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supports that will be provided to the student to remediate the identified areas of reading
deficiency. [Florida Statute § 1008.25(7)(b)21]

Intensive Instruction Services for Retained Grade 3 Students
Grade 3 students retained for reading must be provided with intensive instructional services
and supports that include intensive interventions in the areas of reading deficiency. The
specific areas of reading must be identified through the use of a valid and reliable diagnostic
assessment. This intensive intervention must include effective instructional strategies, a
minimum of 90 minutes of daily uninterrupted reading instruction, an additional 30 minutes of
daily intensive immediate intervention, the opportunity to participate in the District's Third
Grade Summer Reading Academy, and appropriate teaching methodologies necessary to assist
those students in becoming successful readers, able to read at or above grade level, and be
ready for promotion to the next grade. [Florida Statute § 1008.25(7)(a)(b)3)

Other strategies prescribed by the District may include but not be limited to the following:
 small group instruction;
 integration of content-rich text in science and social studies within the 90 minute block;
 reduced teacher-student ratios;
 more frequent progress monitoring;
 tutoring or mentoring;
 transition classes containing grade 3 and grade 4 students; and/or
 extended school day, week, or year.

Grade 3 students retained for reading must have a highly effective teacher as determined by
the teacher’s performance evaluation. [Florida Statute § 1012.34][Florida Statute §
1008.25(7)(b)(3)]

Intensive Reading Acceleration Course (IRA) for Grade 3 Students
When applicable, each school must establish an Intensive Reading Acceleration Course (IRA)
for any retained grade 3 student who was previously retained in kindergarten, grade 1, or
grade 2. [Florida Statute § 1008.25(7)(b)4]
In accordance with Florida Statute § 1008.25, IRA must:
1. have a reduced teacher-student ratio;
2. provide uninterrupted reading instruction for the majority of student contact time each
day and incorporate opportunities to master the Grade 4 Next Generation Sunshine State
Standards (NGSSS) in other core subject areas through content-rich texts;

3. provide small group instruction;
4. use an explicit, systematic, and multisensory reading intervention, including intensive
language, phonics, and vocabulary instruction, and use of a speech-language therapist if
necessary, that have proven results in accelerating student reading achievement within the
same school year; and

SDPBC Student Progression Plan 2017-2018 Page 118