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
ROBERTO MARTÍNEZ
PHOEBE RAULERSON
KATHLEEN SHANAHAN
LINDA K. TAYLOR
Contact Person
Name: Alan Ramos
June 30, 2006
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Phone: 850/245-0745
SunCom: 205-0745
Email:
Alan.Ramos@fldoe.org
K12: 2006-84
MEMORANDUM
TO:
District Superintendents
FROM:
Cheri Pierson Yecke, Ph.D.
SUBJECT:
PROGRESS MONITORING PLANS AS PART OF ASSESSMENT AND
REMEDIATION
This memorandum and attachment will provide information regarding a recent legislative change
pertaining to progress monitoring plans. These changes were made during the 2006 legislative session
as part of House Bill 7087 and became effective upon being signed into law.
Task Force recommendations included:
Repeal the Academic Improvement Plan and consolidate other individualized student plans to
provide school districts with flexibility. Allow districts to determine whether a struggling student
will have (1) an individual progress monitoring plan or (2) be part of a school-wide progress
monitoring system. An additional individualized student plan is not required if the student
already has a federally required plan, such as the IEP or LEP Plan.
The Legislature made the necessary legislative changes to implement this recommendation. This change
provides school districts with the flexibility to reduce the paperwork requirements of schools and
teachers without compromising the need to monitor the academic progress of struggling students. The
following changes were made in section 1008.25(4)(a)-(b), Florida Statutes, Public school student
progression; remedial instruction; reporting requirements:
CHERI PIERSON YECKE, PH.D.
CHANCELLOR, K-12 PUBLIC SCHOOLS
325 W. GAINES STREET • SUITE 514 • TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org
Memorandum to District Superintendents
June 30, 2006
Page Two
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Students who score below Level 3 in reading or math are now automatically included as struggling
students, in addition to students not meeting the specific levels of proficiency as determined by the
school district.
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These students must still be provided with additional diagnostic assessments to determine the nature of
the student's difficulty and the areas of academic need. Additionally, the strategies for appropriate
intervention and instruction must be determined as part of the progress monitoring plan.
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The school in which the student is enrolled, in consultation with the student's parent, must develop and
implement a progress monitoring plan.
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A progress monitoring plan is intended to provide the school district and the school flexibility in
meeting the academic needs of the student and to reduce paperwork. A student who is not meeting the
school district or state requirements for proficiency in reading and math shall be covered by one of the
following plans to target instruction and identify ways to improve his or her academic achievement:
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A federally required student plan such as an individual education plan (IEP);
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A schoolwide system of progress monitoring for all students; or
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An individualized progress monitoring plan.
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Provides that the chosen plan must be designed to assist the student or the school in meeting state and
district expectations for proficiency. If the student has been identified as having a deficiency in reading,
the K-12 comprehensive reading plan shall include instructional and support services to meet the desired
levels of performance.
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Additionally, this section allows
that a district school board may require low-performing students to
attend remediation programs held before or after regular school hours, or during the summer if
transportation is provided.
If you have additional questions on progress monitoring plans, please contact Alan Ramos by telephone
at (850)245-0745 or by e-mail at Alan.Ramos@fldoe.org.
CPY/mtl
Attachment
