Third Grade Progression
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Questions and Answers
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Mid-year Promotion:
1.
What are the guidelines/requirements for mid
-
year promotion?
Specified in Rule 6A-1.094222, FAC, to be eligible for mid-year promotion after
November 1, a student must demonstrate mastery of reading skills consistent with
the month of promotion to fourth grade as presented in the scope and sequence of
the school district’s core reading program. Evidence of demonstrated mastery is
as follows:
•
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successful completion of portfolio elements that meet state criteria
or
•
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satisfactory performance on a locally-selected standardized assessment.
To promote a student mid-year using a student portfolio, there must be evidence
of the student’s mastery of third grade Sunshine State Standard Benchmarks for
Language Arts, and beginning mastery of the benchmarks for fourth grade. The
student portfolio must meet the following requirements:
•
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be selected by the student’s teacher.
•
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be an accurate picture of the student’s ability and include only student work
that has been independently produced in the classroom
•
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include evidence of master of the benchmarks assessed by the grade 3
Reading FCAT.
•
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include evidence of beginning mastery of fourth grade benchmarks that are
assessed by the grade 4 Reading FCAT. This includes multiple choice, short
response, and extended response items and passages that are approximately
50% literary text and 50% information text, and that are between 10-900
words with an average of 375 words. Such evidence could include chapter or
unit tests from the district’s/school’s adopted core reading curriculum or
teacher-prepared assessments that are aligned with the Sunshine State
Standards. For each benchmark, there must be two examples of mastery as
demonstrated by a grade of “C” or better; and
•
?
be signed by the teacher and the principal as an accurate assessment of the
required reading skills.
To promote a student mid-year using a locally-selected standardized assessment,
there must be evidence that the student scored at or above grade level in reading
comprehension, as demonstrated by standard scores or percentiles, consistent with
the month of promotion to fourth grade.
Additional district requirements for any mid-year promotion criteria must be
specified in the district’s Student Progression Plan.
2.
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When do the provisions of the mid-year promotion rule apply?
Prior to November 1 the district’s Student Progression Plan should provide
guidance on determining what is necessary for mid-year promotion. After
November 1 all districts must follow the mid-year promotion rule.
3.
?
Can a third grade student potentially eligible for mid
-
year promotion, be
placed in a fourth grade classroom and then promoted after successful
completion of the portfolio or passing an alternative assessment?
Yes. Districts need to meet the individual needs of students. This can be
achieved through implementing creative multi-age grouping or a transitional
classroom setting.
4.
?
Why would a decision be made about a student’s placement before
November 1?
The intent of the rule is to ensure that students are promoted mid-year as soon as
possible so they receive essential fourth grade instruction. For example: If a
student has attended a Summer Reading Camp and demonstrated mastery of a
grade of “C” or above on all benchmarks but one, the student could show
proficiency in the deficit benchmark, and then be promoted to fourth grade before
November 1.
5.
?
Are all third grade retained students eligible for the mid
-
year promotion?
Yes. Prior to November 1 any student meeting the mid-year promotion
requirements stated in the district’s Student Progression Plan can be promoted
mid-year. After November 1 any student meeting state requirements specified in
Rule 6A-1.094222, FAC, can be promoted mid-year.
6.
?
Does the law limit the year in which a student can be promoted mid-year, or
is this available in any grade?
The law states that any student retained for a reading deficiency can be considered
for mid-year promotion in accordance with the district’s Student Progression
Plan.
7.
?
Why would a teacher use a student portfolio?
Under section 1008.25(6), Florida Statutes (Eliminating Social Promotion),
students who score a Level 1 on the grade 3 reading FCAT may be promoted to
fourth grade if the student demonstrates through a student portfolio that they are
reading on grade level as evidenced by mastery of the Sunshine State Standards.
8.
?
What are the guidelines provided by the state for the third grade student
portfolio?
To be accepted as meeting the portfolio option for demonstrating mastery of the
required reading skills, the student portfolio must:
•
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be selected by the student’s teacher.
•
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be an accurate picture of the student’s ability and only include student work
that has been independently produced in the classroom.
•
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include evidence that the benchmarks assessed by the grade 3 reading FCAT
have been met. This includes multiple choice items and passages that are
approximately 60% literary text and 40% information text that are between
100-700 words with an average of 350 words. Such evidence could include
chapter or unit tests from the district’s/school’s adopted core reading
curriculum that are aligned with the Sunshine State Standards or teacher-
prepared assessments that are aligned with the Sunshine State Standards.
•
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be an organized collection of evidence of the student’s mastery of the
Sunshine State Standard Benchmarks for Language Arts that are assessed by
the grade 3 reading FCAT. For each benchmark, there must be at least five
examples of mastery as demonstrated by a grade of “C” or above.
•
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be signed by the teacher and the principal as an accurate assessment of the
required reading skills.
9.
?
Can the portfolio be continued into the fourth grade?
Yes. The portfolio is a tool to use when planning reading instruction and having
parent conferences, and it can be used to evaluate readiness for
mid-year promotions.
10.
?
Is the student portfolio the only tool used in promoting a student mid
-
year?
No. The student portfolio and an alternative assessment are the two state
approved options for mid-year promotion. The student must be offered both
options. However, the student must only demonstrate proficiency on one of the
options in order to be promoted mid-year.
11.
?
Will the Department of Education provide any samples for the teacher to use
in the development of the student portfolio?
Yes. The Department of Education is currently in the process of developing a
sample portfolio that will be available spring 2005.
12.
?
Can mastery of a portfolio be demonstrated in the student’s native language?
No. The student must show proficiency in English on five graded samples of each
tested benchmark at a “C” or above. Other works in the student’s native language
may be included for monitoring purposes, but may not be used for mid-year
promotion criteria.
13.
If a teacher is monitoring the progress of a student, is a portfolio needed?
A portfolio provides on-going information on how a student is achieving on tested
benchmarks. The Department of Education has specific requirements of
necessary elements that must be included in a portfolio used for promotion. If a
teacher chooses to follow the rigor of the state portfolio requirements, a portfolio
can be used for progress monitoring as well as promotion.
14.
?
How many samples of proficiency are required for each benchmark in order
for a student to be mid
-
year promoted?
Prior to November 1 in any given school year, a student must have 5 examples of
each benchmark successfully completed on the third grade level (“C” or above) in
order to be mid-year promoted. After November 1, in any given school year, the
student must have successfully mastered the third grade portfolio as well as
mastered at least 2 examples of each tested benchmark consistent with the year
and month of promotion for fourth grade.
Tier 3 Students and Transitional Classrooms:
15.
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What constitutes a Tier 3 student?
A Tier 3 student is a student who will be in the third grade for three consecutive
years.
16.
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Can all Tier 3 students in one district be placed in one school in order to
form a Tier 3 classroom?
Yes. The district’s Student Progression Plan should provide guidance to
determine how to serve Tier 3 students. Transportation would need to be
provided through the district.
17.
?
What happens to a Tier 3 student that comes to another school that does not
have Tier 3 students or the instructional opportunities for that student?
Regardless of when a student enters a school, he or she must be provided grade
level work for the subject areas that are not at risk. Districts must provide all Tier
3 students, including transfer students, with intervention instruction and the option
of being placed in a transitional instructional setting.
18.
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Does the Department of Education offer suggestions in developing a
transitional classroom?
Yes. The following are possible examples of a transitional classroom setting:
•
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A transitional class may include Tier 2, Tier 3, and fourth grade students who
may be struggling with the fourth grade reading curriculum and benchmarks.
•
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A transitional class may include only Tier 3 students who receive intensive
reading instruction on their level and fourth grade curriculum in other subject
areas.
•
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A transitional class may also be a fourth grade class that includes Tier 2 and
Tier 3 students. The retained students can be pulled for their intensive reading
instruction, which must be provided for the majority of the day.
19.
?
Will the Department of Education provide guidance with selection of a core
reading program for the transitional class for Tier 3 students?
Yes. There is a link on the Florida Center for Reading Research (FCRR) website
www.fcrr.org for Tier 3 students. This is an excellent resource for guidance when
selecting a reading program for Tier 3 students that is researched based and has
proven results in increasing student reading achievement for fragile learners.
Remember, these are programs that have been reviewed and do not
constitute an approved list from the Florida Department of Education.
20.
?
Will the student preparing for a mid-year promotion be given fourth grade
instruction while in the Tier 3 class?
Yes. Reading benchmarks are the same for third and fourth grade, therefore
students can be taught fourth grade benchmarks on their reading level. All other
curriculum will be instructed on a fourth grade level. All students should be
supported in making continuous academic progress. This means teaching and
learning for mastery and moving forward through the curriculum and the
Sunshine State Standards as appropriate for the individual.
21.
?
Is there a website that provides additional information related to Tier 3
students?
Yes. There is a website that provides access to an Academic Support Plan for K-3
readers, which includes Tier 1, Tier 2, and Tier 3 guidelines. The website is
http://info.fldoe.org/dscgi/ds.py/Get/File-2157/DPS04-14Att.pdf
22.
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Do Tier 3 students need to be progress monitored?
Yes. All Tier 3 students are required to be registered on the Progress Monitoring
and Reporting Network (PMRN) and progress monitored using Dynamic
Indicators of Basic Early Literacy Skills
(
DIBELS). Access to the PMRN and
DIBELS is provided free of charge to the districts by the state.
Testing and Assessment:
23.
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Can the Diagnostic Reading Assessment (DRA) be substituted for the
Diagnostic Assessments of Reading (DAR)?
Yes. It is a district decision on which diagnostic assessment is administered.
For a list of reviewed assessments that are appropriate for grades K-12 that meet
psychometric standards, visit www.fcrr.org .
24.
Can parts of the FCAT assessment be used as part of the portfolio?
No.
25.
?
What are the levels for FCAT for 2005?
Third Grade Reading FCAT Levels
Level 1
Level 2
Level 3
Level 4
Level 5
100-258 259-283 284-331 332-393 394-500
26.
?
Can FCAT be used to monitor the benchmark skills?
No. The FCAT does not report at the benchmark level, but rather reports in
content clusters.
27.
?
What versions of the Stanford Achievement Test may be used for the end of
the year alternative assessment and/or at the end of Summer Reading Camp?
The SAT 10 is the NRT portion of the FCAT. If a child scores a Level 1 on the
third grade reading SSS portion of the FCAT, districts may use the NRT portion
as the alternative assessment.
The acceptable levels of performance on the alternative assessments for grade 3
for the 2004-2005 school year are as shown below. These scores will apply as
long as the NRT portion of the FCAT continues to be SAT-10.
•
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FCAT NRT Scores: To promote a student using the grade 3 reading NRT
portion of the FCAT as the alternative assessment good cause exemption, the
student scoring at Level 1 on the grade 3 reading SSS portion of the FCAT
must score at or above the 45
th
percentile on the grade 3 reading NRT portion
of the FCAT, the SAT-10.
•
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Other NRT Scores: To promote a student using another form of the SAT-9 or
SAT-10 as the alternative assessment for good cause exemption, the student
scoring at Level 1 on the grade 3 reading SSS portion of the FCAT must score
at or above the 45
th
percentile on a parallel form of the SAT-10 OR at or
above the 51
st
percentile on a parallel form of the SAT -9. For the purposes of
good cause exemption. a district must administer only one assessment – either
the SAT 10 or SAT 9 to each child.
Department of Education strongly suggests that districts administer the alternative
assessment (either SAT) only at the end of Summer Reading Camp. This gives
the student an opportunity to improve his or her reading skills before taking
another assessment. It also increases the reliability and validity of the assessment.
Either SAT may be administered as an alternative assessment at the end of the
school year and at the end of Summer Reading Camp. There has to be at least 30
days between each administration.
28.
?
Can Stanford Achievement Test be given at the end of the Summer Reading
Camp and again before November 1 for mid-year promotion?
Yes. There must be at least 30 days between the two administrations, and the
Stanford Achievement Test should be given no later than 150 days before the
FCAT NRT in the spring.
29.
?
Do all K-3 students have to be given the Dynamic Indicators of Basic Early
Literacy Skills (DIBELS) assessment?
All Reading First schools must administer DIBELS to K-3 students. All Tier 3
students in all elementary schools must be administered the DIBELS. The state
requires all kindergarten students be administered the DIBELS as part of the
SRUSS.
30.
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Will the Department of Education or districts provide any training on the
Diagnostic Assessments of Reading (DAR)?
Yes. The Department of Education will work with Riverside Publishing
Company to provide training.
31.
?
Doe
s
the student have to show proficiency in both the portfolio and the
alternative assessment in order to be promoted mid-year?
No. However, the student must be offered both these options. A student must
only show proficiency in either the alternative assessment or successfully
complete a student portfolio.
32.
?
If a student is working on a portfolio, does the teacher have to monitor
progress?
Yes. Teachers should be continually collecting evidence of a student’s progress
to determine appropriate instruction. Evidence of a student’s progress may be,
but is not limited to, documentation that can be included in a student portfolio.
33.
?
Can a district use a Core Curriculum Reading Program (CCRP) for a
locally-selected standardized assessment?
No. The CCRP assessments are not standardized and do not meet psychometric
standards required by the state.
34.
?
What FCAT score must a child receive in order to be promoted to fourth
grade?
A student must score a Level 2 or above on the third grade reading SSS portion of
the FCAT in order to be promoted to the fourth grade.
35.
?
Is there a diagnostic instrument that the state will provide at no expense to
the districts?
Yes. The Early Reading Diagnostic Assessment (ERDA), the Diagnostic
Assessments of Reading (DAR), and the Fox in a Box will be available for the
2005-2006 school year through the Department’s Office of Assessment and
School Performance. For more information, contact Daphne Csonka via
telephone at 850.245.0513 or via email at daphne.csonka@fldoe.org.
36.
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What are some other options to monitor progress besides DIBELS?
Other options for progress monitoring include teacher observation, Core
Curriculum Reading Program (CCRP) end of story checks, Supplemental Reading
Program (SRP) checks, and fluency checks using grade level texts.
37.
?
What is the difference between a Supplemental Reading Program (SRP) and
an Intervention Program?
The SRP provides instruction in one or more areas of reading. The SRP
reinforces initial instruction provided by the teacher (differentiation), and may be
used for immediate intensive intervention (iii) according to the needs of students.
Intervention Programs provide instruction in all five areas of reading.
Intervention Programs accelerate reading achievement two years in one school
year, so the students can become proficient, grade level readers.
38.
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Can students other than Tier 3 students be entered on the Progress
Monitoring and Reporting Network (PMRN)?
Yes. All students K-6 can be entered on the PMRN.
Options for Parents of Struggling Readers:
39.
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What options are available for parents of retained third graders to ensure
their child is given every chance for improvement?
The law requires the provision of one of the following:
•
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Supplemental tutoring in scientifically research-based reading services
including tutoring before and/or after school
•
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A “Read at Home” plan outlined in a parental contract including participation
in “Families Building Better Readers” parent workshops and regular parent-
guided home instruction
•
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A mentor or tutor with specialized reading training
40.
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What is Families Building Better Readers?
Families Building Better Readers (FBBR) workshops, offered free by DOE, are
designed for parents of kindergarten through third grade students. Parents who
participate in these workshops will learn simple activities they can do with their
children to improve reading performance.
41.
?
When and where are the Families Building Better Readers parent workshops
available?
Please periodically visit the Families Building Better Readers website in order to
learn more about the program and see schedules of the workshops:
http://www.justreadflorida.com/fbbr.asp.
42.
?
Are there letters and notices available to the teacher to be used in
communicating with the parents?
Yes. Flyers are available for Families Building Better Readers (FBBR)
workshops that are customized for each workshop that the Department of
Education organizes.
43.
?
How can the family and community get more involved in the reading
programs?
The family and community can get more involved in the reading programs by
having their own FBBR parent workshop, by visiting their local library, and by
visiting the Just Read, Families page on the Just Read, Florida website:
www.justreadflorida.com
44.
?
Does the option to provide a mentor or tutor with specialized reading
training require a certain amount of time for the mentor or tutor to provide
reading instruction?
No.
Summer Reading Camps:
45.
?
How can teachers use assessments for the portfolio in Summer Reading
Camps when the program used provides intensive reading but is not on
grade level?
If the program is not on grade level, the assessments cannot be used to document
mastery of third grade benchmarks.
46.
?
Can Summer Reading Camps focus on the FCAT skills that a student may
need for their portfolio?
No. The student portfolio needs to show mastery of all third grade benchmarks.
Refer to question number 8 of this document for the portfolio state guidelines.
47.
?
Are Summer Reading Camps available for students in grades other than
third?
Summer Reading Camps must be offered to Level 1 third graders specified in
section 1008.25(7) (a) (b), Florida Statutes. If a district chooses to open the camp
to other grade levels, they may do so at their own discretion.
48.
?
What versions of the Stanford Achievement Test may be used for the end of
the year alternative assessment and/or at the end of Summer Reading Camp?
The SAT 10 is the NRT portion of the FCAT. If a child scores a Level 1 on the
third grade reading SSS portion of the FCAT, districts may use the NRT portion
as the alternative assessment.
Department of Education strongly suggests that districts administer the alternative
assessment (either SAT) only at the end of Summer Reading Camp. This gives
the student an opportunity to improve their reading skills before taking another
assessment. It also makes the test more reliable and more valid. Either SAT may
be administered as an alternative assessment at the end of the school year and at
the end of Summer Reading Camp. There has to be at least 30 days in between
each administration.
LEP/ESOL/ESE:
49.
?
Are all ESOL and LEP students to be provided with a core curriculum and
immediate intensive intervention (iii)?
Yes. All ESOL and LEP students must be provided a core curriculum and
immediate intensive intervention (iii).
50.
?
Can mastery of a portfolio be demonstrated in the student’s native language?
No. The student must show proficiency in English on five graded samples of
each tested benchmark at a “C” or above. Other in the student’s native language
may be included for monitoring purposes, but can not be used for mid-year
promotion criteria.
51.
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If a student is in speech and has an Individual Educational Plan (IEP), is the
district required to provide intensive remediation for more than two years in
order for the student to qualify for the good cause exemption?
Yes. The relevant good cause exemption in statute states, “Students with
disabilities who participate in the FCAT and have an individual educational plan
or Section 504 plan that reflects that the student has received the intensive
remediation in reading as required…for more than two years but still
demonstrates a deficiency in reading and was previously retained in [K-
3].” Therefore, a student eligible for speech services, with an IEP, who has been
previously retained, and has received intensive remediation for more than two
years, may be considered for a good cause promotion.
52.
?
Can an assessment score below grade level for an ESE student be entered on
the PMRN?
No.
53.
?
Can an ESE student that has never been retained produce a portfolio using
below grade level work?
No. The student must show proficiency at grade level by demonstrating mastery
of the Sunshine State Standards.
54.
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What are the portfolio guidelines for ESE students?
The state portfolio guidelines apply to all students, including ESE students.
55.
?
Are students with disabilities given any alternate means in which to achieve
the goals needed in order to be promoted mid-year?
No. The guidelines provided by the Department of Education apply to all
students, including ESE.
Curriculum:
56.
?
Can a teacher or school make changes in the core curriculum if a student
is not performing?
All students should participate in initial instruction (ii) using the Core Curriculum
Reading Program (CCRP). The CCRP curriculum needs to be scaffolded to meet
the needs of every student. During differentiated instruction, initial instruction is
reinforced through remediation, acceleration, or enhancement.
57.
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What is the difference between the CCRP and SRP?
CCRP is a Core Curriculum Reading Program and SRP is a Supplemental
Reading Program.
58.
?
What researched-based reading programs are available to accelerate reading
achievement by two years in one school year?
There is a link on the Florida Center for Reading Research (FCRR) website
www.fcrr.org for Tier 3 students. This is an excellent resource for guidance when
selecting a reading program for Tier 3 students that is researched based and has
proven results in increasing student reading achievement for fragile learners.
Remember, these programs are only suggestions and do not constitute an
approved list from the Florida Department of Education.
Professional Development:
59.
?
When is the Just Read, Florida! Leadership Conference?
The Just Read, Florida! Leadership Conference is scheduled for June 13-15, 2005.
The state is inviting three thousand K-12 principals to participate in the
conference being held at the Rosen Center in Orlando, Florida. For additional
information visit http://www.justreadflorida.com/conference/.
60.
?
What is Literacy Essentials and Reading Network (LEaRN)?
LEaRN is a website for principals, reading coaches, and classroom teachers to
access scientifically based reading instruction being implemented in a classroom
through video clippings. Educators will also have the opportunity to view actual
live commentary by reading experts. LEaRN focuses on the practice of teaching
reading, on information and visible teaching examples that are directly applicable
to classroom activities. The objective of LEaRN is to provide users with a
comprehensive, applied tool that provides scientifically research-based
information and best practices on reading instruction.
61.
?
Will Literacy Essentials and Reading Network (LEaRN) be offered at the
conference?
Yes. It will be rolled out to the administrators at the Leadership Conference being
held June 13-15 at the Rosen Center in Orlando, Florida.
Other:
62.
?
What level of instruction should be provided to students with a reading
deficiency, but who may be proficient in other content areas?
Differentiation and intervention should be provided to help students acquire
appropriate grade level skills. For students reading below grade level, instruction
must begin on that student’s reading level. Instruction must be accelerated and
students must be provided remediation in order to support the achievement of
grade level skills. While reading instruction may target below grade-level skills,
the expectation is that students will be challenged and will make reading progress
to ultimately be on grade level. Instruction in other content areas needs to be on
grade level if applicable.
63.
Can Accelerated Reader (AR) count toward the 90 minute Reading block?
No. The purpose of AR is not to provide reading instruction. The purpose is to
help motivate students to read more books at an appropriate level of difficulty by
using a point system tied to individual goals. AR seeks to motivate students to
read advanced leveled books and to increase their personal reading time.
Accelerated Reader is not a program for reading instruction. For more
information on Accelerated Reader, visit
http://www.fcrr.org/FCRRReports/PDF/Accelerated_Reader.pdf.
64.
?
Will students scoring Level 1 be retained in other grades or only in third
grade?
Third grade retention is the only grade at which there is mandatory retention
specified in section 1008.25(6) (b), Florida Statutes. However, many districts
recognize that retention is necessary for students in other grades to best serve the
students’ needs. The promotion/retention policy for all grade levels must be
specified in the district’s Student Progression Plan.
65.
?
Does the law apply to a student who scored Level 3 on the FCAT but is
retained in the third grade for excessive tardiness?
Retention is intended to provide more time and support for students to master the
knowledge and skills specified in the Sunshine State Standards. A third grade
student may not be able to control the life circumstances that lead to excessive
tardiness. The Department of Education encourages districts to work closely with
families and student services personnel to provide the support for students to
arrive at school in a timely manner. Every student who meets the state and
district requirements for promotion should be promoted accordingly. However, it
is the district’s decision on how they choose to address retention due to excessive
tardiness.
66.
?
Is there a deadline for good cause promotion? For example, a third grade
Tier 3 student who is LEP and SWD (ESE) was eligible for a good cause
promotion at the end of last year. The parent thought the child would
benefit from another year of third grade. The school kept the child in third
grade. In October, the parent requested the child be promoted. The child
does not meet the criteria for a mid-year promotion as he has not mastered
third-grade SSS and is performing at a 2.5 reading level. Can the district
institute a good cause promotion?
If the new school year has begun, then the district’s Student Progression Plan
should provide guidance on determining what is necessary for a student to be
promoted to the next grade. The district determines promotion prior to November
1. If there is consideration of promotion after November 1, then the requirements
of the State Board of Education’s mid-year promotion rule must be met.
67.
?
When and how should parents be informed of the status of their child’s
FCAT scores and future direction?
Parents must be notified as soon as a deficit has been identified and an Academic
Improvement Plan (AIP) must be developed to provide specific instructional
strategies to address the areas of deficiency in reading. Parents should also
receive their child’s FCAT scores as soon as the school receives this information.