Course Code Directory and Instructional Personnel Assignments

This document applies to programs in public schools, grades PreK-12, and certain postsecondary programs that begin in the time period of the first day of the 2013-2014 school year through the day prior to the beginning of the 2014-2015 school year.

1. 
   Introduction 5
   
2. 
   Submitting a New Course 5
   
3. 
   Next Generation Sunshine State Standards 6
   
4. 
   Grade Weighting/Course Levels 6
   
5. 
   World Languages 6
   
6. 
   Multiple-Credit Courses 7
   

1. 
   Highly Qualified Teachers 8
   
2. 
   Any Field Certification Coverage 8
   
3. 
   Reading 8
   
4. 
   English for Speakers of Other Languages (ESOL) Certification, Training, and Reporting Requirements 8
   
5. 
   Health Opportunities through Physical Education (HOPE) 9
   
6. 
   Prekindergarten Basic Definitions 10
   

1. 
   Legislative Intent 12
   
2. 
   Comprehensive Plan for Student Progression 12
   
3. 
   Retention Placement 12
   
4. 
   Academically Challenging Curriculum to Enhance Learning (ACCEL) Options 12
   
5. 
   Allocation of Remedial Resources 13
   
6. 
   Assessment 13
   
7. 
   Remediation 13
   
8. 
   Elimination of Social Promotion 14
   
9. 
   Elementary Intensive Reading Instruction 14
   
10. 
    Parental Notification 14
    
11. 
    Third Grade Retention 15
    
12. 
    Annual Reporting Requirements 17
    

1. 
   General Requirements for Students Entering Middle Grades in the 2006-2007 School Year and Thereafter 18
   
2. 
   Intensive Intervention 19
   
3. 
   Required Instruction 20
   
4. 
   AVID (Advancement Via Individual Determination) Courses 20
   
5. 
   Middle and High School Grading System 20
   

1. 
   District Policies to Assist Students in Meeting Graduation Requirements 21
   
2. 
   General Requirements for High School Graduation Programs 22
   
3. 
   Adult General Education 26
   
4. 
   Department of Juvenile Justice 26
   
5. 
   Students in Local Jail Programs 27
   
6. 
   Dropout Prevention, Academic Intervention, and Teenage Parent Programs 27
   
7. 
   Grades 9 to 12 Course Substitutions 27
   
8. 
   Practical Arts Courses That Meet the Arts High School Graduation Requirement 27
   
9. 
   Career and Technical Education Course Substitutions 29
   
10. 
    Industry Certification Substitution Information for Mathematics and Science 31
    
11. 
    Credit Recovery Courses 31
    
12. 
    Acceleration Programs 31
    
13. 
    Advanced International Certificate of Education (AICE) Diploma 32
    
14. 
    The International Baccalaureate (IB) Diploma 35
    
15. 
    Dual Enrollment 35
    
16. 
    Advanced Placement (AP) Program® 36
    
17. 
    Florida Bright Futures Scholarship Program 36
    

1. 
   Access Courses for Students with Significant Cognitive Disabilities 37
   
2. 
   Fundamental Courses 37
   
3. 
   Other ESE Courses 38
   
4. 
   Reading Certification Requirements for ESE Reading Courses 38
   
5. 
   Requirements for ESE Endorsements 38
   
6. 
   Highly Qualified Requirements for ESE Courses 39
   
7. 
   Certification/Highly Qualified Requirements for Different Scheduling Methods Used for Students with Disabilities 40
   
8. 
   Prekindergarten Program for Students with Disabilities/Inclusive or “Blended Settings” 43
   
9. 
   Gifted Service Models 44
   
10. 
    Career and Technical Education Courses (Regular and ESE) 44
    
11. 
    Waiver of FCAT 2.0 and EOC Assessment Results for Graduation for Students with Disabilities 44
    
12. 
    Requirements for a Special Diploma for Students with Disabilities 45
    

1. 
   General 47
   
2. 
   Grades PreK to 5 Numbering System 48
   
3. 
   District Elementary Reporting for Permanent Records and Report Cards Required 48
   
4. 
   Grades PreK to 5 Subject Areas 49
   
5. 
   Grades 6 to 8 Subject Areas 49
   
6. 
   Middle/Junior High Exploratory Wheel 50
   
7. 
   Grades 9 to 12 and Adult Education Numbering System 50
   
8. 
   Applied, Combined, or Integrated Course Numbering System 51
   
9. 
   Course Levels 52
   
10. 
    Grades 9 to 12 and Adult Education Subject Areas 52
    
11. 
    Subject Area Transfer Numbers 53
    
12. 
    Course Data/FTE Reporting 53
    
13. 
    Exceptional Student Education Numbering System 54
    
14. 
    Prekindergarten Programs for Children with Disabilities 55
    
15. 
    Career and Technical Education Numbering System 55
    
16. 
    Career and Technical Education Programs and Courses 56
    

1. 
   Grade-Level Codes 57
   
2. 
   Subject-Area Graduation Requirement Codes 57
   
3. 
   Course Length Codes 58
   
4. 
   Course-Credit/Multiple-Credit Codes 58
   
5. 
   Certification Codes 58
   
6. 
   Explanation of Symbols 59
   
7. 
   Special Symbols Linked to Teacher Certifications 60
   

1. 
   NWRDC Database File Names 61
   
2. 
   Web Files for 2013-2014 61
   

2. Cost reporting at the school, district, and postsecondary levels;

3. Course identification at the school, district, postsecondary, and state levels;

4. Provision of information to local, state, and federal education and legislative agencies; and

5. Fiscal and program audits.
The rule requires that school, district, and postsecondary personnel use this Directory when:
1. Scheduling students into any PreK-12 course, adult general education course, or postsecondary career and technical education course;

2. Aggregating student assignments for course data;

3. Identifying courses which may be used to fulfill graduation and program completion requirements; and

4. Determining appropriate educator certification for specified courses.

• 
  Email the course submission form, course description, and evidence of school board approval to trinity.colson@fldoe.org.
  
• 
  Mail the original, signed documents to:
  

Trinity Colson

Manager, Course Code Directory

Florida Department of Education

325 West Gaines Street, Suite 1401

Tallahassee, FL 32399-0400

a. K-12 ESOL Certification; or

b. appropriate coverage and level to teach English/Language Arts plus the ESOL Endorsement; or

c. world language coverage plus the ESOL Endorsement; or

d. compliance with all in-service requirements that may be required under Rule 6A-6.0907, F.A.C.
2. Developmental Language Arts-Reading taught to ELLs using ESOL strategies require:

a. appropriate coverage and level, plus the ESOL Endorsement and Reading Endorsement; or

b. appropriate coverage and level, plus the ESOL Endorsement and K-12 Reading Certification; or

c. K-12 ESOL Certification plus Reading Endorsement; or

d. K-12 ESOL Certification plus Reading Certification; or

e. compliance with all in-service requirements that may be required under Rule 6A-6.0907, F.A.C.

3. Developmental Language Arts taught to ELLs using ESOL strategies require:

a. appropriate coverage and level, plus the ESOL Endorsement; or

b. K-12 ESOL Certification; or

c. compliance with all in-service requirements that may be required under Rule 6A-6.0907, F.A.C.

4. Core subjects: Mathematics, Science, Social Studies, and Computer Literacy taught to ELLs:

a. In accordance with the in-service requirements under Rule 6A-6.0907, F.A.C., core subjects taught in English using ESOL strategies require the appropriate subject area coverage and level, and one of the following:

1. 60 in-service points in ESOL strategies as documented by the school district; or

2. 3 semester hours in ESOL strategies; or

3. ESOL endorsement; or

4. K-12 ESOL certification.

b. In accordance with the in-service requirements under Rule 6A-6.0907, F.A.C., core subjects (Mathematics, Science, Social Studies, and Computer Literacy) taught in the home language using home language strategies require the appropriate subject coverage and level, proficiency in the native language as evidenced by test or certification as documented by the school district, and one of the following:

1. 60 in-service points in home language strategies; or

2. 3 semester hours in home language strategies; or

3. ESOL endorsement; or

4. K-12 ESOL certification.

5. In accordance with the in-service requirements under Rule 6A-6.0907, F.A.C., all subjects taught to ELLs other than English, Developmental Language Arts, Reading, Mathematics, Science, Social Studies, and Computer Literacy using ESOL strategies require the appropriate subject area coverage and level, and one of the following:

a. 18 in-service points in ESOL strategies as documented by the school district; or

b. 3 semester hours in ESOL strategies; or

c. ESOL endorsement; or

• 
  Child Development Associate (CDA) or CDA Equivalent.
  
• 
  Bachelor’s degree or higher in any of the following areas: early childhood education, prekindergarten or primary education, preschool education, or family and consumer science.
  
• 
  Bachelor’s degree or higher in elementary education, if teacher has been certified to teach children any age from birth through 6th grade, regardless of whether certificate is current, as long as the certificate has not been revoked or suspended.
  
• 
  Associate’s degree or higher in child development.
  
• 
  An Associate’s or higher degree in an unrelated field, at least 6 credit hours in early childhood education or child development, and at least 480 hours of experience in teaching or providing child-care services for children any age from birth through 8 years of age.
  
• 
  Educational credentials approved by the DOE as equivalent to, or greater than, the educational credentials described above.
  
• 
  The VPK implementing legislation authorizes the DOE to approve educational credentials for VPK instructors that are equivalent to, or greater than, the prescribed Bachelor’s or Associate’s degrees noted above. Based on an analysis of the content requirements of these and proposed degrees, the Department recommends the following as approved credentials for instructors in the school-year VPK program: Bachelor’s (or higher) degree, ESE, Special Education, Mental Disabilities, Specific Learning Disabilities, Physically Impaired, Varying Exceptionalities, Emotional Disabilities, Visually Impaired, Hearing Impaired, Speech-Language Pathology, Associate’s degree, Early Childhood Education.
  
• 
  For each of the proposed Bachelor’s and Associate’s degrees listed above, related competencies and skills (defined in terms of applicable Florida Certification Coverages) are delineated in Attachments A and B found in Technical Assistance Paper (TAP) #07-01 Voluntary Prekindergarten (VPK) Instructor Qualification.
  
• 
  Upon receipt of a written request and appropriate supporting documentation, the DOE will review any related Bachelor’s degree area, certification coverage, or Associate’s degree to determine the extent to which the proposed credential incorporates competencies and skills equivalent to, or greater than, those delineated for other approved VPK instructor credentials at the Bachelor’s or Associate’s degree levels. If a program serves children with disabilities as an inclusive setting, see page 43.
  

• 
  Certified teacher with a valid Florida educator certificate under Section 1012.56, F.S., with qualifications specified by the district school board. Priority must be given to teachers who have experience or coursework in early childhood education.
  
• 
  A Bachelor’s degree or higher in any of the following areas: early childhood education, prekindergarten or primary education, preschool education, or family and consumer science.
  
• 
  A Bachelor’s degree or higher in elementary education if the teacher has been certified to teach children any age from birth through 6th grade, regardless of whether certificate is current, as long as the certificate has not been revoked or suspended.
  
• 
  If program serves children with disabilities as an inclusive setting, see page 43.