2017 Florida Statutes
Just Read, Florida! Office.
Just Read, Florida! Office.
1001.215 Just Read, Florida! Office.—There is created in the Department of Education the Just Read, Florida! Office. The office is fully accountable to the Commissioner of Education and shall:
(1) Train reading coaches.
(2) Create multiple designations of effective reading instruction, with accompanying credentials, to enable all teachers to integrate reading instruction into their content areas.
(3) Work with the Lastinger Center for Learning at the University of Florida to develop training for K-12 teachers, reading coaches, and school principals on effective content-area-specific reading strategies; the integration of content-rich curriculum from other core subject areas into reading instruction; and evidence-based reading strategies identified in 1subsection (8) to improve student reading performance. For secondary teachers, emphasis shall be on technical text. These strategies must be developed for all content areas in the K-12 curriculum.
(4) Develop and provide access to sequenced, content-rich curriculum programming, instructional practices, and resources that help elementary schools use state-adopted instructional materials to increase students’ background knowledge and literacy skills, including student attainment of the Next Generation Sunshine State Standards for social studies, science, and the arts.
(5) Provide parents with information and strategies for assisting their children in reading, including reading in content areas.
(6) Provide technical assistance to school districts in the development and implementation of district plans for use of the research-based reading instruction allocation provided in s. 1011.62(9) and annually review and approve such plans.
(7) Review, evaluate, and provide technical assistance to school districts’ implementation of the K-12 comprehensive reading plan required in s. 1011.62(9).
(8) Work with the Florida Center for Reading Research to identify scientifically researched and evidence-based reading instructional and intervention programs that incorporate explicit, systematic, and sequential approaches to teaching phonemic awareness, phonics, vocabulary, fluency, and text comprehension and incorporate decodable or phonetic text instructional strategies. Reading intervention includes evidence-based strategies frequently used to remediate reading deficiencies and includes, but is not limited to, individual instruction, multisensory approaches, tutoring, mentoring, or the use of technology that targets specific reading skills and abilities.
(9) Periodically review the Next Generation Sunshine State Standards for English Language Arts to determine their appropriateness at each grade level.
(10) Periodically review teacher certification requirements and examinations, including alternative certification requirements and examinations, to ascertain whether the examinations measure the skills needed for evidence-based reading instruction and instructional strategies for teaching reading, including reading in content areas.
(11) Work with teacher preparation programs approved pursuant to ss. 1004.04 and 1004.85 to integrate effective, research-based and evidence-based reading instructional and intervention strategies, including explicit, systematic, and sequential reading strategies, multisensory intervention strategies, and reading in content area instructional strategies into teacher preparation programs.
(12) Administer grants and perform other functions as necessary to help students read at their highest potential.
History.—s. 8, ch. 2006-74; s. 174, ch. 2008-4; s. 16, ch. 2017-116.
1Note.—Substituted by the editors for a reference to subsection (7) to conform to context. Subsection (7) relates to implementation of a comprehensive reading plan; subsection (8) relates to identification of evidence-based reading instructional and intervention programs.