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 Students who exhibit a substantial deficiency in reading must be provided with
additional diagnostic assessments to determine the nature of the student’s difficulty,
the areas of academic need, and strategies for appropriate intervention and
instruction. Schools must progress monitor students with a reading deficiency a
minimum of three (3) times per year. This includes a baseline, midyear, and an end of
the year assessment.

 Immediate intensive intervention (iii) must be provided daily for all students who have
been identified with a reading deficiency. This intervention must be in addition to or as
an extension of the ninety (90) minute reading block in a smaller group size setting or
one on one.

The student must continue to be provided with intensive reading instruction until the reading
deficiency is remedied.

1. To be promoted to Grade 4, a student must score a Level 2 or higher on the statewide,
standardized English Language Arts Assessment. If the student’s reading deficiency is not
remedied by the end of Grade 3, as demonstrated by scoring Level 2 or higher on the
Grade 3 FSA ELA, the student must be retained. [Florida Statute § 1008.25(5)(b)]

2. For the 2017-2018 fiscal year, each school district that has one or more of the 300 lowest-
performing elementary schools based on the state reading assessment shall provide an
additional hour of instruction beyond the normal school day for each day of the entire
school year for intensive reading instruction for the students in each of these schools. This
additional hour of instruction must be provided by teachers or reading specialists who are
effective in teaching reading or by a K-5 mentoring reading program that is supervised by a
teacher who is effective at teaching reading. Students enrolled in these schools who have
Level 5 assessment scores may participate in the additional hour of instruction on an
optional basis. The intensive reading instruction delivered in this additional hour and for
other students shall include: research-based reading instruction that has been proven to
accelerate progress of students exhibiting a reading deficiency; differentiated instruction
based on screening, diagnostic, progress monitoring, or student assessment data to meet
students’ specific reading needs; explicit and systematic reading strategies to develop
phonemic awareness, phonics, fluency, vocabulary, and comprehension, with more
extensive opportunities for guided practice, error correction, and feedback; and the
integration of social studies, science, and mathematics-text reading, text discussion, and
writing in response to reading. [Florida Statute § 1011.62(3)(f)(2)&(9)(a)].

K-3 Reading Deficiency and Parental Notification

Pursuant to Florida Statutes §§ 1002.20(11) and 1008.25(5)(c)1, the parent(s) of any Grade K-3
student who exhibits a deficiency in reading, must be immediately notified in writing, shall be
consulted in the development of a plan, as described in s. 1008.25(4)(b), and shall be informed
that the student will be given intensive reading instruction until the deficiency is corrected. In
addition to informing the parents that their child has been identified as having a substantial

SDPBC Student Progression Plan 2017-2018 Page 115