Bill Text: FL S0758 | 2023 | Regular Session | Introduced


Bill Title: Reading Strategies

Spectrum: Partisan Bill (Republican 1-0)

Status: (Introduced - Dead) 2023-03-15 - Withdrawn from further consideration, companion bill(s) passed, see CS/CS/HB 7039 (Ch. 2023-108) [S0758 Detail]

Download: Florida-2023-S0758-Introduced.html
       Florida Senate - 2023                                     SB 758
       
       
        
       By Senator Calatayud
       
       
       
       
       
       38-00972-23                                            2023758__
    1                        A bill to be entitled                      
    2         An act relating to reading strategies; amending s.
    3         1001.215, F.S.; requiring that certain reading
    4         instructional and intervention programs exclude
    5         specified programs; amending s. 1004.04, F.S.;
    6         requiring that certain reading instructional
    7         strategies exclude specified programs; amending s.
    8         1004.85, F.S.; requiring that certain reading
    9         instructional strategies exclude specified programs;
   10         amending s. 1006.283, F.S.; requiring that certain
   11         instructional materials exclude specified materials;
   12         amending s. 1006.31, F.S.; requiring that certain
   13         instructional materials exclude specified materials;
   14         amending s. 1011.62, F.S.; requiring that certain
   15         supplemental instructional materials exclude specified
   16         materials; revising a requirement pertaining to school
   17         districts’ comprehensive reading plans; amending s.
   18         1012.56, F.S.; requiring that certain reading
   19         instructional strategies exclude specified strategies;
   20         amending s. 1012.98, F.S.; requiring that certain
   21         teacher training exclude specified training; providing
   22         an effective date.
   23          
   24  Be It Enacted by the Legislature of the State of Florida:
   25  
   26         Section 1. Subsection (8) of section 1001.215, Florida
   27  Statutes, is amended to read:
   28         1001.215 Just Read, Florida! Office.—There is created in
   29  the Department of Education the Just Read, Florida! Office. The
   30  office is fully accountable to the Commissioner of Education and
   31  shall:
   32         (8) Work with the Florida Center for Reading Research to
   33  identify scientifically researched and evidence-based reading
   34  instructional and intervention programs that incorporate
   35  explicit, systematic, and sequential approaches to teaching
   36  phonemic awareness, phonics, vocabulary, fluency, and text
   37  comprehension and incorporate decodable or phonetic text
   38  instructional strategies. Reading intervention includes
   39  evidence-based strategies frequently used to remediate reading
   40  deficiencies and includes, but is not limited to, individual
   41  instruction, multisensory approaches, tutoring, mentoring, or
   42  the use of technology that targets specific reading skills and
   43  abilities. The identified reading instructional and intervention
   44  programs for foundational skills may not include those that
   45  employ the three-cueing system model of reading, visual memory
   46  as the primary basis for teaching word recognition, or the
   47  three-cueing system model of reading based on meaning, structure
   48  and syntax, and visual, which is also known as “MSV.
   49         Section 2. Paragraph (b) of subsection (2) of section
   50  1004.04, Florida Statutes, is amended to read:
   51         1004.04 Public accountability and state approval for
   52  teacher preparation programs.—
   53         (2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT.—
   54         (b) The rules to establish uniform core curricula for each
   55  state-approved teacher preparation program must include, but are
   56  not limited to, the following:
   57         1. Candidate instruction and assessment in the Florida
   58  Educator Accomplished Practices across content areas.
   59         2. The use of state-adopted content standards to guide
   60  curricula and instruction.
   61         3. Scientifically researched and evidence-based reading
   62  instructional strategies that improve reading performance for
   63  all students, including explicit, systematic, and sequential
   64  approaches to teaching phonemic awareness, phonics, vocabulary,
   65  fluency, and text comprehension and multisensory intervention
   66  strategies. Instructional strategies for foundational skills may
   67  not include those that employ the three-cueing system model of
   68  reading, visual memory as the primary basis for teaching word
   69  recognition, or the three-cueing system model of reading based
   70  on meaning, structure and syntax, and visual, which is also
   71  known as “MSV.
   72         4. Content literacy and mathematics practices.
   73         5. Strategies appropriate for the instruction of English
   74  language learners.
   75         6. Strategies appropriate for the instruction of students
   76  with disabilities.
   77         7. Strategies to differentiate instruction based on student
   78  needs.
   79         8. Strategies and practices to support evidence-based
   80  content aligned to state standards and grading practices.
   81         9. Strategies appropriate for the early identification of a
   82  student in crisis or experiencing a mental health challenge and
   83  the referral of such student to a mental health professional for
   84  support.
   85         10. Strategies to support the use of technology in
   86  education and distance learning.
   87         Section 3. Paragraph (a) of subsection (3) of section
   88  1004.85, Florida Statutes, is amended to read:
   89         1004.85 Postsecondary educator preparation institutes.—
   90         (3) Educator preparation institutes approved pursuant to
   91  this section may offer competency-based certification programs
   92  specifically designed for noneducation major baccalaureate
   93  degree holders to enable program participants to meet the
   94  educator certification requirements of s. 1012.56. An educator
   95  preparation institute choosing to offer a competency-based
   96  certification program pursuant to the provisions of this section
   97  must implement a program previously approved by the Department
   98  of Education for this purpose or a program developed by the
   99  institute and approved by the department for this purpose.
  100  Approved programs shall be available for use by other approved
  101  educator preparation institutes.
  102         (a) Within 90 days after receipt of a request for approval,
  103  the Department of Education shall approve a preparation program
  104  pursuant to the requirements of this subsection or issue a
  105  statement of the deficiencies in the request for approval. The
  106  department shall approve a certification program if the
  107  institute provides evidence of the institute’s capacity to
  108  implement a competency-based program that includes each of the
  109  following:
  110         1.a. Participant instruction and assessment in the Florida
  111  Educator Accomplished Practices across content areas.
  112         b. The use of state-adopted student content standards to
  113  guide curriculum and instruction.
  114         c. Scientifically researched and Evidence-based reading
  115  instructional strategies that improve reading performance for
  116  all students, including explicit, systematic, and sequential
  117  approaches to teaching phonemic awareness, phonics, vocabulary,
  118  fluency, and text comprehension and multisensory intervention
  119  strategies. Reading instructional strategies for foundational
  120  skills may not include those that employ the three-cueing system
  121  model of reading, visual memory as the primary basis for
  122  teaching word recognition, or the three-cueing system model of
  123  reading based on meaning, structure and syntax, and visual,
  124  which is also known as “MSV.
  125         d. Content literacy and mathematical practices.
  126         e. Strategies appropriate for instruction of English
  127  language learners.
  128         f. Strategies appropriate for instruction of students with
  129  disabilities.
  130         g. Strategies to differentiate instruction based on student
  131  needs.
  132         h. Strategies and practices to support evidence-based
  133  content aligned to state standards and grading practices.
  134         i. Strategies appropriate for the early identification of a
  135  student in crisis or experiencing a mental health challenge and
  136  the referral of such student to a mental health professional for
  137  support.
  138         j. Strategies to support the use of technology in education
  139  and distance learning.
  140         2. An educational plan for each participant to meet
  141  certification requirements and demonstrate his or her ability to
  142  teach the subject area for which the participant is seeking
  143  certification, which is based on an assessment of his or her
  144  competency in the areas listed in subparagraph 1.
  145         3. Field experiences appropriate to the certification
  146  subject area specified in the educational plan with a diverse
  147  population of students in a variety of challenging environments,
  148  including, but not limited to, high-poverty schools, urban
  149  schools, and rural schools, under the supervision of qualified
  150  educators. The state board shall determine in rule the amount of
  151  field experience necessary to serve as the teacher of record,
  152  beginning with candidates entering a program in the 2023-2024
  153  school year.
  154         4. A certification ombudsman to facilitate the process and
  155  procedures required for participants who complete the program to
  156  meet any requirements related to the background screening
  157  pursuant to s. 1012.32 and educator professional or temporary
  158  certification pursuant to s. 1012.56.
  159         Section 4. Subsection (4) of section 1006.283, Florida
  160  Statutes, is amended to read:
  161         1006.283 District school board instructional materials
  162  review process.—
  163         (4) Instructional materials that have been reviewed by the
  164  district instructional materials reviewers and approved must
  165  have been determined to align with all applicable state
  166  standards pursuant to s. 1003.41 and the requirements in s.
  167  1006.31. Instructional materials for foundational skills may not
  168  include those that employ the three-cueing system model of
  169  reading, visual memory as the primary basis for teaching word
  170  recognition, or the three-cueing system model of reading based
  171  on meaning, structure and syntax, and visual, which is also
  172  known as “MSV. The district school superintendent shall
  173  annually certify to the department that all instructional
  174  materials for core courses used by the district are aligned with
  175  all applicable state standards and have been reviewed, selected,
  176  and adopted by the district school board in accordance with the
  177  school board hearing and public meeting requirements of this
  178  section.
  179         Section 5. Subsection (2) of section 1006.31, Florida
  180  Statutes, is amended to read:
  181         1006.31 Duties of the Department of Education and school
  182  district instructional materials reviewer.—The duties of the
  183  instructional materials reviewer are:
  184         (2) EVALUATION OF INSTRUCTIONAL MATERIALS.—To use the
  185  selection criteria listed in s. 1006.34(2)(b) and recommend for
  186  adoption only those instructional materials aligned with the
  187  Next Generation Sunshine State Standards provided for in s.
  188  1003.41. Instructional materials for foundational reading skills
  189  may not include those that employ the three-cueing system model
  190  of reading, visual memory as the primary basis for teaching word
  191  recognition, or the three-cueing system model of reading based
  192  on meaning, structure and syntax, and visual, which is also
  193  known as “MSV.” Instructional materials recommended by each
  194  reviewer shall be, to the satisfaction of each reviewer,
  195  accurate, objective, balanced, noninflammatory, current, free of
  196  pornography and material prohibited under s. 847.012, and suited
  197  to student needs and their ability to comprehend the material
  198  presented. Reviewers shall consider for recommendation materials
  199  developed for academically talented students, such as students
  200  enrolled in advanced placement courses. When recommending
  201  instructional materials, each reviewer shall:
  202         (a) Include only instructional materials that accurately
  203  portray the ethnic, socioeconomic, cultural, religious,
  204  physical, and racial diversity of our society, including men and
  205  women in professional, career, and executive roles, and the role
  206  and contributions of the entrepreneur and labor in the total
  207  development of this state and the United States.
  208         (b) Include only materials that accurately portray,
  209  whenever appropriate, humankind’s place in ecological systems,
  210  including the necessity for the protection of our environment
  211  and conservation of our natural resources and the effects on the
  212  human system of the use of tobacco, alcohol, controlled
  213  substances, and other dangerous substances.
  214         (c) Include materials that encourage thrift, fire
  215  prevention, and humane treatment of people and animals.
  216         (d) Require, when appropriate to the comprehension of
  217  students, that materials for social science, history, or civics
  218  classes contain the Declaration of Independence and the
  219  Constitution of the United States. A reviewer may not recommend
  220  any instructional materials that contain any matter reflecting
  221  unfairly upon persons because of their race, color, creed,
  222  national origin, ancestry, gender, religion, disability,
  223  socioeconomic status, or occupation or otherwise contradict the
  224  principles enumerated under s. 1003.42(3).
  225         Section 6. Paragraphs (d) and (e) of subsection (8) of
  226  section 1011.62, Florida Statutes, are amended to read:
  227         1011.62 Funds for operation of schools.—If the annual
  228  allocation from the Florida Education Finance Program to each
  229  district for operation of schools is not determined in the
  230  annual appropriations act or the substantive bill implementing
  231  the annual appropriations act, it shall be determined as
  232  follows:
  233         (8) EVIDENCE-BASED READING INSTRUCTION ALLOCATION.—
  234         (d) Funds allocated under this subsection must be used to
  235  provide a system of comprehensive reading instruction to
  236  students enrolled in the prekindergarten-12 programs and certain
  237  students who exhibit a substantial deficiency in early literacy,
  238  which may include the following:
  239         1. Additional time per day of evidence-based intensive
  240  reading instruction to students, which may be delivered during
  241  or outside of the regular school day.
  242         2. Kindergarten through grade 12 evidence-based intensive
  243  reading interventions.
  244         3. Highly qualified reading coaches, who must be endorsed
  245  in reading, to specifically support teachers in making
  246  instructional decisions based on student data, and improve
  247  teacher delivery of effective reading instruction, intervention,
  248  and reading in the content areas based on student need.
  249         4. Professional development to help instructional personnel
  250  and certified prekindergarten teachers funded in the Florida
  251  Education Finance Program earn a certification, a credential, an
  252  endorsement, or an advanced degree in scientifically researched
  253  and evidence-based reading instruction.
  254         5. Summer reading camps, using only teachers or other
  255  district personnel who possess a micro-credential as specified
  256  in s. 1003.485 or are certified or endorsed in reading
  257  consistent with s. 1008.25(7)(b)3., for all students in
  258  kindergarten through grade 5 who demonstrate a reading
  259  deficiency as determined by district and state assessments.
  260         6. Scientifically researched and evidence-based
  261  supplemental instructional materials as identified by the Just
  262  Read, Florida! Office pursuant to s. 1001.215(8). Such
  263  instructional materials for foundational skills may not include
  264  those that employ the three-cueing system model of reading,
  265  visual memory as the primary basis for teaching word
  266  recognition, or the three-cueing system model of reading based
  267  on meaning, structure and syntax, and visual, which is also
  268  known as “MSV.
  269         7. Incentives for instructional personnel and certified
  270  prekindergarten teachers funded in the Florida Education Finance
  271  Program who possess a reading certification or endorsement or
  272  micro-credential as specified in s. 1003.485 and provide
  273  educational support to improve student literacy.
  274         8. Tutoring in reading.
  275         (e)1. Annually, by a date determined by the Department of
  276  Education, each school district shall submit a comprehensive
  277  reading plan approved by the applicable district school board,
  278  charter school governing board, or lab school board of trustees,
  279  for the specific use of the evidence-based reading instruction
  280  allocation, based upon a root-cause analysis. The plan must also
  281  describe how the district prioritizes the assignment of highly
  282  effective teachers, as defined by s. 1012.34(2)(e), to
  283  kindergarten through grade 2 and how reading coaches are
  284  assigned to individual schools. These two provisions must be
  285  approved by the Just Read, Florida! Office. The State Regional
  286  Literacy Director may assist in the development of the plan. The
  287  department shall provide a plan format. A district school board
  288  may use the format developed by the department or a format
  289  developed by the district school board.
  290         2. Intensive reading interventions must be delivered by
  291  instructional personnel who possess the micro-credential as
  292  provided in s. 1003.485 or are certified or endorsed in reading
  293  and must incorporate evidence-based strategies identified by the
  294  Just Read, Florida! Office pursuant to s. 1001.215(8).
  295  Instructional personnel who possess a micro-credential as
  296  specified in s. 1003.485 and are delivering intensive reading
  297  interventions must be supervised by an individual certified or
  298  endorsed in reading. For the purposes of this subsection, the
  299  term “supervision” means the ability to communicate by way of
  300  telecommunication with or physical presence of the certified or
  301  endorsed personnel for consultation and direction of the actions
  302  of the personnel with the micro-credential.
  303         3. By July 1 of each year, the department shall release to
  304  each school district its allocation of appropriated funds. The
  305  department shall evaluate the implementation of each district
  306  plan, including conducting site visits and collecting specific
  307  data on expenditures and reading improvement results. By
  308  February 1 of each year, the department shall report its
  309  findings to the Legislature and the State Board of Education,
  310  including any recommendations for improving implementation of
  311  evidence-based reading and intervention strategies in
  312  classrooms.
  313  
  314  For purposes of this subsection, the term “evidence-based” means
  315  demonstrating a statistically significant effect on improving
  316  student outcomes or other relevant outcomes as provided in 20
  317  U.S.C. s. 8101(21)(A)(i).
  318         Section 7. Paragraph (a) of subsection (8) of section
  319  1012.56, Florida Statutes, is amended to read:
  320         1012.56 Educator certification requirements.—
  321         (8) PROFESSIONAL DEVELOPMENT CERTIFICATION AND EDUCATION
  322  COMPETENCY PROGRAM.—
  323         (a) The Department of Education shall develop and each
  324  school district, charter school, and charter management
  325  organization may provide a cohesive competency-based
  326  professional development certification and education competency
  327  program by which instructional staff may satisfy the mastery of
  328  professional preparation and education competence requirements
  329  specified in subsection (6) and rules of the State Board of
  330  Education. Participants must hold a state-issued temporary
  331  certificate. A school district, charter school, or charter
  332  management organization that implements the program shall
  333  provide a competency-based certification program developed by
  334  the Department of Education or developed by the district,
  335  charter school, or charter management organization and approved
  336  by the Department of Education. The program shall include the
  337  following:
  338         1. A minimum period of initial preparation before assuming
  339  duties as the teacher of record.
  340         2. An option for collaboration with other supporting
  341  agencies or educational entities for implementation.
  342         3. A teacher mentorship and induction component.
  343         a. Each individual selected by the district as a mentor:
  344         (I) Must hold a valid professional certificate issued
  345  pursuant to this section;
  346         (II) Must have earned at least 3 years of teaching
  347  experience in prekindergarten through grade 12;
  348         (III) Must have completed specialized training in clinical
  349  supervision and participate in ongoing mentor training provided
  350  through the coordinated system of professional development under
  351  s. 1012.98(3)(e);
  352         (IV) Must have earned an effective or highly effective
  353  rating on the prior year’s performance evaluation under s.
  354  1012.34; and
  355         (V) May be a peer evaluator under the district’s evaluation
  356  system approved under s. 1012.34.
  357         b. The teacher mentorship and induction component must, at
  358  a minimum, provide weekly opportunities for mentoring and
  359  induction activities, including common planning time, ongoing
  360  professional development targeted to a teacher’s needs,
  361  opportunities for a teacher to observe other teachers, co
  362  teaching experiences, and reflection and follow-up followup
  363  discussions. Mentorship and induction activities must be
  364  provided for an applicant’s first year in the program and may be
  365  provided until the applicant attains his or her professional
  366  certificate in accordance with this section. A principal who is
  367  rated highly effective as determined by his or her performance
  368  evaluation under s. 1012.34 must be provided flexibility in
  369  selecting professional development activities under this
  370  paragraph; however, the activities must be approved by the
  371  department as part of the district’s, charter school’s, or
  372  charter management organization’s program.
  373         4. An assessment of teaching performance aligned to the
  374  district’s system for personnel evaluation under s. 1012.34
  375  which provides for:
  376         a. An initial evaluation of each educator’s competencies to
  377  determine an appropriate individualized professional development
  378  plan.
  379         b. A summative evaluation to assure successful completion
  380  of the program.
  381         5. Professional education preparation content knowledge,
  382  which must be included in the mentoring and induction activities
  383  under subparagraph 3., that includes, but is not limited to, the
  384  following:
  385         a. The state standards provided under s. 1003.41, including
  386  scientifically based reading instruction, content literacy, and
  387  mathematical practices, for each subject identified on the
  388  temporary certificate. Reading instructional strategies for
  389  foundational skills may not include those that employ the three
  390  cueing system model of reading, visual memory as the primary
  391  basis for teaching word recognition, or the three-cueing system
  392  model of reading based on meaning, structure and syntax, and
  393  visual, which is also known as “MSV.
  394         b. The educator-accomplished practices approved by the
  395  state board.
  396         c. A variety of data indicators for monitoring student
  397  progress.
  398         d. Methodologies for teaching students with disabilities.
  399         e. Methodologies for teaching students of limited English
  400  proficiency appropriate for each subject area identified on the
  401  temporary certificate.
  402         f. Techniques and strategies for operationalizing the role
  403  of the teacher in assuring a safe learning environment for
  404  students.
  405         6. Required achievement of passing scores on the subject
  406  area and professional education competency examination required
  407  by State Board of Education rule. Mastery of general knowledge
  408  must be demonstrated as described in subsection (3).
  409         7. Beginning with candidates entering a program in the
  410  2022-2023 school year, a candidate for certification in a
  411  coverage area identified pursuant to s. 1012.585(3)(f) must
  412  successfully complete all competencies for a reading
  413  endorsement, including completion of the endorsement practicum
  414  through the candidate’s demonstration of mastery of professional
  415  preparation and education competence under paragraph (b).
  416         Section 8. Paragraph (b) of subsection (4) of section
  417  1012.98, Florida Statutes, is amended to read:
  418         1012.98 School Community Professional Development Act.—
  419         (4) The Department of Education, school districts, schools,
  420  Florida College System institutions, and state universities
  421  share the responsibilities described in this section. These
  422  responsibilities include the following:
  423         (b) Each school district shall develop a professional
  424  development system as specified in subsection (3). The system
  425  shall be developed in consultation with teachers, teacher
  426  educators of Florida College System institutions and state
  427  universities, business and community representatives, and local
  428  education foundations, consortia, and professional
  429  organizations. The professional development system must:
  430         1. Be reviewed and approved by the department for
  431  compliance with s. 1003.42(3) and this section. All substantial
  432  revisions to the system shall be submitted to the department for
  433  review for continued approval.
  434         2. Be based on analyses of student achievement data and
  435  instructional strategies and methods that support rigorous,
  436  relevant, and challenging curricula for all students. Schools
  437  and districts, in developing and refining the professional
  438  development system, shall also review and monitor school
  439  discipline data; school environment surveys; assessments of
  440  parental satisfaction; performance appraisal data of teachers,
  441  managers, and administrative personnel; and other performance
  442  indicators to identify school and student needs that can be met
  443  by improved professional performance.
  444         3. Provide inservice activities coupled with follow-up
  445  followup support appropriate to accomplish district-level and
  446  school-level improvement goals and standards. The inservice
  447  activities for instructional personnel shall focus on analysis
  448  of student achievement data, ongoing formal and informal
  449  assessments of student achievement, identification and use of
  450  enhanced and differentiated instructional strategies that
  451  emphasize rigor, relevance, and reading in the content areas,
  452  enhancement of subject content expertise, integrated use of
  453  classroom technology that enhances teaching and learning,
  454  classroom management, parent involvement, and school safety.
  455         4. Provide inservice activities and support targeted to the
  456  individual needs of new teachers participating in the
  457  professional development certification and education competency
  458  program under s. 1012.56(8)(a).
  459         5. Include a master plan for inservice activities, pursuant
  460  to rules of the State Board of Education, for all district
  461  employees from all fund sources. The master plan shall be
  462  updated annually by September 1, must be based on input from
  463  teachers and district and school instructional leaders, and must
  464  use the latest available student achievement data and research
  465  to enhance rigor and relevance in the classroom. Each district
  466  inservice plan must be aligned to and support the school-based
  467  inservice plans and school improvement plans pursuant to s.
  468  1001.42(18). Each district inservice plan must provide a
  469  description of the training that middle grades instructional
  470  personnel and school administrators receive on the district’s
  471  code of student conduct adopted pursuant to s. 1006.07;
  472  integrated digital instruction and competency-based instruction
  473  and CAPE Digital Tool certificates and CAPE industry
  474  certifications; classroom management; student behavior and
  475  interaction; extended learning opportunities for students; and
  476  instructional leadership. District plans must be approved by the
  477  district school board annually in order to ensure compliance
  478  with subsection (1) and to allow for dissemination of research
  479  based best practices to other districts. District school boards
  480  must submit verification of their approval to the Commissioner
  481  of Education no later than October 1, annually. Each school
  482  principal may establish and maintain an individual professional
  483  development plan for each instructional employee assigned to the
  484  school as a seamless component to the school improvement plans
  485  developed pursuant to s. 1001.42(18). An individual professional
  486  development plan must be related to specific performance data
  487  for the students to whom the teacher is assigned, define the
  488  inservice objectives and specific measurable improvements
  489  expected in student performance as a result of the inservice
  490  activity, and include an evaluation component that determines
  491  the effectiveness of the professional development plan.
  492         6. Include inservice activities for school administrative
  493  personnel that address updated skills necessary for
  494  instructional leadership and effective school management
  495  pursuant to s. 1012.986.
  496         7. Provide for systematic consultation with regional and
  497  state personnel designated to provide technical assistance and
  498  evaluation of local professional development programs.
  499         8. Provide for delivery of professional development by
  500  distance learning and other technology-based delivery systems to
  501  reach more educators at lower costs.
  502         9. Provide for the continuous evaluation of the quality and
  503  effectiveness of professional development programs in order to
  504  eliminate ineffective programs and strategies and to expand
  505  effective ones. Evaluations must consider the impact of such
  506  activities on the performance of participating educators and
  507  their students’ achievement and behavior.
  508         10. For middle grades, emphasize:
  509         a. Interdisciplinary planning, collaboration, and
  510  instruction.
  511         b. Alignment of curriculum and instructional materials to
  512  the state academic standards adopted pursuant to s. 1003.41.
  513         c. Use of small learning communities; problem-solving,
  514  inquiry-driven research and analytical approaches for students;
  515  strategies and tools based on student needs; competency-based
  516  instruction; integrated digital instruction; and project-based
  517  instruction.
  518  
  519  Each school that includes any of grades 6, 7, or 8 must include
  520  in its school improvement plan, required under s. 1001.42(18), a
  521  description of the specific strategies used by the school to
  522  implement each item listed in this subparagraph.
  523         11. Provide training to reading coaches, classroom
  524  teachers, and school administrators in effective methods of
  525  identifying characteristics of conditions such as dyslexia and
  526  other causes of diminished phonological processing skills;
  527  incorporating instructional techniques into the general
  528  education setting which are proven to improve reading
  529  performance for all students; and using predictive and other
  530  data to make instructional decisions based on individual student
  531  needs. The training must help teachers integrate phonemic
  532  awareness; phonics, word study, and spelling; reading fluency;
  533  vocabulary, including academic vocabulary; and text
  534  comprehension strategies into an explicit, systematic, and
  535  sequential approach to reading instruction, including
  536  multisensory intervention strategies. Such training for teaching
  537  foundational skills may not include those that employ the three
  538  cueing system model of reading, visual memory as the primary
  539  basis for teaching word recognition, or the three-cueing system
  540  model of reading based on meaning, structure and syntax, and
  541  visual, which is also known as “MSV. Each district must provide
  542  all elementary grades instructional personnel access to training
  543  sufficient to meet the requirements of s. 1012.585(3)(f).
  544         Section 9. This act shall take effect July 1, 2023.

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