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SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice Chair Dr. Dorothy Bendross-Mindingall
Susie V. Castillo
Dr. Wilbert “Tee” Holloway Dr. Martin Karp
Lubby Navarro
Dr. Marta Pérez
Raquel A. Regalado
Julian Lafaurie Student Advisor
Alberto M. Carvalho Superintendent of Schools
Marie Izquierdo Chief Academic Officer
Office of Academics and Transformation
Dr. Maria P. de Armas Assistant Superintendent
Division of Academics
MIAMI-DADE COUNTY PUBLIC SCHOOLS CURRICULUM BULLETIN 2015-2016
TABLE OF CONTENTS
High School Graduation Programs 1
Florida Department of Education High School Graduation Requirements 2
High School Diplomas, Certificates and Designations 10
Provisions for Acceleration 12
Admission to Florida’s State University System 14
Florida’s Bright Futures Scholarship Program 15
Career Planning/College Entrance Examinations 16
Grading Student Academic Performance 18
Students’ Rights and Responsibilities Regarding Grades 20
M-DCPS Attendance Policy 21
M-DCPS Homework Policy 23
Eligibility for Participation in Interscholastic Extracurricular Activities 24
Family Educational Rights and Privacy Act 25
Magnet Programs 26
Academy Descriptions 30 Course Listing 32
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016 OFFICE OF ACADEMICS AND TRANSFORMATION PAGE 1
HIGH SCHOOL GRADUATION PROGRAMS
High school graduation requirements for Miami-Dade County Public Schools are established by the Florida Legislature, the Florida Board of Education, and The School Board of Miami-Dade County. From one school year to the next, the requirements may be amended by any one of these three entities and it is important that students and their parents are aware of any changes that may affect them. Your school counselor has the information relative to the graduation requirements in force when you entered ninth grade. Graduation requirements are outlined later in this document and in the District’s Student Progression Plan, also updated annually after the legislative session.
Receipt of a standard high school diploma requires successful completion of 24 credits, an International Baccalaureate (IB) curriculum, or an Advanced International Certificate of Education (AICE) curriculum. The 24 credits include 16 core academic credits and eight elective credits. Core requirements consist of four credits in English/Language Arts and four credits in mathematics; three credits of science and social science; one credit of fine and performing arts; and one credit of physical education with the integration of health education. The required credits may be earned through equivalent, applied, or integrated courses or career education courses as defined including work-related internships approved by the State Board of Education and identified in the Course Code Directory
In addition to earning the required 24 credits, a student must participate in and pass any statewide, standardized assessments required for a standard high school diploma or earn identified concordant scores or comparative scores, as applicable, for the cohort year in which they entered ninth grade.
An 18-credit Academically Challenging Curriculum to Enhance Learning (ACCEL) accelerated high school graduation option is also available. The 18 credit ACCEL option allows a student who meets the following requirements to be awarded a standard high school diploma:
• Three elective credits • Earn a cumulative grade point average (GPA) of 2.0 on a 4.0 scale • Physical education is not required • Online course is not required • All other graduation requirements for a 24-credit standard diploma must be met based on the
grade 9 cohort year.
A high school student who pursues the 24-credit high school graduation program may have the option to participate in early graduation (graduating in fewer than eight semesters). A student who completes a minimum of 24 credits, achieves a cumulative GPA of 2.0 of a 4.0 scale and earns a passing score on the statewide assessments required for high school graduation may have this option. Once again, your school counselor should always be consulted in planning for graduation.
The Florida Department of Education’s High School Graduation charts, found herein represent the current Florida graduation requirements for each graduating cohort group.
Please note that these requirements may be revised, pending legislative changes during the 2015 legislative session.
Students Entering Grade Nine in the 2011-2012 School Year What Students and Parents Need to Know
What are the diploma options?
Students must successfully complete one of the following diploma options: 24-credit standard diploma 18-credit Academically Challenging Curriculum to
Enhance Learning (ACCEL) option Advanced International Certificate of Education (AICE)
curriculum International Baccalaureate (IB) Diploma curriculum
What are the state assessment requirements ∗?
Students must pass the following statewide assessments: Grade 10 reading (or ACT/SAT concordant score) Algebra I end-of-course (EOC) if Algebra I is taken after
2010–2011 or a comparative score on the Postsecondary Education Readiness Test (P.E.R.T.)
Students must participate in the following EOC assessments: Algebra I (if enrolled after 2010-2011) Biology I (if enrolled after 2010-2011) Geometry (if enrolled after 2010-2011) U.S. History (if enrolled after 2011-2012)
What is the credit acceleration program (CAP)?
This program allows a student to earn high school credit if the student passes a statewide course assessment without enrollment in the course. The courses include the following subjects: Algebra I Geometry U.S. History Biology I Algebra II
What are the requirements for the 24-credit standard diploma option?
4 Credits English Language Arts (ELA) 4 Credits Mathematics
One of which must be Algebra I and one of which must be Geometry
Industry certifications that lead to college credit may substitute for up to two mathematics credits (except for Algebra I and Geometry)
3 Credits Science One of which must be Biology I, two of which must
have a laboratory component An industry certification that leads to college credit
substitutes for up to one science credit (except for Biology I)
An identified rigorous Computer Science course with a related industry certification substitutes for up to one science credit (except for Biology I)
3 Credits Social Studies
1 credit in World History 1 credit in U.S. History .5 credit in U.S. Government .5 credit in Economics
1 Credit Fine and Performing Arts, Speech and Debate, or Practical Arts
Eligible courses are specified in the Florida Course Code Directory at http://www.fldoe.org/articulation/CCD/default.asp.
1 Credit Physical Education To include the integration of health
8 Elective Credits 1 Online Course
Students must earn a 2.0 grade point average on a 4.0 scale.
What is the distinction between the 18-credit ACCEL option and the 24-credit option?
3 elective credits instead of 8 Physical Education is not required Online course is not required
All other graduation requirements for a 24-credit standard diploma must be met (per section 1003.4282(10)(d)1.-5., Florida Statutes [F.S.]).
Photo courtesy of iStock/Thinkstock
SUS (State University System)
Admission into Florida’s public universities is competitive. Prospective students should complete a rigorous curriculum in high school and apply to more than one university to increase their chance for acceptance. To qualify to enter one of Florida’s public universities, a first-time-in-college student must meet the following minimum requirements:
High school graduation with a standard diploma Admission test scores 16 credits of college preparatory academic courses 4 English (3 with substantial writing) 4 Mathematics (Algebra I level and above) 3 Natural Science (2 with substantial lab) 3 Social Science 2 World Language (sequential, in the same language) 2 approved electives
http://www.flbog.edu/forstudents/planning
The Florida College System
Includes 28 state colleges. These institutions offer career- related certificates and two-year associate degrees that prepare students to transfer to a bachelor’s degree program or to enter jobs requiring specific skills. Many also offer baccalaureate degrees in high-demand fields. Florida College System institutions have an open door policy. This means that students who have earned a standard high school diploma, have earned a high school equivalency diploma or have demonstrated success in postsecondary coursework will be admitted to an associate degree program.
http://www.fldoe.org/fcs
Career and Technical Centers
Florida also offers students 46 accredited career and technical centers throughout the state, which provide the education and certification necessary to work in a particular career otechnic field. Programs are flexible for students and provide industry-specific education and training for a wide variety of occupations.
http://www.fldoe.org/workforce/pdf/DistrictTechnicalCenterDirectors.pdf
What are the requirements for standard diploma designations?
What are the public postsecondary options?
Scholar Diploma Designation
In addition to meeting the 24-credit standard high school diploma requirements, a student must
Earn 1 credit in Algebra II; Earn 1 credit in Statistics or an equally rigorous
mathematics course; Pass the Biology I EOC; Earn 1 credit in Chemistry or Physics; Earn 1 credit in a course equally rigorous to Chemistry
or Physics; Pass the U.S. History EOC; Earn 2 credits in the same World Language; and Earn at least 1 credit in AP, IB, AICE or a dual
enrollment course.
A student is exempt from the Biology I or U.S. History assessment if the student is enrolled in an AP, IB or AICE Biology I or U.S. History course and the student
Takes the respective AP, IB or AICE assessment; and Earns the minimum score to earn college credit.
Merit Diploma Designation
Meet the standard high school diploma requirements
Attain one or more industry certifications from the list established (per s. 1003.492, F.S.)
Can a student who selects the 24-credit program graduate early?
Yes, a student who completes all the 24-credit program requirements for a standard diploma may graduate in fewer than eight semesters.
Where is information on Bright Futures Scholarships located?
The Florida Bright Futures Scholarship Program rewards students for their academic achievements during high school by providing funding to attend a postsecondary institution in Florida. For more information, go to
http://www.floridastudentfinancialaid.org/SSFAD/bf/.
Where is information on financial aid located?
The Office of Student Financial Assistance State Programs administers a variety of postsecondary educational state-funded grants and scholarships.
http://www.floridastudentfinancialaid.org/
∗ Policy adopted in rule by the district school board may require for any cohort of students that
performance of a statewide, standardized EOC assessment constitute 30 percent of a student’s final course grade
Students Entering Grade Nine in the 2012-2013 School Year What Students and Parents Need to Know
What are the diploma options?
Students must successfully complete one of the following diploma options: 24-credit standard diploma 18-credit Academically Challenging Curriculum to
Enhance Learning (ACCEL) option Advanced International Certificate of Education (AICE)
curriculum International Baccalaureate (IB) Diploma curriculum
What are the state assessment requirements ∗?
Students must pass the following statewide assessments: Grade 10 reading (or ACT/SAT concordant score) Algebra I end-of-course (EOC) if Algebra I is taken after
2010–2011 or a comparative score on the Postsecondary Education Readiness Test (P.E.R.T.)
Students must participate in the following EOC assessments: Algebra I (if enrolled after 2010-2011) Biology I (if enrolled after 2010-2011) Geometry (if enrolled after 2010-2011) U.S. History (if enrolled after 2011-2012) and performance
on the EOC constitutes 30 percent of the final course grade
What is the credit acceleration program (CAP)?
This program allows a student to earn high school credit if the student passes a statewide course assessment without enrollment in the course. The courses include the following subjects: Algebra I Geometry U.S. History Biology I Algebra II
What are the requirements for the 24-credit standard diploma?
4 Credits English Language Arts (ELA) 4 Credits Mathematics
One of which must be Algebra I and one of which must be Geometry
Industry certifications that lead to college credit may substitute for up to two mathematics credits (except for Algebra I and Geometry)
3 Credits Science One of which must be Biology I, two of which must
have a laboratory component An industry certification that leads to college credit
substitutes for up to one science credit (except for Biology I)
An identified rigorous Computer Science course with a related industry certification substitutes for up to one science credit (except for Biology I)
3 Credits Social Studies
1 credit in World History 1 credit in U.S. History .5 credit in U.S. Government .5 credit in Economics
1 Credit Fine and Performing Arts, Speech and Debate, or Practical Arts
Eligible courses are specified in the Florida Course Code Directory at http://www.fldoe.org/articulation/CCD/default.asp.
1 Credit Physical Education To include the integration of health
8 Elective Credits 1 Online Course
Students must earn a 2.0 grade point average on a 4.0 scale.
Photo courtesy of Digital Vision/Thinkstock
SUS (State University System)
Admission into Florida’s public universities is competitive. Prospective students should complete a rigorous curriculum in high school and apply to more than one university to increase their chance for acceptance. To qualify to enter one of Florida’s public universities, a first-time-in-college student must meet the following minimum requirements:
High school graduation with a standard diploma Admission test scores 16 credits of college preparatory academic courses 4 English (3 with substantial writing) 4 Mathematics (Algebra I level and above) 3 Natural Science (2 with substantial lab) 3 Social Science 2 World Language (sequential, in the same language) 2 approved electives
http://www.flbog.edu/forstudents/planning
The Florida College System
Includes 28 state colleges. These institutions offer career-related certificates and two-year associate degrees that prepare students to transfer to a bachelor’s degree program or to enter jobs requiring specific skills. Many also offer baccalaureate degrees in high- demand fields. Florida College System institutions have an o n
oor policy. This means that students who have earned a standard high school diploma, have earned a high school equivalency diploma or have demonstrated success in postsecondary coursework will be admitted to an associate degree program.
http://www.fldoe.org/fcs
Career and Technical Centers
Florida also offers students 46 accredited career and technical centers throughout the state, which provide the education and certification necessary to work in a particular career or technical field. Programs are flexible for students and provide industry-specific education and training for a wide variety of occupations.
What are the requirements for standard diploma designations?
What are the public postsecondary options?
Scholar Diploma Designation
In addition to meeting the 24-credit standard high school diploma requirements, a student must
Earn 1 credit in Algebra II; Earn 1 credit in Statistics or an equally rigorous
mathematics course; Pass the Biology I EOC; Earn 1 credit in Chemistry or Physics; Earn 1 credit in a course equally rigorous to Chemistry or
Physics; Pass the U.S. History EOC; Earn 2 credits in the same World Language; and Earn at least 1 credit in AP, IB, AICE or a dual enrollment
course.
A student is exempt from the Biology I or U.S. History assessment if the student is enrolled in an AP, IB or AICE Biology I or U.S. History course and the student
Takes the respective AP, IB or AICE assessment; and Earns the minimum score to earn college credit.
Merit Diploma Designation Meet the standard high school diploma requirements
Attain one or more industry certifications from the list established (per s. 1003.492, F.S.)
Can a student who selects the 24-credit program graduate early?
Yes, a student who completes all the 24-credit program requirements for a standard diploma may graduate in fewer than eight semesters.
What is the distinction between the 18-credit ACCEL option and the 24-credit option?
3 elective credits instead of 8 Physical Education is not required Online course is not required
All other graduation requirements for a 24-credit standard diploma must be met (per section 1003.4282(10)(d)1.-5., Florida Statutes [F.S.]).
Where is information on Bright Futures Scholarships located?
The Florida Bright Futures Scholarship Program rewards students for their academic achievements during high school by providing funding to attend a postsecondary institution in Florida. For more information, go to
http://www.floridastudentfinancialaid.org/SSFAD/bf/.
Where is information on financial aid located?
The Office of Student Financial Assistance State Programs administers a variety of postsecondary educational state-funded grants and scholarships.
http://www.floridastudentfinancialaid.org/ ∗
Policy adopted in rule by the district school board may require for any cohort of students that performance of a statewide, standardized EOC assessment constitute 30 percent of a student’s final course grade
Students Entering Grade Nine in the 2013-2014 School Year What Students and Parents Need to Know
What are the diploma options?
Students must successfully complete one of the following 24-credit standard diploma 18-credit Academically Challenging Curriculum to
Enhance Learning (ACCEL) option Advanced International Certificate of Education (AICE)
curriculum International Baccalaureate (IB) Diploma curriculum
What are the state assessment requirements?
Students must pass the following statewide assessments: Grade 10 ELA (or ACT/SAT concordant score) Algebra I end-of-course (EOC) or a comparative score on
the Postsecondary Education Readiness Test (P.E.R.T.)
Students must participate in the EOC assessments and the results constitute 30 percent of the final course grade. These assessments are in the following subjects: Algebra I Biology I Geometry U.S. History Algebra II (if enrolled)
What is the credit acceleration program (CAP)?
student passes a statewide course assessment without enrollment in the course. The courses include the following subjects: Algebra I Geometry U.S. History Biology I
What are the requirements for the 24-credit standard diploma option?
4 Credits English Language Arts (ELA) ELA I, II III, IV ELA honors, Advanced Placement (AP), Advanced
International Certificate of Education (AICE), International Baccalaureate (IB) and dual enrollment courses may satisfy this requirement
4 Credits Mathematics One of which must be Algebra I and one of which must
be Geometry Industry certifications that lead to college credit may
substitute for up to two mathematics credits (except for Algebra I and Geometry)
3 Credits Science One of which must be Biology I, two of which must be
equally rigorous science courses. Two of the three required credits must have a
laboratory component. An industry certification that leads to college credit
substitutes for up to one science credit (except for Biology I)
An identified rigorous Computer Science course with a related industry certification substitutes for up to one science credit (except for Biology I)
3 Credits Social Studies
1 credit in World History 1 credit in U.S. History .5 credit in U.S. Government .5 credit in Economics with Financial Literacy
1 Credit Fine and Performing Arts, Speech and Debate, or Practical Arts*
1 Credit Physical Education*
To include the integration of health *Eligible courses and eligible course substitutions are specified in the Florida Course Code Directory at http://www.fldoe.org/articulation/CCD/default.asp.
8 Elective Credits 1 Online Course
Students must earn a 2.0 grade point average on a 4.0 scale.
Photo courtesy of
Digital Vision/ Thinkstock
State University System
Admission into Florida’s public universities is competitive. Prospective students should complete a rigorous curriculum in high school and apply to more than one university to increase their chance for acceptance. To qualify to enter one of Florida’s public universities, a first-time-in-college student must meet the following minimum requirements:
High school graduation with a standard diploma Admission test scores 16 credits of college preparatory academic courses 4 English (3 with substantial writing) 4 Mathematics (Algebra I level and above) 3 Natural Science (2 with substantial lab) 3 Social Science 2 World Language (sequential, in the same language) 2 approved electives
http://www.flbog.edu/forstudents/planning
The Florida College System
Includes 28 state colleges. These institutions offer career- related certificates and two-year associate degrees that prepare students to transfer to a bachelor’s degree program or to enter jobs requiring specific skills. Many also offer baccalaureate degrees in high-demand fields. Florida College System institutions have an open door policy. This means that students who have earned a standard high school diploma, have earned a high school equivalency diploma or have demonstrated success in postsecondary coursework will be admitted to an associate degree program.
http://www.fldoe.org/fcs
Career and Technical Centers
Florida also offers students 46 accredited career and technical centers throughout the state, which provide the education and certification necessary to work in a particular career otechnic field. Programs are flexible for students and provide industry-specific education and training for a wide variety of occupations.
http://www.fldoe.org/workforce/pdf/DistrictTechnicalCenterDirectors.pdf
What are the requirements for standard diploma designations?
What are the public postsecondary options?
Scholar Diploma Designation
In addition to meeting the 24-credit standard high school diploma requirements, a student must
Earn 1 credit in Algebra II; Earn 1 credit in Statistics or an equally rigorous
mathematics course; Pass the Biology I EOC; Earn 1 credit in Chemistry or Physics; Earn 1 credit in a course equally rigorous to Chemistry
or Physics; Pass the U.S. History EOC; Earn 2 credits in the same World Language; and Earn at least 1 credit in AP, IB, AICE or a dual
enrollment course.
A student is exempt from the Biology I or U.S. History assessment if the student is enrolled in an AP, IB or AICE Biology I or U.S. History course and the student
Takes the respective AP, IB or AICE assessment; and Earns the minimum score to earn college credit.
Merit Diploma Designation
Meet the standard high school diploma requirements Attain one or more industry certifications from the list
established (per s. 1003.492, F.S.)
Can a student who selects the 24-credit program graduate early?
Yes, a student who completes all the 24-credit program requirements for a standard diploma may graduate in fewer than eight semesters.
What is the distinction between the 18-credit ACCEL option and the 24-credit option?
3 elective credits instead of 8 Physical Education is not required Online course is not required
All other graduation requirements for a 24-credit standard diploma must be met (per section 1003.4282(10)(d)1.-5., Florida Statutes [F.S.]).
Where is information on Bright Futures Scholarships located?
The Florida Bright Futures Scholarship Program rewards students for their academic achievements during high school by providing funding to attend a postsecondary institution in Florida. For more information, go to http://www.floridastudentfinancialaid.org/SSFAD/bf/.
Where is information on financial aid located?
The Office of Student Financial Assistance State Programs administers a variety of postsecondary educational state-funded grants and scholarships.
http://www.floridastudentfinancialaid.org/
Students Entering Grade Nine in the 2014-2015 School Year What Students and Parents Need to Know
What are the diploma options?
Students must successfully complete one of the following diploma options: 24-credit standard diploma 18-credit Academically Challenging Curriculum to
Enhance Learning (ACCEL) option Advanced International Certificate of Education (AICE)
curriculum International Baccalaureate (IB) Diploma curriculum
What are the state assessment requirements?
Students must pass the following statewide assessments: Grade 10 ELA (or ACT/SAT concordant score) Algebra I end-of-course (EOC) or a comparative score on
the Postsecondary Education Readiness Test (P.E.R.T.)
Students must participate in the EOC assessments and the results constitute 30 percent of the final course grade. These assessments are in the following subjects: Algebra I Biology I Geometry U.S. History Algebra II (if enrolled)
What is the credit acceleration program (CAP)?
This program allows a student to earn high school credit if the student passes a statewide course assessment without enrollment in the course. The courses include the following subjects: Algebra I Geometry U.S. History Biology I Algebra II
What are the requirements for the 24-credit standard diploma option?
4 Credits English Language Arts (ELA) ELA I, II III, IV ELA honors, Advanced Placement (AP), Advanced
International Certificate of Education (AICE), International Baccalaureate (IB) and dual enrollment courses may satisfy this requirement
4 Credits Mathematics One of which must be Algebra I and one of which must
be Geometry Industry certifications that lead to college credit may
substitute for up to two mathematics credits (except for Algebra I and Geometry)
3 Credits Science One of which must be Biology I, two of which must be
equally rigorous science courses. Two of the three required credits must have a
laboratory component. An industry certification that leads to college credit
substitutes for up to one science credit (except for Biology I)
An identified rigorous Computer Science course with a related industry certification substitutes for up to one science credit (except for Biology I)
3 Credits Social Studies
1 credit in World History 1 credit in U.S. History .5 credit in U.S. Government .5 credit in Economics with Financial Literacy
1 Credit Fine and Performing Arts, Speech and Debate, or Practical Arts*
1 Credit Physical Education* To include the integration of health
*Eligible courses and eligible course substitutions are specified in the Florida Course Code Directory at http://www.fldoe.org/articulation/CCD/default.asp.
8 Elective Credits 1 Online Course
Students must earn a 2.0 grade point average on a 4.0 scale.
Photo courtesy Chad Baker/Ryan McVay/Thinkstock
State University System
Admission into Florida’s public universities is competitive. Prospective students should complete a rigorous curriculum in high school and apply to more than one university to increase their chance for acceptance. To qualify to enter one of Florida’s public universities, a first-time-in-college student must meet the following minimum requirements:
High school graduation with a standard diploma Admission test scores 16 credits of college preparatory academic courses 4 English (3 with substantial writing) 4 Mathematics (Algebra I level and above) 3 Natural Science (2 with substantial lab) 3 Social Science 2 World Language (sequential, in the same language) 2 approved electives
http://www.flbog.edu/forstudents/planning
The Florida College System
Includes 28 state colleges. These institutions offer career- related certificates and two-year associate degrees that prepare students to transfer to a bachelor’s degree program or to enter jobs requiring specific skills. Many also offer baccalaureate degrees in high-demand fields. Florida College System institutions have an open door policy. This means that students who have earned a standard high school diploma, have earned a high school equivalency diploma or have demonstrated success in postsecondary coursework will be admitted to an associate degree program.
http://www.fldoe.org/fcs
Career and Technical Centers
Florida also offers students 46 accredited career and technical centers throughout the state, which provide the education and certification necessary to work in a particular career otechnic field. Programs are flexible for students and provide industry-specific education and training for a wide variety of occupations.
http://www.fldoe.org/workforce/pdf/DistrictTechnicalCenterDirectors.pdf
What are the requirements for standard diploma designations?
What are the public postsecondary options?
Scholar Diploma Designation
In addition to meeting the 24-credit standard high school diploma requirements, a student must
Pass the ELA Grade 11 statewide assessment; Earn 1 credit in Algebra II (must pass EOC); Pass the Geometry EOC; Earn 1 credit in Statistics or an equally rigorous
mathematics course; Pass the Biology I EOC; Earn 1 credit in Chemistry or Physics; Earn 1 credit in a course equally rigorous to Chemistry
or Physics; Pass the U.S. History EOC; Earn 2 credits in the same World Language; and Earn at least 1 credit in AP, IB, AICE or a dual
enrollment course.
A student is exempt from the Biology I or U.S. History assessment if the student is enrolled in an AP, IB or AICE Biology I or U.S. History course and the student
Takes the respective AP, IB or AICE assessment; and Earns the minimum score to earn college credit.
Merit Diploma Designation Meet the standard high school diploma requirements Attain one or more industry certifications from the list
established (per s. 1003.492, F.S.)
Can a student who selects the 24-credit program graduate early?
Yes, a student who completes all the 24-credit program requirements for a standard diploma may graduate in fewer than eight semesters.
What is the distinction between the 18-credit ACCEL option and the 24-credit option?
3 elective credits instead of 8 Physical Education is not required Online course is not required
All other graduation requirements for a 24-credit standard diploma must be met (per section 1003.4282(10)(d)1.-5., Florida Statutes [F.S.]).
Where is information on Bright Futures Scholarships located?
The Florida Bright Futures Scholarship Program rewards students for their academic achievements during high school by providing funding to attend a postsecondary institution in Florida. For more information, go to http://www.floridastudentfinancialaid.org/SSFAD/bf/.
Where is information on financial aid located?
The Office of Student Financial Assistance State Programs administers a variety of postsecondary educational state-funded grants and scholarships.
http://www.floridastudentfinancialaid.org/
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016 OFFICE OF ACADEMICS AND TRANSFORMATION PAGE 10
HIGH SCHOOL DIPLOMAS / CERTIFICATES
The Miami-Dade County School Board provides for the awarding of a standard diploma, a certificate of completion, a Superintendent’s Diploma of Distinction, an International Baccalaureate diploma, or an Advanced International Certificate of Education.
STANDARD DIPLOMA
The purpose of the standard diploma is to certify that the student has met all District and State standards for graduation. A standard diploma will be awarded to graduates, if the student has earned the required credits and attained the grade point average for the graduation program selected. Also, students must pass the statewide standardized assessments or attain the concordant examination scores, applicable to the cohort year when the student entered 9th grade. A special education student will be awarded a standard diploma if all of the criteria for a standard diploma have been met by that student.
STANDARD DIPLOMA DESIGNATIONS
Additionally, as per 1003.4285, F.S., each standard high school diploma shall include, as applicable, the the designations of scholar or merit, if the student meets the following criteria:
Scholar designation: In addition to the requirements of 1003.4282, F.S., in order to earn the Scholar designation, a student must satisfy the following requirements: • English Language Arts (ELA): Beginning with students entering grade 9 in the 2014-2015 school
year, pass the statewide standardized 11th grade ELA assessment. • Mathematics: Earn one credit in Algebra II and one credit in statistics or an equally rigorous course.
Beginning with students entering grade 9 in the 2014-2015 school year, students must pass the Geometry and Algebra II statewide standardized assessments.
• Science: Pass the statewide standardized Biology I EOC assessment and earn one credit in chemistry or physics and one credit in a course equally rigorous to chemistry or physics. However, a student enrolled in an Advanced Placement (AP), International Baccalaureate (IB), or Advanced International Certificate of Education (AICE) Biology course who takes the respective AP, IB, or AICE Biology assessment and earns the minimum score necessary to earn college credit as identified pursuant to s. 1007.27(2) meets the requirement without having to take the statewide standardized Biology I EOC assessment.
• Social studies: Pass the statewide standardized United States History EOC assessment. However, a student enrolled in an AP, IB, or AICE course that includes United States History topics who takes the respective AP, IB, or AICE assessment and earns the minimum score necessary to earn college credit as identified pursuant to s. 1007.27(2) meets the requirement without having to take the statewide standardized United States History EOC assessment.
• World language: Earn two credits in the same world language. • Electives: Earn at least one credit in an Advanced Placement, an International Baccalaureate, an
Advanced International Certificate of Education, or a dual enrollment course.
A student with a disability is eligible for a Scholar designation and the student should have access to enroll in the required courses or programs. The IEP must include a statement of intent to pursue a standard high school diploma and a Scholar designation, as determined by the parent.
Merit designation: In addition to the requirements of 1003.4282, F.S., as applicable, in order to earn the Merit designation, a student must attain one or more industry certifications from the list established under s. 1003.492.
A student with a disability is eligible for a Merit designation and the student should have access to enroll in the required courses or programs. The IEP must include a statement of intent to pursue a standard high school diploma and a Merit designation, as determined by the parent.
MIAMI-DADE COUNTY PUBLIC SCHOOLS
CURRICULUM BULLETIN 2015-2016 OFFICE OF ACADEMICS AND TRANSFORMATION PAGE 11
SUPERINTENDENT'S DIPLOMA OF DISTINCTION
This diploma will be awarded to students who are enrolled in the 4-year, 24-credit program and complete an academically rigorous course of study. The requirements include at least four Honors, Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, dual enrollment, and/or International Studies courses; and completion of 75 hours of community service, which includes identification of a social problem of interest, development of a plan for personal involvement in addressing the problem and, through papers and other presentations, evaluate, and reflect upon the experience. All students must earn a 3.5 GPA (weighted scale) by the end of the first semester of the senior year with no final grade less than a "C."
INTERNATIONAL BACCALAUREATE DIPLOMA/ ADVANCED INTERNATIONAL CERTIFICATE OF EDUCATION DIPLOMA
Students who complete an International Baccalaureate (IB), or Advanced International Certificate of Education (AICE) curriculum, pass the required IB or AICE exams, complete the community service requirement, and meet high school graduation requirements, shall receive a standard diploma, and may be eligible for the International Baccalaureate diploma from the International Baccalaureate Office or an Advanced International Certificate of Education diploma from the University of Cambridge International Examinations Office.
INTERNATIONAL STUDIES CERTIFICATE
Students who complete an International Studies (IS) curriculum and meet high school graduation requirements, shall receive a standard diploma, and may be eligible for a Certificate from the designated country of study.
CERTIFICATE OF COMPLETION
A student who earns the required 24 credits, or the required 18 credits under Academically Challenging Curriculum to Enhance Learning (ACCEL) option, as per 1002.3105, F.S., but fails to earn passing scores on the state-approved graduation test or achieve a 2.0 GPA shall be awarded a certificate of completion in a form prescribed by the State Board of Education. However, a student who is otherwise entitled to a certificate of completion may elect to remain in high school either as a full-time student or a part-time student for up to 1 additional year and receive special instruction designed to remedy his or her identified deficiencies.
CHANGES TO SPECIAL DIPLOMA OPTION
Students entering 9th grade in the 2014-15 school year and thereafter, may not work toward a special diploma, they must choose a standard diploma option. Students who have been working toward a special diploma and who will be in grades 10-12 in 2014-15 can change to work towards earning a standard diploma, if they meet all of the requirements that will be specified in the State Board of Education Rule. Once the student makes such a change, a special diploma is no longer an option.
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PROVISIONS FOR ACCELERATION
Students may utilize the acceleration options listed below to pursue a more challenging program of study or to accelerate entry into postsecondary institutions o r vocations of their choice.
MIDDLE GRADES OPTION
Up to six credits may be earned, with parental permission, in grades 6, 7, and/or 8, which may be applied toward the total credits needed for graduation, college admission, or Florida Bright Futures Scholarship Program requirements. During the time students are enrolled in designated senior high school courses, they are considered to be grade 9 students for those class periods. The courses will remain a part of the students' middle school record and high school record. Factors to be considered in taking high school courses in the middle school include the impact on the student’s GPA and subsequent rank in class, the possible lack of recognition by the National Athletic Association (NCAA) for senior high school courses taken in a grade below grade 9, and the benefit of retaking a course in which all the skills have not been mastered.
CAREER PATHWAY
Career Pathway is a senior high school transition initiative that allows students to complete a sequential program of study which leads to a post-secondary career. Students should check with their school counselors for information and approval of Career Pathway courses.
ACADEMICALLY CHALLENGING CURRICULUM TO ENHANCE LEARNING (ACCEL) ACCEL options are educational options that provide academically challenging curriculum or accelerated instruction to eligible public school students in kindergarten through grade 12. At a minimum, each school must offer the following ACCEL options: whole-grade and midyear promotion; subject-matter acceleration; virtual instruction in higher grade level subjects; the Credit Acceleration Program under s. 1003.4295; and the 18 credit high school graduation option. Additional ACCEL options may include, but are not limited to, enriched science, technology, engineering, and mathematics coursework; enrichment programs; flexible grouping; advanced academic courses; combined classes; self-paced instruction; rigorous industry certifications that are articulated to college credit and approved pursuant to ss. 1003.492 and 1008.44; work-related internships or apprenticeships; curriculum compacting; advanced-content instruction; and telescoping curriculum.
DUAL ENROLLMENT
Dual enrollment is an articulated acceleration mechanism open to eligible secondary students in Florida public schools. To enroll in dual enrollment academic courses, students must demonstrate a readiness to successfully complete college-level course work and have attained a qualifying grade point average. In order to determine the high school equivalency and the high school credit awarded for postsecondary courses completed through dual enrollment, please refer to the most current Dual Enrollment Course – High School Subject Area Equivalency. The district must weigh college-level dual enrollment courses the same as Advanced Placement, International Baccalaureate, and Advanced International Certification of Education courses when grade point averages are calculated. The list of currently active and authorized courses for dual enrollment is printed in Curriculum Bulletin-l, which is published annually. All high schools must follow the Dual Enrollment master scheduling protocols established by the Office of Information Technology Services (ITS) Systems Programming in order to ensure the capturing of Dual Enrollment data for students participating in both on-high school campus and off-high school campus dual enrollment courses.
EARLY ADMISSION Early admission is a form of dual enrollment through which eligible grade 12 students may enroll in a college or university on a full-time basis in courses that are creditable toward a high school diploma and the associate or baccalaureate degree. To be considered full-time, a student must enroll in a minimum of 12 college credit hours, but may not be required to enroll in more than 15 college credit hours.
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ADVANCED PLACEMENT Advanced Placement (AP) is an acceleration mechanism administered by the College Board providing for college level instruction in high school. Postsecondary credit for an AP course may be awarded to students who earn a minimum of a 3 on a 5 point scale on the corresponding AP exam.
INTERNATIONAL BACCALAUREATE/ADVANCED
INTERNATIONAL CERTIFICATE OF EDUCATION/ INTERNATIONAL STUDIES The International Baccalaureate (IB), the Advanced International Certificate of Education (AICE), and the International Studies (IS) programs are offered in several schools for which eligible high school students earn credit toward graduation and may receive post-secondary credit at colleges and universities.
CAREER AND TECHNICAL EDUCATION
Any career education course authorized for grades 13 or higher may be taken for credit by students in grades 9 - 12, based on the career objectives of the students. M-DCPS adheres to a policy of nondiscrimination in requirements for admission to and graduation from programs offered at postsecondary area technical colleges operated by the district. The district will provide on a case-by-case basis, waivers, accommodations, and reasonable substitutions in meeting the admission and graduation requirements for students with disabilities at postsecondary area technical centers.
FLORIDA VIRTUAL SCHOOL
Middle and senior high school students are eligible to enroll in the Florida Virtual School (FLVS) on a part time basis. The courses offered are teacher-facilitated and available throughout the state. Courses are based upon the same criteria as those taught in the standard high school program and, therefore, generate the same credit for students. Middle school students may earn credit only in those courses designated as "acceleration" courses as indicated above. A complete list of courses is available through the FLVS website at http://www.flvs.net/Students/Pages/find-course.aspx#highschool or at http://www.flvs.net/Students/Pages/find-course.aspx#middleschool.
CREDIT BY EXAMINATION Credit by examination is a method by which post-secondary credit is earned based on the receipt of a specified minimum score on a nationally standardized general or subject area examination. These credits are not accepted by the NCAAA for athletic eligibility.
CREDIT ACCELERATION PROGRAM (CAP)
Students may earn credit for selected high school courses by taking the End-of-Course (EOC) assessment for the course and earning a score that indicates the student has attained a satisfactory score on a state EOC assessment. These credits are not accepted by the NCAAA for athletic eligibility.
Students may obtain more information about any of these opportunities for acceleration from their school counselors.
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ADMISSION TO THE FLORIDA STATE UNIVERSITY SYSTEM
Admission into Florida’s public universities is competitive. Prospective students should complete a rigorous curriculum in high school and apply to more than one university to increase their chance for acceptance. Acceptance is determined by enrollment limitations and qualifications. To qualify to enter one of Florida’s public universities, a first-time-in-college student must meet the following minimum requirements: High school graduation with a standard diploma Admission test scores 18 credits of college preparatory academic courses that include:
o 4 English (at least 3 with substantial writing) o 4 Mathematics (Algebra I and higher level courses) o 3 Natural Science (at least 2 with substantial lab components) o 3 Social Science o 2 World Language - sequential, in the same language o 2 approved electives
Additional information is available at: www.flbog.edu/forstudents/planning.
In addition to the State University System, the Florida College System includes 28 state colleges. These institutions offer career-related certificates and two-year associate degrees that prepare students to transfer to a bachelor’s degree program or to enter jobs requiring specific skills. Many also offer baccalaureate degrees in high-demand fields. Florida College System institutions have an open door policy. This means that students, who have earned a standard high school diploma, have earned a high school equivalency diploma or have demonstrated success in postsecondary coursework will be admitted to an associate degree program. Additional information is available at: www.fldoe.org/fcs.
Florida also offers 47 accredited career and technical centers throughout the state, which provide the education and certification necessary to work in a particular career or technical field. Programs are flexible for students and provide industry-specific education and training for a wide variety of occupations. Additional information is available at FL-DOE Educational Contacts.
TALENTED TWENTY
The Talented Twenty program is part of the Governor’s Equity in Education Plan. The purpose is to guarantee admission to students who succeed in their respective K-12 public schools, and to encourage students to strive for better grades and pursue rigorous academic courses. Students eligible for the Talented Twenty program are guaranteed admission, within space and fiscal limitations, to one of the twelve state universities. These students are considered a priority for the awarding of funds from the Florida Student Assistance Grant (FSAG), a need-based grant. Talented Twenty students must meet FSAG eligibility requirements in order to be eligible for priority funding. Please note that while eligible students are guaranteed admission at one of the state universities, they are not guaranteed admission to the university of their choice.
In order to qualify for the Talented Twenty Program, one must:
Be enrolled in a Florida public high school and graduate with a standard diploma. Be ranked in the top 20% of the class after the posting of seventh semester grades (with
validation of the eighth semester ranking) for students enrolled in the 4-year, 24-credit program. For students in either one of the two 3-year, 18-credit programs, the ranking will occur after the posting of the fifth semester grades (with validation of the sixth semester ranking).
Take the ACT or SAT (with no minimum score required). Complete the eighteen college preparatory courses as specified in State Board of Education
Rules.
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APPLICATION FOR STATE UNIVERSITIES
High school counselors and College Assistance Program advisors are prepared to assist students with the application process for state university admissions. To be considered for the FSAG program, students must file the Free Application for Federal Student Aid (FAFSA) in time to meet the application deadline established by the institution they plan to attend. The FAFSA is available online at https://fafsa.ed.gov/ and uses parent and student income information in a formula developed by the United States Congress to calculate the financial contribution families are expected to make toward a student's post-secondary education.
STUDENT PROFILE ASSESSMENT
The majority of students are admitted on the basis of their past academic achievement and admissions test scores in relation to the minimum requirements. Universities are allowed flexibility to admit a limited number of students as exceptions to the minimum requirements provided that the university determines that the student has potential to be successful in college. Applicants who do not meet minimum requirements may be eligible for admission through a student profile assessment which considers factors such as: family educational background, socioeconomic status, special talents, or the high school or geographic location of the applicant. Any important attributes of special talents should be reported with the application. The factors will not include preferences on the basis of race, national origin, or gender.
FLORIDA’S BRIGHT FUTURES SCHOLARSHIP PROGRAM
The Florida Bright Futures Scholarship Act, 1009.531, F. S., established a program consisting of three types of awards: the Florida Academic Scholars Award, the Florida Medallion Scholars Award, and the Florida Gold Seal Vocational Scholars Award. Students seeking a scholarship award to attend a postsecondary institution under the Florida Bright Futures Scholarship program will receive a 0.5 bonus point for grades earned in Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, International General Certificate of Secondary Education, and academic dual enrollment annual courses. Grades received in level 3 annual courses in English, mathematics, science, and social science also receive a 0.5 bonus point. A 0.25 bonus point will be awarded for any of the above courses which are semester courses.
The general requirements to apply for a Bright Futures Scholarship are as follow: • Be a Florida resident and a U.S. citizen or eligible noncitizen, as determined by the student’s
postsecondary institution. • Earn a standard Florida standard high school diploma or its equivalent from a Florida public high
school or a registered Florida Department of Education private high school. • Be accepted by, enroll in a degree or certificate program, and be funded at an eligible Florida public
or independent postsecondary education institution within two years from the student’s year of high school graduation.
• Not have been found guilty of, or pled nolo contendere to, a felony charge, unless the student has been granted clemency by the Governor and Cabinet sitting as the Executive Office of Clemency.
• Be enrolled for at least 6 non-remedial semester credit hours or the equivalent in quarter or clock hours per term.
• Complete the Florida Financial Aid Application (FFAA) no later than August 31 after high school graduation.
• Meet the Community Service requirement for the desired award level, as described below.
Community Service Requirements for the Florida Academic Scholars Award (FAS), the Florida Medallion Scholars Award (FMS), and the Gold Seal Vocational Scholars Award (GSV).
All initial applicants must meet the community service requirement, as approved by the school district or the administration of the private high school or the Florida Department of Education for home-educated
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students. No waivers of this requirement can be granted regardless of the method used to qualify (National Merit and Achievement Scholars and Finalists, National Hispanic Scholars, International Baccalaureate Diploma recipients, and AICE Diploma recipients). Community service hours must be completed by high school graduation. • FAS initial eligibility requirements include the completion of 100 hours of community service • FMS initial eligibility requirements include the completion of 75 hours of community service • GSV initial eligibility requirements include the completion of 30 hours of community service
Home-educated students and students who are dependents of military or public service personnel on active duty outside of Florida must provide a letter from the agency or agencies where the community service hours were earned. The documentation must be on agency letterhead and include the number of hours and dates of service completed. Please note that revisions to the Florida Bright Futures Scholarship Program are subject to change as a result of legislative action.
CAREER PLANNING / COLLEGE ENTRANCE EXAMINATIONS
In completing their postsecondary education plans, students may find it advisable to complete one or more of the standardized tests listed below which are used for college admissions, career planning, placement in college courses, and/or eligibility for scholarships. Recommended grade levels during which tests should be taken are shown in parenthesis ( ).
1. ACT: American College Testing Program (11, 12) 2. ASVAB: Armed Services Vocational Aptitude Battery (11, 12) 3. PLAN : Preliminary ACT (10) 4. PSAT: Preliminary SAT (10, 11) 5. SAT I: Reasoning Test – formerly the Scholastic Assessment Test (11, 12) 6. SAT II: Subject Tests – formerly the Scholastic Assessment Test (11, 12) 7. PERT: Postsecondary Education Readiness Test (11)
Students should see their school counselor for further information about the tests that would be most appropriate for meeting their needs. Some tests require the completion and mailing of a registration form several weeks in advance of the test date. These materials are available in the student services office.
THE CAREER TECHNICAL EDUCATION/COLLEGE CONNECTION
Students completing specific Career Technical Education (CTE) programs have the opportunity to earn industry certification credential and FREE college credits towards their Associate Degree, through a statewide or local agreement with colleges. http://dcte.dadeschools.net/articulationagreements.html. The following options explain how students may maximize their high school CTE programs of study.
ARTICULATION AGREEMENTS - POSTSECONDARY CREDIT FOR CTE COURSES
Students enrolled in CTE programs of study in high school earn credits towards the completion of their Career Technical Certificates at area technical colleges (Miami Lakes Educational Center and Technical College, Robert Morgan Educational Center and Technical College, Lindsey Hopkins Technical College, D.A. Dorsey Technical College, George T. Baker Aviation Technical College and South Dade Technical College). Students completing CTE programs of study may also earn credits toward an Associate of Science degree at Miami Dade College. Specifically negotiated agreements between the college and M- DCPS award students FREE college credits for CTE programs of study successfully completed in high school.
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CAREER PATHWAYS
The M-DCPS Career Pathways initiative was designed to ensure a seamless transition to two-and-four year postsecondary institutions as well as to M-DCPS technical colleges. Articulation agreements are created to afford opportunities for students to earn FREE college credit and industry certifications.
Career Pathway students typically select general programs of study, show interest in career technical fields, transition on to a two-year certificate program, or pursue an associate or baccalaureate degree. The Career Pathway program of study provides students with skills and knowledge through a variety of curriculum choices and college credits. After graduation from high school, students can continue their career-focused education at local colleges or other post-secondary institutions and earn an associate degree or a two-year certificate. Post-secondary credits are granted through articulation agreements which may contain a dual-enrollment component.
For additional information, students should contact their school counselor or visit the Department of Career and Technical Education website at http://dcte.dadeschools.net
POST-SECONDARY EDUCATION READINESS TEST (PERT)
Beginning with the 2011-2012 school year, college readiness evaluation using the common placement test in use by the Florida College System, the Postsecondary Education Readiness Test (P.E.R.T.) is required for students (juniors) who score:
Grade 10 statewide standardized ELA assessment
• Level 2 or 3 Algebra 1 End of Course (EOC) Examination
• Levels 2, 3, or 4.
Students who score below the required college-ready cut score must be provided with and complete postsecondary preparation instruction courses in grade 12 prior to graduation. Students are required to retest once these courses are completed and demonstrate college readiness by achieving the college- ready cut scores.
Students may demonstrate college readiness with other assessments in addition to the P.E.R.T. Students who score at or above the college-ready cut-scores on any of the equivalent assessments listed below do not need to take the P.E.R.T:
College-Ready Cut Scores P.E.R.T.
prior to 10/22/13 P.E.R.T. 10/22/13 and after
Accuplacer (CPT) SAT-1 ACT
Mathematics 113 114 Elementary Algebra
72 Mathematics 440 Mathematics 19
Reading 104 106 Reading 83 Verbal 440 Reading 19 Writing 99 103 Writing 83 English 17
The only courses in Miami-Dade County Public Schools that are approved to satisfy the postsecondary preparation instruction requirement are the following:
English 4: College Prep (1001405) – 1.0 credit Math for College Readiness (1200700) – 1.0 credit.
Math for College Readiness and English 4: College Prep count as 1.0 credit courses and will satisfy:
Core mathematics and English graduation requirements; Bright Futures Scholarship Program eligibility requirements; and State University System admission requirements.
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GRADING STUDENT PERFORMANCE
By School Board directive, academic grades are to reflect the student's academic progress based on the competencies/benchmarks for the grade level course in which the student is enrolled. The grade academic grades must not be based on the student’s effort or conduct. The determination of the specific grade a student receives must be based on the teacher's best judgment, after careful consideration of all aspects of each student's performance during a grading period.
In authorized semester courses, the student's final grade will be determined as follows: 50% value for each of two nine-week grading periods. A teacher may administer an assessment at the end of each nine-week grading period. The value of the assessment may not exceed 10% of the grade for each nine- week grading period; there is a provision for teacher override.
In authorized annual courses, the student's final grade will be determined as follows: 25% value for each of four nine-week grading periods. A teacher may administer an assessment at the end of each nine- week grading period. The value of the assessment may not exceed 5% of the grade for each nine-week grading period, with a provision for teacher override. In order to pass an annual course in grades 9-12, a student must earn a minimum of 10 grade points, of which a minimum of five must be earned in the second semester. Teacher override (either up or down) can be used.
For senior high school students the forgiveness policy for required courses is limited to replacing a grade of D or F with a grade of C or higher earned subsequently in the same or comparable course. The forgiveness policy for elective courses is limited to replacing a grade of D or F with a grade of C or higher earned subsequently in another course. In either situation, when a student attempts forgiveness for a grade, only the new grade will be used to compute the student’s GPA. Any course not replaced according to this policy will be included in the calculation of the cumulative grade point average required for graduation. The only exception to the forgiveness policy stated above applies to middle school students who take any high school course. In this case, forgiveness can be applied to courses with a final grade of C, D, or F.
In both authorized semester courses and authorized annual courses, the criteria for grading certain students with disabilities may be modified by the Individual Educational Plan (IEP) team.
The following are the academic grades used:
Grade Numerical Value (%) Verbal Interpretation Grade Point Value
A 90 - 100 Outstanding progress 4 B 80 - 89 Above average progress 3 C 70 - 79 Average progress 2 D 60 -69 Lowest acceptable progress 1 F 0 - 59 Failure 0 I 0 Incomplete (secondary only) 0
GRADE POINT AVERAGE
Grade point averages (GPA) may be used for any of the reasons listed below:
high school graduation; rank in class; eligibility to participate in interscholastic extracurricular activities; academic Recognition Program; placement on the honor roll and/or membership in honor societies; and college admissions and scholarship competitions.
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The grade and bonus point values shown in the chart below are used in determining unweighted (without bonus points) and weighted (with bonus points) GPA's.
Letter Grades Grade Points
BONUS POINTS
Honors/ Pre- AICE/ Pre-IB
Advanced Placement International Baccalaureate/Advanced International Certificate of Education
A 4 1 2 2 B 3 1 2 2 C 2 1 1 1 D 1 0 0 0 F 0 0 0 0
NOTE: Dual enrollment courses are awarded the equivalent of Advanced Placement, International Baccalaureate or Advanced International Certificate of Education bonus points as required by State statute.
The grade point average used for determining the final rank in class for students includes grades from all courses in which credits have been earned for high school graduation and the first semester of the students' final year. Bonus points are applied to grades earned in individual courses prior to the calculation of the weighted GPA.
Students selecting one of the three-year accelerated programs are included in the overall class ranking for their graduation year based on the relative ranking of his/her cumulative GPA. These students are also eligible for consideration for the academic recognition program and the Talented Twenty program.
ACADEMIC RECOGNITION PROGRAM
Cum Laude: the upper 15% of the graduating class, excluding the Summa and Magna Cum Laude students, using a weighted GPA, or students who have a 4.0 GPA or higher
Magna Cum Laude: the upper 10% of the graduating class, excluding the Summa Cum Laude students, using a weighted GPA
Summa Cum Laude: the upper 5% of the graduating class using a weighted GPA
The school counselor can assist students and parents in determining the processes for computing the GPA's used for the various purposes listed above.
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STUDENT RIGHTS AND RESPONSIBILITIES REGARDING GRADES*
PHILOSOPHICAL BASIS:
Grades, at best, are but an indicator of the student's knowledge or skill at any particular time. Grades are not necessarily an accurate gauge as to whether learning has taken place. However, since much emphasis is placed upon grades, a student's academic grade should reflect the teacher's most objective assessment of the student's academic achievement. Academic grades should not be used as a threat in order to maintain classroom decorum.
RIGHTS RESPONSIBILITY
Students have the right to be informed of the teacher’s grading criteria, which is consistent with district guidelines, at the beginning of each grading period.
Students have the responsibility to ask teachers in advance of a graded assignment, for an explanation of any grading criteria or practice they may question or that needs clarification.
Students have the right to receive an academic grade that reflects their achievement.
Students have the responsibility for maintain reasonable standards of academic performance commensurate with their ability.
Students have the right to be notified when they are performing unsatisfactorily.
Students have the responsibility for making every effort to improve their performance upon receipt or notification of unsatisfactory performance.
Students have the right to receive a conduct and effort grade in each class consistent with their overall behavior and effort.
Students have the responsibility to conduct themselves in each class in ways that are conducive to the learning process.
Students have the right to achieve academic success based upon their own initiative and ability without interference from others.
Students have the responsibility to earn grades based upon their performance while guarding against cheating by other students.
*Excerpt from the Code of Student Conduct (Secondary) can be found in School Board Policy 5500
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ATTENDANCE POLICY*
Parents and students are responsible for attendance which shall be required of all students during the days and hours that school is in session. Students are expected to:
be present at school each and every day; attend class as scheduled; arrive at school and each class on time; and demonstrate appropriate behavior and a readiness to learn.
A. Attendance Defined
1. School Attendance - Students are to be counted in attendance only if they are actually present for
at least two (2) hours of the day or engaged in a school-approved educational activity which constitutes a part of the instructional program for the student.
2. Class Attendance - Students are to be counted in attendance if they are physically present in class for at least half of the class period, have been excused by the teacher on a class-related assignment, or have been requested by a member of the school support staff for an approved school activity.
3. Tardiness – A student is considered tardy if he/she is not present at the moment the school bell rings for the class assigned. Note: If a student is not present when attendance is taken but is present later in the school day, that student must be considered in attendance, but tardy, and the absence should be changed. A student who is tardy should never remain on record as being absent.
4. Early Sign-outs - No student shall be released within the final 30 minutes of the school day unless authorized by the school principal or principal’s designee, e.g., emergency, sickness.
B. Reasonable Excuses for Time Missed at School
1. Personal illness of the student (medical evidence may be required by the principal for absences
exceeding 5 consecutive days). The written statement must include all the days the student has been absent from school. If a student is continually ill and repeatedly absent from school due to a specific medical condition, he/she must be under the supervision of a health care provider in order to receive excused absences from school.
2. Court appearance of the student, subpoena by law enforcement agency, or mandatory court appearance.
3. Absence due to a medical appointment requires a written statement from a health care provider indicating the date and time of the appointment and submitted to the principal.
4. An approved school activity (absences recorded, but not reported). 5. Other absences with prior approval of the principal. 6. Attendance at a center under the Department of Children and Families supervision. 7. Significant community events with prior permission of the principal. When more than one (1)
school is involved, the Region Superintendent will determine the status of the absence. 8. Observance of a religious holiday or service when it is mandated for all members of a faith that
such a holiday or service be observed. 9. Military Connected Students – M-DCPS is committed to assist students from military families and
will continue to facilitate the development and implementation of policies that directly impact children of military personnel. In an effort to ease the burden of our students who have parents that may be deployed or on “Block Leave,” schools will allow up to a total of 5 days of excused absences each academic year to allow families time together.
10. Death in the immediate family. 11. School sponsored event or educational enrichment activity that is not a school-sponsored event,
as determined by the principal. The student must obtain advance written permission from the principal. Examples of special events include: public functions, conferences, and regional, state, and national competitions.
12. Outdoor suspension.
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13. Other individual student absences beyond the control of the parent or student, as determined and approved by the principal. The principal shall require documentation related to the situation.
C. Unexcused School Absence Due To:
1. vacations, personal services, local non-school event, program, or sporting activity; 2. older students providing day care services for siblings; 3. illness of others; and 4. non-compliance of immunization requirements unless lawfully exempted.
Absences not included in the excused absences listed above shall be considered unexcused. Any student who has been absent from school will be marked unexcused absent until he/she submits the required documentation. Failure to provide the required documentation within three school days upon the return to school will result in an unexcused absence. Unexcused absences do not require that the teacher provide make-up work for the student.
A student accumulating ten (10) or more class unexcused absences in an annual course or five (5) or more class unexcused absences in a designated semester course may have quarterly, semester, and final grade(s) withheld pending an administrative screening and completion of assigned interventions by the Attendance Review Committee.
Unexcused absences shall not be grounds for suspension from school, but may result in detention or placement in existing alternative programs.
Any student who fails to attend a regularly scheduled class and has a “no excuse” for the absence should be referred to the appropriate administrator. Disciplinary action should include notification to parents. Chronic truancy or deliberate nonattendance in excess of fifteen (15) days school days within a ninety day (90) calendar period will be sufficient grounds for withdrawal of students sixteen (16) years of age or older, who are subject to compulsory school attendance under Florida Statute 1003.21.
The student will:
1. attend school/classes 180 days each school year; 2. be reported as present for the school day in order to participate in athletic and extracurricular
activities; 3. request the make-up assignments for all excused absences/tardies from his/her teachers upon
his/her return to school or class within three (3) days. It should be noted that all classwork, due to the nature of the instruction, is not readily subject to make-up work; and
4. complete the make-up assignments for classes missed within the equivalent number of days absent. Failure to make up all assignments will result in the lower assessment of the student’s academic and/or effort grade.
The parent will:
1. be responsible for his/her child’s school attendance as required by law and stress the importance
of regular and punctual school attendance with his/her child; 2. report and explain an absence or tardiness to the school; 3. ensure that his/her child has requested and completes make-up assignments for all excused
absences/tardies from the child’s teachers upon his/her return to school or class; and 4. appear before the Attendance Review Committee at the scheduled time to provide information
relating to his/her child’s absences, and support the prescribed activities designated.
*This information can be found in School Board Policy 5200 - Attendance
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HOMEWORK POLICY*
Homework is an essential part of the instructional process. Homework should provide reinforcement and extension of class instruction, and should serve as a basis for further study and preparation for future class assignments. Homework is not to be assigned as punishment. Secondary school homework assignments should recognize that more time and individual student initiative are expected in order to meet increased instructional demands. Homework assignments for exceptional students should reflect the special needs of such students.
In general, homework assignments will be completed the following day. Long-range assignments and/or special projects should provide students with the opportunity to develop and refine research and independent study skills. Teachers should review evidence periodically before the student submits a long- range assignment.
When implementing the homework policy, schools should consider established guidelines. The daily (Monday-Friday) recommended averages for grades 6-7-8 are 75 minutes and 120 minutes for grades 9- 12. When assigning homework, consideration should be given to the homework demands being made in other subject areas.
Students shall:
1. complete assigned homework as directed; 2. return homework to the teacher by the designated time; 3. submit homework assignments that reflect careful attention to detail and quality of work; and 4. devote a minimum of 30 minutes each day to reading as an additional part of the homework
assignment.
NOTE: Students can receive additional help through the Homework Helpers Program, which includes the Dial-A-Teacher program, at 305-995-1600, Monday through Thursday from 5:00 P.M. to 8:00 P.M., WLRN, Channel 17.
While it is understood that parents are not responsible for providing a great deal of assistance to their child in completing homework, there is still much that parents can do to promote good study habits.
Parents shall:
1. provide continued interest and concern for the child's successful performance in school, through
encouraging and supporting the child in his/her performance of homework assigned; 2. indicate an interest in assignments and assisting, if possible, when requested by the child, but not
to include performing the work for the child; 3. support the school in the students’ assigned homework; 4. request assignments for the child when short-term absences are involved; 5. assist the school in stressing the importance of reading and its benefits; and 6. assure that students read for a period of at least 30 minutes each day in addition to any other
assigned homework.
* Excerpt from School Board Policy 2330 - Homework
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ELIGIBILITY REQUIREMENTS FOR PARTICIPATION IN INTERSCHOLASTIC EXTRACURRICULAR ATHLETICS AND ACTIVITIES
In order for a student to participate in extracurricular athletics and activities, a student must meet the standards set forth by Section 1006.15, Florida Statutes, Bylaws and Policies of the Greater Miami Athletic Conference (GMAC), and Miami-Dade County School Board Bylaws and Polices and Florida High School Athletic Association (FHSAA), Bylaws and Policies.
To be eligible to participate in interscholastic extracurricular student athletics and activities a student must maintain an unweighted cumulative grade point average (GPA) of 2.0 or above on a 4.0 scale in the courses required for graduation, including those taken by the student before he/she begins high school. The student must also maintain a 2.0 GPA in conduct for the previous semester. Computation of grade point averages requires the inclusion of all applicable high school courses to which a forgiveness policy has been applied.
A first-year high school student, entering the ninth grade for the first time, is academically eligible during his/her first semester of high school attendance. The student, however, must have the cumulative 2.0 GPA at the conclusion of his/her first semester of high school attendance to be academically eligible to participate during his/her next semester of attendance.
If a student becomes ineligible during the second semester of his/her ninth-grade year or during the first semester of his/her 10th-grade year because the student’s cumulative grade point average was below 2.0 at the conclusion of the previous semester and continues to be below 2.0 at the conclusion of the semester of ineligibility, he/she may regain his/her eligibility for the following semester provided:
(a) the student signs an academic performance contract with his/her school upon discovery, executes and fulfills the requirements of an academic performance contract, and (b) the student sits out the semester of ineligibility; and (c) the student attends summer school, or its graded equivalent, (i.e. adult education, Florida Virtual School, etc.) between grades 9 and 10 or 10 and 11, as necessary; and (d) the student earns a grade point average of 2.0 or above on a 4.0 unweighted scale or its equivalent in all courses taken during the semester of ineligibility.
Once a student enters grade 11, he/she must have and maintain from that point forward a 2.0 or above cumulative grade point average on a 4.0 scale, or its equivalent, in all courses required for graduation at the conclusion of each semester to be eligible to participate during the following semester.
If a student’s eligibility is affected by an incomplete grade, the student is ineligible until the incomplete grade is removed and all eligibility requirements are met.
All students participating in interscholastic athletic competition or who are candidates for an interscholastic team(s) are required to pass an annual medical evaluation and purchase the School Board’s sponsored insurance program prior to engaging in any practice, tryout, or pre- or post-season physical activity associated with the student’s candidacy for an interscholastic athletic team.
A student shall be eligible for no more than four (4) consecutive academic years from the date he/she first enrolls in the ninth grade. Four years from the date he/she first enrolls in the ninth grade, he/she shall become ineligible for further interscholastic athletic competition. For students enrolled in an accelerated graduation program, once they have met all the graduation requirements, they cannot remain in high school for a fourth year in order to continue eligibility to participate in high school athletics/activities.
The high school counselor and school athletic director can assist students in planning a program of study that will include the appropriate courses to prepare for college entrance examinations and meet core course requirements for participation in National Collegiate Athletic Association (NCAA) athletic programs. They can also assist students in determining how to calculate the GPA required to be eligible to participate in NCAA athletics and advise the student regarding which courses do not meet NCAA eligibility requirements.
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THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT
The Family Educational Rights and Privacy Act (FERPA) is a federal law. The intent of this law is to protect the accuracy and privacy of student information and education records. Under this law, parents and eligible students have the rights to: access their education records, including the right to inspect and review those records; waive their access to their education records in certain circumstances; challenge the content of education records in order to ensure that the records are not inaccurate, misleading, or otherwise a violation of privacy or other rights; ensure privacy with respect to such records and reports; and receive notice of their rights with respect to education records. Only authorized individuals having legitimate educational interest will have access to a student’s education records. However, under some prescribed circumstances, personally identifiable information and education records can be disclosed to other individuals and agencies without parental consent. The Board approved a directive for implementing the provision of the Family Educational Rights and Privacy Act. Personally identifiable information is maintained in schools in a variety of forms, such as handwriting, print, computer media, video or audiotape, film, microfilm, and microfiche.
Examples are:
date and place of birth, parent’s address, and where parents can be contacted in emergencies; grades, test scores, courses taken, academic specializations and activities, and official letters
regarding a student’s status in school; special education records; disciplinary records; medical and health records that the school creates or collects and maintains; documentation of attendance, schools attended, courses taken, awards conferred, and degrees
earned; and personal information such as a student’s identification code, Social Security number, photograph,
or other information that would make it easy to identify or locate a student.
Personal notes made by teachers and other school officials that are not shared with others are not considered educational records as long as they are kept private by the maker of the record. Additionally, law enforcement records created and maintained by a school district law enforcement unit are not education records.
Parents or eligible students are guaranteed the right, upon request, to inspect and review their children's records and to obtain copies of them within 45 days. In accordance with Board policy, a fee may be charged for reproduction of records, unless the imposition of that fee would effectively prevent the exercise of the right to inspect and review the education records. The parent or eligible student also has the right to request a correction of education records which he/she believes to be inaccurate or misleading. Requests are reviewed by the school principal, regional office, and/or District office and the parent or eligible student is notified of the decision(s).
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MAGNET PROGRAMS
The School Choice and Parental Options office of Miami-Dade County Public Schools offers a wide variety of magnet programs that provide unique and enhanced educational opportunities that appeal to students with diverse backgrounds, special talents, and similar interests. These programs offer courses of study that satisfy student educational interest and mandated learning goals while promoting diversity. Some programs accept all interested students; other programs have specific entrance criteria. When the number of eligible students exceeds the number of available seats in non-talent magnet programs, a random selection procedure is utilized to admit students.
Career and Professions
A variety of Career and Professions magnet academies are available to prepare senior high school students for the world of work and/or college. These programs are tailored to maximize the understanding of any given career and profession. Students engage in theme-specific and real-world experiences to prepare for successful college and workforce life.
Liberal Arts
The Liberal Arts magnet theme affords students a variety of programs encompassing critical thinking and active learning. Using historical perspective and interdisciplinary understanding, Liberal Arts Magnet programs prepare students to be knowledgeable world citizens. The programs are dedicated to the formation of knowledge in the Humanities, Natural Sciences, and Social Sciences through the use of leading edge technology, research, and artistic production. Academic excellence and commitment to the values of diversity, community, and collaboration and an appreciation for aesthetics distinguish the Liberal Arts magnet schools. Each program views learning as a transformative, socially interactive process.
Included in the Liberal Arts are the Museums and Montessori programs which are based on a philosophy whose fundamental belief is that children learn best within a social environment which supports each child’s individual development and learning style. Learning occurs in an inquiring, nurturing atmosphere that encourages social interaction for cooperative learning, peer teaching, and emotional development. The specific and uniquely designed curriculum and the use of multisensory learning materials enable students to become self-directed and motivated life-long learners.
International Programs
International Programs offer a challenging curriculum promoting high levels of academic productivity, comprehension of world cultures, and the acquisition of a foreign language. Through internationally benchmarked academic study and interdisciplinary courses, students become active lifelong learners and global citizens prepared to succeed in an ever-changing international society and economy.
Through the International Studies program, school administration, teachers, students, and parents work collaboratively with foreign ministries of education in Spain, France, Italy, Brazil, and Germany to ensure that the educational requirements and standards of that country are infused and taught in the curriculum. The pedagogy results in the acquisition of a second language.
The International Baccalaureate (IB) Programme is a highly coordinated, rigorous course of study linking Humanities, the Sciences, Mathematics, Languages, and Community Service. The curriculum of the IB Diploma Programme incorporates standards that assume a high level of aptitude and achievement. The IB Diploma is highly recognized at colleges and universities throughout the country and world-wide.
The Cambridge (AICE Diploma) Program is a challenging, accelerated curriculum that is based on Britain’s A Level examinations. At the senior high school level, the Cambridge Program becomes a four-
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year curriculum that progresses from two years of preparatory classes to entrance in the Advanced International Certificate in Education (AICE) Diploma Program.
The AP Capstone Program is designed to complement and enhance the in-depth subject-matter study provided through AP courses. The curriculum leads students to exemplary inquiry, research, collaboration, and communication skills by studying topics of global relevance from an interdisciplinary perspective, making connections between these topics and their AP subjects. It was developed following feedback from higher education organizations requesting that high school students develop stronger backgrounds in independent research, collaborative teamwork, and 21st-century knowledge and skills now essential for success on college campuses and in today’s global marketplace. For more information, visit https://lp.collegeboard.org/ap-capstone.
International Education Programs immerse students in multicultural education with an emphasis on learning a second language. These programs, which are delivered in various, successful, curricular designs, prepare students to live effectively in a fast changing global society and economy.
Information about individual school offerings in International Programs can be found at: http://yourchoicemiami.org/international-programs/
Mathematics, Science, and Technology
Mathematics, Science, and Technology programs utilize innovative strategies and technology to engage students in investigation and discovery. This hands-on approach captures natural curiosity and stimulates interest, thereby building better understanding and quality performance. Students utilize mathematics, science, and technology laboratories, as well as real world environmental sites, to engage in mathematical analysis, scientific inquiry, and engineering design.
Information about individual school programs in Mathematics, Science, and Technology can be found at: http://yourchoicemiami.org/mathematics-science-technology/.
Visual and Performing Arts
Visual and Performing Arts talent programs provide intellectually stimulating and educationally challenging classes in the arts for students who, through the audition and portfolio review process, demonstrate a talent in a particular art form. Students and teachers engage in a continuous exchange with numerous opportunities to develop and showcase talents.
Information about individual school programs in Visual and Performing Arts can be found at: http://yourchoicemiami.org/visual-performing-arts/
VPREP – VIRTUAL OFFERINGS
Miami-Dade County Public Schools is excited to introduce a new and innovative grouping of programs with an emphasis on educational instruction delivered through cutting edge process. VPrep is a comprehensive collection of virtual programs offered throughout Miami-Dade County Public Schools. This progressive and rapidly growing cluster of programs is designed to prepare students for the exciting digital world in which we now live. For additional information, visit http://yourchoicemiami.org/vprep.
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Miami-Dade Online Academy (MDO)
Miami-Dade Online Academy (MDO) is a tuition-free, full-time, accredited, on-line virtual public school program. It is open to all eligible K-12 students who are residents of Miami-Dade County, Florida. MDO provides a student-centered virtual-learning environment to a diverse population of learners, encouraging critical thinking skills and the development of curious minds engaged in high quality curriculum. MDO is an interactive learning environment with fully certified Florida teachers who provide students with superior knowledge of subject matter and care about their success. For more information, visit http://mdo.dadeschools.net
iPrep Academy
iPrep Academies are innovative magnet schools or school-based programs that provide students in grades 9-12 with the opportunity to accelerate in the high school curriculum in a technology-rich, non- traditional academic setting. This technology-enriched environment is uniquely designed to meet each student’s individual needs. In iPrep, students participate in college preparatory and college-level courses, using both face-to-face and on-line instruction. The rigorous curriculum is comprised of honors, advanced placement, on-line and dual enrollment courses. Students, have the flexibility in scheduling their school day to include internships and community-based service projects. iPrep prepares students for success in our digital world and global economy. For more information, visit http://yourchoicemiami.org/vprep.
iTech Academy
An iTech school offers a rigorous technology-focused curriculum aligned to a Science, Technology, Engineering and Mathematics (STEM) framework. In iTech schools, students use technology in a project- based learning environment to solve real world challenges. Currently, M-DCPS offers strands in: Geospatial Information Systems (GIS), Enterprise Resource Planning (ERP), Microsoft Applications/Programming and Software Development (iCode) and Game Design (iDesign). An iTech curriculum also offers students the opportunity to earn industry certifications. For more information, visit http://yourchoicemiami.org/vprep.
Blended Learning Communities (BLC)
Blended Learning Communities are offered to all students who are required to have an on-line class to meet the new graduation requirements. For more information, see your senior high school counselor.
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Anti-Discrimination Policy
Federal and State Laws
The School Board of Miami-Dade County, Florida adheres to a policy of nondiscrimination in employment and educational programs/activities and strives affirmatively to provide equal opportunity for all as required by:
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national origin.
Title VII of the Civil Rights Act of 1964 as amended - prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA) as amended - prohibits discrimination on the basis of age with respect to individuals who are at least 40.
The Equal Pay Act of 1963 as amended - prohibits gender discrimination in payment of wages to women and men performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Americans with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin, marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status.
Title II of the Genetic Information Nondiscrimination Act of 2008 (GINA) - prohibits discrimination against employees or applicants because of genetic information.
Boy Scouts of America Equal Access Act of 2002 – no public school shall deny equal access to, or a fair opportunity for groups to meet on school premises or in school facilities before or after school hours, or discriminate against any group officially affiliated with Boy Scouts of America or any other youth or community group listed in Title 36 (as a patriotic society).
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.
In Addition: School Board Policies 1362, 3362, 4362, and 5517 - Prohibit harassment and/or discrimination against students, employees, or applicants on the basis of sex, race, color, ethnic or national origin, religion, marital status, disability, genetic information, age, political beliefs, sexual orientation, gender, gender identification, social and family background, linguistic preference, pregnancy, and any other legally prohibited basis. Retaliation for engaging in a protected activity is also prohibited.
Revised: (07.14)
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ACADEMY DESCRIPTIONS
Academy of Agriscience
Students in the Agriscience strand will explore the field of Agricultural Biotechnology while learning about areas of current agricultural biotechnology applications, genetic principles, tissue/cell culture, and the potential for biotechnology in the field of agriculture. Research partnerships with the United States Department of Agriculture will enable students to participate in summer internships and conduct research on rare and native tropical plant and animal species impacting the industry. Students will explore additional processes to harness renewable energy, more efficient and effective methods utilizing existing resources, and ways to reform the global hunger crisis. Through their participation in the National FFA Organization, students will have opportunities to develop their leadership and professional development skills.
Academy of Business and Finance
The Academy of Business and Finance connects our students with the world of financial services, offering a curriculum that covers entrepreneurship, banking and credit, financial planning, insurance and accounting, among other topics. Our academy is also designated as a distinguished program of the National Academy Foundation, an acclaimed national network of high school career academies. In addition to studying a career-focused curriculum and working on collaborative projects, students gain critical career knowledge through a series of work-based learning experiences both inside and outside of the classroom. These activities include job shadowing, mock interviews, resume writing workshops, and culminate with a compensated internship. Local business partners work with academy teachers to provide these opportunities that round out students’ education. Students follow a sequential program of study that leads to industry certification.……………………………………………………………….
Academy of Engineering Technology
Students in Engineering Technology will apply mathematical, scientific and engineering concepts to find solutions to many design problems. They explore various engineering disciplines such as mechanical, structural, industrial, electrical, electronics, robotics and aerospace with hands on activities and projects. Students will participate in activities such as basic sketching, computer designing, building, testing and analyzing models and prototypes. Students will learn and have the opportunity to become certified in Computer Aided Drafting and Design using Autodesk Design software to increase their technological literacy. This program provides students with an advanced understanding of the knowledge, human relations, and technological skills found in today’s engineering professions. Students will be able to participate in the National TSA and SECME organizations.
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International Baccalaureate Academy
Self-motivated college-bound students will find the challenging curriculum of the International Baccalaureate Diploma Programme hard to resist. In addition to advanced course work, students will submit a 4,000 word Extended Essay research paper in one of the subjects of the IB curriculum, take a Theory of Knowledge course and engage in at least 150 hours of community service in the Creativity, Activity, and Service (CAS) component. Students will demonstrate their proficiency through subject-area exams representing six core academic areas, which may enable them to earn college credit or advanced standing at prestigious universities, both domestic and international.
Academy of Legal and Public Affairs
The Academy of Legal and Public Affairs provides students with fundamental competencies which will enable students to develop skills, knowledge, and attitudes necessary for success and career advancement within a cluster of law enforcement and criminal investigation related careers. The academy is designed for students who are interested in public policy, law enforcement, forensics, and the criminal justice system. Students will take an array of academy classes that focus on broad, transferable skills and stress the understanding of ethical and sociological standards, criminal laws, court procedures, defensive tactics, public safety, corrections, criminal investigative procedures, crime prevention, and entrepreneurship. Program completers will have an opportunity to earn industry certification as an Accredited Legal Professional.
Academy of Leisure Medicine and Health Science
The Medical Academy provides all students with a sound academic foundation that will enable them to apply their knowledge and skills for continued study in a healthcare career. Students will take a core of intensive academic courses to provide a solid foundation in anatomy, physiology, medical terminology, medical math, disease processes, body mechanics, and basic human needs. Senior Medical Academy students enter the strand of their choice and focus on their selected area of interest. Students are members of the Health Occupation Students of America (HOSA), and compete at the Regional, State and National level. Clinical exposure in community health facilities and organizations provide students with opportunities to apply their newly acquired skills in their chosen field.
Academy of Visual & Performing Arts
The Visual & Performing Arts Academy at Coral Reef Senior High School offers six strands of specialization: Visual Arts, Theatre Arts, Dance, Band, Chorus and Orchestra and is comprised of actors, singers, dancers, musicians, and artists who strive for excellence in academics and creative expression. Over the four years, students focus on an Honors Arts curriculum immersed in the theory and practice of their particular discipline. Art labs, dance and music studios and black box theatre serve as settings for our academy students. Our professional arts teachers all share in the same endeavor, to further the training of career-minded arts students who respect and appreciate the role of the arts in their lives and the life of our community. Students perform, compete and exhibit their works throughout the District, State and National levels. With diligence and application, students develop their maximum potential while working in a nurturing and family environment!
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2015 - 2016 Curriculum Bulletin
Course Listings
LANGUAGE ARTS Course
Seq. State Code # Name of Subject Prerequisites/Recommendations
A11 100131001 English I A21 100132001H English I Honors Teacher Recommendation A31 100132002HG English I Honors Gifted Must be tested and staffed A12 100134001 English II A22 100135001H English II Honors Teacher Recommendation A32 100135002HG English II Honors Gifted Must be tested and staffed A33 100135001H English II Honors Pre-AP Teacher Recommendation A13 100137001 English III A23 100138001H English III Honors Teacher Recommendation A43 100142001AP AP English Language Teacher Recommendation A14 100140501 English IV – College Prep A24 100141001H English IV Honors Teacher Recommendation A44 100143001AP AP English Literature Teacher Recommendation
English Language Learners (ELL) Course
Seq. State Code # Name of Subject Prerequisites/Recommendations
A61 100230002 English 1 Through ESOL Grade 9 A62 100231002 English 2 Through ESOL Grade 10 A63 100232002 English 3 Through ESOL Grade 11 A64 100252002 English 4 Through ESOL Grade 12 A65 1002381L1 Developmental Language
Arts Through ESOL Level 1
A66 1002381L2 Developmental Language Arts Through ESOL
Level 2
A67 1002381L3 Developmental Language Arts Through ESOL
Level 3
A68 1002381L4 Developmental Language Arts Through ESOL
Level 4
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MATHEMATICS Course Seq. Course # Name of Subject Prerequisites/Recommendations
B11 120031001 Algebra I B12 120631001 Geometry Algebra I B22 120632001H Geometry Honors Algebra I/Teacher Recommendation B32 120632002HG Geometry Honors Gifted Must be tested and staffed B13 120033001 Algebra II Geometry B23 120034001H Algebra II Honors Geometry/Teacher Recommendation B33 120034002HG Algebra II Honors Gifted Geometry/Must be tested and staffed B14 120070001 Mathematics for College
Readiness Algebra II (Seniors Only)
B16/B17 12013000201 12113000303
Math Analysis Honors/ Trigonometry Honors
Algebra II/ Teacher Recommendation
B26 120234002H Pre-Calculus Honors Algebra II Honors/ Teacher Recommendation
B44 120231001AP AP Calculus AB Pre-Calculus/ Teacher Recommendation
B45 120232001AP AP Calculus BC Calculus AB/ Teacher Recommendation
B46 121032001AP AP Statistics Pre-Calculus or Math Analysis & Trigonometry Teacher Recommendation
SCIENCE Course
Seq. Course # Name of Subject Prerequisites/Recommendations
C11 200331001 Physical Science C21 200332001H Physical Science Honors Teacher Recommendation C12 200031001 Biology Physical Science C22 200032001H Biology Honors Teacher Recommendation C32 200032002HG Biology Honors Gifted Must be tested and staffed C13 200334001 Chemistry Biology, Algebra I C23 200335001H Chemistry Honors Teacher Recommendation C33 200335002HG Chemistry Honors Gifted Teacher Recommendation
Biology Honors Gifted C24 200036001H Anatomy and Physiology
Honors Grade 10-12 Teacher Recommendation
C25 200339001H Physics Honors Teacher Recommendation C26 200251001H Marine Science Honors Elective C41 200034001AP AP Biology Teacher Recommendation C42 200337001AP AP Chemistry Teacher Recommendation C43 200342101AP AP Physics 1 Physics Teacher Recommendation C44 200343004AP AP Physics C Must be taken with Calculus C45 200138001AP AP Environmental
Science Biology –Completed Chemistry-Concurrent or completed
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SOCIAL SCIENCES Course Seq. Course # Name of Subject Prerequisites/Recommendations
D11 210931001 World History D21 210932001H World History Honors Teacher Recommendation/ Grade
9 D41 210942001AP AP World History Teacher Recommendation D42 210938001AP AP European History World History Teacher
Recommendation D13 210031001 US History D23 210032001H US History Honors
World History, Social Studies Teacher or Dept. Chair Recommendation/ Grade 11
D44 210033001AP AP U.S. History
Social Studies Teacher or Dept. Chair Recommendation/ Grade 11
D14/D16 210631001 210233501
U.S. Government and Economics with Financial Literacy
Grade 12
D24/D26 210632001H 210234501H
U.S. Government Honors and Economics with Financial Literacy Honors – Grade 12
US History Teacher Recommendation
D45/D28 210642001AP 210234501H
AP U.S .Government & Politics/Economics with Financial Literacy Honors
US History Teacher Recommendation
D46/D29 210237001AP 210632001H
AP Macroeconomics & Government Honors
US History Teacher Recommendation
D47/D48 210642001AP 210237001AP
AP U.S. Government & Politics AP Macroeconomics
US History Teacher Recommendation
D71/D72
210730001 210731001
Psychology 1 Psychology 2
D80 210644002H International Relations Honors
10th-12th Graders Teacher Recommendation
D81 210034004H
African-American History Honors
Teacher Recommendation
D83/D84 212091001H 210531001H
Philosophy Honors/ World Religions Honors
Teacher Recommendation
D90 210340001AP AP Human Geography W. History, US History, or Dept. Chair Recommendation
D91 210735001AP AP Psychology Social Studies Teacher Recommendation
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WORLD LANGUAGES Course Seq. Course # Name of Subject Prerequisites/Recommendations
F11 070834001 Spanish I Entry level for non-Spanish speakers
S01/S02 070835001FV Spanish II (FLVS) Spanish I F21 070836001H Spanish III Honors Spanish II or Teacher
Recommendation F22 070837001H Spanish IV Honors Spanish III Honors , Pre-IB Spanish
III or Teacher Recommendation F17 070930001 Spanish for Speakers-I Entry level for Spanish Speakers
F18 070931001 Spanish for Speakers-II Spanish S-I
F26
070932001H Spanish for Speakers-III Honors
Spanish S-II and Teacher Recommendation
F41
070840001AP AP Spanish Language Spanish IV Teacher Recommendation
F42
070841001AP AP Spanish Literature AP Spanish Language Teacher Recommendation
F13 070132001 French I
S03/S04 070133001 French II (FLVS) French I
F23 070134001H French III Honors French II and Teacher Recommendation
F24 070135001H French IV Honors French III Honors Teacher Recommendation
F43 070138001AP AP French Language French IV Honors Teacher Recommendation
F15 070232001 German I
F16 070233001 German II German I
F27 070234001H German III Honors German II Teacher Recommendation
F28 070235001H German IV Honors German III Honors Teacher Recommendation
F45 070238001AP AP German Language German IV Honors - Teacher Recommendation
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GENERAL ELECTIVES
Course Seq. Course # Name of Subject Prerequisites/Recommendations G01/G02 1000410EN Reading Enrichment
Grade 9 or 10
G09/G10 100041001 Intensive Reading Grade 9 or 10
G11/G12 1000410RT Intensive Reading Grade 11
G13/14 1000410RT Intensive Reading Grade 12
FCAT Re-takers
G18 050050001 Personal, Career & School Development Skills
Counselor Recommendation
G19 240030001 Leadership Skills Grades 10 - 12
E07/E08
190030001 190031001
Drivers Education/Traffic Lab
Must be 15 yrs old at start of class
R23 100633101 Journalism V (TV) Teacher Recommendation Digital Video Production 1
R24 100633201 Journalism VI (TV) Teacher Recommendation Digital Video Production 2
P21 100633201H Journalism VI Honors (Newspaper)
Teacher Recommendation
P22 100633301H Journalism VII Honors (Newspaper)
Teacher Recommendation
P23 100633401H Journalism VIII Honors (Newspaper)
Teacher Recommendation
P24 100633201H Journalism VI Honors (Yearbook)
Teacher Recommendation
P25 100633301H Journalism VII Honors (Yearbook)
Teacher Recommendation
P26 100633401H Journalism VIII Honors (Yearbook)
Teacher Recommendation
S23/S24 200248001FV Forensic Science 1 (FLVS)
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FINE ARTS ELECTIVES Course Seq. Course # Name of Subject Prerequisites/Recommendations
P01 100630011 (Intro) Journalism I R02 010131001 Art I R06 030040001 Dance Repertory 1 sR13 130132001 Guitar I SENIORS ONLY (Beginners) R19 040031001 Theatre I R40 130033001AP AP Music Theory Teacher Recommendation
Only VPA R22 100630011 Journalism I (TV)
S31/S32 820902001FV Computing for College and Careers (FLVS)
S33/S34 900111001FV Foundations of Web Design Honors (FLVS)
Grades 10-12 Computing for College and Careers
S37/S38 820731001 Introduction to Informational Technology
S41/S42 130034002FV Music of the World (FLVS)
S43/S44 040066001 Theatre, Cinema & Film Production (FLVS)
PHYSICAL EDUCATION Course Seq. Course # Name of Subject Recommendation
E01/E02 150130001 150335001
Personal Fitness Team Sports
E03/E04 150331001 150241001
Basketball/Individual & Dual Sports
Personal Fitness
E05/E06
150134001 150135001
Weight Training I (E05) Weight Training II (E06)
Personal Fitness
9th GRADE TRANSITION PROGRAM Name of Subject Recommendation
Ready for the Reef June – July 2015
MIAMI-DADE COUNTY PUBLIC SCHOOLS
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INTERNATIONAL BACCALAUREATE ACADEMY Course
Seq. Course # Name of Subject Prerequisites/Recommendations
A51 100180001IB English I CRHS Pre-IB Honors – 9th A71 100132002IB English I CRHS Pre-IB Gifted – 9th Must be tested and staffed A52 100142001AP AP English Language -10th A72 100142002AP AP English Language Gifted – 10th Must be tested and staffed A53 100143001AP AP English Literature – 11th AP English Language A54 100183001IB English IV IB (HL) - 12th AP English Literature B51
120980001IB IB Math Studies (SL) 1st Year of 2
(Math Studies 1) Algebra II Honors Teacher Recommendation
B52 120237501IB IB Pre-Calculus (SL) 1st Year of 2 (Mathematics 1)
Algebra II Honors Teacher Recommendation
B53 121031001IB IB Statistics and Introduction to Differential Calculus (SL) 2nd Year of 2 (Math Studies 2)
IB Math Studies 1 or IB Pre-Calculus Teacher Recommendation
B54 120281001IB IB Calculus (SL) 2nd Year of 2 (Mathematics 2)
IB Pre-Calculus Teacher Recommendation
C51 200080001IB Biology I CRHS Pre-IB 9th Grade Physical Science Honors C53 200081001IB Biology II IB (SL) 1st Year of 2 Pre-IB Chemistry C54 200082001IB Biology III IB (SL) 2nd Year of 2 Biology II IB (SL) 1st Yr. C55 200081001IB Biology II IB (HL) 1st Year of 2 Pre IB Chemistry C56 200082001IB Biology III IB (HL)2nd Year of 2 Biology II IB (HL) C52 200380001IB Chemistry I CRHS Pre-IB Pre-IB Biology C57 200381001IB Chemistry II IB (SL) 1 Year of 2 Pre-IB Chemistry C58 200381001IB Chemistry II IB (HL) 1st Year of 2 Pre-IB Chemistry C59 200382001IB Chemistry III IB (HL)2nd Year of 2 Chemistry II IB (HL) D41 210942001AP AP World History Required in 9th Grade D42 210938001AP AP European History Required in 10th Grade D53 210033001AP AP American History Required in 11th Grade D54 210980001IB Contemporary History IB (HL) Required in 12th Grade F49 070836001H CRHS Pre-IB Spanish III Spanish I F53 070883001IB IB Spanish IV – B (SL)
1st Year of 2 Teacher Recommendation
F57 070883001IB IB Spanish IV – B (SL) 1 Year Teacher Recommendation
F54 070883001IB IB Spanish IV – B (HL) 1st Year of 2
Teacher Recommendation
F55 070884001IB IB Spanish V – B (SL) 2nd Year of 2
Teacher Recommendation
F56 070884001IB IB Spanish V – B (HL) 2nd Year of 2 Teacher Recommendation
F50 070136001H French V – Honors Teacher Recommendation French IV
F51 070183001IB IB French IV – B (SL/HL) 1st Year of 2
Teacher Recommendation French III
MIAMI-DADE COUNTY PUBLIC SCHOOLS
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Course Seq.
State Code # Name of Subject Prerequisites/Recommendations
F52 070184001IB IB French V – B (SL/HL) 2nd Year of 2
Teacher Recommendation
F59 070283001IB IB German IV – B (SL/HL) 1st Year of 2
Teacher Recommendation
F60 070281001IB IB German V – B (SL/HL) 2nd Year of 2
Teacher Recommendation
R56 040081001IB IB Theatre I 1st Year of 2 (SL or HL)
R57 040082001IB IB Theatre II 2nd Year of 2 (SL or HL)
IB Theatre I 1st Year
R58 090080001IB IB Theory of Knowledge Required in Grade 12 R60 210181001IB IB Social and Cultural Anthropology
(HL) 1st Year of 2
R62 210181001IB IB Social and Cultural Anthropology (SL) 1 Year
R63 210780002IB IB Psychology I (SL) 1 Yr. R59 020089001IB IB Information Technology in Global
Society (ITGS) (SL) 1 Yr.
R64 2001820001IB
IB Sports Exercise Science (SL) 1 Year
INTERNATIONAL STUDIES Course
Seq. Course # Name of Subject Prerequisites/Recommendations
IS F31 071530501 Language/Literature for IS 1 – 9th
(Only IS) See IB Counselor Required for German IS
IS F32 071531501 Language/Literature for IS 2 – 10th
(Only IS) See IB Counselor Required for German IS
IS F33 070283001IB IB German 4 – B (HL) 1st Year
(Only IS) See IB Counselor Required for German IS
IS F34 070284001IB IB German 5 - B (HL) 2nd Year (Only IS) See IB Counselor Required for German IS
IS F35 071430001H World Language Humanities IS 1 9th Grade
Required for German IS
IS F36 071431001H World Language Humanities IS 2 10th Grade
Required for German IS
MIAMI-DADE COUNTY PUBLIC SCHOOLS
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BUSINESS ACADEMY 9TH GRADE 10TH GRADE 11TH GRADE 12TH GRADE
X01*
Finance and Business Technology (881515002)
X02*
Accounting Applications I (820331001H)
X03*
Financial Operations
(881511002H)
X04
Personal Financial Planning
(881512002H)
* Industry Certification
12th Grade SUMMER INTERNSHIP
S93
Financial Internship (881513002)
S93
Financial Internship (881513002)
AGRISCIENCE ACADEMY 9TH GRADE 10TH GRADE 11TH GRADE 12TH GRADE
T01
Agriscience Foundations I (810681002)
T02
Agricultural Biotechnology II (810685001H)
T03*
Agricultural Biotechnology III (810686001H)
T04
Advanced Concepts of Agriscience
(810033003H)
* Industry Certification
ENGINEERING ACADEMY 9TH GRADE 10TH GRADE 11TH GRADE 12TH GRADE
T11
Applied Engineering Technology I
(840111001H)
T12
Applied Engineering
Technology II (840112001H)
T13*
Applied Technology III
(84011301m16 H)
T14
Advanced Applications in Technology
(860190001H)
*Industry Certification
MIAMI-DADE COUNTY PUBLIC SCHOOLS
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LEGAL ACADEMY 9TH GRADE 10TH GRADE 11TH GRADE 12TH GRADE
Y01
Criminal Justice I (891801001)
Y02
Criminal Justice II (891802001)
Y03
Criminal Justice III (891803001H)
Y04*
Criminal Justice IV (891804001H)
*Industry Certification
MEDICAL ACADEMY 9TH GRADE 10TH GRADE 11TH GRADE 12TH GRADE
Choose one strand Z01
Anatomy & Physiology
(200036001H)
Z02
Health Science II (841711002)
Z03*
Allied Health (Med. Assistant) (841713102H)
Z04* Emergency Medical
Responder (841717102H)
Z05*
Nursing Assistant (841721101H)
*Industry Certification
VISUAL AND PERFORMING ARTS ACADEMY- DANCE STRAND
9TH GRADE 10TH GRADE 11TH GRADE 12TH GRADE
W01
Dance Repertory III
(030042001H)
W02
Ballet III (030036001)
W04
Ballet IV (030037001H)
W07
Choreography/Performance (030039001H)
W03
Dance Repertory IV
(030043001H)
W06/W16
Alliance/Cudettes
Dance Techniques III (030033001H)
W08/W18
Alliance/Cudettes
Dance Techniques IV (030033401H)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
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DRAMA STRAND
9TH GRADE 10TH GRADE 11TH GRADE 12TH GRADE W20
Theatre III (040033001H)
W21 Technical Theatre
Design & Production II (040042001)
W23 Acting III
(040039001)
W26 Acting IV
(040040001H)
W22 Theatre IV
(040034001H)
W24 Theatre History and
Literature (040036001H)
W27 Theatrical Direction 2
(040051001H) W28
Technical Theatre Design & Production IV
(040044001H)
ART STRAND
9TH GRADE 10TH GRADE 11TH GRADE 12TH GRADE W50
Two-Dimensional Studio Art II (010131001)
W52 Two-Dimensional
Studio Art III (010132001)
W54 AP Studio Art: 2D
Design (010935001AP)
W56 AP Studio Art: Drawing
(010430001AP)
W53 Portfolio
Development I - Drawing
(010931001H)
W55 Portfolio Development II
– Two-Dimensional Design
(010932001H)
W57 Portfolio Development III – Three Dimensional
Design (010933001H)
W58 Drawing 3
(010436001H)
MIAMI-DADE COUNTY PUBLIC SCHOOLS
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ORCHESTRA STRAND 9TH GRADE 10TH GRADE 11TH GRADE 12TH GRADE
M60/M61 Concert/Chamber Music Ensemble I
(130540001)
M62/M68 Concert/Chamber Music Ensemble II
(130541001)
M63/M69 Concert/Chamber Music Ensemble III
(130542001)
M64/M70 Concert/Chamber
Music Ensemble IV (130543001H)
M65 Music Techniques IV
(130553001H)
M66 Symphony Orchestra V
(130240001H)
M67 Symphony Orchestra VI
(130241001H)
BAND STRAND 9TH GRADE 10TH GRADE 11TH GRADE 12TH GRADE
M31 Symphonic/
Band III (130232001)
M36 Wind Ensemble Band IV
(130233001H)
M37 Wind Ensemble Band V
(130234001H)
M38 Wind Ensemble Band VI
(130235001H) M32
Symphonic Band Music Ensemble II
(130541001)
M33 Symphonic Band
Music Ensemble III (130542001)
M34 Symphonic Band
Music Ensemble IV (130543001H)
M35 Wind
Ensemble/ Band III
(130232001)
M43/M47 Chamber Winds/Brass
Ensemble Music Techniques II
(130551001)
M44/M48 Chamber Winds/Brass
Ensemble Music Techniques III
(130552001)
M45/M49 Chamber Winds/Brass
Ensemble Music Techniques IV
(130553001H) M39
Jazz Ensemble II (130251001)
M40 Jazz Ensemble III
(130252001)
M41 Jazz Ensemble IV
(130253001H)
CHORUS STRAND
9TH GRADE 10TH GRADE 11TH GRADE 12TH GRADE M01/M05 Concert
Women/Concert Men
Vocal Ensemble
1 (130344001)
M02/M06 Concert Women/Men
Vocal Ensemble 2 (130345001)
M03/M07 Concert Women/Men
Vocal Ensemble 3 (130346001)
M04/M08 Concert Women/Men
Vocal Ensemble 4 (130347001H)
M10 Music Theory 2 (130031001H)
M15 Select Women Chorus 5
(130334001H)
M12 AP Music Theory (130033001AP)
M14/M17 Select Mixed/Select Women Chorus 4
(130333001)
M18 Select Mixed
Music Techniques 4 (130553001H)
M16/M19 Select Mixed/Select Women Chorus 6 (130335001H)
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SPECIAL EDUCATION
Standard Diploma Inclusion Services offered in all general level content classes
Special Diploma
Academic Subjects
Course Seq. State Code Name of Subject Recommendations K01-K03 7910111 Access English 1/2 Grades 9/10 K11-K13 7910112 Access English 3/4 Grades 11/12 K21-K23 7912070 Access Liberal Arts Math Grade 9 K31-K33 7912080 Access Algebra 1A Grade 10 K41-K43 7912090 Access Algebra 1B Grade 11 K51-K53 7912060 Access Informal Geometry Grade 12 K61-K63 7921015 Access US Government Grades 9/10 K71-K73 7921025 Access US History Grades 11/12 K81-K83 7920025 Access Integrated Science 1 Grades 9/10 K91-K93 7920015 Access Biology 1 Grades 11/12 K85-K88 7915010 Specially Designed Physical
Education Grades 9-12
Career and Technical Education/Special Skills Courses
Course Seq. State Code Name of Subject Recommendations K04, K14-K18 7980120 Career Experiences Grades 9-12 K24-K28 7980110 Career Preparation Grades 9-12 K98 7980010 Exploratory Education Grades 9-12 K78 7980190 Technology Education Grades 9-12 K75-K77 7961020 Communication Skills for Functional
Living Grades 9-12
K05-K08 7961050 Community and Social Skills for Functional Living
Grades 9-12
K44-K48 7961040 Leisure and Recreation Skills for Functional Living
Grades 9-12
K34-K38 7960010 Life Management and Transition Grades 9-12 K74 7910390 Life Skills Communication Grades 9-12 K54-K58 7963140 Self-Determination Grades 9-12 K64-K68 7963070 Social and Personal Skills Grades 9-12