| Admissions | Accreditation | Booksellers | Catalog | Colleges | Contact Us | Continents/States/Districts | Contracts | Distance Education | Emergency | Examinations | Forms | Grants | Hostels | Honorary Doctorate degree | Investment | Instructors | Lecture | Librarians | Membership | Professional Examinations | Programs | Progress Report | Recommendations | Research Grants | Researchers | Students login | School | Search | Seminar | Study Center/Centre | Sponsorship | Tutoring | Thesis | Universities | Work counseling |
|
What are the duties of a teacher? What skills and knowledge are essential for a high school teacher relevant to the English language, social studies, math, and science? What are the duties of a principal? What are the duties of a parent? What are the duties of a student? What are the duties of the director of the state department of education? How is teaching a would-be high school teacher different than teaching a high school student? A high school teacher should know methods of instruction to enhance learning. A high school teacher should know how to evaluate and select a curriculum with questions and answers, in English, math, science, and social studies. A high school teacher should have specific skills and knowledge essential for the position. What are the duties of a teacher? A. Use of the curriculum guides, scope and sequence charts, language arts, and mathematics assessment information, B. Key student evaluation to Sunshine State Standards, FCAT item specifications, and district adopted programs, C. Utilization of all available data including achievement tests, progress tests, daily assignments, teacher observations, portfolios, past performance, and other available information to plan instruction and evaluate student performance, D. Determination of the student's grades and to follow established district and school procedures for reporting and recording them, E. Advise the Principal with regard to the grade level assignment of students, F. Inform parents or guardians of student progress and to seek their assistance in meeting student needs, G. Help students acquire study skills and self-discipline needed to complete their subjects successfully, H. Schedule conferences with parents if progress reports indicate their child is having difficulty, I. Follow the Student Progression Plan as it pertains to grade level assignment. ii Teachers are responsible for: * Providing challenging, quality academic work guided by the academic standards set by the state and district * Having a strong belief that their students can achieve the academic standards and expectations established for them * Identifying students who need special academic help and taking the steps necessary to see that they get this help quickly, before minor problems become major ones * Being knowledgeable about the state and local academic content standards for the grades and subject areas they teach * Knowing what students are to have learned in the years immediately preceding and following the grade levels they teach * Creating a classroom learning environment that motivates students to want to learn, including enforcing classroom and school rules fairly and consistently * Working closely with the principal and other school staff to create a positive educational environment for students * Being highly-qualified in the subject areas they teach and understanding various instructional techniques for delivering the subject matter to students, including reading, discussions with other teachers, and seeking out and engaging in quality professional development opportunities * Focusing all efforts on improving student achievement, including evaluating new programs and initiatives according to whether or not they can help students succeed academically * Refusing to give unearned grades or promotions, and working to support consistent grading policies and promotion practices * Developing positive working relationships with parents, helping them to understand the curriculum and expectations for students (assignments, tests, etc.), and impressing upon parents the important role they play in helping their child achieve Teachers need to provide engaging, challenging academic work for students. It is also clear from the research that teachers beliefs about whether their students can achieve the academic expectations set for them is a major determinant of student success. Teachers must create a learning environment that motivates students to want to learn the material the teacher has prepared for them. To do so, teachers must be experts in the subject matter they are teaching and understand various instructional techniques. The school and school district, and to some degree the state, have a clear responsibility for providing teachers with quality professional development opportunities which enhance their subject matter knowledge and teaching skills. At the same time, teachers must accept the personal responsibility to participate in these professional development experiences and to seek out such experiences when they are not provided by the school/district/state. We are asking teachers to perform at unprecedented levels. This is a daunting task that requires the commitment and support of every member of our democratic society. What are the duties of a principal? A. Administration of the Student Progression Plan within the school, B. Assist and supervise teachers in utilizing curriculum guides, scope and sequence charts, Sunshine State Standards, FCAT item specifications, and assessment information, and to assist and supervise teacher preparation of additional subject goals and objectives, C. Make final decisions regarding the assignment of specific students, D. Insure that parents or guardians are advised of student progress and of the possible retention of their child as soon as possible, E. Make available to all parents or guardians and students a copy of the Student Progression Plan at the time the student is officially enrolled in the school if requested Principals are responsible for: * Establishing a safe and secure school environment that promotes learning * Having a clear understanding of the academic content standards established for students and setting high expectations for their achievement * Being instructional leaders by knowing what constitutes quality academic work and seeing that it is embedded in teaching and learning provided to all students * Setting high expectations for learning, tracking student achievement, and engaging teachers in meaningful discussions that lead to improved classroom practices and results * Effectively evaluating what goes on in the classroom between teacher and students * Recruiting and selecting good teachers and other staff * Identifing and providing meaningful professional development experiences for teachers * Creating an environment that is open and inviting to parents and encourages them to become actively involved in the school * Demonstrating the leadership and management knowledge and skills to successfully deal with the fiscal and operational functions of running a school The term "instructional leader" is often used to describe the role of principals, but in reality, few principals devote the necessary time and energy to this most important role. Setting aside the time for planning, observing, and leading school improvement efforts is critical for a building principal if students and schools are to meet the demands of standards-based reform. By holding high expectations for learning, good principals are able to monitor student achievement and engage teachers in meaningful discussions that lead to improved practices and results. They must be good evaluators of what goes on in the classroom, and able to provide effective intervention and support. Effective teacher evaluation, which includes observation, substantive feedback, and provisions for staff development when needed, is a fundamental responsibility of the building principal. Finally, principals recruit good teachers and reach out to parents to gain their support and involvement. Good principals create school environments that are open and inviting to every stakeholder in the accountability model. What are the duties of a parent? A. Insure consistent school attendance by the student, B. Encourage student to have good study and work habits, self-discipline and respect for schools and school personnel, C. Review official interim and report cards from the school at the end of each grading period and to schedule conferences with teachers if such reports indicate their child is having difficulty, D. Honor requests for conferences from school officials whenever possible, E. Respond promptly to all requests from the school for information, F. Stay informed of child(ren)'s progress through scheduled parent-teacher conferences, report cards, and communications from the school. The following outline provides eight essential responsibilities that parents must adhere to in order to foster their child's physical and/or emotional well-being: 1. Provide an environment that is SAFE. 1. Keep your child free from physical, sexual, and emotional abuse. 2. Keep unsafe objects locked up or out of reach of your child. 3. Get to know your child's caregivers (get references or background checks). 4. Correct any potential dangers around the house. 5. Take Safety Precautions: Use smoke and carbon monoxide detectors, lock doors at night, always wear seatbelts, etc. 2. Provide your child with BASIC NEEDS. 1. Water 2. Plenty of nutritious foods 3. Shelter 4. A warm bed with sheets, blankets, and a pillow 5. Medical care as needed/Medicine when ill 6. Clothing that is appropriate for the weather conditions 7. Space (a place where he or she can go to be alone) 3. Provide your child with SELF-ESTEEM NEEDS. 1. Accept your child's uniqueness and respect his or her individuality. 2. Encourage (don't push) your child to participate in a club, activity, or sport. 3. Notice and acknowledge your child's achievements and pro-social behavior. 4. Encourage proper hygiene (to look good is to feel good, or so they say!). 5. Set expectations for your child that are realistic and age-appropriate. 6. Use your child's misbehavior as a time to teach, not to criticize or ridicule. 4. Teach your child MORALS and VALUES. 1. Honesty 2. Respect 3. Responsibility 4. Compassion 5. Patience 6. Forgiveness 7. Generosity 5. Develop MUTUAL RESPECT with your child. 1. Use respectful language 2. Respect his or her feelings 3. Respect his or her opinions 4. Respect his or her privacy 5. Respect his or her individuality 6. Provide DISCIPLINE which is effective and appropriate. 1. Structured 2. Consistent 3. Predictable 4. Fair 7. Involve yourself in your child's EDUCATION. 1. Communicate regularly with your child's teacher(s) 2. Make sure that your child is completing his or her homework each night. 3. Assist your child with his or her homework, but don't DO the homework. 4. Talk to your child each day about school (what is being studied, any interesting events,...etc.). 5. Recognize and acknowledge your child's academic achievements. 8. Get to KNOW YOUR CHILD. 1. Spend quality time together. 2. Be approachable to your child. 3. Ask questions. 4. Communicate. Communicate. Communicate. Now that we've looked at the responsibilities parents HAVE, let's look at what responsibilities parents do NOT have. The following is a list of responsibilities that no parent should be expected to meet. 1. Supplying your child with the most expensive designer clothes or shoes available. 2. Picking up after your child/Cleaning your child's room. 3. Dropping everything you're doing to give your child a ride somewhere. 4. Providing your child with a telephone, television, computer, or game system. 5. Bailing your child out of trouble every time he or she does something wrong. 6. Maintaining an unlimited supply of treats, chips, sodas, or junk foods for your child's unlimited consumption. 7. Replacing toys or other items that your child has lost or misplaced. 8. Welcoming any or all of your child's friends into your home for social or other activities. At home, parents are responsible for: * Establishing high expectations for their children * Impressing upon children the importance of hard work and their responsibility for learning * Creating a home environment that supports learning, including: * Letting children know that school is important and that they take it seriously * Providing a quiet place at home for study * Making sure their children do their homework and do it well * Turning off the TV until homework is done * Reading to their children—or having their children read to them * Talking to their children about schoolwork and current events * Seeing to it that their children are prepared for school each day * Reviewing the rules and discussing them with their children * Teaching children respect for others and common courtesy, and expecting them to demonstrate these qualities at home and in all public places At school, parents are responsible for: Developing positive working relationships with their children's teachers and school staff by: * Participating in parent-teacher conferences to learn about their child's performance and the curriculum the class will be expected to learn * Letting the teacher or school staff know if their child is having difficulty at home or in school and asking for extra help when they think their child needs it * Cooperating with the school in trying to resolve problems * Attending school functions to get to know the people important to their children's success * Attending school and district discussions about important educational issues * Becoming informed about school issues such as school board elections, levy campaigns, curriculum expectations, and graduation and promotion standards Parents establish the academic and behavioral expectations that guide children through their years in school. If much is expected, the probability is that a child will do his or her best to meet those expectations. If a laissez-faire or negative attitude toward school is projected, the chances are the child will adopt a similar mindset, and in turn, not meet his or her potential. Where possible, parents should work with their children on their studies, especially at the early ages, and they should establish quiet areas in the home where studying can take place under the best possible conditions. Attendance at school functions, especially parent-teacher conferences, is extremely important. Parents should find time to meet with their children's teachers to develop a positive relationship that will allow them to closely monitor their child's schoolwork. They should become informed about school issues such as school board elections, curriculum and graduation/promotion standards, and school levy campaigns so they can make informed decisions about events and decisions that will have a significant impact on their children's education. Family Development Fact Sheet Call your county Extension office for more information Discipline: Teaching School Age Children Social Skills Discipline is teaching children to be safe, to keep others safe, and to get along with others. Discipline also means teaching children to do whats appropriate even when no adults are watching. It takes patience for parents to discipline children with love and concern. Listed below are effective discipline techniques. They will help you and your children get along better and live with less stress. Understanding misbehavior Stop before you act. When your child does something you dont like, instead of yelling at or punishing him, ask yourself, Why is my child behaving this way? What reasons may be behind his actions? Does my child know the rule? For example, does she know not to eat when shes on the computer? Did she forget? Sometimes a child needs a gentle reminder. Say, Remember, Allie, sit at the table when you eat. Is my child involved in an activity? Did he hear me talking to him? For example, is he reading a book,or playing a video game? Is my child old enough to follow the rule? For example, do I expect too much when I ask my child to watch her little sister? Is my child having a bad day? Does he feel sad or is he getting sick? Did he get bullied at school today? Did the teacher get angry with him? Is my child trying to get my attention? Does he want to know how I will react? Children may test to see if a parent will stick to a rule. For example, will complaining get a child a later bed time? Is my child copying behavior? Did she see me or another adult or child do the same thing? Is he showing his independence? Does she feel badly about herself? Is he protecting himself because someone is trying to hurt him either emotionally or physically? Has my child learned from her behavior? Do I need to do or say anything or has she learned from the outcome of the misbehavior or mistake? Keeping these reasons in mind may help you meet your childrenÂ’s needs. Still, many parents try to plan ahead to prevent their children from misbehaving. Here are some suggestions for preventing certain behavior from happening in the first place. Preventing Misbehavior Provide love and affection. Increase the number of hugs you give your children. Tell them you love them. Spend time with your children so they know they are loved. Children who know they are loved donÂ’t have to misbehave to get their parentsÂ’ attention. Their parents pay attention to them every day by talking and interacting wit them. Children who receive love and affection from their parents are likely to identify with their parents and to obey them. Encourage good behavior. Children need to feel important. Helping parents with family tasks makes children feel competent and valued. Thank your children for helping you and let them know how they have contributed to the family. Arrange the environment. School age children are learning to do more and more for themselves. For example, they may like to get their own snacks after school. Set up your kitchen to avoid accidents and spills. Place plastic cups and plates in low cupboards. Buy small containers of juice that are easy for children to pour. Or pour some juice into a small pitcher. You can also prevent your kids from munching on junk food after school. Stock your kitchen with healthy snacks and donÂ’t buy cookies or soda. Provide positive choices. Replace one activity or material with another. For example, you may tell your child, “You canÂ’t play at KristenÂ’s house when no adults are home, but you may invite her to play here.” Or, “YouÂ’ve been watching television for over an hour. YouÂ’ll need to turn it off when this show is over. Then you could go for a ride on your bike or play a board game with me. Which would you like to do? Whenever possible, keep routines consistent. Children gain a sense of security and trust through daily routines. They can be upset by sudden changes. Warn children about changes that are coming. Let them know what to expect. If you cancel a trip to Aunt EllenÂ’s house, explain why. Ask your children to suggest other days for the trip. Let them call their aunt to set up a new date. Set realistic rules of behavior. This involves setting rules that match childrenÂ’s physical development (hand-eye coordination, strength), mental skills (attention span, memory), and social skills (ability to share, ability to understand the feelings of others). The expectations and rules you set for younger children will differ from those you set for school age children. For example, young children havenÂ’t developed the strength, coordination, or skills needed to help with certain household chores. They donÂ’t have the physical skills to carry heavy dishes or to mow the lawn. They also have trouble remembering complicated directions. School age children are able to carry out many meaningful tasks. They can remember the steps in setting the dinner table or caring for the family dog. Helping out at home gives school age children a sense of belonging, mastery and confidence. Examine the need for a rule. Rules exist for three reasons: to protect children, adults, and animals, to protect belongings and to help children learn to get along with others. Children have difficulty remembering a lot of rules. For each rule you set, ask yourself, “Why is this rule needed?” Have few rules but consistently enforce them. Explain the reason for a rule. Children are more likely to follow a rule when they understand why the rule exists. Be sure to tell them the reason for a rule. Understanding the reason for a rule also helps children to remember to act correctly when an adult isnÂ’t present. Involve school age children in setting limits. Children also are more likely to remember and follow rules if they help to set them and if you explain what will happen when they donÂ’t follow the rules. Ask them for suggestions. Encourage your children to come up with rules both you and they can live with. Write them down where all members of the family can see the rules. Review the rules every few weeks to make sure they are still needed. Rules will change as children grow older and situations change. Consistently enforce rules. Be firm and consistent with the rules. When children know that you wonÂ’t give in, they are less likely to test the rules. Be sure to change rules that are not working or your children have outgrown. Model the behavior you like. Children are quick to imitate or act like adults. Show your children the behavior you like. Be polite to children; use please and thank you. Share with children. Show them how to express their feelings with words. Children who see parents express anger through aggression or harsh words will express their own anger in these ways. On the other hand, parents who use words and positive actions to calm down will see their children do the same. Focus on doÂ’s, not donÂ’ts. Children told only “donÂ’t” (“DonÂ’t throw your school bag on the floor.”) have difficulty learning what they should be doing. One misbehavior may be replaced by another (leaving the bag on the kitchen table). Instead, tell children what they can do. “Hang up your bag on the hook in the hall closet, please.” It may take children a long time to learn a rule. Be prepared to remind children many times and let them know how pleased you are when they learn a new rule. Responding to misbehavior Everyone makes mistakes. When children misbehave, they need guidance. Remember the reasons for misbehavior. Then, try some of these ideas. Ignore misbehavior. Sometimes children will act out to get attention or to shock you. Ignoring behavior that is annoying but not harmful is a good plan. Teach your children how to handle their anger. As children move into the school age years, they become more and more interested in spending time with other children. They are learning how to cooperate and interact with others. But, during the first half of this stage (between about 5 and 8 years of age) children still have difficulty understanding another personÂ’s point of view. Working out conflicts can be a challenge. Encourage them to use words to work out problems; to express feelings and think of solutions. They will need your help and reminding. Help children think of ways to let off steam when theyÂ’re angry. They may go for a bike ride, walk away, go to a quiet place or talk to you. Respond to the misbehavior, not the child. Try to focus on the behavior, not the child. Say, “IÂ’m angry the food is all over the floor. What can we do about this problem?” rather than, “YouÂ’re so clumsy! When will you learn to be more careful!” Redirect children. When children are misbehaving, try directing them to a similar but acceptable behavior. “You canÂ’t buy that video game. ItÂ’s too violent. But you can get another one that has a lot of action, but no violence. Do you want to pick one out and show me, or should we ask the sales clerk to help us find one? Use a discipline technique that relates to the misbehavior. Sometimes consequences occur naturally, and children learn from them without the parentÂ’s involvement. For example, a child who doesnÂ’t do his homework may feel embarrassed when called on by the teacher in class. Other times, adults can use logical consequences. The same child who did not do his homework may be asked to stay in from recess or miss an after school activity to make up the assignment. Hitting Children Most parents donÂ’t like to hit, spank, slap, punch, kick, or scream or yell at their children. They often feel like failures when they do so. But, sometimes parents use physical and/or emotional punishment to cope with their own anger and frustrations.Yelling at or spanking a child may stop a behavior for the moment, but it wonÂ’t stop the child from doing the same thing later on. He or she hasnÂ’t been taught what to do instead. When children are hit, they are overwhelmed by feelings of pain, anger, humiliation, and resentment. Younger school age children may not remember why theyÂ’re being punished. Physical punishment may lead to increased aggressive behavior. Adults who received physical punishment as children show more problems than adults who werenÂ’t hit. These problems include aggression, depression and anxiety. Most parents donÂ’t want their children to learn the lessons of hitting. Hitting tells children that people who love you are likely to hurt you. It also teaches that itÂ’s OK to hit people smaller than you.Most parents who spank their children donÂ’t go to the extreme of physically abusing them. However, research shows that most physical abuse of children begins as ordinary physical punishment. Parents lose control and children are badly hurt. Remember that discipline is about teaching. Hitting and other physical and emotional punishment does not teach children what they can do. When you feel angry and frustrated with your childÂ’s behavior, take some time to calm down. • Take deep breaths. • Go to a private place, like your bedroom, for a few minutes. • Splash water on your face. • If thereÂ’s another adult at home, go outside for a few minutes or take a quick walk. • Call the New Hampshire Parent Line at 1-800-640-6486, press “0” for the operator and ask to talk to a parent link counselor. Someone is there to listen and to give you ideas for making parenting easier. When youÂ’re calm, think about: • Why your child is misbehaving • How you can prevent this from happening again, and • How you can respond to teach your child a positive lesson. What are the duties of a student? A. Make an effort to accomplish all objectives in each subject, B. Maintain good attendance, C. Deliver all report cards and other communications from the school to the parent(s), D. Develop good study habits and self-discipline, as well as accept additional help from available educational personnel and parents if experiencing school related problems, E. Make their best effort in taking all tests, including teacher made, achievement and assessment. As they grow, students become increasingly responsible for their education, not passive recipients of it. It is essential for parents to set expectations early on so children fully understand their central role in learning. Students are responsible for: * Attending school regularly * Completing homework assignments and being prepared for class * Arriving at school ready to learn and prepared to work hard on their studies * Honoring the school as a respectful and serious place for learning * Showing respect for all members of the school community * Knowing the rules and following them Above all, students are responsible for putting forth the time and effort to do their work well. Make-Up Work Students may be able to make up any work missed for grade or credit within the nine (9) days per semester or the (4) days within a 9-week period for schools on a block schedule. All educational requirements for the course shall be met before a passing grade and/or credit is assigned. The student shall have a reasonable amount of time, left up to the discretion of the teacher, to complete make-up work. Principals may grant extensions to make up time limit for extenuating circumstances. The principal shall determine, in consultation with teachers, when appropriate, whether the student should be given the opportunity to make-up schoolwork and course requirements missed while absent due to out-of-school suspension. If this privilege is given, the student shall have a reasonable amount of time left up to the discretion of the teacher following suspension to complete the schoolwork missed and shall do so on his or her own initiative. STUDENT PERFORMANCE STANDARDS All Brevard Public Schools provide appropriate instruction in the state adopted student performance standards in reading, writing, mathematics, science, computer literacy, economics, geography, government, and history and in the state adopted standards in mathematics, science, social studies, and writing. In addition, student performance standards for each course in grades 9-12 for which credit toward graduation is awarded have been developed and are adopted by the School Board as part of the Student Progression Plan. These student performance standards relate directly to the intended outcomes specified in the curriculum frameworks adopted by the State Board of Education and are reviewed by the Instructional Division to insure that they are conceptually and pedagogically consistent with State Board approved course student performance standards in each district course for which statewide standards have been adopted. In grades 6-8, state adopted curriculum frameworks provide the basis for instruction in mathematics, science, language arts, social studies, foreign language, health and physical education, fine and performing arts, and applied technology. Provision is also made for teaching computer literacy and critical thinking skills. What are the duties of the director of the state department of education? The superintendent is the crucial connection between the internal and external circles of responsibility. As the leader of the district, the superintendent must understand and exercise responsibility for engaging all of the players in both responsibility circles in meaningful dialogue and action that supports improved student learning. Superintendents are responsible for: * Connecting those in the inner and outer circles of the model * Engaging all players in meaningful dialogue in support of improved student learning with an emphasis on the achievement of the academic standards * Leading the central administration staff in becoming a provider/broker of services that focuses on building the capacity of building staff rather than serving a command and control role * Establishing a vision of quality schooling that is anchored in high expectations for all staff and buildings * Overseeing the development of challenging academic content standards for the district and establishing increased student achievement as the driving force for the district * Assuring a clear connection between any internal accountability system established by the district and the external system established by the state * Advocating for continuous improvement and supporting only those programs which have demonstrated success * Providing quality professional development for teachers and administrators with a primary focus on increasing student achievement, and seeking opportunities for staff development outside the district when the district is unable to provide it * Developing close working relationships with the parents and citizens of the community in order to assist them in becoming more knowledgeable about the improvements needed in education * Involves the citizens of the community early in the process of designing educational expectations and reform, not after the fact * Developing and proposing budgets that demonstrate commitment to the classroom and those who work directly with students and provides for quality teaching staff, instructional materials, facilities and support apparatus, and being willing to stop funding budget items that don't measure up * Demonstrating the leadership and management knowledge and skills to successfully deal with the fiscal and operational functions of running a school district In his book, Inventing Better Schools, Phil Schlectly states that "only through revitalizing and redirecting the actions of district-level operations can widespread change that must occur become possible." "Districts," he says, "are the only organizational units that can genuinely serve the interests of the entire community." Thus, the district leadership needs to keep student learning as a clear non-negotiable and the individual school as the focus of the accountability. This means that the superintendent and central office staff must refocus their energy to center more on capacity building of individuals within the district and monitoring results while, at the same time, still meeting the obligation to manage the district well. The central office must become a provider or broker of services that are designed to enhance the capacity of the building staffs to carry out their responsibilities in the best manner possible. Dictating the instructional strategies and learning resources from central office will not produce the achievement results/gains we all want to see. The superintendent, as the recognized leader of the district, must establish a vision of quality schooling that is anchored in high expectations for all staff and schools, and then design and advocate an improvement strategy for realizing that vision. Overseeing the development of challenging academic content standards for the district is a key role for the superintendent, as is assuring that there is a clear connection between any internal accountability system established by the district and the external system established by the state. These responsibilities cannot be delegated. Connections to the community become extremely critical when major improvement efforts are underway. The superintendent must ensure that parents and the general public are consulted and informed if they are to understand, support, and contribute to shaping improvement efforts. They should be involved early in the process of establishing expectations for student learning, not as an afterthought to ratify what has already been decided. And finally, the superintendents budget proposals must emphasize commitment to the classroom and those who are working most directly with students. The quality of the teaching staff, instructional materials, facilities, and the critical support apparatus, such as technology, are key ingredients for a successful educational environment. Budget allocations must reflect that commitment. All of these responsibilities are key for the superintendent and central office team. GENERAL INFORMATION REPORT CARDS ² s.1003.33 (1), F.S. The Report Card shall clearly depict and grade the following: Academic performance in each class or course in grades 1 through 12 based on examinations, as well as written papers, class participation, and other academic performance criteria; Conduct and behavior; Attendance, including absences and tardiness; Report Cards issued quarterly in accordance with the Brevard Public School Calendar, which is distributed to schools and community prior to the start of the school year. END OF YEAR STATUS STATEMENT / NO ACADEMIC EXEMPTIONS BASED ON STUDENT ATTENDANCE ± s.1003.33(2), F.S. The final report shall indicate the end-of-year status or performance or nonperformance at grade level, acceptable or unacceptable behavior and attendance, and promotion or non-promotion. There are no academic exemptions based on student attendance. A student may not be exempt from academic performance requirements, such as final examinations, based on practices or policies designed to encourage student attendance. Attendance records may not be used in whole, or in part, to provide an exemption from any academic performance requirement. |