SCHEDULING REQUIREMENTS FOR SECONDARY SCHOOLS



SECONDARY SCHOOLS MASTER SCHEDULE REVIEW GUIDELINES

(High School)

2015- 2016

Master schedules need to be reviewed for specific guidelines and requirements associated with state and district policies. In order to ensure that all schools comply with curricular guidelines and requirements, reviews of 2015-2016 secondary school master schedules will be completed by staff from the Office of Academics and Transformation, each respective Regional Center, and School Operations.

Principals should upload the following scanned documents:

• Master schedule highlighted, per checklist:

o Reading classes, as determined by the criteria in attachment to Weekly Briefing #17325, Technical Assistance Paper for Identification, Placement and Scheduling of Students in Grades 5-12 Reading Classes 2015:

✓ 9th and 10th Grade Level 1 and 2 Fluent Students-Intensive Reading (highlight in green)

✓ Level 1 and 2 Disfluent Students-Intensive Reading Plus (highlight in yellow)

✓ Reading Class for FCAT Retakers Grade 12 (highlight in purple)

✓ Reading Class for FCAT Retakers Grade 11 (highlight in pink)

o Developmental Language Arts through ESOL (highlight in blue)

o Intensive Mathematics (highlight in orange)

✓ Advanced Academic Courses (highlight in tan). (Also include all AP, DE, AICE, IB, or CTE courses that offer an approved Industry Certification Exam (ICE).

Schools are to ensure that all master schedules reflect the following:

SENIOR HIGH SCHOOLS

READING & ENGLISH

✓ Every effort should be made to minimize the number of different preparations for reading teachers as the programs used for Intensive Reading and Intensive Reading Plus differ. Whenever possible, one teacher should not be expected to teach both courses. Please refer to WB# 17325, Technical Assistance Paper for Placement in Reading (2015) when scheduling all reading classes.

o All students in grades 9 and 10 in need of remediation in reading must be scheduled in a reading in class.

o Ensure that all FCAT Level 1 and 2 non-ESOL students; including ESE students are scheduled into the appropriate reading classes

o Twelfth grade students who have not met the graduation requirement must be scheduled in a Reading Retaker class.

o Eleventh grade students who scored level 1 or 2 on the 2014 FCAT 2.0 Reading Test must be scheduled in a Reading Retaker class.

✓ When scheduling students for the 2015-2016 school year, the 2014 Reading FCAT scores will be used to form classes. The number of sections offered for each type of class must be aligned to the results of the 2014 Reading FCAT scores, as follow:

o Intensive Reading Enrichment (IR-EN) is for FCAT High Level 2 students scoring >234

o Intensive Reading (IR) is for FCAT Levels 1 and 2 Fluent students.

o Intensive Reading Plus (IR+) is for FCAT Levels 1 and 2 Non-Fluent students.

✓ English Sequence

o 9th Grade: English 1 100131001, English 1 Honors 100132001, or English 1 Through ESOL 100230002, or approved Pre-IB, Pre-AICE IGSCE courses.

o 10th Grade: English 2 100134001, English 2 Honors 100135001, or English 2 Through ESOL 100231002 or

approved Pre-IB, Pre-AICE IGSCE or AICE courses.

o 11th Grade: English 3 100137001, English 3 Honors 100138001, English 3 Through ESOL 100232002, AP English Language 100142001, or approved DE, AP, AICE, IB, course that meets English requirements for graduation.

o 12th Grade: English 4 100140001, English 4 Honors 100140001, English 4 Through ESOL 100252002, AP English Language 100141001, AP English Literature 100143001, or approved DE, AP, AICE, IB course that meets English requirements for graduation.

ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

✓ Ensure that there is a plan in place for scheduling ELLs that enroll at your school throughout the year.

o Suggestion: Create a “newcomer” class with fewer students at the beginning of the year if your school’s data indicates that you have traditionally had an influx of ELL students enrolling in October.

✓ Provide opportunities for ELL students to take Foreign Language (Spanish or French) classes as electives. This will help ELLs with their acquisition of English and ensure that they experience some success in their elective class (if it is their native language).

✓ Ensure that the teacher is ESOL endorsed.

✓ It is strongly recommended that students currently receiving ESOL support (Levels 1-4) not be enrolled in courses through Florida Virtual School (FLVS), especially Levels 1 and 2. ESOL students should not use FLVS to enroll in courses needed for graduation as these courses do not provide the appropriate accommodations for ELL students and may potentially jeopardize their ability to graduate.

✓ Remember that Developmental Language Arts Through ESOL courses are scheduled by ESOL language levels (determined via CELLA scores) and state law mandates that English (1-4) Through ESOL courses be scheduled by grade level (not combining two ELA grade levels together).

✓ Recommendations for Developmental courses:

o No more than 2 consecutive ESOL levels should be scheduled together within the same Developmental class.

o If possible, create separate Developmental Language Arts classes for Year 1, Level 1 ESOL students (“newcomers”) and Level 1 students that have been enrolled in the ESOL program for more than one year.

o Schools may combine Developmental Language Arts 1 & 2, 2 & 3, or 3 & 4 depending school-specific needs and population and school.

✓ Recommendations for English Through ESOL courses:

o If possible, create separate English through ESOL courses that are scheduled according to ESOL level and grade level (e.g., 9th Grade English through ESOL class for ESOL level 1 students, etc.).

o Schools with a relatively low number of ELL students or facing additional constraints may consider the following:

▪ Enroll multiple language levels in the same grade-level Language Arts class. Every effort should be made to group students by consecutive language (ESOL) levels (e.g., 9th Grade English Through ESOL for level 1 and Level 2 students, 10th Grade English Through ESOL for Level 2 and 3 students, etc.

▪ Include ESOL Level 3 and 4 students included in a regular grade-level English class (double coded class).

▪ Keep ESOL Level 1 and 2 students in the English Through ESOL Class.

|REMEDIATION COURSES (INTENSIVE READING) |

|Course & Code |Description |Rationale |Target Audience |

|Intensive Reading Plus (IR +) |Reading class designed to support |Per K-12 CRRP, the District requires |9th and 10th grade students who have |

|100041002 – Gr. 9-10 |lowest-level readers in building |additional remediation to students that |intervention needs in the areas of |

|Appropriate English course code|foundational reading skills. Students |fail to demonstrate an ability to read |foundational reading skills (e.g. decoding, |

|for the back-to-back Literacy |enrolled in this course are concurrently|on grade level (as measured by their |fluency) |

|Block: |enrolled in a specific English course to|performance on the previous year’s State| |

|English 1- Grade 9 100131001 |accommodate a back-to-back literacy |Reading assessment). | |

|English 2- Grade 10 100134001 |block. | | |

|Intensive Reading (IR) |Reading class designed to support |Per K-12 CRRP, the District requires |9th and 10th grade students who do not have |

| |students in improving fluency, |additional remediation to students that |intervention needs in the areas of |

|100041001 – Gr. 9-10 |vocabulary, and reading comprehension. |fail to demonstrate an ability to read |foundational reading skills (e.g. decoding, |

| | |on grade level (as measured by their |fluency) |

| | |performance on the previous year’s State| |

| | |Reading assessment). | |

| |Reading class designed to support high |Per K-12 CRRP, the District requires |9th and 10th grade students who have |

|Intensive Reading Enrichment |level 2 students or regressors from |additional remediation to students that |regressed from level 3 or higher or high |

|(IR-EN) |level 3 or higher |fail to demonstrate an ability to read |level 2 students |

| | |on grade level (as measured by their | |

|1000410EN - Gr. 9-10 | |performance on the previous year’s State| |

| | |Reading assessment). | |

| 11th/12th Grade Reading |Reading class designed to support |Per K-12 CRRP, the District requires |11th and 12th Grade students who do not have |

|Retakers |students deficient in decoding and |additional remediation to students that |intervention needs in the areas of |

| |fluency in improving fluency, |fail to demonstrate an ability to read |foundational reading skills and have not met |

|1000410RT |vocabulary, and reading comprehension as|on grade level (as measured by their |the graduation requirement. |

|(11th & 12th Grades) |well as successfully prepare them to |performance on the previous year’s State| |

| |pass the FSA 2.0 Reading assessment |Reading assessment). | |

| |(meet graduation requirements). | | |

|11th/12th Grade Reading |Reading class designed to support the |Per K-12 CRRP, the District requires |11th and 12th Grade students who have |

|Retakers Plus |lowest-level readers in building |additional remediation to students that |intervention needs in the areas of |

| |foundational reading skills, as well as |fail to demonstrate an ability to read |foundational reading skills and have not met |

|1000410RP |successfully prepare them to pass the |on grade level (as measured by their |the graduation requirement. |

|(11th & 12th Grades) |State reading assessment and meet the |performance on the previous year’s State| |

| |graduation requirement. |Reading assessment). | |

| | | | |

|ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) |

|Course & Code |Description |Rationale |Target Audience |

|Developmental Language Arts |A supplemental Reading course for ELL|District Requirement |Any student currently enrolled in the ESOL program|

|Through ESOL (1-4) |students (Levels 1-4) that are | |(Levels 1-4). Course level is determined by |

|(Reading) |concurrently enrolled in English | |student performance on the CELLA exam. |

| |(1-4) Through ESOL. | | |

|Developmental LA 1 | | | |

|1002381L1 | | | |

| | | | |

|Developmental LA 2 | | | |

|1002381L2 | | | |

| | | | |

|Developmental LA 3 | | | |

|1002381L3 | | | |

| | | | |

|Developmental LA 4 | | | |

|1002381L4 | | | |

|English (1-4) Through ESOL | | | |

|English 1 (ESOL) | | | |

|100230002 |Grade-level English class for ELL |District Requirement |Any student currently enrolled in the ESOL program|

| |students (Levels 1-4). | |(Levels 1-4). Course level is determined by |

|English 2 (ESOL) | | |student’s current grade level. |

|100231002 | | | |

| | | | |

|English 3 (ESOL) | | | |

|100232002 | | | |

| | | | |

|English 4 (ESOL) | | | |

|100252002 | | | |

| | | | |

| | | | |

| | | | |

|ADDITIONAL ELECTIVES/SUPPLEMENTAL COURSES |

|Course & Code |Description |Rationale |Target Audience |

|ACT Prep/College Readiness Course |An elective that will assist 11th and|To support 11th and 12th grade |College-bound 11th and 12th Grade students (may |

|*Ideal for schools that have 8 |12th grade students in the college |college-bound students in preparing|include 11th and 12th Grade students that have |

|period days |application process by providing |for the ACT and college admissions.|passed the FSA or are close to passing regardless |

|1700370TR (Annual) |exposure to college as well as | |of college readiness status). |

|170037001 (Semester) |targeted ACT practice. | | |

|American Literature | | | |

|102081001 |An additional English course (as an |To support advanced readers in |10th grade students that scored at Levels 3, 4, or|

| |elective) for Level 3-5 tenth grade |maintaining and improving rigorous |5 on the 8th grade FCAT 2.0 Reading in 2014 and/or|

| |students. The course infuses American|reading and writing achievement. |50% or higher on the FAIR AP 3 Reading |

| |History content while reinforcing the| |comprehension test and/or LR on Fall ORF Scores |

| |10th grade ELA standards. | |4-5 correct on the silent comprehension test |

| | | |3-4 on NAEP Rubric |

MATHEMATICS

✓ Every effort should be made to minimize the number of different preps assigned to one teacher.

✓ Every effort should be made to allow math teachers to have a planning period for the purpose of planning rigorous hands on lessons.

✓ 9th and 10th Grade students that have failed to pass the Algebra 1 course (regardless of whether or not they have passed the Algebra 1 EOC) should be enrolled in Algebra 1 for Credit Recovery via Adult Ed., Edgenuity (on-site and individual student’s schedule permitting), or FLVS (on-site preferred if possible).

✓ Students that will be taking the Algebra 1 EOC for the first time should NOT be scheduled in the same class period as Algebra 1 EOC Retake students.

Mathematics Sequence

✓ 9th Grade: Most students will be enrolled in Algebra 1 120031001 or Algebra 1 Honors 120032001. If a student scored at a Level 1 or Level 2 on the 2014 FCAT 2.0-7th Grade, he or she should be concurrently enrolled in Algebra 1 and Intensive Mathematics Grade 9 120040009, or the student should receive academic support strategies through Algebra 1 (for first time Algebra 1 EOC test-takers).

✓ For tier 3 and 2 schools, a student that scored at a level 1 or level 2 on the 2014 FCAT 2.0 7th grade, he or she should concurrently be enrolled in Algebra I and Intensive Mathematics grade 9 120040009

✓ 10th Grade: Most students will be enrolled in Geometry 120631001 or Geometry Honors 120632001. If a student scored at a Level 1 or Level 2 the 2014 FCAT 2.0-8th Grade or the statewide, standardized FSA Algebra I EOC assessment (if score is available), he or she should be provided remediation through either an intensive math class (Algebra focus) or receive academic support in their core mathematics class. This also applies to advanced students that completed Algebra 1 in 8th grade but did not pass the Algebra 1 EOC.

✓ 11th Grade: If an 11th Grade student is Algebra 1 EOC-pending, he or she should be enrolled in Liberal Arts Mathematics 2 120731002 (please note this course does not meet NCAA requirements). These students may be concurrently enrolled in Intensive Mathematics Grades 11-12 120040011. 11th Grade students that passed the Algebra 1 EOC but failed the Geometry EOC should be placed in Algebra 2 120033001. 11th Grade students that passed both the Algebra 1 EOC and Geometry EOC on their first attempt should be placed in Algebra 2 Honors 120034001.

✓ 12th Grade: If a 12th Grade student is Algebra 1 EOC-pending, he or she should be enrolled in Math for College Readiness 120070001 for 2015-2016. If a 12th Grade student passed the Algebra 1 EOC Retake in 2014-2015, he or she should be enrolled in Advanced Topics in Mathematics 129831001 or Algebra 2 120033001. 12th Grade students that passed the Algebra 1 EOC and successfully completed Algebra 2 in 2014-2015 should be enrolled in Math Analysis Honors 120130002 and Trigonometry Honors 121130003 (0.5 credit each – both are required), Probability and Statistics with Applications Honors 121030003, or an approved DE Mathematics course.

Note: Advanced students that are enrolled in Algebra 2 in 9th or 10th grade and have passed both the Algebra 1 EOC and the Geometry EOC should be enrolled in Pre-Calculus 120234002 in 2015-2016 in preparation for Calculus 120230001 or AP Calculus 120231001 in 2016-2017. Or, in lieu of Pre-Calculus or any subsequent Mathematics course, these students may be enrolled in an approved DE Mathematics course.

ACADEMIC SUPPORT FOR HIGH SCHOOL STUDENTS

|HIGH SCHOOL INTENSIVE MATHEMATICS COURSE CODES GRADES 9 AND 10 |

|2015-2016 Scheduling Priority|Target Students |Grade 9 |Grade 10 |

|Level | |Algebra 1 |Geometry |

| |All 2014 FCAT 2.0 Level 1 students |Enrolled Algebra 1 Intensive |Enrolled Geometry Intensive Math |

|1 | |Math Grade 9 120040009 in |Grade 10 120040010 in addition to the |

| | |addition to the Algebra 1 core |Geometry core class |

| | |class | |

|2 |All 2014 FCAT 2.0 Level 2 students | | |

|HIGH SCHOOL INTENSIVE MATHEMATICS COURSE CODES GRADES 11 AND 12 |

|2015-2016 Scheduling Priority|Target Students |Grades 11 and 12 |

|Level | | |

| |All students that have NOT passed the Algebra 1 EOC (NGSSS) |Enrolled Algebra 1 EOC Retakers Intensive Math Grades 11-12 120040011|

|1 | |in addition to the Core Mathematics class |

Any Level 1 or 2 student not enrolled in an Intensive Mathematics course should receive academic support in their core mathematics class. In cases in which the 2014 FCAT 2.0 data may denote an outlier, please review student’s historical achievement data trends to aid in determining placement.

SUGGESTED MATHEMATICS PATHWAYS

|Ninth Grade |Tenth Grade |Eleventh Grade |Twelfth Grade |

|Algebra 1 and Intensive Mathematics |Geometry and Intensive Mathematics Grade 10 |Liberal Arts Mathematics 2 |Algebra 2 or Advanced Topics in |

|Grade 9 |9th grade Algebra 1 with failed EOC |10th grade Geometry with failed Algebra 1|Mathematics |

|2013-2014 FCAT 2.0 Mathematics levels|Aligned Resources: |EOC |Passed the Algebra 1 EOC |

|1 and 2 |Discovering Geometry |Aligned Resources: | |

|Aligned Resources: |Customized Algebra 1 with Carnegie Geometry |Pearson text | |

|Carnegie Florida Algebra 1 (MFAS) |(MAFS) |McGraw Hill MAFS digital supplement | |

| | | |Math for College Readiness |

| | | |Failed Algebra 1 EOC |

|Algebra 1 |Geometry |Algebra 2 |Math Analysis Honors and Trigonometry |

|2013-2014 FCAT 2.0 Mathematics level|9th grade Algebra and failed Algebra 1 EOC |10th grade Geometry with passed Algebra 1|Honors |

|3 or higher |Aligned Resources: |EOC and failed Geometry EOC |11th grade Algebra 2 or Algebra 2 |

|Aligned Resources: |Discovering Geometry |Aligned Resources: |Honors with a “C” or worse. |

|Pearson text | |Pearson text | |

|McGraw Hill MAFS digital supplement | |McGraw Hill MAFS digital supplement | |

| | | |Probability and Statics Honors, or |

| | | |D.E. |

| | | |11th grade Algebra 2 with a “B” or |

| | | |higher. |

| |Geometry Honors |Algebra 2 Honors |Probability and Statics Honors, or |

| |9th grade Algebra with a “B” or higher, and |9th grade Geometry with passed Geometry |D.E. |

| |passed Algebra 1 EOC |EOC |11th grade Algebra 2 or Advanced |

| |Aligned Resources: |Aligned Resources: |Topics with a “B” or higher. |

| |Discovering Geometry |Pearson text | |

| | |McGraw Hill MAFS digital supplement | |

|Geometry and Intensive (retake) |Algebra 2 |Advanced Topics in Mathematics | |

|8th grade Algebra 1 Honors with |9th grade Geometry with failed Geometry EOC |10th grade Algebra 2 with a “C” or worse.| |

|failed EOC |Aligned Resources: | | |

|Aligned Resources: |Pearson text | | |

|Discovering Geometry |McGraw Hill MAFS digital supplement | | |

|(see 10th grade) | | | |

| | |Pre-Calculus Honors, Probability and |AP Calculus AB, AP Statistics, or D.E.|

| | |Statics Honors, or D.E. |Must have prerequisite courses. |

| | |10th grade Algebra 2 or Algebra 2 Honors | |

| | |with a “B” or higher. | |

|Geometry Honors |Algebra 2 Honors | | |

|8th grade Algebra 1 Honors |9th grade Geometry with passed Geometry EOC | | |

|Aligned Resources: |Aligned Resources: | | |

|Discovering Geometry |Pearson text | | |

| |McGraw Hill Common Core digital supplement | | |

|Algebra 2 Honors | |AP Calculus AB, AP Statistics, or D.E. |AP Calculus AB, AP Statistics, or D.E.|

|8th grade Geometry Honors |Pre-Calculus Honors, Probability and Statics|Must have prerequisite courses. |Must have prerequisite courses. |

|Aligned Resources: |Honors, or D.E. 9th grade Algebra 2 Honors | | |

|Pearson text |with a “B” or higher. | | |

|McGraw Hill MFAS digital supplement | | | |

| |Advanced Topics in Mathematics |Pre-Calculus Honors, Probability and |AP Calculus AB, AP Statistics, or D.E.|

| |9th grade Algebra 2 Honors with a “C” or |Statics Honors, or D.E. |Must have prerequisite courses. |

| |worse. |10th grade Advanced Topics with a “B” or | |

| | |higher. | |

SCIENCE

✓ Every effort should be made to minimize the number of different preps assigned to one teacher.

✓ Every effort should be made to allow science teachers to have a planning period for the purpose of planning for hands on activities.

✓ Every effort should be made to ensure that one Biology teacher does not teach all of the Honors-level courses.

✓ All 9th, 10th, and 11th grade students should be enrolled in a Science course that meets graduation requirements.

✓ Schools should use the following sequence when enrolling students in Science courses: Physical Science (9th Grade), Biology (10th Grade), Chemistry (11th Grade), Physics or equally rigorous course from list of approved state courses (12th Grade). Remember that most colleges require Chemistry and Physics courses (or other equally rigorous science courses) as part of a well-rounded High School Science sequence.

✓ Students that have taken Physical Science in the 8th grade will follow the sequence starting with Biology I Honors in the 9th grade.

✓ For Tier 3 and Tier 2 schools, students enrolled in Biology for the first time should be concurrently enrolled in Biology Research 170032003 (Research 3). This is a laboratory-intensive supplemental course that provides additional support and enrichment for preparation for success on the Biology EOC.

Physics and Advanced Placement courses in Science (AP Environmental Science, AP Biology, AP Chemistry, AP Physics B (now AP Physics 1 and AP Physics 2), etc.) should be offered to students that have completed or are on track to complete the suggested course sequence.

SOCIAL STUDIES

✓ Social Studies Sequence

o 9th Grade: World History 210931001 or World History Honors 210932001. (Also including AP World History, approved DE, AP, Pre-AICE, Pre-IB courses).

o 10th Grade, Advanced Academics: While Social Studies is not a required offering at this grade level, students have several options inclusive of but not limited to the following: AP European History, AP Human Geography, AICE Global Perspectives, and AICE Thinking Skills. For additional Advanced Academics Course options please see the CB-1.

o 11th Grade: US History 210031001, US History Honors 210032001, ( Also including AP US History 210033001 and approved DE, AP, AICE, IB courses).

o 12th Grade: US Government 210631001/Economics with Financial Literacy 210233501, US Government Honors 210632001/Economics with Financial Literacy Honors 210234501, or AP US Government 210642001/AP Economics (Note: AP Economics Courses MUST include supplemental resources to meet Financial Literacy Requirements.) (Macroeconomics 210237001 or Microeconomics 210236001).

| |

|HS ACCELERATION (AP, IB, AICE, DE, CTE) |

| |

|General Guidelines: |

| |

|All efforts should be made to enroll all 11th and 12th Grade students in a minimum of 1 AP, DE, AICE, IB, or CTE course that offers an approved Industry |

|Certification Exam (ICE). |

|All AP/IB/AICE results should be reviewed upon receipt of scores in July. |

|Survey school-site staff for possible DE SACS credentialing. |

|Pre-test and recruit students for enrollment in AP Spanish and/or French. |

|AP, IB, and/or AICE Offerings: (highlight in tan) Numbers of students in AP/IB/AICE courses should be identified by grade levels/sections. Every senior |

|high school is required to offer and staff a minimum of 10 or have a plan in place to increase offerings of AP/IB/AICE courses. |

|Honors Courses: These courses area available in all high schools throughout the district for students in grades 9-12. Schools should provide the numbers of |

|students in honors courses by grade levels. |

| |

|CAREER AND TECHNICAL EDUCATION (CTE) |

| |

|General Guidelines: |

| |

|All efforts should be made to enroll 11th and 12th Grade students in a minimum of 1 CTE course that offers an approved Industry Certification Exam (ICE). |

|Career Academy Pathways can be accessed at: for each CTE subject area. |

|Industry Certification Exams offered at M-DCPS can be found at: Industry Certification Return on Investment Report. |

|Graduation requirements: Industry Certifications that articulate for college credit (weighted at .2 |

|or above) may substitute for up to two mathematics credits except for Algebra 1 and Geometry and for one Science course except Biology 1. The course waiver |

|numbers are: Science: 2000999 and Mathematics: 1200998 and 1200999 |

|Develop an Industry Certification calendar to avoid testing conflicts throughout the year. |

|Collaborative Planning for Tier 2 and 3 Schools |

|Collaborative planning for all core subject areas. For example: |

|Same collaborative planning period for all Reading teachers (Grades 9-12), including SPED & ESOL Developmental teachers. |

|Same collaborative planning period for all Mathematics teachers by subject. |

|Same collaborative planning period for all Social Studies teachers. |

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