Florida Administrative Code
6 - DEPARTMENT OF EDUCATION
6A - State Board of Education
Chapter 6A-6 - SPECIAL PROGRAMS I
Section 6A-6.0533 - Determining Substantial Math Deficiency
Universal Citation: FL Admin Code R 6A-6.0533
Current through Reg. 50, No. 187; September 24, 2024
(1) In accordance with Section 1008.25(4)(c), F.S., students identified with a substantial mathematics deficiency must be covered by a federally required student plan, such as an Individual Educational Plan (IEP) or an individualized progress monitoring plan, or both, as necessary.
(2) A student is identified as having a substantial deficiency in mathematics if the following criteria are met:
(a) For kindergarten, if
the student scores below the tenth (10th) percentile based upon screening,
diagnostic assessments, progress monitoring, other classroom data, or statewide
assessments pursuant to Section
1008.25(6),
F.S.; or if through teacher observation, the student has demonstrated minimum
skill levels for mathematics competencies in one or more of the areas of
emphasis for that grade level. In Kindergarten, areas of emphasis include:
1. developing an understanding of counting to
represent the total number of objects in a set and to order the objects within
a set;
2. developing an
understanding of addition and subtraction and the relationship of these
operations to counting; and
3.
measuring, comparing, and categorizing objects according to various attributes,
including their two- and three-dimensional shapes.
(b) For grade 1, if the student scores below
the tenth (10th) percentile based upon screening, diagnostic assessments,
progress monitoring, other classroom data, or statewide assessments pursuant to
Section 1008.25(6),
F.S.; or if through teacher observation, the student has demonstrated minimum
skill levels for mathematics competencies in one or more of the areas of
emphasis for that grade level. In grade 1, areas of emphasis include:
1. understanding the place value of tens and
ones within two-digit whole numbers;
2. extending understanding of addition and
subtraction and the relationship between them;
3. developing an understanding of measurement
of physical objects, money and time and
4. categorizing, composing and decomposing
geometric figures.
(c)
For grade 2, if the student scores below the tenth (10th) percentile based upon
screening, diagnostic assessments, progress monitoring, other classroom data,
or statewide assessments pursuant to Section
1008.25(6),
F.S.; or if through teacher observation, the student has demonstrated minimum
skill levels for mathematics competencies in one or more of the areas of
emphasis for that grade level. In grade 2, areas of emphasis include:
1. extending understanding of place value in
three-digit numbers;
2. building
fluency and algebraic reasoning with addition and subtraction;
3. extending understanding of measurement of
objects, time and the perimeter of geometric figures; and
4. developing spatial reasoning with number
representations and two-dimensional figures.
(d) For grade 3, if the student scores below
the tenth (10th) percentile based upon screening, diagnostic assessments,
progress monitoring, other classroom data, or statewide assessments pursuant to
Section 1008.25(6),
F.S.; or if through teacher observation, the student has demonstrated minimum
skill levels for mathematics competencies in one or more of the areas of
emphasis for that grade level. In grade 3, areas of emphasis include:
1. adding and subtracting multi-digit whole
numbers, including using a standard algorithm;
2. building an understanding of
multiplication and division, the relationship between them and the connection
to area of rectangles;
3.
developing an understanding of fractions; and
4. extending geometric reasoning to lines and
attributes of quadrilaterals.
(e) For grade 4, if the student scores below
the tenth (10th) percentile based upon screening, diagnostic assessments,
progress monitoring, other classroom data, or statewide assessments pursuant to
Section 1008.25(6),
F.S.; or if through teacher observation, the student has demonstrated minimum
skill levels for mathematics competencies in one or more of the areas of
emphasis for that grade level. In grade 4, areas of emphasis include:
1. extending understanding of multi-digit
multiplication and division;
2.
developing the relationship between fractions and decimals and beginning
operations with both;
3.
classifying and measuring angles; and
4. developing an understanding for
interpreting data to include mode, median and
range.
Rulemaking Authority 1001.02(1), (2)(n) FS. Law Implemented 1008.25(6)(a) FS.
New 9-26-23.
Disclaimer: These regulations may not be the most recent version. Florida may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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