Monday, March 29, 2004
Sons of the American Revolution Lobby DOE for Increased Emphasis on History!
March 29, 2004
Hon. James Horne
Commissioner of Education
325 West Gaines St., Suite 1514
Tallahassee, FL 32399
FAX: (850) 245-9667
RE: HB-0081 and related
Dear Commissioner Horne:
This letter is being written on behalf of The Florida Society of the Sons of the American Revolution (sometimes the SAR is called the President's Society as all US Presidents but four have been members since we were organized in the late 1800's; Governor Bush also is a member).
As you might expect, we are particularly interested in having our young people understand how our country was formed and, especially, the historic, civic and economic principles on which it is based. To that end, we are very supportive of having American History, Government and Economics taken into consideration as a basis for promotion in the schools and as a requirement for High School graduation.
Indeed, we were quite dismayed last year when appropriate bills (both House and Senate) easily cleared committee but were not brought to a vote. Moreover, we are concerned about some of the unfortunate interpretations currently being made about the relevant bills for this year (SB- 0426, SB-0364 and, especially, HB-0081). We are particularly disturbed to learn that they may not be acted upon this year either. Do you not agree that is most urgent that the cited Social Studies be taken as seriously as mathematics, reading, writing and (now) science? We appreciated the support given to this initiative by your Chancelor of K-12 Programs, Jim Warford (see attached letter), and hope that the department will continue to ensure that student’s performance in social studies is taken into the equation when they are being considered for promotion.
In any event, our members are generally monitoring this situation -- with a number of us from the Education Committee and the Board of Management actively doing so. We sincerely hope that these bills will be passed this session.
Thank you for your kind consideration of this communication and your support of good civic
education in the State of Florida.
Sincerely,
Harry Hollien, PhD
FLSSAR Regional Vice President and
Chair, Education Committee
Copies to:
Chancellor James Warford
Dr. Cornelia Orr
Kathy Mizereck
Senator Lee Constantine
Representative Bev Kilmer (she’s running for Congress)
Mr. Jack Bovee
Wednesday, March 3, 2004
Status on the State of Civic Education in Florida
Classroom Teacher Survey - 2004
Our organizations are interested in hearing from classroom teachers regarding the status of Civic Education in Florida. Please take a moment, complete the survey below, and return it to the person at the end of the survey. Thank you. (Textboxes are provided in the appropriate blanks. Simply ‘left click’ on the blank, make the text box appear and then type directly in the box to make an electronic version of your response.)
1. Your name (optional) ____________________________
2. Grade / Subject you teach _________________________
3. District ______________________________________
4. Number of years you have been teaching social studies. _____ (Over 5 years preferred.)
For the following statements, circle the word or number you MOST AGREE WITH.
5. In the last five years, I have seen the daily minutes or time devoted to Social Studies instruction to
a. be greatly increased.
b. be slightly increased.
c. remain the same
d. to be slightly decreased.
e. to be greatly decreased.
____
6. My current social studies textbooks are
a. less than six years old.
b. more than six, but less than 8 years old.
c. more than 8, but less than 10 years old.
d. more than 10 years old.
____
7. Which statement below is most accurate with regard to the status of current wall maps in your classroom? Check ALL that apply.
a. the current maps in my classroom are the original ones that were furnished when the school was built. The number of years old your school is ____.
b. I have a world maps less than 10 years old. (Eritrea is shown as part of former Ethiopia & Russia is shown with the Independent Commonwealth States of the former U.S.S.R.)
c. I have a world map that is from BEFORE 1992. (Yugoslavia is shown or U.S.S.R.)
d. I have a world map from BEFORE 1990 (East and West Germany are shown).
e. I do NOT have a world map in my classroom.____
8. In my estimation, students are coming to my classroom in recent years with
a. the SAME basic civic knowledge as they have had in the past.
b. SLIGHTLY MORE civic understanding than they have had in the past.
c. a GREAT DEAL MORE civic understanding than they have had in the past.
d. SLIGHTLY LESS civic understanding than they have had in the past.
c. a GREAT DEAL LESS civic understanding than they have had in the past.
____
9. In my estimation, students are coming to my classroom in recent years with
a. the SAME basic knowledge of history as they have had in the past.
b. SLIGHTLY MORE historical understanding than they have had in the past.
c. a GREAT DEAL MORE historical understanding than they have had in the past.
d. SLIGHTLY LESS historical understanding than they have had in the past.
c. a GREAT DEAL LESS historical understanding than they have had in the past.
____
10. In my estimation, students are coming to my classroom in recent years with
a. the SAME basic knowledge of geography as they have had in the past.
b. SLIGHTLY MORE geographical understanding than they have had in the past.
c. a GREAT DEAL MORE geographical understanding than they have had in the past.
d. SLIGHTLY LESS geographical understanding than they have had in the past.
c. a GREAT DEAL LESS geographical understanding than they have had in the past.
____
11. In my estimation, students are coming to my classroom in recent years with
a. the SAME basic knowledge of economics as they have had in the past.
b. SLIGHTLY MORE economic understanding than they have had in the past.
c. a GREAT DEAL MORE economic understanding than they have had in the past.
d. SLIGHTLY LESS economic understanding than they have had in the past.
c. a GREAT DEAL LESS economic understanding than they have had in the past.
12. Have you heard of or do you personally know of another teacher who has been asked to lessen the emphasis on social studies instruction in the last few years?
___ yes __ no
13. What is the current amount of TIME (minutes or hours per week, days per term or semester) that is devoted to social studies instruction at your school? If there has been a reduction from an earlier time, please state the percent of time for which this instruction has been reduced.
14. Have historical field trips to museums or other programs been affected in recent years?
___ yes __ no In needed, explain:
Please feel free to attach any additional anecdotal information regarding the status of student understanding of social studies content when they come to your school or classroom.
Our organizations are interested in hearing from classroom teachers regarding the status of Civic Education in Florida. Please take a moment, complete the survey below, and return it to the person at the end of the survey. Thank you. (Textboxes are provided in the appropriate blanks. Simply ‘left click’ on the blank, make the text box appear and then type directly in the box to make an electronic version of your response.)
1. Your name (optional) ____________________________
2. Grade / Subject you teach _________________________
3. District ______________________________________
4. Number of years you have been teaching social studies. _____ (Over 5 years preferred.)
For the following statements, circle the word or number you MOST AGREE WITH.
5. In the last five years, I have seen the daily minutes or time devoted to Social Studies instruction to
a. be greatly increased.
b. be slightly increased.
c. remain the same
d. to be slightly decreased.
e. to be greatly decreased.
____
6. My current social studies textbooks are
a. less than six years old.
b. more than six, but less than 8 years old.
c. more than 8, but less than 10 years old.
d. more than 10 years old.
____
7. Which statement below is most accurate with regard to the status of current wall maps in your classroom? Check ALL that apply.
a. the current maps in my classroom are the original ones that were furnished when the school was built. The number of years old your school is ____.
b. I have a world maps less than 10 years old. (Eritrea is shown as part of former Ethiopia & Russia is shown with the Independent Commonwealth States of the former U.S.S.R.)
c. I have a world map that is from BEFORE 1992. (Yugoslavia is shown or U.S.S.R.)
d. I have a world map from BEFORE 1990 (East and West Germany are shown).
e. I do NOT have a world map in my classroom.____
8. In my estimation, students are coming to my classroom in recent years with
a. the SAME basic civic knowledge as they have had in the past.
b. SLIGHTLY MORE civic understanding than they have had in the past.
c. a GREAT DEAL MORE civic understanding than they have had in the past.
d. SLIGHTLY LESS civic understanding than they have had in the past.
c. a GREAT DEAL LESS civic understanding than they have had in the past.
____
9. In my estimation, students are coming to my classroom in recent years with
a. the SAME basic knowledge of history as they have had in the past.
b. SLIGHTLY MORE historical understanding than they have had in the past.
c. a GREAT DEAL MORE historical understanding than they have had in the past.
d. SLIGHTLY LESS historical understanding than they have had in the past.
c. a GREAT DEAL LESS historical understanding than they have had in the past.
____
10. In my estimation, students are coming to my classroom in recent years with
a. the SAME basic knowledge of geography as they have had in the past.
b. SLIGHTLY MORE geographical understanding than they have had in the past.
c. a GREAT DEAL MORE geographical understanding than they have had in the past.
d. SLIGHTLY LESS geographical understanding than they have had in the past.
c. a GREAT DEAL LESS geographical understanding than they have had in the past.
____
11. In my estimation, students are coming to my classroom in recent years with
a. the SAME basic knowledge of economics as they have had in the past.
b. SLIGHTLY MORE economic understanding than they have had in the past.
c. a GREAT DEAL MORE economic understanding than they have had in the past.
d. SLIGHTLY LESS economic understanding than they have had in the past.
c. a GREAT DEAL LESS economic understanding than they have had in the past.
12. Have you heard of or do you personally know of another teacher who has been asked to lessen the emphasis on social studies instruction in the last few years?
___ yes __ no
13. What is the current amount of TIME (minutes or hours per week, days per term or semester) that is devoted to social studies instruction at your school? If there has been a reduction from an earlier time, please state the percent of time for which this instruction has been reduced.
14. Have historical field trips to museums or other programs been affected in recent years?
___ yes __ no In needed, explain:
Please feel free to attach any additional anecdotal information regarding the status of student understanding of social studies content when they come to your school or classroom.
Tuesday, November 18, 2003
U.S. Rep. Jim Davis Blasts Early Graduation Plan
FOR IMMEDIATE RELEASE November 17, 2003
Contact: Diane Pratt-Heavner(202) 226-7797
Davis to introduce bill requiring American Government and History for graduation.
Click here to read the bill.
TALLAHASSEE, FL - Today, Congressman Jim Davis (D-Tampa), joined by Democratic Leader of the Florida Senate, Ron Klein, and Democratic Leader of the Florida House, Doug Wiles, blasted the Florida Legislature for passing legislation allowing students to skip basic course work to graduate a year early. Davis promised to introduce a bill in Congress requiring states, as a condition for receiving federal education funds, to make American Government and History a graduation requirement.
The Florida law, passed this year in an attempt to skirt the state constitutional amendment mandating smaller class sizes, allows students to bypass American History and American Government, among other courses, and graduate in three years with just 18 credits instead of the usual 24 credits.
"I am appalled that as soldiers are fighting in Iraq to protect our freedoms, the Florida Legislature has decided that it is not important for students to learn how these freedoms were won in the first place," said Davis. "And are we really preparing our students to vote in their first election by allowing them to skip out on American History and Government?"
"As a parent, I am outraged that the Florida Legislature, Governor Bush and Commissioner Horne have not taken immediate action to remedy this failure. When I was in school, I had to take American Government, so I know the U.S. Constitution prohibits Congress from directly legislating school curriculum, but here is what I can do - when I return to Congress this week, I will introduce legislation that says that any state wishing to receive a Federal K-12 Education Block Grant under Title V-A of the Elementary and Secondary Education Act (ESEA) must require high school students to take American History and Government before graduating."
For Fiscal Year 2003, Florida received $18.5 million in Title V-A funding.
A number of legislators and school board members have already lined up in support of U.S. Rep. Davis’ efforts: Sen. Ron Klein said, "The voters' mandate to lower class size didn't mean lowering our standards. American history shouldn't go the way of 7th periods, physical education, or summer school. Our children need to know the history of their country before stepping into its future."
"For us to compete in the modern economy, we must hold our students and our schools to the highest academic standards," said Rep. Doug Wiles. "Reducing high school graduation standards to allow students to finish in three years will make us less competitive with other states and nations."
"In my opinion the accelerated graduation plan puts our students at a disadvantage when applying for admission at colleges and universities. This is a time when we should be demanding more rigorous academics rather than less from our graduates." Harry G. Kinnan, Manatee County School Board
Jane Gallucci, Pinellas County School Board member, member of the Board of Directors for the National School Board Association and former President of Florida School Boards commented, "Clearly this Administration is sending the wrong message to all Florida high school students by not requiring American Government for graduation. All students must thoroughly understand how government works to be expected to defend the flag and the democracy it stands for."
"I am happy that Jim Davis is educating the Florida Legislature on how to educate our children," Tim Shea, Orange County School Board.
###
03- 68
Contact: Diane Pratt-Heavner(202) 226-7797
Davis to introduce bill requiring American Government and History for graduation.
Click here to read the bill.
TALLAHASSEE, FL - Today, Congressman Jim Davis (D-Tampa), joined by Democratic Leader of the Florida Senate, Ron Klein, and Democratic Leader of the Florida House, Doug Wiles, blasted the Florida Legislature for passing legislation allowing students to skip basic course work to graduate a year early. Davis promised to introduce a bill in Congress requiring states, as a condition for receiving federal education funds, to make American Government and History a graduation requirement.
The Florida law, passed this year in an attempt to skirt the state constitutional amendment mandating smaller class sizes, allows students to bypass American History and American Government, among other courses, and graduate in three years with just 18 credits instead of the usual 24 credits.
"I am appalled that as soldiers are fighting in Iraq to protect our freedoms, the Florida Legislature has decided that it is not important for students to learn how these freedoms were won in the first place," said Davis. "And are we really preparing our students to vote in their first election by allowing them to skip out on American History and Government?"
"As a parent, I am outraged that the Florida Legislature, Governor Bush and Commissioner Horne have not taken immediate action to remedy this failure. When I was in school, I had to take American Government, so I know the U.S. Constitution prohibits Congress from directly legislating school curriculum, but here is what I can do - when I return to Congress this week, I will introduce legislation that says that any state wishing to receive a Federal K-12 Education Block Grant under Title V-A of the Elementary and Secondary Education Act (ESEA) must require high school students to take American History and Government before graduating."
For Fiscal Year 2003, Florida received $18.5 million in Title V-A funding.
A number of legislators and school board members have already lined up in support of U.S. Rep. Davis’ efforts: Sen. Ron Klein said, "The voters' mandate to lower class size didn't mean lowering our standards. American history shouldn't go the way of 7th periods, physical education, or summer school. Our children need to know the history of their country before stepping into its future."
"For us to compete in the modern economy, we must hold our students and our schools to the highest academic standards," said Rep. Doug Wiles. "Reducing high school graduation standards to allow students to finish in three years will make us less competitive with other states and nations."
"In my opinion the accelerated graduation plan puts our students at a disadvantage when applying for admission at colleges and universities. This is a time when we should be demanding more rigorous academics rather than less from our graduates." Harry G. Kinnan, Manatee County School Board
Jane Gallucci, Pinellas County School Board member, member of the Board of Directors for the National School Board Association and former President of Florida School Boards commented, "Clearly this Administration is sending the wrong message to all Florida high school students by not requiring American Government for graduation. All students must thoroughly understand how government works to be expected to defend the flag and the democracy it stands for."
"I am happy that Jim Davis is educating the Florida Legislature on how to educate our children," Tim Shea, Orange County School Board.
###
03- 68
Monday, November 17, 2003
Monday, November 3, 2003
Florida Statute 1008.25 Student Progression
1008.25 Public school student progression; remedial instruction; reporting requirements.--
(1) INTENT.--It is the intent of the Legislature that each student's progression from one grade to another be determined, in part, upon proficiency in reading, writing, science, and mathematics; that district school board policies facilitate such proficiency; and that each student and his or her parent be informed of that student's academic progress.
(2) COMPREHENSIVE PROGRAM.--Each district school board shall establish a comprehensive program for student progression which must include:
(a) Standards for evaluating each student's performance, including how well he or she masters the performance standards approved by the State Board of Education.
(b) Specific levels of performance in reading, writing, science, and mathematics for each grade level, including the levels of performance on statewide assessments as defined by the commissioner, below which a student must receive remediation, or be retained within an intensive program that is different from the previous year's program and that takes into account the student's learning style.
(c) Appropriate alternative placement for a student who has been retained 2 or more years.
(3) ALLOCATION OF RESOURCES.--District school boards shall allocate remedial and supplemental instruction resources to students in the following priority:
(a) Students who are deficient in reading by the end of grade 3.
(b) Students who fail to meet performance levels required for promotion consistent with the district school board's plan for student progression required in paragraph (2)(b).
(4) ASSESSMENT AND REMEDIATION.--
(a) Each student must participate in the statewide assessment tests required by s. 1008.22. Each student who does not meet specific levels of performance as determined by the district school board in reading, writing, science, and mathematics for each grade level, or who does not meet specific levels of performance as determined by the commissioner on statewide assessments at selected grade levels, must be provided with additional diagnostic assessments to determine the nature of the student's difficulty and areas of academic need.
(b) The school in which the student is enrolled must develop, in consultation with the student's parent, and must implement an academic improvement plan designed to assist the student in meeting state and district expectations for proficiency. Beginning with the 2002-2003 school year, if the student has been identified as having a deficiency in reading, the academic improvement plan shall identify the student's specific areas of deficiency in phonemic awareness, phonics, fluency, comprehension, and vocabulary; the desired levels of performance in these areas; and the instructional and support services to be provided to meet the desired levels of performance. Schools shall also provide for the frequent monitoring of the student's progress in meeting the desired levels of performance. District school boards shall assist schools and teachers to implement research-based reading activities that have been shown to be successful in teaching reading to low-performing students. Remedial instruction provided during high school may not be in lieu of English and mathematics credits required for graduation.
(c) Upon subsequent evaluation, if the documented deficiency has not been remediated in accordance with the academic improvement plan, the student may be retained. Each student who does not meet the minimum performance expectations defined by the Commissioner of Education for the statewide assessment tests in reading, writing, science, and mathematics must continue to be provided with remedial or supplemental instruction until the expectations are met or the student graduates from high school or is not subject to compulsory school attendance.
(5) READING DEFICIENCY AND PARENTAL NOTIFICATION.--
(a) It is the ultimate goal of the Legislature that every student read at or above grade level. Any student who exhibits a substantial deficiency in reading, based upon locally determined or statewide assessments conducted in kindergarten or grade 1, grade 2, or grade 3, or through teacher observations, must be given intensive reading instruction immediately following the identification of the reading deficiency. The student's reading proficiency must be reassessed by locally determined assessments or through teacher observations at the beginning of the grade following the intensive reading instruction. The student must continue to be provided with intensive reading instruction until the reading deficiency is remedied.
(b) Beginning with the 2002-2003 school year, if the student's reading deficiency, as identified in paragraph (a), is not remedied by the end of grade 3, as demonstrated by scoring at Level 2 or higher on the statewide assessment test in reading for grade 3, the student must be retained.
(c) Beginning with the 2002-2003 school year, the parent of any student who exhibits a substantial deficiency in reading, as described in paragraph (a), must be notified in writing of the following:
1. That his or her child has been identified as having a substantial deficiency in reading.
2. A description of the current services that are provided to the child.
3. A description of the proposed supplemental instructional services and supports that will be provided to the child that are designed to remediate the identified area of reading deficiency.
4. That if the child's reading deficiency is not remediated by the end of grade 3, the child must be retained unless he or she is exempt from mandatory retention for good cause.
(6) ELIMINATION OF SOCIAL PROMOTION.--
(a) No student may be assigned to a grade level based solely on age or other factors that constitute social promotion.
(b) The district school board may only exempt students from mandatory retention, as provided in paragraph (5)(b), for good cause. Good cause exemptions shall be limited to the following:
1. Limited English proficient students who have had less than 2 years of instruction in an English for Speakers of Other Languages program.
2. Students with disabilities whose individual education plan indicates that participation in the statewide assessment program is not appropriate, consistent with the requirements of State Board of Education rule.
3. Students who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the State Board of Education.
4. Students who demonstrate, through a student portfolio, that the student is reading on grade level as evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT.
5. Students with disabilities who participate in the FCAT and who have an individual education plan or a Section 504 plan that reflects that the student has received the intensive remediation in reading, as required by paragraph (4)(b), for more than 2 years but still demonstrates a deficiency in reading and was previously retained in kindergarten, grade 1, or grade 2.
6. Students who have received the intensive remediation in reading as required by paragraph (4)(b) for 2 or more years but still demonstrate a deficiency in reading and who were previously retained in kindergarten, grade 1, or grade 2 for a total of 2 years. Intensive reading instruction for students so promoted must include an altered instructional day based upon an academic improvement plan that includes specialized diagnostic information and specific reading strategies for each student. The district school board shall assist schools and teachers to implement reading strategies that research has shown to be successful in improving reading among low performing readers.
(c) Requests for good cause exemptions for students from the mandatory retention requirement as described in subparagraphs (b)3. and 4. shall be made consistent with the following:
1. Documentation shall be submitted from the student's teacher to the school principal that indicates that the promotion of the student is appropriate and is based upon the student's academic record. In order to minimize paperwork requirements, such documentation shall consist only of the existing academic improvement plan, individual educational plan, if applicable, report card, or student portfolio.
2. The school principal shall review and discuss such recommendation with the teacher and make the determination as to whether the student should be promoted or retained. If the school principal determines that the student should be promoted, the school principal shall make such recommendation in writing to the district school superintendent. The district school superintendent shall accept or reject the school principal's recommendation in writing.
(7) ANNUAL REPORT.--
(a) In addition to the requirements in paragraph (5)(b), each district school board must annually report to the parent of each student the progress of the student toward achieving state and district expectations for proficiency in reading, writing, science, and mathematics. The district school board must report to the parent the student's results on each statewide assessment test. The evaluation of each student's progress must be based upon the student's classroom work, observations, tests, district and state assessments, and other relevant information. Progress reporting must be provided to the parent in writing in a format adopted by the district school board.
(b) Beginning with the 2001-2002 school year, each district school board must annually publish in the local newspaper, and report in writing to the State Board of Education by September 1 of each year, the following information on the prior school year:
1. The provisions of this section relating to public school student progression and the district school board's policies and procedures on student retention and promotion.
2. By grade, the number and percentage of all students in grades 3 through 10 performing at Levels 1 and 2 on the reading portion of the FCAT.
3. By grade, the number and percentage of all students retained in grades 3 through 10.
4. Information on the total number of students who were promoted for good cause, by each category of good cause as specified in paragraph (6)(b).
5. Any revisions to the district school board's policy on student retention and promotion from the prior year.
(8) STATE BOARD AUTHORITY AND RESPONSIBILITIES.--
(a) The State Board of Education shall have authority as provided in s. 1008.32 to enforce this section.
(b) The State Board of Education shall adopt rules pursuant to ss. 120.536(1) and 120.54 for the administration of this section.
(9) TECHNICAL ASSISTANCE.--The department shall provide technical assistance as needed to aid district school boards in administering this section.
History.--s. 371, ch. 2002-387.
(1) INTENT.--It is the intent of the Legislature that each student's progression from one grade to another be determined, in part, upon proficiency in reading, writing, science, and mathematics; that district school board policies facilitate such proficiency; and that each student and his or her parent be informed of that student's academic progress.
(2) COMPREHENSIVE PROGRAM.--Each district school board shall establish a comprehensive program for student progression which must include:
(a) Standards for evaluating each student's performance, including how well he or she masters the performance standards approved by the State Board of Education.
(b) Specific levels of performance in reading, writing, science, and mathematics for each grade level, including the levels of performance on statewide assessments as defined by the commissioner, below which a student must receive remediation, or be retained within an intensive program that is different from the previous year's program and that takes into account the student's learning style.
(c) Appropriate alternative placement for a student who has been retained 2 or more years.
(3) ALLOCATION OF RESOURCES.--District school boards shall allocate remedial and supplemental instruction resources to students in the following priority:
(a) Students who are deficient in reading by the end of grade 3.
(b) Students who fail to meet performance levels required for promotion consistent with the district school board's plan for student progression required in paragraph (2)(b).
(4) ASSESSMENT AND REMEDIATION.--
(a) Each student must participate in the statewide assessment tests required by s. 1008.22. Each student who does not meet specific levels of performance as determined by the district school board in reading, writing, science, and mathematics for each grade level, or who does not meet specific levels of performance as determined by the commissioner on statewide assessments at selected grade levels, must be provided with additional diagnostic assessments to determine the nature of the student's difficulty and areas of academic need.
(b) The school in which the student is enrolled must develop, in consultation with the student's parent, and must implement an academic improvement plan designed to assist the student in meeting state and district expectations for proficiency. Beginning with the 2002-2003 school year, if the student has been identified as having a deficiency in reading, the academic improvement plan shall identify the student's specific areas of deficiency in phonemic awareness, phonics, fluency, comprehension, and vocabulary; the desired levels of performance in these areas; and the instructional and support services to be provided to meet the desired levels of performance. Schools shall also provide for the frequent monitoring of the student's progress in meeting the desired levels of performance. District school boards shall assist schools and teachers to implement research-based reading activities that have been shown to be successful in teaching reading to low-performing students. Remedial instruction provided during high school may not be in lieu of English and mathematics credits required for graduation.
(c) Upon subsequent evaluation, if the documented deficiency has not been remediated in accordance with the academic improvement plan, the student may be retained. Each student who does not meet the minimum performance expectations defined by the Commissioner of Education for the statewide assessment tests in reading, writing, science, and mathematics must continue to be provided with remedial or supplemental instruction until the expectations are met or the student graduates from high school or is not subject to compulsory school attendance.
(5) READING DEFICIENCY AND PARENTAL NOTIFICATION.--
(a) It is the ultimate goal of the Legislature that every student read at or above grade level. Any student who exhibits a substantial deficiency in reading, based upon locally determined or statewide assessments conducted in kindergarten or grade 1, grade 2, or grade 3, or through teacher observations, must be given intensive reading instruction immediately following the identification of the reading deficiency. The student's reading proficiency must be reassessed by locally determined assessments or through teacher observations at the beginning of the grade following the intensive reading instruction. The student must continue to be provided with intensive reading instruction until the reading deficiency is remedied.
(b) Beginning with the 2002-2003 school year, if the student's reading deficiency, as identified in paragraph (a), is not remedied by the end of grade 3, as demonstrated by scoring at Level 2 or higher on the statewide assessment test in reading for grade 3, the student must be retained.
(c) Beginning with the 2002-2003 school year, the parent of any student who exhibits a substantial deficiency in reading, as described in paragraph (a), must be notified in writing of the following:
1. That his or her child has been identified as having a substantial deficiency in reading.
2. A description of the current services that are provided to the child.
3. A description of the proposed supplemental instructional services and supports that will be provided to the child that are designed to remediate the identified area of reading deficiency.
4. That if the child's reading deficiency is not remediated by the end of grade 3, the child must be retained unless he or she is exempt from mandatory retention for good cause.
(6) ELIMINATION OF SOCIAL PROMOTION.--
(a) No student may be assigned to a grade level based solely on age or other factors that constitute social promotion.
(b) The district school board may only exempt students from mandatory retention, as provided in paragraph (5)(b), for good cause. Good cause exemptions shall be limited to the following:
1. Limited English proficient students who have had less than 2 years of instruction in an English for Speakers of Other Languages program.
2. Students with disabilities whose individual education plan indicates that participation in the statewide assessment program is not appropriate, consistent with the requirements of State Board of Education rule.
3. Students who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the State Board of Education.
4. Students who demonstrate, through a student portfolio, that the student is reading on grade level as evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT.
5. Students with disabilities who participate in the FCAT and who have an individual education plan or a Section 504 plan that reflects that the student has received the intensive remediation in reading, as required by paragraph (4)(b), for more than 2 years but still demonstrates a deficiency in reading and was previously retained in kindergarten, grade 1, or grade 2.
6. Students who have received the intensive remediation in reading as required by paragraph (4)(b) for 2 or more years but still demonstrate a deficiency in reading and who were previously retained in kindergarten, grade 1, or grade 2 for a total of 2 years. Intensive reading instruction for students so promoted must include an altered instructional day based upon an academic improvement plan that includes specialized diagnostic information and specific reading strategies for each student. The district school board shall assist schools and teachers to implement reading strategies that research has shown to be successful in improving reading among low performing readers.
(c) Requests for good cause exemptions for students from the mandatory retention requirement as described in subparagraphs (b)3. and 4. shall be made consistent with the following:
1. Documentation shall be submitted from the student's teacher to the school principal that indicates that the promotion of the student is appropriate and is based upon the student's academic record. In order to minimize paperwork requirements, such documentation shall consist only of the existing academic improvement plan, individual educational plan, if applicable, report card, or student portfolio.
2. The school principal shall review and discuss such recommendation with the teacher and make the determination as to whether the student should be promoted or retained. If the school principal determines that the student should be promoted, the school principal shall make such recommendation in writing to the district school superintendent. The district school superintendent shall accept or reject the school principal's recommendation in writing.
(7) ANNUAL REPORT.--
(a) In addition to the requirements in paragraph (5)(b), each district school board must annually report to the parent of each student the progress of the student toward achieving state and district expectations for proficiency in reading, writing, science, and mathematics. The district school board must report to the parent the student's results on each statewide assessment test. The evaluation of each student's progress must be based upon the student's classroom work, observations, tests, district and state assessments, and other relevant information. Progress reporting must be provided to the parent in writing in a format adopted by the district school board.
(b) Beginning with the 2001-2002 school year, each district school board must annually publish in the local newspaper, and report in writing to the State Board of Education by September 1 of each year, the following information on the prior school year:
1. The provisions of this section relating to public school student progression and the district school board's policies and procedures on student retention and promotion.
2. By grade, the number and percentage of all students in grades 3 through 10 performing at Levels 1 and 2 on the reading portion of the FCAT.
3. By grade, the number and percentage of all students retained in grades 3 through 10.
4. Information on the total number of students who were promoted for good cause, by each category of good cause as specified in paragraph (6)(b).
5. Any revisions to the district school board's policy on student retention and promotion from the prior year.
(8) STATE BOARD AUTHORITY AND RESPONSIBILITIES.--
(a) The State Board of Education shall have authority as provided in s. 1008.32 to enforce this section.
(b) The State Board of Education shall adopt rules pursuant to ss. 120.536(1) and 120.54 for the administration of this section.
(9) TECHNICAL ASSISTANCE.--The department shall provide technical assistance as needed to aid district school boards in administering this section.
History.--s. 371, ch. 2002-387.
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