Determining a Substantial Deficiency in Early Mathematics Skills and Substantial Deficiency in Mathematics

 

DEPARTMENT OF EDUCATION

State Board of Education

RULE NO.:RULE TITLE:

6A-6.0533Determining a Substantial Deficiency in Early Mathematics Skills and Substantial Deficiency in Mathematics

NOTICE OF CHANGE

Notice is hereby given that the following changes have been made to the proposed rule in accordance with subparagraph 120.54(3)(d)1., F.S., published in Vol. 50 No. 172, September 3, 2024 issue of the Florida Administrative Register.

In response to public comment the rule is amended as follows:

6A-6.0533, Determining a Substantial Deficiency in Early Mathematics Skills and Substantial Deficiency in Mathematics.

(1) No change.

(2) Definitions.

(a) No change.

(b) “Voluntary Prekindergarten” (VPK) means a state-funded program provided in public school that covers the cost of a set number of hours of prekindergarten instruction to children who turn four (4) years of age on or before September 1 of the school year for which they are eligible to attend as provided in Part V of Chapter 1002, F.S.

(c) “Trained tutor” means a person who has forty (40) hours of professional learning on instructional strategies in the areas of VPK or grades K-4 mathematics or a high school student that meets the following criteria:

1. A high school student who meets the following criteria:

1. through 5. Renumbered to a. through e. No change.

f. 6. Have received two (2) written recommendations to serve as a trained tutor from present or former high school teachers of record or extracurricular activity sponsors; and.

g. Have completed the Division of Early Learning developed math professional learning course for tutors of students in VPK or a district-identified training for tutors of students in grades K-4; or

2. An adult who meets the following criteria:

a. Complete the Division of Early Learning developed math professional learning course, if tutoring students in VPK; and

b. Complete forty (40) hours of professional learning on instructional strategies in grades K-4 math, if tutoring students in grades K-4.

(3) No change.

(4) Substantial Deficiency in Early Mathematics Skills. A VPK student is identified as having a substantial deficiency in early mathematics skills based upon a minimum of five (5) data points from various assessments as described below.

(a) through (b) No change.

(5) No change.

(6) Notification to Parents.

(a) Parents of students with a substantial deficiency in early mathematics skills or a substantial deficiency in mathematics must be notified by the school district in writing of the information listed in s. 1008.25(6)(c)1.-4., F.S., and consulted in the development of a plan to address the deficiency as described in subsection (7) of this rule.

(b) No change.   

(7) Required Plan and Interventions.

(a) Interventions. Students with a substantial deficiency in early mathematics skills in a VPK educational program provided by a public school or a substantial deficiency in mathematics in grades K-4 or who exhibit the characteristics of dyscalculia must be provided with daily small group intervention during the school day or supplemental interventions provided before or after school or both, as described in s. 1008.25(6)(a)1. and 2., F.S. 

1. through 2. No change.

3. For grades K-4, sSupplemental interventions provided before or after school must be delivered by an educator with a bachelor’s degree or higher who holds an active valid Florida Educator Certificate as defined in s. 1012.56, F.S., or a trained tutor as defined in paragraph subsection (2)(c) of this rule. If the tutor is a student, tutoring must occur on school district property in the presence and under the supervision of instructional personnel who are school district employees and only where a parent has provided written permission.

4.VPK supplemental interventions provided before or after school must be delivered by an instructor who meets the school year or summer prekindergarten instructor qualifications, in accordance with sections 1002.55(3)(c)2., 1002.61(4), and 1002.63(4), F.S., or by an educator with a bachelor’s degree or higher who holds an active valid Florida Educator Certificate as defined in s. 1012.56, F.S.,  or a trained tutor as defined in paragraph (2)(c) of this rule. If the tutor is a student, tutoring must occur on school district property in the presence and under the supervision of instructional personnel who are school district employees and only where a parent has provided written permission.

(b) Progress Monitoring Plan. Except as provided in paragraph (7)(c) of this rule, students identified with a substantial deficiency in early mathematics skills for VPK or mathematics for grades Kindergarten through 4 must have an individualized progress monitoring plan that is in writing, provided to parents and designed to address the student’s specific mathematics deficiency. A progress monitoring plan must meet the following requirements: 

1. through 4. No change.

(c) No change.