An Academic Support Plan for K-3 Readers
This document is to provide technical assistance regarding students experiencing reading difficulties.
The state has created a three tiered academic support plan for K-3 students.
TIER ONE
TIER TWO
TIER THREE
Students Never Retained –
Students Retained Once
Students Retained
with Identified
1008.25(7)(a), F.S.
Two Times in the Same
Reading Deficiency
1008.25(7)(b), F.S.
Academic Grade
1008.25(7)(b) 7, F.S.
1008.25(7)(b) 8, F.S.
READ INITIATIVE
READ INITIATIVE
INTENSIVE ACCELERATION
Just Read, Florida! recommends at least a 90 minute reading block for K-5 students. In addition to the
90 minute block of initial instruction and differentiated instruction, extra time in the school day should
be provided for students that are having difficulty. Screening, progress monitoring, and diagnostic
assessments must be readily available at every school and be used to guide instruction.
M W
T F
T
✓
Manipulating sounds
✓
Segmenting sounds
✓
Blending sounds
Phonics & Fluency:
✓
✓
Blending & decodables
✓
Dictation
✓
✓
Reading
✓
90 Minute Reading Block
Instruction
Range
Class Configuration
Examples of
25-60
minutes
Whole Group
Initial
90+ minutes
daily
in addition to work with Elkonin
boxes
✓
Phonemic segmentation
✓
Common syllable patterns
with spelling
✓
Reading a decodable book
at an instructional level
Small Groups
(Group 1-5)**
TIME
45-60
minutes
15-20
minutes*
Session 1
Session 2
Session 3
M W
T F
T
20
minutes
Immediate
Intensive
Intervention
(iii)
1 2
4
3
5
3 4
1
5
2
2 3
5
4
1
1 1
1
* This sample class has
upon ongoing assessment
The teacher
daily during sessions 1, 2,
and 3. While not working
will be working in small
Group 1:
segment sounds
with Elkonin boxes
Group 2:
with letters and pocket charts
Group 3:
blending strategies
Group 4:
decodable book
Group 5:
a new poem
Work with Core Comprehensive
Reading Program (CCRP)
Phonemic Awareness:
Sound-letter relationships
Vocabulary & Comprehension:
Pre-reading strategies
Post reading
of Time
Teacher-Lead Activities
Reading Programs (SRPs)
Group 1 also needs iii, which
requires work on the following skills
with mirrors
TOTAL
3 Times
per Week
five small flexible groups
that are formed based
results.
meets with three groups
with the teacher, students
groups at literacy centers.
** Small group size can vary, but the immediate, intensive
intervention group should be no larger than 3-5 students.
word building
review complex
reread the
choral reading of
1
Materials
Diagnostic
(AIP)
Summer Reading Camps
90 Minute Reading Block with additional time for
CORE/ State Identified
Intervention Materials
determined by a diagnostic. This instruction should take
place in addition to the 90 minute block.
Should be on going. This can be as simple as a CCRP or
not working.
grade level. When determination is made that a child is
should be written that is driven by a diagnostic
assessment.
TIER ONE – Students Not Retained – But Having Difficulty
READ INITIATIVE
Teacher Student Ratio
Instructional Time
Screening
Progress Monitoring
Academic Improvement Plan
Same As Other Students
intervention. 1008.25(7)(b) 7, F.S.
Reading Program that is research based and has proven
success teaching the five components of reading.
Differentiated Materials
Research based materials that reinforce the initial
instruction
Research based materials that teach areas of deficits as
Intervention Materials should be different from
supplemental and CORE materials. 1008.25(7)(b) 7, F.S.
SAT 9, FCAT, Program based materials, DIBELS
1008.25(7)(b) 7, F.S.
SRP reading program weekly test, timed readings, or
observations. DIBELS is an appropriate screening and
progress monitoring tool and can be used for these
students. 1008.25(7)(b) 7, F.S.
A diagnostic measure should be given to students if
differentiation and immediate intensive intervention are
For more information on diagnostic tools
that meet psychometric standards contact the
Florida Center For Reading Research. www.fcrr.org
1008.25(7)(b) 7, F.S.
An AIP should be written for any child that is not on
not on grade level, no matter what time of year, an AIP
For Students with Level I FCAT Third Grade
1008.25(7)(a) , F.S.
1008.25(7)(b) 2, F.S.
2
?
TIER TWO– Students Retained Once In Third Grade
Successful Progression for Retained Students
READ INITIATIVE
Requirements Prescribed by school district, which may include, but are not limited to:
Teacher Student Ratio
Instructional Time
Materials
Screening
Progress Monitoring
Diagnostic
AIP
Reduced Student Teacher Ratio
1008.25(7)(b) 2, F.S.
90 Minute Reading Block which includes small group
instruction 1008.25(7)(b) 2, F.S. Intervention In Addition
to 90 Minute Block 1008.25(7)(a), F.S.
Must be provided a different curriculum from the year before.
This may be a change in supplemental and intervention
materials. You are not required to change the CCRP.
CORE
Reading Program that is research based and has proven
success teaching the five components of reading.
Differentiated Materials
Research based materials that reinforce the initial
instruction.
Intervention Materials
Research based materials that teach areas of deficits. This
instruction should take place in addition to the 90 minute
block.
Differentiated Instruction
should be treated as immediate
intensive intervention with prescribed materials for the
students’ deficits.
Immediate Intensive Intervention
(iii)
Materials should continue to be used during iii after the 90
minute block.
1008.25(7)(a) , F.S.
FCAT, DIBELS, Program based assessments i.e.,CCRP or
SRP based assessments, one minute timed reading...
Should be on going and weekly. The progress monitoring
has to be more frequent than for non retained students.
This can be as simple as a CORE reading program weekly
test, timed readings, or observations. DIBELS is a strong
screening and progress monitoring tool.
1008.25(7)(b) 2, F.S.
Every child is required to be given a diagnostic measure.
For more information on diagnostics that meet
psychometric standards contact the Florida Center For
Reading Research at www.fcrr.org 1008.25(7)(a) , F.S.
All students retained must have an AIP. The AIP must be
driven by a diagnostic assessment. 1008.25(7)(b) 1, F.S.
(continues)
3
TIER TWO– Students Retained Once In Third Grade
Successful Progression for Retained Students (continued)
READ INITIATIVE
Requirements Prescribed by school district, which may include, but are not limited to:
Portfoli
Summer Reading Camps
Tutoring and Mentoring
Transition classes
Extended School Day
Any child retained in third grade must have an ongoing
portfolio that meets the state portfolio requirement.
To find information about state requirements for portfolio
go to: http://info.fldoe.org/dscgi/ds.py/Get/File-1073/
Portfolio_TAP.pdf 1008.25(7)(b) 1
Required for Students with Level I FCAT Score on
Reading in Third Grade
1008.25(7)(a) , F.S.
1008.25(7)(b) 2, F.S.
Assign a trained volunteer or mentor to each student
and/or assign someone to tutor each student on deficit
areas. 1008.25(7)(b) 2, F.S.
In a district’s pupil progression plan there should be
language that describes a district’s mid-year promotion
procedures. Students should be provided on-grade level
work for the subject areas that are not at risk.
3rd – 4th grade transition classes are an option.
1008.25(7)(b) 2, F.S.
Districts shall provide a student that has been retained
and received intervention instruction an option of being
placed in a transitional instructional setting.
1008.25(7)(b) 10, F.S.
Provide an after school program with research based
?
materials and certified teachers to tutor and remediate
?
students.
?
Saturday School with research based materials and
?
certified teachers to tutor and remediate students.
?
Extended Year with research based materials and certified
?
teachers to tutor and remediate students.
?
1008.25(7)(b) 2, F.S.
?
4
M W
T F
T
✓
Manipulating sounds
✓
Segmenting sounds
✓
Blending sounds
Phonics & Fluency:
✓
✓
Blending & decodables
✓
Dictation
✓
✓
Reading
✓
180 Minute Reading Block
Instruction
Range
Class Configuration
Examples of
45
minutes
Whole Group
Initial
120 minutes
daily
✓
Phonemic segmentation
✓
Common syllable patterns with
spelling
✓
Reading a decodable book at
✓
Fluency Building
✓
✓
✓
Language Development
✓
Sequencing
✓
Retelling a Story
Small Groups
TIME
75
minutes
15-20
minutes*
Session 1
Session 2
Session 3
60
minutes
daily
Immediate
Intensive
Intervention
(iii)
1 2
4
3
5
3 4
1
5
2
2 3
5
4
1
* This sample class has
upon ongoing assessment
The teacher
daily during sessions 1, 2,
and 3. While not working
will be working in small
Group 1:
segment sounds
with Elkonin boxes
Group 3:
blending strategies
Group 4:
decodable book
1 1
1
1
1
Para Center
1 1
1
1
1
Center 3
w/out adult
1 1
1
1
1
Computer
Lab
x x
M W
T F
T
M W
T F
T
Reading Computer Block
(SBRR)
Science and Social Studies text can
and should be incorporated into
30-60
minutes
a week
Computer
Lab
x
Work with Core Comprehensive
Reading Program (CCRP)
Phonemic Awareness:
Sound-letter relationships
Vocabulary & Comprehension:
Pre-reading strategies
Post reading
of Time
Teacher-Lead Activities
Work with Supplementary
Reading Programs (SRPs)
with mirrors
instructional level
Prefixes Roots
Comprehension Strategies
(Group 1-5)**
TOTAL
five small flexible groups
that are formed based
results.
meets with three groups
with the teacher, students
groups at literacy centers.
** Small group size can vary, but the immediate, intensive
intervention group should be no larger than 3-5 students.
Group 2: fluency
review complex
reread the
Group 5: vocabulary
TIER THREE- Students That Did Not Meet Progression Requirement
Two Consecutive Years (3+ students)
Teacher Center
Trained
Utilize Computer Programs
which are diagnostic and
prescriptive.
the reading block of time.
three times
Computer time to reinforce and remediate should occur in addition to the 180 minute reading block.
5
Language
Lesson
x
x
M W
T F
T
Language Lesson
Utilize Language Materials and
Pathologist. (SBRR)
30-60
minutes
two times a
week
Back to top
Language
Lesson
Guidance From the Language
Back to top
Total Reading Time
Accelerated Core
with Intervention
Intervention
Computer Lab or
Language Lesson
Total Time
Total Time
120 Minutes a Day
60 Minutes a Day
30-60 Minutes
Two Times a Week
3.5 – 4 Hours a Day
3.5—4 Hours a Day
Requirements
Reduced Student Teacher Ratio
1008.25(7)(b) 8, F.S.
Student Teacher Ratio
Instructional Time
180 Minute Reading Block with at least a 90 minute segment of
uninterrupted time. 1008.25(7)(b) 8, F.S.
Materials
Must be provided a different CORE curriculum from the year
before.
CORE
Reading Program that is researched based and has proven success
teaching the five components of reading and accelerating reading
achievement by two years in one school year.
Differentiated Materials
Researched based materials that reinforce the initial instruction
Intervention Materials
Researched based materials that teach areas of deficits. This
instruction should take place in the 120 + 60 reading block.
Differentiated Instruction
should be treated as immediate
intensive intervention with prescribed materials for the students’
deficit.
Immediate Intensive Intervention
(iii)
Materials should continue to be used during iii after the 90
minute block.
SBRR Language Materials
researched based materials that
instruct students on language and vocabulary skills. A speech/
language pathologist should consulted about appropriate
materials. 1008.25(7)(b) 8, F.S.
Screening
FCAT, DIBELS, Program based assessments.
Progress Monitoring
Should be on going and weekly. The progress monitoring has to
be more frequent than for non retained students. This can be as
simple as a CORE reading program weekly test, timed readings,
or observations.
DIBELS must be used for these students.
1008.25(7)(b) 8, F.S.
Diagnostic
Every child should be given a diagnostic measure. For more
information on diagnostic assessments that meet psychometric
standards contact the Florida Center For Reading Research at
www.fcrr.org
(continues)
6
Requirements
(continued)
All students retained and below grade level must have an AIP.
AIP
The AIP must be driven by a diagnostic assessment.
1008.25(7)(b) 1, F.S.
Portfolio
Any child retained in third grade must have an ongoing portfolio
that meets that state portfolio requirement. To find information
about state requirements for portfolio go to: http://info.fldoe.org/
dscgi/ds.py/Get/File-1073/Portfolio_TAP.pdf
Transition classes
In a district’s pupil progression plan there should be language that
describes the district’s mid-year promotion procedures. Students
should be provided grade level work for the subject areas that are
not at risk.
3rd – 4th grade transition classes are an option.
1008.25(7)(b) 2, F.S.
Districts shall provide a student that has been retained and
received intervention instruction an option of being placed in a
transitional instructional setting. 1008.25(7)(b) 10, F.S.
There needs to be
at least two
professionals
in the class during
differentiated and intervention
instruction.
A high-performing teacher as determined by student performance
Instructor
data and above satisfactory on performance appraisals.
Speech Language Pathologist
A licensed or certified speech language pathologist used in the
classroom for instruction or with collaboration with lesson
planning. 1008.25(7)(b) 8, F.S.
Para-Professional
Trained on materials and strategies used the classroom.
Reporting Requirements
Report DIBELS data. Schools will enter DIBELS information on
the Progress Monitoring and Reporting Network
1008.25(7)(b) 8, F.S.
If progress is not being made additional diagnostics will be
administered and used in conjunction with DIBELS.
All of these measures will be reported on the PMRN.
Progress Monitoring will be reported to
DOE on the Progress Monitoring and
Reporting Network (PMRN). These
classes will follow the same schedule as
Reading First Schools.
Monitoring by the State
The state will monitor reports and make visits to districts
if needed.
7