To provide instructional supports to school districts, school administrators and instructional personnel in implementing evidence-based reading instruction and interventions in order to improve student reading achievement. ....

 

DEPARTMENT OF EDUCATION

State Board of Education

RULE NO.:RULE TITLE:

6A-6.0531Reading Achievement Initiative for Scholastic Excellence (RAISE)

PURPOSE AND EFFECT: To provide instructional supports to school districts, school administrators and instructional personnel in implementing evidence-based reading instruction and interventions in order to improve student reading achievement. This new rule outlines RAISE supports provided by State Regional Literacy directors and establishes a tutoring program in which eligible high school students are trained to tutor students in kindergarten through grade 3 in schools identified on the RAISE list. The rule will outline minimum training criteria and processes for verifying tutoring hours of high school students for the designation of a New Worlds Scholar, as well as other requirements relating to a RAISE tutoring program. The effect of this proposal is that students in kindergarten through grade 3 in schools identified on the RAISE list will be instilled with a love of reading and improve their literacy skills.

SUMMARY: RAISE was established to provide instructional supports to school districts, school administrators and instructional personnel in implementing evidence-based reading instruction and interventions in order to improve student reading achievement. Instructional supports include State Regional Literacy Directors and a high school tutoring program for kindergarten through grade 3 students. School districts that wish to participate in the RAISE tutoring program must recruit, train and deploy eligible high school students. Participating high school students will be trained in effective reading tutoring practices and content, based on evidence-based practices and aligned to the Benchmarks for Excellent Student Thinking (B.E.S.T.) English Language Arts (ELA) Standards.

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 proposed rule is not expected to have any adverse impact on economic growth or business competitiveness, or increase regulatory costs or any other factor listed in s. 120.541(2)(a), F.S. and will not require legislative ratification. This is based upon the nature of the proposed rule.

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: 1001.02(1),(2)(n), 1008.365(9), F.S.

LAW IMPLEMENTED: 1008.365, F.S.

A HEARING WILL BE HELD AT THE DATE, TIME AND PLACE SHOWN BELOW:

DATE AND TIME: May 11, 2022, 9 a.m.

PLACE: Tennessee Williams Theatre, CFK Campus, 5901 College Road, Key West, Florida 33040.

THE PERSON TO BE CONTACTED REGARDING THE PROPOSED RULE IS: Lindsey Brown, Executive Director, Just Read, Florida! 325 West Gaines Street, Tallahassee, FL 32399, [phone].

 

THE FULL TEXT OF THE PROPOSED RULE IS:

 

6A-6.0531 Reading Achievement Initiative for Scholastic Excellence (RAISE).

(1) In accordance with section (s.) 1008.365, Florida Statutes (F.S.), RAISE is established within the Department of Education to provide instructional supports to school districts, school administrators and instructional personnel in implementing evidence-based reading instruction and interventions in order to improve student reading achievement.

(2) Identification of RAISE schools. A district school serving students in kindergarten through grade 5 must be identified for supports, regardless of its school grade pursuant to s. 1008.34, F.S., if:

(a) Fifty (50) percent of its students who take the statewide, standardized English Language Arts assessment score below a Level 3 for any grade level; or 

(b) Progress monitoring data collected from the coordinated screening and progress monitoring system pursuant to s. 1008.25(8), F.S., shows that fifty (50) percent or more of the students are not on track to pass the statewide, standardized grade 3 English Language Arts assessment for any grade level kindergarten through grade 3; and

(c) At least ten (10) students are present for both the second and third full-time equivalent (FTE) survey periods as specified in Rule 6A-1.0451, F.A.C., and who are still enrolled at the time of statewide, standardized testing.

(3) Supports for RAISE schools. A school identified for RAISE based on the established criteria must:

(a) Receive support from a State Regional Literacy Director. State Regional Literacy Directors serve in a regional capacity focused on improving implementation of evidence-based practices and curriculum, instruction and intervention, and reading assessments as delineated in district K-12 Comprehensive Evidence-Based Reading Plans approved under s. 1011.62(8)(d), F.S., and the reading portion of school improvement plans for schools identified for RAISE supports. State Regional Literacy Directors monitor district-level, school-level and classroom-level data to help provide differentiated support to school districts, school-level literacy leadership teams, coaches and teachers. State Regional Literacy Directors provide supports for schools identified for RAISE, including:

1. Professional learning, aligned to the science of reading and evidence-based strategies identified pursuant to s.

1001.215(8), F.S.;

2. Initial and ongoing professional learning and support for effective implementation of Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards for English Language Arts;

3. Professional learning and support for building capacity of school-level literacy leadership teams specified in

Rule 6A-6.053, F.A.C.;

4. Professional learning and support for literacy coaches, including delivery of the literacy coach endorsement program; and

5. Assistance with:

a. Data-informed instructional decision-making using progress monitoring and other appropriate data;

b. Selection and consistent, coordinated use of high-quality instructional materials and supplemental materials;

c. Reading instruction in other core subject area curricula, with an emphasis on civic literacy; and

d. A multi-tiered system of supports in order to provide students effective interventions and identify students who may require an evaluation for special educational services, including identifying characteristics of conditions that affect phonological processing, such as dyslexia.

(b) Implement a school improvement plan pursuant to s. 1001.42(18), F.S., or, if the school is already implementing a school improvement plan, the plan must be amended to explicitly address strategies for improving reading performance. The school improvement plan must be submitted through the Florida Continuous Improvement Management System (CIMS) website: https://www.floridacims.org/.

(4) RAISE Tutoring Program. As part of RAISE, the Department has established a tutoring program that prepares eligible high school students to tutor students in kindergarten through grade 3 RAISE schools.

(a) To be eligible to participate as a tutor in the program, a high school student must:

1. Be a rising junior or senior;

2. Have a cumulative grade point average of 3.0 or higher;

3. Have no history of out-of-school suspensions or expulsions;

4. Be on track to complete all core course requirements to graduate; and

5. Have received two (2) written recommendations to serve as a RAISE tutor from present or former high school teachers of record or extracurricular activity sponsors.

(b) Tutoring must occur:

1. During the school day;

2. On school district property in the presence and under the supervision of instructional personnel who are school district employees; and

3. Only where a parent has provided written permission to the school district for his or her child to receive tutoring through the program.

(c) School districts that wish to participate in the tutoring program must notify the Department by July 1 at [e-mail] and meet the following criteria:

1. School districts must recruit tutors by notifying high school administrators of the opportunity provided by this tutoring program;

2. School districts must train tutors using the materials provided by the Department;

3. School districts must ensure that tutors utilize materials developed by the Department and are provided continuous support;

4. School districts must utilize tutors who meet the criteria set forth in paragraph (4)(a) of this rule; 

5. Schools districts must ensure tutoring occurs in compliance with the criteria set forth in paragraph (4)(b) of this rule; and   

6. School districts must provide eligible tutors with a recognition certificate and pin, as provided in paragraph (4)(d).

(d) RAISE tutors who provide at least seventy-five (75) hours of tutoring under the program shall be known as New Worlds Scholars. 

1. Participating school districts must verify completion of seventy-five (75) tutoring hours and provide these tutors with a New Worlds Scholar Certificate and Pin.

2. Annually, the Department will provide to school districts pins and a certificate template and post at https://www.fldoe.org/academics/standards/just-read-fl/tutoring.stml the deadlines for participating districts to verify tutoring hours and award New World Scholars Certificates and Pins to qualified tutors.

Rulemaking Authority 1001.02(1) FS. 1008.365(9) FS. Law Implemented 1008.365 FS. History–New

 

NAME OF PERSON ORIGINATING PROPOSED RULE: Lindsey Brown, Executive Director, Just Read, Florida!.

NAME OF AGENCY HEAD WHO APPROVED THE PROPOSED RULE: Richard Corcoran, Commissioner, Department of Education.

DATE PROPOSED RULE APPROVED BY AGENCY HEAD: April 08, 2022

DATE NOTICE OF PROPOSED RULE DEVELOPMENT PUBLISHED IN FAR: January 5, 2022