< Back to I. General Procedures/Overview

School Board Policy (Chapter 4, Section 4.80) addresses the descriptive section of the grading scale. In an effort to promote uniformity among schools in this district, a standard scale with descriptors is required.

E, S, N, and U are used on the Kindergarten and grade 1 report card for all subject areas.

For Grades K-5

I (Incomplete) - All grades of “I” (Incomplete) shall be made-up as soon as possible but no later than the end of the next grading period.

NG (No Grade/Insufficient Enrollment) – Insufficient enrollment can be used when a student is enrolled fewer than 15 days.

NOTE: An * beside a course grade indicates a student is working below grade level standards. This rule shall be applied to grades of “F,” and “D” earned in any class, or for courses whose number begins with a 77, 78, or 79 except for learning strategies for those students in Program of Study A.

* Teachers may use plus (+) and minus (-) symbols as part of this grading system with the letter grades in reporting to parents.

** A teacher shall provide a scholarship warning/progress report that serves as notification at any time during a grading period when it is apparent that a student may fail or is doing unsatisfactory work that may lead to failure in any course/subject. Scholarship warnings will be distributed through the Focus accounts for students and parents. School staff should put forth their best effort to verbally communicate scholarship warnings to students and parents via phone, email or other means to confirm receipt. Parents and guardians opting to have written communication must make the request in writing to the school principal or designee. The parents will be offered an opportunity for a conference with the teacher and/or principal/designee. A student may not receive a grade of “U” or “F” if this procedure has not been followed.

INDIVIDUAL EDUCATION PLAN/EDUCATION PLAN PROGRESS REPORTS FOR STUDENTS WITH AN EXCEPTIONALITY:

Progress Reports for Individual Education Plan (IEP)/Educational Plan (EP) annual goals must be provided to parents to communicate student progress toward annual goals. IEP/EP Progress Reports must be provided at least every nine weeks and sent home with the student’s report card for grades K-12. This requirement is in addition to the academic progress reports and report cards sent for all students.

GRADING AND PROMOTIONAL REQUIREMENTS FOR STUDENTS ENROLLED IN MONTESSORI SCHOOLS:

Grading and promotional criteria for students enrolled in the following K-5 magnet programs: J. A. Axson and John E. Ford

1) PROMOTIONAL CRITERIA/ACADEMIC LEVEL ASSIGNMENTS:
A student shall progress at his/her own pace on a curriculum continuum aligned with the applicable state

standards. On-going assessments and annual reviews shall be used to determine a student’s level of performance.

2) ASSESSMENTS:
On-going comprehensive assessments providing annual benchmark measures that are aligned with the applicable state standards shall be used to determine individual student performance. The student’s performance shall be compared to a standardized expected level of performance for the child’s chronological age to determine progression on the curriculum continuum. (Appropriate standardized tests shall be used to evaluate the program.)

3) GRADING AND REPORT CARDS:
A student’s progression on a curriculum continuum, aligned with the applicable state standards, shall be determined by teacher judgment. Teacher judgment shall be based on the student’s academic achievement as indicated on a student performance checklist aligned with the applicable state standards applicable for that grade level. Documentation of teacher judgment may be based on any of the following procedures:

a) applicable tests or evaluation activities selected from the district textbook program or other school-selected instructional materials;

b) applicable samples of students’ daily work assignments;

c) records of observations of student work (oral and written); and

d) teacher-made assessments.

Report cards are vehicles by which students’ achievements are communicated to parents. The report card shall include student performance in a variety of areas with teacher comments and regularly scheduled parent conferences. Parents of students not enrolled in the Montessori programs shall be given the option of letter grades instead of the above reporting system.

Any waivers to these requirements that are necessary to implement this program shall be approved by the Superintendent or designee prior to implementation.

E, S, N, and U are used on the Kindergarten report card for all subject areas.

A, B, C, D, and F are used for grading all subjects except art, music, and physical education, which receive S or N.

For Grades K-5:

I (Incomplete): All grades of “I” (Incomplete) shall be made-up as soon as possible but no later than the end of the next grading period.

NG (No Grade/Insufficient Enrollment) - Insufficient enrollment can be used when a student is enrolled fewer than 15 days.

*Teachers may use plus (+) and minus (-) symbols as part of this grading system

NOTE: An asterisk beside a course grade indicates a student is working below grade level standards. This will be applied programmatically based on course code number (“77” courses) or grades of “D”, “F”, or “U”.

** A teacher shall provide a scholarship warning/progress report that serves as notification at any time during a grading period when it is apparent that a student may fail or is doing unsatisfactory work that may lead to failure in any course/subject. Scholarship warnings will be distributed through Focus accounts for students and parents. School staff should put for their best effort to verbally communicate scholarship warnings to students and parents via phone, email or other means to confirm receipt. Parents and guardians opting to have written communication must make the request in writing to the school principal or designee. The parents will be offered an opportunity for a conference with the teacher and/or principal/designee. A student may not receive a grade of “U” or “F” if this procedure has not been followed.

School attendance shall be the direct responsibility of parents/guardians and students. All students are expected to attend school regularly, receive total instructional time, and to be on time for classes to benefit from the instructional program and to develop habits of punctuality, self-discipline, and responsibility.

Open communication between parents/guardians and schools is an integral component of the educational process. Schools and parents/guardians shall work together to encourage students to attend school regularly. Regular attendance in each forty-five (45) day grading period is necessary for a student to be successful in school. Missed work shall be made up for all absences, including suspension. The make-up work must be made up within a specific time period. Each student shall receive full credit for such work. See School Board Policy 5.42.

During each grading period, in middle school grades (6-8) and high school grades (9-12), the principal or designee shall notify parents/guardians by phone or in writing on or before the third absence of the student from any period or school day. Within each grading period, parents/guardians shall be notified in writing upon the fifth absence of the student from any class period or school day to request their cooperation in preventing further absences. (Board Policy 5.42) Principals may authorize a waiver of notification if school personnel have determined the student has contracted an illness, such as a communicable childhood disease, resulting in an extensive number of absences.

Students who are absent shall receive a grade of zero (0) for work missed for the day(s) in which the absence(s) occur. Students shall be responsible for making up missed work for each absence. Students shall receive appropriate grades for the make-up work to replace the zero (0). The make-up work should be made up within a specific time period. The school principal shall determine the appropriate length of time for completion of assignments.

Schools shall not exempt students from academic performance requirements, such as final exams, based on practices or policies designed to encourage student attendance. A student’s attendance record may not be used in whole or in part to provide an exemption from any academic performance requirement (1003.33(2) F.S.).

If a student has at least five unexcused absences, or absences for which the reasons are unknown, within a calendar month, or 10 unexcused absences, or absences for which the reasons are unknown, within a 90-calendar day period, the student’s primary teacher shall report the student’s attendance to the principal. The principal shall, unless there is clear evidence that the absences are not a pattern of non-attendance, refer the case to the school level Attendance Intervention Team (AIT).

The school level AIT will schedule a meeting with the parent or guardian, a contract will be developed and signed by the participating attendees. If the contract is violated, and the student continues to be truant, the school attendance designee will forward an attendance referral to the social worker. The truancy officer will make a home visit. The school attendance designee will schedule a Level 2 meeting and invite the parent/guardian. A second AIT contract will be developed and signed by participating attendees. If the second AIT contract is violated the parent/guardian will be invited to the District Truancy Intervention meeting.

Per Florida Statute 322.091, students with a pattern of non-attendance may have driving privileges revoked. Students who accumulate 15 or more unexcused absences in any 90-claendar period or who have dropped out of school are electronically reported to the Florida Department of Highway Safety and Motor Vehicles.

Reinstatement of driving privileges for students in traditional schools is contingent upon students attending 30 consecutive school days with no unexcused absences, after the last unexcused absences.

A student is eligible for the Homebound/Hospital program if the following criteria are met:

1) certification by a licensed Florida physician that the student is expected to be absent from school due to a physical or psychiatric condition for at least fifteen (15) consecutive school days or due to a chronic condition for at least fifteen (15) school days, which need not run consecutively,

2) confinement to home or hospital,

3) ability to participate in and benefit from an instructional program,

4) receiving medical care for illness or injury which is acute or catastrophic or chronic in nature, and

5)ability to receive instructional services without endangering the health and safety of the instructor or other students with whom the instructor may come in contact.

6) A medical form can be obtained from the counselor at the student’s school or by calling the Homebound/Hospital Program office.

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.

Students with unauthorized absences shall be held accountable through provisions in the Code of Student Conduct “Minor Offenses”, Class 1.08 or 2.23. Other appropriate penalties, such as detention beyond the regular school schedule or appropriate counseling programs for students and parents, may be administered at the discretion of the school principal or designee. Each school shall develop a written plan for encouraging and motivating students to attend school. Such plans may include certificates, awards, special events, and participation grades for exemplary attendance during a grading period.

NOTE: A student must be enrolled through the end of the school year to receive final grades and be eligible for promotion. Failure to attend through the last day of school may affect final grades and promotion. All state End of Course (EOC) exams, district EOCs and final exams will be administered following the district testing calendar. No exams may be given prior to the approved exam window.

Pursuant to 1008.25(4) F.S., each student must participate in the statewide, standardized assessment program required by s. 1008.22. Each student who does not achieve Level 3 or above on this assessment in English Language Arts, Mathematics, or the Algebra 1 EOC, must be evaluated to determine the nature of the student’s difficulty, the areas of academic need, and the strategies for providing academic support to improve the student’s performance. A student who is not meeting the school district or state requirements for satisfactory performance in ELA and Math must be covered by one of the following plans:

1) A school-wide system of progress monitoring for ALL students (except a student who scores Level 4 or above on the ELA and Math assessments may be exempted from participation by the principal); or
2) An individual student progress monitoring plan; or
3) A federally required student plan such as an IEP or ELL Plan which addresses identified deficits in reading, writing, science, or mathematics. If the IEP does not address the identified deficit(s), area(s) of academic need, and strategies through direct services, then an IEP or IEP addendum meeting must be held to identify and address the requirements for a student not achieving a Level 3 or higher.

Components which must be included in a school wide progress monitoring system include the following:

Student progress data reported a minimum of three times per year (If a “D” or “F” graded school within the last three years, this requirement is monthly) available to the district, principal, teacher, and parent in the areas of

1) Reading;
2) Mathematics;
3) Science; and
4) Strongly encouraged for social studies.

Progress data must include:

1) Student reading progress monitoring;
2) Student proficiency on grade level standards (including access points for students with significant cognitive disabilities or ELL students);
3) Classroom proficiency on grade level standards; and
4) School proficiency on grade level standards.

Progress data must be used to:

1) Evaluate and revise classroom instruction;
2) Determine individual student remediation needs;
3) Evaluate and revise implementation of the school improvement plan;
4) Evaluate and revise teacher professional development plans;
5) Evaluate and revise the district assistance and intervention plan;
6) Evaluate the fidelity of the implementation of the district K-12 reading plan; and
7) Evaluate teacher performance.

The purpose of the Interstate Compact on Educational Opportunity for Military Children is to remove barriers to educational success imposed on children of military families because of frequent moves and deployment of their parents.

This compact applies to the children of:

1) Active-duty members of the uniformed services, including National Guard and Reserve on active-duty orders;
2) Members or veterans of the uniformed services who are severely injured and medically discharged or retired for a period of 1 year after medical discharge or retirement; and
3) Members of uniformed services who die on active duty or as a result of injuries sustained on active duty for a period of 1 year after death.

This compact does not apply to the children of:

1) Inactive members of the National Guard and military reserves;
2) Members of the uniformed services now retired, except as provided in section above;
3) Veterans of the uniformed services, except as provided in the section above; and
4) Other United States Department of Defense personnel and other federal agency civilian and contract employees not defined as active-duty members of the uniformed services.

Educational Records and Enrollment

If a child’s official educational records cannot be released to the parents for transfer, parents shall be provided a set of unofficial records containing uniform information as determined by the Interstate Commission. Upon receipt of unofficial educational records, the school shall enroll and appropriately place the student based on this information (pending validation by official records) as quickly as possible. Requests for official educational records shall be processed and furnished within 10 days.

Students must be given 30 days from the date of enrollment to obtain any immunization required. For a series of immunizations, initial vaccinations must be obtained within the first 30 days.

Students shall be allowed to continue their enrollment at the grade level in which they were enrolled in the sending state, including Kindergarten, at the time of transition, regardless of age. A student who has satisfactorily completed the prerequisite grade level in the previous state is eligible for enrollment in the next highest grade level in the receiving state, regardless of age. A student transferring after the start of the school year shall enter school on their validated level from an accredited school in the sending state.

Placement and Attendance

If a student transfers before or during the school year, the receiving school shall initially honor placement of the student in educational courses based on the student’s previous enrollment. Course placement includes, but is not limited to, Honors, International Baccalaureate, Advanced Placement, vocational, technical, and career pathways courses. A school in the receiving state is not precluded from performing subsequent evaluations to ensure appropriate placement and continued enrollment of the student in the courses.

The receiving school must initially honor placement of the student in educational programs based on current educational assessments conducted by the sending school or participation or placement in like programs in the sending state. Such programs include, but are not limited to gifted and talented programs, and ESOL.

Eligibility

When considering the eligibility of a child for enrolling in school:

1) A special power of attorney relative to the guardianship of a child of a military family is sufficient for enrolling the child in school and for all other actions requiring parental participation and support.
2) A transitioning military child who is placed in the care of a noncustodial parent or other person standing in loco parentis who lives in a school’s attendance area different from that of the
custodial parent, may continue to attend the school in which he/she is enrolled while residing with the custodial parent.
3) Schools must facilitate the opportunity for transitioning military children’s inclusion in extracurricular activities, regardless of application deadline; to the extent they are otherwise qualified.

Graduation

In order to facilitate the on-time graduation of children of military families, schools shall:
Waive specific courses required for graduation if similar coursework has been satisfactorily completed in another school, or shall provide reasonable justification for denial. If a waiver is not granted for a student who would qualify to graduate from the sending school, the receiving school must provide an alternative means of acquiring graduation coursework so the student may graduate on time.

States shall accept exit or end-of-course exams required for graduation from the sending state, national norm-referenced tests, or alternative testing, in lieu of testing of requirements for graduation in the receiving state. If these alternatives cannot be accommodated by the receiving state in the student’s senior year, then the provision stated below apply.

If a military student transfers at the beginning of or during the senior year and is not eligible to graduate from the receiving school after all alternatives have been considered, the sending and receiving schools must ensure the receipt of the diploma from the sending school if the student meets the graduation requirements from the sending school. If one of the states in question is not a member of this compact, the member state shall use its best efforts to facilitate the on-time graduation of students. Florida is a member-state.

The professional judgment of the teacher is the major factor in determining promotion. Students must demonstrate mastery of the grade level standards to be promoted. The following guidelines are recommended when evaluating student progress:

1) Assessment activities

a) tests
b) teacher-developed
c) district-developed
d) state
e) national
f) textbook
g) student research activities/projects

2) Documentation of teacher judgement is evidenced by:

a) Assignments, including homework activities;
b) Records on observations of oral and written student work (classroom participation, completion of assignments, quality of work);
c) Promotional standards designated for each grade level shall be defined by the district and state standards. Teachers should use the evaluation criteria in instructional guides, and the applicable state standards for the designated grade level;
d) A student portfolio* contains a systematic collection of evidence used by the teacher to monitor the student’ academic growth over a period of time. Portfolio assessment shall be defined in terms of the following characteristics:

1) Ongoing;
2) Multidimensional, providing a variety of measures,
3) Student-centered, and
4) Authentic, requiring students to apply what they have learned.

e) Report cards communicate a student’s achievement to parents. Report card grades shall reflect a student’s mastery of standards.

NOTE: In elementary school, final grades shall reflect a student’s overall mastery of the grade level standards and are not necessarily an average of the four quarter grades.

*Third Grade Portfolios for promotion of students scoring at Level 1 on FSA F.A.S.T. Reading must follow the Florida Department of Education guidelines.

Summer School Policy Regarding Out-Of-County or Private School Students Attending Summer Educational Programs

Out-of-county or private school students may NOT attend the Duval County Public School’s Summer Educational Programs, if offered.

Exception: Students transferring from another school district into Duval County Public Schools must be enrolled in a Duval County public school 15 days or more to receive a grade on his/her report card. This may assist in determining eligibility for the Summer Educational Programs.

Procedures for Duval County Public School Students Attending a Private School’s or Out-Of-County School’s Summer Sessions

This option for promotion does NOT apply to a third-grade student who was retained due to a Level 1 on the required state reading assessment.

1) The parents/guardian of the student must submit a written request to the current school principal for permission to attend a summer school session outside Duval County Public Schools for only one promotional credit (or one- half credit or two one-half credits). This request shall be submitted to the student’s current school principal prior to the beginning of the summer session.
2) Approval must be granted by the current school principal prior to enrollment for DCPS credit to be awarded. For permission to be granted for attendance at a private school or out-of-county school's summer session for promotion, to earn credit, and/or to improve GPA, the school’s summer program must consist of 120 instructional hours or more for a maximum of one credit (or two one-half credits) earned. Tutoring does not qualify as summer school, nor does it meet the teacher judgment certification requirement for promotion or course credit.
3) In order for the student to be awarded credit, the parent shall present to the school principal, who granted approval, an official transcript verifying academic progress and attendance, including any appropriate evaluation data from the summer school prior to the opening of the new school year.
4) When a student attends an accredited private school* and submits an official transcript, validation of courses/grades is not necessary. The transfer grade is accepted at face value.
5) When a student does not attend an accredited private school and/or does not submit an official transcript, the course grade/credit shall be validated through successful (“C”/2.0 GPA) performance during the first forty-five days of enrollment during the next school year (1003.25(3) F.S.) (6A-109941 FAC). If the student achieves the 2.0 GPA during the first 45 days of enrollment, further validation procedures are not necessary. The transfer grade will be accepted at face value.
6) Alternative validation procedures are to be used when the student HAS NOT made satisfactory progress at the end of the first quarter. Alternative validation procedures include successfully passing teacher-made exams, and/or minimum grade equivalent score on a district approved reading assessments and/or district approved math assessment and/or district benchmark assessment, if applicable, and/or a passing score of 60% or higher on the appropriate end-of-course exam. The principal/designee will then utilize the data received from the summer school and the testing data to make final determination of grade placement/promotion and/or course credit/grade.
7) Secondary students attending a DCPS summer school program for the purpose of promotion may enroll in up to two full credits through DCPS and Florida Virtual School or DCPS and Duval Virtual Summer Academy. Students enrolling in Duval Virtual Summer Academy must complete one course before enrolling in a second course.
8) Eligible High School students wishing to take a Dual Enrollment (DE) course during the summer must meet all DE program eligibility requirements. Students may take up to one full credit. The student’s school counselor must sign off on the DE application.
9) Students in a ninth grade cohort requiring a State End of Course Exam (EOC) as a part of the final grade calculation who attend an out of county or private school will have their final summer school grade/credit calculated using the appropriate state EOC formula.

*A directory of private schools with their accreditation is provided on the Florida Department of Education Web site at: Florida Private Schools Directory

A Home Education Program, as defined in Section 1002.01 F. S., is the sequentially progressive instruction of a student directed by his/her parent(s) or guardian in order to satisfy the requirements of 1002.41, 1003.01(13)(d), and 1003.21(1)(b) F.S..

1.Guidelines and Procedures for the Home Education Program

a) The parent shall notify the district school superintendent of the county in which the parent resides of her or his intent to establish and maintain a home education program. The notice shall be in writing, signed by the parent, and shall include the names, addresses, and birthdates of all children who shall be enrolled as students in the Home Education Program. The notice shall be filed in the district school superintendent’s office within 30 days of the establishment of the home education program. A written notice of termination of the Home Education Program shall be filed in the district school superintendent’s office within 30 days after said termination.
b) The parent shall maintain a portfolio of records and materials. The portfolio shall consist of the following:

1) A log of educational activities that is made contemporaneously with the instruction and that designates by title any reading materials used.
2) Samples of any writings, worksheets, workbooks, or creative materials used or developed by the student.

c) The portfolio shall be preserved by the parent for 2 years and shall be made available for inspection by the district school superintendent, or the district school superintendent’s agent, upon 15 days’ written notice. Nothing in this section shall require the district school superintendent to inspect the portfolio.
d) The parent shall provide for an annual educational evaluation in which is documented the student’s demonstration of educational progress at a level commensurate with her or his ability. The parent shall select the method of evaluation and shall file a copy of the evaluation annually with the district school superintendent’s office in the county in which the student resides. The annual educational evaluation shall consist of one of the following:

1) A teacher selected by the parent shall evaluate the student’s educational progress upon review of the portfolio and discussion with the student. Such teacher shall hold a valid regular Florida certificate to teach academic subjects at the elementary or secondary level;
2) The student shall take any nationally-normed student achievement test administered by a certified teacher;
3) The student shall take a state student assessment test used by the school district and administered by a certified teacher, at a location and under testing conditions approved by the school district;
4) The student shall be evaluated by an individual holding a valid, active license (as a school psychologist) pursuant to the provisions of 490.003(7) or (8) F.S.; or
5) The student shall be evaluated with any other valid measurement tool as mutually agreed upon by the district school superintendent of the district in which the student resides and the student’s parent resides.

e) The district school superintendent shall review and accept the results of the annual educational evaluation of the student in a Home Education Program. If the student does not demonstrate educational progress at a level commensurate with her or his ability, the district school superintendent shall notify the parent, in writing, that such progress has not been achieved. The parent shall have 1 year from the date of receipt of the written notification to provide remedial instruction to the student. At the end of the 1-year probationary period, the student shall be reevaluated as specified in 1002.41(1)(c) F.S. Continuation in a Home Education Program shall be contingent upon the student demonstrating educational progress commensurate with her or his ability at the end of the probationary period.
f) School districts in Florida are not authorized to award a diploma to a Home Education Program student. To receive a DCPS diploma, a home education student must terminate enrollment with the Home Education Office and be enrolled in a district high school for at least the entire spring semester of their senior year, earning credits needed for graduation.
g) A home education student is eligible to participate in interscholastic extracurricular student activities at a public school. An extracurricular activity is any school-authorized or education-related activity occurring during or outside the regular instructional school day. A home education student must be able to participate in curricular (class) activities if that is a requirement of the extra-curricular activity, such as marching band. Home school students may only participate at their attendance area school. (1006.15(3)(a) F.S.)

1) The student must meet the requirements of the Home Education Program (1002.41, F.S.).
2) During the period of participation, the home education student must demonstrate educational progress in all subjects taken in the Home Education Program by a method of evaluation agreed upon by the parent and the school principal which may include:

a. review of the student’s work by a certified teacher chosen by the parent,
b. grades earned through correspondence,
c. grades earned in courses at a post-secondary institution, or
d. standardized test scores above the 35th percentile, or any other method in 1002.41(1)(c) F.S.

3) The student must meet the same residency requirements as other students in the school at which he or she participates. Home Education students may only participate at their attendance area school.
4) The student must meet the same standards of acceptance, behavior, and performance as required of other students in extracurricular activities.
5) The student must register with the school his or her intent to participate in interscholastic extracurricular activities as a representative of the school before the beginning date of the season for which the activity in which he or she wishes to participate. A home education student must be able to participate in curricular activities (school courses) if that is a requirement for an extracurricular activity.
6) A student who transfers from a Home Education Program to a public school before or during the first grading period of the school year is academically eligible to participate in interscholastic extracurricular activities during the first grading period provided the student has a successful evaluation from the previous year.
7) Any public school or non-public school student who has been unable to maintain academic eligibility for participation in interscholastic extracurricular activities is ineligible to participate as a home education student until the student has successfully completed one grading period in a Home Education Program fulfilling the requirements for interscholastic extracurricular eligibility (1006.15(3)(a)(2) F.S.) to become eligible to participate as a home education student.

Any insurance provided by district school boards for participants in extracurricular activities shall cover the participating Home Education student. If there is an additional premium for such coverage, the participating Home Education student shall pay the premium (1006.15(7) F.S.).

FLORIDA STATUTES AND STATE DEPARTMENT OF EDUCATION RULES GOVERNING THE HOME EDUCATION PROGRAM WHERE INSTRUCTION IS PROVIDED TO STUDENTS GRANT EXEMPTION FROM COMPULSORY PUBLIC SCHOOL ATTENDANCE.

2.Guidelines and Procedures for Students Who Have Left the Home Education Program to Return to Duval County Public Schools

a) KINDERGARTEN PLACEMENT: A student who enters a Duval County Public School from a Kindergarten Home Education Program must meet the entrance requirements for Kindergarten as outlined in Section I B.1., Grade Placement.
b) FIRST GRADE PLACEMENT: With appropriate documentation of satisfactory completion of a Home Education Program and verification that the student meets the age requirement for entrance into first grade, a student shall be provisionally placed in a first grade class. During the first 20 days of enrollment, the student shall be assessed through teacher observation and district and state assessments to demonstrate mastery of the applicable state standards for Kindergarten. If the student does not demonstrate mastery of the standards, he/she shall be reassigned to and placed in Kindergarten.
c) SECOND THROUGH SIXTH GRADE PLACEMENT: With appropriate documentation of satisfactory completion of a Home Education Program, a student may be provisionally placed in the regular program for these grades. Final course grades and credits on an official transcript from an accredited school such as Florida Virtual School (FLVS), shall be taken at face value subject to validation if required by the receiving school’s accreditation. This provisional placement will be validated before the end of the first 45 days in the program as follows:

1) The judgment of the teacher(s) to whom the student is assigned that the grade placement is correct. This judgment will be based on the student’s classroom performance as outlined in General - Appendix E; and
2) Predefined scores on district level assessments in reading and mathematics.

NOTE: The final determination will be based primarily on classroom performance and not on a single test score.

d) SEVENTH THROUGH TWELFTH GRADE PLACEMENT: With appropriate documentation of satisfactory completion of a Home Education Program, a student may be provisionally placed in the regular program for grades 7 through 12.

1) This provisional grade level AND course placement will be validated before the end of the first 45 days of enrollment (6A-1.09941 FAC).
2) Validation of courses/grades/credits will be based on performance in classes at the receiving school. The judgment of the teacher(s) to whom the student is assigned will determine if the grade level/course placement is correct. This judgment will be based on the student’s classroom performance as outlined in General - Appendix E. If a student has a minimum grade point average of 2.0 at the end of the first 45 days of enrollment, further validation of grade/course placement and acceptance of grades/credits will not be necessary.
3) If a student does not earn a 2.0 GPA by the end of the first 45 days of enrollment, further validation is required. Validation methods may include the following:

a. Portfolio evaluation by the Superintendent or designee;
b. A passing score of 60% or higher on a District End of Course Exam (EOC) can be used to demonstrate mastery, to assign a grade, and to receive course credit. (To determine course mastery, assign a grade, and award credit(s) for courses without an EOC, a teacher-made test, benchmark assessments, if appropriate, and/or any other valid measurement tool shall be used for validation.);
c. Written recommendation by a Florida certified teacher selected by the parent and approved by the principal;
d. Demonstrated proficiencies on required state assessments, in appropriate subject areas, or
e. Demonstrated proficiencies on nationally –normed standardized subject area assessments, such as the SAT Subject Area Tests.
f. Awarding of credit is limited to courses available in the State Course Code Directory.
g. Students transferring from a Home Education Program into the Duval County Public Schools may not accrue credits in one school year that exceed the number of credits that may be accrued through the Student Progression Plan.
h. Students cannot be promoted to grade 9 without official documentation of successful completion of courses/grades earned in grades 6 - 8.

NOTE: Students must be provided at least 45 days from the date of enrollment to prepare for validation assessments outlined above. Final course grades and credits on an official transcript from an accredited school such as Florida Virtual School (FLVS), shall be taken at face value subject to validation if required by the receiving school’s accreditation.

NOTE: The final determination will be based primarily on classroom performance and not on a single test score.

4) High School Completion/Diploma (6A-1.09941 FAC)

a. To receive a 24-credit or 18-credit standard high school diploma, a transfer student must pass state designated assessments based on ninth grade entry year (see High School Appendix E), or alternate assessment as provided by Florida law and earn a 2.0 GPA in courses taken in a Florida public school, specified in 1008.22(3) F.S.. Twelfth grade students transferring into DCPS with ninety (90) or fewer school days left of the school year may receive their diplomas from the school from which the student transferred.
b. To receive a DCPS diploma and participate in the commencement ceremony, a home education student must be enrolled for at least the entire spring semester of his/her senior year, earning credits needed for graduation.
c. School districts are not authorized to award a diploma to a Home Education Program student. However, a home education student may take the General Education Development (GED) test at an education center, such as Florida State College at Jacksonville’s Assessment Centers, and be awarded a GED diploma by the State of Florida, if the student receives a passing score. The toll free number for information pertaining to the GED is 1-800-237-5113.
d. To qualify for a Florida Bright Futures Scholarship, a student must have been enrolled in home school his/her junior and senior years at the minimum.

ACADEMICALLY CHALLENGING CURRICULUM TO ENHANCE LEARNING (ACCEL) OPTIONS (1002.3105 F.S.). While differentiated instruction and/or specialized services (e.g., Gifted Services) provide most students with the appropriate level of intellectual challenge and academic enrichment, Academically Challenging Curriculum to Enhance Learning (ACCEL) options are available to eligible students seeking educational opportunities through advanced curricula or accelerated instruction. The following ACCEL options are available to students in grades K-5 (§1002.3105(1)(b), F.S.):

□ Whole-Grade Promotion: Full-year promotion to the next highest grade level – one grade level only.

□ Mid-Year Promotion: Promotion to the next highest grade level at mid-year (i.e., Spring Semester).

□ Subject-Matter Acceleration: Enrollment in the next highest course in the state-mandated course progression in English language arts/reading (ELA/Reading), mathematics, science, or social studies – with no change in grade level.

□ Virtual Instruction in a Higher Grade Level Subject: Enrollment in Duval Virtual Instruction Academy (Duval Flex) or Florida Virtual School (FLVS Flex) for virtual instruction in a higher grade level subject (if approved for promotion or acceleration).

PARENT NOTIFICATION. Principals must inform students and parents/guardians of the ACCEL options available at the school and of the ACCEL eligibility requirements (§1002.3105(4)(a), F.S.). The ACCEL request may be initiated by the school principal or the parent/guardian; however, parent/guardian permission for participation in ACCEL is required. Students participating in an ACCEL option, by request of the parent/guardian, must do so with a performance contract executed by the student, parent/guardian, and the principal.

STUDENT ELIGIBILITY CONSIDERATIONS. Schools must carefully consider the impact ACCEL options may have on a student’s future academic performance and her/his/their mental, emotional, and social development – especially when considering whole-grade or mid-year promotion (i.e., full- year promotion). In addition to the academic requirements described in state statute (§1002.3105 (2)(a)(3), F.S.), schools must weigh other factors, including the student's commitment, developmental level, and desire to participate in the ACCEL option. If approved, a plan for the smooth transition from the student’s current grade level (or grade level course) to the higher grade level (or accelerated course) must be developed. The plan must include an assurance of continuous course progression into middle and high school.

CONTINUOUS COURSE PROGRESSION. Students who successfully complete an ACCEL option and earn promotion to the next grade level must be placed in the next course in the state course progression. For example, fourth grade students who successfully complete a Grade 5 course and earn promotion to fifth grade will be placed in Grade 5 the following school year but will be enrolled in the appropriate sixth grade course, per the state course progression (§1008.25, F.S.).

VIRTUAL COURSES. Online courses may be approved at the principal’s discretion. The following conditions apply: 1) Students must meet ACCEL eligibility requirements to be approved for virtual instruction at a higher grade level; 2) Students in grades K-5 are not required to meet ACCEL eligibility requirements to enroll in extracurricular courses taught at the elementary level (e.g., Elementary Spanish); 3) Students who successfully complete a prerequisite course are not required to meet ACCEL eligibility requirements to enroll in the next course in the state course progression during summer semester; and 4) Students who fail a course are not required to meet ACCEL eligibility requirements to be approved to retake the course in summer semester.

DOUBLE PROMOTION. Students cannot promote or accelerate more than one grade level, per the required state course progression in English language arts/reading, mathematics, science, and social studies (§1008.25, F.S.).

CONCURRENT ENROLLMENT. Students in grades K-5 cannot participate in ACCEL options by enrolling concurrently in two grade level courses in the same subject area. For example, a student cannot enroll in a virtual course taught at the higher grade level (i.e., the accelerated course) if he/she/they is enrolled in the prerequisite course (i.e., the on-grade level course) during the regular school day.

ENTRY INTO FIRST GRADE. Kindergarten students who do not meet the state age requirements for admission to first grade are not eligible for whole- grade or mid-year promotion to first grade (§1003.21(1)(a)1, F.S.). Similarly, Pre-K students cannot accelerate to Grade K.

RESTRICTIONS DUE TO THE THIRD GRADE READING ASSESSMENT REQUIREMENT:

• Grade 2: Students in second grade are not eligible for whole-grade promotion to fourth grade, nor subject-matter acceleration to Grade 4

  ELA/Reading, due to the state reading assessment requirement for promotion to fourth grade (§1008.25(5), F.S.).

• Grade 2: Students in second grade may be considered for mid-year promotion to Grade 3, with the expectation they must complete all state-

  mandated assessments for third grade (§1008.25(5), F.S.). If the student scores a level 1, he/she/they has the same rights and privileges for

  exemptions as any third grader. If he/she/they scores at or above the minimum proficiency level designated by the state on the 3rd grade reading

  assessment (or an approved alternative), the student will be eligible for promotion to Grade 4.

• Grade 3: Third grade students are not eligible for mid-year promotion to Grade 4 due to the state third grade reading assessment requirement

  (§1008.25(5), F.S.). Students who are retained in Grade 3 may be promoted to Grade 4 during first semester, if they meet the Standards for the

  Promotion of Retained Third Graders set by the Florida Department of Education (6A-1.094222, F.A.C.).

PROMOTION TO MIDDLE SCHOOL. Fifth grade students are not eligible for mid-year promotion to Grade 6 or whole-grade promotion to Grade 7 due to the state course credit requirements for completing middle school (§1003.4156, F.S.).

*Please see Assessment Schedules to review the full Florida state assessment calendar.

T = Grade Level Administered 
*computer-based format

STATE END-OF-COURSE EXAM

The Florida Department of Education (FDOE) cancelled State assessments during the spring of the 2019-2020 school year due to school closures as a result of COVID-19.

Health Education provides students with the knowledge and skills they need to maintain health and wellness throughout their lifetime. The intent of a comprehensive health education program is to motivate students to improve their health, prevent disease, and avoid or reduce health related risk behaviors. All teaching and learning is focused on student achievement of learning standards (Next Generation Sunshine State Standards). Health literate youth have the ability to maintain and enhance personal health and fitness, create safe environments, and manage personal and community resources. Health education provides real life learning experiences with personal applications of scientifically research-based health knowledge and skills in relevant situations. Health Education creates opportunities and experiences that engage and challenge young people to assess, explore, and question their health, while personalizing, adapting, and evaluating their learning.

Requirements:

1) All students shall be provided 30-minutes of instruction on mental and emotional health education on the last instructional Wednesday of each month (Wellness Wednesdays). (State Board Ruling 6A.1.094121).

2) All students in grades K-12 shall be provided child trafficking prevention instruction through four (4) annual lessons at each grade level (State Board Ruling 6A-1.094123, F.A.C.).

3) All students shall be provided annual instruction in grades K-12 related to youth substance use and abuse instruction through the district’s health education curriculum (State Board Ruling 6A-1.094123, F.A.C.).

4) All students in grades K-12 shall be provided the opportunity to participate in character education (1003.42(s) F.S.). The character development curriculum shall stress the qualities of patriotism; responsibility; citizenship; kindness; respect for authority, life, liberty, and personal property; honesty; charity; self-control; racial, ethnic, and religious tolerance; and cooperation.