POLICY 6000.1: STUDENT PROGRESSION PLAN
MISSION STATEMENT: BROWARD COUNTY PUBLIC SCHOOLS IS COMMITTED
TO EDUCATING ALL STUDENTS TO REACH THEIR HIGHEST POTENTIAL. THIS
POLICY AND THE RELATED POLICIES THAT ARE REFERENCED IN THIS POLICY
CONSTITUTE THE STUDENT PROGRESSION PLAN FOR THE DISTRICT. THE
PURPOSE OF THE STUDENT PROGRESSION PLAN IS TO ESTABLISH THE
STANDARDS FOR QUALITY INSTRUCTION, DELINEATE THE CRITERIA FOR
PROMOTION, PROVIDE EQUAL EDUCATIONAL OPPORTUNITIES TO ALL
STUDENTS, AND ENSURE ALL STUDENTS ARE COLLEGE AND CAREER READY
UPON GRADUATION.
I. DEFINITIONS
A. Biliteracy: Attainment of a high level of competency in listening, speaking,
reading, and writing in one or more world languages in addition to English
(F.S. 1003.432).
B. Blended Learning: Formal education model in which at least 51% of the
course takes place online; the student has some element of control over time,
place, path, and/or pace; and learning occurs at least in part at a brick-and-
mortar location away from the home.
C. Diagnostic Assessments: Assessments that measure students’
understanding of a subject area or skill base, which allow teachers and
educators to evaluate student learning, focusing on strengths and areas of
need.
D. Evaluative Assessments: Assessments that measure student proficiency at
selected intervals in order to compare change over time and to compare to
state-level results.
E. Formative Assessment: Formal and informal ways that teachers and
students gather and respond to evidence of student learning, Formative
assessments are part of teaching in the classroom. Formative assessments
will not result in a score that will appear on a student’s report card, but they
serve the greater purpose of informing both students and teachers on what
changes need to happen in classroom instruction to better serve the needs of
individual students.
F. Interim Assessments: Assessments administered on a small scale (i.e.,
school or district) with results that can be used at the classroom level or
aggregated at the school- or district-level. Depending on the design, interim
assessments can be used to predict a student’s ability to succeed on a
summative assessment, to evaluate a program, or to diagnose student
learning gaps.
G. Online Learning - A course involving student-teacher interaction in which
100% of the course content and instruction must occur through an online
delivery model via a learning management system with some element of
student control over time, place, or pace.
Revised 06/21/16 Policy 6000.1 - Student Progression Plan 1
, H. Progress Monitoring: Process used to determine whether a student’s
academic performance is improving, at what rate it is improving, and how
effective instruction has been.
I. Summative Assessment: Assessments that evaluate student mastery of
Florida’s academic standards at or near the conclusion of the course of
instruction.
J. Statewide, Standardized Assessments: Summative assessments in ELA
in grades 3-10, mathematics in grades 3-8, and science in grades 5 and 8;
and EOC assessments in Algebra 1, Geometry, Algebra 2, U.S. History, and
Civics.
K. World Language: Language other than English and includes American Sign
Language, classical languages, and indigenous languages (F.S. 1003.432).
II. ELEMENTARY SCHOOLS (GRADES PREK-5)
A. ENTRANCE AND ATTENDANCE REQUIREMENTS (F.S. 1003.21)
1. The following are included in School Board of Broward County (SBBC)
Policy 5.1, Enrollment and Withdrawal:
a. Initial entry requirements for prekindergarten, kindergarten, and first
grade.
b. Health requirements for initial entry (F.S. 1003.22), including
immunization requirements.
c. Placement of transfer students for initial entry.
d. Student withdrawal information.
2. Attendance requirements (F.S. 1003.21), including absences for religious
reasons, are included in SBBC Policy 5.5, Attendance.
3. Dependent children of active military personnel who otherwise meet the
eligibility criteria for special academic programs (such as magnets) shall be
given first preference for admission to such programs, even if the program
is being offered through a public school other than the school to which the
student would generally be assigned. If the program is not offered at the
assigned school, the parent would be responsible for providing
transportation (F.S. 1003.05).
B. CURRICULUM AND INSTRUCTION
1. Prekindergarten Curriculum
a. Students will receive an integrated curriculum that emphasizes
instruction in literacy, mathematics, cognitive, and social/emotional
development.
b. Students will be provided with opportunities for art, music, and
physical education activities.
Revised 06/21/16 Policy 6000.1 - Student Progression Plan 2
, c. Instructional approaches will be research-based and will include the
active participation of students.
d. Instruction shall be focused on ensuring that all students demonstrate
mastery of the standards adopted by the State Board of Education.
e. All aspects of required PreK-12 instruction, as referenced in specific
sections below, will be integrated into the prekindergarten curriculum.
2. Regularly Scheduled Instruction (Grades K-5)
a. Students shall receive regularly scheduled instruction in language arts
that includes reading, writing, speaking, listening, and language;
mathematics; science; social studies; health; physical education; art;
music; and computer education.
b. Special interest classes such as world languages shall be in accordance
with state statutes and rules.
c. Instruction shall be focused on ensuring that all students demonstrate
mastery of the standards adopted by the State Board of Education (F.S.
1003.41).
d. Instructional times for some content areas are mandated based on state
statute, while the instructional times for other content areas are
recommended by the District. Flexibility in scheduling instruction
throughout the day is necessary to meet the specific teaching and
learning needs of students.
1) Instructional times indicated below are mandated by state legislation:
i. Minimum 90-minute daily, uninterrupted Reading Block (F.S.
1008.25; F.A.C. 6A-6.053),
ii. Reading intervention instruction daily, beyond the 90-minute
Reading Block (F.S. 1008.25; F.A.C. 6A-054), and
iii. Minimum 150 minutes of physical education each week with at
least 30 consecutive minutes on any day during which physical
education instruction is conducted (F.S. 1003.455(3)).
2) Instructional times indicated below are recommended by the District:
i. 30 minutes of daily writing instruction,
ii. 60 minutes of daily math instruction,
iii. 150 minutes of weekly science instruction that includes a block of
scientific investigations using inquiry approach (science lab) at
least once a week,
iv. 150 minutes of weekly social studies instruction, and
v. 150 minutes of weekly special area instruction (art, music, PE,
etc.).
Revised 06/21/16 Policy 6000.1 - Student Progression Plan 3
, 3) Flexibility for scheduling throughout the week is appropriate and is
best achieved when content area instruction is integrated through an
interdisciplinary approach. In the event greater instructional time for
a content area is needed on one day, lesser time can be devoted to
the same content area on another day. Flexibility of the
recommended instructional times is also appropriate to meet the
state-mandated, weekly physical activity requirements.
3. Required Instruction
a. The following State-required instruction is taught within prescribed
courses of study through mandated standards and benchmarks:
1) Constitution (on Constitution Day, September 17th) (F.S.
1003.42(2)(b), P.L. 108-447)
2) The Holocaust (F.S. 1003.42(2)(g))
3) African and African-American History (F.S. 1003.42(2)(h))
4) Hispanic Contributions (F.S. 1003.42(2)(p))
5) Women’s Contributions (F.S. 1003.42(2)(q))
6) Veterans’ Recognition (F.S. 1003.42(2)(t))
7) Celebrate Freedom Week (F.S. 1003.421(1))
8) Disability History and Awareness Week (F.S. 1003.4205)
9) The Declaration of Independence (F.S. 1003.42(2)(a))
10) Flag Education (F.S. 1003.42(2)(d))
11) Elements of Civil Government (F.S. 1003.42(2)(c))
12) History of the United States (F.S. 1003.42(2)(f))
13) Elementary principles of agriculture (F.S. 1003.42(2)(i))
14) Effects of alcohol and narcotics on the body and mind (F.S.
1003.42(2)(j))
15) Kindness to animals (F.S. 1003.42(2)(k))
16) History of the state (F.S. 1003.42(2)(l))
17) Conservation of natural resource (F.S. 1003.42(2)(m))
18) Comprehensive health education (F.S. 1003.42(2)(n))
19) Importance of free enterprise in the US economy (F.S. 1003.42(2)(r))
4. Character Education
a. The character education traits that shall be integrated into the PreK-12
curriculum are:
1) Respect
2) Honesty
Revised 06/21/16 Policy 6000.1 - Student Progression Plan 4
MISSION STATEMENT: BROWARD COUNTY PUBLIC SCHOOLS IS COMMITTED
TO EDUCATING ALL STUDENTS TO REACH THEIR HIGHEST POTENTIAL. THIS
POLICY AND THE RELATED POLICIES THAT ARE REFERENCED IN THIS POLICY
CONSTITUTE THE STUDENT PROGRESSION PLAN FOR THE DISTRICT. THE
PURPOSE OF THE STUDENT PROGRESSION PLAN IS TO ESTABLISH THE
STANDARDS FOR QUALITY INSTRUCTION, DELINEATE THE CRITERIA FOR
PROMOTION, PROVIDE EQUAL EDUCATIONAL OPPORTUNITIES TO ALL
STUDENTS, AND ENSURE ALL STUDENTS ARE COLLEGE AND CAREER READY
UPON GRADUATION.
I. DEFINITIONS
A. Biliteracy: Attainment of a high level of competency in listening, speaking,
reading, and writing in one or more world languages in addition to English
(F.S. 1003.432).
B. Blended Learning: Formal education model in which at least 51% of the
course takes place online; the student has some element of control over time,
place, path, and/or pace; and learning occurs at least in part at a brick-and-
mortar location away from the home.
C. Diagnostic Assessments: Assessments that measure students’
understanding of a subject area or skill base, which allow teachers and
educators to evaluate student learning, focusing on strengths and areas of
need.
D. Evaluative Assessments: Assessments that measure student proficiency at
selected intervals in order to compare change over time and to compare to
state-level results.
E. Formative Assessment: Formal and informal ways that teachers and
students gather and respond to evidence of student learning, Formative
assessments are part of teaching in the classroom. Formative assessments
will not result in a score that will appear on a student’s report card, but they
serve the greater purpose of informing both students and teachers on what
changes need to happen in classroom instruction to better serve the needs of
individual students.
F. Interim Assessments: Assessments administered on a small scale (i.e.,
school or district) with results that can be used at the classroom level or
aggregated at the school- or district-level. Depending on the design, interim
assessments can be used to predict a student’s ability to succeed on a
summative assessment, to evaluate a program, or to diagnose student
learning gaps.
G. Online Learning - A course involving student-teacher interaction in which
100% of the course content and instruction must occur through an online
delivery model via a learning management system with some element of
student control over time, place, or pace.
Revised 06/21/16 Policy 6000.1 - Student Progression Plan 1
, H. Progress Monitoring: Process used to determine whether a student’s
academic performance is improving, at what rate it is improving, and how
effective instruction has been.
I. Summative Assessment: Assessments that evaluate student mastery of
Florida’s academic standards at or near the conclusion of the course of
instruction.
J. Statewide, Standardized Assessments: Summative assessments in ELA
in grades 3-10, mathematics in grades 3-8, and science in grades 5 and 8;
and EOC assessments in Algebra 1, Geometry, Algebra 2, U.S. History, and
Civics.
K. World Language: Language other than English and includes American Sign
Language, classical languages, and indigenous languages (F.S. 1003.432).
II. ELEMENTARY SCHOOLS (GRADES PREK-5)
A. ENTRANCE AND ATTENDANCE REQUIREMENTS (F.S. 1003.21)
1. The following are included in School Board of Broward County (SBBC)
Policy 5.1, Enrollment and Withdrawal:
a. Initial entry requirements for prekindergarten, kindergarten, and first
grade.
b. Health requirements for initial entry (F.S. 1003.22), including
immunization requirements.
c. Placement of transfer students for initial entry.
d. Student withdrawal information.
2. Attendance requirements (F.S. 1003.21), including absences for religious
reasons, are included in SBBC Policy 5.5, Attendance.
3. Dependent children of active military personnel who otherwise meet the
eligibility criteria for special academic programs (such as magnets) shall be
given first preference for admission to such programs, even if the program
is being offered through a public school other than the school to which the
student would generally be assigned. If the program is not offered at the
assigned school, the parent would be responsible for providing
transportation (F.S. 1003.05).
B. CURRICULUM AND INSTRUCTION
1. Prekindergarten Curriculum
a. Students will receive an integrated curriculum that emphasizes
instruction in literacy, mathematics, cognitive, and social/emotional
development.
b. Students will be provided with opportunities for art, music, and
physical education activities.
Revised 06/21/16 Policy 6000.1 - Student Progression Plan 2
, c. Instructional approaches will be research-based and will include the
active participation of students.
d. Instruction shall be focused on ensuring that all students demonstrate
mastery of the standards adopted by the State Board of Education.
e. All aspects of required PreK-12 instruction, as referenced in specific
sections below, will be integrated into the prekindergarten curriculum.
2. Regularly Scheduled Instruction (Grades K-5)
a. Students shall receive regularly scheduled instruction in language arts
that includes reading, writing, speaking, listening, and language;
mathematics; science; social studies; health; physical education; art;
music; and computer education.
b. Special interest classes such as world languages shall be in accordance
with state statutes and rules.
c. Instruction shall be focused on ensuring that all students demonstrate
mastery of the standards adopted by the State Board of Education (F.S.
1003.41).
d. Instructional times for some content areas are mandated based on state
statute, while the instructional times for other content areas are
recommended by the District. Flexibility in scheduling instruction
throughout the day is necessary to meet the specific teaching and
learning needs of students.
1) Instructional times indicated below are mandated by state legislation:
i. Minimum 90-minute daily, uninterrupted Reading Block (F.S.
1008.25; F.A.C. 6A-6.053),
ii. Reading intervention instruction daily, beyond the 90-minute
Reading Block (F.S. 1008.25; F.A.C. 6A-054), and
iii. Minimum 150 minutes of physical education each week with at
least 30 consecutive minutes on any day during which physical
education instruction is conducted (F.S. 1003.455(3)).
2) Instructional times indicated below are recommended by the District:
i. 30 minutes of daily writing instruction,
ii. 60 minutes of daily math instruction,
iii. 150 minutes of weekly science instruction that includes a block of
scientific investigations using inquiry approach (science lab) at
least once a week,
iv. 150 minutes of weekly social studies instruction, and
v. 150 minutes of weekly special area instruction (art, music, PE,
etc.).
Revised 06/21/16 Policy 6000.1 - Student Progression Plan 3
, 3) Flexibility for scheduling throughout the week is appropriate and is
best achieved when content area instruction is integrated through an
interdisciplinary approach. In the event greater instructional time for
a content area is needed on one day, lesser time can be devoted to
the same content area on another day. Flexibility of the
recommended instructional times is also appropriate to meet the
state-mandated, weekly physical activity requirements.
3. Required Instruction
a. The following State-required instruction is taught within prescribed
courses of study through mandated standards and benchmarks:
1) Constitution (on Constitution Day, September 17th) (F.S.
1003.42(2)(b), P.L. 108-447)
2) The Holocaust (F.S. 1003.42(2)(g))
3) African and African-American History (F.S. 1003.42(2)(h))
4) Hispanic Contributions (F.S. 1003.42(2)(p))
5) Women’s Contributions (F.S. 1003.42(2)(q))
6) Veterans’ Recognition (F.S. 1003.42(2)(t))
7) Celebrate Freedom Week (F.S. 1003.421(1))
8) Disability History and Awareness Week (F.S. 1003.4205)
9) The Declaration of Independence (F.S. 1003.42(2)(a))
10) Flag Education (F.S. 1003.42(2)(d))
11) Elements of Civil Government (F.S. 1003.42(2)(c))
12) History of the United States (F.S. 1003.42(2)(f))
13) Elementary principles of agriculture (F.S. 1003.42(2)(i))
14) Effects of alcohol and narcotics on the body and mind (F.S.
1003.42(2)(j))
15) Kindness to animals (F.S. 1003.42(2)(k))
16) History of the state (F.S. 1003.42(2)(l))
17) Conservation of natural resource (F.S. 1003.42(2)(m))
18) Comprehensive health education (F.S. 1003.42(2)(n))
19) Importance of free enterprise in the US economy (F.S. 1003.42(2)(r))
4. Character Education
a. The character education traits that shall be integrated into the PreK-12
curriculum are:
1) Respect
2) Honesty
Revised 06/21/16 Policy 6000.1 - Student Progression Plan 4
