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Student Progression Plan

Elementary Student Progession

Initial Placement

Kindergarten

A student enrolling in kindergarten is required to be five years of age on or before September 1 of the school year. A transferring student from an in-state private school must meet the same age requirement and provide a report card, transcript, or letter from the principal. (F.S.1003.21)

If a kindergarten student transfers from an out-of-state public or private 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 parent or guardian from the state where the child was previously enrolled;
  • school records of previous kindergarten placement for a minimum of four weeks; and
  • report card or other records indicating academic performance.

The Florida Kindergarten Readiness Screener (FLKRS) is administered to kindergarten students during the first 30 days of the school year.

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. A transferring student from an in-state private school must meet the same age requirement and provide the required documentations. (F.S.1003.21)

If a student in grade 1 transfers from an out-of-state public or private school, and does not meet age requirements for admission to a Florida public school, the parent or guardian must provide the following documentation:

  • compliance with the age requirements for admission to public schools within the state from which the student is transferring;
  • legal residency of the parent or guardian from the state where the child was previously enrolled;
  • school records showing successful completion of kindergarten; and
  • report card or other records indicating current academic performance, attendance, and grade level placement.

Grades 2 through 5

A student enrolling in grades 2 through 5 must provide a report card or other record indicating current academic performance, attendance, and grade level placement. The appropriate grade-level placement is determined based on a review of the student’s record. The student’s initial grade placement is subject to review based on the student’s actual performance during the first six weeks of enrollment.

Refer to the Home Education Program section for additional information.

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Student Progress Reporting

Academic Progress Codes

The elementary grades indicate student achievement based on formal and informal assessments that may include oral questioning, student conferencing, student work, and written tests.

Grade K-2 Scale Description
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

Grade 3-5 Scale Description
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

Report Card

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. Report card indicators include the following:

  • instructional levels for reading, written communication, and mathematics;
  • academic progress in reading, written communication, mathematics, science, social studies, art, music, and physical education;
  • attendance with the number of days present, absent, and tardy;
  • expected behaviors, if improvement is needed; and
  • grade level placement (final report card only).

A specialized report card is provided for students in grades K-5 who are provided instruction through NGSSS/FS Access Points. Refer to Exceptional Student Education, Grade Reporting section.

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.

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Reading Remediation

Based upon state standards, any student determined deficient in reading will be provided intensive reading instruction immediately after identification. 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.

Reading scholarships have been established to provide remediation options for students in grades 3 through 5 if the student scored below a Level 3 on the grade 3 or grade 4 statewide, standardized English Language Arts (ELA) assessment in the prior school year. Parents of eligible students may apply through StepUpForStudents.org and the funds will be distributed on a first-come, first-served basis. Students enrolled and receiving services in an English language learner program will receive priority. (F.S.1002.411)

If adequate progress is not achieved, the student may be retained. Parent notification is documented when a student is being remediated and is being considered for retention. (F.S.1001.43)

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Academic Acceleration

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 midyear acceleration. Acceleration requests may be considered once during a twelve-month period.

Single Subject Acceleration

  1. A parent, guardian, or principal may initiate the request for single subject acceleration.
  2. 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.
  3. Each school principal will convene the School Placement Committee to review requests. The Committee will include the principal, assistant principal, school counselor, school psychologist, student’s current teacher(s), and parent or guardian.
  4. A conference will be held with the parent and School Placement Committee to review the single subject request. Utilizing previous and current data the request may be terminated or an evaluation process will be discussed and consent for educational screening using norm-referenced tests will be initiated.
  5. Student eligibility for single subject acceleration is based on obtaining a passing screening score on district selected assessments. The principal will convene a meeting of the School Placement Committee with the parent or guardian to share the results of the assessments and discuss a plan for the student.
  6. A performance contract including progress monitoring will be established and signed by the parent or guardian and student, if the student is eligible.
  7. Virtual instruction in a higher grade level course is an option for students requesting single subject acceleration. Enrollment in the virtual acceleration option will result in the student being withdrawn from the elementary subject area course in their current Hillsborough County public school and being enrolled in the Hillsborough Virtual or Florida Virtual School. The virtual option will require Instructional Leadership Director and principal’s approval.

Whole Grade and Midyear Acceleration Identification Criteria

Prior to whole grade level acceleration, the principal will review the following:

  • student performance on locally determined assessments in every core subject;
  • statewide and norm-referenced assessments;
  • attendance and behavior;
  • recommendations from one or more of student’s teachers in core curricula; and
  • recommendation from a school counselor, if applicable.

The School Placement Committee will consider accelerated promotion (double promotion or skipping a grade level) for students who meet the following criteria:

  • above grade level in reading, writing, science, and mathematics;
  • two or more years above average achievement; and
  • two or more years above grade level on standardized, achievement, and academic aptitude test(s).
  • social, emotional, and physical development that supports accelerated promotion.

Whole Grade and Midyear Acceleration Procedures

  1. 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.
  2. 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.
  3. A conference will be held with the parent and school placement committee to review the whole grade or midyear request for promotion. An evaluation process will be discussed and consent for evaluation using norm-referenced tests will be initiated.
  4. Following the collection of all required data by the principal or principal designee, the school placement committee will meet to review the data and determine student eligibility for whole grade or midyear promotion.
  5. Student eligibility for whole grade or midyear promotion will be based on obtaining a passing screening score on district-selected assessments.
  6. A performance agreement will be established and signed by the parent and student, if the student is eligible.
  7. If the school placement committee determines that whole grade or midyear promotion is not appropriate for the student, the team may consider subject-matter acceleration as an option.
  8. For planning purposes, students who qualify for a whole grade or midyear promotion will remain in their current grade level until the end of that semester.
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Promotion

Kindergarten through Grade 5 Promotion

Students must demonstrate satisfactory or higher-level performance in reading, writing, science, and mathematics to be promoted to the next grade. Exceptions may be made using the School Placement Committee procedures, except for grade 3 (see Grade 3 Mandatory Retention section). Placement decisions are made at the end of the school year.

Midyear Promotion for a Retained Student

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.

Refer to the General Statements, Grade Level Placement section for additional information.

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Grade 3 Mandatory Retention

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))

Exemptions from mandatory retention in grade 3 must align with 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. Documentation may include the student portfolio, report cards, and the Individual Educational Plan, if applicable. The school principal reviews and discusses the recommendation with the teacher(s) 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 a recommendation in writing to the district school superintendent. The district superintendent may accept or reject the principal’s recommendation.

A midyear promotion of a retained grade 3 student may occur when the student is able to demonstrate successful and independent reading skills and is performing at or above level in reading and language arts through district portfolio review. (F.S.1008.22(5)(6))

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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.

Extended School Year (ESY) services for students with disabilities are determined by the IEP team, in accordance with Free Appropriate Public Education (FAPE).

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Physical Education

Physical education is scheduled to comply with F.S.1003.455, which requires 150 minutes weekly (30 consecutive minutes per day) for students in kindergarten through grade 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.

  1. Physical education instruction for students in kindergarten is provided by a classroom teacher.
  2. 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.
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Recess

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 kindergarten through grade 5. Recess may be scheduled indoors or outdoors and is supervised by the classroom teacher or other staff member. (F.S.1003.455)

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