2007-08 K-12 Comprehensive Research-Based Reading Plan
Introduction and Background
The purpose of this guidance document is to help each district revise their K-12
Comprehensive Research-Based Reading Plan. In 2006, funds for reading became an
allocation through the Florida Education Finance Program (FEFP). This action by the
Legislature, Governor Bush, and the State Board of Education, made reading a permanent
priority and ensured reading is funded annually as a part of the public school funding
formula.
In order to receive this reading funding, districts must write a K-12 Comprehensive
Research-Based Reading Plan ensuring that:
•
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Leadership at the district and school level is guiding and supporting the initiative.
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The analysis of data drives all decision-making.
•
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Professional development is systemic throughout the district and is targeted at
individual teacher needs as determined by analysis of student performance data.
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Measurable student achievement goals are established and clearly described.
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Appropriate research-based instructional materials and strategies are used to
address specific student needs.
Due to its online nature, many stakeholders will find this plan a useful source of
information. Therefore, the K-12 Comprehensive Research-Based Reading Plan should
accurately depict and detail the role of administration (both district and building level),
professional development, assessment, curriculum, and instruction in the improvement of
student learning.
This information should be reflected for all schools and grade levels,
including charter schools, alternative schools, and juvenile justice facilities
.
Charter Schools
Please note that charter schools must be given the opportunity to participate in the plan.
Charter schools that choose to participate in the plan must meet the requirements and
guidance outlined in this document; however, they may meet these requirements through
methods that differ from those in the district plan. For example, if an entire school
district uses one core reading program in their elementary schools, and the elementary
charter school chooses to use another state-adopted core program, this is acceptable.
One plan must be submitted for each district that includes those charter schools that
choose to participate.
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The following statements summarize the district and charter school responsibilities. The
following must be documented:
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District’s offer of invitation to charter schools to participate in the plan
•
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District’s assurance that they will monitor charter schools for fidelity to the
plan
•
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Charter school’s agreement to implement the plan with fidelity OR charter
school’s decision not to participate
•
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Charter school’s agreement to be monitored by the school district for fidelity
to the plan
As with any school in the district, charter schools will not receive a set amount of
funding through the reading allocation based upon their student enrollment but will
be subject to the district prioritization of need.
If the charter school declines to
participate, the funds that would have been directed to them remain in the district to serve
low performing schools.
All charter schools must be listed as “opted out” or have the appropriate
information listed in charts C, F, and I
Reading and Literacy Coaches
Reading/literacy coaches have been an integral part of the success of the statewide
reading initiatives during the last few years. While it is not required that every school be
provided a reading/literacy coach, district leadership must allocate resources to hire a
reading/literacy coach for the lowest performing schools. All schools utilizing
reading/literacy coaches in the 2007-2008 school year must implement the Just Read,
Florida! reading/literacy coach model. The coach model formed the basis for the state
funded reading coach grants in 2004-2005 and is further delineated in the
Appendix
.
Further, the district must ensure that the number of state, federal, or locally funded
reading coaches is increased over the previous year and prioritized based on school need.
All coaches, regardless of their funding source, must report their time to the Progress
Monitoring and Reporting Network (PMRN) on a biweekly basis. Principals will be
required to log onto the PMRN prior to the start of school to enroll their reading/literacy
coach(es). Coaches will not be able to use the system until they have been enrolled by
their principal. Principals will also be required to provide the funding source(s) for each
coach at the time of enrollment.
Any reading/literacy coach who is funded through the Research-Based Reading
Instruction Allocation (FEFP) as part of the K-12 Comprehensive Reading Plan, must be
a full-time coach. This includes coaches who are only partially funded through the
reading allocation. Reading/literacy coaches who split their time between two schools are
considered full-time coaches.
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Plan Submission
Files needed to complete the required charts (District Organizational Communication
Reporting Chart, A1, A2, A3, C, D1, D2, F, G, I, and J) can be found in the
Appendix
at
the end of this narrative form.
You must save these files locally so that they can be
uploaded.
This year the narrative section will be completed through a web-based text entry system
using the current district log-in system at:
http://www.justreadflorida.com/Reading_Plans/district_login.aspx. This online system
will go live on March 15
th
. Plans are due in draft form by
April 15, 2007
, for a
preliminary review. All plans will be reviewed online by Just Read, Florida! staff and
districts will receive feedback on their plans through an online comment process, as well
as an “approved” or “revise” status by
June 1, 2007
. Plans requiring revisions must be
received by
June 15, 2007,
in order to release funds by
July 1, 2007
. Funds will not be
released until the plan is fully approved. Just Read, Florida! staff will be available to
answer questions prior to that date and regional technical assistance workshops will be
conducted in
February 2007
.
Due Date
Product
Feedback to district
by
Next Action
April 15, 2007
Preliminary draft
June 1, 2007
Approved: No further action
Not approved: Revisions
necessary
June 15, 2007
Resubmit plan
n/a
Approved: funding released
July 1
Not approved: Additional
revisions required
May 15, 2007
Budget
June 1, 2007
Approved: funding released
July 1
Not approved: Additional
revisions required
Contact Information
The district contact should be the person ultimately responsible for the plan. This person
will be the Department of Education’s contact for the K-12 Comprehensive Research-
Based Reading Plan. Please designate
one
contact for your district.
•
District Name:
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•
District Contact:
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•
Contact Address:
Text field
•
Contact E-mail:
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•
Contact Telephone:
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•
Contact Fax:
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Leadership
District Level Leadership
Many of the school buildings within a district look the same, but the needs of teachers
and students within those buildings are diverse. District level administrators must look at
schools on an individual basis and distribute resources based on students’ and teachers’
level of need. To describe the district system for monitoring reading instruction that
differentiates school level services, please address the following:
1.
?
What are your district goals for student achievement in reading for the 2007-08
school year?
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2.
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How will the district ensure that the number of state, federal, or locally funded
reading coaches is increased over the previous year and prioritized based on
school need?
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3.
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What is the total estimated number of reading coaches (funded through any
source) that will be serving the district for the 2007-08 school year?
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4.
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How will the district determine allocation of reading coaches based on the needs
of schools?
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5.
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How will the district strongly encourage all principals and reading/literacy
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coaches to attend the Just Read, Florida! Leadership Conference and other
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professional development opportunities?
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6.
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For a reading coach to be effective, the role of the coach must be clear to school
administration, teachers, and the coach. The role of the coach is not to serve as an
administrator, test coordinator, or to conduct bus/lunch duty (beyond duty service
that is required of classroom teachers). Coaches are not resource teachers and
should only be working with small groups of students when they are modeling for
teachers. How will the district provide leadership and support in defining the role
of the reading coach to school administration, teachers, and reading coaches?
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7.
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a. In what roles will the coach serve at the school level?
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b. What portion of the coaches’ time will be spent in each of these roles (Please
include those roles listed on the online coach’s log on the Progress Monitoring
and Reporting Network)?
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8.
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What are the requirements/qualifications to become a reading/literacy coach?
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9.
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What role will the coach play on the Reading Leadership Team?
?
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10. How will the district establish or maintain a reading coach cadre?
?
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11. How will the district evaluate the effectiveness and address areas of concern in
regards to implementation of the reading coach model?
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12. a. How will the district ensure that all coaches, regardless of their funding source
are using the online coach’s log on the PMRN?
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b. How will the district use the information obtained from this log to impact
student achievement?
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13. How will the district monitor the implementation of the coaching model and
assure communication between the district, school administration, and the reading
coach throughout the year?
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14. How will the district monitor the level of implementation of the K-12
Comprehensive Research-Based Reading Plan at the school and classroom level?
Please include an explanation of the data that will be collected, how it will be
collected, and the frequency of review.
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15. According to s. 1001.62 (9), Florida Statute, each district school superintendent
shall certify to the Commissioner of Education that the district school board has
approved a comprehensive staff development plan that supports fidelity of
implementation of instructional materials programs. The report shall include
verification that training was provided and that the materials are being
implemented as designed. Fidelity of implementation is of utmost importance
when using research-based programs. The research evidence that most programs
use to support the use of their program is based upon strict adherence to a
particular model. Failure to utilize the programs under the same conditions as the
original research will limit the success with the program.
When implementing both programmatic interventions and research-based
strategies, it is extremely important to implement with fidelity. For programmatic
interventions, this would include fidelity to both the time and class size
recommendations that the publisher used in developing their evidence-base for the
program. Given that there is no such thing as a “one size fits all” program,
common sense and teacher judgment through analysis of formal and informal
assessment should guide instructional adjustments to the program when it is
determined that the desired effect may not be occurring for individual students.
How will the district ensure fidelity of implementation of all reading programs
and strategies used at the school level and determine appropriate instructional
adjustments?
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16. If it is determined that the K-12 Comprehensive Research-Based Reading Plan is
not being implemented with fidelity, how will concerns be addressed? Be sure to
also upload your District Organizational Communication Reporting Chart. You
will find a sample in the
Appendix
.
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17. a. How will the district ensure that all elementary schools have an uninterrupted
reading block for core reading instruction and additional time for immediate
intensive intervention (iii)?
b. How will the district ensure extended intervention time is provided for disfluent
students at the middle and high school level?
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18. How will the district facilitate improvement in schools that are not making
academic improvements as determined by fidelity checks and student
performance data?
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19. If academic improvements are not being made, how will the district intensify
interventions to schools based on progress monitoring data?
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20. How will the district train principals on classroom walk-through strategies,
including how to give feedback to teachers?
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21. How will the district and schools recruit and retain highly qualified reading
teachers?
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Research-Based Reading Instruction Allocation
2007-
Budget for the Fiscal Year
2008
School
District
of
(dollar total)
(percentage)
Estimated Expenditures - FEFP Reading Earmark Fund Source:
Percentage of Total:
(rounded to the nearest
percent)
Salaries and Benefits
Dollar total
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FTE of Reading Coach Positions funded solely by FEFP
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FTE of Reading Teacher Positions funded solely by FEFP
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Professional Development
Dollar total
Text field
Assessment Costs
Dollar total
Text field
Detailed breakdown of Assessment category
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Programs/Materials
Dollar total
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Detailed breakdown of Programs/Materials category
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Other
Dollar total
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Detailed breakdown of Other category
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Total Estimated Expenditures – FEFP Reading Earmark Fund Source
Formula
100%
Other funding sources used to implement plan
Dollar total
Detailed breakdown of other funding sources
including the source, amount, and use of funds
Total cost of implementing K-12 Reading Plan
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Formula
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School Level Leadership
A key factor to an individual school’s success is the building leadership. The principal
sets the tone as the school’s instructional leader, reinforcing the positive and convincing
the students, parents and teachers that all children can learn and improve academically.
In essence, the school principal has the potential to have a great impact on student
achievement through his or her support of teachers and coaches. In order for principals to
become instructional leaders, it is imperative that they understand the literacy challenges
of the populations of students whom they serve. The reading/literacy coach is vital in the
process of providing job embedded professional development at the school level. To
describe the process for monitoring reading instruction at the school level, including the
role of the principal and the reading coach, please address the following:
1.
?
How will principals strongly encourage all reading coaches to attend the Just
Read, Florida! Leadership Conference and other professional development
opportunities?
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2.
?
a. The purpose of the Reading Leadership Team is to create capacity of reading
knowledge within the school building and focus on areas of literacy concern
across the school. The principal, reading coach, mentor reading teachers, and
other principal appointees should serve on this team. What process will the
principal use to form and continue a Reading Leadership Team?
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b. How will membership be selected for the Reading Leadership Team?
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c. How will the principal promote membership on the Reading Leadership Team?
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3.
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How will the principal ensure that the reading coach is not used as a reading
resource teacher, a substitute, administrator, or in any other capacity that takes
them away from being a full time professional development resource in reading?
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4.
?
How will the principal provide professional development materials to support the
reading coach?
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5.
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a. How will the principal ensure that the reading coach uses the online coach’s log
on the PMRN?
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b. How will the principal use the information obtained from this log to impact
student achievement?
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6.
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How will the principal monitor teacher implementation of lesson plans?
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7.
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How will the principal monitor collection and utilization of assessment data,
including progress monitoring data, to determine intervention and support needs
of students?
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8.
a. How will assessment data be communicated to and between teachers (Examples
may include: data study teams, weekly grade level meetings, and vertical team
meetings)?
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b. How often will this occur?
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9.
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Note that all instructional employees must have Individual Professional
Development Plan (IPDP) goals that are a reflection of the goals in the School
Improvement Plan (SIP) pursuant to s.1012.98, F.S. Since reading is a required
SIP goal for Schools In Need of Improvement (SINI) and schools with a grade of
F, all instructional employees in those schools are
strongly encouraged
to have a
reading goal as one of the several goals in their IPDP.
Schools that are not SINI or did not earn a school grade of F develop their
school’s SIP goals through a needs assessment. Most schools have SIP goals
related to reading and many districts require a reading goal in the SIP and in the
IPDP even if the school has strong student performance in reading.
Though not mandated by the state, all instructional employees statewide are
strongly encouraged
to have a reading goal as one of the several goals in their
IPDP.
Content area teachers who are not the teacher of record for reading may document
the required specific student performance data through teacher observation,
informal classroom quizzes and tests, or more formal assessments such as FCAT.
For example, a science teacher may have a goal of improving science vocabulary
(clearly a reading goal as well) that is documented by periodic classroom quizzes.
Instructional employees must be provided with inservice to assist them in
accomplishing their stated goals.
How will the principal, in collaboration with the instructional employee, target
specific areas of professional development need based on assessment data and
reflect those goals in the Individual Professional Development Plan (IPDP)?
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10. How will the principal intensify targeted professional development for teachers
based on progress monitoring data?
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11. Mentor teachers, based on successful student data, should serve in the capacity of
model classroom teachers. A model classroom should only be used for
demonstration purposes in the area of strength of the mentor teacher. There could
possibly be a different model classroom for different areas of reading instruction.
How will the principal identify mentor teachers and establish model classrooms
within the school?
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12. How will the principal ensure that time is provided for teachers to meet weekly
for professional development opportunities that include, but are not limited to
grade group meetings, additional training, visiting model classrooms and one on
one coaching sessions?
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13. a. What process will be used by the principal to monitor implementation of the
reading plan, including weekly classroom walkthroughs?
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b. How will follow up with feedback be provided?
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14. How and when will the principal and reading/literacy coach (if applicable)
provide teachers with the information contained in the K-12 Comprehensive
Research-Based Reading Plan?
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15. a. How will the principal increase the amount of student reading inside and
outside of school?
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b. How will the principal increase media center circulation?
?
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16. How will principals establish themselves as literacy leaders in their schools?
?
One
way to ensure this is to include a reading goal in your School Improvement Plan
although it may not be required.
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Professional Development
Professional development for all teachers, coaches and administrators must be provided
to ensure that all district educators are grounded in the essential components of reading
instruction. Providers of professional development (internal and external) must base
training in reading instruction on scientifically-based reading research. Professional
development options must be provided to address the following:
•
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Fidelity of implementation of all instructional materials, all reading programs, and
strategies based on scientifically-based reading research, including early
intervention, classroom reading materials, and accelerated programs. Immediate
intensive intervention (iii) should also be addressed.
•
?
Instruction in the use of screening, diagnostic, and classroom-based progress
monitoring assessments, as well as other procedures that effectively identify
students who may be at risk of reading failure or who are experiencing reading
difficulties.
Further, for professional development to be considered comprehensive, it must address
the body of knowledge grounded in scientifically-based reading research and must be in
alignment with the National Staff Development Council Standards (NSCD) and Florida’s
Professional Development System Evaluation Protocol. Professional development must
be individualized based on student performance data – not on a “one size fits all” model.
In order to ensure that each individual teacher has the level of intensity needed for
professional growth based on student achievement data,
professional development must
be individualized.
All teachers, paraprofessionals and substitutes, and even mentors can
benefit from differentiated professional development – providing more information for
less experienced teachers and advanced activities for those who are at a mentor level.
1. Provide the district/school professional development schedule for reading for the
2007-2008 school year, in
revised
templates for charts A1, A2, and A3 in the
Appendix
. These charts will be uploaded through our web based system. Repeat this
process within the chart as many times as necessary for each professional
development offering in reading offered by your district.
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Elementary Student Achievement and Instruction
It is the philosophy of the Just Read, Florida! Office to use scientifically-based reading
research (SBRR), including that found in the National Reading Panel Report and in the
No Child Left Behind (NCLB) legislation passed by Congress in 2001. This research
shows that children benefit from explicit and systematic reading instruction grounded in
the principles of scientifically-based reading research (SBRR). Research-based activities
should align with the
Florida Formula for Success
.
Schools must offer classroom instruction in reading in a dedicated, uninterrupted block of
time of at least 90 minutes duration. An initial lesson from the Comprehensive Core
Reading Program (CCRP) usually requires 30-40 minutes per day of the required 90
minute uninterrupted reading block. For the remainder of the block, the teacher should
then differentiate instruction focusing on individual student needs. In addition to, or as
an extension of the 90 minute reading block, the classroom teacher, special education
teacher, or reading resource teacher will provide immediate intensive intervention (iii) to
children as determined by progress monitoring and other forms of assessment.
The following performance-based flexibility options may be utilized by districts to
provide targeted instruction according to student needs:
•
Elementary schools meeting
all
of the following criteria are not required to
implement a Comprehensive Core Reading Program:
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A current school grade of an A or B,
9
AYP in reading met for all subgroups,
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90% of students meeting high standards in reading (an FCAT score of
Level 3 or above).
Districts implementing this flexibility must describe their plan for reading
instruction, including the intervention for those students reading below
grade level in grades K-5(6) in question 6a.
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•
?
For students in grades four and five scoring Level 4 or 5 on FCAT reading,
districts should offer enrichment programs steeped in content that continue to
develop the child’s reading skills. These students are not required to receive
instruction from a Comprehensive Core Reading Program, nor are they required
to receive 90 minutes of reading instruction.
Districts implementing this
flexibility must report the reading instruction that will be provided to these
students, including the time allotted for reading instruction in question 6a.
All information provided in this section should detail how you will meet the
reading needs of all student subgroups identified under No Child Left Behind.
1.
?
Please update and upload your district chart including instructional materials
utilized in each elementary school in your district using the
revised
template f
or
Chart C in the
Appendix
.
Please indicate in bold those progress monitoring
assessments that will be reported to the Progress Monitoring and Reporting
Network (PMRN) or to the Automated Student and Staff Database.
2.
?
Describe
all
research-based instructional materials used to provide reading
instruction. Include a description of how they will be integrated into the overall
instructional design.
a.
Comprehensive Core Reading Programs (CCRP)
- The CCRP correlates to
all Reading and Language Arts Sunshine State Standards and addresses the five
areas of reading: phonological awareness, phonics, fluency, vocabulary, and
comprehension. The CCRP is the tool used to provide initial and differentiated
instruction and is used to expose and instruct students on grade level.
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b.
Supplemental Intervention Reading Programs (SIRP)
- Supplemental
Intervention Reading Programs are intended for flexible use as part of
differentiated instruction or in more intensive interventions to meet student
learning needs in specific areas (phonological awareness, phonics, fluency,
vocabulary, and comprehension).
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c.
Comprehensive Intervention Reading Programs (CIRP)
- CIRPs are
intended for students who are reading one or more years below grade level, and
who are struggling with a broad range of reading skills. The instruction provided
through these programs should accelerate growth in reading with the goal of
returning students to grade level proficiency. CIRPs include instructional content
based on the five essential components of reading instruction (phonological
awareness, phonics, fluency, vocabulary, and comprehension). CIRPs also
provide more frequent assessments of student progress and more systematic
review in order to ensure proper pacing of instruction and mastery of all
instructional components.
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d.
Educational technology
- Educational technology is intended for additional
support in reading. Educational technology without a teacher-led instructional
component should be listed and described here. Educational technology must
supplement and not supplant instruction by a highly qualified instructor.
Educational technology that has an instructional component should be listed and
described under either Supplemental Intervention Reading Programs or
Comprehensive Intervention Reading Programs, as applicable.
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3.
?
Create an Assessment/Curriculum Decision Tree (Chart D1) to demonstrate how
assessment data from progress monitoring and other forms of assessment will be
used to determine specific interventions for students at grades K-3.
The chart must include:
•
?
Name of assessment(s)
•
?
Targeted audience
•
?
Performance benchmark used for decision-making
•
?
Assessment/curriculum connection
•
?
Length and duration of intervention (time and number of days)
•
?
Group size (cap)
*Possible samples for the Assessment/Curriculum Decision Tree can be found in the
Appendix. District contacts will create and upload Chart D1.
4.
?
Schools must diagnose specific reading deficiencies of students scoring at Level 1
and Level 2 on FCAT Reading. Although formal diagnostic assessments provide
specific information about a student’s reading deficiencies, many progress
monitoring tools and informal teacher assessments can provide very similar
information in a more efficient manner. The only reason to administer a formal
diagnostic assessment to any student is to determine the specific deficit at hand so
teachers can better inform instruction to meet student needs. The decision to
deliver a formal diagnostic assessment should be the result of an in-depth
conversation about student instructional and assessment needs by the teacher,
reading coach, and reading specialist.
Create an Assessment/Curriculum Decision Tree (Chart D2)
to demonstrate
how assessment data from progress monitoring and other forms of assessment
will be used to determine specific interventions for students at grades 4-5(6)?
The chart must include:
•
?
Name of assessment(s)
•
?
Targeted audience
•
?
Performance benchmark used for decision-making
•
?
Assessment/curriculum connection
•
?
Length and duration of intervention (time and number of days)
•
?
Group size (cap)
*Possible samples for the Assessment/Curriculum Decision Tree can be found in the
Appendix. District contacts will create and upload Chart D2.
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5.
?
a. How will all students receive high-quality, explicit, and systematic reading
instruction according to their needs during the 90 minute uninterrupted reading
block? (Refer to the following website:
http://www.justreadflorida.com/educators.asp ). If districts are choosing to
implement the flexibility options regarding the 90 minute reading block provided
in the introduction to this section, please include a description of implementation
of these options here.
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b. How will students targeted for immediate intensive intervention receive
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services?
?
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?
c. How will reading instruction be designed to intrinsically motivate students to
become successful readers?
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6.
?
a. How will teachers provide student access to leveled classroom libraries of both
fiction and nonfiction text focused on content area concepts implemented during
the 90 minute reading block as an extension of skills taught through the core
reading program?
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b. How will these classroom libraries be utilized?
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c. How will books be leveled?
?
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d. How will teachers match students with the appropriate level of text?
?
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7.
?
How will all content area teachers incorporate reading and literacy instruction into
subject areas to extend and build discussions of text in order to deepen
understanding? Include a description of the utilization of leveled classroom
libraries and independent reading practice.
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8.
?
How will writing be incorporated into the 90 minute reading block as an aid to
comprehension?
*Instruction in the writing process should not be during the 90
minute reading block.
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9.
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The district and school site designees for the Third Grade Summer Reading Camp
must create a reading camp schedule that facilitates intensive reading intervention
for all third grade students scoring a Level 1 on FCAT. The plans for the Third
Grade Summer Reading Camps are
due Friday, March 30, 2007
for the Just
Read, Florida! Office to review and provide feedback by
April 13, 2007.
For
more guidance on Third Grade Summer Reading Camps and to submit the
district’s Summer Reading Camp Plan, visit
http://www.justreadflorida.com/camps/.
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a. What before, after, and summer school reading activities, excluding the
required Third Grade Summer Reading Camp, will be utilized (include mentoring
and tutoring activities)?
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b. How will before, after, and summer school activities be linked to the reading
instruction taking place during the school day?
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Middle School Student Achievement and Instruction
Successful implementation of your K-12 Comprehensive Research-Based Reading Plan
will meet the requirements of the Florida Secondary School Redesign Act which requires
each school to use research-based reading activities that have been shown to be
successful in teaching reading to low-performing students. These research-based
activities should align with the
Florida Formula for Success
.
All information provided in this section should detail how you will meet the reading
needs of all student subgroups identified under No Child Left Behind.
1.
?
Please update and upload your district chart including instructional materials
utilized in each middle school in your district using the
revised
template for Chart
F in the
Appendix
.
Please indicate in bold those progress monitoring
assessments that will be reported to the Progress Monitoring and Reporting
Network (PMRN) or to the Automated Student and Staff Database.
2.
?
Describe
all
research-based instructional materials used to provide reading
instruction. Include a description of how they will be integrated into the overall
instructional plan.
a.
Developmental Reading Programs
- The goal of a developmental reading
program is to provide a variety of methods and materials to develop strategies and
critical thinking skills in reading which may be transferred to content courses
across the curriculum. The skills and strategies taught should align with Sunshine
State Standards for Reading at the appropriate grade level, specifically those
benchmarks which are assessed by the Florida Comprehensive Assessment Test
(FCAT).
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b.
Comprehensive Intervention Reading Programs (CIRP)
- A Comprehensive
Intervention Reading Program is defined as a stand-alone program providing
instruction in multiple areas of reading. The instruction provided through these
programs should accelerate growth in reading with the goal of returning students
to grade level proficiency. The skills and strategies taught should align with
Sunshine State Standards for Reading at the appropriate grade level, specifically
those benchmarks which are assessed by the Florida Comprehensive Assessment
Test (FCAT). Middle school students are required to read extensively and
comprehend rigorous text in specific subject areas such as government, science,
and literature. Higher level thinking skills that require comprehension of
challenging concepts and processes are required in specific subject areas such as
geometry, history, and physical science. For many students in grades 6-8, success
in subject area courses is contingent upon intensive reading intervention of
content area vocabulary and concepts.
Text box
c.
Supplemental Intervention Reading Programs (SIRP)
- Supplemental
Intervention Reading Programs provide instruction in one or more areas of
reading skill. They are intended for flexible use as part of differentiated
instruction or more intensive interventions to meet student learning needs in
specific areas (phonological awareness, phonics, fluency, vocabulary, and
comprehension). They may be used with almost all students in the class because
the Comprehensive Intervention Reading Program (CIRP) does not provide
enough instruction and practice in a given area for the majority of the students in
the class or to provide targeted, intensive interventions for smaller groups of
struggling readers. These programs provide targeted instruction designed to fill in
gaps in student knowledge or skill. These programs can be used to provide either
additional instruction, additional practice, or both.
Text box
d.
Educational technology
- Educational technology is intended for additional
support in reading. Educational technology without a teacher-led instructional
component should be listed and described here. Educational technology must
supplement and not supplant instruction by a highly qualified instructor.
Educational technology that has an instructional component should be listed and
described under either Supplemental Intervention Reading Programs or
Comprehensive Intervention Reading Programs as applicable.
Text box
3.
?
Section 1011.62, Florida Stautes, requires middle school students who score at
Level 1 on FCAT Reading to complete an intensive reading course. Those
students who score at Level 2 must be placed in an intensive reading course or a
content area reading intervention course.
Middle school students who score at Level 1 or Level 2 on FCAT Reading and
have intervention needs in the areas of decoding and/or fluency must have an
extended block of reading intervention. This may occur through a double block
of intensive reading or by blocking together a class of “Intensive Reading” with
another subject area class. This block of time must be taught by the same teacher.
17
This teacher should be highly qualified to teach reading or working toward that
status (pursuing the reading endorsement or reading certification) and classroom
infrastructure (class size, materials, etc.) should be adequate to implement the
intervention course.
This intervention course should include on a daily basis:
•
?
whole group explicit instruction
•
?
small group differentiated instruction
•
?
independent reading practice monitored by the teacher
•
?
infusion of SSS benchmarks specific to the subject area blocked with the
intensive reading course (biology, world history, etc.)
•
?
a focus on informational text at a ratio matching FCAT
Districts may serve fluent Level 2 students in content area classes through a
content area reading intervention. Teachers of these classes must complete the
150 hour Content Area Reading Professional Development (CAR-PD) bundle or
the Reading Endorsement and classroom infrastructure (class size, materials, etc.)
should be adequate to implement the content area reading intervention course.
This intervention course should include on a daily basis:
•
?
whole group explicit instruction
•
?
small group differentiated instruction
•
?
independent reading practice monitored by the teacher
•
?
infusion of SSS benchmarks specific to the subject area (biology, world
history, etc.)
•
?
a focus on informational text at a ratio matching FCAT
No exit criteria is allowable for Level 2 students in K-12 Comprehensive
District Reading Plans for 2007-08.
One of the following courses must be used to provide reading intervention to all
Level 1 students and those Level 2 students not being served through a content
area reading intervention course:
•
?
1000000 M/J INTENSIVE LANGUAGE ARTS
•
?
1000010 M/J INTENSIVE READING
•
?
1002180 M/J DEVELOPMENTAL LANGUAGE ARTS THROUGH
ESOL (MC)
•
7810020 READING: 6-8
?
***All courses require reading endorsement or certification
?
Schools must progress monitor Level 1 and 2 students a minimum of three times
per year. This should include a Baseline, Midyear, and End of the Year
Assessment.
18
As a reminder, each struggling reader must be given the instruction that best fits
his or her needs. Districts must establish criteria beyond FCAT for placing
students into different levels of intensity for reading intervention classes.
Examples include data from screenings, progress monitoring and diagnostic
assessments already in use in the district, as well as teacher recommendation.
Additional guidelines for student placement in reading intervention can be found
through using the Just Read, Florida! Student Reading Placement Chart at:
http://info.fldoe.org/justread/educators/Secondary_Reading_Placement_Chart.pdf
End-of-year assessments should be used to determine specific areas of student
reading difficulty and reading intervention placement.
Schools must diagnose specific reading deficiencies of students scoring at Level 1
and Level 2 on FCAT Reading. Although formal diagnostic assessments provide
specific information about a student’s reading deficiencies, many progress
monitoring tools and informal teacher assessments can provide very similar
information in a more efficient manner. The only reason to administer a formal
diagnostic assessment to any student is to determine the specific deficit at hand so
teachers can better inform instruction to meet student needs. The decision to
deliver a formal diagnostic assessment should be the result of an in-depth
conversation about student instructional and assessment needs by the teacher,
reading coach, and reading specialist.
Complete an Assessment/Curriculum Decision Tree (Chart G)
to demonstrate
how assessment data from progress monitoring and other forms of assessment
will be used to determine specific interventions for students at each grade level.
The chart must include:
•
?
Name of assessment(s)
•
?
Targeted audience
•
?
Performance benchmark used for decision-making
•
?
Assessment/curriculum connection
•
?
Length and duration of intervention (daily time and number of days)
•
?
Class size (cap)
*A possible sample for the Assessment/Curriculum Decision Tree can be found in the
Appendix. District contacts will create and upload Chart G.
4.
?
Describe in detail the reading classroom (include all levels of intervention).
Determinations for intensity of the remediation effort should be based on the most
recent reliable and valid assessment data.
Text box
5.
?
a. How will students be provided with access to authentic fiction and non-fiction
texts representing a range of levels, interests, genres, and cultures within the
reading program?
Text box
b. How will daily independent reading practice, monitored by the teacher, be
incorporated into all reading classrooms?
Text box
19
c. How will classroom libraries be utilized?
?
Text box
?
d. How will the books be leveled?
?
Text box
?
e. How will teachers match students with the appropriate level of text?
?
Text box
?
6.
?
How will all content area and elective teachers incorporate reading and literacy
instruction into subject areas to extend and build discussions of text in order to
deepen understanding? Include a description of the utilization of leveled
classroom libraries and independent reading practice.
Text box
7.
?
How will writing be incorporated across the curriculum as an aid to
comprehension?
Text box
8.
?
a. What before, after, and summer school reading activities will be utilized
(include mentoring and tutoring activities)?
Text box
b. How will before school, after school, and summer school reading activities be
linked to the reading instruction taking place during the school day?
Text box
20
High School Student Achievement and Instruction
Students entering the upper grades who are not reading on grade level have a variety of
reading intervention needs. No single program or strategy can be successful in the
remediation of all students. Therefore, it is necessary to implement a combination of
research-based programs and strategies that have been proven successful in the
remediation of older struggling readers. Successful implementation of your K-12
Comprehensive Research-Based Reading Plan will meet the requirements of the Florida
Secondary School Redesign Act which requires each school to use research-based
reading activities that have been shown to be successful in teaching reading to low-
performing students. These research-based activities should align with the
Florida
Formula for Success
.
All information provided in this section should detail how you will meet the reading
needs of all student subgroups identified under No Child Left Behind.
1.
?
Please update and upload your district chart including instructional materials
utilized in each high school in your district using the
revised
template for Chart I
in the
Appendix
.
Please indicate in bold those progress monitoring
assessments that will be reported to the Progress Monitoring and Reporting
Network (PMRN) or to the Automated Student and Staff Database.
2.
?
Describe
all
research-based instructional materials used to provide reading
instruction. Include a description of how they will be integrated into the overall
instructional plan.
a.
Comprehensive Intervention Reading Programs (CIRP)
- A Comprehensive
Intervention Reading Program is defined as a stand-alone program providing
instruction in multiple areas of reading. The instruction provided through these
programs should accelerate growth in reading with the goal of returning students
to grade level proficiency. The skills and strategies taught should align with
21
Sunshine State Standards for Reading at the appropriate grade level, specifically
those benchmarks which are assessed by the Florida Comprehensive Assessment
Test (FCAT). High school students are required to read extensively and
comprehend rigorous text in specific subject areas such as government, science,
and literature. Higher level thinking skills that require comprehension of
challenging concepts and processes are required in specific subject areas such as
geometry, history, and physical science. For many students within grades 9-12,
success in subject area courses is contingent upon intensive reading intervention
of content area vocabulary and concepts.
Text box
b.
Supplemental Intervention Reading Programs(SIRP)
- Supplemental
Intervention Reading Programs provide instruction in one or more areas of
reading skill. They are intended for flexible use as part of differentiated
instruction or more intensive interventions to meet student learning needs in
specific areas (phonological awareness, phonics, fluency, vocabulary, and
comprehension). They may be used with almost all students in the class because
the Comprehensive Intervention Reading Program does not provide enough
instruction and practice in a given area for the majority of the students in the class
or to provide targeted, intensive interventions for smaller groups of struggling
readers. These programs provide targeted instruction designed to fill in gaps in
student knowledge or skill. These programs can be used to provide either
additional instruction, additional practice, or both.
Text box
c.
Educational technology
- Educational technology is intended for additional
support in reading. Educational technology without a teacher-led instructional
component should be listed and described here. Educational technology must
supplement and not supplant instruction by a highly qualified instructor.
Educational technology that has an instructional component should be listed and
described under either Supplemental Intervention Reading Programs or
Comprehensive Intervention Reading Programs, as applicable.
Text box
3.
?
Section 1011.62, Florida Statutes, requires high school students who score at
Level 1 on FCAT Reading to complete an intensive reading course. Those
students who score at Level 2 must be placed in an intensive reading course or a
content area reading intervention course.
Passing scores on FCAT and concordant scores on other assessments may not be
used to exempt students from required intervention. Districts may use flexibility
to provide intervention to students in grades 11 and 12 who have met the
graduation requirement (1926 on FCAT or concordant score).
High school students who score at Level 1 or Level 2 on FCAT Reading and who
have intervention needs in the areas of decoding and/or fluency must have an
extended block of reading intervention. This may occur through a double block
of intensive reading or by blocking together a class of “Intensive Reading” with
another subject area class. This block of time must be taught by the same teacher.
22
This teacher should be highly qualified to teach reading or working toward that
status (pursuing the reading endorsement or K-12 reading certification) and
classroom infrastructure (class size, materials, etc.) should be adequate to
implement the intervention course.
This reading intervention course should include on a daily basis:
•
?
whole group explicit instruction
•
?
small group differentiated instruction
•
?
independent reading practice monitored by the teacher
•
?
infusion of SSS benchmarks specific to the subject area blocked with the
intensive reading course (biology, world history, etc.)
•
?
a focus on informational text at a ratio matching FCAT
Districts may serve fluent Level 2 students in content area classes through a
content area reading intervention. Teachers of these classes must complete the
150 hour Content Area Reading Professional Development (CAR-PD) bundle or
the Reading Endorsement and classroom infrastructure (class size, materials, etc.)
should be adequate to implement the content area reading intervention course.
This intervention course should include on a daily basis:
•
?
whole group explicit instruction
•
?
small group differentiated instruction
•
?
independent reading practice monitored by the teacher
•
?
infusion of SSS benchmarks specific to the subject area (biology, world
history, etc.)
•
?
a focus on informational text at a ratio matching FCAT
No exit criteria is allowable for Level 2 students in K-12 Comprehensive
District Reading Plans for 2007-08.
One of the following courses must be used to provide reading intervention to all
Level 1 students and those Level 2 students not being served through a content
area reading intervention course:
•
?
1000400 INTENSIVE LANGUAGE ARTS
•
?
1000410 INTENSIVE READING
•
?
7910100 READING: 9-12
•
?
1002380 DEVELOPMENTAL LANGUAGE ARTS THROUGH ESOL
•
7910400 LIFE SKILLS READING: 9-12
?
***All courses require reading endorsement or certification
?
Schools must progress monitor Level 1 and 2 students a minimum of three times
per year. This should include a Baseline, Midyear, and End of the Year
Assessment.
23
As a reminder, each struggling reader must be given the instruction that best fits
his or her needs. Districts must establish criteria beyond FCAT for placing
students into different levels of intensity for reading intervention classes.
Examples include data from screenings, progress monitoring and diagnostic
assessments already in use in the district, as well as teacher recommendation.
Additional guidelines for student placement in reading intervention can be found
through using the Just Read, Florida! Student Reading Placement Chart at:
http://info.fldoe.org/justread/educators/Secondary_Reading_Placement_Chart.pdf
End-of-year assessments should be used to determine specific areas of student
reading difficulty and reading intervention placement.
Schools must diagnose specific reading deficiencies of students scoring at Level 1
and Level 2 on FCAT Reading. Although formal diagnostic assessments provide
specific information about a student’s reading deficiencies, many progress
monitoring tools and informal teacher assessments can provide very similar
information in a more efficient manner. The only reason to administer a formal
diagnostic assessment to any student is to determine the specific deficit at hand so
teachers can better inform instruction to meet student needs. The decision to
deliver a formal diagnostic assessment should be the result of an in-depth
conversation about student instructional and assessment needs by the teacher,
reading coach, and reading specialist.
Complete an Assessment/Curriculum Decision Tree (Chart J)
to demonstrate
how assessment data from progress monitoring and other forms of assessment
will be used to determine specific interventions for students at each grade level.
The chart must include:
•
?
Name of assessment(s)
•
?
Targeted audience
•
?
Performance benchmark used for decision-making
•
?
Assessment/curriculum connection
•
?
Length and duration of intervention (daily time and number of days)
•
?
Class size (cap)
*A possible sample for the Assessment/Curriculum Decision Tree can be found in the
Appendix. District contacts will create and upload Chart J.
4.
?
Describe in detail the reading classroom (include all levels of intervention) for
students in grades 9-12. Determinations for intensity of the remediation effort
should be based on the most recent reliable and valid assessment data.
Text box
5.
?
a. How will students be provided with access to authentic fiction and non-fiction
texts representing a range of levels, interests, genres, and cultures within the
reading program?
Text box
b. How will daily independent reading practice, monitored by the teacher, be
incorporated into all reading classrooms?
Text box
24
c. How will classroom libraries be utilized?
?
Text box
?
d. How will the books be leveled?
?
Text box
?
e. How will teachers match students with the appropriate level of text?
?
Text box
?
6.
?
How will all content area and elective teachers incorporate reading and literacy
instruction into subject areas to extend and build discussions of text in order to
deepen understanding? Include a description of the utilization of leveled
classroom libraries and independent reading practice.
Text box
7.
?
How will writing be incorporated across the curriculum as an aid to
comprehension?
Text box
8.
?
a. What before, after, and summer school reading activities will be utilized
(include mentoring and tutoring activities)?
Text box
b. How will before school, after school, and summer school reading activities be
linked to the reading instruction taking place during the school day?
Text box
25
Our Contact Information
Evan.Lefsky@fldoe.org
Executive Director, Just Read, Florida! – Leadership Section Contact
Barbara.Elzie@fldoe.org
Deputy Director, Just Read, Florida! – Professional Development Section Contact
Cari.Miller@fldoe.org
Director of Reading First – Elementary School Section Contact
Melinda.Webster@fldoe.org
Elementary Reading Specialist – Elementary School Section Contact
Laurie.Lee@fldoe.org
Middle School Reading Specialist – Middle School Section Contact
Kevin.Smith@fldoe.org
High School Reading Specialist – High School Section Contact
Call us at…. 850/245-0503
26
Appendix
?
Please note that “Samples” listed below may be revised for use by districts or used
as a reference for districts to create their own format. “Templates” listed below are
blank files that must be completed in the provided format.
Just Read, Florida! Reading/Literacy Coach Model
(Definition)
FLORIDA READING/LITERACY COACH POSITION DESCRIPTION
The reading/literacy coach will serve as a stable resource for professional development
throughout a school to generate improvement in reading and literacy instruction and
student achievement.
Coaches will support and provide initial and ongoing professional development to
teachers in:
•
?
each of the major reading components, as needed, based on an analysis of
?
student performance data.
?
•
?
administration and analysis of instructional assessments.
•
?
providing differentiated instruction and intensive intervention.
Coaches will:
•
?
model effective instructional strategies for teachers.
•
?
facilitate study groups.
•
?
train teachers in data analysis and using data to differentiate instruction.
•
?
coach and mentor colleagues.
•
?
provide daily support to classroom teachers.
•
?
work with teachers to ensure that research-based reading programs
(comprehensive core reading programs, supplemental reading programs and
comprehensive intervention reading programs) are implemented with fidelity.
•
?
help to increase instructional density to meet the needs of all students.
•
?
help lead and support reading leadership teams at their school(s).
•
?
continue to increase their knowledge base in best practices in reading
?
instruction, intervention, and instructional reading strategies.
?
•
?
report their coach logs bi-weekly through the Progress Monitoring and
?
Reporting Network (PMRN).
?
While the reading coach should not be assigned a regular classroom teaching assignment,
they are expected to work with students in whole and small group instruction in the context
of modeling and coaching in other teachers’ classrooms. This should occur as frequently as
possible, given the relative impact on teacher knowledge and practice compared to other roles
27
and duties of the coach. A coach may be utilized as a part-time coach in two different schools
and still be considered a full-time coach.
The reading coach is responsible for working with
all
teachers (including ESE, content area,
and elective areas) in the school they serve; however, they must prioritize their time to those
teachers, activities, and roles that will have the greatest impact on student achievement,
namely coaching and mentoring in classrooms.
The reading/literacy walkthroughs that are discussed in the K-12 Comprehensive Reading
Plan require that the principal or a designated administrator conduct the walkthrough.
Coaches should not be asked to perform administrative functions that will confuse their role
for teachers. Districts are highly encouraged to limit the time reading/literacy coaches spend
administering or coordinating assessments, as these tasks prohibit them from providing
professional development to teachers.
QUALIFICATIONS (Districts are free to add to these basic qualifications)
Coaches are expected to have experience as successful classroom teachers. Coaches are
expected to exhibit knowledge of scientifically based reading research, special expertise
in quality reading instruction and infusing reading strategies into content area
instruction, and data management skills. They should have a strong knowledge base in
working with adult learners. Coaches should be excellent communicators with
outstanding presentation, interpersonal, and time management skills. The coach must
have a minimum of a bachelor’s degree and advanced coursework in reading is highly
recommended. It is strongly encouraged that the coach become endorsed or K-12
certified in the area of reading or be working toward endorsement or K-12 certification.
The coach should be employed the entire teacher contract year or for an extended
contract period where necessary to provide adequate planning time for professional
development activities.
28
District Organizational Communication Reporting Chart
(Sample)
29
?
Chart A1 – District Elementary Professional Development Chart
(Template)
30
31
32
33
Chart A2 – District Middle School Professional Development Chart
(Template)
34
35
36
37
Chart A3 – District High School Professional Development Chart
(Template)
38
39
40
41
Chart C – Elementary School Instructional Materials Chart
(Template)
42
Chart D1 – K-3 Assessment/Curriculum Decision Tree
(Sample)
43
44
Chart D2 – 4-5(6) Assessment/Curriculum Decision Tree
(Sample)
45
Chart F – Middle School Instructional Materials Chart
(Template)
46
Chart G – Middle School Assessment/Curriculum Decision Tree
(Sample)
47
Chart I – High School Instructional Materials Chart
(Template)
48
Chart J – High School Assessment/Curriculum Decision Tree
(Sample)
49
