Doctors Charter School of Miami Shores - DCS Curriculum Guide 2020-2021 Phone: 305-754-2381 School Fax: 305-751-5833 www.doctorscharterschool.org
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Doctors Charter School of Miami Shores
DCS Curriculum Guide
2020-2021
11301 NW 5th Avenue School
Phone: 305-754-2381
School Fax: 305-751-5833
www.doctorscharterschool.orgTABLE OF CONTENTS Doctors Charter School of Miami Shores Overview 4 Middle School Information / Required Courses 5 MDCPS Requirements Grade 6-8 6 Doctors Charter School Requirements Grade 6-8 6 High School Information / Required Courses 7 MDCPS Graduation Requirements Entering Grade 9 7 Doctors Charter School Graduation Requirements Entering Grade 9 8 EOC Assessment Requirements 9 Graduation Requirements Grades 10, 11 & 12 / Honor Designations 9 Fuel Education / Florida Virtual School 10 Grading Student Performance 11 Grade Point Average & Bonus Point Values 11 Report Cards 13 Forgiveness Policy 13 Attendance Policy 14 Probation 14 Academic Probation 14 Disciplinary Probation 14 Code of Student Conduct 14 Homework Policy 14 Eligibility Requirements for Extracurricular Activities and Athletics 15 Concordant and Comparative scores for State University Admission 17 Application for State Universities 18 First-Time-In-College Undergraduate Admission in state of Florida Universities 18 Sliding Scale Admissions & Test Scores 19 Community Service 19 Florida Bright Futures Scholarship Program 20 Talented Twenty Program 21 DCS Middle School Curriculum 2020-2021 22 Language Arts Department 22 Mathematics Department 24 Science Department 26 Social Studies Department 28
Physical Education Department 30 Foreign Language Department 31 Fine Arts/Performing Arts Department 31 Promotion and Placement Requirements for Middle School 34 DCS High School Course Offerings 2020-2021 35 DCS High School Curriculum 2020-2021 37 English Department 37 Mathematics Department 42 Social Studies Department 46 Science Department 50 Computer Science Department 53 Foreign Language Department 54 Fine Arts/Performing Arts Department 55 Physical Education Department 57 Promotion and Placement Requirements for High School 58 English/Language Arts Progression Map 58 Mathematics Progression Map 59 Science Progression Map 60 Social Studies Progression Map 61 Grading Student Performance Glossary 62
VISION
Inspiring students toward Discovery, Citizenship, and Scholarship.
MISSION
Empowering students to reach academic excellence and to embrace community service as global citizens.
VALUES
Excellence: DCS pursues the highest standards in academic achievement for every student.
Integrity: DCS builds positive relationships through honesty, respect and acceptance to enhance self-esteem,
safety, and the well-being of our students, families and staff.
Equity: DCS fosters an environment that serves all students and aspires to eliminate the achievement gap.
Citizenship: DCS honors the diversity of our community by working as a team to ensure the educational
success of all our students.
.
HISTORY
Doctors Charter School of Miami Shores is proud to build upon the tradition of excellence of the Miami
Shores/Barry University Charter School Connected Learning Center (MS/BU). Cooperation was necessary
between and among Barry University, North Dade Medical Foundation (NDMF), the Miami Shores Village
(MSV) residents, who passed a needed bond issue, MSV elected officials over a span of three years, and Miami-
Dade County Public Schools (MDCPS), to make the new middle and high school a reality. Doctors Charter
School of Miami Shores was built on land owned by Barry University, with funds from the bond and the NDMF.
The conversion from MS/BU Charter to Doctors Charter School of Miami Shores was completed in time for the
opening on August 8, 2005. The building was dedicated January 19, 2006, and a plaque dedicated to the
physicians who contributed to North Shore Hospital is displayed at the front entrance.
GOVERNANCE
The school is governed by a Board of Directors: seven members are appointed Village residents, two are
appointed by the PTSA, two are appointed by Barry University, and two represent the NDMF. The Village of
Miami Shores empowered the School Board Authority to be responsible for the operation and management of the
Charter School.
ACCREDITATION
Doctors Charter School of Miami Shores is fully accredited by the Southern Association of Colleges and
Schools (SACS).
SCHOOL NAME AND LOGO
The school’s name honors the support of the North Dade Medical Foundation for the construction of the school
building and educational program. The school’s identity is academic excellence and its logo symbolizes learning
and study. The words that appear in our logo; Perceptum and Affero mean “to learn” and “to contribute.” They
represent the essence of the school with learning as the main focus. Our graduates will be academically prepared
for future endeavors. In addition, our community mindedness will encourage them to be responsible citizens. The
symbol of the Caduceus signifies our ties with the medical community that supports and sponsors this school.MIDDLE SCHOOL INFORMATION / REQUIRED COURSES
The Middle School curriculum is comprised of courses in core academics and electives providing
instruction based on the Florida Standards (FS) and the Next Generation Sunshine State Standards
(NGSSS). These subject areas include English/Language Arts/ESOL, Mathematics, Social Science,
Science, Physical Education, Fine and Performing Arts, Foreign Language, and Personal/Career
education. Depending on student assessment results, some students may explore advanced levels of
study or be required to enroll in remediation courses for mathematics and reading, which will take the
place of electives. In order to be promoted to High School, students must successfully complete the
following academic courses:
Coursework Credits Description
English/ three (3), year- ● The courses will emphasize instruction in literature,
Language Arts long courses composition, and technical text.
(ELA) ● For English Language Learners, the required
course is MJ/Language Arts through ESOL.
Mathematics three (3), year- ● Middle grades students enrolled in Algebra I Honors must take
long courses the statewide standardized Algebra 1 End of Course (EOC)
assessment and pass the course to earn high school Algebra I
credit. Beginning with the 2013-2014 school year and thereafter,
a middle grades student’s performance on the Algebra 1 EOC
assessment constitutes 30% of the student’s final course grade.
● If a middle grades student does not pass the EOC assessment
while in middle grades, the student will have opportunities in
high school to retake the course and/or the assessment. In order
to earn a standard high school diploma, students must pass the
Algebra 1 EOC assessment.
● To earn high school credit for the Geometry course, a middle
grades student enrolled in this course must take the statewide
standardized geometry EOC assessment, which constitutes 30%
of the student’s final course grade, and earn a passing grade in
the
course.
Science three (3), year- ● To earn high school credit for a Biology I course, a middle
long courses grade student enrolled in this course must take the statewide
standardized Biology I EOC assessment, which constitutes 30%
of the student’s final course grade, and earn a passing grade in
the
course.
Social Science three (3), year- ● Civics is a required seventh grade course
long courses ● Beginning with the 2013-2014 school year, a student’s score on
the statewide standardized Civics EOC examination will
constitute
30% of the Civics final course grade.Physical three (3), year- This requirement may be waived under the following conditions:
Education long courses ● The student is enrolled in a remedial course.
● The student’s parent requests in writing that the student
enroll in another course.
● The student participates in physical activities outside the
school day which are equal to or in excess of the mandated
requirement.
Personal & A course that This course is designed to expose students to interpersonal
Career Education incorporates skill development and career planning. The coursework will
career education develop well-rounded students prepared to move into high
and
school informed and empowered.
planning in 8th
(One Semester)
The quality of a Doctors Charter School education begins with enrichment and extension. Below, one
can see how Middle School students at Doctors Charter School students go beyond the requirements of
Miami-Dade County Public Schools by comparison:
Miami-Dade County Public Schools Requirements*
ENGLISH/ SOCIAL
Grade LANGUAGE MATH* SCIENCE SCIENCE PHYSICAL ELECTIVES TOTAL
ARTS* EDUCATION
6 1 1 1 1 .5 1.5 6
7 1 1 1 1 .5 1.5 6
8 1 1 1 1 .5 1.5 6
Doctors Charter School of Miami Shores Requirements*
ENGLISH/
Grade LANGUAGE MATH* SOCIAL SCIENCE PHYSICAL ELECTIVES TOTAL
ARTS* SCIENCE EDUCATION
6 1 1 1 1 .5 2.5 7
7 1 1 1 1 .5 2.5 7
8 1 1 1 1 .5 2.5 7
* Courses must be listed in the 2018-2019 Course Code Directory.
** Students scoring at Level 1 and 2 on the statewide, standardized assessment for ELA (FSA ELA) must enroll in an
intensive reading course in lieu of an elective course. Students scoring at Level 1 and 2 on the statewide, standardized
assessment for Math ( FSA Math) may also lose the opportunity to select an elective course by taking an Intensive Math
course.
*** M/J English/Language Arts through ESOL, as appropriate. ELLs scoring at Levels 1 and 2 on the most recent
administration of the statewide, standardized ELA assessment are to be enrolled in a second ESOL course. The M/J
Developmental Language through ESOL course will count as an elective credit. For ELLs who scored Levels 1 and 2 on
the most recent administration of the statewide, standardized ELA assessment, this course is taken in lieu of an intensive
reading course.HIGH SCHOOL INFORMATION / REQUIRED COURSES
The High School curriculum is comprised of courses in core academics and electives providing
instruction based on the Florida Standards (FS) and the Next Generation Sunshine State Standards
(NGSSS). These subject areas include Core and Elective courses. Depending on student assessment
results, some students may explore advanced levels of study or be required to enroll in remediation
courses for mathematics and reading, which will take the place of electives. In order to be promoted
within High School and graduate, students must successfully complete the following academic
courses:
MDCPS GRADUATION REQUIREMENTS FOR STUDENTS ENTERING GRADE 9
ACADEMICALLY
STANDARD HIGH CHALLENGING
SUBJECT AREA SCHOOL 4-YEAR CURRICULUM TO ENHANCE
PROGRAM CREDITS LEARNING (ACCEL) 1
REQUIRED 3-YEAR PROGRAM 18
CREDITS REQUIRED
English or English through 4.0 4.0
ESOL
Mathematics 4.02 4.0
Science 3.03 3.0
World History 1.0 1.0
American History 1.0 1.0
American Government .5 .5
Economics .5 .5
Foreign Language Not Required for High School Not Required for High School
Fine Arts/Performing Arts 1.0 1.0
Physical Education 1.0 Not Required
Electives 8.0 3.0
Total Number of Credits 24.0 18.0
Required
State Assessment Passing scores on the Grade 10 ELA Passing scores on the Grade 10 ELA
Requirement (or ACT/SAT concordant score) (or ACT/SAT concordant score)
Passing score on the Algebra I End-
of-Course (EOC) or a comparative Passing score on the Algebra I end-of-
score on the Postsecondary Education course (EOC) or a comparative score on
Readiness Test (P.E.R.T.) the Postsecondary Education Readiness
Test (P.E.R.T.)
Grade Point Average(GPA) Earn a cumulative GPA of 2.0 on a Earn a cumulative GPA of 2.0
Requirements 4.0 scale on a 4.0 scale
Virtual Course (online course)4 Required Not required
1
The 18 credit ACCEL option allows a student who meets the above requirements to be awarded a standard high school diploma.
However, this pathway is not recommended for those seeking entrance into the University system to earn a Bachelor’s degree or higher.
2 One credit must be Algebra I and one of which must be Geometry.
3 One of which must be Biology I, two of which must be equally rigorous science courses; two of the three required credits must have a
laboratory component.
4
The online course requirement can be satisfied via Fuel Education or Florida Virtual School (FLVS).DOCTORS CHARTER SCHOOL GRADUATION REQUIREMENTS FOR
STUDENTS ENTERING GRADE 9
2020-2021
SUBJECT AREA DCS SCHOOL 4-YEAR PROGRAM
CREDITS REQUIRED
English or English through 4.0
ESOL
Mathematics 4.0
Algebra I, Geometry & two equivalent higher level courses
Science 4.0
Biology, Chemistry and two higher level courses
World History 1.0
U.S. History 1.0
U.S. Government .5
Economics .5
Fine Arts/ Performing Arts 2.0
Physical Education 1.0
Personal Fitness and Fitness Lifestyle Design
Electives 8.0
(includes virtual requirement)
Foreign Language 2.0
Total Number of Credits 28.0
Required
State Assessment Passing score on the Grade 10 ELA and passing score on the
Requirement Algebra I end-of-course (EOC)
Virtual Requirement (.5) One online Blended course available at DCS in the senior
year only
GPA Requirement Earn and maintain a cumulative GPA of 2.0 on a4.0 scale
Community Service Hours 100EOC ASSESSMENT REQUIREMENTS
The State of Florida has additional assessment requirements that include End-of-Course tests (EOC’s).
These assessments are required at Doctors Charter School as well. Students must participate in the
EOC assessments and the results constitute 30 percent of the final course grade. These assessments are
in the following subjects:
Algebra I Testing results constitute 30 % of final course grade
Biology I Testing results constitute 30 % of final course grade
Geometry Testing results constitute 30 % of final course grade
U. S. History Testing results constitute 30 % of final course grade
GRADUATION REQUIREMENTS FOR STUDENTS IN 10th, 11th, OR 12th GRADE
SCHOOL STANDARD 4 YEAR ACCEL PROGRAM 3 YEAR DOCTORS CHARTER
YEAR ENTRY 24 CREDITS 18 CREDITS SCHOOL
DATE or after REQUIREMENTS
28 Credits
2017-2018 16 required credits 15 required credits 18 required credits
8 elective credits 3.0 elective credits (includes 2 foreign
language credits
2.0 GPA 2.0 GPA 10 elective credits
Passing score on the Passing score on the grade 10
grade 10 ELA and ELA and Algebra I EOC 2.0 GPA
Algebra I EOC Passing score on the grade
10
ELA and Algebra I EOC
ACADEMIC RECOGNITION
The following honor designations are used by Miami-Dade County Public Schools and Doctors Charter for
academic recognition of high school graduates:
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 Student Services Department can assist students and parents in determining the processes for computing
the GPA’s used for the designations listed above.FUEL EDUCATION DCS is offering hybrid/blended courses onsite. Courses are based upon the same criteria as those taught in the standard high-school program and, therefore, generate the same credit for students and/or can be used for remediation purposes. Students and families wishing to accelerate for placement purposes will need to pay the cost of any course taken outside of what is offered on site at DCS. This may have a long-term impact on student comprehension and academic performance if foundational knowledge and classroom experiences are sacrificed for the online conveniences of Fuel Ed. Taking year-long coursework and truncating weeks of instruction into a quarter of the time can be detrimental in various core classes, such as mathematics and science. A complete list of courses is available through the PEAK- Fuel Ed website at http://www.peak.getfueled.com. Below is a list of sample courses: Accounting Art Appreciation Computer Literacy Criminology Early Childhood Education Hospitality and Tourism Introduction to Culinary Arts Introduction to Entrepreneurship Introduction to Health Sciences Journalism Law and Order Life Skills Music Appreciation Personal Finance Reading Comprehension Service Learning Students and families should be counseled by the Director of Student Services before embarking on Fuel Ed courses. Before enrolling, students must sign a contract and receive approval from the Director of Student Services or the Director of Guidance.
GRADING STUDENT PERFORMANCE
Academic grades are to reflect the student's academic progress based on the competencies/benchmarks
for the grade level course in which the student is enrolled. Academic grades must not be based on the
student’s effort or conduct. 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. (See Appendix for Grading Student Performance Glossary)
GRADE POINT AVERAGE (GPA)
Grade point averages (GPA) are calculated for any of the reasons listed below.
● High school graduation
● Eligibility to participate in interscholastic extracurricular activities
● To determine student’s academic progress
● Awards and recognition programs
● Placement on the honor roll and/or membership in honor societies
● College admissions and scholarship competitions
The following are the academic grades used:
Grade Numerical Value Verbal Interpretation GPA
A 90 – 100% or 3.5-4.0 Outstanding Progress 4
B 80 – 89% or 2.5-3.4 Good Progress 3
C 70 – 79% or 1.5-2.4 Average Progress 2
D 60 – 69% or 1.0-1.4 Lowest Acceptable Progress 1
F 0 – 59% or 0-.9 Failure 0
I 0 Incomplete 0
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.
Grade and Bonus Point Values:
Letter Grades Grade Points Bonus Points
Honors Advanced Dual
Placement Enrollment
A 4 1 2 2
B 3 1 2 2
C 2 1 1 1
D 1 0 0 0In authorized semester courses, the student's final grade will be determined as follows: 50% value for
each of two nine-week grading periods. A teacher may administer an assessment at the end of each
nine- week grading period. The value of the assessment may not exceed 10% of the grade for each
nine-week grading period; there is a provision for teacher override.
In authorized annual courses, the student's final grade will be determined as follows: 25% value for
each of four nine-week grading periods. A teacher may administer an assessment at the end of each
nine-week grading period. The value of the assessment may not exceed 5% of the grade for each nine-
week grading period, 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.
*In the event that a course is EOC related, 30% of the final grade will calculated based on the results
of EOC Assessments.
Grade Point Average (GPA) is an element used to determine eligibility in various programs. The
chart below identifies a number of the programs, the corresponding GPA, and conditions for
calculating the GPA. Definitions of terms used are provided on the next page.
Purpose Minimum Conditions
GPA
Required
Graduation 2.0 ● Overall unweighted, cumulative, unrounded on
credits earned for graduation.
● Calculated end of senior year.
Interscholastic 2.0 ● Overall unweighted, cumulative, unrounded on
Extracurricular Activity credits earned.
Participation ● Calculated at the end of each quarter.
● Incomplete grades and blanks will be treated as F’s.
Academic Progress 2.0 ● Overall unweighted, cumulative quarterly
calculated average.
Superintendent’s Diploma 3.5 ● Overall weighted cumulative GPA calculated at the
of Distinction end of the seventh semester.
● Must include 4 honors/AP/Dual Enrollment courses.
Florida Academic 3.5 ● Weighted, cumulative and unrounded on 16 specific
Scholars Award credits needed to meet admissions requirements for
state university system.
● Grades in AP and dual enrollment courses receive
0.5 bonus points.
Florida Medallion 3.0 ● Weighted, cumulative and unrounded on 16 specific
Scholars Award credits needed to meet admissions requirements for
state university system.
● Grades in AP and dual enrollment courses receive
0.5 bonus points.Admission to State 3.0 ● Cumulative on 18 credits (includes 2 elective credits)
University System identified by the Board of Governors regulations
and listed in Counseling for Future Education as
meeting requirements for admission.
NCAA Participation 2.0 ● Cumulative and unweighted on 16 high-school
core academic courses.
Grades in effort and conduct reflect the student’s progress independent of academic achievement:
EFFORT reflects the degree to which a pupil has demonstrated a desire to learn or to engage in learning
tasks that lead to a mastery of educational goals. Effort grades are assigned by teachers based on
student’s potential, study habits and attitude. Three numerical grades are used to reflect their effort.
CONDUCT reflects the degree to which a student interacts and relates to others in socially
acceptable ways.
Effort Grade Verbal Interpretation Conduct Grade Verbal Interpretation
1 Outstanding Effort A/B Excellent/Good
2 Satisfactory Effort C/D Satisfactory/Improvement Needed
3 Insufficient Effort F Unsatisfactory
At the midpoint of each nine-week grading period, teachers in each class complete an Interim Progress
Report for all students. This report notifies the parent of the present status of a student’s work and
provides comments and/or recommendations. Interim Progress Reports are to be signed by the student to
verify receipt. At any time during a grading period, the student can be given an Individual Progress
Report.
REPORT CARDS
Report cards are issued approximately one week following the conclusion of each nine week grading
period. Report cards are to be retained by the parents and not returned to the school.
FORGIVENESS POLICY
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 an elective course 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, the higher of the two grades will be used to compute the student’s GPA. When it
is replaced, the lower grade will not be used to compute the student’s GPA, but will remain on the
student’s transcript and in the student’s permanent record. 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.Students who earn more than the required number of credits are not penalized in their rank in class.
Academic grades reflect a student’s academic achievement. Students who receive passing grades on
their report cards are working within a range acceptable for the subject. At the beginning of the course,
students are provided written grading criteria employed by each teacher.
ATTENDANCE POLICY
Student presence and participation during the school week augments possible success and impacts class
performance. For more information, please refer to the Doctors Charter School of Miami Shores
Student/Parent Handbook located on our website for policies concerning attendance for our students.
PROBATION
Students must understand from the outset that it is a privilege to attend Doctors Charter School.
Academic achievement and good behavior are expected. It may be necessary, however, to give a student
a second chance by placing him/her on probation. There are two types of probation: academic and
disciplinary.
ACADEMIC PROBATION
Students who do not demonstrate acceptable academic efforts after each quarter (9 weeks) will be
placed on probation for the following quarter. During that time, the student’s profile will be closely
examined, parents contacted, tutoring sessions required and appropriate actions taken as needed to help
the student stabilize academic performance. Students who do not earn the required 2.0 GPA are
counseled for alternative placement consideration.
DISCIPLINARY PROBATION
Students who do not maintain at least a “B” conduct average or who violate the Code of Student
Conduct are placed on contract and will be counseled to determine appropriate school placement.
Parent/guardian(s) are contacted at the time of the initial violation. If issues persist, the school will
continue to contact parent/guardian(s), schedule team meetings with the student and parent/guardian(s),
and establish responses to intervention procedures and monitor the student’s academic activities and
progress.
CODE OF STUDENT CONDUCT
Each student/parent will receive a copy of the Code of Student Conduct. The signature page must be
returned and signed by both student and parent. The Code defines distinct violations which are
representative of those acts that frequently cause disruption of the orderly educational process. This list
is not all inclusive, and committing an act of misconduct not listed will be subject to the discretionary
authority of administration.
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 community. Regular homework provides opportunities for developmental practice, drill, theapplication of skills already learned, the development of independent study skills, enrichment activities,
and self-discipline. Homework should provide reinforcement and an extension of class instruction. It
should also serve as a basis for further study and preparation for future class assignments. In addition,
homework assignments for exceptional students should reflect the special needs of such students.
*Excerpt from MDCP School Board Policy 2330 – Homework
Student 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.
*Students can receive additional help through the Homework Helpers Program, which includes the
Dial- A-Teacher program at (305) 995-1600, Monday through Thursday from
5:00 p.m. to 8:00 p.m., WLRN, Channel 17.
Parent/Guardian Responsibilities:
While it is understood that parents/guardians are not responsible for providing a great deal of assistance
to their child in completing homework, there is still much that parents/guardians can do to promote good
study habits. Parent(s)/guardian(s) 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.
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.
7. The daily (Monday-Friday) recommended averages for grades 6-7-8 are 75 minutes and 120 minutes
for grades 9-12.
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 Statutes, Bylaws and Policies of the Greater Miami
Athletic Conference (GMAC), and Miami-Dade County School Board Bylaws and Policies and Florida
High School Athletic Association (FHSAA), Bylaws and Policies.
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, including those taken by the student before he/she begins high school.
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 first-year high-school student, entering the ninth grade for the first time, is academically eligible during
his/her first semester of high school attendance. The student, however, must have the cumulative 2.0
GPA at the conclusion of his/her first semester of high school attendance to be academically eligible to
participate during his/her next semester of attendance.
If a student becomes ineligible during the second semester of his/her ninth-grade year or during the first
semester of his/her tenth-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 student sits out the semester of ineligibility
(b) the student attends summer school, or its graded equivalent, (i.e. adult education, Fuel Education,
etc.) between grades 9 and 10 or 10 and 11, as necessary
(c) the student 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 eleventh grade, 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 participating in interscholastic athletic competition or who are candidates for interscholastic
teams are required to pass an annual physical evaluation. 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 an accelerated graduation program, 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 Director of Guidance and Athletic Director 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.CONCORDANT AND COMPARATIVE SCORES FOR THE STATEWIDE, STANDARDIZED
GRADUATION ASSESSMENTS
All grade 10 students must take the Grade 10 Florida Standards Assessment (FSA), English Language
Arts (ELA) and students enrolled in Algebra 1 must take the Florida End Of Course assessment in
Algebra 1. As noted in the chart below, for some school years, the Algebra 1 EOC results constitute
30% of the student’s final course grade. However, if a student does not receive a passing score on either
assessment, he/she may apply a concordant/comparative score achieved on the designated college
readiness assessment, Post-secondary Education Readiness Test (PERT), to meet the high school
graduation test requirements. The table below provides the applicable concordant and comparative
scores.
Concordant and Comparative Scores for High School Graduation Tests Cohort Year
(Incoming 9th Graders)
Requirements 2017-2018 2018-2019 2019-2020 2020-2021
READING/ELA FSA ELA FSA ELA FSA ELA FSA ELA
Level 3 Level 3 Level 3 Level 3
CONCORDANT ACT: 18 ACT: 19 ACT: 19 ACT: 19
SCORES SAT: 430 SAT EBRW: 430 SAT EBRW: 430 SAT EBRW: 430
SAT Rdg Sub: 24 SAT Rdg Sub: 24 SAT Rdg Sub: 24
ALGEBRA I FSA Algebra 1 FSA Algebra 1 FSA Algebra 1 FSA Algebra 1
Level 3 and 30% Level 3 and 30% Level 3 and 30% Level 3 and 30%
COMPARATIVE PERT: 97 PSAT 430 PSAT 430 PSAT 430
SCORES or or or
SAT Math 420 SAT Math 420 SAT Math 420
or or or
ACT Math 16 ACT Math 16 ACT Math 16
STATE UNIVERSITY ADMISSION REQUIREMENTS COMPETITIVE ADMISSIONS
Admission into Florida’s state universities is limited by space available. Competition for space depends
on the number and qualifications of those who apply for admission. To increase the chance of
admission, high school students should try to exceed the minimum requirements.
GRADE POINT AVERAGE IN HIGH SCHOOL ACADEMIC CORE COURSES
A weighted high-school GPA will be calculated by the university using a 4.0 scale from grades earned
by high-school academic core courses in designated subject areas, as well as specified AP courses.APPLICATION FOR STATE UNIVERSITIES
The Student Services Department is 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 https://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 postsecondary
education.
FIRST-TIME-IN-COLLEGE (FTIC) UNDERGRADUATE ADMISSION IN STATE OF
FLORIDA UNIVERSITIES
This regulation outlines minimum eligibility requirements for first-time-in-college (FTIC) students
seeking admission to an undergraduate degree program in the State University System (SUS). Individual
institutions may choose to establish more stringent admission requirements within the parameters
outlined in Board of Governors (BOG) regulations. Additional information is available at
http://www.flbog.edu/or http://www.flbog.edu/forstudents/planning
To qualify to enter one of Florida’s public universities, a first-time-in-college student must meet
the following minimum requirements:
● High school graduation with a standard diploma
● Admission test scores
● 18 credits of college preparatory academic courses that include:
o 4 English (at least 3 with substantial writing)
o 4 Mathematics (Algebra I and higher level courses)
o 3 Natural Science (at least 2 with substantial lab components)
o 3 Social Science
o 2 World Language - sequential, in the same language
o 2 approved electives
Students shall be considered as meeting minimum SUS eligibility requirements in one of the
following ways:
1. An FTIC student may be admitted if he/she has a high-school GPA of 3.00 or higher on a 4.00
scale as calculated by the university, and presents official SAT Reasoning Test and/or ACT Plus
Writing scores
2. An FTIC student may be admitted if he/she has a high-school GPA of 2.5-2.99 on a 4.00 scale as
calculated by the university. Coursework from which a student has withdrawn with passing grades will
not be included in the calculation. In addition to achieving the minimum GPA, a student must achieve
the minimum scores for each SAT Reasoning Test or ACT Plus Writing section as outlined below:
● SAT – Critical Reading >= 460 or ACT – Reading >= 19,
● SAT – Mathematics >= 460 or ACT – Mathematics >= 19, and
● SAT – Writing >= 440 or ACT – Combined English/Writing >=18.ADMISSIONS TEST SCORES & SLIDING ADMISSION SCALE
Admissions eligibility for students who are not in the Talented Twenty Program will be determined
from the sliding scale that considered the university calculated high school grade point average and the
admissions test score. Students with a calculated “B” average (3.0 on a 4.0 scale) or higher do not have
to meet a minimum test score, although either an SAT or an ACT score must be submitted. The sliding
scale shown in the following table allows an applicant to balance a lower GPA with a higher test score
or a lower test score with a higher GPA. The applicant’s GPA will be calculated by the university as
described above, using only the grades earned in the required academic core courses.
Sliding Scale Used for Admissions
If high-school GPA in required
Academic Courses is:
H.S. GPA ACT SAT
Composite Reasoning Test
Score (All 3 sections)
2.0 25 1680
2.1 24 1620
2.2 24 1620
2.3 23 1560
2.4 22 1510
2.5 21 1450
2.6 21 1450
2.7 21 1450
2.8 21 1450
2.9 20 1390
COMMUNITY SERVICE HOURS
To promote our school’s vision and mission for our students at Doctors Charter, we require the
completion of 100 community service hours in order to graduate. An added benefit to this requirement
is the fostering of our students’ eligibility for the Florida Bright Future’s Scholarship program.FLORIDA’S BRIGHT FUTURES SCHOLARSHIP PROGRAM
The Florida’s Bright Futures Scholarship program is designed for students seeking a scholarship award
to attend a postsecondary institution in Florida. It consists of three types of awards:
1. The Florida Academic Scholars Award (requires 100 community service hours)
2. The Florida Medallion Scholars Award (requires 75 community service hours)
3. Florida Gold Seal Vocational Scholars Award (requires 30 community service hours).
The Bright Futures Program consolidates current state scholarships and is funded from the lottery
proceeds.
The general requirements to apply for a Bright Futures Scholarship are as follows:
● Be a Florida resident and a U.S. citizen or eligible noncitizen, as determined by the
student’s postsecondary institution.
● Earn a standard Florida standard high school diploma or its equivalent from a Florida public high
school or a registered Florida Department of Education private high school.
● Be accepted by, enroll in a degree or certificate program, and be funded at an eligible Florida public or
independent postsecondary education institution within two years from the student’s year of high school
graduation.
● Not have been found guilty of, or pled nolo contendere to, a felony charge, unless the student has been
granted clemency by the Governor and Cabinet sitting as the Executive Office of Clemency.
● Be enrolled for at least 6 non-remedial semester credit hours or the equivalent in quarter or clock
hours per term.
● Complete the Florida Financial Aid Application (FFAA) no later than August 31 after high school
graduation.
● Meet the Community Service requirement of up to 100 community service hours depending on which
award level applied for within the Bright Futures Program.
The Florida Bright Futures Scholarship program will receive a 0.5 bonus point for grades (A, B, or C)
earned in Advanced Placement and academic dual enrollment annual courses. Grades received in level 3
annual courses in English, Mathematics, Science, and Social Science also receive a 0.5 bonus point. A
1.25 bonus point will be awarded for any of the above courses which are semester courses. Please note
that revisions to the Florida Bright Futures Scholarship Program are subject to change as a result of
legislative action. Additional information, requirements and conditions for the Bright Futures Award
listed can be found via the following link: http://www.floridastudentfinancialaid.org/ssfad/bf/THE TALENTED TWENTY PROGRAM The Talented Twenty Program is part of the Governor’s Equity in Education Plan. Students eligible for the Talented Twenty Program are guaranteed admission, within space and fiscal limitations, to one of the twelve 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. Qualifications: 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). ● complete all eighteen college preparatory courses as specified in State Board of Education Rules. Additional information about the Talented Twenty Program is available through the State’s Talented 20 website at http://www.fldoe.org/schools/family-community/activities-programs/talented-twenty- program/index.stml
DOCTORS CHARTER SCHOOL MIDDLE SCHOOL CURRICULUM
2020-2021
LANGUAGE ARTS DEPARTMENT
Language Arts I for Grade 6 #100101001
Required of all 6th grade students
The purpose of this course is to provide educational experiences which develop English language arts concepts
and skills for college and career preparation and readiness. The content should include, but not be limited to, the
study of literature, the use of the writing process and the application of reading, listening, speaking, critical
thinking, problem solving skills and study skills. Integration of multimedia into instruction and peer collaboration
opportunities facilitate the expectations outlined by the English language arts Florida Standards (LAFS) for
knowledge and skill mastery.
ANNUAL COURSE
Language Arts I Advanced/Gifted for Grade 6 #100102002
th
Open to all 6 grade gifted students
The purpose of this course is to promote academic excellence in writing, oral communication and the analysis of
literature for college and career preparation and readiness. The content should include, but not be limited to, the
analysis of literature and the use of the writing process, advanced reading skills, techniques of effective speaking
and listening, problem solving and study skills. Through the application, analysis, evaluation, and creation of
complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically,
developing multimedia presentations on content learned. This course incorporates the goals and objectives
contained in Florida’s Frameworks for K–12 Gifted Learners and is available only to students staffed into the
gifted program.
ANNUAL COURSE
Language Arts II for Grade 7 #100104001
Required of all 7th grade students
The purpose of this course is to develop the ability to use, analyze and appreciate spoken and written English for
college and career preparation and readiness. The content should include, but not be limited to, the study of
literature; practice in writing for a variety of purposes and audiences; activities in speaking, listening and critical
thinking as well as in the use of reference materials. Developmental reading strategies should also be
incorporated. Integration of multimedia into instruction and peer collaboration opportunities facilitate the
expectations outlined by the English language arts Florida Standards (LAFS) for knowledge and skill mastery.
ANNUAL COURSE
Language Arts II Advanced/ Gifted for Grade 7 #100105002
Open to all 7th grade gifted students
The purpose of this course is to promote academic excellence in reading, writing and oral communication,
including critical thinking and study skills for college and career preparation and readiness. The content should
include, but not be limited to, applications of speaking and listening skills, the analysis of literature and the uses
of the writing process for creative and expository purposes. The course should include advanced reading,
thinking, study skills. Through the application, analysis, evaluation, and creation of complex ideas that are often
abstract and multi-faceted, students are challenged to think and collaborate critically, developing multimedia
presentations on content learned. This course incorporates the goals and objectives contained in Florida’s
Frameworks for K–12 Gifted Learners and is available only to students staffed into the gifted program.
ANNUAL COURSELanguage Arts III for Grade 8 #100107001 Required of all 8th grade students The purpose of this course is to provide instruction in literature, reading, writing and oral communication for college and career preparation and readiness. The content should include, but not be limited to, an analysis of literature, the application of the writing process with emphasis on preparation for the Florida Standards Assessment Test in reading and writing. Integration of multimedia into instruction and peer collaboration opportunities facilitate the expectations outlined by the English language arts Florida Standards (LAFS) for knowledge and skill mastery. ANNUAL COURSE Language Arts III Advanced/Gifted for Grade 8 #100108002 Open to all 8th grade gifted students The purpose of this course is to promote academic excellence in English language arts through enriched experiences in literature, writing, speaking, listening and critical thinking for college and career preparation and readiness. The content should include, but not be limited to, the study of traditional and contemporary literature; the application of the writing process to expressive and academic modes with emphasis on preparation for the Florida Standards Assessment Test in Reading and Writing; the utilization of higher-order reading skills; and practice of formal and informal speaking and listening activities. Through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted, students are challenged to think and collaborate critically, developing multimedia presentations on content learned. This course incorporates the goals and objectives contained in Florida’s Frameworks for K–12 Gifted Learners and is available only to students staffed into the gifted program. ANNUAL COURSE Intensive Reading M/J – 6 – 8 #100001006, #100001007, #100001008 This course is designed to provide remediation to students who have specific areas of deficiency in phonemic awareness, phonics, fluency, comprehension and vocabulary. Students who do not meet the minimum performance expectations for the statewide assessment tests in reading, writing, mathematics and/or science must continue remedial instruction or supplemental instruction until expectations are met or the student graduates from high school. Goals and specific expectations, including attendance and positive behavior are necessary for student progress. ANNUAL COURSE MS Speech and Debate I (Grades 7 – 8) #100700001 The purpose of this course is to develop students' beginning awareness, understanding, and application of language arts as it applies to oral communication concepts and strategies in a variety of given settings. In addition, this course is to provide instruction and practice in verbal and nonverbal systems of communication. The content should include, but not be limited to, listening skills, conversation, group discussion, parliamentary procedure, information gathering and presentation skills. ANNUAL COURSE MS Journalism (Grades 7-8) # 100600001 The purpose of this course is to provide instruction in media production as it relates to journalism. This course develops fundamental skills needed for the production of journalism across print, multimedia, web, and broadcast/radio platforms, helping students become aware of careers, ethics use, and management techniques related to the production of journalistic media. The content should include, but not be limited to, layout design, understanding the elements of history and traditions of journalism, using reading strategies to obtain and analyze information from journalistic sources, using the writing process to produce writings appropriate to journalism, using fundamental research skills and networking formats, collaboration amongst peers, especially during the drafting and practicing stages , understanding the power of language, and using language in authentic contexts of journalism. ANNUAL COURSE
M/J Literacy through Film & Literature #101000001
This course is intended to create opportunities for students to read, write, and speak beyond the reading and
language arts classroom settings. The Content of literacy through film & literature will include, but not be
Limited to, the following:
Extensive reading of and writing in response to literature, analyzing theme, character development, setting, and
author's purpose. Developing the ability to understand, discuss, and analyze multiple types of literature including
plays, short stories, and novels. Developing the ability to view film with an analytical eye, identifying plot and
character development. Developing the ability to analyze the use, in film, of lighting, sound effects, music, special
effects, and camera angles. Reading and developing an understanding of literacy and film critiques. Extensive
discussion of and writing comparative analysis of literature and film.
ANNUAL COURSE
MATHEMATICS DEPARTMENT
Math I for 6th Grade #120501001
Required of all 6th grade students
The purpose of this course is to continue the development of the strands addressed in the Mathematics Florida
Standards (MAFS) across the PreK-12 curriculum. The content should include, but not be limited to ratios and
proportions, fractions, rational numbers, mathematical expressions and statistics. Additional topics include
numeration, whole numbers, decimals, percent, integers, geometry, measurement, estimation, graphing, number
theory, probability, data analysis and algebraic thinking. The course should be taught within the context of
problem solving and calculators and computers should facilitate instruction. Four critical areas include: (1)
connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve
problems; (2) completing understanding of division of fractions and extending the notion of number to the system
of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and
equations; and (4) developing understanding of statistical thinking.
ANNUAL COURSE
Math I Advanced for 6th Grade # 120502001
Subject to Math entry scores and teacher recommendation
The purpose of this course is to continue the development of the strands addressed in the Mathematics Florida
Standards (MAFS) across the PreK-12 curriculum. The content should include, but not be limited to ratios and
proportions, fractions, rational numbers, mathematical expressions and statistics. Additional topics include
numeration, whole numbers, decimals, percent, integers, geometry, measurement, estimation, graphing, number
theory, probability, data analysis and algebraic thinking. The course should be taught within the context of
problem solving and calculators and computers should facilitate instruction. Six critical areas include: (1)
connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve
problems; (2) completing understanding of division of fractions and extending the notion of number to the system
of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and
equations; (4) developing understanding of statistical thinking; (5) developing understanding of and applying
proportional relationships; and (6) developing understanding of operations with rational numbers and working
with expressions and linear equations.
ANNUAL COURSEMath II for 7th Grade #120504001 Required of all 7th grade students who do not meet the minimum requirements for Algebra I. The purpose of this course is to continue the development of the strands addressed in the Mathematics Florida Standards (MAFS) across the PreK-12 curriculum. The content should include, but not be limited to ratios and proportionality, mathematical expressions and linear equations, geometry, and data analysis. Students continue their work from Math I on topics such as numeration, whole numbers, fraction, decimals, percent, integers, geometry, measurement, estimation, graphing, number theory, probability, statistics, and algebraic thinking. The course should be taught within the context of problem solving and calculators and computers should facilitate instruction. Four critical areas include: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three- dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples. ANNUAL COURSE Math II Advanced for 7th Grade # 120505001 Teacher Recommendation required. The purpose of this course is to continue the development of the strands addressed in the Mathematics Florida Standards (MAFS) across the PreK-12 curriculum. The content should include, but not be limited to ratios and proportionality, mathematical expressions and linear equations, geometry, and data analysis. Students continue their work from Math I on topics such as numeration, whole numbers, fraction, decimals, percent, integers, geometry, measurement, estimation, graphing, number theory, probability, statistics, and algebraic thinking. The course should be taught within the context of problem solving and calculators and computers should facilitate instruction. Five critical areas include: (1) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; (2) drawing inferences about populations based on samples; (3) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (4) grasping the concept of a function and using functions to describe quantitative relationships; and (5) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. ANNUAL COURSE Pre-Algebra for 8th Grade #120507001 Required of all 8th grade students who do not meet the minimum requirements for Algebra I.. The purpose of this course is to continue the development of the strands addressed in the Mathematics Florida Standards (MAFS) across the PreK-12 curriculum. The content should include, but not be limited to, numeration, whole numbers, fraction, decimals, percent, integers, geometry, measurement, estimation, graphing, number theory, ratios and proportion, probability, statistics, data analysis and algebraic thinking. The course should be taught within the context of problem solving and calculators and computers should facilitate instruction. Students are to build mathematical knowledge and understanding, utilizing mathematical skills in everyday life. ANNUAL COURSE Algebra I Honors #120032001 Prerequisite: “A” or “B” in Math I, II, and/or III and teacher recommendation, or pre-test placement. The purpose of this course is to provide a rigorous and in-depth study of algebra, emphasizing deductive reasoning skills, as a foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, operations and properties used within the real number system; algebraic and graphical solutions to first-degree equations and inequalities in one and two variables; relations and functions; direct and inverse variation; operations with polynomials, including all forms of factoring;
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