Appendix
Guidance Related to:
S. 1008.25, F.S. (Public school student progression; remedial instruction; reporting requirements.
--
), F.S.
83
Appendix
S. 1008.25, F.S.
Guidance Statement (italicized)
Subject
Section
and Related Statutory Language
Public
School Student
Progression; Remedial
Instruction; Reporting
Requirements
(1)
Provide introductory statements that express that a school district student progression plan (SPP) is required
by S.1008.25, F.S., and must
reflect the statutory i
ntent that each student’s progression from one grade to
another be determined by criteria that reflect the student’s proficiency in the Sunshine State Standards and
established, specific levels of proficiency in reading, writing, science, and mathematics.
The SPP would be
enhanced by a statement to the effect that the SPP is a contract delineating what a student must know and be
able to do to be promoted and what the district will do to help the student meet the requirements for promotion.
The purpose of
the SPP might be described as the Board Rules and Administrative Procedures required to
implement state legislative and local school board student progression requirements in order to present to
school personnel, parents, students, and other interested cit
i
zens. A statement of responsibility might be
included, such as, “It is the responsibility of the school board and district administration to provide students
with effective instructional and remedial programs that monitor progress, promote continuous ach
ievement,
and make provisions for individual differences; of students to assume responsibility for learning, being at
school and in class, and to engage instruction; of parents for their children’s attendance and for promoting an
interest in learning and e
nsuring their children’s proper conduct while at school; of the principal for required
records and reports; of teachers for providing effective instruction and remediation and documenting
instruction in and students’ mastery of the Sunshine State Standards
.”
•
Indicate that student progression from one grade to another is partially based on proficiency in reading,
writing, science, and mathematics
•
Reflect district policies that facilitate student achievement of proficiency
•
Contain policies to inform each stud
ent and his/her parent of academic progress
Comprehensive
Program for Student
Progression
(2)
Include a statement about policies establishing a comprehensive program for student progression. This
statutory statement iterates that the SPP has not only
the requirements to be met by students but also the
district’s program for ensuring student progression, both through initial and remedial instruction and through
other support services.
•
Be a comprehensive program for student progression established by th
e district school board and must
include
(2)(a)
A specific statement that the Sunshine State Standards (SSS) are the basis for curriculum, instruction, and
evaluation of student performance in the school district. Section 1003.41, F.S., (SSS) may be
cited.
−
Standards for evaluating student performance and how well a student masters the performance
standards (Sunshine State Standards)
There must be a clear statement of levels of performance for remediation and promotion in readin
g, writing,
science, and mathematics for each grade that has been established by district policy. These performance levels
must, at a minimum, include FCAT score levels established by the Commissioner of Education (below Level 2
in FCAT reading and mathem
atics and below a score of 3 on FCAT writing). District criteria for remediation
and/or promotion may exceed the minimum state requirements. In grades where there is no FCAT, the district
85
Appendix
S. 1008.25, F.S.
Guidance Statement
(italicized)
Subject
Section
and Related Statutory Language
(2)(b)
must establish and state in the SPP its requirements for remediati
on and promotion. In addition to clear
statements of the conditions under which a student will be retained (or promoted), there must be a reference or,
better yet, a description of the ways the intensive program must be different from the previous year. T
he nature
of the different program is to be determined by the district. There is no state requirement that the program
must be in a different setting or with a different teacher, but it must go much beyond the student merely
repeating the same curriculum
and instruction and must take into account the student’s learning style. The
intent is that an instructional program be tailored to the needs of the individual student that has been retained.
The SPP might include a statement such as, “School personnel m
ust use all available resources to achieve
parent understanding and cooperation regarding the student’s grade placement.”
−
Specific district levels of performance for student progression in reading, writing, science, and
mathematics for each grade level tha
t include the state levels of performance on statewide assessments
(Florida Comprehensive Assessment Test [FCAT]) as defined by the Commissioner of Education
below which a student must receive remediation or be retained within an intensive program that is
different from the previous year’s program and takes into account the student’s learning style.
Retention: Alternative
Placement
(2)(c)
In addition to descriptions of the program for once
-
retained students, there must be a reference or, better yet, a
description of the required alternative placement for students retained two or more times. The nature of the
alternative placement is to be determined by the district. The intent is to separate significantly overage
children from the younger children in
the class and to intensify the intervention for students who are clearly not
responding to what has been done before.
−
Include an appropriate alternative placement for a student who has been retained two or more years.
Resource Allocation
(3)
(3)(a)
(
3)(b)
Include this or a similar statement in district context regarding this requirement. The SPP would be enhanced
by information specifically operationalizing the required resource allocation.
•
State that the allocation of remedial and supplemental instr
uction resources for students shall occur in the
following priority:
−
Students who are deficient in reading by the end of grade 3
−
Students who fail to meet performance levels required for promotion consistent with the district school
board’s plan for studen
t progression
Diagnostic Assessments
(4)(a)
The intent is that the next step after identifying those students not meeting proficiency levels and in need of
remediation be a process established by the district to determine the specific problems that ar
e
causing the
student to not meet proficiency levels so that remediation may be targeted specifically on areas of need and not
be wasted on areas that are not causing difficulty.
−
State that each student must participate in statewide assessment tests at des
ignated grade levels, as
required by S. 1008.22, F.S. Each student who does not meet district
-
specific levels of performance
for student progression in reading, writing, science, and mathematics for each grade level, or who
scores below Level 3 in reading
or math, must be provided with additional diagnostic assessments to
determine the nature of the student’s difficulty and areas of academic need.
86
Appendix
S. 1008.25, F.S.
Guidance Statement
(italicized)
Subject
Section
and Related Statutory Language
Progress Monitoring
Plan
(4)(b)
(4)(b)1
(4)(b)2
(4)(b)3
The SPP must be clear that eac
h school must develop a progress monitoring plan (PMP) for each student who
is not meeting proficiency levels for promotion in each grade in any and each of the areas of reading, writing,
science, and mathematics. The SPP must state the requirement to cons
ult the parent and would be enhanced by
establishing what constitutes consultation, how it must be documented, and what is done if the parent refuses to
cooperate. The responsibility to remediate students who are not meeting proficiency levels for promoti
on is the
district’s, and it is the district and school that are held accountable for correcting the student’s deficiencies. A
parent refusing to cooperate in remediation does not relieve the district and school of responsibility to
remediate the student.
The SPP might include a statement such as, “School personnel must use all available
resources to achieve parent understanding of and cooperation with the progress monitoring plan
requirements.” Specifying the resources to be used is recommended. The SPP
should describe the components
of and processes used to develop the PMP. The intent is that the PMP be a specific and detailed prescription
for remedying the student’s deficiencies that addresses:
!
The student performance data that identified the student
as needing remediation
!
Data on the diagnosis of the student’s specific problems
!
A specific action plan to remedy the deficiencies
The action plan to remedy the deficiencies identifies specific scientifically validated remedial instructional
strategies, in
cluding the identification of who will be providing the instruction and the frequency of progress
monitoring in order to determine if the intervention is successful or needs to be revised.
−
Provide that
the school in which the student is enrolled must dev
elop, in consultation with the
student’s parent, and must implement a progress
-
monitoring plan. 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 pape
rwork. 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:
o
A federally
required student plan, such as an individual education plan
o
A schoolwide system of progress monitoring for all students
o
An individualized progress
-
monitoring plan
(4)(b)
The SPP would be enhanced if the frequency of required monitoring were stated.
−
S
pecify that the plan chosen 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 required
by S. 1011.62(8), F.S., shall include
instructional and support services to be provided to meet the desired levels of performance.
District
school boards may require low performing students to attend remediation programs held before or
after regular scho
o
l hours or during summer if transportation is provided.
87
Appendix
S. 1008.25, F.S.
Guidance Statement
(italicized)
Subject
Section
and Related Statutory Language
(4)(c)
Include this or a similar statement in district context regarding this requirement. The intent is that it be clearly
understood that the interventions must continue for as long as it take
s to meet the expectations.
−
Provide that if upon subsequent evaluation the documented deficiency has not been remediated, the
student may be retained.
E
ach student who does not meet minimum performance expectations for the
statewide assessment tests in re
ading, writing, science, and mathematics must continue remedial
instruction or supplemental instruction until expectations are met or the student graduates from high
school or is not subject to compulsory school attendance.
Elementary Reading
Deficiency
I
ntensive Reading
Instruction
(5)(a)
Include this or a similar statement in district context regarding this requirement. The intent is to make it clear
that intervention must begin as soon as the deficiency is identified.
−
Specify that any student who ex
hibits a substantial deficiency in reading, based on locally determined
or statewide assessments conducted in kindergarten or grades 1, 2, or 3 must be given intensive
reading instruction immediately following the identification of the reading deficiency.
Mandatory Retention
(5)(b)
Include this or a similar statement in district context regarding this requirement. The SPP must make it very
clear that the student must meet this requirement or a good cause exemption in order to be promoted from
grade 3.
−
Specify that beginning with the 2002
-
2003 school year, if the student’s reading deficiency is not
remedied by the end of grade 3, as demonstrated by scoring at Level 2 or above on the statewide
assessment test in reading for grade 3, the student
must be re
tained.
Parent Notification
(5)(c)
(5)(c)1
(5)(c)2
(5)(c)3
(5)(c)4
(5)(c)5
(5)(c)6
(5)(c)7
Include this or a similar statement in district context regarding this requirement. The SPP would be enhanced
with information about when and how the parent will be notified and how the notification will be documente
d.
–
Specify that the parent of any student in K
-
3 who exhibits a substantial deficiency in reading must be
notified in writing of the following:
o
That his or her child has been identified as havi
ng a substantial deficiency in reading
o
A description of the current services that are provided to the child
o
A description of the proposed supplemental instructional services and supports that will be
provided to the child that are designed to remediate the
identified area of reading deficiency
o
That if the child’s reading deficiency is not remediated by the end of grade 3, the child must be
retained unless he or she is exempt from mandatory retention for good cause
o
Strategies for parents to use in helping th
eir child succeed in reading proficiency
o
That the Florida Comprehensive Assessment Test (FCAT) is not the sole determiner of promotion
and that the additional evaluations, portfolio reviews, and assessments are available to the child to
assist parents and
the school district in knowing when a child is reading at or above grade level
and ready for grade promotion
o
The district’s specific criteria and policies for mid
-
year promotion. Mid
-
year promotion means
promotion of a retained student at any time during t
he year of retention once the student has
demonstrated ability to read at grade level.
88
Appendix
S. 1008.25, F.S.
Guidance Statement
(italicized)
Subject
Section
and Related Statutory Language
Successful Progression
for Retained Readers
(7)(b)
(7)(b)1
Include this or a similar statement in district context regarding this requirement. Include a descriptio
n of
additional support and services to remediate students’ deficiencies, as well as a description of the contents of
the portfolio.
−
Specify that beginning with the 2004
-
2005 school year, each school district shall:
o
Conduct a review of student progress mon
itoring plans for all students who did not score above a
Level 1 on the reading portion of the FCAT and did not meet the criteria for one of the good
cause exemptions outlined in S. 1008.25(6)(b), F.S. The review shall address additional supports
and serv
ices needed to remediate the identified areas of reading deficiency. The school district
shall require a student portfolio to be completed for each such student.
(7)(b)2
(7)(b)2.a.
(7)(b)2.b.
(7)(b)2.c.
(7)(b)2.d.
(7)(b)2.e.
(7)(b)2.f.
(7)(b)2.
g.
Include this or a similar statement in district context regarding this requirement. Include a description of the
teacher:student ratio (this can be that the ratio is lower than other classrooms at the same grade level in a
school), a description of the
frequency of the progress monitoring and the instruments used during the course
of the school year, and the frequency of tutoring and by whom.
o
Provide students who are retained in grade 3 due to a reading deficiency as evidenced by not
scoring Level 2 or
above on the reading portion of the grade 3 FCAT, S. 1008.25(5)(b), F.S., with
intensive instructional services and supports to remediate the identified areas of reading
deficiency, including a minimum of 90 minutes of daily, uninterrupted, scientifically
research
-
based reading instruction and the other strategies prescribed by the school district, which may
include but are not limited to:
➢
Small group instruction
➢
Reduced teacher
-
student ratios
➢
More frequent progress monitoring
➢
Tutoring or mentoring
➢
Transiti
on classes containing 3rd and 4th grade students
➢
Extended school day, week, or year
➢
Summer reading camps
(7)(b)4
List the criteria and procedures and timeline for mid
-
year promotion.
o
P
rovide a policy for the mid
-
year promotion of any student retained i
n grade 3 due to a reading
deficiency as evidenced by not scoring Level 2 or above on the reading portion of the grade 3
FCAT (S. 1008.25(5)(b), F.S.), who can demonstrate that he or she is a successful and
independent reader, reading at or above grade lev
el, and ready to be promoted to grade 4. Tools
that school districts may use in reevaluating any student retained 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 or above on the grade 3 FCAT, as
determined by the State Board of Education.
89
Appendix
S. 1008.25, F.S.
Guidance Statement
(italicized)
?
Subject
?
Section
and Related Statutory Language
A first year teacher could not fil
l this role. Note that some districts only rate teachers as satisfactory or
unsatisfactory, so above
-
satisfactory appraisals are not an option.
(7)(b)5
o
?
Provide students who are retained under S. 1008.25(5)(b), F.S., with a high
-
performing teacher as
determined by
student performance data and above
-
satisfactory performance appraisals.
The Department of Education interpretation is that supplemental tutoring equates to intervention. A list of
approved supplemental programs can be found
a
t http://
www.fcrr.org
. Click on Tier 3 students to access this
list.
(7)(b)6.a.
➢
?
Supplemental tutoring in scientifically research
-
based reading services in addition to the
regular reading block, including tutoring before and/or after school
(7
)(b)6.b.
➢
?
A “Read at Home” plan outlined in a parental contract, including participation in “Families
Building Better Readers Workshops” and regular parent
-
guided home reading
(7)(b)6.c.
➢
?
A mentor or tutor with specialized reading training
K
-
3 READ Initia
tive
Include a description of the Reading Enhancement and Accelerated Development (READ) Initiative.
➢
?
Be provided to all K
-
3 students at risk of retention as identified by the statewide assessment
(7)(b)7.a.
system used in Reading First
(7)(b)7.b.
➢
?
Be p
rovided during regular school hours in addition to the regular reading instruction
(7)(b)7.c.
➢
?
Provide a state
-
identified reading curriculum that has been reviewed by the Florida Center for
Reading Research at Florida State University and meets, at a mini
m
um, the following
specifications:
(7)(b)7.c(I)
Include some detail about the curriculum in the core academic subjects.
o
?
Assists students assessed as exhibiting a reading deficiency in developing the ability to
read at grade level
(7)(b)7.c(II)
o
?
Provides
skill development in phonemic awareness, phonics, fluency,
Vocabulary, and comprehension
(7)(b)7.c(III)
o
?
Provides scientifically based and reliable assessment
(7)(b)7.c(IV)
o
?
Provides initial and ongoing analysis of each student’s reading progress
(7)(b)7.c(V)
o
?
Is implemented during regular school hours
(7)(b)7.c(VI)
o
?
Provides a curriculum in core academic subjects to assist the student in maintaining or
meeting proficiency levels for the appropriate grade in all academic subjects
Intensive Acceler
ation
(7)(b)8
o
?
Establish at each school, where applicable, an intensive acceleration class for retained grade 3
Class for Retained Third
students who subsequently score at a Level 1 on the reading portion of the FCAT. The focus of
Graders
the intensive acc
e
leration class shall be to increase a child’s reading level at least two grade levels
in one school year.
(7)(b)8.a
➢
?
Be provided to any student in grade 3 who scores at Level 1 on the reading portion of the
FCAT and who was retained in grade 3 the prio
r year because of scoring at Level 1 on the
reading portion of the FCAT
90
Appendix
S. 1008.25, F.S.
Guidance Statement
(italicized)
Subject
Section
and Related Statutory Language
(7)(b)8.b.
(7)(b)8.c.
(7)(b)8.d.
Include a description of the ratio. This can be that the ratio is lower than other classrooms at the same grade
level in a school.
➢
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
Include a description of the
Scientifically Based Reading Research (SBRR) provided program. A list of
approved supplemental SBRR programs can be found at http://
www.fcrr.org
. Click on Tier 3 students to access
this list.
➢
Use a reading program that
is scientifically research
-
based and has proven results in
accelerating student reading achievement within the same school year
91
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