Dr. Eric J. Smith
Commissioner of Education
FLORIDA DEPARTMENT OF EDUCATION
STATE BOARD OF EDUCATION
T. WILLARD FAIR,
Chairman
Members
DR. AKSHAY DESAI
ROBERTO MARTÍNEZ
PHOEBE RAULERSON
KATHLEEN SHANAHAN
LINDA K. TAYLOR
September 12, 2008
MEMORANDUM
TO:
District School Superintendents
FROM:
Dr. Frances Haithcock, Chancellor of Public Schools
SUBJECT:
Department of Education’s “Next Generation” Initiative:
Bright Beginnings
Florida has made substantial progress in meeting its goal that all children should be
performing at or above grade level in reading and mathematics by the end of third grade. On
the Florida Comprehensive Assessment Test (FCAT), the percent of third graders reading at or
above grade level increased from 57-percent in 2001 to 72-percent in 2008 and in mathematics,
from 52-percent to 76-percent. However, in 2008:
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28% of our third graders were not reading on grade level and 24% were not performing on
grade level in mathematics
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44% of our third grade African American students and 34% of Hispanic students were not
reading on grade level and 39% of African American students and 27% of Hispanic students
were not performing on grade level in mathematics.
To meet the goal of 100% literacy and numeracy, we must strengthen our foundational
programs in reading and mathematics provided to children during their “first five years of formal
schooling;” beginning with Voluntary Prekindergarten (VPK) through third grade. In order to
focus on these “first five years of formal schooling,” the Department has created a “Next
Generation” initiative called
Bright Beginnings
with the following objectives:
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Florida’s standards, instruction, and assessments must be more rigorous.
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Standards, instruction, and assessment must be better aligned.
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Diagnostic data on each child’s progress must be used by teachers to adjust/differentiate
their instruction.
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Children must be provided effective interventions if they are not making adequate progress
so that their learning can be accelerated and thereby “catch-up” and “keep up” with their
peers.
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Teachers must have information about each child’s prior learning/accomplishments so that
transitions from grade-to-grade occur smoothly.
325 W. GAINES STREET • TALLAHASSEE, FL 32399-0400 • (850) 245-0505 • www.fldoe.org
District School Superintendents
September 12, 2008
Page Two
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Acceleration must be for
ALL
students. Children who are performing above grade-level
must be provided with enhanced instruction so that their rate of learning can continue.
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Activities to implement the above must take place at the classroom, school, and district
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levels.
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Parents must be partners in this initiative and receive frequent information about their child’s
progress.
As described in the attachment, the
Bright Beginnings
initiative builds upon the “lessons
learned” from response to instruction/intervention models, such as
Reading First
, that provide
high quality initial instruction and appropriate interventions for struggling students.
Bright
Beginnings
includes the development of:
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Bright Beginnings
web site (www.brightbeginningsfl.org)
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Model Lesson Plans for VPK
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Model K-3 Math Lesson Plans (available in January 2009)
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K-3 Reading Assessmen
ts (available statewide in 2009-10)
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VPK Reading Assessments (available statewide in 2010-11)
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VPK – 3 Math Assessments (development scheduled for 2010-11)
It is important to implement this initiative as a main district goal. Please share this information
with your staff. We look forward to working closely with you to ensure the continued success of
Florida’s youngest students.
FH/sgg
Attachments
c:
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Assistant Superintendents for Curriculum and Instruction
Elementary
Education
Supervisors
Reading
Supervisors
Mathematics
Supervisors
Prekindergarten Contacts
