Pupil Progression Plan
Search Progression Plan:
Elementary Student Progession
Initial Placement for Kindergarten
A student enrolling in kindergarten is required to be five years of age on or before September 1 of the school year. (F.S.1003.21) Enrollment and registration requirements are available on the district website.
Out-of-State Transfer into Kindergarten
If a kindergarten student transfers from an out-of-state public or nonpublic school and does not meet age requirements for admission to a Florida public school, the student must meet the age requirement for the state from which the student is transferring. The parent or guardian must provide all the following documentation:
- legal residency of the child’s parent or guardian in the state where the child was previously enrolled;
- school records documenting previous kindergarten placement for a minimum of four weeks; and
- report card or other document indicating student performance.
School Readiness Screening
The Florida Kindergarten Readiness Screener (FLKRS) is administered to kindergarten students during the first 30 days of the school year.
Initial Placement for Grade 1
A student enrolling in grade 1 is required to be six years of age on or before September 1 of the school year and to have satisfactorily completed kindergarten as documented by a report card, transcript, or letter from the principal or director of the school. (F.S.1003.21)
Out-of-State Transfer into Grade 1
If a student in grade 1 transfers from out-of-state public or nonpublic school and does not meet age requirements for admission to a Florida public school, the parent or guardian must provide the following evidence:
- compliance with the age requirements for admission to public schools within the state from which the student is transferring;
- official documentation of the legal residency of the child’s parent or guardian in the state where the child was previously enrolled in school; and
- official school records documenting successful completion of kindergarten, current academic information, attendance, and grade placement.
Initial Placement for Grades 2 through 5
A student who has successfully completed Florida public school requirements in grades 2 through 5 will be placed into the next grade level if successful completion is documented by a report card, transcript, or letter from the principal or director of the Florida public school.
Out-of-State Transfer into Grades 2 through 5
If a student in grades 2 through 5 transfers from an out-of-state school, public or nonpublic, the parent or guardian must provide official school records with attendance, academic information, and grade placement. Home Education/Private School Initial Placement
A student seeking initial placement in kindergarten through grade 5 from a home education program or private school is screened by the local school to determine the most appropriate grade-level placement. Criteria to be considered may include the student’s age and maturity, standardized achievement test results, state assessments, progress as it relates to district benchmarks and graduation standards, previous record in public and private schools, and evidence from the student’s portfolio of work and achievement while in home education. In no instance will the placement be automatic based solely on the recommendation of the private school or home educator. The placement decision is subject to review and revision after school personnel have had the opportunity to observe the student’s work. (F.S.1006.07)
- A four to six-week screening period is allowed from the time of enrollment to obtain the necessary data for the most appropriate placement. Attention is paid to the following: the student’s health and physical development, emotional behaviors, social interactions, independent performance, communication competence, cognitive development, previous learning records, family data, and family preference.
- Until screening is completed, a child who is five or six years old is temporarily placed according to the legal requirements outlined in F.S.1003.21.
- a. A student enrolling in kindergarten is required to be five years of age on or before September 1 of the school year.
- b. A student enrolling in grade 1 is required to be six years of age on or before September 1 of the school year and to have satisfactorily completed kindergarten.
Prior to placement, the student’s parent or guardian must provide required enrollment documents.
Placement for Home Education Students
Home education students registered with the district may enroll on a part-time basis at their assigned or approved choice school, based on seat availability.
Grade level placement of the part-time student is determined by the parent or guardian. Should the student wish to enroll full time at the school, grade level placement is determined by school personnel.
Reporting Student Progress
The elementary report card indicates student achievement based on formal and informal assessments that may include the following:
- oral questioning/interviewing;
- teacher made tests;
- textbook tests;
- student self-assessment; and
- observing the student’s performance.
Report cards are distributed each grading period per the district calendar, except when an alternate date is approved by a site’s School Improvement Plan.
- The student’s academic progress and instructional level are specified in reading, written communication, and mathematics.
- The student’s academic progress is specified in science, social studies, art, music, and physical education.
- The student’s days present, absent, and tardy are noted.
- Expected behaviors are indicated if improvement is needed.
- The grade level placement for the next school year is completed on the final report.
Academic Progress Codes
|E||Excellent||Demonstrates a clear understanding of concepts, ideas, objectives, or behaviors|
|S||Satisfactory||Is in the process of understanding concepts, ideas, objectives, or behaviors|
|N||Needs Improvement/More Time||Needs additional time or more background experiences before an understanding of concepts, ideas, objectives, or behaviors can be attained|
|U||Unsatisfactory||Has not demonstrated an understanding of concepts, ideas, objectives, or behaviors|
|A||Excellent||Demonstrates consistent application of concepts, ideas, objectives, or behaviors|
|B||Good||Demonstrates a clear understanding of concepts, ideas, objectives, or behaviors|
|C||Satisfactory||Is in the process of understanding concepts, ideas, objectives, or behaviors|
|N||Needs Improvement||Has not demonstrated an understanding of concepts, ideas, objectives, or behaviors|
|U||Unsatisfactory||Has not yet demonstrated an understanding of concepts, ideas, objectives, or behaviors|
Student Progress Alert
If a child is not making satisfactory progress at any time within a grading period, a Student Progress Alert is provided to inform the parent or guardian.
Based upon state standards and benchmarks, any student determined deficient in reading will be provided intensive reading instruction immediately after identification. If the documented deficiency is not remediated, the student may be retained. The student’s reading proficiency must be reassessed by district-approved assessments or through teacher observation at the beginning of the grade following the intensive reading instruction. The student will continue to be provided intensive reading instruction until the reading deficiency is remedied.
The allocation of remedial and supplemental instruction resources for students occurs in the following priority:
- students who are deficient in ELA by the end of grade 3; and
- students who fail to meet performance levels required for promotion consistent with the district’s plan for student progression.
Parent notification is documented when a student is being remediated and is being considered for retention. (F.S.1001.43)
Academically Challenging Curriculum to Enhance Learning (ACCEL) Options
The course of study for elementary level students may be modified to provide accelerated promotion opportunities for eligible students. (F.S.1002.3105)
Students who have demonstrated academic needs beyond the general curriculum may be considered for single subject area, whole grade, and mid-year acceleration.
Single Subject Acceleration
- A parent, guardian, or principal may initiate the request for single subject acceleration.
- A parent or guardian initiating the request for single subject acceleration must make a written request to the school principal.
- a. The following applies to single subject acceleration requests at the beginning of the school year.
- Written requests for single subject acceleration consideration must be submitted within the first 15 days of the academic year if the request for acceleration is for that school year.
- Decisions for single subject acceleration made at the beginning of the school year are made prior to the start of the second semester.
- b. The following applies to single subject acceleration requests at the end of the school year.
- Written requests for single subject acceleration consideration must be submitted by the final day of the school year if the request for acceleration is for the next school year.
- Decisions for single subject acceleration made at the end of a school year are made prior to the start of the next academic year.
Whole Grade and Midyear Acceleration Identification Criteria
For whole grade level acceleration, the principal will review the following documentation before any accelerated placement is considered:
- student performance on locally determined assessments in every core subject;
- statewide and norm-referenced assessments;
- attendance and conduct records;
- recommendations from one or more of student’s teachers in core curricula; and
- recommendation from a school counselor if assigned to the school to address social/emotional needs
Students who meet the criteria listed below will be considered for accelerated promotion (double promotion or skipping a grade level) by the School Placement Committee. (F.S.1008.25)
- The student’s performance is above grade level performance in reading, writing, science, and mathematics.
- The student’s performance is two or more years above average achievement.
- The student’s standardized test scores indicate achievement and academic aptitude two or more years above grade level.
- Samples of the student’s daily work are consistently above average in reading, writing, science, and mathematics. Written reports from special services personnel support a decision for accelerated promotion.
- The student’s social, emotional, and physical development support accelerated promotion.
- Comments and recommendations of teachers support accelerated promotion.
Whole Grade and Midyear Acceleration Procedures
- Each school principal will convene the school placement committee to review requests for whole grade and midyear promotion. The team will include the principal, school counselor, gifted teacher, psychologist, student’s current teacher, a teacher from the receiving grade level and the parent.
- A teacher, administrator, or parent may request that a student be considered for whole grade or midyear promotion by submitting a letter in writing to the school principal.
- a. The following applies to midyear promotion requests.
- Written requests for midyear promotion consideration must be submitted by the end of the first quarter.
- Decisions for midyear promotion are made prior to the start of the second semester.
- b. The following applies to whole year promotion requests.
- Written requests for whole year promotion consideration must be submitted by the last day of the current school year.
- Decisions for whole year promotion are made prior to the start of the next academic year.
Exemptions from mandatory retention in grade 3 must follow the most current state statutes regarding student progression. Exceptions are limited to the following:
- English language learners with less than two years of instruction in the English for Speakers of Other Languages (ESOL) program;
- students with disabilities who have an IEP that indicates that participation in the statewide assessment program is not appropriate, consistent with the requirements of State Board of Education rule;
- students who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the State Board of Education;
- students with disabilities who participate in the statewide standardized reading assessment and who have an Individual Education Plan or a Section 504 plan that reflects that the student has received the intensive remediation in reading for more than two years but still demonstrates a deficiency in reading and who was previously retained in kindergarten through grade 3 (F.S.1008.25(6)(b)(7));
- students who have received intensive remediation in reading for two or more years but still demonstrate a deficiency in reading and who were previously retained in kindergarten through grade 3 for a total of two years;
- students who demonstrate through a student portfolio, that the student is reading on grade level as evidenced by demonstration of mastery of the content standards in reading equal to at least a level 2 performance on the statewide standardized reading assessment; and
- students who have already been retained once in grade 3. (F.S.1008.25(6)(b)(6))
Documentation is submitted from the student’s teacher to the school principal to indicate that promotion of the student is appropriate and is based upon the student’s academic record. Such documentation consists only of the existing Individual Educational Plan, if applicable, report card, or student portfolio. The school principal reviews and discusses such recommendation with the teacher and makes the determination as to whether the student should be promoted or retained. If the principal determines that the student should be promoted, the principal makes such a recommendation in writing to the district school superintendent. The district superintendent accepts or rejects the principal’s recommendation. All exemptions from mandatory retentions must comply with the most current state statutes regarding student progression.
A midyear promotion of a retained grade 3 student may occur when the student can demonstrate that he or she is a successful and independent reader and is performing at or above level in reading and language arts through district portfolio review. (F.S.1008.22(5)(6))
Promotion for Kindergarten and Grades 1, 2, 4, and 5
Promotion from kindergarten and grades 1, 2, 4, and 5 is based upon satisfactory student performance in reading, writing, science, mathematics, and other requirements as set forth in the Hillsborough County Public Schools revised graduation standards as approved by the School Board. Exceptions may be made using the School Placement Committee procedures. No student may be assigned to a grade level based solely on age or other factors that constitute social promotion.
A student who is retained may be considered for promotion at any time during the year once the student demonstrates the ability to read at grade level.
Retention Grades K, 1, 2, 4, and 5
Retention in kindergarten or grades 1, 2, 4, or 5 is based on less than satisfactory student performance in reading, writing, science, and/or mathematics. The placement decision is made at the end of the school year.
Retention Grade 3
Students in grade 3 who do not score at level 2 or above on the statewide ELA assessment must be retained. A student in grade 3 student who does not have an FSA ELA score is assessed to determine if the student’s reading proficiency meets promotion criteria. (F.S.1008.25(6))
The school will provide the following for each student retained in grade 3:
- a review of the previous year’s progress monitoring;
- continuation of progress monitoring during the current school year;
- a student portfolio (the prior year grade 3 portfolio may be continued); and
- all appropriate support and services delineated in the Hillsborough County Public School’s current K-12 Comprehensive Reading Plan, and
- a highly effective teacher, as determined by the teacher’s performance evaluation. (F.S.1008.25(7)(3))
Extended Learning and Extended School Year Programs
The Extended Learning Program (ELP) provides academic support for students during the regular school year. The Extended School Year (ESY) Program extends academic support during the summer months. These programs comply with the most current state statutes regarding student progression. Eligibility for enrollment is based on available funding and district priorities.
Physical Education, Grades K through 5
The elementary school physical education curriculum complies with F.S.1003.455, which requires 150 minutes weekly (30 consecutive minutes per day) for students in grades K through 5. The curriculum consists of moderate to vigorous physical activity and meets or exceeds the National Standards for Physical Education as defined by the Society for Health and Physical Educators America (SHAPE) and Next Generation Sunshine State Standards for Health and Physical Education.
- Physical education instruction for students in kindergarten is provided by a classroom teacher.
- Physical education instruction for students in grades 1 through 5 is provided by a physical education teacher two days per week and a classroom teacher three days per week.
Recess, Grades K through 5
Recess is defined as unstructured free-play and is required for a minimum of 100 minutes weekly (20 consecutive minutes per day) for students in grades K through 5. (F.S.1003.455) Recess may be scheduled outdoors or indoors and is supervised by the classroom teacher or other staff member.