administration during the senior year,

    7. be progressing toward meeting the district's high school credit requirement, the district's 2.0 cumulative grade point average (GPA) requirement and any other district requirements for graduation with a standard diploma.

(c) For students who meet all requirements, the IEP team may waive the FCAT as a requirement for a standard diploma.

(d) The FCAT waiver for students with disabilities is only available for the 4-year standard diploma option.  It is not available for the three-year, 18-credit diploma options.

Statutory Authority:  1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:  230.23(4)(m)(n) F.S.; 6A-6.03020 SBE Rules..

History: New 6/30/98; Amended 3/9/99, 4/11/00, 7/31/01, 12/9/03, 9/21/04, 10/25/05, 11/13/07

Note: Replaced 6Gx52-3.10

5.18 DROPOUT PREVENTION SERVICES PROGRAMS

(1) It is the policy of the School Board of Pinellas County to provide suitable programs for all its students. Dropout Prevention Services programs may be established to meet the needs of students and parents and the educational goals of the Pinellas County School System. Such programs may be located either within existing schools, in separate schools, in community agencies, Department of Juvenile Justice, or Department of Children and Families facilities, as resources permit.

(2) Dropout Prevention Services programs established by the Board shall report eligible students grades 4-12 for dropout prevention full-time equivalent student membership in the Florida Educational Finance Program (FEFP) and/or Dropout Prevention Incentive Funds.

(3) In order to be eligible for FEFP dropout prevention program funding or Dropout Prevention Incentive Funds, the district shall prepare a Dropout Prevention Plan, approved by the Superintendent and the School Board, which must include programs for students identified as possible dropouts based upon one of the following criteria as required by the Dropout Prevention Act, 230.2316 F.S., Educational services in Department of Juvenile Justice Programs, 230.23161 F.S. and Teen Parent Programs 230.23166 F.S.:

(a) The student has shown a lack of motivation in school through grades which are not commensurate with documented ability levels or high absenteeism or habitual truancy as defined in s. 228.041(28) F.S.

(b) The student has not been successful in school as determined by retentions, failing grades, or low achievement test scores and has needs and interests that cannot be met through traditional programs.

(c) The student has been identified as a potential school dropout by student services personnel using district criteria.  District criteria that are used as a basis for student referral to an educational alternatives program shall identify specific student performance indicators that the educational alternative program seeks to address.

(d) 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.  For the purposes of this program, “disruptive behavior” is behavior that:

1.  Interferes with the student’s own learning or the educational process of others and requires attention and assistance beyond that which the traditional program can provide or results in frequent conflicts of a disruptive nature while the student is under the jurisdiction of the school either in or out of the classroom; or

2.  Severely threatens the general welfare of student or others with whom the student comes into contact.

(e) The student has documented drug-related or alcohol-related problems, or has immediate family members with documented drug-related or alcohol-related problems that adversely affect the student's performance in school.

(f) The student is assigned to a program provided pursuant to Chapter 39, F.S. which is sponsored by a state-based or community-based agency or is operated or contracted for by the Department of Children and Families.

(g) Students participating in a detention, commitment, or rehabilitation program pursuant to Chapter 39, F.S. which is sponsored by a community-based agency or is operated or contracted for by the Department of Juvenile Justice shall receive educational programs according to rules of the State Board of Education.  These students shall be eligible for services afforded to students enrolled in programs pursuant to s.230.2316 F.S. and all corresponding State Board of Education rules.

(h) The student is a pregnant or parenting teen,

(4) The District follows the State Board Rule for the operation, staff development, and evaluation of district dropout prevention services programs. Dropout prevention services programs differ from traditional programs in scheduling, philosophy, curricula, or setting and shall employ alternative teaching methodologies, learning activities, or diagnostic and assessment procedures in order to meet the needs, interests, abilities, and talents of eligible students.  The educational program shall provide curricula and related services which support the program goals and lead to completion of a high school diploma.  The district may modify courses listed in the Florida Course Code Directory for the purpose of providing Dropout Prevention Services for eligible students.  The district ensures coordination of service and activities with other programs and agencies including but not limited to the following:

(a) Department of Juvenile Justice/Department of Children and Families:  For the Department of Juvenile Justice and Department of Children and Families the board shall provide an appropriate program of instruction and special education services for students in residential and non-residential facilities.  The district school board shall make provisions for each student to participate in regular, vocational, and exceptional student programs as appropriate.

(b) Teenage Parent Services:  For teenage parent programs, the curriculum shall include instruction in such topics as prenatal and postnatal health care, parenting skills, benefits of sexual abstinence, and consequences of subsequent pregnancies.  Parenting skills should include instruction in the stages of a child growth and development, methods for aiding in the intellectual, language, physical, and social development of children, and guidance on constructive play activities.  Provisions for necessary child care, health care, social services, parent education, and transportation shall be required ancillary service components of teenage parent programs.  Ancillary services may be provided through the coordination of existing programs and services and through joint agreements between school districts and between school districts and other appropriate public and private providers.  Students participating in teenage parent programs shall be exempt from minimum attendance requirements for absences related to pregnancy or parenting, but shall be required to make up work missed due to absence.

(5) Eligibility - Student participation in Dropout Prevention Services programs shall be voluntary, however districts may assign students to a program for disruptive students.  For students participating in Department of Juvenile Justice and/or Department of Children and Families eligibility is made based on predelinquency and delinquency and/or dependency status.

(6) Records are maintained for each student enrolled in a dropout prevention program. Such records contain, as a minimum, the following:

(a) the student's dropout prevention program category;

(b) student's entry and exit dates in the dropout prevention program;

(c) documentation of eligibility of each student and any required intervention that is dated prior to entry into a dropout prevention program;

(d) annual documentation of eligibility for multiple year programs if enrollment is not voluntary;

(e) the number of instructional periods or hours of participation;

(f) evaluation of student's academic and behavioral progress; and

(g) documentation of parent notification prior to placement for voluntary programs and within five days of placement for assigned programs.

(7) To maintain consistency and standardization of like programs and to ensure compliance with policy, law and rule, the division of curriculum and instruction shall be responsible for program design, determination of student eligibility, preparation of required documents and forms, maintenance of student records, evaluation of student progress, and coordination with community agencies.

(8) Student Dropout Prevention/Graduation Jeopardy

Pinellas County Schools shall offer a variety of programs intended to prevent student dropout and to identify and assist students whose graduation may be jeopardized by deficiencies in test scores, achievement and/or the minimum 1.5 grade point average, as required by Florida Statutes. Such programs shall include, among others, allowing students to repeat courses under certain conditions (the Extended Learning Program; adult education programs); calculating students' GPA on the basis of having dropped up to four electives above the 24 credits required by SDE Rules; school-based assistance programs; after school tutoring; competency testing; an additional school year; and compensatory classes and tutorial services.

Statutory Authority:   1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

History: New 2/24/88, Amended 1/9/91

Laws Implemented:  230.23, 230.2316 F.S.

History: New 5/10/78; Amended 10/10/79, 8/8/90, 1/9/91, 6/30/98, 12/9/03

Note:  Former 6Gx52-3.02 (changed 6/30/98)

5.19 BIOLOGICAL EXPERIMENTS ON LIVING SUBJECTS

(1) The supervisor(s) of academic science courses shall acquaint teachers of biology with the provisions of Section 233.0674, F.S.

(2) Teachers of biology are expected to teach, experiment and permit students in their classes to experiment strictly in accordance with the provisions of Section 233.0674, F.S.

Statutory Authority:  1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:  233.0674 F.S.

History: New 9/9/87, Amended 6/30/98

Note:  Former 6Gx52-3.15 (changed 6/30/98)

5.20 EXTENDED SCHOOL YEAR (ESY) FOR STUDENTS WITH DISABILITIES

Students with disabilities are eligible to receive Extended School Year (ESY) services if the student's IEP team determines that ESY services are required in order for the student to receive a free, appropriate public education.  Services may include direct instruction to the student, consultation to the parent, or a home program for the parent.

The IEP team must consider the following factors in determining the need for ESY services:

•  regression and recoupment in critical life skills related to:

- academics or developmentally appropriate pre-academic skills

- communication

- independent functioning and self-sufficiency

- social/emotional development or behavior

•  crucial stage in the development of a critical life skill

•  nature or severity of disability

•  extenuating circumstances

Critical life skills are defined as those skills that are essential for the promotion and maintenance of the student's self-sufficiency.

Statutory Authority:  1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:  236.0841 F.S.

History: New 7/l2/50; Amended 7/13/55, 7/l2/71, 7/28/65, 7/31/68, 11/17/71; Revised 12/18/74; Amended 5/10/78, 7/23/86, 6/l3/90, 1/9/91, 6/13/95, 10/8/96, 6/30/98, 3/23/99, 12/9/03

Note:  Former 6Gx52-3.11 (changed 6/30/98)

5.21 PLACEMENT AND PROMOTION OF SECONDARY STUDENTS AT PINELLAS TECHNICAL EDUCATION CENTERS (PTEC)

 (b) Exceptional Student Education (ESE):  Special diploma seeking students may choose to participate in a full-day program at PTEC.  Exceptional education students should receive their academic classes from the ESE teachers located at the sites.  Placement at the centers should occur only at the beginning of a semester; students should remain for the entire semester.

(2) Entry/Exit:  Dually enrolled secondary students may enroll at a PTEC only at the beginning of a semester.  Students wanting to return to their assigned high school may do so only at the semester.

(3) Age Requirements:  Students must be at least 16 years old or turn 16 during their first year at PTEC.

(4) Driver Education:  No driver education will be offered at PTEC. 

(5) Diplomas:   Students who meet all graduation requirements for Pinellas County Schools will be awarded diplomas from the last high school they attended.

(6) Cooperative Education:  The cooperative education method of instruction may be used for ESE students only through the vocational program they are completing.  Work experience is available for some students.

(7) Code of Conduct:  All secondary students attending PTEC are expected to follow the secondary code of conduct.  Students who do not have the maturity to conduct themselves properly will be removed from the PTEC program.

(8) Enrollment Eligibility:  All adult centers accept for enrollment those adults 16 years of age and older who make application and who can benefit from the training.  All centers provide testing, guidance, language and remediation, if needed.  All vocational programs have state mandated mathematics and reading achievement standards; achievement of these standards must be documented prior to a student's program completion. Adult students with documented disabilities may be exempted from the provisions of this rule in accordance with Policy 5.23 (10)(e).

(9) Transfer Students:  All centers accept transfer students from other institutions.  These students are placed in vocational programs (1) based on results of written and/or performance tests or evaluation of transcripts or (2) in compliance with articulation agreements between the secondary vocational program or SPJC and PTEC.  Students may transfer from one center to the other without loss of time or credit.  (3)  In accordance with the statewide course code numbering system as verified by a transcript.

(10) Completion:  Completion is based on mastery of all competencies identified by the state curriculum frameworks and student performance standards.  In addition, prior to program completion, students must meet minimum reading, language and mathematics achievement requirements determined by the Florida Department of Education.

Statutory Authority:  1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:

History:  New 6/30/98; Amended 12/9/03, 7/31/07

5.22 WORKFORCE EDUCATION - CUSTOMER WORK ON/OFF CAMPUS

(1) On Campus Customer Work: On campus customer work may be utilized to support the approved curriculum under the following conditions:

(a) A Pinellas County Schools approved work order must be completed in full showing the objectives, customer’s name, address, date, and full description of items.

(b) The work order must be signed by the customer prior to beginning any work.

(c) Parts, materials, etc., on the work order must be paid for by the customer.  No parts, materials or equipment may be acquired for the customer as instructional training aids. A Board approved percentage will be added to the cost for parts, materials or equipment to compensate for overhead.

(d) Items will not be released to the customer until paid for in full.

(e) If the non-binding estimate of the work to be done is in excess of $50, 50% of the estimate may be required to be paid prior to beginning any work.  Fifty percent (50%) prior payment is to be used in cases where excessive costs may be incurred by the school in purchasing parts and materials to begin a project.  This policy will be used at the discretion of the school.  However, the school will inform all customers of the potential need for this policy whether used or not, at the initial writing of the estimate.

(f) Priorities for accepting work/projects shall be assigned as follows:

    1.  Customers are defined as the general public, students and employees of the school system.

    2.  Each type of project will be selected and prioritized on the basis of its educational benefit to the student   Project selection and prioritization will be consistent with training levels and needs of the student.

    3. For each type of project, a priority number will be assigned by the school.

    4. Projects will be selected according to their assigned priority providing replacement or repair parts are available to begin the work.

(g) The work schedule and projected completion date will be determined by the school.

(h) The following provisions shall be included in all agreements signed by clients:

    1. All work done by students of the Pinellas County Schools is for training purposes only. The School Board of Pinellas County assumes no liability for the quality of work done by students in training.

    2. Pinellas County Schools will not be responsible for loss or damage to personal equipment or articles damaged by fire, theft, accident or any other cause beyond our control.

    3. All costs will be paid by the customer upon receipt of the project.

    4. Completed items will not be left on school premises over thirty (30) days after completion.

    5. The customer’s signature on the work order will constitute an authorization for work and agreement with conditions described on the work order.

(2) Off Campus Customer Work: Any customer work that is done off campus by students of the Pinellas County Public Schools will be done under the following conditions:

(a) Student Participation: The students will be vocational education students working under the supervision of a teacher in an approved vocational education program.

(b) Emphasis: Projects shall be selected which provide educational benefits to the students and which correlate with the approved course curriculum.

(c) Priorities for work shall be assigned as follows:

    1. Each type of project will be selected and prioritized on the basis of its educational benefit to the student.  Projects selected will be consistent with training levels and needs of the student.

    2. Projects will be categorized as follows:

    a. Those benefiting the public schools will be given first priority.

    b. Those projects benefiting non-profit organizations which provide services and/or service to the community will have second priority.

    c. Those projects which benefit members of the general public, students or employees of the school system will have third priority.

    3. For each category in 2. a.-c., a priority number will be assigned.

    4. Projects will be selected according to their assigned priority providing replacement or repair parts are available to begin the work.

(d) Approval Process: The project must have the approval of the principal/director of the center/school, and, in the case of secondary programs, the appropriate supervisor.

(e) The following provisions will be included in all agreements signed by clients:

    1. All work done by students of the Pinellas County Schools is for training purposes only. The School Board of Pinellas County assumes no liability for the quality of work by students in training.

    2. Pinellas County Schools will not be responsible for loss or damage to personal equipment or articles damaged by fire, theft, accident or any other cause beyond our control.

    3. All costs shall be paid by the customer upon receipt of the project.

    4. The customer’s signature on the work order will constitute an authorization for work and agreement with conditions described on the work order.

Statutory Authority:  1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:  233.068 F.S.

History: 3/23/83, Amended 8/8/90, 6/30/98, 12/9/03

Note:  Former 6Gx52-3.14 (changed 6/30/98)

5.23 ADULT EDUCATION

(1) The Board supports adult education programs with emphasis on:

(a) functional literacy skills for adults age 16 and over,

(b) basic education and employability skills to enable adults to become socially and economically self-sufficient;

(c) high school completion or GED; and

(d) courses which improve the individual's competencies and/or quality of life.

(2) Adult High School Graduation Requirements:

(a) Graduation requirements and the awarding of diplomas to adults shall conform to the provisions of the State Board of Education Administrative Rules.

(b) The graduation requirements for students in the adult education program who are earning an adult high school diploma are identical to the requirements for students in grades 9-12 with the following exceptions:

    1.  The one (1) credit in physical education is not required for graduation and shall be substituted with an elective credit keeping total credits consistent with the twenty-four (24) credits.

    2.  The laboratory component for science classes is not required.

    3.  An adult high school diploma will be awarded if a student (1) has met the course requirements based upon the curriculum frameworks and Sunshine State Standards and (2) has successfully completed requirements of the Statewide Assessment Program.

    4. An adult transfer student must complete a minimum of one credit in the adult education program after withdrawal from the regular high school program to be eligible for a diploma issued by the adult center.

    5.  No individual, except one assigned to the adult program for acceleration purposes, will be allowed to qualify for graduation at an earlier date than that at which the student would normally have been graduated through regular attendance in the regular high school.

(3) Vocational Education Course Substitutions To Fulfill Graduation Requirements:  Vocational education course substitutions to fulfill graduation requirements for students in adult education programs are identical to the vocational substitutions as contained in 5.13 for students in grades 9-12.

(4) Acceptable Credits Toward an Adult High School Diploma:

(a) Credits from an accredited high school

(b) Credits from a non-accredited high school based upon evaluation

(c) Credit for vocational courses with high school course code numbers and frameworks

(d) Credits completed in state-approved adult classes

(e) Credits for educational experiences in the armed forces

(f) Two elective credits for military training of one full year of service

(g) Correspondence courses in high school subjects taken through the United States Armed Forces Institute

(h) Organized courses of instruction completed in special schools operated by the armed forces based upon evaluation

(i) A maximum of eight credits based on military experience and courses

(j) Credit for approved work experience

(k) Credit on the basis of examination

(l) Credit for college courses and early advancement

(m) Nine (9) elective credits which meet the individual adult student's needs, i.e., which include no special requirements

(5) Grades:

(a) Letter grades are consistent with the grading system of the regular high school program:

(b) Any incomplete grade ("I") will revert to an "F" if the student does not make up the work missed within three (3) weeks of returning to school.  Extensions of time may be granted by the principal for the final grading period of the year.

(c) Because credit is based on competency, students may continue studies at an individual rate until they achieve the student performance standards.  A passing grade is ultimately earned by any student who completes the work satisfactorily.

(d) Evaluation of the student's work is based upon course work, tests, and a final examination that are planned to meet the performance standards of the course.

(6) Attendance:  Regular attendance is required of all students.  A student will be withdrawn after six consecutive absences, regardless of reason.  Because enrollment is based on open entry year round, the secondary attendance policy is not applicable.  A student may be withdrawn, however, for excessive absences and lack of progress as defined in the postsecondary student code of conduct.

(7) Adult Students:

(a) An adult student is one who is beyond the compulsory school age and who has legally left the elementary or secondary school.  Adult education serves all students who can benefit from the courses offered.  Counseling and evaluation of transcripts and prior education credits are used to determine placement.  After placement, reasonable academic progress is expected from the student.  Individual instruction allows the student to progress at his or her own pace.

(b) In most cases, students are tested to obtain their entry level achievement in reading comprehension and in mathematics.  Most high school classes require at least a sixth grade reading and mathematics level for admission.

(c) If a student has a low reading ability, remedial reading is provided to bring the student up to the level that will help him or her achieve in academic high school work.  Remedial work in mathematics is also available to the student.

(8) High School Students In Adult High School Programs:

(a) When a student who is sixteen (16) years of age or older withdraws from a regular day high school program, enters an adult high school program, and later desires to reenter a regular day high school, the student will be readmitted with the permission of the principal; and the school will accept the transfer of all credits earned in a state-approved adult high school provided all other board requirements are met and provided that the student has been enrolled for at least one full semester before graduation from the day high school.

(b) If a student has been enrolled in high school, has completed four years, and needs one credit or less to graduate, the student may, within one year after completing the fourth year, enroll in an adult high school course or an approved dual enrollment course to complete the credit needed for graduation.  It will not be necessary for this student to reenroll in the regular high school for the last semester immediately preceding graduation.

(c) Credit may be granted only when properly enrolled students have completed prescribed course work, demonstrated mastery of the student performance standards in the course of study, and passed all appropriate tests.

(d) A student who was previously enrolled in a regular  high school and who is currently enrolled in an adult high school may transfer credits earned in the adult program only with the permission of the regular high school principal, provided the provisions of subsection (b) above are fulfilled.

(e) Any student who has not attained the age of 16 may not attend an adult high school class unless referred by a Director of Operations.

(9) Statewide Student Assessment Program Guidelines:  Students must successfully complete requirements of the Statewide Assessment Program in order to be issued a diploma.

(10) Test of Adult Basic Education (TABE) Testing in the Adult Vocational Education Program:

(a) Basic skills requirements for vocational education programs are exit requirements from those programs, not entry or placement requirements.  Basic skills testing must be completed within six weeks after admission into a postsecondary adult vocational education program (State Board Rule 6A-10).  The Adult Basic Education (TABE) test is used for reading and mathematics.  The TABE Locator and appropriate level Survey or Battery is administered, in accordance with the standards established for the test by the test developers, to individuals prior to entering a program at the PTEC Centers.

(b) If a student pretests at or above the required grade level, the student will not have to be remediated or post tested.  Minimum basic skills grade levels are defined in each vocational program description adopted under State Board Rule 6A-6.0571

(c) Students whose pretest results are below the required level must be remediated and post tested. 

(d) State Board Rule 6A-10.040 states that students who do not achieve the required basic skills levels for their program on the post test will not receive a vocational certificate and are not considered completers.  This requirement applies to students who complete an entire program or complete at the highest OCP level.

(e) Adult students with disabilities may be exempted from the provisions of this rule and be awarded a vocational certificate and coded as a completer if both of the following criteria are met:

    1. The student has a documented learning, mental, physical, emotional sensory or other disabilities that require modifications to the educational programs, adaptive equipment, or specialized instructional methods and services.

    2. The student has demonstrated mastery of the student performance standards for the vocational program.

(f) School personnel shall maintain the proper documentation of student disability, testing, accommodations, remediation, vocational skill mastery and certification in accordance with the centers' process for exemption from this rule.

(11) TABE Testing in the Adult General Education Program:  Academic skills tests in English language versions only must be given to adults in the Adult General Education program to determine whether the adult student demonstrates skills at or below the eighth grade level according to the standards established for the test by the test developers.  The Test of Adult Basic Education (TABE), locator and survey or battery, is to be given to all adult students enrolled in all Adult Basic Education (ABE) and English for Speakers of Other Languages (ESOL) classes.  Exceptions may be made for the following:  students who are unlikely to perform because of some language barrier or a physical/mental disability which precludes testing under standard conditions or students with disabilities whose folder contains documentation of performance levels below the eighth grade.

Statutory Authority:  1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:  6A-6.020 SBE Rules..

History: New 5/22/57; Amended 7/28/65, 11/17/71; Revised 12/18/74; Amended 5/10/78, 1/9/91, 6/30/98, 1/12/99, 12/9/03

Note:  Former 6Gx52-3.12 (changed 6/30/98)

5.24 COMMUNITY SCHOOLS

The Board supports community education and the use of its facilities by the public to provide educational, recreational social, cultural, health and community services for persons of all ages in accordance with the needs, interests and concerns of the community. Programs and services must include impact on community problems in the areas of growth, crime, education, youth at risk, elderly, health, child care and interagency cooperation; as identified in the Florida Community Education State Plan.

Statutory Authority:  1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented:  228.071, F.S.; 6A-7.095, SBE Rules..

History: New 4/13/88, Amended 1/9/91, 6/30/98

Note:  Former 6Gx52-3.16 (changed 6/30/98)

5.504 SECTION 504 POLICY (K-12)

(1) Policy:  It is the policy of the Pinellas County School Board to provide a free and appropriate public education to each student who is disabled within the definition of Section 504 of the Rehabilitation Act of 1973 regardless of the nature or severity of the disability.

(2) School staff must consider whether to evaluate for Section 504 eligibility when:

(a) A parent requests a Section 504 eligibility evaluation, or Section 504 accommodation plan.

(b) A parent provides medical or psychological documentation of a condition that may constitute a disability.

(c) A student is evaluated and is found not to qualify for Exceptional Student Education (ESE) services under the Individuals with Disabilities Education Act (IDEA).

(d) Expulsion is being considered for any student.

(e) A student is dismissed from ESE with continuing need for accommodations.

(3) School staff may consider whether to evaluate for Section 504 eligibility when:

(a) A student is referred to the school intervention team and it is determined that an evaluation under IDEA is not appropriate.

(b) Substance abuse has been documented, treatment has been received and the student is not currently using drugs or alcohol.  Students who are currently using drugs or alcohol are not Section 504 eligible.

(c) A disability of any kind is suspected, including temporary injuries.

(d) A student’s discipline history is characterized by a pattern of multiple suspensions or reassignments.

(e) A student shows a pattern of not benefiting from the instruction being provided.

(f) A student has a chronic health condition.

(4) The procedures for Section 504 eligibility determination are:

(a) The school will maintain a plan to monitor Section 504 eligibility, and designate a School Section 504 Coordinator.  A School Section 504 Committee determines which evaluations are necessary and who will conduct them.  It is recommended that an interim case manager be appointed.

(b) A Notice of Proposed Evaluation (PCS Form 3-2502) and Notice of Parent and Student Rights will be provided to the parent.

(c) Section 504 evaluations will be conducted.

(d) The School Section 504 Committee will meet to review evaluations and determine Section 504 eligibility.  The parent will be invited to the eligibility determination meeting via the Notice of Eligibility Determination Meeting (PCS Form 3-2584).  If the parent is unable to attend, a conference will be scheduled following the meeting.

    1. The School Section 504 Committee must be a multi-disciplinary team.  A minimum of three (3) members must be present, with at least one of the student's teachers, one student services professional and either the principal or Section 504 school designee.  (It is highly encouraged for an administrator to be present)

(e) The Eligibility Determination (PCS Form 3-2503) will be completed.  If the student's Section 504 disabling condition substantially limits a major life activity, a school Accommodation Plan (PCS Form 3-2504) will be developed and a case manager appointed.  The parent will be provided with a copy of the Eligibility Determination form, Notice of Parent and Student Rights, and Accommodation Plan.

(f) Information will be entered into the Student Information System.  All Section 504 information will be filed in a blue folder.

(g) The Accommodation Plan will be reviewed at least annually and Section 504 eligibility reviewed at least every three (3) years.

(5) Section 504 eligibility criteria:  Characteristics of Attention Deficit/Hyperactivity Disorder (AD/HD)

(a) The school district is obligated to evaluate a student if the district has reason to believe that the child exhibits characteristics of AD/HD and would likely benefit from accommodations/modifications in the regular education classroom.  A medical/psychological diagnosis of AD/HD is not required but may be considered in determining whether a student is Section 504 eligible.  The professional literature suggests that a comprehensive approach to the assessment of AD/HD involving multiple methods, informants, and disciplines is best practice.  An educational assessment of AD/HD should:

    1. Assess the primary characteristics of AD/HD (inattention, impulsivity, and hyperactivity).

    2. Assess the severity of AD/HD (to determine if significant).   

    3. Assess the duration of symptoms (minimum 6 months)

    4. Assess the situational variability

    • Ratings of severity in different home and school situations

    • Classroom observations

    5. Assess academic productivity (e.g., work completion, accuracy, on-task behavior)

    6. Assess the presence of co-occurring disabilities.  IDEA procedures must be followed for identification and placement for students eligible under IDEA.

(b) A student should not be determined Section 504 eligible if inattentive behaviors are caused by or the result of: cultural or linguistic differences, lack of adequate exposure to educational instruction, stressful life events (e.g., divorce, abuse, natural disasters), frustration from inability to perform tasks, or side effects of medication.

(c) The following are recommended assessment methods in determining AD/HD eligibility under Section 504:

    1. Interviews

    2. Structured Classroom Observations

    3. Behavior Rating Scales (e.g., Achenbach, BASC, Conners', ADDES, etc.)

    4. Academic Performance Assessment (e.g., Academic Performance Rating Scale, PIAP, classroom work samples, grades, etc. to establish how AD/HD is limiting the student's ability to learn.)

(6) Section 504 Eligibility Criteria:  Characteristics of a psychological disorder.  A psychological disorder may meet eligibility criteria under Section 504 if the disorder substantially limits one or more major life activities.

(a) Initial Assessment Procedures – It is recommended that comprehensive assessments be completed in each of the following areas, as appropriate.

    1. Review of student data including prior assessments:  informal, group, curriculum-based, as well as psychological/psychiatric information

    2. Structured Observation(s)

    3. Behavior Ratings Scales

    4. Academic Performance Assessment:  Evidence of academic impairment (e.g., grades, work samples, standardized test data, curriculum-based assessment)

(b) Additional Assessment Procedures - When the results of the assessments indicate that the student may exhibit characteristics of a psychological disorder, then additional assessments may be performed as needed from the following categories:

    1. Student interviews

    2. Objective or projective assessment measures with the student

    3. Conferences (school personnel, parents, community members)

(7) Section 504 Eligibility Criteria:  Medical conditions.  The following health conditions may meet eligibility criteria under Section 504 if the condition substantially limits one or more major life activities:

(a) Cancer

(b) Diabetes

(c) Chronic asthma

(d) Severe allergies

(e) Temporary disability from an accident

(f) Arthritis

(g) Epilepsy

(h) Communicable diseases

(i) When substance abuse has been documented, treatment has been received and the student is not currently using drugs or alcohol.  It should be noted that students who are currently using drugs or alcohol are not Section 504 eligible

(j) Section 504 eligibility under medical conditions is not limited to the above list

(8) Section 504 Grievance Procedure

(a) If a parent disagrees with the actions of the School's Section 504 Committee in regard to the child's educational program, the parent may pursue a grievance using the procedure described below.  The purpose of this procedure is to secure, at the level closest to the student, fair solutions to complaints that may arise from time to time.  The parent should first talk to the teacher (outside of regular class time) or principal (or designee) to attempt to solve the problem.

(b) Level 1 – Principal: The parent may describe the problem in writing, along with a proposed solution, and give it to the Principal within three (3) school days after the informal discussion.  The student's parent must sign the grievance.  The Principal will investigate and decide how he or she will resolve the problem.  The Principal will make his or her decision in writing within five (5) school days after receiving the grievance, and will provide it to the parent.

(c) Level 2 – Area Superintendent or Designee: The parent may request in writing that the Area Superintendent or designee review the decision.  The parent must request review within five (5) school days after receiving the Principal's decision.  The Area Superintendent or designee will review the Principal's decision and will decide whether to uphold the Principal's decision or to change it.  The Area Superintendent or designee will make a decision in writing within five (5) school days after receiving the request for review, and will provide it to the parent.  This is the final step of the grievance procedure.

(9) Impartial Hearing:

(a) A parent or guardian of a child may request an impartial hearing on a complaint that the child, solely by reason of her or his disability, has been excluded from participation in, been denied the benefits of, or been subjected to discrimination under any of the district's educational programs or activities.  The hearing will be conducted by an Administrative Law Judge of the Division of Administrative Hearings under chapter 120, Florida Statutes.

(10) Discipline:  Suspension and Expulsion

(a) Introduction:  When an Accommodation Plan is developed, student behavior issues and whether disciplinary consequences should be modified will be discussed and it will be decided whether the disciplinary procedures outlined in the Code of Student Conduct and the School Discipline Plan are appropriate for use with the child.

(b) Suspension:  Whenever a student with a disability under Section 504 is recommended for suspension, the building administrator should consider whether the behavior exhibited by the student is a manifestation of the disability under Section 504.  Schools are strongly encouraged to pursue alternatives to out-of-school suspension for behaviors that are a manifestation of the disability under Section 504; however, out-of-school suspension may be used if the principal determines it is appropriate.

    1. When a student with a disability under Section 504 reaches a cumulative total of eight (8) suspension days within one school year, a formal Section 504 Accommodation Review meeting is required:

    a. The building administrator will schedule the Section 504 Accommodation Review meeting.  The parent must be notified and invited to attend the meeting.

    b. The minimum membership for a review meeting consists of:

        • The building administrator

        • A teacher who has worked with the student

        • Representative from student services (psychologist, social worker or guidance counselor)

    c. The committee will review the student's Section 504 Accommodation Plan and amend, where appropriate.

(c) Expulsion:  Section 504 Eligible Student.  When a student with a disability under Section 504 is recommended for expulsion, the School Section 504 Committee for the student will conduct a Manifestation Review meeting.  If the finding of that meeting is that the behavior is a manifestation of the student's disability under Section 504, the student will not be recommended for expulsion but may be considered for disciplinary reassignment by the Director of School Operations.  If the behavior is not a manifestation then the normal expulsion procedures apply.  Students awaiting expulsion hearing may be offered educational services if the period out-of-school exceeds ten (10) days.

Statutory Authority:   1001.32(2), 1001.41, 1001.42, 1001.43 F.S.

Laws Implemented: 1001.42 (20), 1003.02 (4),, 1013.43 F.S.

History: New 6/17/03