Student Progression Plan
Search Progression Plan:
District Vision and Mission
The vision of Hillsborough County Public Schools is “Preparing Students for Life”.
The mission of Hillsborough County Public Schools is to provide an education and the supports which enable each student to excel as a successful and responsible citizen.
The School Board of each Florida district is required by state law to establish a comprehensive program for student progression that is based on an evaluation of each student’s performance including an assessment of how well the student masters the performance standards approved by the state board. The district’s program for student progression is based on mastery of the English language arts, mathematics, science, and social studies standards.(F.S. 1008.25)
All procedures listed in this Student Progression Plan are subject to change due to Hillsborough County School Board action, legislative requirements, or Board approved site level School Improvement Plans. Students and parents or guardians will be notified when such changes occur.
Charter schools under contract with the School Board may adopt the district's Student Progression Plan or develop an independent plan consistent with the provisions of the charter application and Florida statute to include all state graduation requirements. Charter schools are independent public schools operated by non-profit organizations which function as the governing board. The charter board assumes responsibility for hiring teachers, designing the academic program, and adopting curriculum aligned with the Florida standards.
Required Instructional Time
Florida Statute defines a full-time student day as not less than 300 average minutes per day over a 180-day period, or it’s hourly equivalent, for a student in grades 4 through 12, and not less than 240 average minutes per day over a 180-day period for a student in kindergarten through grade 3 or in an authorized prekindergarten exceptional program. (F.S.1011.61(1)(a))
Florida Education Equity Act
The District adheres to the Florida Education Equity Act that prohibits discrimination related to race, ethnicity, national origin, gender, disability, or marital status. Provisions are made for all students to participate fully in classroom instruction and extracurricular activities. (F.S.1000.05)
District Racial Equity Policy
The District Racial Equity Policy 2260.03 includes the following expectation pertaining to teaching and learning.
HCPS employees will work together to increase their individual and collective capacity to effectively teach a racially and ethnically diverse and changing student population by:
- ensuring a positive and academically rigorous school environment that engages ALL students;
- collaborating as teachers and administrators to create and implement culturally responsive instructional practices, curriculum, and assessments; and
- eliminating practices that lead to the over or under representation of any student racial/ethnic group compared to peers.
Florida Standards and Next Generation Sunshine State Standards
The Florida Standards and the Next Generation Sunshine State Standards (NGSSS) reflect the foundational expectations of what students should know and be able to do in each grade level. Instruction is designed to ensure that students meet these standards in all applicable subjects. Schools provide all courses required for elementary and middle grades promotion, as well as, high school graduation. (F.S.1003.42)
In January 2019, the Governor issued Executive Order 19-32. This mandate directed the Commissioner of Education to review the K-12 academic standards and provide recommended revisions to the Governor by January 1, 2020. Refer to the FLDOE website for additional information.
State Required Instruction
The following required instruction is embedded in K-12 course of study, where age appropriate and consistent with course standards.(F.S.1003.42)
- History of the United States
- Declaration of Independence
- Constitution of the United States
- Republican Form of Government as embodied in the Federalist Papers
- Civil Government
- Free Enterprise to the United States Economy
- History of the State of Florida
- History and Contributions of African Americans
- Hispanic Contributions to the United States
- Women’s Contributions to the United States
- History of the Holocaust
- Character Development
- Patriotism and Sacrifices of Veterans and Medal of Honor Recipients
- Flag Education
- Kindness to Animals
- Principles of Agriculture
- Conservation of Natural Resources
- Comprehensive Health Education
- Effects of Alcohol and Narcotics
Comprehensive health education addresses concepts of community health; consumer health; environmental health; family life, including an awareness of the benefits of sexual abstinence as the expected standard and the consequences of teenage pregnancy; mental and emotional health; injury prevention and safety; Internet safety; nutrition; personal health; prevention and control of disease; and substance use and abuse. State board rule further specifies that comprehensive health education must annually include:
- five hours of instruction related to youth mental health awareness and assistance, including suicide prevention and the impacts of substance abuse for students in grades 6-12 (Rule 6A-1.094121, F.A.C.);
- instruction related to youth substance use and abuse health education in grades K-12 (Rule 6A-1.094122, F.A.C.); and
- instruction related to child trafficking prevention and awareness in grades K-12 (Rule 6A-1.094123, F.A.C.).
Students may be exempted from the comprehensive health components that include reproductive health or the symptoms, development, and treatment of any disease, including HIV and AIDS, when requested by a parent in writing. A student who is exempted will not be penalized because of the exemption.
Assessment and Support
- Students are required by statute to participate in the statewide, standardized assessment program. Refer to the English Language Learners and the Exceptional Student, Assessment section for additional information. (F.S. 1008.22)
- Students who score below level 3 on the statewide, standardized English Language Arts (ELA) and/or mathematics assessment are highly recommended for remedial instruction and will be evaluated to identify the academic need and appropriate strategies for providing academic supports to improve the student’s performance. (F.S. 1008.25)
- A student who is not meeting the school district or state requirements for satisfactory performance in ELA and/or mathematics must be provided one of the following plans:
- a school-wide system of progress monitoring;
- an individualized progress-monitoring plan; or
- a federally required student plan, such as an Individual Education Plan.
The progress of any student who does not meet minimum state expectations on state assessments must be monitored until the expectations are met as documented by retaking the state assessment or graduating from high school. Any student who scores below level 3 in ELA and/or mathematics must be provided with additional diagnostic assessments to determine the specific academic need as it relates to the standards. Additionally, the strategies for appropriate intervention and instruction must be determined as part of the progress monitoring plan.
Extended learning opportunities are offered based on district criteria, availability of resources, and state statutes related to student progression.
In cases where retention in the same grade level is necessary, academic interventions may include small group instruction, virtual instruction, online resources, tutoring, and/or mentoring.
A written annual report indicating the progress of each student towards achieving state and district expectations for proficiency in English language arts, mathematics, science, and social studies including the student’s results on each statewide, standardized assessment is provided to the parent or guardian. (F.S.1008.25(8)a))
Annual Report to Parents
The School Board reports annually the following information on the district website:
- provisions of the law relating to public school student progression and procedures for student retention and promotion;
- number and percentage of all students in grades 3 through 10 performing at levels 1 and 2 on the statewide, standardized English Language Arts assessment;
- number and percentage of all students retained in kindergarten through grade 12; and
- number of students who were promoted from grade 3 students for good cause by each category of the good cause exemption. (F.S.1008.25(8)(b))
Grade Level Placement
District and state regulations place the responsibility for decisions regarding student placement including retention, administrative, and accelerated placement primarily with the principal and the School Placement Committee. Students may not be assigned to a grade level based solely on age or other factors that constitute social promotion (F.S.1008.25). Grade level placement decisions are made with consideration of the following indicators:
- achievement level and ability level to reach the age appropriate standards;
- physical, social, and emotional maturity;
- attendance and number of retentions;
- other school records; and
- input from parent or guardian.
Placement exceptions are considered through the following process with parental input.
- Placement from one grade to another is determined by the School Placement Committee unless the placement involves another school. The Committee includes the principal and/or assistant principal, school counselors, and teachers, with input from the English Language Learners (ELL) Committee and the Individual Education Plan (IEP) Team, when applicable.
- Recommendations by the School Placement Committee that involve another school are to be reviewed by the principals or designees from the sending and receiving schools.
- If the principals of the sending and receiving schools do not reach consensus, the case is submitted to the Area Placement Committee for review. The Area Placement Committee includes the area superintendent, ESE supervisor, instructional leadership director(s) or designee, administrators from the sending and receiving schools, and representatives from the career center, ELL, dropout prevention and adult education programs.
- If the parent or guardian disagrees with the grade level placement, the principal contacts the Instructional Leadership Director to request a district placement review to include representatives from the schools, student services, Office of Teaching and Learning, and the parent or guardian. The District Placement Committee meets as needed during the summer.
- Grade placement decisions for students with disabilities are made with input from the student’s Individual Educational Plan (IEP) Team. Refer to Exceptional Student Education, Grade Level Placement section for additional information.
- Grade placement decisions for English language learners are made with input from the ELL Committee.
- The principal or designee of the sending school notifies the parent or guardian of the final placement decision and is responsible for documenting and coding the placement.
- The principal or designee of the receiving school provides the parent or guardian enrollment and scheduling information.
Classroom Schedule Change Request
If a parent has a concern regarding a classroom teacher, the parent should request a conference with the teacher to discuss the concern. Should the concern not be resolved, the parent may request a schedule change by contacting the school counselor or administrator. The school will review the options and approve or deny the request. If the request is denied, the school will notify the parent and specify the reasons within two weeks. (F.S.1003.3101)