Florida Department of Education
District Certification of Compliance 1008.25 F.S.
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WEB-BASED DISTRICT CERTIFICATION
OF COMPLIANCE WITH S. 1008.25, F.S
VERIFICATION OF CURRENT IMPLEMENTATION
Submission Deadline: July 1, 2004
Click here to view statute.
Please enter link to District Student Progression Plan or other document, the
applicable page number(s), and the date of School Board Approval in the field
provided.
Link to District Student Progression Plan:
School Board Approval Date:
Please respond to all the items listed below by entering the starting page number in
your Student Progression Plan that addresses the requirement.
ESTABLISHMENT OF A COMPREHENSIVE PROGRAM FOR STUDENT PROGRESSION
1008.25(2)(a)
Establish a comprehensive student progression plan that includes
standards for evaluating each student's performance on the Sunshine State Standards.
1008.25(2)(b)
The progression plan must include specific levels of performance in
reading, writing, science, and mathematics for each grade level, below which a student
must receive remediation or be retained.
1008.25(2)(c)
The progression plan must include appropriate alternative placement
for a student who has been retained for two or more years.
ALLOCATION OF RESOURCES
1008.25(3)
Remedial and supplemental instruction resources must be allocated as
follows: First, to students who are deficient in reading by the end of grade 3, and
second to students who fail to meet performance levels required for promotion.
ASSESSMENT
1008.25(4)(a)
Each student must participate in the statewide assessment tests.
Each student who does not meet specific levels of performance in reading, writing,
science, and mathematics must be provided with additional diagnostic assessments to
determine the nature of the student’s difficulty and academic needs.
REMEDIATION
1008.25(4)(b)
The school in which the student is enrolled must develop, in
consultation with the student's parent, and implement an academic improvement plan
(AIP).
1008.25(4)(b)
For a student with a deficiency in reading, the AIP shall identify the
student's specific areas of deficiency in phonemic awareness, phonics, fluency,
comprehension, and vocabulary, the desired levels of performance, and the
instructional and support services to be provided. Schools shall also provide for the
frequent monitoring of the student's progress.
1008.25(4)(b)
District school boards shall assist schools and teachers in the
implementation of research-based reading activities.
1008.25(4)(b)
Remedial instruction provided during high school may not be in lieu of
required English and mathematics credits.
1008.25(4)(c)
If a student’s documented deficiency has not been remediated, the
student may be retained. If the minimum performance expectations are not met,
remedial or supplemental instruction must be provided until expectations are met, the
student graduates from high school, or is not subject to compulsory school attendance.
READING DEFICIENCY
1008.25(5)(a)
Student in kindergarten or grade 1, grade 2, or grade 3 who exhibit a
substantial deficiency in reading must be given intensive reading instruction. The
student's reading proficiency must be reassessed at the beginning of the next year, and
intensive reading instruction must continue until the reading deficiency is remedied.
1008.25(5)(b)
If the student's reading deficiency is not remedied by the end of grade
3, as evidenced by scoring Level 2 or higher on the Florida Comprehensive
Assessment Test (FCAT), the student must be retained.
PARENTAL NOTIFICATION
1008.25(5)(c)
The parent of any student who exhibits a substantial deficiency in
reading must be notified in writing of: that deficiency; a description of the current
services and proposed supplemental instructional services and supports; that if the
reading deficiency is not remediated by the end of grade 3, the child will be retained
unless he or she meets one of the good cause exemptions; strategies for parents to
use in helping their child succeed in reading proficiency; that the FCAT is not the sole
determiner of promotion; and the district's specific criteria and policies for mid-year
promotion.
1008.25(8)
An annual written report must be provided to the parent of each student
on the student’s progress toward achieving proficiency in reading, writing, science, and
mathematics, including results on each statewide assessment test, classroom work,
observations, tests, district assessments, and other relevant information.
ELIMINATION OF SOCIAL PROMOTION
1008.25(6)(a)
No student may be assigned to a grade level based solely on age or
other factors that constitute social promotion.
GOOD CAUSE EXEMPTIONS
1008.25(6)(b)
Good cause exemptions for retention shall be limited to the following:
Limited English Proficient (LEP) students having less than 2 years of English for
Speakers of Other Languages (ESOL) instruction; students with disabilities whose
individual educational plans (IEP) indicate that participation in the statewide
assessment is not appropriate consistent with State Board of Education rule; students
who demonstrate an acceptable level of performance on an alternative standardized
reading assessment, approved by the State Board of Education; students who
demonstrate, through a student portfolio, that the student is reading on grade level;
students previously retained in kindergarten, grade 1, 2, or 3 with an IEP or Section
504 plan who participate in the FCAT and have received intensive remediation for more
than two years but still demonstrate a deficiency; students who were previously
retained in kindergarten, grade 1, 2, or 3 for a total of two years and have received the
intensive remediation for two or more years but still demonstrate a deficiency.
1008.25(6)(c)
Requests for good cause exemptions shall include: documentation
from the student's teacher to the school principal that indicates that the promotion of
the student is appropriate and is based upon the student's: academic record; the
existing AIP and/or IEP, if applicable; report card; or student portfolio. The principal
shall review and discuss such recommendations with the teacher and make the
determination as to whether the student should be promoted or retained. The principal
shall notify the district school superintendent in writing of the proposed promotion. The
superintendent shall accept or reject the principal’s recommendation in writing.
ANNUAL REPORTING
1008.25(8)(a)
Districts must annually report to the parent of each student the
progress toward achieving state and district expectations for proficiency in reading,
writing, science, and mathematics, and the student’s results on each statewide
assessment test. The evaluation of each student’s progress must be based on the
student’s classroom work, observations, tests, district and state assessments, and
other relevant information.
1008.25(8)(b)
Districts must annually publish in the local newspaper the following:
the district policies and procedures on student retention and promotion; the number
and percentage of all students by grade level performing at Levels 1 and 2 on the
FCAT Reading; the number and percentage, by grade, of all students retained; the total
number of students promoted for good cause, by each category; and any revisions to
the district school board's policy on retention and promotion .
Link to Local Newspaper:
Date of Publication:
Section of Newspaper:
Submit
WEB-BASED DISTRICT CERTIFICATION
OF COMPLIANCE WITH S. 1008.25, F.S
PART II: VERIFICATION OF IMPLEMENTATION OF AMENDED LANGUAGE
Submission Deadline: December 1, 2004
Links to Bills that modify S.1008.25, F.S.:
SB 354 - Middle School Success Plans
SB 364 - Reading Deficincies
Click here to view statute.
Please enter link to District Student Progression Plan or other document, the
applicable page number(s), and the date of School Board Approval.
Link to District Student Progression Link:
School Board Approval Date:
Please respond to all the items listed below by entering the starting page number in
your student progression plan that addresses the requirement.
MIDDLE GRADES REFORM ACT
1003.415(7)(a) Each principal of a school with grades 6, 7, or 8 shall
designate a certified staff member at the school to develop and administer a
personalized middle school success plan for each entering sixth grade
student who scored below Level 3 in reading on the most recently
administered FCAT. The success plan shall be developed in collaboration
with the student and his or her parent and must be implemented until the
student completes the eighth grade or scores at Level 3 or above in reading
on the FCAT. The middle school success plan may be included as part of a
progress report or report card, included as part of a general orientation at the
beginning of the school year, or provided by electronic mail or other written
correspondence. The success plan must: identify educational goals and
intermediate benchmarks for the student in the core curriculum areas; be
based upon academic performance data and the identification of the
student’s strengths and weaknesses; include academic intervention
strategies with frequent progress monitoring; provide innovative methods to
promote the student’s advancement which may include: flexible scheduling,
tutoring, focus on core curricula, online instruction, an alternative learning
environment, and other interventions that have been shown to accelerate the
learning process. The middle school success plan must be incorporated in
the student's academic improvement plan.
PARENTAL NOTIFICATION
1008.25(5)(c)
The parent of any student who exhibits a substantial
deficiency in reading must be notified in writing of: that deficiency, a
description of the current services and proposed supplemental instructional
services and supports; that the child will be retained unless he or she meets
one of the good cause exemptions; the strategies for parents to use in
helping their child succeed in reading proficiency; that the FCAT is not the
sole determiner of promotion; and the district's specific criteria and policies for
mid-year promotion.
1008.25(7)(b)3
Each school district shall provide written notification to the
parent of any third grade student who is retained that his or her child has not
met requirement for promotion and the reasons the child is not eligible for a
good cause exemption. The notification must include a description of
proposed interventions and supports that will be provided to the child.
READ INITIATIVE
1008.25(7)(b)7
Districts shall establish a Reading Enhancement and
Acceleration Development (READ) Initiative in order to prevent retention and
to offer intensive accelerated reading instruction to grade 3 or grade 3+
students who failed to meet standards for promotion to grade 4, and to each
K-3 student who is assessed as exhibiting a reading deficiency. The READ
Initiative shall:
be provided to all K-3 students at risk of retention as identified by an
assessment system that measures phonemic awareness, phonics, fluency,
vocabulary, and comprehension; be provided during regular school hours in
addition to the regular reading instruction; and use a state-identified reading
curriculum .
SUCCESSFUL PROGRESSION FOR RETAINED READERS
1008.25(7)(a)
Third grade students who are retained must be provided
intensive interventions in reading to ameliorate the specific reading
deficiency, as identified by a valid and reliable diagnostic assessment. The
intensive interventions must include: effective instructional practices;
participation in the district’s summer reading camp; and appropriate teaching
methodologies.
1008.25(7)(b)1
Each school district shall conduct a review of AIP’s for all
retained third grade students who did not score above Level 1 on the FCAT
Reading and did not meet one of the good cause exemptions, and shall
address additional supports and services needed to remediate the deficiency.
1008.25(7)(b)1
The school district shall require a student portfolio to be
completed for each retained third grade student.
1008.25(7)(b)2
Retained third grade students must be provided with
intensive instructional services and supports to remediate the identified area
of reading deficiency including a minimum of 90 minutes of daily,
uninterrupted, scientifically research-based reading instruction and other
strategies, which may include, but are not limited to: small group instruction;
reduced teacher-student ratios; more frequent progress monitoring; tutoring
or mentoring; transition classes containing 3rd and 4th grade students;
extended school day, week, or year; and/or summer reading camps .
1008.25(7)(b)4
Districts shall implement a policy for the mid-year
promotion of any retained third grade student who can demonstrate that he or
she is a successful and independent reader, reading at or above grade level,
and ready to be promoted to grade 4. Reevaluating any retained third grade
student may include subsequent assessments, alternative assessments,and
portfolio reviews in accordance with rules of the State Board of Education.
Students promoted during the school year after November 1 must
demonstrate proficiency above that required to score at Level 2 on the grade
3 FCAT as determined by the State Board.
1008.25(7)(b)5
Districts shall provide retained third grade students with a
high-performing teacher as determined by student performance data and
above-satisfactory performance appraisals.
1008.25(7)(b)6
Districts shall provide retained third grade students with at
least one of the following instructional options: supplemental tutoring in
research-based reading services; a "Read at Home" plan outlined in a
parental contract, including participation in "Families Building Better Readers
Workshops" and regular parent-guided home reading; and/or a mentor or
tutor with specialized reading training.
INTENSIVE ACCELERATION CLASS FOR RETAINED READERS
1008.25(7)(b)8
Districts shall establish at each applicable school an
Intensive Acceleration Class (IAC) provided to any student in grade 3 who
scored at Level 1 on the reading portion of the FCAT and who was retained in
grade 3 the prior year. The IAC must: have a reduced teacher-student ratio;
provide uninterrupted reading instruction for the majority of student contact
time each day and incorporate opportunities to master the grade 4 Sunshine
State Standards in other core subject areas; use a reading program that is
scientifically research-based and has proven results in accelerating student
reading achievement within the same school year; provide research-based
intensive language and vocabulary instruction, including use of a speech
language therapist; and weekly progress monitoring measures.
TRANSITIONAL INSTRUCTIONAL SETTING
1008.25(7)(b)10
Retained third grade students who have received
intensive instructional services but are still not ready for grade promotion
must be offered the option of being placed in a transitional instructional
setting. Such a setting shall specifically be designed to produce learning
gains sufficient to meet grade 4 performance standards while continuing to
remediate the areas of reading deficiency.
SUCCESSFUL PROGRESSION FOR RETAINED READERS - REPORTING
1008.25(7)(b)8g
Districts shall report on the progress of students in the
IAC to the Department of Education at the end of the first semester. To
implement this requirement, the administration of the grade three probes from
the Diagnostic Indicators of Basic Early Literacy Skills (DIBELS) along with
the Progress Monitoring and Reporting Network (PMRN) will be required for
these students. More information on these requirements will be forthcoming.
1008.25(7)(b)9
Districts shall report to the State Board of Education, as
requested, on the specific intensive reading interventions and supports
implemented. Please describe the intensive interventions and supports that
were provided to third grade students who scored Level 1 on the 2003
Reading FCAT and were retained in 2003-04.
Data for this requirement is
to be entered on subforms
(linked from main menu).
Submit
