Presentation on theme: "Guidance Meeting Introductions Articulation Agreement College Readiness Legislative Update."— Presentation transcript:
Guidance Meeting Introductions Articulation Agreement College Readiness Legislative Update
CCF Please let your schools know that we no longer have a P.O. Box, so all mail, transcripts, etc. sent to our old PO will be returned. We are only using the address 3001 SW College Rd, Ocala, FL
May 2010 Legislation Middle School Implications
HB 105 Sandra Day OConnor Bill LA standards must include standards pertaining to civics education. Beginning with the school year, the reading and language arts IM shall include civics education content at all grade levels. Beginning with students entering grade 6 in the school year, one of these courses must be at least a one semester civics education course that a student successfully completes.
HB 105 Sandra Day OConnor Bill During the school year, an end-of-course assessment in civics education shall be field tested. During the school year, EOC in civics education shall constitute 30% of the students final grade. Beginning with the school year, a student must earn a passing score on the EOC in civics education in order to pass the course and receive course credit.
ePEP, must include HS graduation requirements. college entrance test requirements, Florida Bright Scholarship Program requirements, state university and Florida college admission requirements, and programs through which a high school student can earn college credit, including AP, IB, AICE, dual enrollment, or industry certification. SB 4
High School Courses at the Middle School –Each year thereafter must pass EOC for HS credit –Last year 8 th grade students, Algebra I Honors take EOC spring 2011, No requirement, AYP, –Current year 8 th grade students, Algebra I Honors, spring 2011, EOC 30% –(see handout)
HB 267 Provides that comprehensive health education taught in public schools shall include component on teen dating violence & abuse for students in grades 7 through 12; requires district school boards to adopt & implement dating violence & abuse policy; requires DOE to develop model policy; requires school personnel training. Section (2)(n), F.S.
High School 7-year Implementation to Higher Graduations Requirements
SB 4 Revises high school graduation requirements to phase-in Geometry, Biology, Algebra II, Chemistry or Physics, and an additional rigorous science course. (see handout)
High School Graduation Requirements CoHort Entering 9 th Grade To Graduate Algebra and Geometry + Biology and Algebra EOC + Biology EOC, Geometry EOC and Algebra II + Chemistry or Physics and an equally rigorous science course
SB 4 Requires high schools to offer specified rigorous courses/programs. Requires advisement of those rigorous courses.
SB 4 Phases-in end-of-course assessment requirements for Algebra I, Biology, and Geometry. (see handout) Creates the Credit Acceleration Program. (CAP)
SB 4 Deletes Major Area of Interest elective requirement not ePep and ePep review. Requires OPPAGA to conduct a study on other states' high school diploma options.
SB 206 Provides legislative intent to recognize student academic achievement. Encourages each district school board to adopt policies and procedures that provide for an annual "Academic Scholarship Signing Day."
HB 267 Provides that comprehensive health education taught in public schools shall include component on teen dating violence & abuse for students in grades 7 through 12; requires district school boards to adopt & implement dating violence & abuse policy; requires DOE to develop model policy; requires school personnel training.
HB5101 The bill adds electronic textbooks to the definition of adequate instructional materials
HB 5201 Revises requirements for bright futures for students. No requirement for every student to take a virtual class for HS graduation (SB4)
House Bill 5101Section 25 Use of IB and Industry Certification bonus funds
Are our Schools Prepared Do we offer these courses to all students? –Do we need to increase the number of required courses? –Do we need to phase out less rigorous courses? Does our guidance office have a plan to schedule ALL students in these courses? Do our teachers know where to access the course descriptions? Are our teachers appropriately certified and prepared to teach these courses to all students? Is our district professional development plan aligned to the needs of the teachers in these areas? Does our school schedule allow for teacher collaboration? Does our school schedule provide students opportunities to be remediated prior to a late graduation? Are we discussing student preparation in these areas with our elementary and middle schools? Does the district student progression plan ensure students entering high school are prepared for success? Do we have a prioritized school plan for student success?
Are our schools prepared? Biology and Equivalents 92.68% Algebra 2 and Equivalents, 59.53% Physics OR Chemistry and Equivalents, 47.47% Geometry and Equivalents, 85.79% Biology and Equivalents, 88.39% Algebra 2 and Equivalents, 61.79% Physics OR Chemistry and Equivalents, 49.54% Geometry and Equivalents, 85.37%