1 C Reading Sufficiency Act - Programs of Reading Instruction Kindergarten Screening and Assessments A. 1. Each student enrolled in kindergarten in a public school in this state shall be screened for reading skills including, but not limited to, phonological awareness, letter recognition, and oral language skills as identified in the Priority Academic Student Skills (PASS) adopted by the State Board of Education. A screening instrument approved by the State Board shall be utilized for the purposes of this section. 2. For those kindergarten children at risk for reading difficulties, teachers shall emphasize reading skills as identified in the PASS, monitor progress throughout the year and measure year-end reading progress. 3. Classroom assistants, which may include parents, grandparents, or other volunteers, shall be provided in kindergarten classes to assist with the screening of students if a teacher aide is not already employed to assist in a kindergarten classroom. K-3 Screening and Assessments B. 1. Each student enrolled in kindergarten, first, second and third grade of the public schools of this state shall be assessed at the beginning of each school year using a screening instrument approved by the State Board of Education for the acquisition of reading skills including, but not limited to, phonological awareness, phonics, spelling, reading fluency, vocabulary, and comprehension. 2. Any student who is assessed and found not to be reading at the appropriate grade level shall be provided a program of reading instruction designed to enable the student to acquire the appropriate grade level reading skills. Beginning with students entering the first grade in the school year, the program of reading instruction shall include provisions of the READ Initiative adopted by the school district as provided for in subsection O of this section. 3. Throughout the year progress monitoring shall continue, and diagnostic assessment, if determined appropriate, shall be provided. Year-end reading skills shall be measured to determine reading success.
2 Approved Screening Assessments C. The State Board of Education shall approve screening instruments for use at the beginning of the school year, for monitoring of progress, and for measurement of reading skills at the end of the school year as required in subsections A and B of this section; provided, at least one of the screening instruments shall meet the following criteria: 1. Assess for phonological awareness, phonics, reading fluency, and comprehension; 2. Document the validity and reliability of each assessment; 3. Can be used for diagnosis and progress monitoring; 4. Can be used to assess special education and limited-english- proficient students; 5. Accompanied by a data management system that provides profiles for students, class, grade level and school building. The profiles shall identify each student's instructional point of need and reading achievement level. The State Board shall also determine other comparable reading assessments for diagnostic purposes and for periodic and post assessments to be used for students at risk of reading failure. The State Board shall ensure that any assessments approved are in alignment with the PASS. Program of Reading Instruction (PRI) D. The program of reading instruction required in subsection B of this section shall align with the PASS, shall include provisions of the READ Initiative adopted by the school district as provided for in subsection O of this section beginning with students entering the first grade in the school year and may include, but is not limited to: 1. Sufficient additional in-school instructional time for the acquisition of phonological awareness, phonics, spelling, reading fluency, vocabulary, and comprehension; 2. If necessary, tutorial instruction after regular school hours, on Saturdays and during summer; however, such instruction may not be counted toward the one-hundred-eighty-day or one-thousand- eighty-hour school year required in Section of this title; and 3. Assessments identified for diagnostic purposes and periodic monitoring to measure the acquisition of reading skills including, but not limited to, phonological awareness, phonics, spelling, reading fluency,
3 vocabulary, and comprehension, as identified in the student s program of reading instruction. E. The program of reading instruction shall continue until the student is determined by the results of approved reading assessments to be reading on grade level. Reading Sufficiency Act Plan F. 1. Every school district shall adopt, implement, and annually update a district reading sufficiency plan which has had input from school administrators, teachers, and parents and if possible a reading specialist, and which shall be submitted electronically to and approved by the State Board of Education. The district reading sufficiency plan shall include a plan for each site which includes an analysis of the data provided by the Oklahoma School Testing Program and other reading assessments utilized as required in this section, and which outlines how each school site will comply with the provisions of the Reading Sufficiency Act. 2. Each school site shall establish a committee, composed of educators, which if possible shall include a certified reading specialist, to develop the required programs of reading instruction. A parent or guardian of the student shall be included in the development of the program of reading instruction for that student. 3. The State Board of Education shall adopt rules for the implementation and evaluation of the provisions of the Reading Sufficiency Act. The evaluation shall include, but not be limited to, an analysis of the data required in subsection S of this section. Remediation G. For any third-grade student found not to be reading at grade level as determined by reading assessments administered pursuant to this section, a new program of reading instruction, including provisions of the READ Initiative adopted by the school district as provided for in subsection O of this section, shall be developed and implemented as specified in this section. If possible, a fourth-grade teacher shall be involved in the development of the program of reading instruction. In addition to other requirements of the Reading Sufficiency Act, the plan may include specialized tutoring.
4 Retention No Social Promotion (Also see section J) H. Beginning with students entering the first grade in the school year, if the reading deficiency of a student, as identified based on assessments administered as provided for in subsection B of this section, is not remedied by the end of third grade, as demonstrated by scoring at the unsatisfactory level on the reading portion of the statewide third-grade criterion-referenced test, the student shall be retained in the third grade. Written Notification to Parents I. The parent of any student who is found to have a reading deficiency and is not reading at the appropriate grade level and has been provided a program of reading instruction as provided for in subsection B of this section shall be notified in writing of the following: 1. That the student has been identified as having a substantial deficiency in reading; 2. A description of the current services that are provided to the student; 3. A description of the proposed supplemental instructional services and supports that will be provided to the student that are designed to remediate the identified area of reading deficiency; 4. That the student will not be promoted to the fourth grade if the reading deficiency is not remediated by the end of the third grade, unless the student is exempt for good cause as set forth in subsection K of this section; 5. Strategies for parents to use in helping their child succeed in reading proficiency; 6. That while the results of the statewide criterion-referenced tests administered pursuant to Section of this title are the initial determinant, it is not the sole determiner of promotion and that portfolio reviews and assessments are available; and 7. The specific criteria and policies of the school district for midyear promotion implemented as provided for in paragraph 4 of subsection N of this section. No Social Promotion J. No student may be assigned to a grade level based solely on age or other factors that constitute social promotion.
5 Promotion for Good-Cause Exemptions K. For those students who do not meet the academic requirements for promotion, a school district may promote the student for good cause only. Good-cause exemptions for promotion shall be limited to the following: 1. Limited-English-proficient students who have had less than two (2) years of instruction in an English language learner program; 2. Students with disabilities whose individualized education program (IEP), consistent with state law, indicates that the student is to be assessed with alternate achievement standards through the Oklahoma Alternate Assessment Program (OAAP); 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 state standards beyond the retention level; 5. Students with disabilities who participate in the statewide criterionreferenced tests and who have an individualized education program that reflects that the student has received intensive remediation in reading for more than two (2) years but still demonstrates a deficiency in reading and was previously retained in kindergarten, first grade, second grade, or third grade; and 6. Students who have received intensive remediation in reading through a program of reading instruction for two (2) or more years but still demonstrate a deficiency in reading and who were previously retained in kindergarten, first grade, second grade, or third grade for a total of two (2) years. L. A student who is promoted for good cause as provided for in subsection K of this section shall be provided intensive reading instruction during an altered instructional day that includes specialized diagnostic information and specific reading strategies for each student. The school district shall assist schools and teachers to implement reading strategies for the promoted students that research has shown to be successful in improving reading among low-performing readers.
6 Documentation of Good-Cause Exemption M. Requests to exempt students from the mandatory retention requirements based on one of the good-cause exemptions as described in subsection K of this section shall be made using the following process: 1. Documentation submitted from the teacher of the student to the school principal that indicates the student meets one of the good-cause exemptions and promotion of the student is appropriate. In order to minimize paperwork requirements, the documentation shall consist only of the alternative assessment results or student portfolio work and the individual education plan (IEP), as applicable; 2. The principal of the school shall review and discuss the documentation with the teacher. If the principal determines that the student meets one of the good-cause exemptions and should be promoted based on the documentation provided, the principal shall make a recommendation in writing to the school district superintendent; and 3. After review, the school district superintendent shall accept or reject the recommendation of the principal in writing. Retained Student Procedures N. Beginning with the school year, each school district shall: 1. Conduct a review of the program of reading instruction for all students who score at the unsatisfactory level on the reading portion of the statewide criterion-referenced test administered pursuant to Section of this title and did not meet the criteria for one of the good-cause exemptions as set forth in subsection K of this section. The review shall address additional supports and services, as described in this subsection, needed to remediate the identified areas of reading deficiency. The school district shall require a student portfolio to be completed for each retained student; 2. Provide to students who have been retained as set forth in subsection H of this section with intensive interventions in reading, intensive instructional services and supports to remediate the identified areas of reading deficiency, including a minimum of ninety (90) minutes of daily, uninterrupted, scientific-research-based reading instruction. Retained students shall be provided other strategies prescribed by the school district, which may include, but are not limited to: a. small group instruction, b. reduced teacher-student ratios,
7 c. more frequent progress monitoring, d. tutoring or mentoring, e. transition classes containing third- and fourth-grade students, f. extended school day, week, or year, and g. summer reading academies as provided for in Section E of this title, if available; 3. Provide written notification to the parent or guardian of any student who is to be retained as set forth in subsection H of this section that the student has not met the proficiency level required for promotion and the reasons the student is not eligible for a good-cause exemption. The notification shall include a description of proposed interventions and intensive instructional supports that will be provided to the student to remediate the identified areas of reading deficiency; 4. Implement a policy for the midyear promotion of a retained student who can demonstrate that the student is a successful and independent reader, is reading at or above grade level, and is ready to be promoted to the fourth grade. Tools that school districts may use in reevaluating any retained student may include subsequent assessments, alternative assessments, and portfolio reviews, in accordance with rules of the State Board of Education. Retained students may only be promoted midyear prior to November 1 and only upon demonstrating a level of proficiency required to score above the unsatisfactory level on the statewide third-grade criterion-referenced test and upon showing progress sufficient to master appropriate fourth-grade-level skills, as determined by the school. A midyear promotion shall be made only upon agreement of the parent or guardian of the student and the school principal; 5. Provide students who are retained with a high-performing teacher who can address the needs of the student, based on student performance data and above-satisfactory performance appraisals; and 6. In addition to required reading enhancement and acceleration strategies, provide students who are retained with at least one of the following instructional options: a. supplemental tutoring in scientific-research-based reading services in addition to the regular reading block, including tutoring before or after school, b. a parent-guided Read at Home assistance plan, as developed by the State Department of Education, the purpose
8 of which is to encourage regular parent-guided home reading, or c. a mentor or tutor with specialized reading training. READ Initiative O. Beginning with the school year, each school district shall establish a Reading Enhancement and Acceleration Development (READ) Initiative. The focus of the READ Initiative shall be to prevent the retention of third-grade students by offering intensive accelerated reading instruction to third-grade students who failed to meet standards for promotion to fourth grade and to kindergarten through third-grade students who are exhibiting a reading deficiency. The READ Initiative shall: 1. Be provided to all kindergarten through third-grade students at risk of retention as identified by the assessments administered pursuant to the Reading Sufficiency Act. The assessment used shall measure phonemic awareness, phonics, fluency, vocabulary, and comprehension; 2. Be provided during regular school hours in addition to the regular reading instruction; and 3. Provide a state-approved reading curriculum that, at a minimum, meets the following specifications: a. assists students assessed as exhibiting a reading deficiency in developing the ability to read at grade level, b. provides skill development in phonemic awareness, phonics, fluency, vocabulary, and comprehension, c. provides a scientific-research-based and reliable assessment, d. provides initial and ongoing analysis of the reading progress of each student, e. is implemented during regular school hours, f. provides a curriculum in core academic subjects to assist the student in maintaining or meeting proficiency levels for the appropriate grade in all academic subjects, g. establishes at each school, where applicable, an Intensive Acceleration Class for retained third-grade students who subsequently score at the unsatisfactory level on the reading portion of the statewide criterion-referenced tests. The focus of the Intensive Acceleration Class shall be to increase the reading level of a child at least two grade levels in one (1) school year. The Intensive Acceleration Class shall:
9 (1) be provided to any student in the third grade who scores at the unsatisfactory level on the reading portion of the statewide criterion-referenced tests and who was retained in the third grade the prior year because of scoring at the unsatisfactory level on the reading portion of the statewide criterion-referenced tests, (2) have a reduced teacher-student ratio, (3) provide uninterrupted reading instruction for the majority of student contact time each day and incorporate opportunities to master the fourth-grade state standards in other core subject areas, (4) use a reading program that is scientific-research-based and has proven results in accelerating student reading achievement within the same school year, (5) provide intensive language and vocabulary instruction using a scientific-research-based program, including use of a speech-language therapist, (6) include weekly progress monitoring measures to ensure progress is being made, and (7) provide reports to the State Department of Education, in the manner described by the Department, outlining the progress of students in the class at the end of the first semester, h. provide reports to the State Board of Education, upon request, on the specific intensive reading interventions and supports implemented by the school district. The State Superintendent of Public Instruction shall annually prescribe the required components of the reports, and i. provide to a student who has been retained in the third grade and has received intensive instructional services but is still not ready for grade promotion, as determined by the school district, the option of being placed in a transitional instructional setting. A transitional setting shall specifically be designed to produce learning gains sufficient to meet fourth-grade performance standards while continuing to remediate the areas of reading deficiency.
10 School District Reporting Requirements P. In addition to the requirements set forth in this section, each school district board of education shall annually report to the parent or guardian of each student in the district the progress of the student toward achieving state and district expectations for proficiency in reading, writing, science, and mathematics. The school district board of education shall report to the parent or guardian of each student the results on statewide criterion-referenced tests. The evaluation of the progress of each student shall be based upon classroom work, observations, tests, district and state assessments, and other relevant information. Progress reporting shall be provided to the parent or guardian in writing. Q. 1. Each school district board of education shall annually publish on the school website, and report in writing to the State Board of Education by September 1 of each year, the following information on the prior school year: a. the provisions of this section relating to public school student progression and the policies and procedures of the school district on student retention and promotion, b. by grade, the number and percentage of all students in grades three through ten performing at the unsatisfactory level on the reading portion of the statewide criterionreferenced tests, c. by grade, the number and percentage of all students retained in grades three through ten, d. information on the total number and percentage of students who were promoted for good cause, by each category of good cause as specified above, and e. any revisions to the policies of the school district on student retention and promotion from the prior year. 2. The State Department of Education shall establish a uniform format for school districts to report the information required in this subsection. The format shall be developed with input from school districts and shall be provided not later than ninety (90) days prior to the annual due date. The Department shall annually compile the information required along with statelevel summary information, and report the information to the public, the Governor, the President Pro Tempore of the Senate, and the Speaker of the House of Representatives.
11 Technical Assistance R. The State Department of Education shall provide technical assistance as needed to aid school districts in administering the provision of the Reading Sufficiency Act. Reading Report Card S. On or before December 1 of each year, the State Department of Education shall issue to the Governor and members of the Senate and House of Representatives Education Committees a Reading Report Card for the state and each school district and elementary site which shall include, but is not limited to, trend data detailing three (3) years of data, disaggregated by student subgroups to include economically disadvantaged, major racial or ethnic groups, students with disabilities, and English language learners, as appropriate for the following: 1. The number and percentage of students in kindergarten through third grade determined to be at risk for reading difficulties compared to the total number of students enrolled in each grade; 2. The number and percentage of students in kindergarten who continue to be at risk for reading difficulties as determined by the year-end measurement of reading progress; 3. The number and percentage of students in kindergarten through third grade who have successfully completed their program of reading instruction and are reading on grade level as determined by the results of approved reading assessments; 4. The number and percentage of students scoring at each performance level on the reading portion of the statewide third-grade criterion-referenced test; 5. The amount of funds for reading remediation received by each district; 6. An evaluation and narrative interpretation of the report data analyzing the impact of the Reading Sufficiency Act on students ability to read at grade level; and 7. Any recommendations for improvements or amendments to the Reading Sufficiency Act. The State Department of Education may contract with an independent entity for the reporting and analysis requirements of this subsection. T. Copies of the results of the assessments administered shall be made a part of the permanent record of each student.
FLORIDA DEPARTMENT OF EDUCATION DPS: 2013-56 DATE: November 21, 2013 Pam Stewart Commissioner of Education Technical Assistance Paper Third-Grade Student Progression Summary: The purpose of this Technical
S GENERAL ASSEMBLY OF NORTH CAROLINA SESSION 0 SENATE DRS0-TC- (01/1) D Short Title: Excellent Public Schools Act. (Public) Sponsors: Referred to: Senators Apodaca, P. Berger, and Tillman (Primary Sponsors).
INSTRUCTIONAL POLICIES POLICY 307 STUDENT PROGRESSION PLAN Public school students in the Volusia County School District shall progress from kindergarten through grade 12 according to the student progression
Special Education Leadership Institute Literacy-Based Promotion Act Update September 26, 2013 Robin Lemonis, Director of Literacy, Early Childhood, and Dyslexia Office of Instructional Enhancement Public
POLICY 6000.1: STUDENT PROGRESSION PLAN THE SCHOOL BOARD S MISSION IS TO PROVIDE EVERY STUDENT WITH A QUALITY EDUCATION IN A SAFE AND SECURE LEARNING ENVIRONMENT. THIS POLICY AND THE RELATED POLICIES THAT
The School District of Lee County STUDENT PROGRESSION PLAN 2014-15 Board Approved August 12, 2014 Due to the Florida Department of Education s recent release of technical assistance related to new legislation,
HOUSE OF REPRESENTATIVES COMMITTEE ON EDUCATION K-12 ANALYSIS BILL #: HB 1557 RELATING TO: SPONSOR(S): Remedial Instruction Representative Ryan COMPANION BILL(S): SB 1524 ORIGINATING COMMITTEE(S)/COMMITTEE(S)
On July 19 th 2011, Governor Snyder signed into law the Teacher Quality and Tenure Reform bill package. These new laws make major changes to the Teacher Tenure Act, Revised School Code, and Public Employee
Accountability and Virginia Public Schools 2008-2009 School Year irginia s accountability system supports teaching and learning by setting rigorous academic standards, known as the Standards of Learning
STUDENT PROGRESSION PLAN 2015 2016 HILLSBOROUGH COUNTY PUBLIC SCHOOLS School Board Members Susan L. Valdes, Chair District 1 Doretha W. Edgecomb, Vice Chair District 5 April Griffin District 6 Sally A.
Act No. 173 Public Acts of 2015 Approved by the Governor November 5, 2015 Filed with the Secretary of State November 5, 2015 EFFECTIVE DATE: November 5, 2015 Introduced by Senator Pavlov STATE OF MICHIGAN
THE REVISED SCHOOL CODE (EXCERPT) Act 451 of 1976 380.1249 Performance evaluation system for teachers and school administrators; requirements; recommendations; compliance with subsection (2) or (3) not
GRANDVIEW INDEPENDENT SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE POLICY AND PROCEDURES ESL PROGRAM GOAL and MISSION The goal of the English as a Second Language (ESL) program in Grandview ISD is to enable
BP 6177(a) Instruction SUMMER LEARNING PROGRAMS The Governing Board recognizes that an extended break from the instructional program may result in significant learning loss, especially among disadvantaged
MEIGS COUNTY S 2003 ESL / OCR COMPLIANCE REPORT Descriptive Report on Services to English Language Learners (ELL) Student Identification Student Language Assessment ESL Program Participation Student Placement
BEST PRACTICES RESOURCE GUIDE for ELEMENTARY, MIDDLE, and HIGH SCHOOLS Elementary School Best Practices Small class size Pupil/Teacher ratio Vertical and Horizontal articulation at each grade level and
Notice 637-1-67 To: Elementary Administrators and PALS School Contacts Approved By: Timothy L. Healey, Associate Superintendent for Student Learning and Accountability Contact Person: Michelle Rowe Student
ESL HANDBOOK State Goals Chapter 89.1201 Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students The goal of English
00 STATE OF WYOMING 0LSO-0 SENATE FILE NO. SF0 Home schools-amendments. Sponsored by: Senator(s) Sessions, Job and Mockler and Representative(s) Reese and Wasserburger A BILL for AN ACT relating to home-based
English Language Learners English as a Second Language 2012-2013 Objectives: To identify LEP students and provide appropriate ESL services to students enrolled in ESL program Activities Person(s) Responsible
Home School Information for the Santa Rosa County School District Enrollment/Participation in a Home Education Program for all Grade Levels K-12 NOTE: Beginning 2015-2016 School Year, all students enrolling
115C-296. Board sets licensure requirements; reports; lateral entry and mentor programs. (a) (Applicable beginning with the 2014-2015 school year see note.) The State Board of Education shall have entire
TITLE 511 INDIANA STATE BOARD OF EDUCATION ARTICLE 10.1 TEACHER TRAINING AND LICENSING Rule 1. Definitions 511 IAC 10.1-1-1 Definitions Sec. 1. The following definitions in this section apply throughout
CHAPTER 15. CURRICULUM AND INSTRUCTION SUBCHAPTER 34. SUPPLEMENTAL ONLINE COURSE PROCEDURES 210:15-34-1. General provisions [NEW] (a) Purpose. The purpose of this program is to make supplemental learning
Jackson Public School District Ms. Sara Pearson, Principal 4851 McWillie Circle Jackson, MS 39206 Document Generated On January 29, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's
AN ACT relating to school councils. Be it enacted by the General Assembly of the Commonwealth of Kentucky: Section 1. KRS 160.345 is amended to read as follows: (1) For the purpose of this section: (a)
ISBE 23 ILLINOIS ADMINISTRATIVE CODE 25 TITLE 23: EDUCATION AND CULTURAL RESOURCES : EDUCATION CHAPTER I: STATE BOARD OF EDUCATION : PERSONNEL Section 25.10 Accredited Institution PART 25 EDUCATOR LICENSURE
REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION K-12 Literacy, Restructuring of the Learning environment at the middle and high school levels, and proficiency based graduation
CHAPTER 2013-225 Committee Substitute for House Bill No. 7029 An act relating to education; amending s. 1002.321, F.S.; requiring the Department of Education to develop an online catalog of digital learning
North Carolina Read to Achieve A Guide to Implementing House Bill 950/S.L. 2012-142 Section 7A and House Bill 230 UPDATED: JULY 2015 K-3 LITERACY http://www.ncpublicschools.org/k-3literacy/ STATE BOARD
North Carolina Read to Achieve A Guide to Implementing House Bill 950/S.L. 2012-142 Section 7A and House Bill 230 UPDATED: JANUARY 2015 K-3 LITERACY http://www.ncpublicschools.org/k-3literacy/ STATE BOARD
District 2854 Ada-Borup Public Schools Reading Well By Third Grade Plan For Ada-Borup Public Schools Drafted April 2012 Literacy Team: Alayna Wagner- RTI Leader, Second Grade Teacher Jordan Johnson- RTI
PROGRAMS FOR STUDENTS WITH DISABILITIES UNDER IDEA AND NEW YORK S EDUCATION LAW ARTICLE 89 The Board of Education shall make available a free appropriate public education to all students with disabilities
Section 6 Bilingual/ as a Second Language (ESL) This section addresses unique provisions for bilingual and ESL education programs. These provisions must be applied in conjunction with the general rules
Part 12 Statewide Online Education Program Act 53A-15-1201 Title. This part is known as the "Statewide Online Education Program Act." 53A-15-1201.5 Program name. (1) The program created under this part
Voyager Passport Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities. You can make a diff The Reality of Illiteracy According to recent statistics, the average
RULES OF THE STATE BOARD OF EDUCATION CHAPTER 0520-7-2 NON-PUBLIC SCHOOL APPROVAL PROCESS TABLE OF CONTENTS 0520-7-2-.01 Categories 0520-7-2-.05 Category IV: Exempted Schools 0520-7-2-.02 Category I: State
Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Goals for Today 1. Understand the big picture of an effective reading program.
Revised 8-1-11 CHESTER COUNTY SCHOOL DISTRICT ESL PROGRAM The English as a Second language (ESL) Program Policy for the Chester County School System is designed to set standards in providing services to
RULES OF THE STATE BOARD OF EDUCATION CHAPTER 0520-7-2 NON-PUBLIC SCHOOL APPROVAL PROCESS TABLE OF CONTENTS 0520-7-2-.01 Categories 0520-7-2-.05 Category IV: Exempted Schools 0520-7-2-.02 Category I: State
IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS CHAPTER 3 INDEX 3.1 PURPOSE AND SCOPE... 3 1 3.2 IDENTIFICATION AND REFERRAL OF ENGLISH LEARNERS SUSPECTED OF HAING A DISABILITY... 3 1 3.3 SPECIAL
Florida Standards Assessment (FSA) Grade 3 Sunset Elementary School February 11, 2016 What are the Florida Standards and Florida Standards Assessments? The Florida Standards in English Language Arts (ELA)
21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century
S-4061.1 SENATE BILL 6511 State of Washington 60th Legislature 2008 Regular Session By Senators Kastama, McAuliffe, Franklin, Rasmussen, and Oemig Read first time 01/17/08. Referred to Committee on Economic
Illinois State Board of Education 100 West Randolph Street, Suite 14-300 Chicago, Illinois 60601-3223 www.isbe.net James T. Meeks Chairman Christopher A. Koch, Ed.D. State Superintendent of Education April
Glossary of Education Terms General Terms Accountability measurable proof, usually in the form of student results on various tests, that teachers, schools, divisions and states are teaching students efficiently
MONROE COUNTY 1220/page 1 of 5 REVISED Formatted: Font: Bold EVALUATION OF ADMINISTRATIVE PERSONNEL Pursuant to State law, each administrator shall be evaluated annually by the administrator's immediate
MSE Special Reading K-12 36 Hour Additional Missouri Certification Summer 2015-9 hours Counseling and Collaboration 5/4/15-6/7/15 Techniques with Children, Families, and Teachers from a Biblical Worldview
Smarter Balanced State Tests: Frequently Asked Questions Teaching & Learning Department 2014-15 Smarter Balanced State Tests What is the Smarter Balanced Assessment Consortium? The Smarter Balanced Assessment
SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding
High School Graduation Requirements Procedure No. 2410A A student graduating from a Longview high school shall receive a diploma indicating essential skills competency and exit outcomes proficiency. In
Title 28 EDUCATION Part CLXVII. Bulletin 140 Louisiana Early Childhood Care and Education Network TABLE OF CONTENTS Chapter 1. General Provisions... 2 101. Purpose... 2 103. Definitions... 2 Chapter 3.
Nevis Public School District #308 District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016 Learning together... Achieving quality together. SCHOOL BOARD Chairperson: Vice Chairperson: Treasurer:
OPERATING STANDARDS FOR IDENTIFYING AND SERVING GIFTED STUDENTS Ohio Administrative Code 3301-51-15 March 2008 3301-51-15 Operating standards for identifying and serving gifted students. (A) Definitions
SB-0, As Passed Senate, November, 0 SUBSTITUTE FOR SENATE BILL NO. A bill to amend PA, entitled "The revised school code," by amending sections b and i (MCL 0.b and 0.i), section b as amended by PA and
N.J.A.C. 6A:20, ADULT EDUCATION PROGRAMS TABLE OF CONTENTS SUBCHAPTER 1. GENERAL PROVISIONS 6A:20-1.1 Purpose and function 6A:20-1.2 Definitions 6A:20-1.3 Age and out-of-school requirements 6A:20-1.4 Certification
LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and
INITIAL PROGRAM APPROVAL TRAINING 2015 TRANSCRIPT Slide 1: Good day, I am Tonya Jones and I would like to welcome you and thank you for attending our Initial Program Approval Training. This training is
Parents Guide to New Tests in Georgia In 2010, Georgia adopted the Common Core State Standards (CCSS) in English language arts and mathematics and incorporated them into the existing Georgia Performance
TITLE: NUMBER: MEM- 5738.3 ISSUER: Elementary Guidelines for Reading Assessment and Screening Procedures for Intensive (Tier 3) Instruction and Interventions at Grades 4, 5, and 6 (as applicable) Gerardo
Public Act No. 15-168 AN ACT CONCERNING COLLABORATION BETWEEN BOARDS OF EDUCATION AND SCHOOL RESOURCE OFFICERS AND THE COLLECTION AND REPORTING OF DATA ON SCHOOL-BASED ARRESTS. Be it enacted by the Senate
Rules for Excuses from Compulsory Attendance for Home Education in Ohio Revised Code (enacted in 1989): 3321.04. Scope of parent's duty; excuses from attendance. Notwithstanding division (D) of section
AISD K-5 ACCELERATED READING AND MATHEMATICS INSTRUCTION EVALUATION, 2004-2005 Austin Independent School District Department of Program Evaluation December 2005 EXECUTIVE SUMMARY The 78 th Texas Legislature
MEMORANDUM TO: FROM: SUBJECT: DATE: MEMBERS MIKE LODEWEGEN SB 493 SUMMARY FEBRUARY 28, 2014 SB 493 was passed out of the State Senate this week by a vote of 27-5. The vote capped nearly 12 hours of debate
6-99-6-- Frankfort Square Elem Summit Hill SD 6 Frankfort, ILLINOIS GRADES : 4 Frankfort Square Elem ILLINOIS SCHOOL REPORT CARD and federal laws require public school districts to release report cards
ELEMENTARY GRADING HANDBOOK 2015-2016 Table of Contents AWARD OF CREDIT... 1 Award of Credit... 1 Credit by Examination without Prior Instruction... 1 Physical Education Excuses, Exemptions... 1 GRADING...
GUNTER ISD ENGLISH AS A SECOND LANGUAGE (ESL) PROCEDURES MANUAL TABLE OF CONTENTS INTRODUCTION OBJECTIVES OF MANUAL PROGRAM DESCRIPTION FUNDING SOURCES LPAC ELIGIBILITY TESTING AND CLASSIFICATION MEETINGS
2011-2012 Course Code Directory and Instructional Personnel Assignments This document applies to programs in public schools, grades PreK-12, and certain postsecondary programs that begin in the time period
Chapter 8a Public Education Human Resource Management Act Part 1 General Provisions 53A-8a-101 Title. This chapter is known as the "Public Education Human Resource Management Act." 53A-8a-102 Definitions.
PALS is the essential screening, diagnostic, and progress monitoring tool for measuring the fundamental components of literacy. 888.924.7257 www.palsmarketplace.com PALS Who are we? The Phonological Awareness
DEPARTMENT OF EDUCATION Colorado State Board of Education RULES FOR THE ADMINISTRATION, CERTIFICATION AND OVERSIGHT OF COLORADO ONLINE PROGRAMS 1 CCR 301-71 [Editor s Notes follow the text of the rules
6.9 The professional staff will develop a program of studies which encourages students to continually strive for self-improvement and success in their academic work. 6.9.1. GRADING SYSTEMS Periodic grade
READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration
MASSACHUSETTS DEPARTMENT OF EDUCATION QUESTIONS AND ANSWERS REGARDING Chapter 71A: ENGLISH LANGUAGE EDUCATION IN PUBLIC SCHOOLS TABLE OF CONTENTS Topic Page General Questions 2 Waivers 5 Two-way Bilingual