Published on: 22505278. To align the requirements of the K-12 Comprehensive Reading Plan with current Florida Statutes. The effect will be to streamline the plan for districts and to put a greater emphasis on identifying students with a substantial reading deficiency, including those with conditions such as dyslexia, and providing appropriate interventions.
Published on: 22421276. To align the requirements of the K-12 Comprehensive Reading Plan with current Florida Statutes. The effect will be to streamline the plan for districts and to put a greater emphasis on identifying students with a substantial reading deficiency, including those with conditions such as dyslexia, and providing appropriate interventions.
Published on: 17402593. The purpose of this rule development is to align the rule to current Florida Statutes, based on revisions made to student content standards under section 1003.41, F.S.; required interventions for students with reading deficiencies under sections 1008.4282 and 1008.25, F.S.; educator evaluations and professional development under section 1012.34, F.S., and the comprehensive reading plan under section 1011.62, F.S., and to reflect and best practices in reading instruction with an emphasis on differentiation of instruction to meet the needs of all students. As to professional development, the draft rule specifies that professional development relating to reading instruction must be determined based on analysis of student performance data, in conformity with s. 1012.98, F.S., and supported by highly effective reading coaches, based on the coaches’ performance evaluations under s. 1012.34, F.S. To conform with changes to student content standards, the draft rule also specifies that professional development must address evidence-based reading instruction and strategies to teach reading in content areas with an emphasis on technical and informational text. Throughout the draft rule, the terms “research-based” or “scientifically-based” are revised to “evidence-based” to provide greater clarity. The draft rule updates the expense items that must be included in the district’s budget for the K-12 Comprehensive Research-Based Reading Plan to conform with revisions to section 1011.62, F.S. Provisions pertaining to state-required interventions are to be revised in light of revisions to section 1008.25, F.S., affording school districts greater flexibility in determining interventions for students who have a reading deficiency, including the elimination of provisions relating to Reading Leadership Teams and specific professional development requirements. In the draft rule, each district must include in its plan provisions for immediate intensive intervention for students who have been identified with a reading deficiency. In light of revisions to section 1012.34, F.S. the minimum qualifications for reading coaches are revised to require successful classroom experience demonstrated in grades K-3 by local quantitative evidence of being highly effective. At grades 4-12 currently employed coaches without VAM scores must be identified as highly effective based on performance evaluations per F.S., 1012.34. Newly hired coaches must be identified as highly effective based on current VAM scores and/or at grades K-3 as measured by the state’s model as highly effective. The draft rule eliminates a provision for a performance-based flexibility option that exempts certain schools and students from using a comprehensive core reading program. The draft rule indicates that the comprehensive core reading program must align with Florida’s Formula for Success, which includes explicit and systematic instruction in the six components of reading. In light of revised student content standards under section 1003.41, F.S., the draft rule also specifies that initial instruction should include integration of science and social studies content and text and the use of academic language.
Published on: 16667042. The purpose of this rule development is to align the rule with section 1011.62, F.S. and House Bill 7069.The K-12 Comprehensive Research-Based Reading Plan rule provides districts and schools with specific requirements and guidance for establishing policies for research-based reading instruction to be delivered to all students. The rule addresses the need for and use of professional development, reading coaches, reading instruction, reading intervention as well as progress monitoring and assessments. All aspects of the rule are based on the English Language Arts Florida Standards. Guidance and specifications are also provided within the rule concerning schools on the Department’s identified list of lowest performing elementary schools, charter schools, alternative schools and juvenile justice facilities. Section 1011.62, F.S. provides funds upon the approval of a district’s K-12 reading plan components and budget by the Just Read, Florida! office.
Published on: 15410892. The purpose of this rule amendment is to eliminate any unnecessary language as it pertains to the end of year outcome assessment and to better align the rule with Sections 1001.215 and 1011.62, Florida Statutes.
Published on: 14470283. The purpose of this rule development is to eliminate any unnecessary language as it pertains to the end of year outcome assessment and to better align the rule with Sections 1001.215 and 1011.62, Florida Statutes.
Published on: 9670820. The purpose of this proposed amendment is to update language, provide clarity regarding fidelity of program implementation, include the new Next Generation Content Area Professional Development (NGCAR-PD) package to align to the proposed changes to Rule 6A-5.090, F.A.C., Content Area Reading Professional Development, and revise fluent and disfluent language to align to the proposed changes to Rule 6A-6.054, F.A.C., Student Reading Intervention. It is proposed that the language fluent and disfluent be stricken from the reading intervention and K-12 Plan rules as new research suggests that fluency is not a strong predictor of a student’s ability to comprehend text in middle grades and high school; this language is replaced with students in need of decoding and text reading efficiency instruction.