new student orientation handbook 0910

New Student Handbook TABLE OF CONTENTS • • PRINCIPAL’S MESSAGE CORE VALUES • GRADUATION OPTIONS AND OTHER RELATED INFORMATION • FERGUSON ACTIVITIES a Eligibility Requirements b Athletic Department Information c Clubs and Organizations • FERGUSON GUIDES a Student Services Team b School Calendar c Bell Schedule d School Map e Attendance Policy f Dress Code/Uniform Policy g Department Chairpersons’ Directory JOHN A FERGUSON SENIOR HIGH SCHOOL PRINCIPAL'S MESSAGE TO STUDENTS AND PARENTS Dear Learner, Welcome to John A Ferguson Senior High School, Home of the Falcons On behalf of the entire Ferguson faculty and staff, I would like to express our commitment to providing a quality education program within a safe, caring, and educationally challenging environment I am confident that by working together, your educational journey will be exciting, meaningful, demanding, and most of all productive Your education is indeed a journey, and as in any journey, YOU are the key to your success Keep that in mind as you create your map, the guide that you will follow to reach your final destination: a meaningful education, being an academy completer and culminating with a high school diploma The academy structure provided at John A Ferguson is designed to assist you in defining your career choices Your selection of an academy is extremely important, so examine them thoroughly Your choice of academies will serve as a compass during your educational journey Let the curriculum strands assigned to each academy serve as your guide Follow that guide throughout your academic adventure Once again, on behalf of the entire Ferguson family, welcome to our school I trust this year will serve as another path leading to your final destination I wish for you a wonderful journey, one filled with challenges and successes, rich in experiences, and a journey that will end with a new journey awaiting you, with a bright future, college and career choices and an opportunity to succeed Through your efforts and the guidance of our faculty and staff, we have already realized many successes, accreditation of both the school and the International Baccalaureate Program Continue to believe in yourself and keep your destination in mind and you will prove now and throughout your life that “No Goal’s Too High Where Falcons Fly” Sincerely, Jane Garraux Principal CORE VALUES Integrity Visionary Leadership Lifetime Learning Pursuit of Excellence Respect Responsibility for Self and Community GRADUATION OPTIONS AND OTHER RELATED INFORMATION • HIGH SCHOOL GRADUATION OPTIONS • 2009 - 2010 GRADUATION OPTIONS AND COURSE REQUIREMENTS • COURSE REQUIREMENTS EXPLANATORY NOTES • TESTING REQUIREMENTS FOR GRADUATION • ADMISSION TO FLORIDA STATE UNIVERSITY SYSTEM • TALENTED TWENTY • FLORIDA BRIGHT FUTURES SCHOLARSHIP PROGRAM  FLORIDA ACADEMIC SCHOLARS AWARD  FLORIDA MEDALLION SCHOLARS  FLORIDA GOLD SEAL VOCATIONAL SCHOLARS • COURSE/CREDIT REQUIREMENTS GRADES 9-12 • REQUIREMENTS FOR PROMOTION High School Graduation Programs PROMOTION AND PLACEMENT IN THE SENIOR HIGH SCHOOL AND ADULT EDUCATION PROGRAM Academic Achievement The Secondary School Redesign Act, also known as the AA++ Plan for Education,@ was passed by the Florida Legislature and signed into law by the Governor to become effective on July 1, 2006 In order to increase the rigor and relevance of the senior high school experience and to prepare high school students for college and the workplace, the high school instructional program will be changed dramatically Ninth graders who entered high school in the 2007-2008 school year and thereafter are required to earn 16 core academic credits and eight elective credits in order to graduate with a high school diploma Core requirements consist of four credits in English and mathematics; three credits of science and social science; one credit of fine arts; and one credit of physical education with the integration of health To better engage students in planning and making decisions for their future, they are to select an area of interest as part of their personalized career and education plan Students are to earn four credits in a major area of interest, similar to college students, which may be in the arts, advanced academic studies, or career preparation Each school will provide students and their parents with a list of district/state-approved major areas from which a selection may be made The remaining four elective credits may be used to earn a second major area of interest, a minor, or for other elective courses M-DCPS has made a commitment to ensure achievement of high academic standards by all students and to develop students so that they are able to successfully compete in the global economy by preparing students for graduation, employment, postsecondary education, and to become responsible citizens and lifelong learners, as stated in the Revised District Strategic Plan, 2005-2008 Students entering the ninth grade and their parents should be active participants in planning a high school program that will assist students in reaching their goals for the future The wide range of courses and programs available in senior high schools will enable students, simultaneously, to prepare for college admission and learn skills for employment immediately after graduation if they plan effectively Before a student graduates from high school, the school shall assess the student=s preparation to enter the workforce and provide the student and the student=s parent with the results of the assessment The Florida Department of Education has determined that since the FCAT assesses certain Educational Goal standards which were developed by the U S Secretary of Labor in the report on necessary skills for the workforce, i.e., Secretary=s Commission on Achieving Necessary Skills (SCANS), the FCAT can serve as this assessment Opportunities that will assist students in preparing for life after high school graduation include: □ enrolling in career academy and/or magnet programs; attending career fairs to learn about employment opportunities and trends and to explore occupations of interest to them; learning more about their interests and aptitudes by completing interest and aptitude inventories; assessing their readiness for college study by taking the Preliminary SAT (PSAT), Preliminary ACT (PLAN), and/or Florida College Entry-Level Placement Test (CPT) in their sophomore year and using the results to increase their skills and knowledge; maintaining a career planning portfolio that allows them to reflect on what they have accomplished and plan for the future;  using software or internet-based computer guidance programs to explore career and college choices and establish personal plans for future course work;  participating in job shadowing and internship experiences to increase awareness of the skills and tasks involved;  developing a plan for those involved in special education program to facilitate the smooth transition to postsecondary activities; and  planning for students with disabilities beginning at age 14, or younger if appropriate, to focus on the student=s anticipated course of study in secondary school Students and their parents may obtain assistance and direction for postsecondary planning from classroom teachers and student services personnel B Promotion and Placement Each student is required to have mastered the SSS, which are incorporated in the M-DCPS CBC, in order to be eligible for graduation from M-DCPS Also incorporated into the CBC are the skills necessary to become successful participants in the workplace In order for a student, who is enrolled in the four-year, 24-credit program, to receive a grade 10 grade level designation, he/she shall have earned an annual credit in English/ESOL and/or an annual credit in mathematics Additionally, the student shall have earned two or three annual credits in remaining courses for a cumulative total of four annual credits n order for a student to receive a grade 11 designation, the student shall have earned a total of two English/ESOL credits and two mathematics credits and a cumulative total of 10 annual credits In order for a student to receive grade 12 grade level designation, he/she shall have earned a total of three English/ESOL credits and three mathematics credits and a cumulative total of 16 credits In order to be graduated, a student must earn a cumulative total of 24 annual credits or 18 annual credits for those students selecting an accelerated graduation option and have met all state/School Board-approved graduation requirements GRADES 9-12 GRADE LEVEL PROMOTION REQUIREMENTS END OF GRADE MINIMUM CUMULATIVE TOTAL OF CREDITS FOR STUDENTS IN THE FOUR-YEAR, 24-CREDIT STANDARD PROGRAM (including one English* or one mathematics credit) 10 10 (including two English* and two mathematics credits) 11 16 (including three English* and three mathematics credits) 12 24 (required for graduation) * English Through ESOL as appropriate For each student enrolled in either one of the three-year, 18-credit graduation programs, the student must earn credits by the end of grade and earn 11 credits by the end of grade 10 Students enrolled in the three-year accelerated graduation programs are to be classified as ninth, tenth, and eleventh grade students However, a student who has selected an accelerated program must be allowed to participate during his/her third year in all activities traditionally provided for graduating students, including Talented 20 and Bright Futures There are mechanisms which make it possible for students to benefit from the advantages of a semester system without the disadvantages of major rescheduling at mid-year or mid-year promotions and graduation (See Appendix E) To the extent that resources are available, each senior high school should create classes in English and/or mathematics of a reduced class size to provide instruction for those senior high students who are having difficulty meeting the standards for a high school diploma For each student who does not meet performance levels in reading, writing, mathematics and/or science, the school, in consultation with the student's parent, must implement a school-wide PMP to assist the student in meeting state and district levels for proficiency Each plan must include provision for intensive remedial instruction through one or more of the following activities: Extended school day (before or after) programs, tutorial programs, Saturday class, referral to the School Support Team and/or suspension of instruction in elective courses Students who demonstrate a need for strengthening in either language arts/reading or mathematics or both should enroll in one or more courses to increase their level of functioning Such courses would count as electives An academic preparation course may be required for students entering grade 10 who have not demonstrated the potential to pass the FCAT on the first attempt as grade 10 students The course will address reading, writing, and/or mathematics skills, reading strategies in content areas, critical thinking, and general study skills appropriate to the senior high school The student shall take one semester of reading, one semester of mathematics, or a full year of either or both as indicated by area(s) of deficiency These courses may be available to students during the summer, prior to entry into grade 10, during grade 10, or during the summer prior to entry into grade 11, if the FCAT must be retaken These courses will not meet the four English and/or the three mathematics credits or the four mathematics credits for students who entered grade in 2007-2008 required for graduation An annual credit is a minimum of 135 hours of instruction in a designated course of study which contains performance standards, or the equivalent of six semester hours of college credit The hourly requirements for one-half credit are one-half the requirements for an annual credit A student attending a school-sponsored and approved activity directly related to the student's academic program shall be considered as present for instruction Schools that want to offer block schedules or that want to combine two courses into one block of time may not meet the 135 hour requirement Any school that offers a block schedule or that combines courses may so without a waiver if:  Performance-based criteria are in place for awarding credit to those students who progress through course standards in less than the 135 hours; and  Procedures are in place to amend a school master schedule to 135 hours of instruction for students who may need the additional time to meet the course requirements When a student with disabilities is determined to be performing below grade level in reading, writing, or mathematics, the IEP team must be convened to revisit the IEP It is recognized that some students with disabilities will not access the general education curriculum For these students, the IEP team will document the reasons and indicate the alternate curriculum by writing IEP goals and benchmarks based upon the student=s individual needs C High School Graduation Programs There are five options for high school graduation, two of which are accelerated programs and two (# and #3) are advanced academic programs for which students may earn college credit Students and their parents may select from one of the five options Students selecting one of the two accelerated options (#4 or #5) must declare that option by the end of their year All of the five options require students to earn a passing score on the FCAT graduation test in order to graduate th The graduation options are as follows: A four-year, 24-credit standard program; An International Baccalaureate program; An Advanced International Certificate of Education program; A three-year, 18-credit college preparatory program; and A three-year, 18-credit career preparatory program Prior to selecting one of the two accelerated graduation programs the following requirements must be met: In grade 9, designated school personnel shall meet with the student and the student’s parent to give an explanation of the relative requirements, advantages, and disadvantages of each graduation option The student shall submit to the high school principal and guidance counselor a signed parental consent form, the Graduation Options Contract (FM-6911), to enroll in the three-year accelerated graduation program The requirements for the two accelerated graduation options were amended by the 2004 Legislature and were further amended by the 2006 Legislature with the new requirements effective for students entering grade in the 2006-2007 school year and enrolling in an accelerated program In order to enroll in an accelerated program, students and their parents are to receive information relative to the accelerated graduation options in grade and make a selection with a written parental consent form no later than the end of ninth grade However, this deadline shall be extended to the end of the first semester of grade 10 for students who entered after grade upon transfer from a private school or another state or who were prevented from choosing an accelerated graduation option due to illness during grade If a student at the end of grade 10 is not on track to meet the credit, assessment, or 10 A ELIGIBILITY REQUIREMENTS FOR PARTICIPATING IN INTERSCHOLASTIC EXTRACURRICULAR ATHLETICS AND ACTIVITIES B ATHLETIC DEPARTMENT Personnel Fall Sports Winter Sports Spring Sports C CLUBS AND ORGANIZATIONS 31 1ELIGIBILITY 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 State statute and the Florida High School Activities Association In addition, a student must have at least a "C" average in conduct for all subjects in the preceding semester To be eligible to participate in interscholastic extracurricular student athletics and activities a student must maintain a grade point average of 2.0 or above on a 4.0 scale in the courses required for graduation Computation of grade point averages requires the inclusion of all applicable high school courses to which a forgiveness policy has been applied If a 9th or 10th grade student’s cumulative grade point average falls below 2.0 on a 4.0 scale in the courses required for graduation, the student will be permitted to participate in interscholastic extracurricular athletics and activities on a semester by semester basis if the student (1) earns a 2.0 or above grade point average on a 4.0 scale on courses taken the previous semester, (2) enters into an academic performance contract with the school, and (3) attends summer school as necessary However, once a student enters grade 11, he/she must have and maintain from that point forward a 2.0 or above cumulative grade point average on a 4.0 scale to be eligible to participate 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 an interscholastic team are required to pass a medical evaluation each year prior to engaging in any practice, tryout, or physical activity associated with the student’s candidacy for an interscholastic athletic team Students have a maximum of one year of eligibility in the ninth grade Students have a maximum of three years of eligibility beginning with the date of entrance to the tenth grade For students enrolled in either one of the two accelerated graduation programs, once they have met all the graduation requirements, they cannot remain in high school for a fourth year in order to continue eligibility to participate in high school athletics/activities The school athletic director and guidance counselor can assist students in planning a program of study that will include the appropriate courses to prepare for college entrance examinations and meet core course requirements for participation in National Collegiate Athletic Association (NCAA) athletic programs They can also assist students in determining how to calculate the GPA required to be eligible to participate in NCAA athletics and advise the student regarding which courses not meet NCAA eligibility requirements 32 33 34 CLUBS & ORGANIZATIONS Ferguson Senior High School will sponsor a variety of student organizations Students who want to start a club or establish an activity should see the student activities director for assistance As Ferguson High School grows, honor societies will be established and additional organizations will be developed which reflect the interest and needs of the student body and instructional program 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 Anime Club (Japanese Animation) Art Club Music Club (To develop into Tri-M) Best Buddies Chess Club Class Boards Close-Up (Washington, DC) Computer Club Dance and Drill Guard (Band) Digital Design Club Drama Club DFYIT FBLA (Future Business Leaders of America) FCCLA (Future Career and Community Leaders of America) FEA (Florida Education Association) Fusion Dance Club (by audition only) Future Farmers of America HOSA Interact Service Club Key Club JV Cheerleading and Varsity Cheering Journalism (Newspaper and Yearbook) Mu Alpha Theta Muslim Student Association National Honor Society National Technical Honor Society Pep Club Quill and Scroll Salsa Club SADD (Students Against Destructive Decisions) Science Honor Society SECME Social Studies Honor Society Student Government Association TV and Cinematography TRUST Women of Tomorrow Ms Jane Garraux Principal Manager John A Ferguson Athletic Department Robert Zell, CAA Athletic Director 35 Yenire Melchor Ath Business 15900 SW 56th Street, Miami, FL 33185 Telephone: 305.408.2700 Athletic Trainer: Asst Athletic Director: FALL SPORTS Bowling Cross Country Football Golf Swimming Volleyball WINTER SPORTS Basketball (Boys) Basketball (Girls) Soccer (Boys) Soccer (Girls) Wrestling SPRING SPORTS Baseball Softball Tennis Track Volleyball (Boys) Badminton Head Coaches: Linette Lam Juan Moreno Starting Date 2009 Victor Kensler / Dianne Coe Ryan Raposo Gene Chew Jorge Garcia / Jose Andion Gabe Lage / Sidney Arellana Greg Shanower Head Coaches: Anthony Burns Andrea Gomez Jose Aguilar Richard Lopez Monroe Owen Aug 17 Aug 17 Aug 10 Aug 10 Aug 10 Aug 10 Starting Date 2009 Nov Oct 26 Oct 19 Oct 12 Oct 26 Head Coaches: Jose Novas Jose Estevez Abby Febles Ryan Raposo TBA Richard Lopez Starting Date 2010 Jan 18 Jan 11 Feb Feb Feb 15 Feb Requirements: Each student athlete must • Maintain a 2.0 cumulative grade point average • Have a current physical on file (signed by parent & notarized) as well as Birth Certificate • Purchase school insurance for $13, (Football requires an additional $45), both include dental Physical forms may be downloaded from the school website (http://ferguson.dadeschools.net) Insurance shall be purchased through the Athletic Department The Activities Director is located in Room 011, and the Athletic Director is located in Room 025 36 FERGUSON GUIDES A 2009-2010 STUDENT SERVICES TEAM B SCHOOL CALENDAR C BELL SCHEDULE D SCHOOL MAP E ATTENDANCE POLICY F DRESS CODE/UNIFORM POLICY G.DEPARTMENT CHAIRPERSON 37 Student Services Assignments for 2009-10 Student Services Personnel Academy/Specialty Jose Cortes, Counselor Carmen Enriquez, Counselor Jonelle Estomba-Goss, Counselor International Business and Finance Hospitality & Tourism Information Technology Student Services Chairperson Design & Architecture (A-L) Design & Architecture (M-Z) Medical & Biomedical (M-Z) Medical & Biomedical (A-L) International Baccalaureate (IB) College Assistance Program (CAP) Advisor TRUST Counselor Master Scheduler Testing Chairperson Student Services Secretary Registrar Rut Perdomo, Counselor Melissa Falco-Diaz, Counselor Fernando Laracuente, Counselor Sabrina Williams, Counselor Dr Maria Matinez, Counselor Kerri Medina Tracy Perez, Counselor Sonia Romero Annette Aguilera Julie Andion Barbara Banos 2009-2010 BELL SCHEDULE 38 7:25 - 8:55 BLOCK – PERIOD 1/2 8:55 - 9:05 HOMEROOM 9:10 - 10:40 BLOCK – PERIOD 3/4 10:45 - 12:55 BLOCK – PERIOD 5/6 11:15 - 11:55 12:15 - 12:55 1:00 - 2:30 LUNCH LUNCH BLOCK – PERIOD 7/8 39 Ferguson Senior High Campus 2C 10 7Gym 2B 2A 12 Driver’s Ed Lot 40 Miller Drive 5Cafeteria JOHN A FERGUSON SENIOR HIGH SCHOOL ATTENDANCE CONTRACT 2009-2010 STUDENT’S NAME ID# The student, parent, and school agree that the student=s education is based on the student=s participation in school, and the key to participation is regular attendance at the school Therefore, the school agrees to provide an educational environment and the student agrees to be in attendance in accordance with this contract as follows: I Students need to attend school daily Absences are excused for the following reasons:  Illness of self or immediate family  Medical appointment (should be made for after school)  Death in the family  Religious observance  Immigration or court appearance  Situation beyond the control of the parent or student, as determined by the principal or principal’s designee Doctor, dentist, and other appointments should be made after school NO SIGN OUTS WILL BE PERMITTED AFTER P.M II When absent the student agrees to provide a note from the parent explaining the absence The note must include contact numbers Students must have official documentation with the signed note if the absence is due to an appointment or court date Notes must be submitted before school or during lunch Students ONLY have two (2) days to have the absence excused The student will have the responsibility of obtaining teacher=s signatures and saving admits These admits may be needed for an appeal III Any student who accumulates ten (10) unexcused absences for an annual course or five (5) unexcused absences for a semester course will receive a NC (No Credit) in that course IV Once a student accumulates a total of ten (10) absences, excused or unexcused, a parent or student must submit a doctor=s note or the parent must come into the Attendance Office in person in order to excuse the absences THIS MUST BE DONE WITHIN THE TWO-DAY DEADLINE FOR THE ABSENCE TO BE EXCUSED V Students run the risk of being withdrawn if they accumulate 20 or more absences in two or more classes Alternative programs will be recommended VI Students who are tardy to school must report to the Attendance Office to secure an admit Once a student accumulates ten (10) tardies, notes are no longer accepted Additionally, excessive tardies may result in loss of privileges and/or detention/suspensions VII Individuals NOT LISTED on the emergency contact card WILL NOT be permitted to sign a student out of school NO EXCEPTIONS VIII The student and parent should accept the responsibilities and duties implied for the above and agree to follow directions of the staff and Attendance Appeals Committee This agreement is based on the laws of the State of Florida and rules of the School Board of Miami-Dade County Questions may be directed to the Attendance Office Please review the Attendance Contract and keep it in an easily accessible place at home Please cut on the dotted line and return this portion to the homeroom teacher as soon as possible We have received and read the John A Ferguson Senior High School Attendance Agreement and understand ALL of its requirements _ PRINT STUDENT’S NAME _ STUDENT’S ID # _ STUDENT’S SIGNATURE _ PARENT OR GUARDIAN’S SIGNATURE 41 JOHN A FERGUSON SENIOR HIGH SCHOOL DRESS CODE 2009-2010 The John A Ferguson Senior High School community has adopted a new Uniform Policy and Mandatory Dress Code for the 2007-2008 school year This uniform program has been designed to assist us in easily identifying our students, instilling pride and respect, and in assisting you in keeping cost to a minimum Uniforms may be purchased at any local uniform store or department store Currently, Ibiley Uniforms, located at 7934 S.W 8th Street, has our logo and can deliver orders The following are acceptable uniforms: • Black, khaki, or gray pants • Black, white, or gray polo shirts • Black, white, or gray button-down shirts • School Spirit Shirts on Fridays only The school Dress Code policy will continue to be enforced as indicated in the Student Handbook We have made our uniform policy easy for all students to comply with Our Dress Code requires: — No midriff showing — No skirts — Closed shoes are required, no sandals — No parachute or Brazilian/low-cut pants — No hats/caps or other head wear 42 Vivian Acevedo Social Studies Lissette Alvarez Information Specialist Andriana Chaine SPED Gene Chew Physical Education Dona Depriest Reading Luis Diaz Mathematics Jonelle Estomba-Goss Student Services David Garcia Technical Arts Jennifer Goldsmith ESOL Edda Rivera Science Sandra Rainelli Language Arts Steven Tearle Business Lowell Thomas Fine Arts Paola Tirado Foreign Language 43 THE SCHOOL BOARD OF MIAMI-DADE COUNTY Chair Dr Solomon C Stinson District Vice-Chair Dr Marta Perez District Mr Renier Diaz de la Portilla District Dr Lawrence Feldman District Dr Wilbert "Tee" Holloway District Dr Martin Karp District Ms Ana Rivas Logan District Superintendent of Schools Alberto Carvalho REGIONAL CENTER IV Ms Janet S Hupp, Regional Superintendent Dr Melanie Fox, Administrative Director Dr Janice Cruse-Sanchez, Administrative Director Dr, Alex Martinez, Administrative Director Ms Charmyn Kirton, Administrative Director Dr Winston Whyte, Administrative Director 44 ... following eligible students:  Students who were in grade in 1999-2000  Students who were classified as grade 12 or 13 year students for the March 2003 FCAT administration  Students who took... academic content area, selected by the student as part of the student= s ePEP Students are also required to take credits in elective courses as part of the student= s ePEP, which include a second... For students with disabilities, the decision regarding whether a student will be exempted or tested with or without accommodation is made by the student= s IEP team and recorded on the IEP Students