Curriculum - Hialeah Gardens High School - Miami

Transcription

Hialeah Gardens
High School
Curriculum Bulletin
2011-12
THE SCHOOL BOARD OF MIAMI-DADE COUNTY, FLORIDA
Ms. Perla Tabares Hantman, Chair
Dr. Lawrence S. Feldman, Vice-Chair
Dr. Dorothy Bendross-Mindingall
Mr. Carlos L. Curbelo
Mr. Renier Diaz de la Portilla
Dr. Wilbert ―Tee‖ Holloway
Dr. Martin S. Karp
Dr. Marta Pérez
Ms. Raquel A. Regalado
Superintendent of Schools
Alberto M. Carvalho
Region Center I Superintendent
Dr. Carmen B. Marinelli
Region Center I Administrative Directors
Ms. Jennifer D. Andreu
Ms. Lucy C. Iturrey
Dr. Neraida Smith
Mr. Richard M.Vidal
Principal
Hialeah Gardens High School
Dr. Louis J. Algaze
11700 Northwest Hialeah Gardens Boulevard
Hialeah Gardens, Florida 33018
http://hghs.dadeschools.net
Introduction
Hialeah Gardens High School is a progressive school, meeting the needs of a diverse community. This brand
new, state-of-the-art high school offers our students the facilities, equipment, services, and educational
opportunities unparalleled among high schools in the nation.
Our facility includes such outstanding features as a modern auditorium, stocked with the latest equipment,
broadcasting studio, multiple computer labs, wireless Internet technology, child care facilities, business/financial
labs, band and chorus rooms, automotive lab, graphics lab, drafting lab, construction lab, engineering lab, career
lab, aerobics studio, dance studio, weight training room, art and photography labs, basketball courts, baseball and
softball diamonds, football and soccer fields, tennis courts, and a state-of-the-art gymnasium.
The curriculum of the school is designed to develop a comprehensive educational program that is diversified and
flexible enough to meet the changing needs of each student. Our purpose is to provide a wide range of
experiences to promote a positive self-concept and sound character. Our mission is to provide the opportunity for
all students to receive a high quality education that will equip them to compete in our ever-changing, high-tech
global society, reaching beyond the confines of their immediate community. To that end, we offer Advanced
Placement and are exploring the possibility of offering International Baccalaureate courses.
Hialeah Gardens High School‘s goal for the 2010-2011 school year is to increase student achievement by
optimizing the teaching and learning environment. Emphasis will be placed on increasing enrollment in advanced
classes, recognizing high achievers, and increasing reading, mathematics, science, and writing skills. We want
our students to become the most sought after talent in the nation. Our motto: What we do in life, echoes in
eternity! We also recognize that the continuous commitment of parents and community are an indispensable part
of promoting a sound, thorough top-notch educational program. To that end, we welcome your participation in
preparing our students for success.
Hialeah Gardens High School…Choose US to Succeed!
HGHS Curriculum Bulletin 2011-2012
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Table of Contents
Introduction .................................................................................................................................................................. i
Principal‘s Message ....................................................................................................................................................4
Gladiator Council ........................................................................................................................................................5
Administrative Team ...........................................................................................................................................5
Department Chairpersons/Lead Teachers .........................................................................................................5
Student Services ................................................................................................................................................5
High School Graduation Programs .............................................................................................................................6
2011-2012 Graduation Requirements ................................................................................................................8
Explanatory Notes ..............................................................................................................................................9
Admission to Florida State University System ......................................................................................................... 11
Traditional Requirements ................................................................................................................................ 11
Talented Twenty .............................................................................................................................................. 11
Application for State Universities ..................................................................................................................... 12
Student Profile Assessment ............................................................................................................................ 12
Florida‘s Bright Futures Scholarship Program ......................................................................................................... 12
Requirements for 2010-2011 Applicants ......................................................................................................... 13
Career Planning/College Entrance Examinations ................................................................................................... 15
The Career Technical Education/College Connection ............................................................................................ 15
Articulation Agreements .......................................................................................................................................... 15
Career Pathways ............................................................................................................................................. 15
High School Diplomas/Certificates .......................................................................................................................... 15
Standard Diploma ............................................................................................................................................ 15
Superintendent's Diploma of Distinction .......................................................................................................... 16
Certificate of Completion ................................................................................................................................. 16
CPT – Eligible Certificate of Completion ......................................................................................................... 16
Special Diploma and Special Certificate of Completion .................................................................................. 16
Students who enter Grade 9 in 2007-08 ......................................................................................................... 16
Grading Student Performance ................................................................................................................................. 17
Grade Point Average ....................................................................................................................................... 17
Grade and Bonus Point Values ....................................................................................................................... 18
Provisions for Acceleration ...................................................................................................................................... 18
Homework Policy ..................................................................................................................................................... 20
Student's Responsibilities ................................................................................................................................ 20
Parent's Responsibilities ................................................................................................................................ 20
Attendance Policy .................................................................................................................................................... 21
Eligibility Requirements for Extracurricular Athletics and Activities ......................................................................... 23
Student Rights and Responsibilities ........................................................................................................................ 24
The Family Educational Rights and Privacy Act ...................................................................................................... 24
Community Service.................................................................................................................................................. 25
Magnet Programs .................................................................................................................................................... 25
Careers and Professions ................................................................................................................................. 26
Liberal Arts ..................................................................................................................................................... 26
International Programs .................................................................................................................................... 26
Montessori ...................................................................................................................................................... 27
Mathematics, Science, and Technology.......................................................................................................... 27
The Advanced Academics Program ........................................................................................................................ 28
Advanced Placement....................................................................................................................................... 28
Dual Enrollment ............................................................................................................................................... 28
Enrollment guidelines for Advanced Academics ..................................................................................................... 28
High Schools for the New Millennium ...................................................................................................................... 30
CEO Internships ...................................................................................................................................................... 31
Industry Certification ................................................................................................................................................ 31
Gladiator Tools for Success .................................................................................................................................... 32
FCAT ....................................................................................................................................................................... 35
Hialeah Gardens High School Reading/Math courses for FCAT .................................................................... 35
Timetable for Transition to Next Generation and CBT in Florida .................................................................... 36
Hialeah Gardens High School Academies 2010-2011 ............................................................................................ 38
Academy of Biomedical Sciences (AOBS) ...................................................................................................... 39
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Academy of Arts and Entertainment (AOAE) .................................................................................................. 42
Academy of Engineering (AOE) ...................................................................................................................... 46
Academy of Education (AOED) ....................................................................................................................... 48
Academy of Hospitality and Tourism (AOHT) ................................................................................................. 50
Academy of International Finance (AOIF) ...................................................................................................... 52
Academy of Information Technology (AOIT) ................................................................................................... 53
Academy of Law Studies (AOLS) .................................................................................................................... 54
Core Course Descriptions ....................................................................................................................................... 56
English/Language Arts .................................................................................................................................... 56
Mathematics .................................................................................................................................................... 57
Science ............................................................................................................................................................ 59
Social Studies .................................................................................................................................................. 60
Other Programs ...................................................................................................................................................... 60
Foreign Languages and ESOL/Bilingual Program .......................................................................................... 60
Special Education Department ........................................................................................................................ 61
Executive Internship Program ......................................................................................................................... 62
Physical Education .......................................................................................................................................... 63
Vocational Programs ....................................................................................................................................... 63
Shared School ......................................................................................................................................................... 64
Appendices
Appendix A Guidelines for Honors/AP Courses (Eng. & Spanish) .......................................................................... 66
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Principal’s Message
Dear Gladiators,
We have partnered with the National Academy Foundation (NAF), a national network of high school academies,
and developed several career focus academies that will prepare you for college and the world of work - locally,
nationally, and internationally. These academies include our Academy of International Finance; Academy of
Information Technology; Academy of Hospitality & Tourism; Academy of Engineering; and the Academy of Arts
and Entertainment. This past school year, we added The Academy of Biomedical Sciences; Academy of Law
Studies and The Academy of Education. Within these academies, students are free to explore strands related to
their field of interest. Furthermore, students can take advantage of our Advanced Academic offerings, which
include Advanced Placement (AP) and we are exploring to eventually include the International Baccalaureate (IB)
program when students reach their Junior year – an advanced academic program recognized world-wide.
Students, please examine this course guide carefully and select courses which will not only meet your graduation
requirements, but also provide new broader educational experiences for you as you prepare yourselves for the
future. With this in mind, please make sure to explore with the various extracurricular activities offered at our
school.
Parents, your interest, attention, and assistance in supporting this important endeavor are of paramount
importance. Your support will assist your son or daughter in making the transition from school to their career
aspirations.
It is evident that we have something to offer everyone as we cater to varied tastes. Take advantage of the myriad
clubs, teams, and classes available and make your high school years the memories that you will treasure while
preparing yourself with a world-class education for a global economy.
Together – students, parents, faculty, staff, and community – we can look forward to a rewarding and exciting
2010-2011 school year! Please do not hesitate to call our school with any questions you might have.
Sincerely,
Louis J. Algaze, Ph.D.
Principal
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Gladiator Council
Administrative Team
Dr. Louis J. Algaze
Robin Boclair
Dr. Andy Granados
Lesa Slocum
Principal
Assistant Principal
Assistant Principal
Assistant Principal, Curriculum
Leadership Team
Department Chairs
James Bryant
Claudia Estrada
Christine Rodriguez
Danette Hernandez
Carmen Concepcion
Zachery Nehme
Florentino Burgos
Diana Loubeau
Fine Arts/Physical Education/Technology Education/Family & Consumer
Education
Foreign Languages/ESOL
Language Arts
Mathematics Department Chair
Reading Coach/Department Chair
Science Department Chair
Social Studies Department Chair
SPED
Academy Lead Teachers
Maggie Mena
Rafael Napoles
Angelica Borges
Carmen Concepcion
Dr. Cynthia Wu
Niurka Davis
Alex Garrido
Diana Morales
Steven Brooks
Dr. Nerry Louis
Academy Facilitator
Lead Teacher, Academy of Arts & Entertainment (AOAE)
Lead Teacher, Academy of Biomedical Sciences (AOBS)
Lead Teacher, Academy of Education (AOED)
Lead Teacher, Academy of Engineering (AOE)
Lead Teacher, Academy of Hospitality and Tourism (AOHT)
Lead Teacher, Academy of Information Technology (AOIT)
Lead Teacher, Academy of International Finance (AOIF)
Lead Teacher, Academy of Law Studies (AOLS)
Advanced Academics Coordinator
Student Services
Brigette Moody
Maria Muñoz
Yvette Pino
Jayne Caudill
Cynthia Prado
Carlos Ochoa
Michelle Abesada
Kathleen Sierra
Tom Binder
Student Services Chair/Counselor A – Dh
Counselor Di – Le
Counselor Li - P
Counselor Q - Z
Activities Director
Athletics Director
CAP Advisor
Test Chairperson
Trust Counselor
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HIGH SCHOOL GRADUATION PROGRAMS
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. Also, 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 earn16 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 the integration of health education. The amended
Secondary School Redesign Act increased the rigor of mathematics and science requirements and also revised
the assessment procedures used to assess student performance.
Currently, there are five 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 five 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 five options require students to earn a passing score on the Grade 10
Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Reading test, earn a specific grade point average (GPA)
on a 4.0 scale, and successfully complete the required courses listed in the chart entitled 2011-2012 Graduation
Requirements.
The graduation options are as follows:
A four-year, 24-credit standard program;
A three-year, 18-credit college preparatory program;
A three-year, 18-credit career preparatory program;
An International Baccalaureate program; and
An Advanced International Certificate of Education program.
Prior to selecting one of the two accelerated programs the following requirements must be met:
1.
2.
The requirements, advantages, and disadvantages of each graduation option are to be explained to the
student and his/her parents.
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 9 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.
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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 9
grade as well as those through the adult education program may not be 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.
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A student selecting either of the two accelerated programs 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.
A student, who has selected one of the three-year, 18-credit programs and is considering enrollment in a magnet
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school/program, career-focused academy, or career technical education preparation program, will need to inquire
about the requirements of the specific program. There are certain programs which have requirements that would
not be able to be met within either accelerated option. Staff from the individual programs will be able to explain
the requirements of a given program and whether or not it would be possible to meet those requirements within
the accelerated option.
Students who successfully complete the International Baccalaureate curriculum or the Advanced International
Certificate of Education curriculum meet the graduation requirements and are eligible to receive a standard
diploma.
In order to graduate, a student who has selected the four-year, 24-credit standard program, must demonstrate
mastery of the Sunshine State Standards and complete a community service project. In order to be designated
as a 10 grade student, a 9 grade student must have earned a minimum of four credits, which must include one
credit in English/ESOL and/or one credit in mathematics. To be designated as an 11 grade student, a 10 grade
student must have earned a minimum of 9 credits, which must include two credits in English/ESOL, one credit in
mathematics, and one credit in science OR one credit in English/ESOL, two credits in mathematics, and one
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credit in science. To be designated as a 12 grade student, an 11 grade student must have earned a minimum
of 16 credits, which must include three credits in English/ESOL, two credits in mathematics, and two credits in
science OR two credits in English/ESOL, three credits in mathematics, and two credits in science .
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For a student enrolled in either one of the two accelerated graduation programs, the student must earn at least
five credits by the end of grade 9 and 11 credits by the end of grade 10.
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Entering 9 grade students must have completed an electronic Personalized Education Plan (ePEP). The ePEP
should have been initiated in 7 grade and reviewed and revised, if necessary, at each grade level thereafter.
Students entering 9 grade without an ePEP, must complete one no later than the end of the first semester of 9
grade.
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HIGH SCHOOL GRADUATION REQUIREMENTS
2011-2012
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This table represents requirements for students who entered 9 grade in 2007-2008 through 2010 – 2011 school
years. In order to graduate from high school and earn a diploma, students must successfully complete the
required credits, earn the required grade point average (GPA), and earn a passing score on the FCAT graduation
test.
18 Credit College
Preparatory Program
18 Credit Career
Preparatory Program
4 credits (major
concentration in composition
& literature and reading for
information)
4 credits (Algebra I,
Geometry, & 2 courses at
the Algebra I level or higher)
3 credits (Earth/ Space
Science, Biology, &
Chemistry or Physical
Science)
3 credits (World History,
American History, American
Government, & Economics)
Not required (foreign
language credit is required
for admission to state
universities)
1 credit in performing/fine
arts or a practical arts course
that incorporates artistic
content and techniques of
creativity, interpretation, and
imagination
4 credits (major
information)
Geometry, & a course at the
Algebra I level or higher)
Science, Biology, &
Science)
2 credits in same second
language or demonstrated
proficiency
4 credits (major
information)
Geometry, & a course at the
Algebra I level or higher)
Science, Biology, &
Science)
Not required
Not required
1 credit
Not required
3 credits in a single
career/technical education
program, 3 credits in
career/technical dual
enrollment courses, or 5
credits in career/technical
education courses
Not required
8 credits (4 credits must be
in the student‘s major area
of interest; remaining credits
may be used for another
major, minor, elective
courses, or intensive reading
or mathematics classes)
2.0
3 credits
2 credits unless earning 5
credits in career/technical
education
3.0
―D‖
3.5 (beginning with students
who entered 9th grade in
2006-2007 and thereafter;
for students who entered 9th
grade prior to 2006-2007,
required GPA is 3.0)
―B‖ (weighted or unweighted)
4 years
3 years
3 years
Students must earn a
passing score on the
SUBJECT AREA
ENGLISH/ESOL
MATHEMATICS
SCIENCE
SOCIAL SCIENCE
FOREIGN
LANGUAGE
PERFORMING/FINE
ARTS/PRACTICAL
ARTS/CAREER &
TECHNICAL
EDUCATION
PHYSICAL
EDUCATION/HEALTH
ELECTIVES
GRADE POINT
AVERAGE (GPA)
MINIMUM GRADE TO
EARN COURSE
CREDIT
ANTICIPATED TIME
TO COMPLETION
TESTING
24 Credit option
―C‖ (weighted or
unweighted)
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SUBJECT AREA
COMMUNITY
SERVICE
24 Credit option
Reading and Mathematics
sections of the FCAT
graduation test.
Required (See Explanatory
Notes chart)
18 Credit College
Preparatory Program
18 Credit Career
Preparatory Program
graduation test.
Not required
graduation test.
Not required
EXPLANATORY NOTES
English/Language
Arts
Mathematics
Science
Social Science
Foreign Language
Performing/Fine
Arts/ Practical
Arts/Career &
Technical
Education
English I, II, III, & IV or English I-IV Through ESOL are required to meet the English/language arts
graduation requirement. This requirement applies to all three graduation options. It should be noted
that grade 9 and 10 students who scored at Levels 1 and 2 on the most recent administration of the
FCAT reading test as well as grade 11 and 12 retakers will be required to take an intensive reading
course in lieu of an elective and in addition to the required English course. ELLs scoring at Levels 1
and 2 on the most recent administration of FCAT reading are to be enrolled in a Developmental
Language Through ESOL course in lieu of an intensive reading course. The district‘s K-12 CRRP
requires each school to conduct a screening and diagnostic process to identify appropriate placement
of Level 1 and Level 2 students in reading classes to be completed prior to the end of the school year.
The K-12 CRRP also requires a daily double block for all students who have reading deficiencies in
decoding and fluency (Intensive Reading Plus). Some high achieving FCAT Level 2 students as per
the CRRP may attend either an Intensive Reading or a homogeneously grouped language arts
course, in which the language arts teacher instructs the reading course, while infusing the language
arts benchmarks into the course.
For the 24 credit option for students who entered 9th grade prior to 2007-2008, 3 credits of
mathematics are required to graduate; for students who entered 9th grade in 2007-2008 and
thereafter, 4 credits of mathematics are required to graduate. For the 18 credit options students must
earn 3 credits. A four-year sequence includes Algebra I, Geometry, Algebra II, & Advanced Topics in
Mathematics. Business Math & Liberal Arts Math meet the high school graduation requirement, but
do not meet the minimum entrance requirement for the Florida University System nor the Florida
Bright Futures Scholarship Award. For students who entered grade 9 in 2010-2011, Algebra I and
Geometry are required graduation courses. For students entering grade 9 in 2012-2013, Algebra II
will be a graduation requirement. This phase in of graduation requirements also applies to students in
the two accelerated options, who, beginning with those students who entered grade 9 in 2010-2011,
will be required to earn 4 mathematics credits in order to graduate.
For students selecting any one of the three graduation options, 3 credits are required. The three-year
recommended sequence includes: Earth/Space Science, Biology I, and 1 course from the following:
Chemistry, Physical Science, Physics, or Integrated Science III. Students who entered grade 8 in
2007-2008 and thereafter, must enroll in one of the required science courses in grade 11. For
students entering grade 9 in 2011-2012, Biology I will be a graduation requirement. For students
entering grade 9 in 2013-2014, either Chemistry or Physics or an equally rigorous science course will
be required for graduation.
For students selecting any one of the three graduation programs, the required courses include World
History- 1 credit, American History- 1 credit, American Government-.5 credit, & Economics-.5 credit.
For students selecting the college preparatory program, they are to complete any two sequential
courses in the same foreign language, including American Sign Language, or demonstrate foreign
language proficiency at a level equivalent to two years of high school foreign language. This
proficiency must be documented by the student‘s school. Students enrolled in the other two options
are not required to earn foreign language credit.
For students in the 24 credit option who entered 9th grade prior to 2006-2007, they are to earn .5
credit in performing/fine arts (art, dance, theatre, music, speech, or debate) and .5 credit in practical
arts (any career/technical education course or a district-approved annual computer or journalism
course). They also must earn .5 credit in Life Management Skills. For students in the 24 credit option
who entered 9th grade in 2007-2008 and thereafter, they must earn 1 credit in performing/fine arts.
Students enrolled in the college preparatory program do not have to meet any requirement in this
area. Students in the career preparatory program must meet the requirements listed in the chart
above.
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Physical Education
For students in the 24-credit option who entered 9th grade prior to 2007-2008, this requirement is met
by successful completion of Personal Fitness or Adaptive Physical Education and any other approved
physical education semester course. Participation in an interscholastic sport at the junior or senior
varsity level for two full seasons, and obtaining a passing score of ―C‖ or higher on a competency test
on personal fitness shall satisfy the one-credit physical education requirement. If the student satisfies
the physical education graduation requirement through the interscholastic sport option, the student
must earn one additional elective credit since no credit is granted for an interscholastic junior or
senior varsity sport. Completion of one semester with a grade of ―C‖ or better in a marching band
class, in a physical activity class that requires participation in marching band activities as an
extracurricular activity, or in a Reserve Officers Training Corps (R.O.T.C.) class with a significant
component of drills, shall satisfy the one-half physical education elective requirement, but the student
must still complete the Personal Fitness or the Adaptive Physical Education course. For students
who entered 9th grade in 2007-2008 and thereafter, this requirement is met by successful completion
of Personal Fitness or Adaptive Physical Education and any other approved physical education
semester course. Participation in an interscholastic sport at the junior varsity or varsity level for two
full seasons shall satisfy the one-credit physical education requirement if the student passes a
competency test on personal fitness with a score of ―C‖ or higher. If the student satisfies the physical
education graduation requirement through the interscholastic sport option, the student must earn one
additional elective credit since no credit is granted for an interscholastic junior or senior varsity sport.
Completion of one semester with a grade of ―C‖ or higher in a marching band class, in a physical
activity class that requires participation in marching band activities as an extracurricular activity, or in
a dance class shall satisfy one-half credit in physical education or one-half credit in performing/fine
arts. Students must still successfully complete the Personal Fitness course or the Adaptive Physical
Education course. Completion of two years of a Reserve Officer Training Corps (R.O.T.C.) class with
a significant component in drill and taking the one-half credit Personal Fitness course or, if
appropriate, the Adaptive Physical Education course shall satisfy the one-credit requirement in
physical education and the one-credit requirement in performing fine arts. Students enrolled in either
of the two 18 credit options are not required to take physical education.
Electives
For students in the 24 credit option who entered 9th grade prior to 2007-2008, 8.5 elective credits are
required. Students enrolled in the college preparatory are required to take 3 credits and those
students in the career preparatory program are required to take 2 credits unless they select the 5credit career/technical option.
For students in the 24 credit option who entered 9th grade in 2007-2008 and thereafter, they are
required to complete 4 credits in a major area of interest, such as sequential courses in a
career/technical program, fine and performing arts, or academic content area, selected by the student
as part of the student‘s ePEP, which include a second major area of interest, a minor area of interest,
elective courses, or intensive reading or mathematics intervention courses. Any senior high school
course listed in the current Florida Course Code Directory will fulfill the elective graduation
requirement for any of the three graduation options except study hall and other courses listed as noncredit, Adult Basic Education, and GED preparation.
For students in the 24 credit option, the completion of a community service project is an additional
graduation requirement regardless of their date of entry into 9th grade. Students in either one of the
18 credit options are not required to complete a community service project. However, one of the
requirements for the Florida Bright Futures Scholarship Program‘s Academic Scholars Award is 75
hours of community service.
Community Service
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ADMISSION TO THE FLORIDA STATE UNIVERSITY SYSTEM
Admission decisions are based on high school graduation, grade point average in academic core courses;
admissions test scores, and course distribution requirements. The minimum requirements apply to all of the state
universities; however, universities are permitted to have higher admission standards. There are three methods to
qualify for admission into the universities: the traditional admissions criteria based on the Florida Division of
Colleges and Universities sliding scale, the Talented Twenty program, or the student profile assessment.
TRADITIONAL REQUIREMENTS
In addition to graduation from an accredited high school with the 18 credits in approved college prep courses,
students must meet grade point average and test score requirements as indicated on the chart below. The
weighted grade point average (GPA) will be calculated by the university using a 4.0 scale from grades earned in
high school academic core courses in designated subject areas. Additional weights may be assigned to certain
grades in state designated Honors, Advanced Placement, International Baccalaureate, Dual Enrollment,
Advanced International Certificate of Education, International Studies, and other advanced courses. Admissions
eligibility for students who are not in the Talented Twenty program will be determined from the sliding scale, which
allows an applicant to balance a lower recalculated GPA with a higher test score or a lower test score with a
higher GPA.
If the GPA in Academic
Core Courses is:
HSGPA
2.0
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
3.0
One of the following composite admission test scores
must equal or exceed:
SAT-I
1140
1110
1090
1060
1030
1010
1000
990
980
970
*
ACT
25
24
24
23
22
21
21
21
21
20
*
*There is no minimum test score for students with a GPA of 3.0 or better. However, either an ACT
or SAT score must still be submitted.
TALENTED TWENTY
The Talented Twenty Program is part of the Governor's One Florida Initiative. Students eligible for the Talented
Twenty Program are guaranteed admission to one of the eleven state universities, and are given priority for award
of funds from the Florida Student Assistance Grant (FSAG). The FSAG program is a need-based grant; therefore,
Talented Twenty students must meet FSAG eligibility requirements in order to be eligible for priority funding.
Please note that while eligible students are guaranteed admission at one of the state universities, they may not be
admitted to the campus of choice.
In order to qualify for the Talented Twenty Program, one must:
Be enrolled in a Florida public high school and graduate with a standard diploma.
Be ranked in the top 20% of the class after the posting of seventh semester grades (with validation of the
eighth semester ranking) for students enrolled in the 4-year, 24-credit option. For students in either one of
the two 3-year, 18-credit options, the ranking will occur after the posting of the fifth semester grades (with
validation of the sixth semester ranking).
Take the ACT or SAT (with no minimum score required).
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Complete the eighteen college preparatory courses as specified in State Board of Education Rule. (See
www.FACTS.org for a list of these courses.)
APPLICATION FOR STATE UNIVERSITIES
High school counselors and College Assistance Program advisors are prepared to assist students with the
application process for state university admissions. To be considered for the FSAG program, students must file
the Free Application for Federal Student Aid (FAFSA) in time to meet the application deadline established by the
institution they plan to attend. The FAFSA is available online at www.fafsa.ed.gov and uses parent and student
income information in a formula developed by the United States Congress to calculate the financial contribution
families are expected to make toward a student's post-secondary education.
STUDENT PROFILE ASSESSMENT
The majority of students are admitted on the basis of their past academic achievement and admissions test
scores in relation to the minimum requirements. Universities are allowed flexibility to admit a limited number of
students as exceptions to the minimum requirements provided that the university determines that the student has
potential to be successful in college. Applicants who do not meet minimum requirements may be eligible for
admission through a student profile assessment which considers factors such as: family educational background,
socioeconomic status, special talents, or the high school or geographic location of the applicant. Any important
attributes of special talents should be reported with the application. The factors will not include preferences on the
basis of race, national origin, or gender.
FLORIDA'S BRIGHT FUTURES SCHOLARSHIP PROGRAM
The Bright Futures Scholarship Program establishes a lottery-funded scholarship for Florida high school
graduates based on academic achievement, who enroll in eligible Florida postsecondary institutions. The
scholarship may be used for either full-time or part-time enrollment and is renewable. Basic information and
qualification requirements are outlined below. Requirements for all scholarship levels include:
Be a Florida resident and a U. S. citizen or eligible non-citizen;
Authorize the release of eligibility information to the Florida Department of Education;
Earn a Florida high school diploma or its equivalent from a Florida public or private high school;
Successfully complete certain courses while attaining the grade point average specified in the scholarship
type;
Be accepted by and enroll in an eligible Florida postsecondary education program;
Be enrolled for at least six (6) semester credit hours or the equivalent;
Not have been found guilty of, nor pled no contest to a felony charge;
Apply for a scholarship from the program prior to high school graduation by completing the online Florida
Financial Aid Application (FFAA) for the Florida State Student Financial Assistance Database (SSFAD) at
www.FloridaStudentFinancialAid.org; and
Use the award within three years of high school graduation.
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REQUIREMENTS FOR 2010-2011 APPLICANTS
Award Amount
A student may receive
funding for only one
award (FAS, FMS, or
GSV)
Grade Point Average
(GPA)
Additional weighting for
more challenging,
higher level courses,
i.e., 1.0 credit course =
.50, .5 credit course =
.25
FLORIDA ACADEMIC
SCHOLARS AWARD
(FAS)
Students will receive
the specified (cost per credit
hour) award established by
the Florida Legislature each
year. The award amounts for
2010-2011 will be available in
the summer of 2011.
Currently, the award amounts
are $126 per semester hour
at a four-year public or private
institution, $78 per semester
hour at a two-year institution
(community college), and $64
per semester hour at a
career/technical center. Full
time students must earn 24
semester credits per
academic year and students
must submit a refund to the
institution for any course(s)
dropped or withdrawn after
the drop/add period.
3.5 weighted GPA using the
credits listed below combined
with the test scores and
community service hours
listed below.
(Note: GPAs are not
rounded)
FLORIDA MEDALLION
SCHOLARS AWARD
(FMS)
Students will receive the
specified (cost per credit
hour) award established by
the Florida Legislature each
year. The award amounts for
2010-2011 will be available in
the summer of 2011.
Currently, the award amounts
are $95 per semester hour at
a four-year public or private
institution, $59 per semester
hour at a two-year institution
(community college), and $48
per semester hour at a
career/technical center. Full
time students must earn 24
semester credits per
academic year and students
must submit a refund to the
institution for any course(s)
dropped or withdrawn after
the drop/add period.
3.0 weighted GPA using the
credits listed below combined
with the test scores listed
below.
(Note: GPAs are not
rounded)
FLORIDA GOLD SEAL VOCATIONAL
AWARD (GSV)
Students will receive the specified (cost per
credit hour) award established by the
Florida Legislature each year. The award
amounts for 2010-2011 will be available in
the summer of 2011. Currently, the award
amounts are $95 per semester hour at a
four-year public or private institution, $59
per semester hour at a two-year institution
(community college), and $48 per semester
hour at a career/technical center. Full time
students must earn 24 semester credits per
academic year and students must submit a
refund to the institution for any course(s)
dropped or withdrawn after the drop/add
period.
3.0 weighted GPA using the 16 credits
listed below for a 4-year diploma and a 3.5
unweighted GPA in a minimum of 3
career/technical job-preparatory or
technology education program credits in
one career/technical education program.
(See ―Other ways to Qualify‖ for 3-year
graduation options.)
(Note: GPAs are not rounded)
Required Credits
See Comprehensive
Course Table on Bright
Futures Wed site to
identify courses that
count toward each
award level.
Courses must include 15
credits of college preparatory
academic courses:
Courses must include 15
credits of college preparatory
academic courses:
4 English (3 with substantial
writing)
4 English (3 with substantial
writing)
4 Math (Algebra I and above)
3 Natural Science (2 with
substantial lab)
3 Natural Science (2 with
substantial lab)
3 Social Science
3 Social Science
2 Foreign Language (in the
same language)
2 Foreign Language (in the
same language)
May use up to 2 additional
credits in the academic areas
listed above and/or fine arts
AP, IB, or AICE courses to
raise the GPA
75 hours, as approved by
MDCPS
May use up to 2 additional
credits in the academic areas
listed above and/or fine arts
AP, IB, or AICE courses to
raise the GPA.
Not required
Courses must include the 16 core credits
required for high school graduation:
4 English
4 Math
3 Science
3 Social Science
1 Performing Fine/ Practical Arts
Community Service
1 Physical Education
(Plus a minimum of 3 career/technical jobpreparatory or technology education
program credits in one career/technical
education program.)
Not required
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Test Scores
Sections of the SAT,
ACT, or CPT from
different test dates may
be used to meet the
test criteria.
For spring eligibility
evaluations, test dates
through the end of
January will be
admissible.
For summer eligibility
evaluations, test dates
through the end of
June will be
admissible.
Other Ways to Qualify
Initial eligibility criteria
used in ―Other Ways to
Qualify‖ must be met
by high school
graduation.
FLORIDA ACADEMIC
SCHOLARS AWARD
(FAS)
Best composite score of 1270
SAT Reasoning Test or 28
ACT
FLORIDA MEDALLION
SCHOLARS AWARD
(FMS)
Best composite score of 970
SAT Reasoning Test or 20
ACT
Note: The new writing
sections for both the SAT and
ACT will not be used in the
composite.
Note: The new writing
sections for both the SAT and
ACT will not be used in the
composite.
SAT Subject Tests are not
used for Bright Futures
eligibility.
SAT Subject Tests are not
used for Bright Futures
eligibility.
(ACT scores are rounded up
for scores with .5 and higher;
SAT scores do not require
rounding.)
(ACT scores are rounded up
for scores with .5 and higher;
SAT scores do not require
rounding.)
National Merit or
Achievement Scholars and
Finalist;
National Merit or
Achievement Scholars and
Finalists and National
Hispanic Scholars who have
not completed 75 hours of
community service;
National Hispanic Scholars;
IB Diploma recipients;
Students who have
completed the IB curriculum
with best composite score of
1270 SAT or 28 ACT;
AICE Diploma recipients;
Students who have
completed the AICE
curriculum with best
composite score of 1270 SAT
or 28 ACT;
GED with best composite
score of 1270 SAT or 28 ACT
and a 3.5 weighted GPA in
the above 15 required credits;
or 3-year college preparatory
program with best composite
the above 15 required credits.
Students who have
completed the IB curriculum
with best composite score of
970 SAT or 20 ACT;
FLORIDA GOLD SEAL VOCATIONAL
AWARD (GSV)
Students must earn the minimum score on
each section of the CPT or SAT or ACT.
Sections of different test types may not be
combined.
CPT
Reading
Sentence Skills
Algebra
SAT Reasoning Test
Critical Thinking
Math
ACT
English
Reading
Math
83
83
72
440
440
17
18
19
The other ways to qualify listed below must
also include a 3.5 unweighted GPA in a
minimum of 3 career education credits in
one career education program and
minimum test scores listed above.
3-year Career Preparatory diploma with 3.0
weighted GPA using the 13 core credits
required for graduation listed below:
4 English (3 with substantial Writing)
AICE Diploma recipients who
not completed 75 hours of
community service;
3 Math (including Algebra I)
Students who have
completed the AICE
curriculum with best
composite score of 970 SAT
or 20 ACT
3 Social Science
GED with bes t composite
the above 15 required credits;
or 3-year college preparatory
program with best composite
the above 15 required credits.
4 English (3 with substantial writing)
3 Natural Science (2 with substantial lab)
3-year College Preparatory diploma with
3.0 weighted GPA using the 15 core credits
required for graduation listed below:
3 Natural Science (2 with substantial lab
3 Social Science
2 Foreign Language; or
GED with 3.0 weighted GPA using the core
credits required for the selected high school
graduation program (standard, career, or
college).
Additional information on the Bright Futures Scholarship Program may be obtained on the internet:
www.FloridaStudentFinancialAid.org/SSFAD/bf or you may call toll free 1-888-827-2004.
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CAREER PLANNING / COLLEGE ENTRANCE EXAMINATIONS
In completing their post-secondary education plans, students may find it advisable to complete one or more of the
standardized tests listed below which are used for college admissions, career planning, placement in college
courses, and/or eligibility for scholarships. Recommended grade levels during which test should be taken are
shown in parenthesis:
1.
2.
3.
4.
5.
6.
7.
ACT: American College Testing Program (11, 12)
ASVAB: Armed Services Vocational Aptitude Battery (11, 12)
PLAN : Preliminary ACT (10)
PSAT: Preliminary SAT (10, 11)
SAT I: Reasoning Test – formerly the Scholastic Assessment Test (11, 12)
SAT II: Subject Tests – formerly the Scholastic Assessment Test (11, 12)
CPT: College Placement Test (10, 11, or 12)
Students should see their guidance counselor for further information about the tests that would be most
appropriate for meeting their needs. Some tests require the completion and mailing of a registration form several
weeks in advance of the test date. These materials are available in the student services office.
THE CAREER TECHNICAL EDUCATION / COLLEGE CONNECTION
Students completing specific Career Technical Education (CTE) programs can earn postsecondary hours and/or
scholarships to enable them to complete postsecondary training. The following options explain how students may
maximize their high school CTE course work. For additional information students should contact their program
instructor, counselor, or career specialist.
ARTICULATION AGREEMENTS = POST-SECONDARY CREDIT FOR CTE COURSES
Students completing CTE training courses in the high school may earn credits toward completion of CTE training
programs at area technical centers (Miami Lakes Educational Center, Robert Morgan Educational Center, and
Lindsey Hopkins Technical Education Center). Students completing CTE training programs at area technical
centers may earn credits toward an Associate of Science degree at Miami-Dade College. Specifically negotiated
agreements between the college and M-DCPS award students college credit for CTE program work successfully
completed in high school.
CAREER PATHWAYS
Career Pathway is an exciting and challenging educational initiative that allows students to obtain a sequential
program of study which leads to a post-secondary career. Career Pathway students typically select general
programs of study; show interest in career technical fields; transition on to a two-year certificate program; or
pursue an associate or baccalaureate degree. The Career Pathway program of study provides students with
skills and knowledge through a variety of curriculum choices and college credits. Students should check with their
counselors for information and approval of Career Pathway courses. After graduation from high school, students
can continue their career-focused education at the community college or post-secondary institutions and earn a
two-year associate degree or a two-year certificate. Post-secondary credits are granted through articulation
agreements which may contain a dual-enrollment component.
HIGH SCHOOL DIPLOMAS / CERTIFICATES
The Miami-Dade County School Board provides for the awarding of a standard diploma, a certificate of
completion, a CPT-eligible certificate of completion, a special diploma, or a special certificate of completion.
STANDARD DIPLOMA
A standard diploma will be awarded to graduates, if the student has earned the required credits and attained the
grade point average for the graduation program selected. Also, students must pass the Florida Comprehensive
Assessment Test (FCAT) graduation test. The purpose of the standard diploma is to certify that the student has
met all district and state standards for graduation. A special education student will be awarded a standard diploma
if all of the criteria for a standard diploma have been met by that student.
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SUPERINTENDENT'S DIPLOMA OF DISTINCTION
This diploma will be awarded to students who are enrolled in the 4-year, 24-credit option and complete an
academically rigorous course of study. The requirements include at least four honors, Advanced Placement,
International Baccalaureate, and/or Advanced International Certificate of Education courses and/or International
Studies courses; and completion of 75 hours of community service, which includes identification of a social
problem of interest, development of a plan for personal involvement in addressing the problem and, through
papers and other presentations, evaluation and reflection upon the experience. All students must earn a 3.5 GPA
(weighted scale) by the end of the first semester of the senior year with no final grade less than a "C."
CERTIFICATE OF COMPLETION
A student who is enrolled in the 4-year, 24-credit option and has met all requirements for graduation except
passing the FCAT graduation , or earning the 2.0 GPA required for graduation shall be awarded a certificate of
completion. A student may make further attempts to meet the requirements for a standard diploma.
CPT – ELIGIBLE CERTIFICATE OF COMPLETION
Students who earn the 24 required graduation credits and achieve a GPA of 2.0 or higher, but do not pass the
grade 10 FCAT, are eligible to receive the Common Placement Test (CPT) – eligible certificate of completion.
Students who receive the CPT – eligible certificate of completion may enroll directly into a Florida community
college or post-secondary career and technical education program. Based upon the score the student receives on
the CPT, the student may enroll in remedial or credit courses at the community college.
SPECIAL DIPLOMA AND SPECIAL CERTIFICATE OF COMPLETION
Students with disabilities who are enrolled in the 4-year, 24-credit program and have been properly classified may
be eligible to receive a special diploma or a special certificate of completion. Parents who have questions
concerning these special diplomas or certificates are urged to consult the school counselor, special education
department chairperson, or Regional Center exceptional student education staffing specialist.
FOR STUDENTS WHO ENTER GRADE 9 IN 2007-2008 AND THEREAFTER,
THE FOLLOWING STANDARD DIPLOMA DESIGNATIONS ARE AVAILABLE:
• Completion of four or more accelerated college credit courses in Advanced Placement, International
Baccalaureate, International Certificate of Education, or dual enrollment
• Career education certification
• Florida Ready to Work Credential
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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 must 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, only the new grade will be
used to compute the student‘s GPA. 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:
Grade
Numerical Value (%)
Verbal Interpretation
Grade Point Value
A
90 - 100
Outstanding progress
4
B
80 - 89
Good progress
3
C
70 - 79
Average progress
2
D
60 - 69
Lowest acceptable progress
1
F
0 - 59
Failure
0
I
0
Incomplete
0
GRADE POINT AVERAGE
Grade point averages (GPA) may be used for any of the reasons listed below:
High school graduation
Rank in class
Eligibility to participate in interscholastic extracurricular activities
Academic Recognition Program
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.
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GRADE AND BONUS POINT VALUES
Letter
Grades
Grade
Points
BONUS POINTS
Honors
Advanced
Placement
International
Baccalaureate/Advanced
International Certificate of
Education
A
4
1
2
2
B
3
1
2
2
C
2
1
1
1
D
1
0
0
0
F
0
0
0
0
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.
The grade point average used for determining the final rank in class for students includes grades from all courses
in which credits have been earned for high school graduation and the first semester of the students' final year.
The calculation process produces an unweighted GPA to which bonus values are added. This GPA is used for the
ranking process.
Students selecting one of the three-year accelerated programs are included in the overall class ranking for their
graduation year based on the relative ranking of his/her cumulative GPA. These students are also eligible for
consideration for the academic recognition program and the Talented Twenty program.
The levels of the Academic Recognition Program are as follows:
Cum Laude: the upper 15% of the graduating class, excluding the Summa and Magna Cum Laude
students, using a weighted GPA or students who have a 4.0 GPA or higher
Magna Cum Laude: the upper 10% of the graduating class, excluding the Summa Cum Laude students,
using a weighted GPA
Summa Cum Laude: the upper 5% of the graduating class using a weighted GPA
The school guidance counselor can assist students and parents in determining the processes for computing the
GPA's used for the various purposes listed above.
PROVISIONS FOR ACCELERATION
Students may utilize the acceleration options listed below to pursue a more challenging program of study or to
accelerate entry into post-secondary 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. Credits may be earned, with parental 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, they are considered to be grade 9 students for those class periods. Students and
their parents will be offered an opportunity, in the fall of the student‘s' 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 student‘s 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
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optional seventh period classes funded through the adult education program are considered an extension
of the senior high school program.
Career Pathways. Career Pathways 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 Career Pathway courses.
Dual Enrollment. Dual enrollment allows high school students to simultaneously earn college or career
technical education 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 5point scale on the
corresponding AP exam.
International Baccalaureate/Advanced International Certificate of Education/International Studies.
The International Baccalaureate (IB) and the Advanced International Certificate of Education (AICE) and
the International Studies (IS) 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 (FLVS). 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
FLVS‘s web site at http://www.flvs.net or Miami-Dade Virtual School‘s (M-DVS) 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.
Credit Acceleration Program (CAP). Students may earn credit for selected high school courses by
taking the End-of-Course (EOC) assessment for the course and earning a score that indicates the student
has attained a satisfactory score on a state EOC assessment or on a district-created standardized EOC.
Students may obtain more information about any of these opportunities for acceleration from their school
guidance counselors.
Florida Virtual School Option
While the initiative to use Florida Virtual (FLVS) classes district-wide originated with the class-size mandate,
online learning was already common place in many students‘ educational experiences. With the mass
proliferation of online digital content as well as changes in students‘ learning modalities, virtual education is
continuing to expand and is a reality of the evolution of education. A 2008 study released by the Hoover Institute
at Stanford University estimates that 50% of education courses will be delivered online by the year 2019. The
advantages of virtual education include self-paced learning and access to course work not available in schools or
not accessible due to scheduling conflicts. Additionally, virtual education provides students with a learning
environment that closely resembles the 21st century workplace. In K-12 education, more than 70 percent of school
districts in the United States currently offer at least one online course and at least two states have adopted
policies that require high school students to take an online course to graduate. While Florida has yet to adopt
such a policy, it was considered during the last legislative session and current trends such as computer-based
19
end-of-course tests and legislation mandating full-time, K-12 virtual education are strong predictors that Florida
may soon follow suit.
Florida Virtual Course Offerings
• The FLVS course list can be found at this link:
http://www.flvs.net/areas/flvscourses/Pages/Course%20Catalog/CourseListing.aspx.
• Schools may not limit core courses that are graduation requirements to online FLVS classes. For
example, courses such as Government and Economics may be offered to students via Florida Virtual;
however, face-to-face classes must also be offered.
• Elective courses may be limited to online options.
• Courses that will be provided online through Florida Virtual will be identified on subject selection forms.
Recommended Participation Criteria for Students
• Students who are reading at or above grade level (FCAT Reading score of 3 or above).
• Students who are motivated with a previous grade of A or B in subject area.
• Students with good attendance history.
• Students who have access to a computer with Internet access after school hours.
• Students who are English Language Learners (ESOL Levels 3 and 4) may participate based on the
course and English proficiency.
• Students with disabilities may participate only if the IEP supports participation in online classes.
Notification of Parents
• FLVS does not require parent permission to register students for online classes.
• Schools will advise parents when students are enrolled in an FLVS class.
Progress and Grade Reporting
• FLVS progress reports will be provided to parents on a monthly basis.
• Grades will be reported at the end of each semester
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-ATeacher 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.dial-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.
20
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
ATTENDANCE POLICY
There is probably no factor more important to successful school progress than regular and punctual school
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 the 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., for
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 is 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.
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2.
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.
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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ELIGIBILITY REQUIREMENTS FOR PARTICIPATION IN INTERSCHOLASTIC EXTRACURRICULAR
ATHLETICS AND ACTIVITIES
In order for a student to participate in extracurricular athletics and activities, a student must meet the standards
set forth by Section 1006.15, Florida Statues, policies of the Greater Miami Athletic Conference (GMAC), and
Miami-Dade County School Board rules. In addition, a student must comply with the school district‘s Contract for
Student Participation in Interscholastic Competitions or Performances, FM-7155.
To be eligible to participate in interscholastic extracurricular student athletics and activities a student must
maintain an unweighted cumulative grade point average (GPA) of 2.0 or above on a 4.0 scale in the courses
required for graduation. The student must also maintain a 2.0 GPA in conduct for the previous semester.
Computation of grade point averages requires the inclusion of all applicable high school courses to which a
forgiveness policy has been applied.
A student shall be eligible during the first semester of his/her ninth-grade year provided that it is the student‘s first
entry into ninth grade and he/she was regularly promoted from eighth grade the immediate preceding year.
If a student becomes ineligible during the second semester of his/her ninth-grade year or during the first semester
of his/her 10th grade year because the student‘s cumulative grade point average was below 2.0 at the conclusion
of the previous semester and continues to be below 2.0 at the conclusion of the semester of ineligibility, he/she
may regain his/her eligibility for the following semester provided:
(a). The students signs an academic performance contract with his/her school at the beginning of the semester in
which he/she is ineligible that states, at a minimum, that the student will attend summer school, or its graded
equivalent, AND
(b). Earns a grade point average of 2.0 or above on a 4.0 unweighted scale or its equivalent in all courses taken
during the semester of ineligibility.
Once a student enters grade 11, he/she must have and maintain from that point forward a 2.0 or above
cumulative grade point average on a 4.0 scale, or its equivalent, in all courses required for graduation at the
conclusion of each semester to be eligible to participate during the following semester.
If a student‘s eligibility is affected by an incomplete grade, the student is ineligible until the incomplete grade is
removed and all eligibility requirements are met.
All students participation in interscholastic athletic competition or who are candidates for an interscholastic team
(s) are required to pass an annual medical evaluation and purchase the School Board‘s sponsored insurance
program prior to engaging in any practice, tryout, or pre or post-season physical activity associated with the
student‘s candidacy for an interscholastic athletic team.
A student shall be eligible for no more than four (4) consecutive academic years from the date he/she first enrolls
in the ninth grade. Four years from the date he/she first enrolls in the ninth grade, he/she shall become ineligible
for further interscholastic athletic competition. For students enrolled in either one of the two accelerated
graduation programs, once they have met all the graduation requirements, they cannot remain in high school for a
fourth year in order to continue eligibility to participate in high school athletics/activities.
The school athletic director and guidance counselor can assist students in planning a program of study that will
include the appropriate courses to prepare for college entrance examinations and meet core course requirements
for participation in National Collegiate Athletic Association (NCAA) athletic programs. They can also assist
students in determining how to calculate the GPA required to be eligible to participate in NCAA athletics and
advise the student regarding which courses do not meet NCAA eligibility requirements.
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STUDENT RIGHTS AND RESPONSIBILITIES*
GRADES
PHILOSOPHICAL BASIS:
Grades, at best, are but an indicator of the student's knowledge or skill at any particular time. Grades are not
necessarily an accurate gauge as to whether learning has taken place. However, since much emphasis is placed
upon grades, a student's academic grade should reflect the teacher's most objective assessment of the student's
academic achievement. Academic grades should not be used as a threat in order to maintain classroom decorum.
Rights:
Responsibilities:
Students have the right to be informed of the
teacher‘s grading criteria, which is consistent with
district guidelines, at the beginning of each grading
period.
Students have the responsibility to ask teachers
in advance of a graded assignment, for an
explanation of any grading criteria or practice
which they may question or which may need
clarification.
Students have the right to receive an academic
grade that reflects their achievement.
Students have the responsibility for maintaining
reasonable standards of academic performance
commensurate with their ability
Students have the right to be notified when they
are performing unsatisfactorily.
Students have the responsibility for making every
effort to improve their performance upon receipt
of notification of unsatisfactory performance.
Students have the right to receive a conduct and
effort grade in each class consistent with their
overall behavior and effort.
Students have the responsibility to conduct
themselves in each class in ways that are
conducive to the learning process.
Students have the right to achieve academic
success based upon their own initiative and ability
with out interference from others.
Students have the responsibility to earn grades
based upon their performance while guarding
against cheating by other students.
(*) Excerpt from the Code of Student Conduct (Secondary), Board Rule 6Gx13-5D-1.08
THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT
The Family Educational Rights and Privacy Act (FERPA) is a federal law. The intent of this law is to protect the
accuracy and privacy of student educational records. Under this law, parents have the right upon request, to
inspect, release, and challenge information contained within the student's educational records. This right transfers
to the student when he/she reaches the age of 18. Only authorized individuals having legitimate educational
interest will have access to a student‘s educational records. The Board approved directive for implementing the
provision of the Family Educational Rights and Privacy Act is contained in the document "Student Educational
Records," and is available at http://www.ehandbooks.dadeschools.net/policies/91/SER.
FERPA‘s legal statute citation can be found in the U.S. Code of Federal Regulations for Title 34; (20 USC section
1232g; 34 CFR Part 99).
Education records include a range of information about a student that is maintained in schools in any recorded
way, such as handwriting, print, computer media, video or audiotape, film, microfilm, and microfiche. Examples
are:
1. Date and place of birth, parent‘s address, and where parents can be contacted in emergencies;
2. Grades, test scores, courses taken, academic specializations and activities, and official letters regarding a
student‘s status in school;
3. Special education records;
4. Disciplinary records;
5. Medical and health records that the school creates or collects and maintains;
6. Documentation of attendance, schools attended, courses taken, awards conferred, and degrees earned;
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7. Personal information such as a student‘s identification code, social security number, photograph, or other
information that would make it easy to identify or locate a student.
Personal notes made by teachers and other school officials that are not shared with others are not considered
educational records as long as they are kept private by the maker of the record. Additionally, law enforcement
records created and maintained by a school district law enforcement unit are not education records.
Parents are guaranteed the right, upon request, to inspect and review their children's records and to obtain
copies of them under federal and state laws. Parents are guaranteed a right of "meaningful" access to copies of
their children's records. The parent or eligible student also has the right to request that a school correct records,
which he/she believes to be inaccurate or misleading. The parent‘s rights extend to any lawyer, lay person, or
advocate whom the parent authorizes to represent him or her. Access must be granted within 30 calendar days
from the initial request.
NOTE: The Florida Department of Education (and all state education agencies) is required to afford parents and
eligible students (students who are 18 years of age or older) to access educational records the state agency
maintains, e.g., state assessment tests.
COMMUNITY SERVICE
To complete the community service graduation requirement for Miami-Dade County Public Schools, each student
must complete an authorized community service project. The project can be completed at any time between
grades nine and twelve. However, students are strongly encouraged to complete the project prior to their senior
year. No set number of service hours is required for the project unless the student is working toward the Florida
Academic Scholars Award, Superintendent‘s Diploma of Distinction, or the silver tassel. A minimum of 75 hours
of service is required for the Florida Academic Scholars Award and the Superintendent‘s Diploma of Distinction.
A minimum of 100 hours of community service is required to receive a silver tassel. A letter from the project
supervisor on company letterhead verifying the hours is also required.
Community service projects should be well-planned, organized, voluntary efforts designed to address real
problems or needs in the community. In addition, it should reflect personal interests and skills and include an ongoing commitment on the part of the student. Projects can be conducted at school sites or be community-based,
and may be completed in an individual or group manner.
To receive credit, all students must submit a Project Proposal for authorization, and follow up with an Activity Log
for verification of service. Finally, students are required to complete the Project Summary Report with an essay
describing the project. All documents are to be submitted for review and approval to authorized school personnel.
If community hours are completed outside of school, a letter must be submitted verifying the community service
attached to the Project
Summary Report (if a student is working towards one or more of the three distinctions previously described
requiring 75 hours or more of community service).
In lieu of independent projects as described above, students may elect to meet the community service
requirement by completing course requirements for Voluntary School/Community Service (210433001 0.5 credit;
social studies elective) or Voluntary Public Service (050037001 0.5 credit), if available. For further information
about the guidelines, request an appointment from the student‘s assigned school counselor.
MAGNET PROGRAMS
2011-2012
Through the School Choice & Parental Options office, Miami-Dade County Public Schools offers numerous
Magnet program options that infuse career-oriented themes, provide enhanced quality educational opportunities,
and promote diversity. Thus, the District has one of the largest representations of Magnet programs/schools in the
United States. A major feature of the programs/schools has been to appeal to students with similar interests but
diverse backgrounds, and to draw them into a learning environment in which they will prosper.
These programs provide unique educational experiences for students in areas of interest or special talent. Such
programs have been successful because their content has satisfied the educational needs of the students. Some
programs accept all interested students, while other programs have specific entrance criteria. When the number
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of eligible students exceeds the number of available seats in non-talent magnets programs, a random selection
procedure is utilized to admit students according to guidelines set
in the Magnet School Board Rule 6Gx13- 6A-1.46.
CAREERS AND PROFESSIONS
A variety of programs prepare senior high school students for careers and professions. These programs are
tailored to maximize the understanding of any given career and profession. Students are given experiences in
real-world situations to enable them to succeed in college and the workforce. Information about individual school
programs in Careers & Professions can be found at: http://choice.dadeschools.net/ms.asp
LIBERAL ARTS
The Liberal Arts magnet theme provides programs that prepare students to be knowledgeable citizens and
empower them to meet the challenges of a rapidly changing world. The programs are dedicated to the formation
of knowledge in the Humanities, Natural Sciences, and Social Sciences through the use of cutting edge
technology, research, and artistic production. Academic excellence and commitment to the values of diversity,
community, and collaboration and an appreciation for aesthetics distinguish the Liberal Arts Magnet schools.
Each program views learning as a transformative, socially interactive process. These schools are committed to
furthering the career aspirations of students by developing their intellectual powers and offering them experiences
in a variety of vocational directions before they enter their chosen careers. Information about individual school
programs in Liberal Arts can be found at:
http://choice.dadeschools.net/ms.asp
INTERNATIONAL PROGRAMS
International programs offer a challenging curriculum promoting high levels of academic productivity,
comprehension of world cultures, and the acquisition of a foreign language. Through internationally benchmarked
academic study and interdisciplinary courses, students become active lifelong learners and global citizens
prepared to succeed in an ever-changing international society and economy.
INTERNATIONAL THEMES:
Through the International Studies program, school administration, teachers, students, and parents work
collaboratively with foreign ministries of education in Spain, France, Italy, Brazil, and Germany to ensure that the
educational requirements and standards of that country are infused and taught in the curriculum. The pedagogy
results in the acquisition of a second language.
The International Baccalaureate (IB) Programme is a highly coordinated, rigorous course of study linking
Humanities, Science, Mathematics, Languages, and Community Service. Curriculum in the IB Diploma
Programme incorporates standards that assume a high level of aptitude and achievement. The IB Diploma is
highly recognized at colleges and universities throughout the country and world-wide. For more information, visit
www.ibo.org.
The Cambridge (AICE Diploma) Program is a challenging, accelerated curriculum that is based on Britain‘s A
Level examinations. At the senior high school level, the Cambridge Program becomes a four year curriculum that
progresses from two years of preparatory classes to entrance in the Advanced International Certificate in
Education (AICE) Diploma Program. For more information, visit www.cie.org.uk.
International Education Programs immerse students in multicultural education with an emphasis on learning a
second language. These programs which are delivered in various, successful, curricular designs prepare students
to live effectively in a fast changing global society and economy. Florida senior high school students who earn the
International Baccalaureate Diploma or the Cambridge AICE Diploma qualify for the Florida Bright Futures
Scholarship Program. Information about individual school offerings in International Programs can be found at:
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MONTESSORI
Montessori programs are based on a philosophy whose fundamental belief is that children learn best within a
social environment which supports each child‘s individual development. The child is considered as a whole. The
physical, emotional, social, aesthetic, spiritual, and cognitive needs and interests are inseparable and equally
important. The aim of Montessori education is to foster responsible and active citizens who will become lifelong
learners and problem solvers. These programs offer carefully planned, stimulating environments that promote the
development of essential study habits, decision-making skills, self-awareness, and ideas which are vital for
continuous learning. Learning occurs in an inquiring, nurturing atmosphere that encourages social interaction for
cooperative learning, peer teaching, and emotional development. Students increase their own knowledge through
self and teacher-initiated experiences. The specific and uniquely designed curriculum and the use of multisensory learning materials enable students to become self-directed and motivated learners. Information about
individual school featuring Montessori programs can be found at: http://choice.dadeschools.net/ms.asp
MATHEMATICS, SCIENCE, AND TECHNOLOGY
Mathematics, Science, and Technology programs utilize innovative strategies and technology to engage students
in investigation and discovery. This hands-on approach captures natural curiosity and stimulates interest, thereby
building better understanding and quality performance. Students utilize mathematics, science, and technology
laboratories, as well as real world environmental sites, to engage in mathematical analysis, scientific inquiry, and
engineering design. Information about individual school programs in Mathematics, Science and Technology can
be found at: http://choice.dadeschools.net/ms.asp
VISUAL AND PERFORMING ARTS
Visual & Performing Arts talent programs provide intellectually stimulating and educationally challenging classes
in the arts. Students and teachers engage in a continuous exchange with numerous opportunities to develop and
showcase talents. Information about individual school programs in Visual & Performing Arts can be found at:
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THE ADVANCED ACADEMICS PROGRAM
The Advanced Academic Program is a cooperative educational endeavor among secondary schools and colleges
and universities. Hialeah Gardens High School offers two nationally renowned programs: Advanced Placement
and the Dual Enrollment Program. These programs provide motivated high school students the opportunity to
take college-level courses in a traditional high school setting. Students who participate in these programs not
only gain college-level skills, but also may earn college credit while attending their high school.
The Advanced Academic program, which includes several honors level courses, gives high school students the
opportunity to participate in classes that are invariably more rigorous and in-depth than other high school
offerings. To enroll in an advanced academic class is to enter a world of intense discussion and thought, a class
where students are given the intellectual responsibility to think for themselves. Students in these classes learn to
reason, analyze, and understand. Such intellectual training inevitably helps them succeed in college where these
skills are essential.
Advanced Placement
Students enrolled in honors courses are encouraged to take the corresponding Advanced Placement course.
Taking an AP course will allow the student to enter a universe of knowledge that might otherwise remain
unexplored in high school. Hialeah Gardens High School currently offers 21 Advance Placement subjects which
are taught in greater depth and detail, and rather than simply memorizing facts, students will be expected to
develop and support their own arguments and perspectives. AP Exams provide students with a standardized
measure of what they‘ve accomplished in the AP classroom, and are thus an essential part of the AP Program.
As a result, college admission offices and many high schools expect that students who enroll in an AP course will
take the AP Exam at the end of the course. Most colleges and universities in the United States and Canada, and
institutions in more than 30 other countries grant students credit, placement, or both for qualifying AP Exam
grades (not AP course grades), providing them with more study options in college.
Advanced Academic students who have succeeded in AP and IB exams are viewed as assets by universities.
Already exposed to college-level work through these programs, students arrive at college better prepared for
serious academic work. Well-prepared students not only make teaching and learning especially rewarding but
also tend to be more motivating—a factor known to increase retention.
Success in either of these programs requires a strong commitment and should not be taken lightly. The
curriculum is rigorous and requires serious dedication from both parent and student. The rewards, however, are
many: less time spent earning a four-year university degree, lower tuition costs, and high level instruction to
prepare students for university work. Our Advanced Academic Program is unparalleled in the advantages it
offers; in some cases, students have the advantage of having second opportunities to gain college credit.
*Portions of the above were taken from the College Board and International Baccalaureate promotional material.
Enrollment guidelines for Advanced Placement (AP) and Honors Classes
See Appendix C for Hialeah Gardens High School guidelines for enrollment requirements for these courses.
Gifted courses are also offered in all grades for those students who are eligible for the Gifted Program. These
course offerings, along with all Advanced Academic Program and honors courses, are identified in this Curriculum
Bulletin.
Dual Enrollment
Dual Enrollment is a program that allows eligible high school students currently attending accredited Miami-Dade
County public or private high schools, or home school, to simultaneously enroll in a college course. The credits
that students earn must be used toward both high school graduation and are acceptable toward a College
Associate or Baccalaureate degree, or Technical Certificate.
Eligible students must have:
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A minimum 3.0 high school unweighted grade point average.
Passed the appropriate section of the College‘s Basic Skill Assessment Test (CPT) or appropriate
SAT/ACT scores.
Permission from the parent, guidance counselor, and principal (as indicated by signature on form).
Expressed intent to pursue a postsecondary degree.
Completed an interview with the College/Campus Dual Enrollment Coordinator.
Public high school students are exempt from registration, tuition, laboratory fees, and special fees of eligible
courses. Students will receive their books at no cost. A Dual Enrollment book voucher form is issued by the high
school advisor.
Are all college courses available through Dual Enrollment?
No, there are some restrictions on the choice of course(s):
The principal must certify that courses will count toward high school graduation.
The students and the high school guidance counselors will select from the approved Dual Enrollment list of
courses that meet the requirements for high school graduation. It is recommended that students enroll in a
maximum of 2 courses each semester, excluding labs, in order to ensure academic success.
Students and high school counselors should give careful consideration to course scheduling, meeting times,
transportation, and traveling time. Students should understand that the amount of work necessary to succeed in
Dual Enrollment courses will be greater than in high school courses.
When and where may Dual Enrollment courses be taken?
These courses may be taken before, during, or after school and during the summer. They may be offered at the
high school, college, or other approved locations. Requirements for dual enrollment at MDC, FIU, and DeVry
University differ. See your counselor to verify each school‘s requirements before beginning the application
process.
What is the Dual Enrollment application process?
Students must submit a regular Miami Dade College Admission Application together with a Dual Enrollment
approval form, which must include the signatures of the student, parents/guardian, counselor, and high school
principal. It must also bear the official high school seal .Both forms should be submitted to the Campus
Registrar‘s Office or Dual Enrollment Coordinator where the high school student plans to attend, at least 30 days
in advance of the requested term of enrollment.
What do I need to do every semester?
Students will be required to provide a completed Dual Enrollment form each term in order to retain enrollment
eligibility. Students whose college GPA falls below 2.0 are ineligible to continue Dual Enrollment.
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Will Dual Enrollment courses transfer to other colleges and universities?
High school students enrolled at MDC, FIU, and DeVry University will receive grades and credits for their college
work, which will be recorded on a permanent academic record maintained by the college. Check with the
colleges at which you expect to apply to find out if they accept credits from these local colleges and universities.
Transcripts of the Dual Enrollment courses will be released to the high school. Credits will apply toward an
Associate Degree or Certificate at MDC. These credits will transfer to any public college or university offering that
course with the same prefix number. 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 of transfer credit may vary at
the receiving institution. Dual Enrollment courses become a part of a student‘s permanent college transcript.
Remedial, physical education activity courses, private lessons, and some recreational courses are not eligible for
Dual Enrollment.
HIGH SCHOOLS FOR THE NEW MILLENNIUM
Today‘s high school graduates need new skills and experiences in order to be college and workforce ready and to
compete effectively in the global workplace. Secondary School Reform provides high schools with a framework
for increasing student achievement, increasing student attendance, and increasing graduation rates by following
the framework of the Six Core Principles for increasing student achievement: (1) personalize the learning
environment; (2) increase academic engagement of all students; (3) empower educators; (4) develop accountable
leaders; (5) engage community and youth; and (6) integrate a system of high standards, curriculum, instruction,
and assessment. A ninth grade academy helps students transition into high school and better prepares them to
choose their theme-based career academies. Students are encouraged to participate in Advanced Placement,
Dual Enrollment, and career pathway courses that can earn them college credit, pass Industry Certification
Exams successfully, and participate in an internship program.
Schools across America are starting to pay more attention to their role in job and career preparation, both for
students entering the work force right after high school and those going on to college. To be successful, this
effort requires specific attention to foundational academic skills and work skills as identified by the U.S.
Department of Labor. Business partnerships are a significant and critical piece of this alliance that will involve
students, teachers, and community. We wish to prepare our students for a successful entry to global
entrepreneurship.
Hialeah Gardens High School is currently restructuring its curriculum to include the Academy Model. The goal is
the ultimate reconstruction of high schools that focus on an integrated curriculum that promotes ‗hands-on‘
learning and its application in the real world. We seek to provide students with the skills that will enable them to
be successful on the Florida Comprehensive Assessment Test (FCAT), to develop a potential career focus, and
to prepare them for post-secondary academic pursuits. In the upper level of high school, grades 10, 11, and 12,
students will align their studies with one of the career-clustered pathways. In these pathways, students can
experience job awareness, job shadowing, guest speakers, and field trips to acquaint them with their possible
career choice. In the 2008-2009 school year, we will offer several academies:
Academy of Arts and Entertainment (AOAE)
Academy of Biomedical Studies (AOBS)
Academy of Education (AOED)
Academy of Engineering (AOE)
Academy of Hospitality and Tourism (AOHT)
Academy of International Finance (AOIF)
Academy of Information Technology (AOIT)
Academy of Law Studies (AOLS)
Additionally, our proposed IB and Advanced Placement programs will be available throughout every academy
offering.
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CEO INTERNSHIPS FOR STUDENTS
Career Experience Opportunities (CEO) is an integral part of the Secondary School Reform (SSR) Plan. The
SSR is a roadmap for substantively altering the educational experience of all senior high school students in
Miami-Dade County Public Schools (M-DCPS) to assure that future graduates have the skills that they will need
to effectively compete in the new global workplace. CEO serves as an opportunity to engage business and
community leaders to expand student learning through internships that connect to the students‘ course of study.
High school students enrolled in a career academy have the opportunity to participate in an internship where they
are exposed to an overview of the entire organization and acquire knowledge and skills in their particular career
field. The ultimate goal of the CEO internship is to make high school relevant to students, provide them with reallife work experience, and prepare them to compete in the new global workplace. CEO interns can solidify their
career interest, network with business contact, and make decisions that will help shape their future.
INDUSTRY CERTIFICATION
This information can be found on the Florida Department of Education website:
http://www.floridajobs.org/CAPE/cape.html During its regular 2007 session, the Florida Legislature passed the
Florida Career and Professional Education Act related to secondary career and technical education programs.
One of the purposes of that Act is to provide ―…rigorous and relevant career-themed courses that articulate to
postsecondary-level coursework and lead to industry certification.‖ The Florida Department of Education (DOE) is
tasked to collect and analyze student achievement and performance data, to include industry certification. DOE,
jointly with local workforce boards, is required to develop an evaluation plan that includes an assessment tool
based on nation industry standards and achievement of industry certifications. The Act further charges the
Agency for Workforce Innovation (AWI) to define industry certification ―… based upon the highest available
national standards for specific industry certification.”
The criteria for adoption of an industry certification are that it be a valid and reliable measurement directly related
to the learning outcomes of an occupational program and considered occupationally specific. A valid
measurement is one that evaluates the degree to which the evaluation instrument measures the technical skills
attained in a Career and Technical Education program that is of sufficient length and rigor to prepare the student
to successfully enter into her/her chosen profession or career.
The DOE‘s Division of Workforce Education approved a list of certifications submitted by school districts and
technical centers and colleges. The list of the currently approved certifications is available on the website.
Florida Statute s. 1003.492, F.S. was created for ―career and professional academies‖ that function as researchbased programs that integrate a rigorous academic curriculum with an industry-specific curriculum aligned directly
to priority workforce needs established by the regional workforce board. The certification shall be achievable by
students in a secondary level program and shall require a minimum of 150 hours of instruction. Students in the
career academy program who take the industry certification examination and pass it successfully will be awarded
certification in that industry area which qualifies him/her to seek employment in that field.
HGHS Academy Certifications
Academy
Academy of Biomedical Science
Certification(s)
Medical Assisting, EKG
First Responder, EKG -or- EMT
Autocad, Invention, Revit Architecture
Academy of Engineering
Academy of Information Technology
Academy of Hospitality & Tourism,
Academy of International Finance
Academy of Education, Academy of Law Studies,
Academy of Arts & Entertainment
ASE Automobile/Light Truck Technician
Web Design, Digital Design, Networking, Cisco,
Dream Weaver, Adobe Photoshop
National Professional Certification in Customer
Service, Microsoft Office Specialist (MOS) Bundle
Certification
TBA
31
GLADIATOR TOOLS FOR SUCCESS
The Gladiator Tools for Success program is an innovative course that provides students transitioning from
middle school to high school with the skills necessary to function successfully in senior high school and in postsecondary careers after graduation. This exciting course for young men and women is required for all freshmen
attending Hialeah Gardens High School. Students will find the curriculum informative, developmental, and
project-based, with heavy emphasis on realities students will encounter during and after high school. Enrollment
is automatic for all 9th graders.
st
Tools for Success/Freshman Experience/Service Learning (1 semester)
The transition course will acclimate students to high school while helping them develop leadership,
communication and study skills. The students will be actively engaged using service learning strategies that put
students at the center of their learning. Students will develop authentic leadership skills by working together to
build teams and working partnerships with fellow students. Students will also become involved in peer mentoring
and tutoring experiences. Students will learn to make presentations and lead team building workshops and
classroom activities. Students will learn the importance of creating a thoughtful and deliberate plan for
progressing through high school on their way to college, post-secondary training, and careers.
nd
Public Service/Service Learning (2 semester)
Students will develop graphic design, photography, and visual technology skills that they will use in a service
learning model to create authentic products and resources such as presentations, flyers, brochures, web pages,
buttons, book marks, posters, and so on. The materials produced by the students will serve authentic needs in
our school and community.
The curriculum provides students with the following:
A broad understanding of high school programs, opportunities, and resources available to them
Test-taking strategies and preparation in the areas of reading, mathematics, science, and writing
Self-assessment in the areas of learning styles, personal strengths and limitation, and career planning
Information on TECH Prep, mentorship, and dual enrollment opportunities
Strategies for team building, conflict resolution, and coping with peer pressure
Developing tolerance and sensitivity to others, living in multi-ethnic, multi-lingual communities
Information on graduation and attendance requirements and community service
Tools for Success Freshman Orientation & Voluntary Public Service
th
Required course for students in 9 grade
Peer Counseling 1 & 2
Student Application and Instructor Recommendation Required
th
th
Open to students in 10 through 12 grades
Previous service-learning coursework recommended
Maximum course enrollment: 10
Hialeah Gardens High School offers focused service-learning leadership courses for our incoming ninth-grade
th
students. Students in 9 grade enroll in Tools for Success Freshman Orientation & Voluntary Public Service. In
th
th
these classes, the freshmen are mentored by upperclassmen. Students in 10 through 12 grades enroll in Peer
Counseling 1 & 2. These students are all in the same class and work together in peer mentoring / peer education
activities. The upperclassmen apply their skills, abilities, and knowledge to mentor the freshmen. The freshmen in
turn apply their skills and knowledge to teach other students and to provide service to our community.
Students engage in service-learning projects in the areas of
Health and wellness (learning about issues and raising awareness about hunger, homelessness, obesity,
abuse)
Environmental Stewardship (learning about our South Florida environment, restoring and maintaining natural
habitats, raising awareness about water conservation, waste management, recycling)
Literacy (reinforcing the fundamental importance of literacy by anchoring service activities to reading and
information)
Peer Education (developing skills necessary in adulthood by sharing knowledge with others)
32
Engaged Citizenship through Service-Learning, 1 & 2
th
th
Open to students in 10 and 11 grades
Previous service-learning coursework recommended
Service hours offered
The Gladiator Tools for Success Curriculum
Welcome to
High School
Value of
Education
Succeeding in
High School
FCAT
Benchmarks
Tools for SelfAssessment
Learning
Strengths and
Smartness
Your Career
Planning
Post Secondary
Educational
Programs
Code of
Conduct
Dropping Out
Doesn‘t Pay
How Do I Learn
Future Living
Expense
Student
Resources
Body
Language
Career
Preparation
Opportunities
through MDCPS
Identifying
Personal and
Career Goals
Evaluating the
Internet as a
Resource
Becoming a
Good Listener
Graduation
Requirements –
Calculating
GPA‘s
My Career
Investigation
Enhancing
Education
through
Student
Involvement
Intensive
Reading
World Class
Workers
Developing Skills
that Translate into
Success in the
Workplace
Identifying and
Demonstrating
Work Related
Behaviors Important
to Industry
Conflict
Resolution
Understanding
Anger
My Personal
Anger, Anger
Burnouts, and
Response Styles
Cooling Yourself
and Others
Importance of
Teamwork in the
Workplace
High School
Career
Preparation
Plan
Engaged Citizenship through Service-Learning, 1
Engaged Citizenship through Service-Learning, 2
th
th
Open to students in 10 and 11 grades.
Previous service-learning coursework recommended.
This course provides an introduction and opportunities for leadership in the areas of service-learning and civic
responsibility. Academic, personal, and career skills needed for effective service-learning project implementation will be
taught and applied through structured service projects that meet real school and/or community needs. Students will
actively participate in meaningful service-learning experiences of at least 30 hours’ duration.
The content includes, but is not limited to, the following:
1. Students, working individually or in small or large groups, will investigate, quantify, and choose among issues and
needs that can be addressed.
2. Students will design and then implement one or more service-learning projects to address identified needs through
direct, indirect, advocacy, or research-focused action. Projects will involve meaningful school and community
partnerships.
3. Students will conduct reflection activities to measure and record information about the service-learning activities and
their impacts.
33
4.
Students will demonstrate knowledge, skills, or abilities gained from projects through project-developed products and
public presentations that educate others about the needs/issues addressed, activities conducted, impacts measured,
and/or how others can also meet needs through service.
All of the above activities may be counted toward the service-learning 30-hour requirement. Activities can range widely and
occur within or beyond the school. When appropriate, service-learning hours may be counted toward community service
high school graduation requirement.
This course will address Language Arts, Social Studies, Math, and Health and Physical Education benchmarks.
Language Arts: students will read, write, create documents, and make public presentations about needs and activities to
address them.
Social Studies: students will analyze community issues, come up with solutions, and conduct service projects.
Math: students will chart and graph data as part of issue investigation, project design, demonstration, and/or reflection.
Health and Physical Education: students will engage in discussion and learning related to safety, liability, interpersonal
skills, conflict avoidance, appraising outcomes and impacts on others, maintaining appropriate behavior, etc., in the
students’ interaction with others.
Special Course Initiatives—Gladiator Service-Learning Youth Council
Students accepted in Engaged Citizenship through Service-Learning, 1 and 2, will become part of the Gladiator ServiceLearning Youth Council. As members of the Youth Council, students will apply for, manage, oversee, and award grants and
fund projects. In 2010-11, the Youth Council oversaw a budget of $2,000.
Service-Learning
Leadership Curriculum
Service-Learning
Leadership
(Tools for Success)
Engaged Citizenship through ServiceLearning, 1 & 2
Youth Council
[open to students in 10-11 grades]
Peer Counseling, 1 & 2
Peer Mentors for 9th grade students in CRDM/VPS classes
[open to students in 10-12 grades]
Career Research and Decision Making /
Voluntary Public Service
[required elective for students in 9th grade]
34
HIALEAH GARDENS HIGH SCHOOL READING AND MATH COURSES FOR FCAT
The Intensive Reading and Intensive Reading Plus classes are structured to help the student who is experiencing
difficulty in reading. All FCAT Level 1 and FCAT Level 2 reading students are placed in Intensive Reading classes.
Our reading classes assess the student’s strengths, and then identify the concepts that the student will need for
reading achievement. Instructional decisions are driven by both formal and informal diagnostic data so that each
student may attain maximum benefit. A wide of instructional techniques are used throughout the course to assist
the student in developing sight and word vocabulary, reading fluency, word analysis capabilities, word meanings,
and reading comprehension. Students are coached in effective study skills and reading strategies. Researchbased programs such as Jamestown Reading Navigator, Hampton Brown Edge, and the USA Today Reading
Program are implemented for the struggling reader, ESOL, and special needs populations. Our classes are
typically small and are designed to accommodate group and individualized reading instruction in a comfortable
setting.
The Intensive Math courses are structured to help the student who is experiencing difficulty in mathematics. All
FCAT Level 1 and FCAT Level 2 mathematics students are placed in Intensive Mathematics classes. These
classes are designed to assist students in strengthening their higher order mathematics skills by providing
strategies to overcome difficulties. Eleventh and twelfth graders who have not passed both parts of the test in
March of their tenth grade year are known as re-takers, and they take the tests until they pass them. Students
cannot receive a standard diploma without having passed the reading and mathematics tests.
SEQ
FL CODE
COURSE TITLE
GR
A02*
A03*
100131001
English I Homogeneous
English 9+
9
9
A07*
A08*
100134001
English II Homogeneous
English 10+
10
10
A24*
A25*
M01*
120040001
Honors English I Homogeneous
Honors English II Homogeneous
Intensive Math
9
10
9
M04*
120040001
Intensive Math
10
M05*
M06*
R01*
R02*
R03*
120040001
120040001
100041001
100041002
Intensive Math
Intensive Math
Intensive Reading
Intensive Reading Homogenous
Intensive Reading 9+
11
12
9
9
9
100041001
100041002
Intensive Reading Homogeneous
Intensive Reading
Intensive Reading 10+
10
10
10
Intensive Reading
Intensive Reading
Honors Intensive Reading Homogenous
Honors Intensive Reading Homogeneous
11
12
9
10
R05*
R08*
R10*
R11*
R12*
R14*
R15*
100041001
100041001
NOTES
Required per FCAT scores double blocked
with R03;
Required per FCAT scores; double blocked
with R10
Required per FCAT score and middle
school pre-test; Level I must take with
Algebra I
Required per FCAT scores; must be taken
concurrently with another math course.
Required per FCAT scores; FCAT retakers
Required per FCAT scores; FCAT retakers
Required per FCAT scores
Required per FCAT scores; double blocked
with A03
Required per FCAT scores double blocked
with A08;
* All of these courses are repeatable.
35
Transition to Next Generation and Computer-Based Tests in Florida
2010-11
2011-12
2012-13
2013-14
FCAT
Science (11)
Writing (10)
Reading Retake (Fall, Spring)
Mathematics Retakes (Fall,
Spring*)
Writing (10)
Mathematics
Retakes* (Fall,
Spring*)
Writing (10)
FCAT 2.0
Reading (10)
Mathematics* (10)
Writing (10)
Reading Retake (Fall,
Spring)
Mathematics
Retakes* (Fall,
Spring)
Reading (10)
Reading Retake (Fall)
Reading (10)
Reading Retake (Fall)
Reading Retake (Fall,
Spring)
End of
Course
Algebra I*
Geometry*(sampled high
schools)
Biology I* - Field Test(sampled
high schools)
Reading (10)
Reading Retake
(Fall)
Algebra I*
Geometry*
Biology I*
US History*
Algebra I*
Geometry*
Biology I*
US History*
Biology I*
US History*
English/Language Arts (9-11)*
Field Test – sample schools
HS Math EOCs (3 subjects
TBD)* Field Test – sample
schools
English/Language Arts (911)* HS Math EOCs
(3 subjects TBD)*
Common
Core
Assessments
PARCC
Algebra I*
Geometry*
Biology I*
US History* - Field
Test (sampled high
schools)
Design and development funded by RTT Assessment Grant;
In conjunction with 24 other states
2014-15
*Computer Based Assessment
36
Academies
2010 – 2011
37
Hialeah Gardens
High School
School of
Arts
School of
Science
Academy
of
Biomedica
l Sciences
Academy
of
Engineering
Academy
of
Information
Technology
Academy of
Arts and
Entertainmen
t
Academy
of Law
Studies
School of
Business
Academy
of
Education
Academy
of
Hospitality
and Tourism
Academy of
International
Finance
38
AOBS
ACADEMY OF BIOMEDICAL SCIENCES (AOBS)
The mission of the Biomedical Academy is to familiarize students with various health care professions. Technology will be
a primary focus of this academy. Students will receive comprehensive instruction to prepare them for entry-level health
careers as well as college admission.
Health care professionals are immune to the economic fluctuations of our society. The various health careers are
fascinating, financially rewarding, and very challenging. In nursing and pharmacy, entry-level salaries are high. The state
of Florida is becoming a hub for biomedical technology. These conditions ensure steady employment for our students.
Due to medical advances, people now live longer. The need for health care industry employees will continue to increase.
We are entering an era of critical shortage for health care professionals due to the advancements in medical research and
the ever-increasing life span of our population.
The Biomedical Academy contains a curriculum that spans ninth through twelfth grade including opportunities for
internships that will enhance our students‘ skills. We are partnering with various local post-secondary learning facilities to
provide further opportunities for our students. The program will be tightly aligned with relevant academic, employment,
and workplace standards. Students will be expected to complete rigorous, challenging academic course work that will
prepare them for successful post-secondary experiences.
Academy features:
Scholarship opportunities for post-secondary study
Four-year sequence of biomedical technology courses
State-of-the-art computer technology labs
Highly trained, industry-certified teaching staff
Specialized training at various local healthcare facilities
Preparation for state certification in the nursing field
Summer internship experiences
An industry-based advisory board to provide support
Enhanced opportunities for employment after graduation
Coordination with post-secondary institution/universities for Dual Enrollment credit
Academy of Biomedical Sciences Curriculum
AOBS Medical Assisting
Required core
courses and
Academy
Grade 9
Grade 10
Grade 11
Grade 12
English I
English II
English III
English IV
Algebra or higher
Geometry or higher
Algebra II or higher
Pre Calculus or higher
Earth & Space
Science or
Biology
World History
Biology or
Chemistry
Chemistry or Physics or
Physical Science
Science elective
P.E.
American History
American Government /
Economics
Gladiator Tools
for Success
Anatomy &
Physiology or
Health Science I
Foreign Language
Foreign Language
Foreign Language
Health Science II
(841711001)
**Electrocardiograph
Aide3 (841716101) (0.5
credit)
-and**Health Occupations
Directed Study (Phlebotomy)
(840010013) (0.5 credit)
**Allied Health Assisting 3
(841713101) (One
Period)
-and**Independent Studies
(Internship) (84171302)
(One Period)
39
AOBS Sports Medicine
Strand
Required core
courses and
Academy
AOBS First Responder
Strand
Required core
courses and
Academy
Grade 9
Grade 10
Grade 11
Grade 12
English I
English II
English III
English IV
Algebra or higher
Earth & Space
Science or
Biology
Geometry or higher
Biology or
Chemistry
Chemistry or Physics
or Physical Science
Science elective
World History
P.E.
American History
American Government
/ Economics
Gladiator Tools for
Success
Integrated Medical
Science I
(050133001)/Fitness
Lifestyle Design
(150131001)
Foreign Language
Foreign Language
Foreign Language
Integrated Medical
Science II
(050134001)/
Health 1-Life
Management Skills
(080030001)
Grade 10
**Care & Prevention
of Athletic Injuries
(150249003)
**First Aid
(080032001)/
Comprehensive
Fitness (150139001)
English I
English II
English III
English IV
Algebra or higher
Geometry or higher
Earth & Space
Science or
Biology
World History
Biology or
Chemistry
or Physical Science
Science elective
P.E.
American History
American Government
/ Economics
Gladiator Tools for
Success
Anatomy&
Physiology or Health
Science I
(841710001)
Foreign Language
Foreign Language
Foreign Language
Health Science II
(841711001)
**First Responder 3
(841717101) or First
Responder Honors
(841717102)
(Program
Completion)
**Electrocardiograph
Aide3 (841716101)
(0.5 credit)
-and**Health Occupations
Directed Study
(Phlebotomy)
(840010013) (0.5
credit)
-orDual Enrollment in
Miami-Dade College
for EMT Certification
(Ind. Studies)
Grade 9
Grade 11
Grade 12
All core English, Math, Science, & History courses offered at the Regular, Honors, & AP levels when available.
* Must be taken in 11th or 12th grade as a science course for program completion.
** Teacher recommendation required. Student must complete 9th & 10th grade pre-requisite courses prior to registering in the academy strand specific
courses.
***Teacher recommendation required.
40
The list that follows includes mandatory requirements for the academy. There are three strands for this academy.
Eleventh grade students MUST enroll in Health Science 2 along with the required nursing, pharmacy, or first responder
courses in order complete industry certification in their senior year.
 L04 and L06 MUST be taken concurrently in the nursing strand
 L09 and L10 CAN be taken concurrently in the pharmacy strand but can be taken in different years
 L12 and L13 CAN be taken concurrently in the first responder strand but can be taken in different years
SEQ
FL CODE
M20
M21
M26
840032011
841710002
841711002
M22
COURSE TITLE
GRADE
TCHR
REC
9
10-12
10-12
Y
841711002
Medical Skills & Services
Health Science 1
HOSA Anat. & Physiology Honors (Health
Science 1 Honors for Nursing, First
Responder)
Health Science 2 for Nursing
11-12
Y
M23
841721102
Nursing Assisting Honors 3
11-12
Y
M24/
M25
L12
841719101/
841716102
841711002
Home Health Aide 3/
Electrocardiograph Aide 3
Health Science 2 for First Responder
11-12
Y
10-12
Y
L13
841717001
First Responder Course 1
11-12
Y
L14
84171302
Allied Heath First Responder Course 2
Independent Study Honors
Fitness Issues/Fitness Lifestyle Design
12
Y
H20
9
Care and Prevention
11-12
Y
Integrated Medical Skills
11-12
Y
Health Science II for Forensics
Forensics I
11-12
11-12
Y
Y
Forensics II
Criminal Justice
Independent Study/Internship
11-12
12
12
Y
Y
Y
NOTES
Introductory course
Required
Taught by the Science Dept.,
honors credit
Pre-req: L02 or L03; req; must be
taken concurrently with L06
Pre-req: L02 or L03; req; honors
credit; must be concurrently
enrolled in L04
For nursing strand students
Req; can be taken concurrently
with L13
Must have taken L12 or be
concurrently enrolled in L12
Local honors credit; required for
completion of program
Introductory course for Sports
Medicine Students
Pre-requisite: Fitness
Issues/Fitness Lifestyle Design/
Pre-requisite: M20, M21 or
Anatomy can be taken
concurrently with Forensics I
Pre-Req: Fitness Issues/
Req: can be taken concurrently
with Health Science II
Req: or take Criminal Justice
Req: take Forensics II
Required for completion of
program
41
AOAE
THE ACADEMY OF ARTS AND ENTERTAINMENT (AOAE)
The Academy of Arts and Entertainment (AOAE) offers a challenging curriculum designed to meet the needs of the
students interested in the performing and visual arts and entertainment. Hialeah Gardens High School engages its
students through a variety of classes offered to nurture their talent in dance, music, theater, the visual arts, and
broadcasting.
Graduates of the AOAE are prepared for entrance into leading colleges and universities or they may choose to
immediately enter their respective professional field. These fields include
composing
jazz instrumental performer
music education
choreography
dance
acting
broadcasting
song writing
graphic design
journalism
illustration
art education
photography
advertising
vocalist
Meeting the School’s Needs
Fine arts help students learn to observe, to reason, to think, to use imagination, and to express themselves verbally and
visually. Development in these areas also helps to improve learning skills.
George D. Spache, author of The Teaching of Reading, found that when students are encouraged to use their ideas and
thoughts to create an art form and are accepted for their honest efforts, they develop pride in their accomplishments. As
the students develop a more positive view of themselves and a feeling of success, their school accomplishments improve.
Meeting Global Needs
The concept of Hialeah Garden‘s AOAE grew out of an interest in providing an opportunity and level of support necessary
to challenge, motivate, and empower our most talented arts and entertainment students to become future
arts/entertainment leaders.
Without the arts, there would be no memorable visuals or musical connection in television commercials, creative music
videos, marketable radio and television jingles, or any need for stereo systems in our automobiles. Music, art, dance, and
acting play a substantial role in the way the Hialeah Gardens culture markets itself, entertains society, and shares itself
with the world. Students involved in the visual arts have the opportunities to shape tomorrow‘s future through the use of
technology in the arts as well as through visual artistic performances in today‘s media industry.
There are five strands in the AOAE. First year students must take the introductory course for the strand of their choice.
Core courses in this academy can be found beginning on page 51.
42
Academy of Arts and Entertainment Curriculum
Choral, Dance, Instrumental Music, Visual Arts, Broadcasting, and Theater Strands
Students enrolling in classes beyond Beginning Band 1 and Chorus 1 are expected to perform as part of a marching
and/or concert-performing unit throughout the school year. After school rehearsals and co-curricular activities are
required.
Required fee schedule for strands; student maintenance of uniforms is required .
Choral
Dance
Instrumental
Theater/
Music
Broadcasting
Uniform
Dance Fee ....... $4.00 Uniform
Fee .............. $4.00
Maintenance ... $15.00
Maintenance . $15.00
Chorus/Concert/
Instrument
Vocal Fee ......... $4.00
Rentals ............ $6.00
Band Fee ........ $4.00
Visual Arts
Art................ $10.00
Photography $20.00
Computer Art . $7.00
There are six strands in this academy. Sample four year programs are shown below:
AOAE
Required core
courses
Grade 9
Grade 10
Grade 11
Grade 12
English I
English II
English III
English IV
Algebra or higher
Geometry or higher
Earth & Space
Science or
Biology
World History
Biology or
Chemistry
or Physical Science
Pre-calculus or Other
Mathematics Course
Science Elective or
Other Elective
Elective
American History
Gladiator Tools
for Success
AOAE Strand
Course 1
Performing
Ensemble
Foreign Language
or Other Elective
AOAE Strand
Course 2
Performing
Ensemble
Foreign Language or
Other Elective
AOAE Strand
Course 3
Performing Ensemble
American Government
/ Economics
Foreign Language or
Other Elective
AOAE Strand
Course 4
Performing Ensemble
*All classes are regular, Honors, IB or Advanced Placement
AOAE Strands
Music Performance
th
th
th
th
9 Grade
Elective
Band I or
Chorus I or
Music Theory I
Dance
Technique I
10 Grade
Elective
Band 2 or
Chorus 2 or
Music Theory II
Ballet I
11 Grade
Elective
Band 3 or
Chorus 3 or
Music Theory III
Dance Choreography
/ Performance I
12 Grade
Elective
Band 4 or
Chorus 4 or
AP Music Theory
Dance Choreography /
Performance II
Drawing and
Painting
Drawing and
Painting I
Drawing and
Painting II
Portfolio II
AP 2-D Design
Portfolio
Photography
Creative
Photography 1
Creative
Photography 2
Creative Photography
3
AP2-D Design
Portfolio
Television
Production
Television
Production 1
Television
Production 2
Television
Production 3
Television
Production 4
Television Production
5
6
7
8
Theater
Drama I
Drama II
Drama III
Drama IV
Dance Performance
43
The Academy of Arts and Entertainment courses are listed below.
SEQ
FL CODE
COURSE TITLE
GRADE
TCHR
REC
Choral
F30
F31
F32
F33
F34
N14
N15
F98
N17
130330001
130331001
130332001
130333001
130334001
130030001
130031001
130032001
130033001
Chorus 1 (Beginning)
Chorus 2 (Treble)
Vocal Ensemble 1
Vocal Ensemble 1
Vocal Ensemble 2
Music Theory I
Music Theory II Honors
Music Theory III Honors
AP Music Theory
9-12
10-12
9
10-12
10-12
9-12
10-12
11-12
10-12
Dance
F40
030031001/
Dance Technique I
9-12
030030001
030032002
Ethnic Dance
Dance Techniques 2
Dance Techniques 3
Dance Repertory 1
Dance Repertory 2
9-12
10-12
10-12
10-12
10-12
Y
Y
Y
Y
Y
Instrumental Music
F52
130530001/
F53
130531001
Eurhythmics 1/
Eurhythmics 2
9-12
Y
F55
F50
F51
F57
F58
F59
130532001
130230001
130231001
130232001
130233001
130234001
Eurhythmics 3
Beginning Band 1
Band 2
Band 3
Band 4
Band 5
10-12
9-12
9
10
11
12
Y
F56
F96
F97
N43
F90/F91
Jazz Ensemble 1
Jazz Ensemble 2
Jazz Ensemble 3
Jazz Ensemble 4 Honors
Instrumental Techniques1/
Instrumental Techniques 2
Orchestra 5
Orchestra 6
9
10
11
12
9-12
Y
Y
Y
Y
Y
F92
F93
F94
F95
130250001
130251001
130252001
130253001
130242001/
130243001
130244001
130245002
130240001
130241001
10-12
10-12
10-12
10-12
Y
Y
Y
Y
Theater
F60
F61
F62
F63
040031001
040032001
040033001
040034001
Drama 1
Drama 2
Drama 3
Drama 4 Honors
9-12
10-12
11-12
12
Y
Y
Y
Visual Arts
F80
F81
F82
F87
010130001
010133001
010131001
010432001
Art/2D Comprehensive I/
Art/3-D Comprehensive I
Art/2-D Comprehensive II
Drawing and Painting I
9-12
9-12
10-12
10-12
F41
F42
F43
F46
F47
030040001
030041001
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
NOTES
After school practice required
After school practice required
Audition
Honors credit
Honors credit
Advanced Placement
Band Dancers/Color guard;
audition required; practice
required
Musical instrument req.
Musical instrument req; honors
credit
Honors credit
Honors credit
Y
Y
44
SEQ
F88
F89
FL CODE
010433001
010935001
COURSE TITLE
Drawing and Painting II
AP Studio Art 2D Design
Portfolio
GRADE
11-12
11-12
TCHR
REC
Y
Y
NOTES
Advanced Placement
Note: For F75 and F76 (Visual Technology I and II), you must own a point and shoot camera (not disposable). Creative
Photography classes also have additional costs for film, paper, and other materials in addition to the yearly fee.
F75
F76
010744001
010745001
F70
877211001
F71
877212001
N73
877213001
Visual Technology 1/
Visual Technology II
9-12
9-12
Y
Television Production I
Television Production II
Television Production III
9-12
10-12
11-12
Y
Y
45
AOE
“Building bridges to the future.”
ACADEMY OF ENGINEERING (AOE)
The ability of the United States of America to maintain a technological advantage over its competitors around the world
has always been based on highly qualified engineers and their innovations. Within the next fifteen years, the work force
that maintains this industry will lose approximately 150,000 highly trained professionals. In addition, a reversal of
educational needs has mandated a change in preparation for jobs that graduating high school students can obtain. In
1970, 20% of jobs were professional like doctors and lawyers, 15% were highly technical, and 65% were unskilled
laborers. In 2005, 20% were still professional, but 15% were unskilled laborers while 65% were in technical positions.
AOE will be contributing to the effort of preparing students for careers in computer, electrical, civil, mechanical,
architectural, aeronautical, automotive, audio, biomedical, environmental, chemical, industrial, and communication
engineering fields.
It is the AOE‘s mission to prepare students to enter into one of the sixteen fields of engineering. Problem solving and
technological proficiency will serve as the foundation for developing and presenting creative innovations. Students will
receive comprehensive instruction to prepare them to take advantage of any post-graduate opportunities that present
themselves. However, the projects, competitions, speakers, demonstrations, and course material will provide the skills for
collegiate and career entry-level positions.
The engineering field allows for the development of students with a variety of capabilities. Through industry relationships,
AOE participants will be able to hone the drafting and design talents necessary to explain creative ideas, while also
perfecting the hands-on development techniques needed to bring those ideas to fruition. Whether these students pursue
four-year college degrees or use their talents to enter the workforce, the technical skills developed will increase their base
salary, exponentially. The technical experience to design circuits and shape aerodynamic containers will propel our
graduates to excel at tasks which most employers would find rigorous. The instruction and internships that further
enhance our student‘s abilities will provide them successful advancement in the years after graduation .
46
There are four strands in the academy. The four year programs are shown below:
Academy of Engineering Curriculum
AOE
Required core
courses
Academy of
Engineering
Strands
Pathway to
TM
Engineering
Automotive Design
Grade 9
Construction Design
Grade 11
Grade 12
English I
English II
English III
English IV
Algebra or higher
Geometry or
higher
Earth & Space
Science or
Biology
World History
Biology or
Chemistry
Elective
Chemistry or
Physics or Physical
Science
American History
Pre-calculus or
Other Mathematics
Course
Science Elective or
Other Elective
Gladiator Tools for
Success
Foreign Language
or Other Elective
Foreign Language
or Other Elective
Introduction to
Engineering
Principles of
Engineering
Digital Electronics
th
9 Grade
th
10 Grade
th
11 Grade
American
Government /
Economics
Foreign Language
or Other Elective
AOE Strand Course
4
th
12 Grade
Intro to Engineering
Design
Principles of
Engineering
Digital Electronics
Civil Engineering
and Architecture
(CEA)
Auto. Service Tech
1 - 870941001/
Auto. Service
Tech 3 870943001/
Auto. Service Tech 5
870945001/
Auto. Service Tech
7
870947001/
Auto. Service Tech
2
870942001
Drafting Design
Grade 10
Drafting 1
872501003/
Auto. Service
Tech 4 –
870944001
Drafting 3
872503003/
Drafting 2
872502008
Drafting 4
872504003
Construction
Technology 1
860071001
Construction
Technology 2
860072001
Auto. Service Tech 6
870946001
Architectural
Drafting 5 872545001/
Architectural
Drafting 6 872546001
Construction
Technology 3
860073001 (H)
Auto. Service Tech
8
870948001
Architectural
Drafting 7 872547001/
Architectural
Drafting 8 872548001
Advanced
Technology
Applications
860190001 (H)
*Students will complete Internships during the summer of their junior year.
47
AOED
Overview
The Academy of Education is designed to prepare students with knowledge and skills of effective teaching and
teacher responsibilities in a variety of areas. The program uses technical classroom instruction and applied
laboratory procedures to reinforce basic skills in English, Mathematics, and Science as well as preparation for
instruction with students of diverse needs.
This program also focuses on broad, transferable skills and stresses understanding and demonstration of the
following elements of the public service industry; planning, management, finance, technical and production skills,
underlying principles of technology, labor issues, community issues and health, safety and environmental issues.
Teaching Education Component
Students who choose a career in Teacher Education act as facilitators or coaches, using interactive discussions
and ―hands-on‖ approaches to help students learn and apply concepts subjects such as science, mathematics, or
English, while preparing children for the work world or college.
Corporate Participation and Support
Through the Academy of Education, colleges and universities partner with schools by providing training and
workshops, guest speakers, information and mentoring to students.
Curriculum
Teaching Assistant, teacher aide, substitute teacher.
Secondary Career Academy Development Timetable
Grade 9
Grade 10
Grade 11
Grade 12
English I
English II
English III
English IV
Algebra or higher
Geometry or higher
Earth & Space Science
or Biology
World History
Biology or Chemistry
Elective
Chemistry or Physics or
Physical Science
American History
9th Grade Transition
Teacher Assisting 1
Foreign Language or
Other Elective
Teacher Assisting 2
Foreign Language or
Other Elective
Teacher Assisting 3
Mathematics Course
Science Elective or Other
Elective
AmericanGovernment /
Economics
Foreign Language or Other
Elective
Directed Study Internship
Elective
Elective
Elective
Elective
48
Suggested Electives:
Students can choose to enroll in computer, health science education, early childhood education, psychology,
and business classes to enhance their marketability.
Internship Opportunities
Student Organizations/Clubs
Scholarships
Future Educators of America
Academy Internships
Florida Department of Education
Bright Futures Scholarship
Cooperative Education
Programs
Job Shadowing
Florida Academic Scholars Award
School-Based Enterprise
(FAS
Service Learning
Florida Medallion Scholars Award
Dual Enrollment
(FMS)
Florida Gold Seal Vocational
Scholars Award (GSV)
Certification Programs
Child Care Worker
Child Care Teacher
Aide
Family Child Care
Training
State of Florida Child
Care Certifications
State of Florida
Educator Certifications
PO S T S E C O N D A R Y O P T I O N S
Community College
Four-Year College and University Programs
(A.A./A.S.)
or Proprietary Programs
Teacher Aide/Assistant
Education (Content
Miami Dade College
Area Specialties)
Teacher Education
Owner/Operator Child
Programs
Care Facility
Education
(Elementary,
Florida International
Miami Dade College
Intermediate,
University Teacher
Early Childhood
Secondary)
Education Programs
Programs
Education
Florida Memorial
Broward Community
Administration
University Teacher
College Programs
Education Programs
Child Psychology
Lake City Community
University of Florida
College Teacher
Child Psychiatry
Teacher Education
Education Program
Human Development
Programs
and Childhood Studies
University of Miami
Teacher Education
Programs
49
AOHT
ACADEMY OF HOSPITALITY & TOURISM
What is the Academy?
The Academy of Hospitality and Tourism (AOHT) is committed to students graduating as ―Young Professionals‖ prepared
for college and personal success during and beyond high school.
Strands
Students may choose from the following strands:
 Hospitality and Business Management
 Culinary Arts
Innovative Program Features
 Four year program beginning in the ninth grade
 College Prep Program
 Dual Enrollment Classes offered on campus (FREE College Credit)
 Member of the National Academy Foundation (NAF)
 Specialized curriculum designed for academic and industry/business success
 Internships
 DECA Marketing Club – www.deca.org
 Travel Destinations – Miami Seaquarium, Jungle Island, Everglades, Key West, College Tour to Orlando/St.
Augustine, New York, local colleges and universities, local industry business sites (Marriott, Miami International
Airport)
Careers
Almost every career can be found in the hospitality and tourism industry.
 Advertising/Public Relations Managers
 Attractions and Recreation
 Aviation
 Pilots and Flight Attendants
 Travel Consultants
 Beauty Salons/Spas/Health Clubs
 Entertainer
 Events/Meeting and Convention Planner
 Chef
 Product Promoters
 Hotel and Resorts Employees/Managers
 Security
 Accountants
 Attorneys
 Event Planners
 Interpreters/Translators
 Museum Directors
 Sports Managers and Public Relations
 Travel Consultants/Tour Guides
 Technology Specialists
 Cruise Sales and Directors
 Marketing Specialists
 Commercial Graphics/Photography
 Malls
Research your future at
http://www.whatsnext4me.com
www.khake.com/page61.html
www.aoht.org
http://aohtgardens.blogspot.com
50
Academy of Hospitality & Tourism Curriculum
AOHT
Grade 9
Required core
courses
Grade 10
Grade 11
Grade 12
English I
English II
English III
English IV
Algebra or higher
Geometry or higher
Statistics or higher
Earth & Space
Science or
Biology
World History
Biology or
Chemistry
or Physical Science
Science elective
P.E.
American History
American Government
/ Economics
Gladiator Tools
for Success
Introduction to
Hospitality &
Tourism
Marketing
Foreign Language
Foreign Language
Foreign Language
Destinations
Geography
Computer
Applications
(Internship
Preparation)
Marketing and
Management
*Future strands are planned in the areas of sports marketing.
AOHT Strands
Hospitality and
Tourism
Culinary Arts
Grade 9
Introduction to
Hospitality &
Tourism
885011001
Culinary Arts 1
876301002
Grade 10
Destinations
Geography
050040001
Culinary Arts 2
876302002
Grade 11
Computer
Applications for
Tourism
884514002
Culinary Arts 3
876303002
Grade 12
Marketing and
Management
(Honors)
884512003
Culinary Arts 4
876304002
* This program is an Extended Foreign Language program where several courses are taught in Spanish or other applicable language.
51
AOIF
ACADEMY OF INTERNATIONAL FINANCE
The U.S. Department of labor estimates a growth of 25% to 35% in the number of jobs needed in finance between
now and the year 2016 – a growth they describe as much higher than average. However, they also point out that
competition in this field will be keen. As a result, the Academy of International Finance (AOIF) can offer students
the advantage needed to have a ―leg up on the competition.‖ Specifically, by focusing on the ―soft skills‖ in
addition to the technical know-how needed for the job, the AOIF can provide students with a solid foundation for
their post secondary aspirations.
The AOIF will provide a small learning community where students will learn the technical and soft skills necessary
for success in the industry while providing students with the team building, interpersonal, problem solving, and
communication skills that will allow them to flourish against competitive forces. Hialeah Garden‘s AOIF will be
distinctive in that it will have an international focus. As a gateway to the Americas, and with an emerging
relationship with Asian countries, South Florida offers singular opportunities in the world of finance. Our AOIF will
offer courses using a bilingual curriculum in order for our students to benefit from these advantages, helping our
students become more marketable.
The AOIF at Hialeah Gardens High School will consist of a ninth through twelfth grade curriculum with
opportunities to partner with community colleges and universities, serving approximately 400 students in all four
grades. The program will be aligned with relevant academic, employment, and workplace standards and will
follow the NAF newly devised curriculum, supplemented by the aforementioned bilingual curriculum. Classes in
Mandarin Chinese and Italian will be developed for future implementation.
Academy of International Finance Curriculum
AOIF
Required core
Academy of
Finance Strand
Finance
Grade 9
Grade 10
Grade 11
Grade 12
English I
English II
English III
English IV
Algebra or higher
Geometry or higher
Statistics or higher
Earth & Space
Science or
Biology
World History
Biology or
Chemistry
Science elective
P.E.
Chemistry or
Physics or Physical
Science
American History
Gladiator Tools for
Success
Introduction to
Information
Technology
Foreign Language
Foreign Language
Grade 9
Finance and
Business
Technology
8815150
American
Government /
Economics
Fine Arts
Accounting 1
Financial
Operations
Personal Financial
Planning
Grade 10
Grade 11
Grade 12
Accounting
Applications I
8203310
Financial
Operations
(Honors)
8815110
Personal Financial
Planning (Honors)
8815120
Students will complete Internships during the summer of their junior year.
52
AOIT
ACADEMY OF INFORMATION TECHNOLOGY (AOIT)
What is the Academy of Information Technology (AOIT)?
The AOIT provides training that helps students understand computers and the
telecommunications world. This training prepares them for fulfilling careers and
allows students to become valuable employees in any field. The following are some
computer and business career opportunities: Computer Specialist, Computer Programmer, Multimedia
Developer, Network Support Specialist, or Web Master. This academy is affiliated with the prestigious National
Academy Foundation (www.naf.org).
What can students learn in AOIT? The academy offers
Introduction to Information Technology –Teaches computer use for all careers. Learn how to use
Microsoft Word, Excel, PowerPoint, Access, and Publisher for career, college, and personal use. Learn
employability skills. Explore topics like Digital Photography, Digital Sound and Technology, Video
Technology, Graphics and Animation, and Computer Trouble Shooting through IT2020 Computer
Modules. You can select from 28 computer-related topics.
Web Design – Learn how to design awesome web sites using Dreamweaver.
Programming – Learn how to program using Visual Basic.NET.
Networking – Get certified with the possibility of earning an excellent salary right out of high school.
Internships – Earn money by applying skills learned in the program
Why should YOU join AOIT? AOIT features
Field Trips
Hands-on projects
Four year scholarships (Pays up to 75% of your tuition and fees)
A four year course of study for computers
Training in basic and advanced computer skills
Specialized computer programs
State-of-the–art computer technology labs
Highly trained teaching staff
Summer Internships
Important Note: “Go for the Gold! Get Scholarship Money!”
The Florida Bright Futures Scholarship Program provides the Gold Seal Scholarship. This scholarship pays up to
75% of your tuition and mandatory fees and is renewable annually providing you maintain a certain grade point
average. It is awarded to students enrolled full-time in a certificate or degree program at any state university,
community college, area vocational center, or accredited private post-secondary vocational, technical, trade, or
business school. You must take three business technology courses to qualify. Start planning NOW!
There are four strands in this academy. First year students must enroll in Introduction to Information Technology.
53
AOIT Curriculum
All AOIT courses satisfy the practical arts requirements for graduation. Business computer classes will satisfy the
graduation requirement for computer literacy. There is a $7.00 fee for all courses. The AOIT strands are shown
below. Any general business course can be taken as an elective by students in another academy.
Academic core courses can be found on page 51. The four year programs are shown below:
Academy of Information Technology courses listed below.
AOIT
Grade 9
Grade 10
AOIT Strands
Business Computer
Programming
Networking
New Media Technology
Grade 11
Grade 12
English I
English II
English III
English IV
Algebra or
higher
Earth & Space
Science or
Biology
Geometry or
higher
Biology or
Chemistry
Pre-calculus or higher
American
History
World History
Gladiator Tools
for Success
AOIT Strand
Course 1
Foreign
Language
AOIT Strand
Course 2
Algebra II or
higher
Chemistry or
Physics or
Physical
Science
American
Government /
Economics
Foreign
Language
AOIT Strand
Course 3
Elective
Elective
Elective
Elective
Elective
Grade 9
Game and
Simulation
Foundations
8208110
Introduction to
Information
Technology
8207310
Introduction to
Information
Technology
8207310
Elective
Grade 10
Game and
Simulation
Programming
8208330
Networking 1
820702001
Elective
Grade 11
Multi-User
Game and
Simulation
8208340
Networking 2
820744101
Elective
Grade 12
AP Computer Science
New Media and
Digital Imaging
Fundamentals
8207410
Digital Video
and Sound
Fundamentals
Web Design 1
Science elective
Internship**
Foreign Language
AOIT Strand Course
4
Networking 3
820744201
Students will complete Internships during the summer of their junior year.
54
AOLS
Academy of Law Studies (AOLS)
The Academy of Law Studies (AOLS) is ideal for students who plan to pursue a career in law. Future lawyers,
paralegals, law enforcement officers, crime scene investigators and elected public officials will benefit from the
many law related courses offered to AOLS students.
AOLS students will study criminal law, juvenile justice, torts, family law, consumer protection and housing law,
constitutional rights and liberties and international law.
AOLS students may participate in mock trials, moot court and teen court and attend field trips to local courthouses
and corrections facilities.
During their senior year, AOLS students complete internships with local law firms or government agencies.
By the time they graduate, AOLS students will have received sufficient knowledge and experience to make an
informed choice about the content of their studies in college. If they choose to pursue law related course work in
college, they will have an advantage over their peers and the benefit of a strong foundation of prior knowledge
and thinking skills acquired during their studies at Hialeah Gardens High School.
Grade 9
Grade 10
Grade 11
Grade 12
English I
English II
English III
English IV
Algebra or higher
Geometry or higher
Earth & Space Science
or Biology
World History
Biology or Chemistry
or Physical Science
American History
9th Grade Transition
Foreign Language or
Other Elective
Constitutional Law
Foreign Language or
Other Elective
Ethics/Court Systems
and Process
Mathematics Course
Science Elective or Other
Elective
AmericanGovernment /
Economics
Foreign Language or Other
Elective
International Law
Elective
Elective
Comprehensive
Law Studies
Elective
Elective
Law-Related Internship
Suggested Electives:
The Science Department offers a course in Crime Scene Investigation which may be taken as an elective by
AOLS students.
55
CORE COURSE DESCRIPTIONS
Brief descriptions of the departments from which the core courses (English/Language Arts, Mathematics, Science,
Social Studies) are derived are shown on the following pages. Other subject areas and programs that comprise
the curriculum of Hialeah Gardens High School follow the core course descriptions.
English/Language Arts
Students will be placed in English classes on the basis of past performance and teacher recommendation. All
Honors, Gifted, and Advanced Academic classes have entrance requirements based on prior grades, a writing
sample, FCAT scores, and other criteria. Summer reading is required for all students (Honors, Gifted, and
Advanced Academic students have assigned reading selections). Students may be placed in Intensive Reading
classes or Intensive Reading Plus classes at all grade levels based on past FCAT test performance, teacher
recommendation, and additional reading diagnostic tests. Students may also be placed in seventh period
remediation classes, if necessary.
SEQ #
FL CODE
A01
A04
A05
A06
A09
A10
A13
A14
A16
A18
A19
A20
A21
100131001
100132001
100132002
100134001
100538001
100135002
100137001
100138001
100142001
100140001
100141001
100143002
100143001
COURSE
English I
H English I
H English I Gifted
English II
H English II
H English II Gifted
English III
H English III
AP English Lang & Comp
English IV
H English IV
AP English Lit & Comp Gifted
AP English Lit & Comp
GR
9
9
9
10
10
10
11
11
11
12
12
12
12
TCHR
REC
Y
N
Y
N
N
Y
Y
N
Y
N
Y
NOTES
Honors credit
Gifted Status; honors credit
Honors – IB
Gifted status; honors credit
Honors credit
Advanced Placement*
Honors credit
Gifted status
Advanced Placement*
*Summer work required prior to beginning of 2011-12 school year.
56
Mathematics
Four years of mathematics are required for graduation for ninth through twelfth graders. Students will be placed in
the correct mathematics class based on past performance and teacher recommendation.
SEQ #
FL CODE
9
9
9-11
9-10
9-10
10-12
9-12
10-12
10-12
10-12
11-12
9-12
9-12
Y
121030003
Algebra 1
H Algebra
Geometry
H Geometry
H Geometry Gifted
Algebra II
H Algebra II
H Pre-Calculus
H Calculus
AP Calculus AB
AP Calculus BC
Advanced Topics in
Mathematics
H. Analysis of
Functions
H Prob & Statistics
TCHR
REC
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
11-12
Y
Honors credit
121032001
120830001
AP Statistics
SAT/ACT Prep
10-12
10-11
Y
Y
Advanced Placement
Pre-req: completion of
Algebra II: SAT/ACT
prep; seniors require
dept head approval
B01
B02
B04
B05
B06
B07
B08
B10
B11
B12
B13
B14
120031001
120034001
120631001
120982001
120632002
120033001
120034001
120234002
120234001
120231001
120232001
129831001
B15
120131001
B16
B17
A17
Course Enrolled
COURSE
GR
NOTES
Honors credit
Honors credit
Honors credit
Honors credit
Honors credit
Advanced Placement
Advanced Placement
Academic
Grade
FCAT Level
Recommendation
B,C or D
Any level
Geometry
A
C or D
Level 4 or 5
Any level
Honors Geometry
Geometry
A or B
B, C or D
Level 4 or 5
Any level
Geometry Honors
Algebra 2
A
C or D
Level 4 or 5
Any level
Algebra 2 Honors
Algebra 2
A or B
C or D
Level 4 or 5
Any level
Algebra 2 Honors
Algebra 2
A or B
Level 4 or 5
Algebra 2 Gifted Honors
Algebra 1
Algebra 1 Honors
Geometry
Geometry Honors
Geometry Gifted
Honors
57
Course Enrolled
Academic
Grade
FCAT Level
Recommendation
C or D
Any level
Advanced Topics in Mathematics
Or
Honors Probability & Stats.
A or B
C or D
Level 4 or 5
Any level
Pre-Calculus Honors
Advanced Topics in Mathematics
Or
A or B
Level 4 or 5
Pre-Calculus Honors
C or D
Any level
A or B
Level 4 or 5
C or D
Any level
Calculus Honors
Or
AP Statistics
C
Level 3-5
Calculus Honors
A or B
Level 4 or 5
AP-Calculus AB
Or
AP Statistics
Level 4 or 5
AP Calculus BC
Or
AP Statistics
Algebra 2 Honors
Algebra 2 Gifted
Honors
Advanced Topics in
Mathematics
Pre-Calculus Honors
AP Calculus AB
58
Science
At least three years of science are required for all graduates. Students will be placed in different levels of science
courses based on teacher recommendation, mathematics and reading skills, and scores on standardized test.
Note: An $8.00 fee is charged to all students to cover breakage of equipment. College-bound students are
encouraged to take a fourth year of science.
SEQ #
C01
C02
C03
C04
FL CODE
200131001
200132001
200031001
200032001
Course Title
Earth/Space Science
Earth/Space Science Honors
Biology
Biology Honors
Grade
09
09
9-10
9-10
C06
200031001
AP Biology
11-12
C07
C08
200331001
200334001
Physical Science
Chemistry
10-12
10-12
C09
200335001
Chemistry Honors
10-12
C10
200338001
Physics Honors
11-12
C11
200035001
Anatomy and Physiology
11-12
C12
200036001
11-12
C13
200248001
Anatomy and Physiology
Honors
Forensics
C14
C15
200248001
200250001
Biology Technology
Marine Science
10-12
11-12
C16
200251001
Marine Science Honors
11-12
C17
200134003
AP Environmental Science
10-12
C18
C19
200244001
200337001
Integrated Science
AP Chemistry
11-12
11-12
C20
1700330SH
H. Research
11-12
11-12
Requirements
Teacher Recommendation
Earth/Space Science
B or better in Earth/Space Science;
Teacher recommendation
A in Biology Honors; B or better in
Chemistry Honors; Teacher
recommendation
Biology
C or better in Algebra 1; C or better in
Biology; Teacher recommendation
B or better in Algebra 1; B or better in
B or better in Algebra 2; B or better in
Advanced Topics; Teacher
recommendation
C or better in Chemistry ; C or better in
Biology
B or better in Chemistry; B in Biology;
B or better in Biology; B or better in
Chemistry; A in Physical Science;
C or better in Chemistry; C or better in
Biology
B or better in Chemistry; A in Biology;
B or better in Chemistry; A in Honors
B in Chemistry Honors; Pre-Calculus;
Science Research; Science Fair Prep.
59
Social Studies
World History, American History, and Economics/American Government are required for graduation. Students
who are college-bound are encouraged to take a fourth year of social studies. Several Advanced Academic
electives are offered to students who enroll in a fourth year of social studies.
TCHR
SEQ #
FL CODE
COURSE
GR
NOTES
REC
D01
210931001
World History
9
N
D02
210932101
H World History
9
Y
D03
210942001
AP World History
9-12
Y
Advanced Placement *
D04
210931002
AP World History Gifted
9
N
Gifted status; Advanced Placement
D05
210031001
American History
11
N
D06
210032001
H American History
11
Y
Honors credit
D07
210033001
AP American History
11
Y
Advanced Placement
D08
210033002
AP American History Gifted
11
Y
Advanced Placement
D15/
210231001/
Economics/
12
N
D26
210631001
American Government
D16/
210631001/
American Government/
D25
210231001
Economics
D17/
210132001/
H Economics/
12
Y
Honors credit
D28
210632001
H American Government
D18/
210632001/
H American Government/
12
Y
Honors credit
D27
210132001
H Economics
D19/
210642001/
AP Macroeconomics/
12
Y
Advanced Placement
D29
210642001
AP American Government
D90
210735001
AP Psychology
10-12
Y
Advanced Placement*
D91
210340001
AP Human Geography
10-12
Y
Advanced Placement
D92
210938001
AP European History
10-12
Y
Advanced Placement
*Summer work required prior to beginning of 2011-12 school year.
OTHER PROGRAMS
Foreign Languages and ESOL/Bilingual Program
The objective of the Foreign Language Department is to provide courses for students who want to learn a foreign
language or strengthen their native language. The department provides courses for students to meet the twoyear requirement of a foreign language as required by the State University Systems.
COURSE TITLE
GRADE
TCHR
REC
SEQ
FL CODE
L20
L21
L22
070834001
070835001
070836001
Spanish I
Spanish II
Spanish III Honors
9-12
9-12
9-12
Y
L30
L31
L32
070930001
070931001
070932001
9-12
9-12
9-12
Y
L36
070933001
10-12
Y
L35
L27
070840001
070841001
Spanish/Spanish Speakers I
Spanish/Spanish Speakers II
Spanish/Spanish Speakers III
Honors
Spanish/Spanish Speakers IV
Honors
AP Spanish Language
AP Spanish Literature
11-12
11-12
Y
Y
NOTES
Non-Spanish Speakers
Non-Spanish Speakers
Non-Spanish Speakers; honors
credit
Native Spanish Speakers
Native Spanish Speakers
Native Spanish Speakers; honors
credit
Native Spanish Speakers; honors
credit
Advanced Placement
Advanced Placement
60
SEQ
FL CODE
Chinese Language
L10
071030001
L11
071131001
L12
071132001
L13
071133001
COURSE TITLE
Chinese I
Chinese II
Chinese III
Chinese IV
ESOL/Bilingual Program
Z01 1002380L1 ESOL I
Z02 1002380L2 ESOL II
Z03 1002380L3 ESOL III
Z04 1002380L4 ESOL IV
Z11 100230002 English I through ESOL
Z12 100231002 English II through ESOL
Z13 100232002 English III through ESOL
Z14 100252002 English IV through ESOL
GRADE
9-12
9-12
9-12
9-12
TCHR
REC
Y
Y
NOTES
Honors Credit
Honors Credit
9-12
9-12
9-12
9-12
9
10
11
12
Repeatable
Repeatable
Repeatable
Repeatable
Required
Required
Required
Required
Special Education Department
Each student in the Special Education Program has an Individual Educational Plan (IEP) based on needs and
abilities. This plan is developed after conferences with educators, psychologists, and parents. By following this
plan, the special education teachers and counselors will help each student select the courses that fulfill the
Special Education Student IEP. Reading classes are required at every grade level depending upon FCAT
proficiency. Based on FCAT and other diagnostic tests, some students will be placed in Intensive
Reading or Intensive Reading Plus.
SEQ FL CODE
COURSE TITLE
GRADE TCHR REC
NOTES
VE Regular Diploma
S05 120031001 Algebra I
S06 120630001 Informal Geometry
S07 120631001 Geometry
S49 120733001 Integrated Math III
9
10-11
10-12
10-12
Y
Y
Y
VE Special Diploma
S15 791011001 English 9-12
S16 791205001 Math 9-12
S17 792001001 Science 9-12
S18 792101001 Social Studies 9-12
E19 796001001 Life Management & Transition
S20 79801001
Career Preparation
S19 791010001 Reading 9-12
9-12
9-12
9-12
9-12
9-12
9-12
9-12
Y
Y
Y
Y
Y
Y
Y
VE Special Diploma – Electives
S22 792133001 Career Education 9-12
S23 798008001 Family & Consumer Science
E25 798019004 Production Tech (Shop)
9-12
9-12
9-12
Y
Y
Y
PMH – Special Diploma
E46 796101001 Academic Skills
E47 796102001 Communication Skills
E48 796104001 Leisure & Recreational Skills
E49 796103001 Personal & Home Living Skills
E50 796103001 Community & Social Skills
E51 798012002 Career Experiences
9-12
9-12
9-12
9-12
9-12
9-12
1EX
1EX
1EX
1EX
1EX
1EX
Repeatable
Repeatable
Repeatable
61
SEQ
E52
E22
E24
FL CODE
798015001
791501001
798008001
COURSE TITLE
Supported Competitive Employment
Specially Designed PE
Family & Consumer Science
Special Skills Courses
X95 796604001 Language Therapy
X96 796603001 Speech Therapy
X97 796304001 Skills for Deaf &Hard of Hearing
X98 796305001 Skills For the Visually Impaired
X99 796306001 Orientation & Mobility Skills
GRADE
9-12
9-12
9-12
TCHR REC
1EX
1EX
1EX
NOTES
Repeatable
Repeatable
9-12
9-12
9-12
9-12
9-12
Waiver of Florida Comprehensive Assessment Test (FCAT)
Graduation Requirement for Students with Disabilities
Section 1003.428(8)(a) and 1003.43(11)(a), Florida Statutes (F.S), require that each district school board
provide instruction to prepare students with disabilities to demonstrate proficiency in the skills and
competencies necessary for successful grade-to-grade progression and high school graduation.
Section 1003.428(8)(b) and 1003.43(11)(b), F.S., provide for the waiver of the FCAT requirement for
graduation with a standard diploma for certain students with disabilities who have met all other requirements
for graduation with a standard diploma, except a passing score on the FCAT. In order for the FCAT
graduation requirement to be waived, the individual educational plan (IEP) team may meet at any time after it
has been determined that the student has failed to make a passing score in the grade 10 FCAT, after having
taken the test at least twice, once in grade 10 and once in grade 11. The IEP team will meet to determine
whether or not the FCAT can accurately measure the student‘s abilities, taking into consideration allowable
accommodations.
Senate Bill 4 (signed into law under s.1008.22(3)(c)(6) and effective July 1, 2010) provided for consideration
of special exemptions from participation in statewide assessment for disabled students due to extraordinary
circumstances.
o
o
o
Extraordinary circumstances are defined as ―events or conditions that prevent a student from
demonstrating the mastery of skills that have been acquired and are measured by statewide
assessments. The inability to demonstrate the mastery of skills is, in most cases, related to the
recency of the circumstance in which the student has yet to acquire the skill and less to an
existing/ongoing issue.‖
A learning, emotional, behavioral, or significant cognitive disability or the receipt of services
through the homebound or hospitalized program does not, in and of itself, constitute
extraordinary circumstances.
For additional information, see Technical Assistance Paper (2010-92), Statewide Assessment for
Students with Disabilities, Section C, Special Exemption.
Executive Internship Program
This program allows students to gain professional experience and first-hand knowledge in the field they plan to
study in college. The program pairs students with community/business/organization leaders who involve them in
major issues and significant projects. High school juniors and seniors may apply for the Executive Internship
Program provided they have the following qualifications: a scholastic average of B, a counselor recommendation,
parental consent, and individual transportation. Upon acceptance into the program, placement is arranged based
on the student‘s interest, abilities, and location within the community. Sponsors interview students to determine
where they should be placed within the organization.
62
These courses require prior acceptance into the Executive Internship Programs and students earn Miami-Dade
Honors Credit only.
SEQ
J31
J32
J33
J34
FL CODE
170030011
170031011
170032011
170033011
COURSE TITLE
Research 1
Research 2
Research 3
Research 4
TCHR
REC
Y
Y
Y
Y
GRADE
11-12
11-12
11-12
11-12
NOTES
Application
Application
Application
Application
Career Experience Opportunity (CEO)
Career Experience Opportunities (CEO) is an integral part of the Secondary School Reform (SSR) Plan. The
SSR is a roadmap for substantively altering the educational experience of all senior high school students in
Miami-Dade County Public Schools (M-DCPS) to assure that future graduates have the skills that they will need
to effectively compete in the new global workplace. CEO serves as an opportunity to engage business and
community leaders to expand student learning through internships that connect to the students‘ course of study.
High school students enrolled in a career academy have the opportunity to participate in an internship where they
are exposed to an overview of the entire organization and acquire knowledge and skills in their particular career
field. The ultimate goal of the CEO internship is to make high school relevant to students, provide them with reallife work experience, and prepare them to compete in the new global workplace. CEO interns can solidify their
career interest, network with business contact, and make decisions that will help shape their future.
PHYSICAL EDUCATION/HEALTH LIFE MANAGEMENT
Physical Education
It is strongly recommended that students master some form of physical activity integrated with health, which they
can continue to enjoy and benefit from for the rest of their lives. One credit of physical education, including a halfcredit of personal fitness, is a graduation requirement. A student may also wish to participate in an extracurricular program, which includes intramural and interscholastic competitions. Hall locks and physical education
locks may be purchased for $3.50.
SEQ
P01/
P04
P05/
P02
P03/
P08
P03/
P08
P09/
P10
P11/
P12
FL CODE
150130001/
150131001
150243001/
150130001
150131001/
150130001
150130001/
150243001
150340001/
150341001
150450001/
150556001
COURSE TITLE
Personal Fitness/
Fitness Lifestyle Design
Individual & Dual Sports 3/
Personal Fitness
Fitness Lifestyle Design/
Personal Fitness
Personal Fitness/
Individual Dual Sports 3
Beginning Aerobics/
Intermediate Aerobics
Intermediate Aerobics /
Advanced Aerobics
GRADE
10
TCHR REC
NOTES
10
10
10-12
10-12
10-12
Vocational Programs
The Vocational department at Hialeah Gardens High School offers a wide variety of courses in the practical art
and elective areas. These courses have been incorporated into all academies. Vocational courses allow students
to explore various careers opportunities without making a major commitment to a more rigorous vocational
63
program. Problem solving is emphasized in all vocational courses. Students often find the hands-on work in the
technology courses a welcome change in their school day. Vocational courses are helpful in many ways and
should be considered by all students. All students will benefit from technology background in our technological
world.
Shared School
Hialeah Gardens High School students can enroll in an off-campus program at George T. Baker Aviation School.
This program involves an application process and approval from George T. Baker. Hialeah Gardens students will
be scheduled for George T. Baker aviation courses for periods 4-6. Florida Bright Futures credit is not applicable.
SEQ
J24, J25,
J26
FL CODE
0000000001
COURSE TITLE
George T. Baker Aviation School-3
Course Block
GRADE
9-12
TCHR
REC
Y
NOTES
Acceptance by Baker
Aviation
What programs are available?
Aviation Mechanics
Aviation Maintenance
Electronic Technology
Where is the school located?
3275 NW 42 Avenue
Miami, Florida 33142
(305) 871-3143
What about transportation?
The Miami-Dade County Public Schools Department of Transportation provides transportation for
students to Baker Aviation at NO charge. A student wishing to drive to Baker Aviation must complete an
application for a parking permit, which must be signed by a home school official, the parent, and be
approved by Baker Aviation.
Who is eligible to attend?
Students who are at least 16 years of age are eligible to attend; they must have a recommendation
from the high school counselor. Students who have graduated or withdrawn from high school may enroll
as adult students.
Will it cost me to attend?
There are no registration or tuition costs for high school students. In some classes, students must
purchase workbooks and supplies.
How can I apply for admission?
Complete an application and deliver or mail to:
nd
3275 NW 42 Avenue; Miami, FL 33142
(305) 871-3143
You must remember to place Baker Aviation on your subject selection worksheet.
Can high school credit be earned?
Yes. Three elective credits are awarded when you satisfactorily complete one year of classes.
After completing a program, will I receive help in finding a job?
The school assists students and graduates in securing full and part-time employment. The job placement
office located on campus is available to all students. For additional information the George T. Baker staff at
(305) 871-3143.
64
APPENDICES
65
APPENDIX A: Tear Out Page
HIALEAH GARDENS HIGH SCHOOL
Guidelines for Honors, and/or Advanced Placement Courses
2010 – 2011 School Year
Rigorous coursework not only challenges students academically, but also affords more avenues for opportunities
towards reaching their post secondary aspirations. That‘s why we, at Hialeah Gardens High, support student,
parent, and teacher requests and recommendations for more challenging coursework.
However, it is important that students commit to remaining in the honors, and/or AP course(s) they have selected
for the entire school year. The principal will only consider requests to be scheduled out of an advanced level
course after the first grading period. Student and parent requests to be removed from an honors and/or AP
course(s) must be discussed directly with the current teacher of the course. Afterwards, the course teacher will
determine if the student is unable to meet the demands of the honors, and/or AP course. Afterward, the course
teacher will forward a recommendation to the principal for approval.
Student/Parent Request for Placement
Honors, and/or Advanced Placement Courses
We have read the above guidelines and are fully aware of the academic demands and commitment required for
upper level courses. We request that the student listed below be allowed to register for the following honors,
and/or Advanced Placement course(s). We also realize that once a student enrolls in the course(s) listed
below, he/she will be expected to remain in the course(s) for the entire school year. It is also the
responsibility of each potential AP student to seek prerequisite course information for summer study.
(PRINT)Student Name: ______________
Student ID#: ___________
Student Grade: ____
______________________________
______________________________
Student’s Signature
Parent’s Signature & telephone number
(Indicate your choice with a check mark)
Honors
A.P.
Course Title
Teacher Approval
______
_____
_____________________________________________________
______
_____
_____________________________________________________
______
_____
_____________________________________________________
______
_____
_____________________________________________________
______
_____
_____________________________________________________
______
_____
_____________________________________________________
Please return this form with your subject selection sheet to your
school counselor when selecting classes.
66
APPENDIX A: Tear Out Page
HIALEAH GARDENS HIGH SCHOOL
Directiva referente a Honores (Honors), o cursos AP
Año Escolar 2010-2011
Un riguroso esfuerzo académico conducirá a los estudiantes no sólo al éxito durante el presente año escolar,
sino que también dará apertura a nuevas vías para alcanzar sus aspiraciones post-secundarias. Por eso, en la
escuela Hialeah Gardens estamos consagrados apoyar los servicios brindados al respecto tanto por los padres
como por los profesores.
Es sumamente importante que los estudiantes se comprometan a permanecer en los cursos de Honores, o
Avanzados durante todo el curso escolar. La administración de la escuela sólo tendrá en cuenta las solicitudes
de cambio de un curso avanzado después del primer período de evaluación. Los estudiantes y padres que
soliciten un cambio de los cursos de Honores o Avanzados, deberán discutir previamente las repercusiones de
lo solicitado con el profesor del curso, el Jefe del Departamento, y el Consejero de su hijo(a). El equipo
mencionado determinará si el estudiante deberá ser cambiado de las clases de Honores, o del curso de AP,
dando por escrito su recomendación al Director para su aprobación final.
Solicitud de Estudiantes/Padres para matricularse en los
Cursos de Honores, y Avanzados
Nosotros hemos leído detenidamente las reglas adjuntas y tenemos pleno conocimiento de los requisitos
académicos y del compromiso adquirido al tomar cursos de nivel superior. Solicitamos que el estudiante que
figura a continuación sea matriculado en el(los) curso(s) indicado(s) como Honores, o Avanzados (AP). Además,
entendemos que el estudiante permanecerá en las clases indicados a continuación durante todo el curso
escolar.
Nombre del Estudiante: ___________________
Firma del Estudiante
ID# del Estudiante
Grado: _______
Firma y número telefónico del Padre
(Marcar con una X su selección)
Honors
AP
Nombre del Curso
Aprobación del Maestro
______
_____
_____________________________________________________
______
_____
_____________________________________________________
______
_____
_____________________________________________________
______
_____
_____________________________________________________
______
_____
_____________________________________________________
______
_____
_____________________________________________________
Por favor, devuelva a su Consejero este documento junto con su
tarjeta de selección de matrícula el día que se matricule.
67
Title VI of the Civil Rights Act of 1964 - prohibits discrimination on the basis of race, color, religion, or national
origin.
Title VII of the Civil Rights Act of 1964, as amended - prohibits discrimination in employment on the basis of
race, color, religion, gender, or national origin, for programs or activities receiving Federal financial assistance from
the Department of Education.
Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender.
Age Discrimination in Employment Act of 1967 (ADEA), as amended - prohibits discrimination on the basis of
age with respect to individuals who are at least 40.
The Equal Pay Act of 1963, as amended - prohibits sex discrimination in payment of wages to women and men
performing substantially equal work in the same establishment.
Section 504 of the Rehabilitation Act of 1973 - prohibits discrimination against the disabled.
Hialeah Gardenss with Disabilities Act of 1990 (ADA) - prohibits discrimination against individuals with
disabilities in employment, public service, public accommodations and telecommunications.
The Family and Medical Leave Act of 1993 (FMLA) - requires covered employers to provide up to 12 weeks of
unpaid, job-protected leave to "eligible" employees for certain family and medical reasons.
The Pregnancy Discrimination Act of 1978 - prohibits discrimination in employment on the basis of pregnancy,
childbirth, or related medical conditions.
Florida Educational Equity Act (FEEA) - prohibits discrimination on the basis of race, gender, national origin,
marital status, or handicap against a student or employee.
Florida Civil Rights Act of 1992 - secures for all individuals within the state freedom from discrimination because
of race, color, religion, sex, national origin, age, handicap, or marital status.
School Board Rules 6Gx13-4A-1.01, 6Gx13-4A-1.32, and 6Gx13-5D-1.10 - prohibit harassment and/or
discrimination against a student or employee on the basis of gender, race, color, religion, ethnic or national origin,
political beliefs, marital status, age, sexual orientation, social and family background, linguistic preference,
pregnancy, or disability.
Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section
205.07 (Florida Statutes), which stipulate categorical preferences for employment.
68

Curriculum - Hialeah Gardens High School - Miami

Transcription

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