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Pupil Progression Plan

Overview

General Statements

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.

Student Progression Kindergarten through Adult

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 will be notified when such changes occur.

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 2260.03

The District Racial Equity Policy 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)

Assessment and Support

  1. Students are required by statue to participate in the statewide, standardized assessment program. (F.S. 1008.22)
  2. Students who score below level 3 on the statewide, standardized English Language Arts (ELA) assessment 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)
  3. 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 federally required student plan such as an Individual Education Plan;
    • a school-wide system of progress monitoring; or
    • an individualized progress-monitoring plan.
  4. A student who scores a level 4 or 5 on the statewide, standardized ELA and mathematics assessments may be exempted from participation in the school-wide system of progress monitoring.

Progress Monitoring

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 mentoring.

A written annual report indicating the progress of each student towards achieving state and district expectations for proficiency in English language arts, science, social studies, and mathematics 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))
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Grade Level Placement

Placement Committees

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. This Student Progression Plan and the procedures for its implementation clearly reflect that student achievement is the basis for promotion in the Hillsborough County Public Schools. Placement exceptions are considered through the following process with parental input.

  1. 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.
  2. Recommendations by the School Placement Committee that involve another school are to be reviewed by representatives from the sending and receiving schools.
  3. If 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 both the sending and receiving schools, and representatives from the career center, ELL, dropout prevention and adult education programs.
  4. If the parent or guardian disagrees with the grade level placement, the school contacts the Instructional Leadership Director (ILD) 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.
  5. The District Placement Committee makes recommendations to the Instructional Leadership Director and the Chief Academic Officer. The Chief Academic Officer makes the final decision.
  6. Accelerated placement (double promotion) is referred to the District Placement Committee.
  7. Grade placement decisions for students with disabilities are made with input from the student’s Individual Educational Plan (IEP) Team.
  8. Grade placement decisions for English language learners are made with input from the ELL Committee.
  9. Students who are placed in the next grade level through a placement committee review will be considered administratively placed. Refer to FHSAA athletics guidelines for eligibility criteria.
  10. The placement of students between schools is done prior to the beginning of the school year except in extenuating circumstances.

Placement Indicators

Grade level placement decisions are made in compliance with state statute with consideration of the following indicators:

  • achievement level and ability level to reach the age appropriate standards;
  • aptitude and mental age;
  • physical, social, and emotional maturity;
  • attendance;
  • number of retentions;
  • other school records;
  • input from parent or guardian; and
  • extenuating circumstances.

Students may not be assigned to a grade level based solely on age or other factors that constitute social promotion. (F.S.1008.25(6))

Placement Notification

The sending school principal or designee will notify the receiving school and complete student coding for the final placement.

  1. The sending school principal or designee will notify the parent and receiving school of the final placement decision.
  2. The receiving school will provide the parent or guardian enrollment and scheduling information.
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Classroom Transfer 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)

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