Chart C Glossary

Comprehensive Core Reading Program (CCRP)

-the instructional tool used to provide high

quality instruction in K-5 classrooms. The CCRP correlates to all Reading and Language Arts

Sunshine State Standards and includes instructional content based on the five essential

components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and

comprehension. The CCRP contains instructional design components including explicit

instructional strategies, coordinated instructional sequences, ample practice opportunities, aligned

student materials, and assessment to guide instruction.

Comprehensive Intervention Reading Program (CIRP)-

programs intended for students who

are reading one or more years below grade level, and who are struggling with a broad range of

reading skills. Comprehensive Intervention Reading Programs include instructional content

based on the five essential components of reading instruction (phonological awareness, phonics,

fluency, vocabulary, and comprehension) integrated into a coherent instructional design. A

coherent design includes explicit instructional strategies, coordinated instructional sequences,

ample practice opportunities, and aligned student materials. Comprehensive Intervention

Reading Programs must accelerate growth by providing instruction that is more intensive,

explicit, systematic, and more motivating than instruction that students have previously received.

These programs 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.

Diagnostic Assessments-

tests that can be used to measure a variety of reading, language, or

cognitive skills. Although they can be given as soon as a screening test indicates a child is behind

in reading growth, they will usually be given only if a child fails to make adequate progress after

being given extra help in learning to read. They are designed to provide a more precise and

detailed picture of the full range of a child’s knowledge and skill so that instruction can be more

precisely planned.

Educational technology

- technology programs intended for additional support in reading.

Educational technology refers to a technology program

without a teacher-led instructional

component

. Programs 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.

Immediate Intensive Intervention (iii)

- instruction that includes more time, more opportunities

for student practice, more teacher feedback, smaller group size, and may include different

materials based on student needs. It is implemented as soon as assessment indicates that students

are not making adequate progress in reading.

Outcome Measure-

as

sessment given at the end of the year for two purposes: to assist the

principal and teachers in a school in evaluating the overall effectiveness of their reading program

for all students (e.g. FCAT, SAT 10) and to determine student progress on grade level

expectations in reading.

Progress Monitoring

- tests that keep the teacher informed about the child’s progress in learning

to read during the school year. These assessment results provide a quick sample of critical reading

skills that will inform the teacher if the child is making adequate progress toward grade level

reading ability at the end of the year.

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Screening

- an informal inventory providing the teacher a beginning indication of the student’s

preparation for grade level reading instruction. It is a “first alert” that a child may need extra help

to make adequate progress in reading during the year.

Supplemental Intervention Reading Program (SIRP)-

programs providing 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 if the Comprehensive Core 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 instruction for smaller groups of struggling readers. These programs provide targeted

instruction designed to fill in gaps in student knowledge or skill and can be used to provide

additional instruction and practice.