Page 126 - Adult-Student-Pupil-Progression-Plan-2017-2018-v2

5. provide a read-at-home plan.

Immediate Intensive Intervention (iii) for Grade 3 Students

Grade 3 students who are retained must be provided a minimum of 90 minutes of daily,
uninterrupted reading instruction and must be provided intensive interventions in reading to
ameliorate the student’s specific reading deficiency [Florida Statute § 1008.25(7)]. The
interventions must include evidence-based, explicit, systematic, and multisensory reading
instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension and
other strategies prescribed by the school district.
Grade 3 students who are retained may receive iii in the Supplemental Academic Instruction
(SAI) Program when their identified area of need can be serviced by the SAI teacher. The
SDPBC Supplemental Academic Instruction Elementary School Guidance Document provides for
the following:
 a highly effective SAI teacher;

 30- 45 minutes of supplemental/additional instruction in reading (outside of the 90-minute
reading block); and

 a maximum 1:6 teacher/student ratio during the SAI time block, with the exception of SAI
teachers implementing the Leveled Literacy Intervention (LLI) System, which should follow
specific implementation guidelines (ratio will be lower). SAI students will be prioritized
according to the current year’s SDPBC SAI Elementary School Guidance Document.

Good Cause Exemptions For Retained Grade 3 Students

Good Cause is defined as conditions that exist such that retention would be more adverse for
the student than promotion. In accordance with Florida Statute § 1008.25(6)(b)(c) and State
Board of Education Rule 6A-1.094221, the School Board may exempt a student from retention
for Good Cause.

Good Cause Exemptions from Retention (Grade 3 Only)

According to Florida Statute § 1008.25(6)(b), Good Cause Exemptions are limited to the
following:

1. Limited English proficient students who have had less than two years of instruction in an
English for Speakers of Other Languages (ESOL) program based on the initial date of entry
into a school in the United States;
2. Students with disabilities whose Individual Education Plan (IEP) indicates that participation
in the statewide assessment program is not appropriate, consistent with the requirement
of Florida Statute §1008.212;

3. Students who demonstrate an acceptable level of performance on an alternative
standardized reading or English Language Arts assessment approved by the State Board of
Education;

SDPBC Student Progression Plan 2017-2018 Page 119