Paper Number: FY 2005-04
September 2004
Technical Assistance Paper
Middle Grades Reform
Purpose
The purpose of this document is to provide technical assistance regarding the Middle Grades Reform
Act created by the 2004 Legislature. This technical assistance paper will address the following
topics:
•
Background
•
Legislation
•
Implementation Guidelines
o
Rigorous Reading Requirement
o
Personalized Middle School Success Plan
o
Assistance to Schools and School Districts
•
Questions and Answers
Background
The 2004 Legislature passed Committee Substitute for Committee Substitute for Senate Bill 354
(CS/CS/SB 354) which created section 1003.415, Florida Statutes (The Middle Grades Reform Act),
to focus on increasing the rigor of academics in grades six through eight, using reading as the
foundation to increasing student achievement in all subject areas. The intent of this legislation is for
all middle school students receive rigorous academic instruction through challenging curricula
delivered by highly qualified teachers in schools with outstanding leadership to ensure that eighth
grade students are prepared to successfully transition to high school.
The Legislation
Curricula and Courses
CS/CS/SB 354 requires the Department of Education to review course offerings, teacher
qualifications, instructional materials, and teaching practices used in reading and language arts
programs in the middle grades. The Department must consult with the Florida Center for Reading
Research at Florida State University; the Just Read, Florida! Office; reading researchers; reading
specialists; and district supervisors of curriculum in the development of findings and
recommendations. The Commissioner of Education shall make recommendations to the State Board
of Education regarding changes to reading and language arts curricula in the middle grades based on
research-based, proven effective programs. The State Board must adopt rules based on the
Commissioner’s recommendations no later than March 1, 2005. Implementation of new or revised
reading and language arts courses in all middle grades must be phased in beginning no later than the
2005-2006 school year with completion no later than the 2008-2009 school year.
TECHNICAL ASSISTANCE PAPERS (TAPs) are produced periodically by the
REFER QUESTIONS TO:
Bureau of School Improvement to present discussion of current topics. The
TAPs may be used for inservice sessions, technical assistance visits, parent
Mary Jo Butler
organization meetings, or interdisciplinary discussion groups. Topics are
identified by state steering committees, district personnel, and individuals, or
(850) 245-0479
maryjo.butler@fldoe.org
from program compliance monitoring.
Michael Tremor
BUREAU OF SCHOOL IMPROVEMENT
325 WEST GAINES STREET, ROOM 444
michael.tremor@fldoe.org
John Winn, Commissioner
(850) 245-0423
TALLAHASSEE, FL 32399-0400
Rigorous Reading Requirement
Beginning with the 2004-2005 school year, each public school serving middle grade students,
including charter schools, with fewer than 75 percent of its students reading at or above grade level
in sixth, seventh, or eighth grade as measured by a student scoring at Level 3 or above on the
Florida Comprehensive Assessment Test (FCAT) Reading during the prior school year must
incorporate a rigorous reading requirement by October 1 for reading and language arts programs as
the primary component of the school improvement plan. Annually, the Department must provide to
each district school board by June 30 a list of schools that are required to incorporate a rigorous
reading requirement as the primary component of the school’s improvement plan. The department
will provide technical assistance to school districts and school administrators required to implement
the rigorous reading requirement. The purpose of the rigorous reading requirement is to assist each
student who is not reading at or above grade level to do so before entering high school. The school
must use research-based reading activities that have been shown to be successful in teaching
reading to low-performing students.
The program must include
•
?
specific areas that address phonemic awareness, phonics, fluency, comprehension, and
vocabulary
•
?
desired levels of performance in those areas
•
?
instructional and support services to be provided to meet the desired levels of performance.
Schools required to implement the rigorous reading requirement must provide quarterly reports to
the district school superintendent regarding the progress of students toward increased reading
achievement, and the results of such implementation must be used as part of the annual evaluation
of the schools’ instructional personnel and school administrators.
Comprehensive Reform Study on the Academic Performance of Students and Schools
By December 1, 2004, the Commissioner of Education must submit to the State Board of Education
and legislative leaders recommendations to increase the academic performance of middle grade
students and schools based on a comprehensive study of academic expectations, attendance
policies and student mobility issues, teacher quality, identification and availability of diagnostic
testing, availability of personnel and scheduling issues, middle school leadership and performance,
and parental and community involvement.
Personalized Middle School Success Plan
Beginning with the 2004-2005 school year, each principal of a school with a middle grade shall
designate certified staff members at the school to develop and administer a personalized middle
school success plan (PMSSP) for each student entering sixth grade who scored below level 3 in
reading on the most recently administered FCAT. The purpose of the success plan is to assist the
student in meeting state and school district expectations in academic proficiency and to prepare the
student for a rigorous high school curriculum. 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 achieves a score at level 3 or above in reading on the FCAT, whichever occurs first.
The success plan must minimize paperwork and may be incorporated into a parent/teacher
conference, 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 personalized middle school success plan must
•
?
identify educational goals and intermediate benchmarks in core curriculum areas which will
prepare the student for high school
2
?
•
?
be based on academic performance data and 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 such as flexible
scheduling, tutoring, focus on core curricula, online instruction, an alternative learning
environment, or other interventions that have been shown to accelerate the learning process.
The plan must be incorporated into any individual student plan required by federal or state law,
including the academic improvement plan (AIP), an individual educational plan (IEP) for students
with disabilities, a 504 plan, or an English for Speakers of Other Language (ESOL) plan.
Implementation Guidelines
According to national research supported by several entities, including the Southern Regional
Education Board, comprehensive middle reform efforts must focus on creating a collaborative culture
and on using data to improve teaching and learning for all students. Reform efforts must seek to
create high-performing schools with the goal of ensuring success for all students by strengthening
academic core and creating a challenging learning environment. Components include a curriculum
grounded in rigorous academic standards, instructional strategies designed to prepare all students to
achieve high standards, high expectations and a system that includes extra time and help for
students at risk of academic failure, classroom practices that engage students in their own learning,
qualified teachers, strong leadership, use of technology for learning, and use of data to review and
monitor student progress.
A middle school student’s program of study should lead to successful completion of requirements for
the student’s chosen postsecondary goals. School counselors perform a critical function in assisting
students in the development of a comprehensive plan allowing for exploration of their educational
and career opportunities. They also play an important role in facilitating opportunities that afford
students and their parents the chance to accurately assess students’ strengths, interests, and
preferences that encourage the selection of challenging educational programs.
Transition from elementary to middle and on to high school is an important factor in a
comprehensive school improvement effort. Students must be provided assistance and support to
help them succeed in preparing for challenging postsecondary education, careers, and lifelong
learning. Educators must continue to work together to design challenging academic programs to
meet the needs of all students, align resources to ensure appropriate support, and develop an
accountability system to monitor academic performance and progress of the students.
Rigorous Reading Requirement
The rigorous reading requirement is a system of planning and implementation for ensuring the
success of all middle grade students. As part of the implementation of the rigorous reading
requirement, each school must use research-based reading activities that have been shown to be
successful in teaching reading to low-performing students. These research-based activities should
align with the Florida Formula for Success as depicted below.
3
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The Florida Formula for Success
5
+
3
+
ii
+
iii
5 Major Components
of Reading Instruction
3 Types of
Assessments
Initial Instruction
Immediate Intensive
Intervention
Phonemic Awareness
Screening
Explicit
Flexible Grouping
Phonics
Diagnosis
Systematic
Accommodations
Fluency
Progress Monitoring
Scaffolded
Differentiated
Vocabulary
Differentiated
Comprehension
Print-Rich
Schools required to implement the rigorous reading requirement must provide quarterly reports to
the district school superintendent regarding the progress of students toward increased reading
achievement, and the results of such implementation must be used as part of the annual evaluation
of the schools’ instructional personnel and school administrators. The evaluation will be based on
teachers’ and administrators’ implementation of the rigorous reading requirement. The results of the
FCAT will serve as the tool for evaluation.
The rigorous reading requirement as part of the school improvement plan must describe how the
school’s plan will align with the Florida Formula and include a listing and description of the following
components:
1.
?
high-quality instructors in reading as defined by attainment of or progress towards
certification in reading, successful teaching experience in the area of reading as defined by
increased student performance on the FCAT, attainment of or progress towards the reading
endorsement, and professional development in the area of reading
2.
?
screening, diagnostic, and progress monitoring assessments being used with an assessment
schedule (Include a description of how instruction will be differentiated based on the results
of the diagnostic and progress monitoring assessments. The Just Read, Florida! website
[http://www.justreadflorida.org/educators.asp] may be referenced for appropriate use of
instructional assessments for differentiated instruction.)
3.
?
the desired levels of performance for each of the five major components of reading
instruction as outlined in the Florida formula (These performance levels should be
measurable and use data from progress monitoring and diagnostic assessments. Some
students have already met adequate levels of performance and may not need diagnosis and
instruction in all of the five major components.)
4.
?
courses being used for remediation (i.e. reading, intensive reading, intensive language arts)
and how these courses will be designed to optimize student performance through
uninterrupted instruction (i.e. teacher to student ratio, minutes of daily instruction, days per
week, a sample block describing how instructional time will be spent)
4
?
5.
?
specific scientifically-based Comprehensive Core Reading Programs (CCRP) being used
(The Florida Center for Reading Research [FCRR-www.fcrr.org] reports may be referenced
for details of programs appropriate for addressing each of the five major components of
reading instruction outlined in the Florida Formula.)
6.
?
specific scientifically-based Supplemental Reading Programs (SRP) being used (FCRR
[www.fcrr.org] reports may be referenced for details of programs appropriate for addressing
each of the five major components of reading instruction outlined in the Florida formula.)
7.
?
professional development in the area of reading being offered to teachers, reading coaches,
and administrators and how it will help students achieve the desired levels of performance
(Refer to the district’s add-on plan for the reading endorsement, as well as other available
professional development in reading.)
8.
?
technology being used to help students achieve the desired levels of performance (i.e. FCAT
Explorer, online instruction)
9.
?
certified staff members at the school who will be charged with developing and administering
the personalized middle school success plan (PMSSP) for sixth grade students scoring
below Level 3 on the 2004 FCAT (These might include a team of teachers, guidance
counselors, and reading coaches. Include a description of how these staff members will be
chosen and assigned to students.)
10. efforts to recruit highly qualified reading instructors and reading coaches (i.e. financial
incentives, leadership roles)
11. innovative methods being implemented to promote advancement for students in grades six,
seven, and eight who scored below Level 3 on the most recently administered FCAT in
reading (Innovative methods might include peer tutoring programs, family literacy programs,
mentoring programs, technology programs, extended day programs, reduced teacher-
student ratios, programs to promote school-wide independent reading practice, content-area
reading initiatives, and double blocking of reading courses with a minimum of 90 minutes of
daily instruction in reading.)
12. activities that will be incorporated before school, after school, during the summer, and during
an extension of the school year to ensure students achieve the desired levels of performance
such as tutoring programs, mentoring programs, summer reading camps.
5
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Sample Intensive Reading Blocks for Students in the Middle Grades
Sample 90 Minute Reading Block
Time and activity
Monday
Tuesday
Wednesday
Thursday
Friday
Method
Reading Components
25 minute
Initial
Instruction
Whole class or small group leveled initial instruction
•Explicit and scaffolded modeling of differentiated
strategies
Supplemental
Reading
Program
•Comprehension
•Vocabulary
•Fluency
5 minute
Warm up
Daily Vocabulary Review Routine
•Morphemic Analysis
•Syntactic Application
35 minutes
Differentiated
Instruction
Differentiated instruction
•Small group and individual instruction
•Literacy centers
Supplemental
Reading
Program
•Comprehension
•Vocabulary
•Fluency
•Technology
•Phonics
•Books on tape
•Reading strategy instruction, application, and feedback
•Phonemic
Awareness
20 minutes
•Student selected texts
•Comprehension
Independent
•Independent reading level
•Vocabulary
Reading Practice
•Progress monitoring (WCPM fluency and
•Fluency
comprehension)
5 minutes
Closing
Teacher Read Aloud
•Discussion of new vocabulary
•Discussion of concepts
•Comprehension
•Vocabulary
•Modeling Fluent
Reading
Sample 120 Minute Reading Block
Time and activity
Monday
Tuesday
Wednesday
Thursday
Friday
Method
Reading Components
45 minute
Initial
Whole class or small group leveled initial instruction
Supplemental
Reading
Program
•Comprehension
•Vocabulary
Instruction
•Explicit and scaffolded modeling of differentiated
•Fluency
strategies
5 minute
•Morphemic Analysis
Warm up
Daily Vocabulary Review Routine
•Syntactic Application
45 minutes
During Reading
Differentiated instruction
•Small group and individual instruction
Supplemental
Reading
Program
•Comprehension
•Vocabulary
Stage
•Literacy centers
•Fluency
•Technology
•Phonics
•Books on tape
•Phonemic Awareness
•Reading strategy instruction, application, and feedback
20 minutes
•Student selected texts
•Comprehension
Independent
•Independent reading level
•Vocabulary
Reading Practice
•Progress monitoring (WCPM fluency and
•Fluency
comprehension)
5 minutes
Teacher Read Aloud
•Comprehension
Closing
•Discussion of new vocabulary
•Vocabulary
•Discussion of concepts
•Modeling Fluent
Reading
6
Personalized Middle School Success Plan
School districts must ensure that beginning with the 2004-2005 school year, each principal of a
school with a middle grade must designate certified staff members (such as administrators,
teachers, reading and math coaches, library/media specialists, guidance counselors, and other
student services personnel as appropriate) 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 intent is that the staff member will assume a
case management role for the individual students assigned. A team approach involving appropriate
administrators, teachers, and student services staff is encouraged for analyzing student performance
data and determining activities appropriate for the student to meet his or her goals. A staff member,
however, must be responsible for the plans of a group of students, ensuring that all eligible students
have an appropriate and implemented plan. For example, an exceptional student education (ESE)
teacher might be responsible for the plans of 30 ESE students, not all of whom are in his or her
class. The ESE teacher would confer and collaborate with other educators in the school in the
development of the plan and she would ensure that the plan, is being implemented as developed.
Purpose
The purpose of the success plan is to assist each student in meeting state expectations (FCAT
performance at grade level) and school district expectations (including those in the student
progression plan) in academic proficiency and to prepare the student for a rigorous high school
curriculum by
•
?
demonstrating proficiency in basic skills
•
?
taking rigorous courses in the core subjects (language arts, mathematics, science, and social
studies)
•
?
investigating individual interests through exploratory educational experiences.
This assistance should include the onging personal guidance of a member of the school staff for the
student.
Parent Collaboration
The success plan must be developed in collaboration with the student and his or her parent and
must be implemented until the student completes the eighth grade or achieves a score at level 3 or
above in reading on the FCAT, whichever occurs first.
The success plan must minimize paperwork, and information to parents about the PMSSP may be
incorporated into a parent/teacher conference 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. Schools have flexibility in determining the best
approach to this collaboration. Parents must be encouraged to participate in the development of
their child’s PMSSP. However, a parent cannot refuse for his or her child to have a PMSSP or the
services delineated therein.
In addition to the possibilities listed above from the law, schools are encouraged to provide written
general information to appropriate parents of sixth graders to explain the purposes of the success
plan and share information about the student’s performance, then follow up with a face-to-face
meeting to discuss the plan and regularly provide progress toward meeting the plan to the parent
through progress reports or report cards.
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Required Elements of the Plan
The personalized middle school success plan must
¾
identify
educational goals and intermediate benchmarks
for the student in the core
curriculum areas (language arts, including reading, mathematics, science and social studies)
that will prepare the student for high school (Goals might include attendance at a community
college or university after high school graduation to pursue a career in education.
Intermediate benchmarks are accomplishments that will show the student is on track to
meeting goals, such as completed pre-algebra. Since students with a PMSSP are not
reading on grade level, specific goals and benchmarks should be stated specifically for each
area of reading deficiency based on appropriate diagnostic assessments.)
¾
?
be based on
academic performance data
and an identification of the student's strengths
and weaknesses (Academic performance data might include FCAT scores, scores from
other tests, and report card grades. In addition, diagnostic tests might be used to pinpoint
specific deficiencies.)
¾
include
academic intervention strategies
with frequent progress monitoring (Intervention
strategies should be proven effective by scientific research and focused on specifically
diagnosed deficiencies. The guidelines in Section 1008.25, Florida Statutes, and district
policies regarding an academic improvement plan would be helpful in determining the
intervention strategies needed.)
¾
provide
innovative methods to promote the student's advancement
which may include
but not be limited to flexible scheduling, tutoring, focus on core curricula, online instruction,
an alternative learning environment, or other interventions that have been shown to
accelerate the learning process.
The personalized middle school success plan must be incorporated into any individual student plan
required by federal or state law, including the academic improvement plan (AIP), an individual
educational plan (IEP) for a student with disabilities, a federal 504 plan, or an ESOL plan (see
comparison chart in appendix A).
The Department of Education will provide technical assistance for districts, school administrators,
and instructional personnel regarding the development of personalized middle school success plans.
The assistance will include strategies and techniques designed to maximize interaction between
students, parents, teachers, and other instructional and administrative staff while minimizing
paperwork.
Implementation Ideas
A school might consider the personal middle school success plan as a more general, long-range
plan for improving student achievement throughout the middle grades and preparing the student for
success in high school. The plan may address such components as coursework and extracurricular
activities designed to prepare the student to meet his or her goals. Districts may consider
developing an academic improvement plan (AIP) for level 2 students as the foundation for their
PMSSP.
The AIP is a more specific, shorter-range plan identifying areas to be addressed by remediation,
including areas of deficiency; diagnostic assessment of the causes of the deficiency; prescriptions of
research-validated intervention strategies to remedy the diagnosed deficiencies, how intervention
will be delivered, by whom, when, for how long; and the nature and frequency of progress
monitoring.
8
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The focus on reading and mathematics in the PMSSP must be on the need for remediation as well
as the courses needed to prepare the student for a high school program that meets the student’s
goals. The focus on science and social studies in the PMSSP should be on the courses needed to
prepare the student for more rigorous courses in high school to help the student meet his or her
goals.
It is expected that level 1 and level 2 students will be scheduled into an intensive course for
remediation in reading and/or mathematics in addition to a regular, ongrade level language arts
and/or mathematics course. However, care should be taken that the PMSSP does not become a
tracking device that plans a path that holds students in lower-level coursework. Additional
instruction in reading should supplement, not supplant, regular language arts courses. All students
need to have opportunities to be exposed to and grow into rigorous, challenging academic study.
Assistance to Schools and School Districts
To assist school districts in meeting the requirements related to the school improvement plan,
rigorous reading requirement, and the personalized middle school success plan, the department
included these required components in district and school improvement web-based reporting tools at
www.osi.fsu.edu.
District Improvement and Assistance and Intervention Plan Reporting Database
This database includes a section requiring a description of the rigorous reading requirement
implemented in the school district. A listing of the schools in the school district that must implement
the rigorous reading requirement is provided on the first page of the database.
School Improvement Plan Reporting Database
This database includes a section required for any public school in the district serving middle grade
students, including charter schools, with fewer than 75 percent of its students reading at or above
grade level in sixth, seventh, or eighth grade as measured by a student scoring at level 3 or above
on the FCAT Reading during the prior school year to incorporate a rigorous reading requirement for
reading and language arts programs as the primary component of the school improvement plan.
Additionally, any school serving sixth, seventh, or eighth grade students in which fewer than 75
percent are reading at or above grade level must report the required information related to the
personalized middle school success plan.
9
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Questions and Answers
Rigorous Reading Requirement
1.
?
What is the purpose of the rigorous reading requirement?
The purpose of the rigorous reading requirement is to assist each student who is not reading at
or above grade level (level 3 or higher on the FCAT Reading) to do so before entering high
school.
2.
?
If a school does not meet the standard for the rigorous reading requirement in one
grade (less than 75% of students on grade level), must they implement the Rigorous
Reading Requirement in all grades?
Yes, the rigorous reading requirement as addressed in the school improvement plan must be
implemented for all level 1 and level 2 students in grades six, seven, and eight.
3.
?
How does the rigorous reading requirement differ from reading components usually
included in the school improvement plan?
The rigorous reading requirement requires schools to provide much greater detail about the
specific plan to remediate those students scoring at levels 1 and 2 on FCAT.
4.
?
What type of information should be contained in the quarterly reports to the
superintendent?
Districts are responsible for creating the reporting format. The report may include progress
monitoring data (disaggregated by grade and achievement level 1 and 2) from Comprehensive
Core Reading Programs (CCRP); Supplemental Reading Programs (SRP); and classroom
assessments, all of which should use measurable data; and
teacher professional development conducted. The final report should include data from the
FCAT. Quarterly reports required for the middle school reading coach grant will incorporate
the same information.
5.
?
What are examples of “research-based reading activities?”
Research-based reading activities are those that align with the Florida Formula. This formula
and suggested activities can be viewed in the diagram on page 3 of this document. You may
also wish to access additional information on the Florida Center for Reading Research website
at www.fcrr.org or the Just Read, Florida! website at www.justreadflorida.org.
6.
?
What role should content area teachers other than reading teachers play in the rigorous
reading requirement?
While the priority for intervention will be reading, teachers of other subject areas can address
reading through content area strategies. Therefore, there should be ongoing communication
between all subject area teachers regarding how they can help the student not reading on
grade level to improve his or her skills. Reading coaches can play an integral role in the
ongoing communication between reading teachers and other content area teachers.
10
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Assistance to Schools and School Districts
7.
?
To assist schools in meeting the requirement related to the school improvement plan,
rigorous reading requirement, and the personalized middle school success plan, the
department included these required components in the district and school improvement
web-based reporting tools. How do districts and schools access the rigorous reading
requirement template?
The template for all three required components can be found at http://osi.fsu.edu. Districts are
required to submit using the link,
District Improvement and Assistance and Intervention Plan
.
Schools must submit using the link,
School Improvement Plan
. All schools required to have a
plan have a middle grades reading link within their plan template on the website.
8.
?
Which schools must complete and submit the rigorous reading requirement?
Each public school serving middle grade students with fewer than 75 percent of its students
reading at or above grade level in sixth, seventh, or eighth grade as measured by a student
scoring at level 3 or above on the FCAT Reading during the prior school year must incorporate
a rigorous reading requirement for reading and language arts programs as the primary
component of the school improvement plan.
This information is available on the web-based template at http://osi.fsu.edu/ under the link:
“School Improvement Plan (School Required).” Only schools that are required to submit the
rigorous reading requirement will have a section under “Goals” identified as “Middle Grades
Reading.” In addition, the District Improvement and Assistance and Intervention Plans have a
section that identifies all schools in the district that are required to have a rigorous reading
requirement. Please refer to DPS Memo # 05-009, dated July 29, 2004, and DPS Memo # 05-
013, dated August 6, 2004, for additional information.
9.
?
Does the requirement apply only to middle schools?
No, all schools with grades six, seven, or eight that have fewer than 75 percent of the students
reading at or above grade level in sixth, seventh, or eighth grade as measured by a student
scoring at level 3 or above on the FCAT during the previous school year must submit a
rigorous reading requirement.
10.
?
Which schools are required to complete the entire School Improvement Plan (SIP)
template on the OSI website?
All Title I schools “in need of improvement” or schools with a school grade of “F” must
complete the entire SIP template. If the school does not fall under either of these categories,
the school is not required to complete the entire SIP template, but must submit the rigorous
reading requirement.
11.
?
When is the rigorous reading requirement due?
The rigorous reading requirement portion of the SIP is due October 1, 2004.
11
Personalized Middle School Success Plan (PMSSP)
12.
?
The new legislation requires each principal of a school with a middle grade to designate
certified staff members at the school to develop and administer a personalized middle
school success plan for each student entering sixth grade who scored below level 3 in
reading on the most recently administered FCAT. Who are the most appropriate people
to develop, implement, and monitor a student’s PMSSP?
Designated staff must be certified and might include administrators, teachers, reading and math
coaches, library/media specialists, guidance counselors, and other student services personnel
as appropriate. The intent is that the staff member will assume a case management role for the
individual students assigned. A team approach involving appropriate administrators, teachers,
and student services staff is encouraged for analyzing student performance data and
determining activities appropriate for the student to meet his or her goals. A staff member,
however, must be responsible for the plans of a group of students, ensuring that all eligible
students have an appropriate and implemented plan.
13.
?
Which students must have a plan?
Beginning in the 2004-2005 school year, all students entering sixth grade who have scores
below level 3 in reading on their most recently administered FCAT must have a PMSSP. A
student who scores below level 3 only in mathematics is not required to have a plan, although
a school may wish to consider developing and implementing a plan for him or her.
14.
?
What if a student does not have an FCAT score?
It is recommended that a plan be developed for any student in sixth grade who is not reading
on grade level.
15.
?
Is the school required to develop and implement a PMSSP for students who were
retained in sixth grade?
Yes, a student who is retained in sixth grade and not reading on grade level as demonstrated
by scoring below level 3 in reading on the FCAT should have a PMSSP.
16.
?
When must the PMSSP be completed?
The PMSSP must be developed for each eligible student by the end of the first grading period.
17.
?
What constitutes reasonable collaboration with parents in the development of a
PMSSP?
Reasonable collaboration includes providing parents with information regarding:
•
?
the requirement to have a plan
•
?
students’ strengths and weaknesses
•
?
the opportunity to provide input into the development of the plan through a variety of
methods, such as individual conferences, telephone conferences, exchange of
information via electronic mail message, or other forms of written communication.
18.
?
How long must a plan be implemented and maintained?
A student’s PMSSP must be implemented and maintained until he or she scores at level 3 on
FCAT reading or is promoted to ninth grade. This includes frequent monitoring and
adjustment of the PMSSP in order to revise academic interventions that may not be
successful for the student.
12
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19.
?
How can a PMSSP be developed without additional paperwork?
Paperwork in the development and implementation of the PMSSP can be minimized by
incorporating the required components of the PMSSP into existing plans required by federal
and/or state law, such as AIP, IEP, 504 plan, and ESOL plan. In addition, paperwork can be
minimized by including information to parents in other existing documents.
20.
?
The law requires a PMSSP to identify educational goals and intermediate benchmarks
for the student in the core curriculum areas which will prepare the student for high
school. What are intermediate benchmarks?
For the purpose of this legislation, benchmarks do not refer to the Sunshine State Standards
benchmarks but rather to milestones or markers of expected achievement by the student to
indicate that he or she is on track for meeting the goals and objectives of the PMSSP.
Benchmarks might be established and recorded on the PMSSP for such components as work
completion, FCAT and other assessment score levels, grade point average, and courses
taken.
21.
What are the core curriculum areas that must be addressed on the PMSSP?
Although a deficiency in reading qualifies a student for a PMSSP, the plan must address
success in the core curriculum–language arts, mathematics, science, and social studies–but
especially reading. The plan must be designed to guide a student through courses,
remediation, and other supports to prepare the student for academic success in high school.
Attention must be paid to a student’s course schedule to ensure appropriate remediation and
progress through the middle grades to facilitate successful preparation for the more rigorous
requirements in high school.
22.
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What academic performance data should be used in determining a student’s strengths
and weaknesses?
The district must identify reliable and valid diagnostic assessment(s) to measure the student’s
current academic performance level. Curriculum based measurement (CBM) is an example.
23.
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How frequently must students’ progress be monitored?
Students’ progress must be monitored as often as needed to provide teachers with accurate,
up-to-date information needed to differentiate instruction based on that data and to determine
if the intervention is working. It is recommended that a student’s progress be monitored at a
minimum of once each grading period. This will enable the teacher, counselor, or case
manager to determine if the academic intervention and support is effective and if not, to
convene the team to revise the plan to reflect a different intervention.
24.
?
What is meant by flexible scheduling to promote advancement?
School districts might review district policies related to promotion and retention. There are
many strategies that allow students to accelerate the earning of credits such as computer-
assisted instruction, competency-or performance-based instruction, and course modifications.
An example of a policy that results in a barrier to accelerated earning of credits is to retain a
student in a grade level who fails one or two courses and require the student to retake all of
the courses, including those he or she passed the previous year. Flexible scheduling could
allow the retained student to take new courses in lieu of repeating those courses he or she
already passed.
13
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25.
?
Does the Middle School Reform Act require schools to pay for private tutoring for a
student?
No, schools may use trained teachers or volunteers during or before and after the regular
school day to provide tutoring for a student. However, districts are not prohibited from
contracting with private providers for tutoring, remediation, or supplemental education
services. It should be understood that tutors do not take the place of remediation by a highly
qualified instructor in reading.
26.
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What does “focus on core curriculum” mean? Can a district suspend all other
curriculum requirements, such as physical education, health, and other elective
courses?
Core curriculum means reading, language arts, mathematics, science, and social studies. A
school has the authority to suspend all other curriculum requirements for a student, but this
decision should be carefully considered. The intent of the new legislation is to prepare
students for successful transition into high school, which includes requirements to earn credits
in elective courses for graduation. In addition, instruction to help students maintain health
and well being are also important to success in high school and in life.
27.
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What constitutes an alternative learning environment as an innovative method to
promote a student’s advancement?
The design of an alternative learning environment is determined by the school district but
must ensure that a student’s academic program is different than the program he or she
previously experienced and different than the traditional program. The program should be
designed to help students achieve proficiency and should
•
be designed based on the individual student’s needs in the areas of reading
mathematics, science, and social studies
•
be designed to address the individual student’s learning style
•
provide intensive academic intervention that includes appropriate and targeted
instruction provided by appropriately trained staff
•
provide for frequent monitoring of student’s progress toward meeting the goals identified
in the plan.
28.
?
How could a PMSSP be incorporated into an AIP, IEP, 504 plan, or ESOL plan?
Many of the required components of a PMSSP are similar to the required components in the
other plans. The attached chart compares the essential components of each plan and
provides assistance in this area.
29.
?
Must districts or schools develop or purchase a common assessment instrument to
collect data regarding students’ progress toward increased reading achievement?
A school or district has the authority to develop or purchase an assessment instrument to
monitor and report students’ progress toward increased reading achievement. However, the
district may wish to consider the cost and possible mobility of students when determining
whether or not a common assessment instrument will be the most effective and efficient
method of monitoring and reporting student progress. Schools should use a progress
monitoring instrument that is measurable, indicative of performance in the five elements of
reading instruction, and correlates with student performance on the FCAT.
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30.
How should progress in reading be measured and reported?
Measures should cover the five elements of reading instruction, specifically those in which
diagnostics have shown areas of deficiency for individual students. Evaluation can also be
measured by using developmental scale score gains from FCAT.
15
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Appendix A
Comparison of Individual Student Plans
Comparison of Individual Student Plans
Plan Element
Personalized Middle
School Success Plan
(PMSSP)
Academic
Improvement Plan
(AIP)
Individual
Educational Plan
(IEP)
Section 504 Plan
English for Speakers
of Other Languages
(ESOL) Plan
Individual Student
Success Plan (ISSP)
Authority
Section 1003.415(7),
F.S.
Section 1008.25(4),
F.S.
Individuals with
Disabilities Education
Act and Rule 6A-
6.03028, FAC
Section 504 of the
Rehabilitation Act of
1973
Consent Decree,
LULAC et. al. v. State
Board of Education
(1990)
State Board of
Education policy for F
and repeating F schools
Purpose
To assist the student in
meeting state and
school district
expectations in
academic proficiency
and to prepare the
student for a rigorous
high school curriculum
To assist the student in
meeting state and
district expectations for
proficiency for
promotion in reading,
writing, mathematics,
and science
To communicate the
school district’s
commitment to
addressing the unique
educational needs of a
student with a disability
to ensure a free and
appropriate public
education
To provide
accommodations within
the general education
environment to allow
eligible students an
equal opportunity to
participate in school
activities
To ensure the provision
of appropriate services
to students with limited
English proficiency
To assist the student in
developing an action
plan with goals to meet
the state and school
district expectations in
academic proficiency
and be prepared for
future success
Students who do not
meet specific levels of
performance as
determined by the
district school board in
Target
Audience/Student
Eligibility
Students entering sixth
grade in 2004-2005 and
beyond who scored
below Level 3 in
reading on the most
recently administered
FCAT
reading, writing,
science, and
mathematics for each
grade level, or who do
not meet specific levels
of performance as
determined by the
Commissioner of
Education on statewide
assessments at selected
grade levels (below
Level 2 on reading and
math; below a score of
Students who meet the
eligibility requirements
under IDEA and State
Board of Education
Rules must have an IEP
developed and
implemented
Students with a
physical or mental
impairment which
substantially limits one
or more major life
activities, or a record or
history of such
impairment, or regarded
as having such an
impairment
Students identified
through a home
language survey and
further oral and written
assessment to be
limited English
proficient
Students attending an F
or repeating F school
3 on writing; science
not yet determined)
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Comparison of Individual Student Plans (cont.)
Plan Element
Personalized Middle
School Success Plan
(PMSSP)
Academic
Improvement Plan
(AIP)
Individual
Educational Plan
(IEP)
Section 504 Plan
English for Speakers
of Other Languages
(ESOL) Plan
Individual Student
Success Plan (ISSP)
Goals
Identify educational
goals and intermediate
benchmarks for the
student in the core
curriculum areas which
will prepare the student
for high school
Identification of the
desired level of
performance in area(s)
of deficiency; in
reading, specifically in
the areas of phonemic
awareness, phonics,
fluency,
comprehension, and
vocabulary
Identification of
measurable annual
goals to address the
student’s priority
educational needs
n/a
Develop as effectively
and efficiently as
possible each child’s
English language
proficiency and
academic potential
For the student,
parent, and school
staff to work in
partnership taking an
active part in
contributing to the
success of the student.
All shall agree on a
contract to facilitate
promotion to the next
school level
Basis
Be based on academic
performance data and
an identification of the
student’s strengths and
weaknesses
Identify the student’s
specific area(s) of
deficiency; in reading,
specifically in the areas
of phonemic awareness,
phonics, fluency,
comprehension, and
vocabulary
Identify present levels
of educational
performance (effects of
the disability) including
the strengths of the stu-
dent and how the dis-
ability affects his or her
progress in the general
education curriculum
Determination of
reasonable
accommodations based
on the individual needs
of the student
Identification of
eligible students
through a home
language survey and
subsequent oral and
written (grades 4-12
only) assessments
Identification of all
students attending
Assistance Plus
targeted schools
Monitoring
Include academic
intervention strategies
with frequent progress
monitoring
Schools must also
provide for the frequent
monitoring of the
student’s progress in
meeting the desired
levels of performance
Statement of how
progress toward annual
goals will be measured
Periodic reevaluations
are required, but no
specific timeframe is
provided
Until reclassified as
English proficient using
same or comparable
assessment, procedures,
or standards as at entry;
also two years post-exit
Support team leader
will review and
monitor the progress
of identified goals in
the plan
Parents are integral
Parents are not required
members of the 504
Parent
Involvement
The success plan must
be developed in
collaboration with the
student and his or her
parent
The school must
develop the AIP in
consultation with the
student’s parent
members of the
student’s IEP team;
documentation is
required demonstrating
that the parent was
afforded the
opportunity to
participate
Committee, although
best practice dictates
that they have involve-
ment in the evaluation
and placement process,
and receive the notices
required by the proced-
ural protection
Parent involvement
shall be promoted by
the establishment of
Parent Leadership
Councils at the school
or district level
The individual success
plan shall be
developed and agreed
upon by the student’s
parent
provision
18
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Comparison of Individual Student Plans (cont.)
Plan Element
Personalized Middle
School Success Plan
(PMSSP)
Academic
Improvement Plan
(AIP)
Individual
Educational Plan
(IEP)
Section 504 Plan
English for Speakers
of Other Languages
(ESOL) Plan
Individual Student
Success Plan (ISSP)
The school to provide,
the student to attend
Service
Delivery
Provide innovative
methods to promote the
student’s advancement
which may include but
not be limited to
flexible scheduling,
tutoring, focus on core
curricula, online
instruction, an
alternative learning
environment, or other
interventions that have
been shown to
accelerate the learning
process
Identification and
provision of the
instructional and
support services to be
provided to meet the
desired levels of
performance
Identification and
delivery of special
education and related
services, accommoda-
tions, and/or modifica-
tions
Individualized based on
the student’s
required
accommodations and/or
modifications
Intensive English
language instruction
and instruction in basic
subject areas that is
understandable based
on the student’s English
proficiency level and
equal and comparable
to that provided to
English proficient
students in scope,
sequence, etc.
and actively
participate in, and the
parent to support the
child's attendance and
participation in
instructional delivery
systems that include
innovative methods to
promote the student’s
advancement which
may include but not be
limited to flexible
scheduling, tutoring,
focus on rigorous core
curricula, online
instruction, an
alternative learning
environment, or other
interventions that have
been shown to
accelerate the learning
process.
For students who do not
For students eligible for
For students eligible for
services under the
meet the eligibility
an AIP but not an IEP,
Individuals with
Based on the
requirements for an
the elements of the
Disabilities Education
individual academic
AIP, IEP, Section 504
PMSSP must be
Act, it is considered
needs of students, the
Combinations
Plan, ESOL Plan, or
ISSP, a PMSSP should
be developed pursuant
to the requirements
included in the AIP
when possible. The
AIP may be combined
with the ISSP if the
best practices to have
only an IEP, with AIP
components as
necessary; elements of
n/a n/a
elements of the
PMSSP may be
combined with the
ISSP for middle
established in Section
contract required in the
the PMSSP must be
school students.
1003.415(7), F.S.
ISSP is included.
included in the IEP
when appropriate.
19
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Comparison of Individual Student Plans (cont.)
Plan Element
Personalized Middle
School Success Plan
(PMSSP)
Academic
Improvement Plan
(AIP)
Individual
Educational Plan
(IEP)
Section 504 Plan
English for Speakers
of Other Languages
(ESOL) Plan
Individual
Student Success
Plan (ISSP)
The PMSSP must be
incorporated into any
individual student plan
required by federal or state
law, including the AIP
required in Section
1008.25, F.S., an
individual education plan
(IEP) for a student with
disabilities, a federal 504
plan, or an ESOL plan.
District school boards
shall assist schools and
teachers to implement
research-based reading
activities that have been
shown to be successful
in teaching reading to
low-performing
students.
An IEP may suffice for
an AIP if it contains the
required components of
the AIP; if a quality IEP
is written, it should
generally already
contain the required
components of the AIP,
eliminating the need for
two separate
documents.
There are no specific
requirements for the
content of a Section 504
plan; the plan identifies the
services or
accommodations to be
provided to the eligible
student.
The LEP or ESOL
student plan may be
included in or attached
to an existing student’s
plan, IEP, etc., or may
be a separate document
for a given student or
students.
The ISSP must be
developed within
the first month of
school.
Other
Requirements
Each principal of a school
with a middle grade shall
designate certified staff
members at the school to
develop and implement the
plan for each entering sixth
grade student who scored
below Level 3 in reading
on the most recent FCAT;
the plan must be imple-
mented until the student
completes eighth grade or
scores at Level 3 or above
in reading on the FCAT.
Remedial instruction
provided during high
school may not be in
lieu of English and
mathematics credits
required for graduation.
Students eligible for a
Section 504 plan may also
have an AIP if they are
experiencing academic
difficulties.
The PMSSP must mini-
mize paperwork and may
be incorporated into a
parent/teacher conference,
included as part of a pro-
gress report or report card,
included as part of a gen-
eral orientation at the be-
ginning of the school year,
or provided by electronic
mail or other written
correspondence.
20
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