6A-10.0319: Developmental Education Competencies
PURPOSE AND EFFECT: The purpose of this new rule is to identify the Florida College System Developmental Education Competencies which will serve as the basis for developmental education curriculum in Florida College System institutions. The effect is a rule that will add the Florida Developmental Education Competencies as the base for the developmental education curriculum.
SUMMARY: Section 1008.30(4)(a), Florida Statutes, indicates students who have been identified as requiring additional preparation pursuant to subsection (1) shall enroll in college-preparatory or other adult education pursuant to Section 1004.93, F.S., in Florida College System institutions to develop needed college-entry skills and requires the State Board of Education to identify the curriculum for the developmental education instruction provided in the Florida College System institutions; the curriculum must encompass the Florida Developmental Education Competencies. The Florida Developmental Education Competencies are currently not outlined in rule so that they may serve as the basis for the developmental education curriculum. This rule identifies the Florida Developmental Education Competencies for upper and lower level reading, writing and mathematics that shall serve as the basis for the developmental education curriculum provided in Florida College System institutions.
SUMMARY OF STATEMENT OF ESTIMATED REGULATORY COSTS AND LEGISLATIVE RATIFICATION:
The Agency has determined that this will not have an adverse impact on small business or likely increase directly or indirectly regulatory costs in excess of $200,000 in the aggregate within one year after the implementation of the rule. A SERC has not been prepared by the agency.
The Agency has determined that the proposed rule is not expected to require legislative ratification based on the statement of estimated regulatory costs or if no SERC is required, the information expressly relied upon and described herein: The Agency has determined that the proposed rule is not expected to require legislative ratification based on past Agency experiences with the development of definitions and standards and rules of this nature. The adverse impact or regulatory cost, if any, do not exceed, nor would be expected to exceed, any one of the economic analysis criteria set forth in Section 120.541(2)(a), F.S.
Any person who wishes to provide information regarding a statement of estimated regulatory costs, or provide a proposal for a lower cost regulatory alternative must do so in writing within 21 days of this notice.
RULEMAKING AUTHORITY: 1008.30(4)(a) FS.
LAW IMPLEMENTED: 1008.30(4)(a) FS.
A HEARING WILL BE HELD AT THE DATE, TIME AND PLACE SHOWN BELOW:
DATE AND TIME: February 28, 2012, 8:00 a.m.
PLACE: Tallahassee, Florida (For the exact location please contact the State Board of Education Office at (850)245-9661.)
THE PERSON TO BE CONTACTED REGARDING THE PROPOSED RULE IS: Shanna Autry, Coordinator of Academic Program Support, Division of Florida Colleges, Department of Education, 325 West Gaines Street, Tallahassee, Florida, (850)245-9472
THE FULL TEXT OF THE PROPOSED RULE IS:
6A-10.0319 Developmental Education Competencies.
Pursuant to Section 1008.30(3), F.S., the State Board of Education must identify the Florida Developmental Education Competencies that will serve as the basis for developmental education curriculum provided in Florida College System institutions. A student must demonstrate successful mastery of the required developmental education competencies before the student is considered to have met basic computation and communication skills requirements.
(1) Students who place into the highest level of developmental education in the Florida College System must demonstrate the following competencies before the student is considered to have met basic computation and communication skills requirements:
(a) Reading.
1. Evaluate the authors use of facts and opinions.
2. Analyze the authors primary purpose.
3. Identify the topic and stated/implied main idea in a multi-paragraph selection in print and online.
4. Use contextual clues and structural analysis to clarify meanings and broaden academic vocabulary.
5. Identify and use contextual clues to determine the meaning of words in multiple sentences.
6. Identify specific information in a multi-paragraph selection.
7. Distinguish between major and minor details in a multi-paragraph selection.
8. Identify relationships between and/or within sentences.
9. Determine the primary and secondary patterns of organization for a paragraph and multi-paragraph selection.
10. Identify the transition words that are associated with each pattern.
11. Analyze the authors tone and support with examples, including denotative, connotative meaning, and figurative language.
12. Detect bias.
13. Synthesize the information in a text in order to make inferences and draw logical conclusions.
14. Analyze the details to infer what the author is implying and draw logical conclusions in a paragraph and multi-paragraph selection.
15. Determine whether an argument is logical, relevant, and adequate based on the evidence provided in a passage.
(b) Writing.
1. Sustain focus on a specific topic or argument.
2. Demonstrate command of the conventions of standard written English, including grammar, usage, and mechanics.
3. Support and illustrate arguments and explanations with relevant details, and examples.
4. Create a logical progression of ideas or events, and convey the relationships among them.
5. Establish a thesis that addresses the specific task and audience.
6. Develop and maintain a style and tone appropriate to the task, purpose, and audience.
7. Choose words and phrases to express ideas precisely and concisely.
8. Assess the quality of ones own writing, and, when necessary, strengthen it through revision.
9. Use varied sentence structures to achieve cohesion between sentences.
10. When writing to inform or explain, students must convey information clearly and coherently.
11. When writing to inform or explain, students must demonstrate understanding of content by reporting facts accurately.
12. Accurately incorporate source material into ones own work while avoiding plagiarism.
13. When writing arguments, students must establish a substantive claim.
14. When writing arguments, students must link claims and evidence with clear reasons, and ensure that the evidence is relevant and sufficient to support the claims.
15. When writing arguments, students must acknowledge competing arguments or information, defending or qualifying the initial claim as appropriate.
16. Gather the information needed to build an argument, provide an explanation, or address a research question.
17. Recognize effective transitional devices within the context of a passage.
18. Recognize commonly confused or misused words or phrases.
19. Place modifiers correctly.
20. Use coordination and subordination effectively.
21. Recognize parallel structure.
22. Avoid inappropriate shifts in verb tense.
23. Maintain agreement between pronoun and antecedent.
24. Avoid inappropriate pronoun shifts.
25. Maintain clear pronoun references.
26. Use proper case forms.
27. Use adjectives and adverbs correctly.
28. Use appropriate degree forms.
29. Avoid fragments, comma splices, and fused sentences.
30. Use standard verb forms.
31. Maintain agreement between subject and verb.
32. Use standard spelling.
33. Use standard punctuation.
34. Use standard capitalization.
35. Use technology as a tool to produce, edit, and distribute writing.
(c) Mathematics.
1. Solve multi-step problems involving fractions and percentages (include situations such as simple interest, tax, markups/markdowns, gratuities and commissions, fees, percent increase or decrease, percent error, expressing rent as a percentage of take-home pay).
2. Recognize proportional relationships and solve problems involving rates and ratios.
3. Apply the order of operations to evaluate algebraic expressions, including those with parentheses and exponents.
4. Solve application problems involving geometry (Pythagorean Theorem).
5. Solve application problems involving geometry (perimeter and area with algebraic expressions).
6. Convert units of measurement across measurement systems.
7. Identify the slope of a line (from slope formula, graph, and equation).
8. Solve literal equations for a given variable with applications (geometry, motion [d=rt], simple interest [i=prt]).
9. Solve linear inequalities in one variable and graph the solution set on a number line.
10. Graph linear equations using table of values, intercepts, slope intercept form.
11. Solve linear equations in one variable using manipulations guided by the rules of arithmetic and the properties of equality.
12. Simplify an expression with integer exponents.
13. Convert between scientific notation and standard notation.
14. Identify the intercepts of a linear equation.
15. Add, subtract, multiply, and divide polynomials. Division by monomials only (Does not include division by binomials).
16. Simplify radical expressions square roots only.
17. Add, subtract and multiply square roots of monomials.
18. Factor polynomial expressions (GCF, grouping, trinomials, difference of squares).
19. Solve quadratic equations in one variable by factoring.
20. Rationalize the denominator (monomials only).
21. Simplify, multiply, and divide rational expressions.
22. Add and subtract rational expressions with monomial denominators.
(2) Students who place into the lower level of Developmental Education in the Florida College System must demonstrate the following competencies before the student is considered to have met basic computation and communication skills requirements:
(a) Reading.
1. Distinguish between facts and opinions.
2. Identify the authors primary purpose as persuade, inform, or entertain.
3. Identify specific information in a paragraph.
4. Distinguish between major and minor details in a paragraph.
5. Identify the topic and stated/implied main idea in a paragraph in print and online.
6. Identify and use context clues to determine the meaning of words in simple sentences.
7. Identify logical inferences and conclusions based on the evidence provided in a paragraph.
8. Identify the following primary patterns of organization in a paragraph such as time order, simple listing, and generalization/definition and example.
9. Identify the transition words that are associated with each pattern.
10. Recognize the point and support of an argument.
11. Recognize relationships within/between sentences.
12. Recognize the authors tone.
(b) Writing.
1. Use prewriting, drafting, revision, and editing techniques.
2. Sustain focus on a specific main idea for a single paragraph.
3. Use syntax appropriate to standard written English.
4. Demonstrate a basic command of the conventions of standard written English, including grammar, usage, and mechanics.
5. Provide supporting details for main idea with relevant explanations and examples, in a single paragraph.
6. Create a logical progression of ideas or events.
7. Select and narrow a topic that addresses the specific task.
8. Demonstrate a basic awareness of purpose and audience.
9. Choose appropriate words and phrases.
10. Express ideas effectively.
11. Use varied sentence structures.
12. Recognize commonly confused words.
13. Use coordination effectively.
14. Use subordination effectively.
15. When writing, use complete sentences.
16. Recognize fragments.
17. Recognize comma splices.
18. Recognize fused sentences.
19. Use correct pronouns.
20. Use adjectives and adverbs correctly.
21. Use appropriate degree forms.
22. Use standard verb forms.
23. Maintain agreement between subjects and verbs.
24. Use standard spelling.
25. Use end punctuation correctly.
26. Use standard capitalization.
(c) Mathematics.
1. Classify sets of numbers.
2. Identify and apply the properties of real numbers.
3. Write the prime factorization of a number.
4. Perform operations with integers (with applications).
5. Perform operations with fractions (with applications).
6. Perform operations with decimals (with applications).
7. Convert among percents, fractions, and decimals.
8. Solve percent equations with applications.
9. Evaluate absolute value expressions.
10. Identify place value and round decimals.
11. Identify place value and round whole numbers.
12. Simplify fractions.
13. Perform operations on whole numbers (with applications, including area and perimeter).
14. Solve application problems involving geometry (circumference of circle, perimeter of polygons, area of triangle, parallelograms, circle).
15. Solve formulas with given values.
16. Set up and solve ratios and proportions with simple algebraic expressions.
17. Convert units of measurement within same measurement system.
18. Define variables and write an expression to represent a quantity in a problem.
19. Evaluate algebraic expressions (e.g., find value of 3x when x=2).
20. Simplify algebraic expressions involving one variable (2x + 5x).
21. Perform order of operations including absolute values.
22. Solve linear equations involving the addition and multiplication property of equalities.
23. Graph an inequality on a number line.
24. Evaluate exponents with integers.
25. Evaluate exponents with whole numbers.
26. Compare magnitude of real numbers.
Rulemaking Authority 1008.30(4)(a) FS. Law Implemented 1008.30(4)(a) FS. HistoryNew_________.
