The progress of any student who does not meet minimum state expectations on state assessments must be monitored until the expectations are met as documented by retaking the state assessment or graduating from high school. Any student who scores below level 3 in ELA and/or mathematics must be provided with additional diagnostic assessments to determine the specific academic need as it relates to the standards. Additionally, the strategies for appropriate intervention and instruction must be determined as part of the progress monitoring plan.
Extended learning opportunities are offered based on program criteria, availability of resources, and state statutes related to student progression.
In cases where retention in the same grade level is necessary, academic interventions may include small group instruction, virtual instruction, online resources, tutoring, and/or mentoring.
A written annual report indicating the progress of each student towards achieving expectations for proficiency in English language arts, mathematics, science, and social studies including the student’s results on each statewide, standardized assessment is provided to the parent or guardian. (F.S.1008.25(8)(a)).
Instructional Support Through Progress Monitoring 1008.25(4)(a) (5)(a) F.S.
Each student who does not meet specific levels of performance in reading, writing, science, and/or mathematics shall be provided with scientifically evidence-based interventions as indicated by diagnostic assessments used to determine the nature of the student’s difficulty and areas of academic need. Instructional support shall continue until performance expectations are met as documented by demonstrating mastery, passing the state assessment(s), or graduating from high school.
Instructional Support during high school may not be in lieu of English and mathematics credits taken for graduation. When Intensive Reading course or Foundational Skills Mathematics 9-12 Course is used for instructional support, it is counted as an elective.
Students in grades 9-12 who score below Level 3 on ELA FAST and/or the Algebra 1 EOC assessment must be evaluated to determine the nature of the student’s difficulty, areas of academic need, and strategies for providing academic support to improve the student’s performance.
A student who is not meeting the state requirements for satisfactory performance in ELA and/or math must be covered by one of the following plans:
- a federally required student plan such as an individual education plan (IEP),
- a school-wide system of progress monitoring for all students, or
- individualized progress monitoring.
Instructional support shall be continued until a student’s reading deficiency is remediated and shall include the following components:
- prescriptive and targeted instruction for specific skill development,
- variety of opportunities for repetitions (repeated exposures),
- smaller chunks of text or content,
- guided and independent reading practice,
- skill development and practice integrated into all activities,
- frequent monitoring, and criterion-based evaluation of success.
- Content of Instructional Support
All instructional support shall include effective, research-based, and standards-driven instruction. Each school shall use the materials listed in its section of the district’s Comprehensive Reading Plan as resources for instructional support in reading. Any additional resources must be scientifically research-based and reviewed by the Curriculum Services Department prior to use.
Parent Refusal for Support through Progress Monitoring and a Multi-Tiered System of Supports
The school district has the authority and responsibility to advise a student’s course of study. Schools are held responsible for developing a MTSS in consultation with the parent/legal guardian, but parental approval is not required, nor can parents/legal guardians veto a MTSS. The school is held accountable for the student’s success and may implement a MTSS without a parent’s/legal guardian/s approval. Students whose progress monitoring is an IEP, however, must have parent/legal guardian approval of the plan.
If the parent/legal guardian refuses to participate in the support strategies detailed in the MTSS because he or she believes the strategies are unnecessary or inappropriate, the parent/legal guardian may appeal to the principal.
The principal shall provide a hearing officer, and the hearing officer shall make a recommendation for final action to the principal. Consistent with school board rules and in accordance with state statute [1012.28 (5) F.S.], the Superintendent has designated the principal of the school as the final authority in the placement of students in programs or classes. For more specific requirements, refer to the district’s Comprehensive Reading Plan on SJCSD website http://www.stjohns.k12.fl.us/cs/crp.
