1. Glossary for Chart F

Glossary for Chart F
Comprehensive Intervention Reading Program (CIRP)
-
is a stand-alone program providing
instruction in multiple areas of reading. 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 within grades 6-8, success in subject areas is contingent upon intensive
reading intervention of content area vocabulary and concepts. The acquisition of mature language
and reading comprehension skills require intense intervention for many struggling students. The
6-8 reading curriculum must contain explicit instruction for intensive student assistance in
fluency, English morphology, inference modification processes, classification skills, analysis,
synthesis, and research skills with informational and complex literary text. Students must have
opportunities to practice and apply language and reading skills in effective written and oral
communication. The expected student outcome of the curriculum and instruction is accelerated
growth in student proficiency in reading and writing of both informational and literary text.
Developmental Reading Programs
- programs that provide a variety of methods and materials to
develop strategies and critical thinking skills in reading
for students who are re
ading on and
above grade level and enrolled in reading courses
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).
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 student is
behind in reading growth, they will usually be given only if a student 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 student’s knowledge and skill so that instruction
can be more precisely planned.
Disfluent –
pertains to students who have difficulty decoding words or reading with prosody as
determined by district assessments. The cut score for reading rate and accuracy is established by
the district. Students who are disfluent readers require additional instructional time in a reading
intervention.
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.
Fluent
– pertains to students who are able to decode words quickly and accurately and read with
prosody as determined by district assessments, but have difficulty with comprehension and
vocabulary. Students who are considered to be fluent readers are required to have a reading
intervention, but do not require additional instructional time.
Outcome Measure-
assessment 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 student’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 student is making adequate progress
toward grade level reading ability.
Screening
- assessment tools that can help place students in appropriate reading intervention
programs.
Supplemental Intervention Reading Programs (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 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.

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