Understanding Good Cause Promotion, Portfolio Points, and Retention for Students with Disabilities in Florida

In Florida, third-grade students must typically score at least a Level 2 on the statewide English Language Arts (ELA) assessment to be promoted to fourth grade. However, the state recognizes that one test should not determine a child’s future. That’s why Florida offers Good Cause Exemptions, which allow for promotion when certain criteria are met—even if a student doesn’t pass the state test.

What Are Good Cause Exemptions?

Florida Statute 1008.25 provides several exemptions that allow students to be promoted despite not achieving a passing score on the ELA exam. These include:

• Students with limited English proficiency (LEP) with less than two years of ESOL instruction

• Students with disabilities whose Individualized Education Plan (IEP) indicates that standardized testing is not appropriate

• Students who demonstrate reading proficiency through a portfolio or alternative standardized assessments

• Students who were previously retained and have received at least two years of intensive reading intervention

Understanding Portfolio Points

One key pathway to promotion is the student portfolio, which provides concrete evidence that a child can read at grade level. To qualify:

• The portfolio must reflect grade-level standards

• All work must be done independently in class

• There must be three examples of mastery for each required standard (with at least 70% accuracy)

• The teacher and principal must sign off on the portfolio as a valid demonstration of ability

This approach allows a broader picture of the child's learning and bypasses the limitations of a one-time test.

Students with Disabilities and Retention Decisions

Retention decisions for students with disabilities should never be made lightly. The Individuals with Disabilities Education Act (IDEA) requires that students with IEPs receive a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment. If a school has not followed the IEP, it may not be legally appropriate to retain the student based on performance issues stemming from that non-compliance.

Why Following the IEP Matters:

• IEPs are legally binding documents. Schools are obligated to deliver the services, accommodations, and supports listed in them.

• Failure to implement an IEP may result in academic struggles that are not the student’s fault—and therefore should not be penalized with retention.

• Retention without IEP fidelity could violate a child’s right to FAPE and may open the door for due process claims or state complaints.

If a student with an IEP is being considered for retention, the IEP team must meet to review data, ensure all services were delivered, and consider whether additional supports or compensatory services are needed before deciding.

Parental Rights and Next Steps

Parents have the right to:

• Request documentation of IEP implementation

• Call an IEP meeting to review progress or retention concerns

• Ask for compensatory services if services weren’t delivered

• File a state complaint or request a due process hearing if needed

Parents should also advocate for inclusion of Good Cause Exemption pathways, such as portfolios or alternative assessments, when retention is being discussed.

Final Thoughts

Good Cause Exemptions and portfolio points provide necessary flexibility in Florida’s high-stakes testing environment—especially for students with disabilities. However, these tools only work when schools follow the IEPs designed to support struggling learners. Retention should never be a punishment for systemic failure. Instead, it should be a well-considered decision based on holistic evidence, thoughtful intervention, and collaboration between educators and families.

For more guidance on IEP rights and third-grade retention in Florida, visit Florida Department of Education – Just Read!