All Day/All Year Reading Instruction

Parents in Florida complain that our state’s test and punish accountability system has led to a narrowing of their school’s curriculum, encouraging the focus of classroom time on tested subjects (primarily reading and math), often to the exclusion of non-tested subjects (music, art, PE, even social studies). In many elementary schools, even recess has been restricted or, in some cases, eliminated. Struggling elementary students, as young as Kindergarten, are routinely pulled from class to work on computer based, test prep, reading programs. In high school, struggling students are forced into remedial reading and math classes, eliminating their choices of elective courses.

The narrowing of curriculum is a so-called “unintended consequence” of Florida’s Accountability system; when school grades and teacher ratings depend almost exclusively on Math and Reading scores, schools will focus on those subjects. Non-tested subjects, like social studies or the Arts, become dispensable.

Of course, everyone in Florida knows our state’s test-based accountability system is the continuing legacy of former Governor Jeb Bush and his Foundation for Excellence in Education (FEE). Complaints regarding high stakes testing and narrowed curriculum have, generally, fallen on deaf ears, with legislators working to preserve Jeb’s accountability system at all costs.

Hidden in the Florida Statute is the narrowest curriculum plan imaginable and, when it is fixed in statute, it can hardly be called unintentional. F.S.1008.25(7)(b)5 allows for a school to create a 4^th grade class especially for students who have failed the 3^rd grade FSA twice. Called an Intensive Acceleration Class, it requires uninterrupted reading instruction “for the majority of student contact time each day.”

They created a class that requires struggling readers to endure reading instruction ALL DAY LONG, incorporating other core content into the reading instruction!

f.s.1008.25(7)(b)5:

"Establish at each school, when applicable, an Intensive Acceleration Class for retained grade 3 students who subsequently score Level 1 on the required statewide, standardized assessment identified in s. 1008.22. The focus of the Intensive Acceleration Class shall be to increase a child’s reading and English Language Arts skill level at least two grade levels in 1 school year. The Intensive Acceleration Class shall:
a. Be provided to a student in grade 3 who scores Level 1 on the statewide, standardized English Language Arts assessment and who was retained in grade 3 the prior year because of scoring Level 1.
b. Have a reduced teacher-student ratio.
c. Provide uninterrupted reading instruction for the majority of student contact time each day and incorporate opportunities to master the grade 4 Next Generation Sunshine State Standards in other core subject areas.
d. Use a reading program that is scientifically research-based and has proven results in accelerating student reading achievement within the same school year.
e. Provide intensive language and vocabulary instruction using a scientifically research-based program, including use of a speech-language therapist."

My local principal assures me that no school would create such a class for a struggling reader. It sounds abusive and is not sound educational practice. A review of state statute shows the Intensive Acceleration Class has been in statute since 2004 (when Jeb was Governor).

The idea of placing a struggling 10 year old reader into a class where they will study nothing but reading is absurd and represents the ultimate in curriculum narrowing.

When legislators, and not educators, create education policy, this is what you get… it is the opposite of a well rounded, high quality education. Our children, even our most struggling readers, deserve far better.