Florida Senate - 2006 SENATOR AMENDMENT
Bill No. CS for CS for SB 2048
Barcode 133810
CHAMBER ACTION
Senate House
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3 Floor: 15/AD/2R .
05/03/2006 01:08 PM .
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11 Senator Lynn moved the following amendment:
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13 Senate Amendment (with title amendment)
14 On page 81, line 13, through
15 page 90, line 27, delete those lines
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17 and insert:
18 Section 41. Paragraphs (c) and (f) of subsection (1),
19 paragraphs (c), (e), and (f) of subsection (3), and subsection
20 (9) of section 1008.22, Florida Statutes, are amended,
21 paragraph (f) is added to subsection (3) of that section,
22 present subsection (10) of that section is redesignated as
23 subsection (11), and a new subsection (10) is added to that
24 section, to read:
25 1008.22 Student assessment program for public
26 schools.--
27 (1) PURPOSE.--The primary purposes of the student
28 assessment program are to provide information needed to
29 improve the public schools by enhancing the learning gains of
30 all students and to inform parents of the educational progress
31 of their public school children. The program must be designed
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1 to:
2 (c) Identify the educational strengths and needs of
3 students and the readiness of students to be promoted to the
4 next grade level or to graduate from high school with a
5 standard or special high school diploma.
6 (f) Provide information on the performance of Florida
7 students compared with that of other students others across
8 the United States.
9 (3) STATEWIDE ASSESSMENT PROGRAM.--The commissioner
10 shall design and implement a statewide program of educational
11 assessment that provides information for the improvement of
12 the operation and management of the public schools, including
13 schools operating for the purpose of providing educational
14 services to youth in Department of Juvenile Justice programs.
15 The commissioner may enter into contracts for the continued
16 administration of the assessment, testing, and evaluation
17 programs authorized and funded by the Legislature. Contracts
18 may be initiated in 1 fiscal year and continue into the next
19 and may be paid from the appropriations of either or both
20 fiscal years. The commissioner is authorized to negotiate for
21 the sale or lease of tests, scoring protocols, test scoring
22 services, and related materials developed pursuant to law.
23 Pursuant to the statewide assessment program, the commissioner
24 shall:
25 (c) Develop and implement a student achievement
26 testing program known as the Florida Comprehensive Assessment
27 Test (FCAT) as part of the statewide assessment program, to be
28 administered annually in grades 3 through 10 to measure
29 reading, writing, science, and mathematics. Other content
30 areas may be included as directed by the commissioner. The
31 assessment of reading and mathematics shall be administered
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1 annually in grades 3 through 10. The assessment of writing and
2 science shall be administered at least once at the elementary,
3 middle, and high school levels. The commissioner must document
4 the procedures used to ensure that the versions of the FCAT
5 which are taken by students retaking the grade 10 FCAT are
6 equally as challenging and difficult as the tests taken by
7 students in grade 10 which contain performance tasks. The
8 testing program must be designed so that:
9 1. The tests measure student skills and competencies
10 adopted by the State Board of Education as specified in
11 paragraph (a). The tests must measure and report student
12 proficiency levels of all students assessed in reading,
13 writing, mathematics, and science. The commissioner shall
14 provide for the tests to be developed or obtained, as
15 appropriate, through contracts and project agreements with
16 private vendors, public vendors, public agencies,
17 postsecondary educational institutions, or school districts.
18 The commissioner shall obtain input with respect to the design
19 and implementation of the testing program from state
20 educators, assistive technology experts, and the public.
21 2. The testing program will include a combination of
22 norm-referenced and criterion-referenced tests and include, to
23 the extent determined by the commissioner, questions that
24 require the student to produce information or perform tasks in
25 such a way that the skills and competencies he or she uses can
26 be measured.
27 3. Each testing program, whether at the elementary,
28 middle, or high school level, includes a test of writing in
29 which students are required to produce writings that are then
30 scored by appropriate and timely methods.
31 4. A score is designated for each subject area tested,
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1 below which score a student's performance is deemed
2 inadequate. The school districts shall provide appropriate
3 remedial instruction to students who score below these levels.
4 5. Except as provided in s. 1003.428(8)(b) or s.
5 1003.43(11)(b), students must earn a passing score on the
6 grade 10 assessment test described in this paragraph or attain
7 concordant scores on an alternate assessment as described in
8 subsection (9) in reading, writing, and mathematics to qualify
9 for a standard regular high school diploma. The State Board of
10 Education shall designate a passing score for each part of the
11 grade 10 assessment test. In establishing passing scores, the
12 state board shall consider any possible negative impact of the
13 test on minority students. All students who took the grade 10
14 FCAT during the 2000-2001 school year shall be required to
15 earn the passing scores in reading and mathematics established
16 by the State Board of Education for the March 2001 test
17 administration. Such students who did not earn the established
18 passing scores and must repeat the grade 10 FCAT are required
19 to earn the passing scores established for the March 2001 test
20 administration. All students who take the grade 10 FCAT for
21 the first time in March 2002 shall be required to earn the
22 passing scores in reading and mathematics established by the
23 State Board of Education for the March 2002 test
24 administration. The State Board of Education shall adopt rules
25 which specify the passing scores for the grade 10 FCAT. Any
26 such rules, which have the effect of raising the required
27 passing scores, shall only apply to students taking the grade
28 10 FCAT for the first time after such rules are adopted by the
29 State Board of Education.
30 6. Participation in the testing program is mandatory
31 for all students attending public school, including students
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1 served in Department of Juvenile Justice programs, except as
2 otherwise prescribed by the commissioner. If a student does
3 not participate in the statewide assessment, the district must
4 notify the student's parent and provide the parent with
5 information regarding the implications of such
6 nonparticipation. If modifications are made in the student's
7 instruction to provide accommodations that would not be
8 permitted on the statewide assessment tests, the district must
9 notify the student's parent of the implications of such
10 instructional modifications. A parent must provide signed
11 consent for a student to receive classroom instructional
12 accommodations modifications that would not be available or
13 permitted on the statewide assessments and must acknowledge in
14 writing that he or she understands the implications of such
15 instructional accommodations. The State Board of Education
16 shall adopt rules, based upon recommendations of the
17 commissioner, for the provision of test accommodations and
18 modifications of procedures as necessary for students in
19 exceptional education programs and for students who have
20 limited English proficiency. Accommodations that negate the
21 validity of a statewide assessment are not allowable in the
22 administration of the FCAT. However, instructional
23 accommodations are allowable in the classroom if included in a
24 student's individual education plan. Students using
25 instructional accommodations in the classroom that are not
26 allowable as accommodations on the FCAT may have the FCAT
27 requirement waived pursuant to the requirements of s.
28 1003.428(8)(b) or s. 1003.43(11)(b).
29 7. A student seeking an adult high school diploma must
30 meet the same testing requirements that a regular high school
31 student must meet.
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1 8. District school boards must provide instruction to
2 prepare students to demonstrate proficiency in the skills and
3 competencies necessary for successful grade-to-grade
4 progression and high school graduation. If a student is
5 provided with instructional accommodations in the classroom or
6 modifications that are not allowable as accommodations in the
7 statewide assessment program, as described in the test
8 manuals, the district must inform the parent in writing and
9 must provide the parent with information regarding the impact
10 on the student's ability to meet expected proficiency levels
11 in reading, writing, and math. The commissioner shall conduct
12 studies as necessary to verify that the required skills and
13 competencies are part of the district instructional programs.
14 9. District school boards must provide opportunities
15 for students to demonstrate an acceptable level of performance
16 on an alternative standardized assessment approved by the
17 State Board of Education following enrollment in summer
18 academies.
19 10.9. The Department of Education must develop, or
20 select, and implement a common battery of assessment tools
21 that will be used in all juvenile justice programs in the
22 state. These tools must accurately measure the skills and
23 competencies established in the Florida Sunshine State
24 Standards.
25 11. For students seeking a special diploma pursuant to
26 s. 1003.438, the Department of Education must develop or
27 select and implement an alternate assessment tool that
28 accurately measures the skills and competencies established in
29 the Sunshine State Standards for students with disabilities
30 under s. 1003.438.
31
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1 The commissioner may, based on collaboration and input from
2 school districts, design and implement student testing
3 programs, for any grade level and subject area, necessary to
4 effectively monitor educational achievement in the state,
5 including the measurement of educational achievement of the
6 Sunshine State Standards for students with disabilities.
7 Development and refinement of assessments shall include
8 universal design principles and accessibility standards that
9 will prevent any unintended obstacles for students with
10 disabilities while ensuring the validity and reliability of
11 the test. These principles should be applicable to all
12 technology platforms and assistive devices available for the
13 assessments. The field testing process and psychometric
14 analyses for the statewide assessment program must include an
15 appropriate percentage of students with disabilities and an
16 evaluation or determination of the effect of test items on
17 such students.
18 (e) Conduct ongoing research and analysis of student
19 achievement data, including, without limitation, monitoring
20 trends in student achievement by grade level and overall
21 student achievement, identifying school programs that are
22 successful, and analyzing correlates of school achievement.
23 (f) Study the cost and student achievement impact of
24 secondary end-of-course assessments, including web-based and
25 performance formats, and report to the Legislature prior to
26 implementation.
27 (9) CONCORDANT SCORES FOR THE FCAT EQUIVALENCIES FOR
28 STANDARDIZED TESTS.--
29 (a) The State Board of Education shall analyze the
30 content and concordant data sets for widely used high school
31 achievement tests, including, but not limited to, the PSAT,
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1 PLAN, SAT, ACT, and College Placement Test, to assess if
2 concordant scores for FCAT scores can be determined for high
3 school graduation, college placement, and scholarship awards.
4 In cases where content alignment and concordant scores can be
5 determined, the Commissioner of Education shall adopt those
6 scores as meeting the graduation requirement in lieu of
7 achieving the FCAT passing score and may adopt those scores as
8 being sufficient to achieve additional purposes as determined
9 by rule. Each time that test content or scoring procedures are
10 changed for the FCAT or one of the identified tests, new
11 concordant scores must be determined. The Commissioner of
12 Education shall approve the use of the SAT and ACT tests as
13 alternative assessments to the grade 10 FCAT for the 2003-2004
14 school year.
15 (b) In order to use a concordant subject area score
16 pursuant to this subsection to Students who attain scores on
17 the SAT or ACT which equate to the passing scores on the grade
18 10 FCAT for purposes of high school graduation shall satisfy
19 the assessment requirement for a standard high school diploma
20 as provided in s. 1003.429(6)(a), or s. 1003.43(5)(a), or s.
21 1003.428, for the 2003-2004 school year if the students meet
22 the requirement in paragraph (b).
23 (b) a student must shall be required to take each
24 subject area of the grade 10 FCAT a total of three times
25 without earning a passing score in order to use the scores on
26 an alternative assessment pursuant to paragraph (a). The
27 requirements of this paragraph This requirement shall not
28 apply to a new student who enters the Florida is a new student
29 to the public school system in grade 12, who may either
30 achieve a passing score on the FCAT or use an approved subject
31 area concordant score to fulfill the graduation requirement.
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1 (c) The State Board of Education may define by rule
2 the allowable uses, other than to satisfy the high school
3 graduation requirement, for concordant scores as described in
4 this subsection. Such uses may include, but need not be
5 limited to, achieving appropriate standardized test scores
6 required for the awarding of Florida Bright Futures
7 Scholarships and college placement.
8 (10) REPORTS.--The Department of Education shall
9 annually provide a report to the Governor, the President of
10 the Senate, and the Speaker of the House of Representatives on
11 the following:
12 (a) Longitudinal performance of students in
13 mathematics and reading.
14 (b) Longitudinal performance of students by grade
15 level in mathematics and reading.
16 (c) Longitudinal performance regarding efforts to
17 close the achievement gap.
18 (d) Longitudinal performance of students on the
19 norm-referenced component of the FCAT.
20 (e) Other student performance data based on national
21 norm- referenced and criterion-referenced tests, when
22 available, and numbers of students who after 8th grade enroll
23 in adult education rather than other secondary education.
24 Section 42. Section 1008.221, Florida Statutes, is
25 repealed.
26 Section 43. Paragraphs (a), (b), and (c) of subsection
27 (4), paragraphs (b) and (c) of subsection (6), paragraph (b)
28 of subsection (7), and paragraph (b) of subsection (8) of
29 section 1008.25, Florida Statutes, are amended, and paragraph
30 (c) is added to subsection (8) of that section, to read:
31 1008.25 Public school student progression; remedial
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1 instruction; reporting requirements.--
2 (4) ASSESSMENT AND REMEDIATION.--
3 (a) Each student must participate in the statewide
4 assessment tests required by s. 1008.22. Each student who does
5 not meet specific levels of performance as determined by the
6 district school board in reading, writing, science, and
7 mathematics for each grade level, or who scores below Level 3
8 in reading or math does not meet specific levels of
9 performance as determined by the commissioner on statewide
10 assessments at selected grade levels, must be provided with
11 additional diagnostic assessments to determine the nature of
12 the student's difficulty, the and areas of academic need, and
13 strategies for appropriate intervention and instruction as
14 described in paragraph (b).
15 (b) The school in which the student is enrolled must
16 develop, in consultation with the student's parent, and must
17 implement a progress monitoring plan. A progress monitoring
18 plan is intended to provide the school district and the school
19 flexibility in meeting the academic needs of the student and
20 to reduce paperwork. A student who is not meeting the school
21 district or state requirements for proficiency in reading and
22 math shall be covered by one of the following plans to target
23 instruction and identify ways to improve his or her academic
24 achievement:
25 1. A federally required student plan such as an
26 individual education plan;
27 2. A schoolwide system of progress monitoring for all
28 students; or
29 3. An individualized progress monitoring plan.
30
31 The plan chosen must be an academic improvement plan designed
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1 to assist the student or the school in meeting state and
2 district expectations for proficiency. For a student for whom
3 a personalized middle school success plan is required pursuant
4 to s. 1003.415, the middle school success plan must be
5 incorporated in the student's academic improvement plan.
6 Beginning with the 2002-2003 school year, If the student has
7 been identified as having a deficiency in reading, the
8 academic improvement plan shall identify the student's
9 specific areas of deficiency in phonemic awareness, phonics,
10 fluency, comprehension, and vocabulary; the desired levels of
11 performance in these areas; and the K-12 comprehensive reading
12 plan required by s. 1011.62(8) shall include instructional and
13 support services to be provided to meet the desired levels of
14 performance. District school boards may require low-performing
15 students to attend remediation programs held before or after
16 regular school hours or during the summer if transportation is
17 provided. Schools shall also provide for the frequent
18 monitoring of the student's progress in meeting the desired
19 levels of performance. District school boards shall assist
20 schools and teachers to implement research-based reading
21 activities that have been shown to be successful in teaching
22 reading to low-performing students. Remedial instruction
23 provided during high school may not be in lieu of English and
24 mathematics credits required for graduation.
25 (c) Upon subsequent evaluation, if the documented
26 deficiency has not been remediated in accordance with the
27 academic improvement plan, the student may be retained. Each
28 student who does not meet the minimum performance expectations
29 defined by the Commissioner of Education for the statewide
30 assessment tests in reading, writing, science, and mathematics
31 must continue to be provided with remedial or supplemental
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1 instruction until the expectations are met or the student
2 graduates from high school or is not subject to compulsory
3 school attendance.
4 (6) ELIMINATION OF SOCIAL PROMOTION.--
5 (b) The district school board may only exempt students
6 from mandatory retention, as provided in paragraph (5)(b), for
7 good cause. Good cause exemptions shall be limited to the
8 following:
9 1. Limited English proficient students who have had
10 less than 2 years of instruction in an English for Speakers of
11 Other Languages program.
12 2. Students with disabilities whose individual
13 education plan indicates that participation in the statewide
14 assessment program is not appropriate, consistent with the
15 requirements of State Board of Education rule.
16 3. Students who demonstrate an acceptable level of
17 performance on an alternative standardized reading assessment
18 approved by the State Board of Education.
19 4. Students who demonstrate, through a student
20 portfolio, that the student is reading on grade level as
21 evidenced by demonstration of mastery of the Sunshine State
22 Standards in reading equal to at least a Level 2 performance
23 on the FCAT.
24 5. Students with disabilities who participate in the
25 FCAT and who have an individual education plan or a Section
26 504 plan that reflects that the student has received the
27 intensive remediation in reading, as required by paragraph
28 (4)(b), for more than 2 years but still demonstrates a
29 deficiency in reading and was previously retained in
30 kindergarten, grade 1, grade 2, or grade 3.
31 6. Students who have received the intensive
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1 remediation in reading as required by paragraph (4)(b) for 2
2 or more years but still demonstrate a deficiency in reading
3 and who were previously retained in kindergarten, grade 1,
4 grade 2, or grade 3 for a total of 2 years. Intensive reading
5 instruction for students so promoted must include an altered
6 instructional day based upon an academic improvement plan that
7 includes specialized diagnostic information and specific
8 reading strategies for each student. The district school board
9 shall assist schools and teachers to implement reading
10 strategies that research has shown to be successful in
11 improving reading among low-performing readers.
12 (c) Requests for good cause exemptions for students
13 from the mandatory retention requirement as described in
14 subparagraphs (b)3. and 4. shall be made consistent with the
15 following:
16 1. Documentation shall be submitted from the student's
17 teacher to the school principal that indicates that the
18 promotion of the student is appropriate and is based upon the
19 student's academic record. In order to minimize paperwork
20 requirements, such documentation shall consist only of the
21 existing progress monitoring academic improvement plan,
22 individual educational plan, if applicable, report card, or
23 student portfolio.
24 2. The school principal shall review and discuss such
25 recommendation with the teacher and make the determination as
26 to whether the student should be promoted or retained. If the
27 school principal determines that the student should be
28 promoted, the school principal shall make such recommendation
29 in writing to the district school superintendent. The district
30 school superintendent shall accept or reject the school
31 principal's recommendation in writing.
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1 (7) SUCCESSFUL PROGRESSION FOR RETAINED READERS.--
2 (b) Beginning with the 2004-2005 school year, each
3 school district shall:
4 1. Conduct a review of student progress monitoring
5 academic improvement plans for all students who did not score
6 above Level 1 on the reading portion of the FCAT and did not
7 meet the criteria for one of the good cause exemptions in
8 paragraph (6)(b). The review shall address additional supports
9 and services, as described in this subsection, needed to
10 remediate the identified areas of reading deficiency. The
11 school district shall require a student portfolio to be
12 completed for each such student.
13 2. Provide students who are retained under the
14 provisions of paragraph (5)(b) with intensive instructional
15 services and supports to remediate the identified areas of
16 reading deficiency, including a minimum of 90 minutes of
17 daily, uninterrupted, scientifically research-based reading
18 instruction and other strategies prescribed by the school
19 district, which may include, but are not limited to:
20 a. Small group instruction.
21 b. Reduced teacher-student ratios.
22 c. More frequent progress monitoring.
23 d. Tutoring or mentoring.
24 e. Transition classes containing 3rd and 4th grade
25 students.
26 f. Extended school day, week, or year.
27 g. Summer reading camps.
28 3. Provide written notification to the parent of any
29 student who is retained under the provisions of paragraph
30 (5)(b) that his or her child has not met the proficiency level
31 required for promotion and the reasons the child is not
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1 eligible for a good cause exemption as provided in paragraph
2 (6)(b). The notification must comply with the provisions of s.
3 1002.20(14) and must include a description of proposed
4 interventions and supports that will be provided to the child
5 to remediate the identified areas of reading deficiency.
6 4. Implement a policy for the midyear promotion of any
7 student retained under the provisions of paragraph (5)(b) who
8 can demonstrate that he or she is a successful and independent
9 reader, reading at or above grade level, and ready to be
10 promoted to grade 4. Tools that school districts may use in
11 reevaluating any student retained may include subsequent
12 assessments, alternative assessments, and portfolio reviews,
13 in accordance with rules of the State Board of Education.
14 Students promoted during the school year after November 1 must
15 demonstrate proficiency above that required to score at Level
16 2 on the grade 3 FCAT, as determined by the State Board of
17 Education. The State Board of Education shall adopt standards
18 that provide a reasonable expectation that the student's
19 progress is sufficient to master appropriate 4th grade level
20 reading skills.
21 5. Provide students who are retained under the
22 provisions of paragraph (5)(b) with a high-performing teacher
23 as determined by student performance data and
24 above-satisfactory performance appraisals.
25 6. In addition to required reading enhancement and
26 acceleration strategies, provide parents of students to be
27 retained with at least one of the following instructional
28 options:
29 a. Supplemental tutoring in scientifically
30 research-based reading services in addition to the regular
31 reading block, including tutoring before and/or after school.
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1 b. A "Read at Home" plan outlined in a parental
2 contract, including participation in "Families Building Better
3 Readers Workshops" and regular parent-guided home reading.
4 c. A mentor or tutor with specialized reading
5 training.
6 7. Establish a Reading Enhancement and Acceleration
7 Development (READ) Initiative. The focus of the READ
8 Initiative shall be to prevent the retention of grade 3
9 students and to offer intensive accelerated reading
10 instruction to grade 3 students who failed to meet standards
11 for promotion to grade 4 and to each K-3 student who is
12 assessed as exhibiting a reading deficiency. The READ
13 Initiative shall:
14 a. Be provided to all K-3 students at risk of
15 retention as identified by the statewide assessment system
16 used in Reading First schools. The assessment must measure
17 phonemic awareness, phonics, fluency, vocabulary, and
18 comprehension.
19 b. Be provided during regular school hours in addition
20 to the regular reading instruction.
21 c. Provide a state-identified reading curriculum that
22 has been reviewed by the Florida Center for Reading Research
23 at Florida State University and meets, at a minimum, the
24 following specifications:
25 (I) Assists students assessed as exhibiting a reading
26 deficiency in developing the ability to read at grade level.
27 (II) Provides skill development in phonemic awareness,
28 phonics, fluency, vocabulary, and comprehension.
29 (III) Provides scientifically based and reliable
30 assessment.
31 (IV) Provides initial and ongoing analysis of each
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1 student's reading progress.
2 (V) Is implemented during regular school hours.
3 (VI) Provides a curriculum in core academic subjects
4 to assist the student in maintaining or meeting proficiency
5 levels for the appropriate grade in all academic subjects.
6 8. Establish at each school, where applicable, an
7 Intensive Acceleration Class for retained grade 3 students who
8 subsequently score at Level 1 on the reading portion of the
9 FCAT. The focus of the Intensive Acceleration Class shall be
10 to increase a child's reading level at least two grade levels
11 in 1 school year. The Intensive Acceleration Class shall:
12 a. Be provided to any student in grade 3 who scores at
13 Level 1 on the reading portion of the FCAT and who was
14 retained in grade 3 the prior year because of scoring at Level
15 1 on the reading portion of the FCAT.
16 b. Have a reduced teacher-student ratio.
17 c. Provide uninterrupted reading instruction for the
18 majority of student contact time each day and incorporate
19 opportunities to master the grade 4 Sunshine State Standards
20 in other core subject areas.
21 d. Use a reading program that is scientifically
22 research-based and has proven results in accelerating student
23 reading achievement within the same school year.
24 e. Provide intensive language and vocabulary
25 instruction using a scientifically research-based program,
26 including use of a speech-language therapist.
27 f. Include weekly progress monitoring measures to
28 ensure progress is being made.
29 g. Report to the Department of Education, in the
30 manner described by the department, the progress of students
31 in the class at the end of the first semester.
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1 9. Report to the State Board of Education, as
2 requested, on the specific intensive reading interventions and
3 supports implemented at the school district level. The
4 Commissioner of Education shall annually prescribe the
5 required components of requested reports.
6 10. Provide a student who has been retained in grade 3
7 and has received intensive instructional services but is still
8 not ready for grade promotion, as determined by the school
9 district, the option of being placed in a transitional
10 instructional setting. Such setting shall specifically be
11 designed to produce learning gains sufficient to meet grade 4
12 performance standards while continuing to remediate the areas
13 of reading deficiency.
14 (8) ANNUAL REPORT.--
15 (b) Beginning with the 2001-2002 school year, Each
16 district school board must annually publish in the local
17 newspaper, and report in writing to the State Board of
18 Education by September 1 of each year, the following
19 information on the prior school year:
20 1. The provisions of this section relating to public
21 school student progression and the district school board's
22 policies and procedures on student retention and promotion.
23 2. By grade, the number and percentage of all students
24 in grades 3 through 10 performing at Levels 1 and 2 on the
25 reading portion of the FCAT.
26 3. By grade, the number and percentage of all students
27 retained in grades 3 through 10.
28 4. Information on the total number of students who
29 were promoted for good cause, by each category of good cause
30 as specified in paragraph (6)(b).
31 5. Any revisions to the district school board's policy
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Florida Senate - 2006 SENATOR AMENDMENT
Bill No. CS for CS for SB 2048
Barcode 133810
1 on student retention and promotion from the prior year.
2 (c) The Department of Education shall establish a
3 uniform format for school districts to report the information
4 required in paragraph (b). The format shall be developed with
5 input from district school boards and shall be provided not
6 later than 90 days prior to the annual due date. The
7 department shall annually compile the information required in
8 subparagraphs (b)2., 3., and 4., along with state-level
9 summary information, and report such information to the
10 Governor, the President of the Senate, and the Speaker of the
11 House of Representatives.
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13 (Redesignate subsequent sections.)
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16 ================ T I T L E A M E N D M E N T ===============
17 And the title is amended as follows:
18 On page 7, lines 3-14, delete those lines
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20 and insert:
21 certain circumstances; providing that FCAT
22 nonallowable accommodations may be used as
23 instructional accommodations during classroom
24 instruction if included in the individual
25 education plan of a student with a disability;
26 authorizing waiver of the FCAT under certain
27 circumstances; requiring certain opportunities
28 for demonstrating student performance;
29 requiring the development of assessments for
30 measuring the academic competency of students
31 with disabilities; requiring the Commissioner
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6:43 PM 05/01/06 s2048c2c-07-ta1
Florida Senate - 2006 SENATOR AMENDMENT
Bill No. CS for CS for SB 2048
Barcode 133810
1 of Education to adopt scores concordant to FCAT
2 scores required for high school graduation;
3 authorizing use of concordant scores for
4 additional purposes; clarifying eligibility to
5 use such scores to satisfy requirements for a
6 diploma; requiring an annual report on student
7 performance; repealing s. 1008.221, F.S.,
8 relating to alternative assessments for
9 dependent children of military personnel, to
10 conform; amending s. 1008.25, F.S.; replacing
11 student academic improvement plans with
12 progress monitoring plans; authorizing district
13 school boards to require low-performing
14 students to attend remediation programs outside
15 of regular school hours or during the summer;
16 requiring the department to establish a uniform
17 format for reporting information relating to
18 student progression; requiring an annual
19 report; repealing s. 1008.301, F.S.,
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