Published on: 16348591. The purpose is to repeal Rule 6A-6.054, F.A.C. The effect is to remove a rule from the Florida Administrative Code that is no longer needed.
Published on: 14470380. The purpose of this rule development is to ensure that students who are identified with a reading deficiency, who score below proficiency on the statewide reading assessment, or when implemented, the statewide Florida Standards English Language Arts assessment, are provided the opportunity to receive these services in the most appropriate setting.
Published on: 12773171. The purpose of this rule amendment is to implement the following changes to the K-12
Student Reading Intervention Requirements: (1) Add specific progress monitoring requirement for elementary students, (2) Update the reference from Florida Comprehensive Assessment Test (FCAT) to FCAT 2.0 Reading, and (3) Add two courses that may be used for reading intervention for high school students.
Published on: 12513987. The purpose of the rule development is to review the rule for needed updates to the student progress monitoring requirement for elementary students to be consistent with governing law. In addition, references to FCAT will be updated to reference FCAT 2.0 and two courses for college success/preparation will be reviewed for possible inclusion in the list for reading intervention for high school students.
Published on: 10526069. The purpose of this rule development is to update and align the criteria for reading intervention placement with Sections 1003.4156(5)(b) and 1003.428(2)(b), (l), Florida Statutes, which provide an exemption from reading intervention for middle and high school students who score at Level 1 or Level 2 on FCAT Reading but who did not score below Level 3 in the previous 3 years. Such a student may be granted a 1-year exemption from the reading remediation requirement; however, the student must have an approved academic improvement plan already in place, signed by the appropriate school staff and the student's parent, for the year for which the exemption is granted. The Academic Improvement Plan for students that receive an exemption must include specific actions that schools, students, and parents will take, in lieu of student enrollment in reading intervention, to improve achievement in reading. This change recognizes that certain students with a history of high performance on the FCAT in Reading scoring Level 1 or 2 on FCAT Reading and/or proficiency on other state assessments may benefit most from instruction outside of reading intervention.
Published on: 9671014. The purpose of this proposed amendment is to update and align the criteria for reading intervention placement with current research, include a professional development offering that will be available to content area reading intervention teachers in 2011, and provide greater flexibility to districts in meeting student reading needs. A change is proposed in the criteria established for determining placement of students in reading intervention at the secondary level 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. Fluency has been stricken throughout the rule and replaced with students in need of decoding and text reading efficiency instruction. Also, in 2011, new professional development will be provided for content area reading intervention teachers, called Next Generation Content Area Professional Development (NGCAR-PD), and therefore reference to this new content area professional development in rule is needed. Additional flexibility is requested for districts in scheduling additional time for reading intervention for students in need of instruction in decoding and text reading efficiency, including a focus on ensuring the teacher providing the intervention has evidence of success working with students with reading difficulties. Finally, language was revised to allow flexibility to districts regarding progress monitoring requirements of Level 1 and 2 students to protect instructional time. This rule revision allows flexibility for administering a progress monitoring tool at the end of the school year.
Published on: 9625036. The purpose of this rule revision is to update and align the criteria for reading intervention placement with current research, include professional development offerings that will be available to content area reading intervention teachers in 2011, and provide greater flexibility to districts in meeting student reading needs. A change is proposed in the criteria established for determining placement of students in reading intervention at the secondary level 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. Also, in 2011, new professional development will be provided for content area reading intervention teachers, called Next Generation Content Area Professional Development (NGCAR-PD).
Finally, additional flexibility is requested for districts in scheduling additional time for reading intervention.
Finally, language was revised to allow flexibility to districts regarding progress monitoring requirements of Level 1 and 2 students to protect instructional time. With the rule revision it allows flexibility for administering a progress monitoring tool at the end of the school year.