FLORIDA DEPARTMENT OF EDUCATION
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STATE BOARD OF EDUCATION
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John L. Winn
Commissioner of Education
F. PHILIP HANDY,
Chairman
T. WILLARD FAIR,
Vice Chairman
Members
DONNA G. CALLAWAY
JULIA L. JOHNSON
ROBERTO MARTÍNEZ
PHOEBE RAULERSON
LINDA K. TAYLOR
CONTACT
PERSON
Name:
Lisa Saavedra
Phone:
(850) 245-0692
Suncom
: 205-0692
Email:
lisa.saavedra@fldoe.org
K12:
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2005-82
MEMORANDUM
TO:
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District School Superintendents
FROM:
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Jim Warford, K-12 Chancellor
Mary Laura Openshaw, Director, Just Read, Florida!
DATE:
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June 23, 2005
SUBJECT:
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nt Students in Required Intensive
Reading Courses
While Florida leads the nation in narrowing the achievement gap in reading, assisting schools in
increasing the number of students reading at grade level continues to be a major focus of the
Department of Education. In compliance with the policy and guidance developed by the Just
Read, Florida! Office for district implementation of the Florida Education Finance Program
(FEFP) Reading Allocation, school districts have developed Comprehensive District Reading
Plans which describe the procedures that will be implemented in the 2005-2006 school year.
These plans address the requirement that all students in grades 6-12, scoring at levels 1 or 2 on
the Reading portion of the Florida Comprehensive Assessment Test (FCAT) be enrolled in an
intensive reading course. We have received many questions and concerns regarding the impact of
this requirement on limited English proficient (LEP) students. We are pleased to provide the
following clarification and recommendations.
JIM WARFORD
K-12 CHANCELLOR
325 W. GAINES STREET • SUITE 514 • TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org
June 23, 2005
Memorandum
Page Two
As required by Section 1003.56, Florida Statute (F.S.), LEP students are to be provided with
comprehensible instruction that is equal in amount, sequence and scope as that provided to non-
LEP students. LEP students who are reading below grade level in English or who score level 1 or
2 on FCAT in reading should be enrolled in courses appropriate to their level of English
proficiency and reading ability.
The following options for course enrollment are provided to guide schools in determining the
most appropriate placement for LEP students not reading on grade level in English:
Grades K – 6
Option A
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Recommended for LEP students
who are non-English speaking and/or at the
beginning or intermediate level of English
language proficiency:
Intensive reading instruction in addition to
grade-level instruction in English/language
arts or English for Speakers of Other
Languages (ESOL).
Teacher qualifications:
Teacher with appropriate grade-level
certification and ESOL Endorsement, or
K12 ESOL
Example: 90 minute block of instruction in
reading which incorporates a language
development focus, including instruction in
the acquisition of listening, speaking,
reading and writing in English.
Grades 7 – 12
Option A - Recommended for LEP students who
are non-English speaking and/or at the
beginning or intermediate level of English
language proficiency:
Developmental Language Arts course. Delivery
of instruction under this option requires a focus
on language development, but incorporates
instruction on grade level Sunshine State
Standards reading benchmarks.
Teacher Qualifications:
Teacher with appropriate grade-level
certification and the ESOL Endorsement, or K12
ESOL, and who has obtained (or is working on)
the Reading Endorsement or Reading
Certification.
Middle School Example:
Course Number:1002180 M/J Developmental
Language Arts through ESOL (MC)
High School Example:
Course Number:1002380 Developmental
Language Arts through ESOL (MC)
June 23, 2005
Memorandum
Page Three
Option B
-
Recommended for LEP students
who are at the advanced level of English
language proficiency:
Intensive reading instruction, in addition to
grade-level instruction in English/language
arts or ESOL.
Teacher qualifications: Teacher with
appropriate grade-level certification and who
has obtained a minimum of 60 points/hours of
ESOL Inservice training.
Example: 90 minute block of instruction in
reading which incorporates additional
instruction in language development focusing
on language proficiency skills student has yet
to master.
Option B - Recommended for LEP students
who are at the advanced level of English
language proficiency:
Intensive Reading course; delivery of
instruction under this option requires an
instructional focus on reading, but should
incorporate language development through the
use of appropriate ESOL instructional
strategies.
Teacher Qualifications: Teacher with the
Reading Endorsement and the ESOL
Endorsement or K-12 ESOL.
Middle School Example:
Course Number:1000010 M/J Intensive
Reading
High School Example:
Course Number: 1000410 9-12 Intensive
Reading.
Grades K-6 — Dual Language Instruction
Option C – Recommended for students at all
proficiency levels in dual language programs:
Intensive Reading or Developmental
Language Arts instruction which must
incorporate the 50-50 dual language model
(instruction in the target language and
English) to ensure grade level benchmarks are
mastered in both English and the target
language.
Teacher qualifications: Teacher with
appropriate grade-level certification and
ESOL Endorsement, or K12 ESOL, and who
has met the District’s proficiency standards in
the target language.
Grades 7-12 — Dual Language Instruction
Option C – Recommended for students at all
proficiency levels in dual language programs:
Intensive Reading or Developmental Language
Arts Instruction must incorporate the 50-50
dual language model (instruction in the target
language and English) to ensure grade level
benchmarks are mastered in both English and
the target language. Teacher qualifications:
Teachers with Reading Endorsement or
Reading Certification, and ESOL
Endorsement, or K12 ESOL, and who has met
the District’s proficiency standards in the target
language.
NOTE: LEP students enrolled in courses as described in any of the above options may be reported for
ESOL Weighted Funding (Category 130) under the Florida Education Finance Program (FEFP).
Required coursework and/or in-service training to attain the Reading Endorsement and/or
certification must be completed by June 30, 2006. The required coursework and/or in-service
training to attain the ESOL Endorsement and/or certification must be completed in accordance to
the timelines specified in the attached chart.
June 23, 2005
Memorandum
Page Four
The Department will begin reviewing the Developmental Language Arts through ESOL course
descriptions for grades 6-12 to ensure that appropriate grade level Sunshine State Standards
benchmarks in reading are incorporated in each course. In addition, the FDOE Course Code
Directory for 2006-2007 will be amended (or revised) to reflect the teacher certification
requirements described above.
Please be certain of our appreciation for your commitment to increased student achievement. If
you have any questions regarding reading instruction for limited English proficient students,
please contact Lisa C. Saavedra, Chief, Bureau of Student Assistance, by phone at (850) 245-
0692, or via email at lisa.saavedra@fldoe.org.
JW/lcs
cc:
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Mary Jane Tappen
Barbara Elzie
Lisa C. Saavedra
Assistant Superintendents for Instruction
District Reading Coordinators
District ESOL Coordinators
