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 Diagnosis and remediation will occur as soon as possible, after a student has been
identified as deficient in reading, writing, mathematics, and/or science or as needing
mandatory remediation. Diagnostic assessments may include:
o a portfolio of student work;
o teacher assessment;
o tests/placement tests; and/or
o diagnostic software results.

At the conclusion of the school year, the teacher(s) of the student who had a PMP
determine(s) whether the student is in need of further remediation and makes
recommendations regarding the student’s educational program for the following year.

Additional PMP Requirements for Elementary School Students

Elementary students deficient in reading must be provided with daily Immediate Intensive
Intervention (iii) and progress monitoring a minimum of three times per year. Remediation
must occur until expectations are met. [Florida Statute § 1008.25(4) (c)]

The PMP for an elementary student who has been identified as deficient in reading must
include the following:

1. a valid and reliable diagnostic assessment to identify the student’s specific reading
deficiency (i.e., the SDPBC Literacy Assessment System subtests, Reading Running Records,
Comprehension Conversation, Writing About Reading, and other optional assessments
from the Fountas and Pinnell Benchmark Assessment System);

2. the desired levels of performance in these content areas; and
3. the instructional/support services to be provided to meet the desired levels of
performance.

All students identified as needing remediation at the end of the previous school year must
receive a PMP. Every effort should be made to implement a PMP as early in the year as
possible.

NOTE: Schools shall also provide for the frequent monitoring of the student’s progress in meeting the desired
levels of performance.

Additional PMP Requirements for Secondary School Students

If the student identification occurs during the fourth marking period, the diagnosis will be
made at the beginning of the following school year with remediation immediately following.

For each year in which a student scores at Level 1 or Level 2 on the FSA ELA, the student must,
the following year, be enrolled in and complete, at a minimum, an intensive reading course or
a content area course in which reading strategies are delivered. Placement of Level 1 and
Level 2 readers in reading intervention shall be determined by diagnosis of reading needs.

SDPBC Student Progression Plan 2017-2018 Page 131