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.