FLORIDA DEPARTMENT OF EDUCATION
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STATE BOARD OF EDUCATION
F. PHILIP HANDY,
Chairman
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T. WILLARD FAIR,
Vice Chairman
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Members
SALLY BRADSHAW
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LINDA J. EADS, ED. D.
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CHARLES PATRICK GARCÍA
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JULIA L. JOHNSON
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WILLIAM L. PROCTOR, PH.D.
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CONTACT PERSONS
Name:
Mary Jo Butler
Phone:
(850) 488-6726
Suncom:
278-6726
Email:
maryjo.butler@fldoe.org
Name:
Ruth Gumm-Shearon
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Phone:
(850) 487-3506
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Suncom:
277-3506
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Email:
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ruth.gumm-shearon@fldoe.org
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JIM HORNE
Commissioner of Education
Name:
Mike Tremor
Phone:
(850) 487-8804
Suncom:
277-8804
Email:
michael.tremor@fldoe.org
DPS:
03-072
TAP NUMBER: FY 2003-8
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MEMORANDUM
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TO:
District School Superintendents
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FROM:
Betty Coxe
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DATE:
March 24, 2003
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SUBJECT:
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TECHNICAL ASSISTANCE PAPER RELATED TO THIRD
GRADE STUDENT PROGRESSION
Section 1008.25, Florida Statutes (Public schools student progression; remedial instruction;
reporting requirements), prohibits social promotion and requires districts to set standards that
students must meet to be promoted to a higher grade. The law focuses accountability on reading
proficiency at the end of third grade demonstrated by scoring at Level 2 or higher on the FCAT. The
law provides six exceptions to this mandatory retention for good cause, that include demonstrating
an equivalent level of proficiency through a portfolio of student work or on an alternative assessment
as approved by the State Board of Education.
BETTY COXE
Deputy Chancellor
325 W. GAINES STREET • SUITE 501 • T
ALLAHASSEE, FL 32399-0400 • (850) 413-0555 • www.fldoe.org
District School Superintendents
March 24, 2003
The intent of this legislation is to ensure that any student who still has a
substantial
reading
deficiency at the end of third grade is provided more time and additional intensive remedial
instruction to acquire the fundamentals of the most basic skill of reading. In fourth grade and
beyond, the instructional focus shifts from
learning to read
to
reading to learn
. After third grade, text
becomes substantially and progressively denser, syntax more complicated, vocabulary more
sophisticated, comprehension more demanding, and the need for fluency more vital. Students need
a sound foundation in reading for this more difficult work. A substantial reading deficiency,
regardless of the reason that is causing it--even a learning disability, limited English proficiency, or a
disadvantaged background--needs to be addressed and corrected before the student can be
expected to successfully move on to the more difficult work of the higher grades.
The State Board of Education adopted policies regarding the alternative assessment and the student
portfolio for third grade promotion at the January 21
st
meeting. Our staff continues to develop and
identify resources to assist schools and districts in implementing the statutory requirements
regarding student progression. Information will be disseminated soon regarding regional meetings
to be held in April to provide additional assistance regarding third grade student progression.
If you have questions or need additional information regarding student progression, please contact
Mike Tremor or Mary Jo Butler. If you need information regarding strategies for teaching reading,
please contact Ruth Gumm-Shearon.
BC:mjbo
Enclosure
cc:
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Assistant Superintendents for Instruction
Elementary Supervisors
Elementary School Principals
Exceptional Student Education Program Directors
English for Speakers of Other Languages Directors
Student Services Directors
Dropout Prevention Coordinators
2
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