Spring Registration - pg.1

Principal’s Message - pg.2

Mission Statement, Vision, Philosophy - pg.3

High School Graduation Programs - pg.4

2008-09 Grade Graduation Requirements for students entering Grade 9 - pg.6

High School Graduation Options - pg.8

High School Grade Graduation Requirements for 2008-2009 - pg.9

18 Credit Graduation Option Form - pg.10

Grading Student Performance - pg.13

Provisions for Acceleration - pg.15

Homework Policy/ Make-Up Work Policy - pg.16

Attendance Policy - pg.17

Florida Dual Enrollment Program - pg.19

Florida Virtual School - pg.20

Student Promotion - pg.20

Testing Requirements for High School Graduation - pg.20

Admission to the Florida State University System - pg.21

Florida Bright Futures Scholarship Program - pg.22

Career Planning/College Entrance Examinations - pg.24

High School Diplomas/Certificates - pg.25

The Family Educational Rights and Privacy Act (FERPA) - pg.25

Student Rights and Responsibilities - pg.26

Magnet Programs - pg.27

General School Information - pg.32

Activities & Athletics - pg.34

Eligibility for Participation in Athletics and Activities - pg.35

Course Offerings and Requirements - pg.36

Language Arts - pg.36

Reading - pg.39

ELL - pg.40

Mathematics - pg.41

Science - pg.42

Social Studies - pg.43

Foreign Language - pg.44

SPED - pg.46

Advanced Placement - pg.52

Career Academies - pg.54

International Baccalaureate Academy - pg.55

Academy of Business and Information Technology - pg.58

Academy of Culinary Arts, Education and Design - pg.60

Academy of Visual and Performing Arts - pg.61

Academy of Public/Personal Service and Wellness - pg.63

Administration/Department Chairs/Academy Leaders - pg.64

School Maps - pg.65

Registration form for Non-MDCPS Students & Transfer Students - pg.67

Spring registration is an extremely important time for students at Coral Gables Senior High School. Decisions made at this time affect a student's schedule for the following year. The registration process involves many people, not just students and parents. Teachers and counselors will help students determine the proper courses for next year. Student registration enables the faculty and staff to determine the number and type of courses that will be offered next year. Low student enrollment is one of the reasons that certain courses do not make the final master schedule. Although students are sometimes frustrated by that outcome, each school must utilize its resources to serve the needs of the entire student population. Therefore, students are asked to list alternative elective courses to ensure that their schedule meets their individual needs. Knowledge of course credits are necessary for students to register in the appropriate courses. Each student’s guidance counselor can provide additional information. Coral Gables Senior High School offers a wide variety of courses and programs for the next year. The Eight Period day is being considered for continuation for the 2008-2009 school year. Under this model, the students who need remediation in Reading Comprehension and/or Mathematics are still able to take two elective courses. Those students who do not need remediation can take up to four elective courses depending on graduation requirements. When selecting elective courses, please consider the following:

1. Read this curriculum bulletin carefully.
2. Select your required courses for next year.
3. Select your elective courses for next year. Choose 6 elective courses as alternates in the order you prefer them.
4. If you score a LEVEL 1 or LEVEL 2 on the reading or LEVEL 1 on the mathematics portion of the FCAT,
    you may be placed in an intensive reading and/or mathematics course. These courses are mandatory and will not be changed.
5. Mid-year semester’s changes will be heavily restricted for semester courses.
6. Discuss your course selections with your teachers, particularly those courses that have
    pre-requisites.
7. Discuss your course selections and future plans with your counselor and parents or
    guardians.
8. Schedule an appointment with your counselor in room 110 if you have any questions about
    your courses or future career plans.

A reminder, student initiated schedule changes for 2008-09 should be completed by
June 19, 2008. Counselors may be available on a limited basis during the summer to discuss individual situations relating to career/educational changes.

Schedule changes during the opening of school are based on the following criteria ONLY: (a) completion of a scheduled course during summer school; (b) computer error; and/or (c) class leveling. Class leveling does not occur until September. Students can be moved from one section to another depending on the capacity of the class.

Dear Parents and Students,

On behalf of my administrative team and the entire Cavalier faculty, I would like to present the Coral Gables High School Curriculum Bulletin to be used for planning the 2008-2009 school year. Exciting changes are occurring within our schools beginning with the National Secondary School Reform Act and the movement toward Small Learning Communities. Secondary school reform necessitates a redesign of the traditional high school to a high school designed to move students forward into the 21st Century – a secondary program that emphasizes the three new R’s - rigor, relevance, and relationships. Through such reform, the achievement gap will be reduced, graduation rates will rise, access and entrance to post-secondary education will improve, and students will ultimately find success as economically secure adults.

In order to address Secondary School Reform criteria, Coral Gables High School has instituted the implementation of academy learning where students will take the required graduation requirements in addition to electives concentrating in one of the five following strands:

ACADEMY OF BUSINESS AND INFORMATION TECHNOLOGY
ACADEMY OF CULINARY ARTS, EDUCATION AND DESIGN
ACADEMY OF PUBLIC/PERSONAL SERVICE AND WELLNESS
ACADEMY OF VISUAL AND PERFORMING ARTS
International Baccalaureate Academy

The aforementioned academies offer new and exciting educational opportunities for our entire student body and have been designed to raise student achievement among all levels of academic proficiency. I am fully confident that within these pages each and every one of our students will be able to tailor a rich, challenging, and rewarding educational plan that will serve to broaden personal horizons on the path to the achievement of academic goals.

It is in this spirit of furthering Coral Gables High School’s long tradition of advancing academic excellence that I, as your Principal, encourage you and your parents to review these pages, to discuss your options and plans, and to create an educational plan that will best meet your needs.

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Knowing that all students can achieve, Coral Gables Senior High School and its support network will teach, inspire, motivate, and empower our students to become integral members and leaders of society.

We believe in developing student self-esteem and confidence through academic merit and achievement, and through participation in extra-curricular and athletic activities. To accomplish our vision, the stakeholders of Coral Gables Senior High School have developed a mission designed to advance teaching and learning in the areas of reading, mathematics, and science, to increase the number of participants in advanced academics, to develop the appropriate strategies for the infusion of character education into the existing curriculum, and to target the use of technology as a tool to enhance teacher planning and instruction with the broader goal of promoting student technological literacy. Benefiting from enhanced instructional strategies and a dedicated faculty, students will graduate and enter the workforce or higher education well prepared to become successful and contributing members of our society. Using this philosophy as its foundation, Coral Gables Senior High School seeks to create mutually beneficial relationships amongst the primary stakeholders of its community.

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The Secondary School Redesign Act, also known as the “A++ Plan for Education,” was passed by the Florida
Legislature and signed into law by the Governor to become effective on July 1, 2006. The provisions of this law include academic course requirements at the middle school level to better prepare middle school students for senior high school. In order to increase the rigor and relevance of the senior high school experience and to prepare high school students for college and the workplace, the high school instructional program was changed significantly.

• Ninth graders who entered high school in the 2007-2008 school year and thereafter are required to learn 16 core academic credits and eight elective credits in order to graduate with a high school diploma. Core requirements consist of four credits in English and mathematics; three credits of science and social science; one credit of fine and performing arts; and one credit of physical education with health.

• To better engage students in planning and making decisions for their future, they are to select an area of interest as part of their personalized education and career plan. Students are to earn four credits in a major area of interest, similar to college students, which may be in the arts, advanced academic studies, or career preparation. Each school will provide students and their parents with a list of district/state-approved major areas from which a selection is to be made. The remaining four elective credits may be used to earn a second major area of interest, a minor, or for other elective courses.

Currently, there are three options for high school graduation and earning a diploma, two of which are accelerated options. Students and their parents may select from one of the three options, although if the student and his/her parents do not select a graduation option, the student will be considered to have selected the four-year, 24-credit standard program. In order to graduate all three options require students to earn a passing score on the 10th grade FCAT, earn a specific grade point average (GPA) on a 4.0 scale, and successfully complete the required courses listed in the chart entitled “2008-2009 Graduation Options and Requirements.”

The graduation options are as follows:
• A four-year, 24-credit standard program;
• A three-year, 18-credit college preparatory program; and
• A three-year, 18-credit career preparatory program;

Prior to selecting one of the two accelerated programs the following requirements must be met:

1. The requirements, advantages, and disadvantages of each graduation option are to be explained to the student and his/her parents.
2. On the most recent assessments taken by the student, he/she must have scored at least an achievement level of 3 on both the reading and mathematics portions of the FCAT and at least a score of 3 on the FCAT Writing.
3. A signed parental consent form (FM-6911) must be submitted to the principal and guidance counselor to enroll in either one of the accelerated programs.

The requirements for the two accelerated options have been changed several times by the Florida Legislature since these options became available to students in 2003-2004. Students are responsible for the requirements in force at the time they selected an accelerated program.

As mentioned above, the requirements for the four-year, 24-credit program were changed by the Florida Legislature for students who entered the 9th grade in 2007-2008. Students who enrolled in the four-year, 24- credit program prior to July 1, 2007, are responsible for the requirements in force at that time.

High school courses successfully completed by a student in grades 6 - 8 can be applied to the requirements for graduation. However, the student and his/her parents are reminded that high school credits earned prior to 9th grade as well as through the adult education program are generally not recognized by the National Collegiate Athletic Association (NCAA) toward a student’s eligibility to participate in college athletics. For information regarding athletic scholarships and eligibility, it is recommended that contact be made with the National Collegiate Athletic Association (NCAA) at www.ncaa.org or the athletic director at the student’s school.

A student selecting either of the two accelerated options must be enrolled in high school for a minimum of three school years. Upon graduation this student will be eligible to apply for a Florida Bright Futures Scholarship, if he/she has met the program’s requirements.

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English/Language Arts English I, II, III, and IV or English I-IV Through ELL are required to meet the English/language arts graduation requirement.

Mathematics Algebra I should be completed by the end of 9th grade, Geometry by the end of 10th grade, and two additional courses at the Algebra I level or higher. Informal Geometry meets the graduation requirement for mathematics, but does not meet the minimum entrance requirement to the Florida State University System.

Science The required courses include Earth/Space Science, which should be completed by the end of 9th grade, Biology I by the end of 10th grade, and Chemistry I or Physical Science by the end of 11th grade. Integrated Science will also meet the graduation requirement for science by taking Integrated Science I and two additional science courses.
Fine Arts Students may select any art, dance, theatre, music, speech, or debate course classified as performing fine arts (performing and visual arts)

Physical Education This requirement is fulfilled by successful completion of Personal Fitness or Adaptive Physical Education and any other approved physical education semester course listed in the Florida Course Code Directory. For those students whose physical condition, as certified annually by a physician, prevents participation in the regular program, a modified or adaptive physical education will be provided.

Electives Eight credits in a major, minor, or electives:

• Four credits in a major area of interest, such as sequential courses in a career technical education program, fine and performing arts, or academic content area, selected by the student as part of his/her academic and career plan. A list of district/state-approved major areas will be provided to students in order to make their selection.
• Four credits in elective courses selected by the student as part of his/her academic and career plan. These credits may be combined to allow for a second major area of interest, a minor area of interest, elective courses, intensive reading or mathematics.

As a result of recent legislation, senior high school graduation requirements are in a state of transition:

Students who entered 9th grade in the 2003-2004 school year were provided the opportunity to enroll in three graduation options, two of which are accelerated programs whereby students could complete their coursework in three years. The standard graduation program, which consists of a four-year, 24-credit program did not change from the previous year relative to the requirements.

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Students who entered 9th grade in the 2004-2005 school year, who enrolled in the accelerated graduation programs had to meet additional requirements:
1.) in order to enroll in an accelerated program, students had to have earned at least an FCAT reading score of Level 3, an FCAT mathematics score of Level 3, and an FCAT writing score of 3 on the most recent assessments taken by the student.
2.) the GPA required for graduation was increased from 2.0 to 3.0.
3.) of the 18 credits required for graduation for the college preparatory program, 6 credits must be earned in advanced courses. The standard graduation program, which consists of a four-year, 24-credit program did not change from the previous year relative to the requirements

• Students who entered 9th grade in 2006-2007 and enrolled in the three-year, 18-credit college preparatory program, must meet an increased GPA graduation requirement of 3.5. Also, the enrollment prerequisite of FCAT scores in reading, mathematics, and writing has been eliminated for both the college preparatory program and career preparatory program. The standard graduation program, which consists of a four-year, 24-credit program did not change from the previous year relative to the requirements.

• Students who entered 9th grade in 2007-2008 who enrolled in the standard four-year, 24-credit program will have to meet new graduation requirements. Of the 24 credits required for graduation, 16 credits are to be core curriculum credits (English - 4, mathematics - 4, science - 3, social science - 3, fine arts - 1, physical education -1, and majors, minors, and electives - 8). The two accelerated programs as amended in the 2004-2005 and 2006-2007 school years did not change relative to the requirements.

•Students who enter 9th grade in 2006-2007 and thereafter will be required to earn a passing score on FCAT Writing+, which will be included as part of the grade 10 FCAT beginning with the Spring 2008 administration. Students in senior high school will be on several tracks depending upon their date of entry into grade 9 and the graduation program they selected. In summary:

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GRADING STUDENT PERFORMANCE

By School Board directive, academic grades are to reflect the student's academic progress. The determination of the specific grade a student receives must be based on the teacher's best judgment after careful consideration of all aspects of each student's performance during a grading period, including such factors as class attendance, homework, and participation.

In authorized semester courses, the student's final grade shall be determined as follows: 40 percent value for each of two nine-week grading periods and 20 percent value for the final examination, with a provision for teacher override.

In authorized annual courses, the student's final grade shall be determined as follows: 20 percent value for each of four nine-week grading periods, 10 percent value for the midterm exam, and 10 percent for the final exam, with a provision for teacher override. In order to pass an annual course in grades 9-12, a student will earn a minimum of 10 grade points, of which a minimum of five must be earned in the second semester. Teacher override (either up or down) can be used.

For senior high school students the forgiveness policy for required courses is limited to replacing a grade of “D” or “F” with a grade of “C” or higher earned subsequently in the same or comparable course. The forgiveness policy for elective courses is limited to replacing a grade of “D” or “F” with a grade of “C” or higher earned subsequently in another course. In either situation when a student attempts forgiveness for a grade, the higher of the two grades will be used to compute the student’s GPA. When it is replaced, the lower grade will not be used to compute the student’s GPA, but will remain on the student’s transcript and in the student’s permanent record. Any course not replaced according to this policy shall be included in the calculation of the cumulative grade point average required for graduation.

In both authorized semester courses and authorized annual courses, the criteria for grading certain students with disabilities may be modified by the Individual Educational Plan (IEP) team.
The following are the academic grades used:

* A variation of these grades is used in schools implementing the electronic gradebook.

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GRADE POINT AVERAGE

Grade point averages (GPA) may be used for any of the reasons listed below.

• High school graduation
• Awards and the Academic Recognition Program
• Eligibility to participate in interscholastic extracurricular activities
• Placement on the honor roll and/or membership in honor societies
• College admissions and scholarship competitions

The grade and bonus point values shown in the chart below are used in determining unweighted (without bonus points) and weighted (with bonus points) GPA's.

GRADE AND BONUS POINT VALUES

NOTE: Dual enrollment courses are awarded the equivalent of Advanced Placement, International Baccalaureate, or Advanced International Certificate of Education bonus points as required by state statute.

PROVISIONS FOR ACCELERATION

Students may utilize the acceleration options listed below to pursue a more challenging program of study or to accelerate entry into postsecondary institutions or vocations of their choice.

In addition to the two accelerated graduation programs (the college preparatory program and the career preparatory program), there are several provisions whereby students may accelerate their graduation or take additional courses prior to graduation. These include:

• Middle School Option/Provisions for Acceleration. Up to six credits may be earned, with parent/guardian permission, in grades 6, 7, and/or 8, which may be applied toward the total credits needed for graduation, college admission, or Florida Bright Futures Scholarship Program requirements. During the time students are enrolled in designated senior high school courses considered to be grade 9 students for those class periods. Students and their parents will be offered an opportunity, in the fall of the students' freshman year, to restrict the inclusion of credits earned in this way from appearing on the high school transcript. The courses will remain a part of the students' middle school record. Factors to be considered in removing the courses from the high school record include the impact on the student’s GPA and subsequent rank in class, the possible lack of recognition by the National Athletic Association (NCAA) for senior high school courses taken in a grade below grade 9, and the benefit of retaking a course in which all the skills have not been mastered.
• Optional Seventh Period. With prior approval of the high school principal, credits earned in an adult education optional seventh period may be applied to graduation for a senior high school program. The optional seventh period classes funded through the adult education program are considered an extension of the senior high school program and are not counted in the eight-course limit for transferable adult education credits.
• Tech-Prep. Tech-Prep is a senior high school transition initiative that allows students to obtain a sequential program of study which leads to a postsecondary career. Students should check with their counselors for information and approval of Tech-Prep courses.
• Dual Enrollment. Dual enrollment allows high school students to simultaneously earn college or Career Technical Education (CTE) credit toward a postsecondary degree or certificate and credit toward meeting their high school graduation requirements. Students must meet the following eligibility criteria: (a). 3.0 unweighted grade point average (GPA) to enroll in college credit courses, or a 2.0 GPA to enroll in CTE certificate courses, (b). pass the appropriate section of the college placement test (CPT), and (c). meet additional admissions criteria established by the postsecondary institution. The college courses selected by the student must count toward high school graduation for any of the three graduation options. They may earn bonus points equivalent to those earned in Advanced Placement, International Baccalaureate, or Advanced International Certificate of Education courses. Approval in advance of course registration is required. Students should check with their guidance counselors for information and approval of dual enrollment courses.
• Early Admission. Early admission is a form of dual enrollment through which eligible students may enroll in a college or university on a full-time basis in courses that are creditable toward a high school diploma and the associate or baccalaureate degree.
• Advanced Placement. Advanced Placement (AP) courses provide college experience to students while they are still high school students. AP programs are offered in each major academic area. Postsecondary credit for an AP course shall be awarded to students who score at least a 3 on a 5-point scale on the corresponding AP exam.
• International Baccalaureate/Advanced International Certificate of Education. The International Baccalaureate (IB) and the Advanced International Certificate of Education (AICE) programs are offered in several schools for which eligible high school students earn credit toward graduation and may receive postsecondary credit at colleges and universities.
• Career Education. Any career education course authorized for grades 13 or higher may be taken for credit by students in grades 9-12, based on the career objectives of the students.
• Florida Virtual School. Middle and senior high school students are eligible to enroll in the Florida Virtual School. The courses offered are teacher-facilitated and available throughout the state. Courses are based upon the same criteria as those taught in the standard high school program and, therefore, generate the same credit for students. Middle school students may earn credit only in those courses designated as "acceleration" courses as indicated above. Secondary students are also eligible to enroll in courses offered through the Miami-Dade Virtual School. A complete list of courses is available through Florida Virtual School’s web site at http://www.flvs.net or Miami-Dade Virtual School’s web site at http://mdvs.dadeschools.net.
• Credit by Examination. Credit by examination is a method by which postsecondary credit is earned based on the receipt of a specified minimum score on a nationally standardized general or subject area examination.

  Students may obtain more information about any of these opportunities for acceleration from their school guidance counselors.

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HOMEWORK POLICY*

Regular, purposeful homework is an essential part of a student's education. Homework is an integral factor in fostering the academic achievement of students and in extending school activities into the home and the community. Regular homework provides opportunities for developmental practice, drill, the application of skills already learned, the development of independent study skills, enrichment activities, and self-discipline. Homework should provide reinforcement and extension of class instruction, and should serve as a basis for further study and preparation for future class assignments.

Student's Responsibilities

1. Completing assigned homework as directed and in the spirit in which it was assigned.

2. Returning homework to the teacher by the designated time.

3. Submitting homework assignments that reflect careful attention to detail and quality of work.

4. Devoting a minimum of 30 minutes each day to reading as an additional part of the homework assignment.

NOTE: Students can receive additional help through the Homework Helpers Program, which includes the
Dial-A-Teacher program, at 305-995-1600, Monday through Thursday from 5:30 P.M. to 8:30 P.M., WLRN, Channel 17. Students may also access Miami-Dade County Public School’s web page at: http://www.dail-a-teacher.com.

Parents' Responsibilities

While it is understood that parents are not responsible for providing a great deal of assistance to their child in completing homework, there is still much that parents can do to promote good study habits. Parents' responsibilities include:

1. Providing an environment conducive to study.
2. Providing continued interest and concern for the child's successful performance in school, through,
    encouraging and   supporting the child in his/her performance of homework assigned.
3. Indicating an interest in assignments and assisting, if possible, when requested by the child,
    but not to include performing the work for the child.
4. Supporting the school in regard to the child being assigned homework.
5. Requesting assignments for the child when short-term absences are involved.
6. Assuring that the child reads for a period of at least 30 minutes each day in addition to any
    other assigned homework.

*Excerpt from School Board Rule 6Gx13- 6A-1.23

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ATTENDANCE POLICY

There are probably no factor more important to a student’s progress in school than regular and punctual attendance. Miami-Dade Public Schools has a vision whereby each student engages in a rigorous instructional program which prepares him/her for a myriad of successful post-secondary options. Students are expected to:

• be present at school each and every day;
• attend class as scheduled;
• arrive at school and class(es) on time; and
• demonstrate appropriate behavior and readiness to learn.

Miami-Dade Public Schools has the affirmative obligation to increase student attendance through a monitoring process that will classify all absences as excused or unexcused, to inform parents of student absences, and to ensure that compulsory attendance laws are enforced as mandated by Florida statutes. This obligation will be satisfied through the implementation of an attendance review procedure, which monitors the type and number of student absences, as well as the impact of these absences on learning. Each school has an Attendance Review Committee, which is comprised of a minimum of a student services representative and an administrator or an administrative designee. The committee will provide guidance and support to students with significant absences by providing early intervention by convening when students reach an accumulation of five (5) unexcused absences in a semester course or ten (10) unexcused absences in an annual course.

A. Attendance Defined

1. School Attendance - Students are to be counted in attendance only if they are actually present or engaged in a school-approved educational activity which constitutes a part of the instructional program for the student.

2. Class Attendance - Students are to be counted in attendance if they are physically present in class or have been excused by the teacher on a class-related assignment, or have been requested by a member of the school support staff for an approved school activity.

3. Tardiness - It is a reasonable expectation that in order for a learning activity to take place, each student must arrive to school and class on time. Accumulated unexcused tardies will be counted toward the threshold for initiating attendance review.

4. Early Sign-outs - The early release of students causes disruption to academic performance of all students and may create safety and security concerns. No student shall be released within the final 30 minutes of the school day unless authorized by the school principal or principal’s designee, e.g., emergency, sickness.

B. Absences Defined

1. Excused School and Class Absences and Tardies

• Student illness: students missing 5 or more consecutive days of school due to illness or injury are required to provide a written statement from a medical provider. The written statement must include all the days the student has been absent from school. If a student is continually ill and repeatedly absent from school due to a specific medical condition, he/she must be under the supervision of a physician in order to receive excused absences from school.
• Medical appointment: If a student is absent from school because of a medical appointment, a written statement from a medical provider indicating the date and time of the appointment must be submitted to the principal.
• Death in family.
• Observance of a religious holiday or service when it is mandated for all members of a faith that such a holiday or service be observed.
• School sponsored event or educational enrichment activity that is not a school sponsored event, as determined by the principal or principal’s designee. The student must obtain advance written permission from the principal or the principal’s designee. Examples of special events include: public functions, conferences, and regional, state, and national competitions.
• Subpoena by law enforcement agency or mandatory court appearance.
• Outdoor suspensions.
• Other individual student absences beyond the control of the parent or student, as determined and approved by the principal or the principal’s designee. The principal shall require documentation related to the situation.
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2. Unexcused School Absence

Any absence that does not fall into one of the above excused absence categories is to be considered unexcused. Any student who has been absent from school will be marked unexcused absent until he/she submits the required documentation as specified above. Failure to provide the required documentation within three school days upon the return to school will result in an unexcused absence.

Unexcused absences include:

• Absences due to vacations, personal services, local non-school event, program, or sport activity.
• Absence due to older students providing day care services for siblings.
• Absences due to the illness of others.
• Absences due to non-compliance of immunization requirements unless lawfully exempted.

The student is expected to:

1. Attend school/classes one hundred and eighty (180) days each school year.
2. Request the make-up assignments for all excused absences/tardies from his/her teachers upon his/her return to school or class. It should be noted that all classwork, due to the nature of the instruction, is not readily subject to make-up work.
3. Complete the make-up assignments for classes missed within three school days of the return to school. Failure to make up all assignments will result in the lower assessment of the student’s academic and/or effort grade.
4. Be reported as present for the school day in order to participate in athletic and extracurricular activities.

The parent is expected to:
1. Be responsible for his/her child’s school attendance as required by law and stress the importance of regular and punctual school attendance with his/her child.
2. Report and explain an absence or tardiness to the school.
3. Ensure that his/her child has requested and completes make-up assignments for all excused absences/tardies from the child’s teachers upon his/her return to school or class.
4. Appear before the Attendance Review Committee at the scheduled time to provide information relating to his/her child’s absences and support prescribed activities.

This information is from School Board Rule 6Gx13- 5A-1.041

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Dual enrollment is a program that allows high school students to earn college or vocational credit toward a postsecondary diploma, certificate, or degree at a Florida public institution that will also count as credit toward a high school diploma. Students must meet the following eligibility criteria:

· Be a student in a Florida public or nonpublic secondary school, or in a home education program.
· For Florida public or nonpublic school students, have a 3.0 un-weighted grade point average to enroll in college credit courses, or a 2.0 un-weighted grade point average to enroll in vocational certificate courses.
· Pass the appropriate section of the college placement test.
· Meet any additional admissions criteria set by the postsecondary institution.

 Students who attend a Florida public college or university are exempt from registration, matriculation, or laboratory fees for courses taken through dual enrollment. Public school students will have instructional materials provided free of charge. However, students enrolled in home education programs or nonpublic secondary schools must provide their own materials. Most college courses are available for dual enrollment. However, there are some restrictions on choice of courses:
· Courses must count toward high school graduation.
· Not all college courses are available at all high school or college locations.
· Remedial, physical education skills, and some recreation courses are not available for dual enrollment.

 These courses may be taken before, during, or after school or during the summer. They may be offered at the high school or college. Current practice is that six semester credit hours earned through dual enrollment will equal one high school credit. However, this may change for some college courses. Students should check with their guidance counselor for information regarding how dual enrollment courses apply to high school graduation requirements. School districts are required to weight college-level dual enrollment courses the same as honors and advanced placement courses when grade point averages are calculated. State universities are not required to weight dual enrollment credit in calculating grade point averages for admission. Dual enrollment college credit will transfer to any public college or university offering that course with the same prefix and number and must be treated as though taken at the receiving institution; however, upon high school graduation if students do not attend the same college or university where they earned the dual enrollment credit, the application of transfer credit to general education, prerequisite, and degree programs may vary at the receiving institution. The dual enrollment program is an opportunity to take challenging courses and accelerate education opportunities.

Students who successfully complete dual enrollment courses will save time toward their college degree and save money with free tuition and textbooks. Dual enrollment courses are college courses. Students should understand that the amount of work necessary to succeed in dual enrollment courses may be much greater than in high school courses. In addition, dual enrollment courses become a part of a student’s permanent college transcript. It is important to do well in these courses to realize all the benefits of dual enrollment. Students should check with their high school guidance counselor or school district office prior to enrolling in dual enrollment courses. The information above was taken from http://myfloridaeducation.com . The Florida Academic Counseling and Tracking for Students web site (www.facts.org) provides a wide variety of postsecondary academic and student services. Students can find information about postsecondary institutions, degree programs, fees, and financial aid. 

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The following chart refers to the successful completion of courses needed for promotion to the next year: