Page 130 - Adult-Student-Pupil-Progression-Plan-2017-2018-v2

Mathematics Remediation Requirements Based on Standardized Assessments

Students who do not meet satisfactory performance of a Level 3 or higher on the required
statewide mathematics assessment will be provided with remedial instruction, which may be
incorporated into the student’s required mathematics course.

MIDDLE SCHOOL (6-8) REMEDIAL INSTRUCTION
In accordance with Florida Statute § 1008.25(3), remedial and supplemental instruction
resources must be allocated to students who fail to meet achievement performance levels
required for promotion.

The SDPBC provides remedial instruction in reading, writing, science, and mathematics for
those students identified as having substantially deficient skills in reading, writing,
mathematics, and/or science as identified by teacher/principal recommendation, norm-
referenced tests, Florida Standards Assessment (FSA), and school-selected reading tests (i.e.,
Reading Plus Benchmark assessment or Reading Running Records). Remedial instruction shall
be provided through implementation of aProgress Monitoring Plan (PMP) . (Refer to Progress
Monitoring section.)

Middle School Reading Intervention Courses

In order to facilitate efficient reading and deeper understanding of grade level texts, the
intervention course should incorporate the following instructional strategies on a daily basis:

1. whole group explicit instruction;
2. small group differentiated instruction;

3. independent reading practice (utilizing classroom library or other assigned materials,
monitored by the teacher);

4. integration of Next Generation Sunshine State Standards (NGSSS) and/or Language Arts
Florida Standards (LAFS) specific to the subject area if blocked with the intensive reading
course (Biology, World History, etc.);
5. focus on informational text at a ratio matching Florida Standards Assessment (FSA); and

6. opportunities for accelerated achievement.

Additional evaluations, portfolio reviews, and alternative District assessments beyond FSA are
considered when placing students into different levels of intensity for reading intervention
classes to meet individual instructional needs of students. Schools must determine if students
have an instructional need in decoding and phonics through the use of assessments and must
identify benchmark criteria for placement of students requiring additional instructional time in
reading intervention.

SDPBC Student Progression Plan 2017-2018 Page 123